Video Games And Hostility. Essay - 2108 Words

Running Head: VIDEO GAMES AND HOSTILITY Video games and hostility Surpreet Singh City University of New York : Queens College Authors Note Surpreet Singh, Department of Psychology, Queens College Contact : Surpreet95@gmail.com VIDEO GAMES AND HOSTILITY Abstract This experiment assessed the role of videogames and hostility in young Queens College students. This experiment was based on whether video games make a person hostile towards his or her surroundings. Showing two different clips from different video games, which described the mood of young students, did it. The experiment was tested within a classroom in Queens College. The experiment was divided into two different conditions, condition one, which was hostile games, and condition two, which was non- hostile games. First, the students were shown the clip of this aggressive video game called, Call of Duty 3 for two minutes and were asked to imagine as if they were playing. Students were administered the State Hostility Questionnaire and instructed to fill out ratings before and after the experiment. Secondly, the students were shown the clip of a nonviolent video game called Pikmin and were asked to do the same as they did with the first video game. The goal of this experiment was to b riefly find out if video games made a person hostile. Since, video games like Call of Duty 3 contains a lot of violent actions it does make students hostile compared to the non-violent games likeShow MoreRelatedEffects Of Violent Video Games Essay1712 Words   |  7 Pagesteeneagers love video games. Though some say â€Å"it’s just a game†, that simple game could be more of an impact than people think. At the moment teenagers may not see any change in their actions and emotions while playing video games. Violent video games in specific are a huge impact on Americans teenagers. 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What is sociology, anyway Why bother to study it Free Essays

The aspect of sociology mainly relates to the study of the human behavior, existence, and individual characteristics based on the collective perspective of the society. The importance of this field in science generally manifest in many ways varying from the views and interpretation of the person involved. In reply to the read article regarding a personal reflection towards sociology, this writer clearly understands that the author of the said article greatly appreciates the value of the aspect of sociology with its manifestation towards the said author’s life. We will write a custom essay sample on What is sociology, anyway? Why bother to study it? or any similar topic only for you Order Now Read also  Sociology and Social Integration. Parts of his realization are greatly inclined towards the aid of sociology for understanding the human behavior in the society and discovering the individual characteristics of each person in a collective perspective. By the inclusion of the sociological concepts, the author of the article was able to understand the individual differences in terms characteristics, behavior, intellect, and others relevant to his successful merge in his society. In agreement to the ideas presented of the author of the read article, indeed, the aspect of sociology explains that the individual differences of each person is rooted on the influence of numerous factors in the person’s development. Realizing this fact, it is important to acknowledge these factors in understanding the personal characteristics of each individual such as his or her opinion, values, perspective, behavior, and actions. Among these influential factors are the concepts of family background and culture wherein the former has changed significant in the present. Other than the traditional type of the family unit, new structure have already emerged in the present namely the extended and nuclear or modern type which also have significant influences in the personality development of the person involved in these family unit. The dominant culture existing inside the family also becomes a fundamental factor in the individual characteristic thus, should also be considered in the sociological analysis and understanding. Indeed, the factors of family background and culture significantly affect the development of individual personality and characteristics relative to understanding the differences of each person inside the collective group of their respective society. Being part of the broad field of sociology, indeed, it is important to consider this scientific field towards achieving development in the aspect of understanding social relationship and individual differences inside the organization of human society. How to cite What is sociology, anyway? Why bother to study it?, Papers

Patient Dignity and Effects free essay sample

The fast-paced focus and limited time in emergency department make it difficult to attend to the holistic needs of the patient. Physical barriers of the equipment connected to the patient hinder the humanistic view of the patient and the necessary communication for ensuring dignified interactions. The dignity of patients is a major concern in healthcare, and every human being has the right to be treated with respect and dignity. More appreciation and better understanding of dignity is needed among nurses to improve the quality of care. According to Neno (2006), nurses need to continuously improve their skills and competencies to ensure that people are treated with dignity. Patients present to the hospital already vulnerable due to illness, and place their lives in the hands of healthcare professionals. On top of compromised health, hospitalization often creates feelings of loss of control, helplessness, loss of worth, and loss of autonomy. Nurses need to provide quality care, maintaining patients’ dignity, and promoting autonomy and self-worth by showing understanding and respect. Often, patients present confused or unresponsive, not comprehending the world around them. It would seem that such person does not have any dignity. Dignity has to be maintained in the care provided regardless of patient’s knowing or understanding of the place and moment in time. According to the Code of Ethics for Nurses: â€Å"The worth of the person is not affected by disease, disability, functional status, or proximity to death† (2001, p. 7). Purpose â€Å"Dignity means different things to different people† (Gallagher, 2004). Walsh (2002) noted that the concept of dignity is frequently cited in nursing literature, but only few studies attempt to define it. The myriad of available definitions and explanations does not benefit nursing and patient care in understanding dignity, and it is still a concept that evokes many thoughts. Concept analysis is a process to create a meaning of abstract concepts such as dignity. This paper uses concept analysis method of Walker and Avant (1995) to clarify the components of the dignity concept as it applies to nursing and patient care, so it can be better understood and utilized. Literature Definition Although nursing schools emphasize nurses’ obligation to promote and maintain patients’ dignity, no definitions or instructions are provided on how to promote such care or assess its outcomes. The dictionary definition of dignity states: â€Å"bearing, conduct, or speech indicative of self-respect or appreciation of the formality or gravity of an occasion or situation, nobility or elevation of character; worthiness, elevated rank, office, station† and â€Å"the quality or state of being worthy, honored, or esteemed† (Dictionary. om Unabridged, n. d. ). Another dictionary adds: â€Å"a sense of pride in oneself† (Compact Oxford English Dictionary, n. d. ). Not all of these descriptions of dignity apply to healthcare. The American Association of Colleges of Nursing defined dignity as â€Å"respect for the inherent worth and uniqueness of individuals and populations† (as cited by Jacelon Henneman, 2004). Gallagher (2004) s tated that dignity is equal for all human beings, but Haddock (1996) informed that: â€Å"humans are also unique, and have ‘personal’ dignity which only has personal meaning†. The author noted that dignity is connected to the self concept and self-esteem. She explained that self-esteem is the value we attach to ourselves as a result of our success in achieving goals, and it is also determined by the reaction of others. Further, it is noted that a person’s dignity is a reflection of personal choices, values, ideals, conduct, and lifestyle (Haddock, 1996). Similarly, Mairis (1994) suggested that dignity relates to one’s cognitive skills, feeling comfortable with one-self, and having control over one’s surroundings, behavior, and treatment by others. On the other hand, not all patients are capable of autonomous thinking and choice. Gallagher (2004) argued that those incompetent of making any decisions deserve to be treated with the same respect and dignity as every one else. People have dignity regardless of their level of competence, consciousness, autonomy, or capability of communicating. The author informed that dignity is equal for all, as it is a basic moral right that all people are worthy of from the moment of birth. Moreover, dignity is concerned with the acknowledgement of humanity in people, alive or dead. Gallagher (2004) stated that dignity can apply to a range of situations from patient’s autonomy and treatment choice, through older confused, incapable of decision making patients, to people who are dying, and the dignity of the bodies of those who died. Walsh (2002) also acknowledged that there is dignity in death, and dead people have to be treated with dignity. Similarly, Haddock (1996) noted that dignity can be restored to the deceased by staying with the body, and tidying the room to receive grieving relatives. Another study stated that humanity and dignity are acknowledged simply by spending time and being present with patients (Perry, 2005). Furthermore, Chochinov (as cited by Jacelon, Connelly, Brown, Proulx, and Vo, 2004) informed that in addition to pride, self-respect, quality of life, well being, hope and self-esteem, which all overlap with dignity, there is a distinctive feature in dignity an external component termed behavioral dignity. It specifies behavior that a person would engage in if one was dignified, and also how others could enhance a person’s dignity. It can be used to judge a patient’s behavior, as well as the actions taken by a nurse that affect dignity (Jacelon, Connelly, Brown, Proulx, and Vo, 2004). The literature made distinctions between having dignity, being treated with dignity, and giving dignity to others (Fenton Mitchell, 2002). Individual’s dignity is affected by the treatment received from others, and it is reflected when the nurse values and respects the patient. According to Haddock (1996), in order to maintain or promote patient’s dignity, the nurse has to first possess dignity, and treat patients as worthy and important when they are most vulnerable. Listening, caring, and attending to others’ needs all portray the giving of dignity. Critical Attributes Critical attributes are the defining characteristics of the concept, that allow to decide which phenomena are examples of the concept. Possessing dignity It is a characteristic of: being human, having positive self-esteem, feeling worthy, belief in oneself, self-respect, self-preservation, feeling that one’s beliefs, values, and identity are respected by others. Maintenance and promotion of patients’ dignity Valuing others alive or dead, appreciating similarities and differences in others, respecting patient’s identity and preferences, ensuring patient’s privacy, providing information, being attentive to patient’s needs. Empirical Referents The concept of dignity is an abstract concept difficult to understand. Its nature involves relations between people, therefore no single measure would identify if dignity is present (Haddock, 1996). Gallagher (2004) mentioned that dignity can only be measured by knowing what this term means to the patient. Measurement can be obtained from statements and reports of patient’s perspective. To ascertain if one possesses dignity, self-esteem could be measured using a scale, or patient satisfaction questionnaires could provide more insight. Also, as stated by Coventry (2006), observations of nurse/patient interactions and their behaviors could suggest the presence or absence of dignity. Nurse’s care with dignity can be observed for attentiveness, awareness, engagement, and an active defense of the patient. Mairis (1994) noted that dignity is difficult to measure, but common situations and patient’s behavior or report of feelings also give insight. She suggested that physiological changes such as temperature could be possible measurements/empirical referents of loss of dignity. Her example, blushing a symptom of embarrassment, causes skin temp to increase, indicating possible loss of dignity. Model Case Mr. T. , a 90 year old man presented to emergency department (ED) accompanied by his wife. He reported feeling progressively weaker over the last several days, complained of dark/black diarrhea, and vomiting coffee ground-like substance. Mr. T. appeared pale, weak, could hardly talk, and seemed very exhausted. The nurse introduced herself to the couple upon entering the room, listened to the story, and explained each step of her assessment as she performed it. Then, she informed the couple about the tests and procedures that could identify the cause of his symptoms, and about measures to relieve them. The couple verbalized understanding, and asked questions, which were clearly answered by the nurse. During Mr. T. ’s stay in ED, the nurse frequently checked on him, making sure he’s comfortable, pain free, and without further compromise to his health. During the day the nurse had to draw Mr. T. ’s blood, insert an NG tube, administer blood transfusion, and several medications to ease the pain and nausea. She clearly informed the patient before each procedure making sure he understands them, respected the patient’s privacy every time he had to use the bedpan for his diarrhea, and listened to all the complaints and worries of the couple. Before his transfer to ICU, Mr. T. thanked the nurse for the excellent care he received, and stated that he felt ‘like a king’. The model case presents all critical attributes. The nurse promoted the dignity of the patient by being present, giving information, privacy, and by attentive listening, compassion, and sensitivity to let the patient and his wife know that she saw him as more than a disease, and truly cared. This allowed Mr. T. to feel unique and important. He felt respected, had control over the situation although he was so weak, and was able to maintain his worth and self-esteem. Similarly, the nurse was sensitive to the patient’s vulnerability, and although the patient’s condition was critical and required rapid interventions, she managed to maintain his dignity. Contrary Case Mrs. B. , an 85 year old lady presented to emergency department (ED) from her nursing home, brought in by an ambulance. She was confused and febrile, unable to walk or stand, but able to verbalize feelings of pain or discomfort. Immediately on her arrival to ED, two nurses and two patient care technicians (PCT) started undressing her. When Mrs. B. was completely naked, one of the nurses started the assessment listening to her lungs, and pressing on her abdomen, while the other nurse yelled: â€Å"Gertrude! Do you know where you are!? Then, one of the PCTs covered the patient with a hospital gown, started to connect cardiac monitor electrodes on her, while the other one applied the blood pressure cuff. At the same time one of the nurses kept tightening a tourniquet on the other arm of Mrs. B. , repeatedly poking her trying to insert an IV catheter. As if this wasn’t enough, the other nurse spread the patient’s legs apart, and attempted to insert a Foley ca theter in her bladder. During all these procedures Mrs. B. begged: â€Å"stop! ouch! I want to go home! Take me home! † The nurse’s response was: â€Å"just stay still! repeatedly. Among themselves, the staff were laughing and discussing the weekend events of their private lives. Then, ignoring the patient’s cries, they turned Mrs. B. on one side, and inserted a thermometer into her rectum, while commenting on the bed sore on her sacrum: â€Å"oh, this is disgusting, look at her back†¦Ã¢â‚¬  In the contrary case none of the critical attributes of dignity are present. The patient’s dignity was compromised not only by her severely debilitated state, but also by the staff’s failure to recognize and respect her as a unique human being. Mrs. B. was treated like an object, dependent on others, or as if she was absent. She experienced physical invasion, inadequate communication, loss of control, and was treated in a manner that did not make her feel or look as an important human being, of equal value to others. Antecedents Antecedents are events that must occur before the concept (Walker Avant, 1995). (Jacelon, Connelly, Brown, Proulx, Vo, 2004) stated that dignity is a learned behavior, and learning about dignity is an antecedent to behaving with dignity. Attitudes, values and beliefs which are learned throughout life, as well as life experiences develop one’s dignity (Mairis, 1994). To become vulnerable to losing dignity patient must be in a position to need care; have compromised health, become disabled, powerless, and dependent on health care professionals to restore his or her health. Also, being removed from one’s familiar environment, routines, and roles when entering hospital may predispose individual’s loss of control and identity, which lead to loss of dignity. Furthermore, to provide dignified care nurses must develop own integrity and dignity, responsibility, accountability, and obligations to the patients. Lack of time, the pressure of work, and nurse’s lack of interpersonal skills result in loss of dignified care. Consequences Consequences are those events that occur as a result of the concept (Walker Avant, 1995). A positive consequence of the presence of dignity is secured patient’s autonomy, and his or her feelings of value, worth, pride, and confidence. As a result, there is a positive effect on patient’s behavior, health, compliance, and self-esteem. On the other hand, losing dignity may continue to generate powerful emotions for a long time (Gallagher, 2004). When dignity is lost patients feel distressed, embarrassed, shameful, humiliated, foolish, angry, anxious, and degraded (Mairis, 1994). The result of lack of dignity can also be demonstrated by loss of self-control, the patient may become rude, mean, belligerent, and complaining. Moreover, a positive consequence of dignified care for the nurse is enhanced own dignity, a therapeutic relationship with the patient, and job satisfaction. When patient’s dignity is compromised, the nurse may experience the same emotions as the patient: anger, anxiety, and stress. Research for Practice Dignity has been a concept in nursing practice that is often overlooked by nurses. It is often a challenge to promote patient’s dignity while performing critical care interventions in emergency department. Among the most vulnerable to loss of dignity are older people. They are often perceived as having little worth, and being a drain on others. The negative attitudes towards this population result in neglect of their needs. Nurses should consistently ask the questions: â€Å"How can I make this patient feel better about being here? What are his or her wishes and values? Does this patient have control over the situation? Is this patient satisfied with the care received? † Also, patients with mental status changes, in a coma, or disabled may not seem to behave with dignity, but through compassionate care, recognizing living and experiencing human being, the nurse can enhance their dignity. Every patient’s needs and feelings should be considered. Nurses need to recognize that whatever the patient’s behavior, help and support from the nurse will satisfy and promote dignity of every patient, which in return will increase job satisfaction of the nurse. Further research should focus on strategies to minimize the occurrences of loss of dignity during critical care interventions. One of the studies reported that nurses were most likely to stay in the profession if they perceived they provided care that was of an acceptable quality, and were usually satisfied with their careers (Perry, 2005). Conclusion The ambiguity of the human dignity concept makes it difficult to construct an exhaustive definition. This paper concentrated on understanding patient’s dignity from the nurse’s perspective, and the effects of nursing care on its maintenance. Dignity arises in every nurse-patient encounter and there are many opportunities for dignity promotion. It is maintained depending on how the nurse acts toward the patient. The smallest actions can make a huge difference in the way a person feels. Nurses need to remember the person inside the patient (Haddock, 1996), give more thought to how they assess and communicate with the patient, and work in partnership with him or her. Authoritative nurses performing care they believe is best without discussing it with the patient do not provide dignified care. Patients have the right to refuse the care provided to them and nurses have to respect that. This can be a difficult experience for the nurse, especially when the patient’s decisions are not what the nurse would consider to be the best choice. Nurse’s interactions with the patient have a tremendous effect on the patient’s dignity, therefore they need to be constantly aware of patients’ needs, consider their emotions, give privacy, information, and compassionate care. Haddock (1996) stated that: â€Å"the most powerful tool a nurse possesses to maintain and promote dignity is herself/himself†. References Code of ethics for nurses with interpretive statements. (2001). Washington, DC: American Nurses Association. Compact Oxford English dictionary. (n. d. ). Retrieved October 11, 2006, from: http://www. askoxford. om/concise_oed/dignity? view=uk Coventry, M. L. (2006, May). Care with dignity: a concept analysis. Journal of Gerontological Nursing, 32(5), 42-8. Retrieved October 12, 2006, from CINAHL database. Dictionary. com Unabridged (v 1. 0. 1). (n. d. ). Retrieved October 11, 2006, from Dictionary. com website: http://dictionary. reference. com/browse/dignity Fenton, E. , Mitchell, T. (2002, June ). Growing old with dignity: a concept analysis. Nursing Older People, 14(4). Retrieved October 11, 2006, from CINAHL database. Gallagher, A. (2004, November). Dignity and respect for ignity – two key health professional values: implications for nursing practice. Nursing Ethics, 11(6), 587-99. Retrieved October 12, 2006, from CINAHL database. Haddock, J. (1996, November). Towards further clarification of the concept â€Å"dignity†. Journal of Advanced Nursing, 24(5), 924-31. Retrieved October 11, 2006, from OVID MEDLINE database. Jacelon, C. S. , Connelly, T. W. , Brown, R. , Proulx, K. , Vo, T. (2004, October). A concept analysis of dignity for older adults. Journal of Advanced Nursing, 48(1), 76-83. Retrieved October 12, 2006, from CINAHL database. Jacelon, C. S. , Henneman, E. A. 2004, August). Profiles in dignity: perspectives on nursing and critically ill older adults. Critical Care Nurse, 24(4), 30-2, 33-5. Retrieved October 11, 2006, from http://www. findarticle s. com/p/articles/mi_m0NUC/is_4_24/ai_n6172397 Mairis, E. D. (1994, May). Concept clarification in professional practice – dignity. Journal of Advanced Nursing, 19(5), 947-53. Rertieved October 12, 2006, from CINAHL database. Neno, R. (2006, July). Dignifying dignity. Nursing Older People, 18(6), 6-7. Retrieved October 11, 2006, from OVID MEDLINE database. Nordenfelt, L. (2005, June). The four notions of dignity. Dignity and Older Europeans Consortium; Quality in Ageing, 6(1), 17-21. Retrieved October 12, 2006, from CINAHL database. Perry, B. (2005, October). Core nursing values brought to life through stories. Nursing Standard, 20(7), 41-8. Retrieved October 11, 2006, from OVID MEDLINE database. Walker, L. , Avant, K. (1995). Strategies for theory construction in nursing (3rd edition). Norwalk, CT: Appleton and Lange. Walsh, K. (2002, June). Nurses’ and patients’ perceptions of dignity. International Journal of Nursing Practice, 8(3), 143-51. Retrieved October 12, 2006, from CINAHL database.

Shakespeare - Sonnet 18 This Sonnet Is By Far One Of The Most Interest

Shakespeare - Sonnet 18 This sonnet is by far one of the most interesting poems in the book. Of Shakespeare's sonnets in the text, this is one of the most moving lyric poems that I have ever read. There is great use of imagery within the sonnet. This is not to say that the rest of the poems in the book were not good, but this to me was the best, most interesting, and most beautiful of them. It is mainly due to the simplicity and loveliness of the poem's praise of the beloved woman that it has guaranteed its place in my mind, and heart.The speaker of the poem opens with a question that is addressed to the beloved, Shall I compare thee to a summer's day? This question is comparing her to the summer time of the year. It is during this time when the flowers are blooming, trees are full of leaves, the weather is warm, and it is generally thought of as an enjoyable time during the year. The following eleven lines in the poem are also dedicated to similar comparisons between the beloved and summer days. In lines 2 and 3, the speaker explains what mainly separates the young woman from the summer's day: she is more lovely and more temperate. (Line 2) Summer's days tend toward extremes: they are sometimes shaken by rough winds (line3) which happens and is not always as welcoming as the woman. However in line 4, the speaker gives the feeling again that the summer months are often to short by saying, And summer's lease hath too short a date. In the summer days, the sun, the eye of heaven (line 5), often shines too hot, or too dim, his gold complexion dimmed (line 6), that is there are many hot days during the summer but soon the sun begins to set earlier at night because autumn is approaching. Summer is moving along too quickly for the speaker, its time here needs to be longer, and it also means that the chilling of autumn is coming upon us because the flowers will soon be withering, as every fair from fair sometime declines. (Line 7) The final portion of the sonnet tells how the beloved differs from the summer in various respects. Her beauty will be one that lasts forever, Thy eternal summer shall not fade. (Line 9), and never end or die. In the couplet at the bottom, the speaker explains how that the beloved's beauty will accomplish this everlasting life unlike a summer. And it is because her beauty is kept alive in this poem, which will last forever. It will live as long as men can breathe or eyes can see. (Line 13)On the surface, the poem is on the surface simply a statement of praise about the beauty of the beloved woman and perhaps summer to the speaker is sometimes too unpleasant with the extremes of windiness and heat that go along with it. However, the beloved in the poem is always mild and temperate by her nature and nothing at all like the summer. It is incidentally brought to life as being described as the eye of heaven with its gold complexion. The imagery throughout the sonnet is simple and attainable to the reader, which is a key factor in understanding the poem. Then the speaker begins to describe the summer again with the darling buds of May giving way to the summer's lease, springtime moving into the warmth of the summer. The speaker then starts to promise to talk about this beloved, that is so great and awing that she is to live forever in this sonnet. The beloved is so great that the speaker will even go as far as to say that, So long as men breathe, or eyes can see, the woman will live. The language is almost too simple when comparing it to the rest of Shakespeare's sonnets; it is not heavy with alliteration or verse, and nearly every line is its own self-contained clause, almost every line ends with some punctuation that effects a pause. But it is this that makes Sonnet18 stand out for the rest in the book. It is much more attainable to understand and it allows for the reader to fully understand how great this beloved truly is because she may live forever in it. An important theme of the sonnet, as it is an

Clara Y Lim-Sylianco Essay Example

Clara Y Lim Clara Y Lim-Sylianco Paper Clara Y Lim-Sylianco Paper Dr. Clara Lim-Sylianco is a Filipino scientist known on her works on mutagens, anti-mutagens, and Carcinogenic chemicals found in various fruits and vegetables. She also authored schoolbooks that are still makes use in schools nowadays. She received the Gregorio Y. Zara award in 1979; she also served as the UP Endowment Professorial Chair in chemistry from 1974-1977, and was a Fellow of the Royal Society in 1958. Dr. Sylianco has done a lot of work on mutagens, antimutagens, and bio-organic mechanisms where she has more than 50 scientific articles, 7 books and 5 monographs to her name. Her books are used as textbooks in college chemistry courses in many schools throughout the country.For her achievements, Dr. Sylianco received the Gregorio Y. Zara award, 1977; UP Endowment Professorial Chair in Chemistry, 1974-1977; and was Fellow of the Royal Society, 1958. Dr. Clara Y Lim-Sylianco is a Filipino chemist, who has written several notable books and is renowned for her research into mutagens, anti-mutagens and other reactions related to bio-organic issues. Her research was primarily focused around the chemicals found in fruits and vegetables. Her findings led to the popularization of the Coconut Oil diet. If you would like to copy this paper, use our anti-plagiarism checker before submitting it! In 1989, Clara Y. Lim-Sylianco was also appointed as a member of the International Advisory Committee on Anti-mutagens. During her illustrious career, she has managed to publish seven books and five monographs that cover a variety of topics that she has researched. That includes publications that address genetic toxicology, molecular nutrition, biochemistry, and organic chemistry, among other topics of interest. She is considered to be one of the leaders in this field, and is looked upon by the international community as an important source of knowledge and worthwhile researcher. Her publications are used as textbooks in universities throughout the Philippines and further abroad. For her work, Clara Y. Lim-Sylianco was awarded a number of different awards and positions of significance. These include but are not limited to her appointment as an Elected Academician by the NAST in 1980, the Outstanding Faculty award by the University of the Philippines in 1985, and the CASAA Award of Distinction in Biochemistry in 1985. She also was a Fellow at the Royal Society of Chemistry in London, and the New York Academy of Sciences. This international experience has helped shape her work into organic chemistry and mutagens. Within the Philippines, Clara Y. Lim-Sylianco contributed a great deal of knowledge to the research of native plants and their chemical makeup. She worked on a paper regarding the determination of oxalates and calcium in plants native to the Philippines, riboflavin levels, tryptophan, and the antimutagenic effects of vitamins on different parts of the body. These research results were published and compiled in many cases into organic chemistry textbooks for the public or students to take note of. To make notice of all this work, she was confirmed as a National Scientist of the Philippines in 1994, which is the highest honor that can be bestowed upon a working scientist by the President. She was born on 18 August 1925 in Guihulngan in the province of Negros Oriental in the Philippines. Her academic career spans over 50 years and includes the following landmarks: 1949 B.Sc. (Chemistry), Silliman University 1953 M.Sc. (Chemistry), University of the Philippines 1957 PhD (Bio-Chemistry and Organic Chemistry), University of Iowa 1980 elected as an Academician 1989 appointed as member of International Advisory Committee on Anti-Mutagens 1994 conferred as an Academician Dr Lim-Sylianco has written more than 50 scientific articles, 7 books and 5 monographs. Her books continue to be prominently used as textbooks for college chemistry courses across the world in the modern day. She is considered to be one of the leaders in the field of genetic toxicology and molecular nutrition The research conducted by Dr Lim-Sylianco into mutagens and anti-mutagens at the University of the Philippines helped earn her laboratory at the university, the distinction of becoming an international training center. In her home country of the Philippines, Dr Lim-Sylianco was honored with the title of National Scientist of the Philippines in 1994. This is the highest honor that can be bestowed upon a working scientist by the President of the Philippines. She was born in the Philippines in 1925 and is still alive today. She studied in both the Philippines and the USA. Dr :Lim Sylianco is a biochemist and organic chemist who has been awarded the title of National Scientist in her own country. Her main contribution has been in the field of environmental mutagens, and she has written books which are studied in science departments in a number of universities.

An IEP - Definitions and Important Information

An IEP - Definitions and Important Information The Individual Education Program/Plan (IEP) Simply put, an IEP is a written plan that will describe the program(s) and special services the student requires to be successful. It is a plan that ensures that proper programming is in place to help the student with special needs to be successful at school. It is a working document that will be modified usually each term based on the ongoing needs of the student. The IEP is developed collaboratively by school staff and parents as well as medical staff if appropriate. An IEP will focus on social, academic and independence needs (daily living) depending on the area of need. It may have one or all three components addressed. School teams and parents usually decide who needs an IEP. Usually testing/assessment is done to support the need for an IEP, unless medical conditions are involved. An IEP must be in place for any student who has been identified as having special needs by an Identification, Placement, and Review Committee (IPRC) which is made up of school team members. In some jurisdictions, there are IEPs in place for students who are not working at grade level or have special needs but have not yet gone through the IPRC process. IEPs will vary depending on the educational jurisdiction. However, IEPs will describe specifically the special education program and/or the services necessary for a student with special needs. The IEP will identify the curricular areas that will need to be modified or it will state whether the child requires an alternative curriculum which is often the case for students with severe autism, severe developmental needs or cerebral palsy etc. It will also identify the accommod ations and or any special educational services the child may need to reach their full potential. It will contain measurable goals for the student. Some examples of services or support in the IEP could include: Curriculum a grade or two behindLess of the Curriculum (a modification.) Assistive Technology such as text to speech or speech to textA specialized laptop with specific software applications or switches to support the special needsBrailleFM SystemsPrint EnlargersSitting, standing, walking devices/equipmentAugmentative communicationStrategies, accommodations and any resources neededTeacher Aid Assistance Again, the plan is individualized and rarely will any 2 plans be the same. An IEP is NOT a set of lessons plans or daily plans. The IEP differs from regular classroom instruction and assessment in varying amounts. Some IEPs will state that a specialized placement is required while others will just state the accommodations and modifications that will occur in the regular classroom. IEPs will usually contain: an overview of the Student’s strengths and areas of need;the current level of the student’s functioning or achievement;annual goals written very specifically for the student;an overview of the program and services that the student will receive;an overview of the methods to determine progress and to monitor progress;assessment dataname, age, exceptionality or medical conditionstransitional plans (for older students) Parents are always involved in the development of the IEP, they play a key role and will sign the IEP. Most jurisdictions will require that the IEP be completed within 30 school days after the pupil has been placed in the program, however, its important to check into special education services in your own jurisdiction to be certain of the specific details. The IEP is a working document and when change is needed, the IEP will be revised. The principal is ultimately responsible to ensure that the IEP is being implemented. Parents are encouraged to work with teachers to ensure their childs needs are being met both at home and at school.

Rihanna Whats My Name Essay Example | Topics and Well Written Essays - 500 words

Rihanna Whats My Name - Essay Example Rihanna’s vocals are contrasted with Drake’s slight baritone. After the vocals, the song implements a digital drum track that is unique in its patterns. Additionally, it appears that synthesizers are implemented to create both the melody and an off-kilter buzzing sound that adds freshness to the track. This buzzing sound can be heard during the opening five seconds of the song, as well as at other intermittent points. In terms of sound volume, the track juxtaposes loud and soft elements. One considers that during Drake’s opening solo – up until 1:00 – the track generally implements low pitches and soft music. These subdued elements are punctured with Rihanna’s chorus, which comes in at 1:01. In this chorus, Rihanna repeats, ‘oh, nana, what’s my name, oh, nana, what’s my name?’ This chorus takes on a sort of instrument like element that is no doubt helped by Rihanna’s hypnotic voice. In terms of time elements, there are a number of considerations. The song generally implements a mid-tempo form that builds to a crescendo at different times. For instance, following Drake’s solo, Rihanna has an interlude where she speaks. This ultimately reaches such a crescendo at the 1:50 mark. This crescendo is achieved again later in the track. The song’s rhythm follows these mid-tempo patterns. In terms of meter, the song is in the triple . There are a number of organizational elements. In these regards, the song implements both small-scale crescendos, as well as an orchestral type effect. The miniature crescendos largely can be detected in Rihanna’s vocal interludes. In terms of the orchestral effect, the song’s melody and sound elements gradually take on increased loudness and texture. In these regards, up until the 1:00 mark the song implements the drum track and established melody.  

Research Paper Example | Topics and Well Written Essays - 1250 words - 15

Research Paper Example This sense of comfort enhances the learning and cooperation of the children. Young children should be handling with care to ensure that they are not nervous in the class. To do this, the classrooms are painted and colored to make attractive to children. The classroom should also be neat and organized. A neat environment ensures that learning materials are place in their expected areas and hence accessible to the children. This also ensures that the children are safe and secure and can’t hurt them (p.2). There are various factors that affect the way children learn in the classroom environment. They include the child’s, family, community peer and how they relate with factors like social, emotional, cultural and intellectual factors. According to de Serf (2002), the family can affect the way children learn in classroom. a child whose parents are financially independent is very likely to have a good classroom experience as opposed to those whose parents don’t have the financial resources. This is because such parents can afford to buy books and reading materials to the young leaner. Consequently such a child will perform better because they have more resources at their disposal (p.2). Secondly, parents who spend more time with their children knows what is happening in their children’s life and will also e interested in knowing how they are performing in school. Consequently children whose parents spend quality time with them will tend to perform better in class since the parents provide the mentorship role to their children as opposed to the parents who don’t spend quality time with their children (De Serf, 2002, p.3). De Serf (2002), goes on to say that children who come from a family headed by a single mother and those which both parents are biological parents of the child are more likely to perform better than those which have step parents. This is because both parents provide stability to the child’s life.

Chemical and Physical Properties Essay Example for Free

Chemical and Physical Properties Essay Observe the solubility in hot water. c. Tear off approximately 1/2-cm pieces of both red and blue litmus paper. d. Allow the solution to cool, and using the glass stirring rod, transfer a drop of the solution onto a piece of litmus paper. Record the results. Clean the stirring rod. 5. Third test tube: a. Add a few pipet drops of HCl (hydrochloric acid) to the sample and stir. NOTE: Use the test tube holderclamp as some reactions are exothermic, i. e. the test tube may get very hot. Record any apparent reaction or solubility. Clean the stirring rod. 6. Fourth test tube: Add a few pipet drops of NaOH (sodium hydroxide) to the sample. Stir. Record any apparent reaction or solubility. Clean the stirring rod. 7. Thoroughly clean and dry all 4 test tubes. Repeat Steps 2 though 6 with the next substance. Experimental Results Substance: Zn Color: Grey Odor: None Effect of Heat: decreases content curled in with lighter color Solub. Or Reaction w/cold H20: No reaction observed / not soluble Solub. Or Reaction w/ hot H20: Prolonged boiling from retained heat/ non soluble Litmus test: None observed Dilute HCI: positive reaction resulting in the formation of gas, carbonation, and darkened Dilute NaOH: creates foggy substance and blackens solid Substance: Cu Color: Copper Odor: None noted Effect of Heat: Turned black Solub. Or Reaction w/cold H20: not soluble Solub. Or Reaction w/ hot H20: not soluble Litmus test: None observed Dilute HCI: tarnished not observed Dilute NaOH: none observed Substance: Mg Color: Silver Odor: None observed Effect of Heat: increases in dullness Solub. Or Reaction w/cold H20: no reaction observed/ non soluble Solub. Or Reaction w/ hot H20: increased heat / non soluble Litmus test: no change Dilute HCI: rapid boiling and heat Dilute NaOH: liquid is cloudy Substance: MgO Color: White Odor: None observed Effect of Heat: none observed Solub. Or Reaction w/cold H20: Soluble Solub. Or Reaction w/ hot H20: Soluble Litmus test: Red paper turned blue / blue no reaction Dilute HCI: Carbonated Soluble Dilute NaOH: Dense Soluble Substance: CuC03 Color: Green Odor: pungent Effect of Heat: turned black Solub. Or Reaction w/cold H20: slightly murky, but does not appear soluble Solub. Or Reaction w/ hot H20: slightly murky, but none soluble Litmus test: changes blue to red showing slight acidity Dilute HCI: carbonation and soluble Dilute NaOH: turns blue w/ slight soluble Substance: Cu(NO3)2 Color: Blue crystals Odor: slight odor Effect of Heat: melted and turned green Solub. Or Reaction w/cold H20: turned water blue and is soluble Solub. Or Reaction w/ hot H20: no change observed from the cool water and is soluble Litmus test: blue litmus turned to red for acid Dilute HCI: turned green Dilute NaOH: soluble formed Substance: NaCl Color: white crystals Odor: none observed Effect of Heat: none noted Solub. Or Reaction w/cold H20: becomes slightly soluble Solub. Or Reaction w/ hot H20: fully soluble Litmus test: red turns to blue indicating that it’s basic Dilute HCI: none observed Dilute NaOH: none observed QUESTIONS: A Did you observe any chemical changes in this experiment? Chemical changes are observed during the experiment B What evidence did you use to decide that something was a chemical change? Indications of chemical changes were preceded by the burning, rusting, ermenting, and decomposing of the substances. As a result, a new substance will have its own unique physical properties C Give at least two examples of chemical changes you observed. Adding colorless sodium hydroxide to blue copper(II) nitrate produces a light blue precipitate Zinc diluted with Hydrogen Chloride is positive for a chemical reaction resulting in the formation of gas, carbonation, and darkened D Classify the following p roperties of sodium metal as physical or chemical: Silver metallic color – physical Turns gray in air – chemical Melts at 98oC physical Reacts explosively with chlorine chemical E Classify the following changes as physical or chemical: Water freezes at OoC – physcical change Baking soda when combined with vinegar produces bubbles:- chemical change Mothballs gradually disappear at room temperature – physical change Ice cubes in a freezer get smaller with time – physical change Baking soda loses mass as it is heated – physical chemical Tarnishing of silver – chemical change F How would you show that dissolving table salt is a physical change? A physical change will not change the composition of a substance. When adding water to a salt, the ions of table salt are hydrated with water molecules which reduced the strong electrostatic forces of the ions. To return salt to the original state, simply remove the hydrated water molecules by boiling the table salt. Conclusions: In a chemical change one or more new substances are formed. The new substance has its own unique identity which is different from the original. It has properties that are different than those of the starting material; in addition, the original materials is not able to be reproduced by physical means.

Rutherfurds Estates Essay -- Character Analysis, Lady St. James, Mere

In Edward Rutherfurd’s London, characters from all three estates are introduced and throughout each chapter their ideals and personality traits are developed. Some characters tend to be better off than others economically, but each of these more unfortunate characters uses his intellect to get ahead. The powerful characters are divided into two categories, because some are politically powerful and others are powerful in their community by making tough decisions and having important leadership qualities. Whatever the circumstance may be, throughout the book each estate has an extensive collection of characters with very different traits. Characters in each estate have characteristics such as wealth, power, and intellect that widely vary from one another and can range from poor, simpleminded people with no power to cunning, powerful people that have more money than they need. The 1st estate, the nobility, is comprised of people who tend to be more powerful and a great deal wealthier than those of the other estates. However, in London, a few characters from the 1st estate possess quite a bit of intelligence, and use it to their advantage. Lady St. James from the chapter â€Å"Gin Lane† uses her intellect to get revenge on her abusive husband. After she is humiliated by Lord St. James, she devises a plan that she intends to carry out with the help of Jack Meredith. Her plan is very carefully thought out, and in the end is foolproof. The plan is to have Meredith claim that he is her lover so Lord St. James will challenge him to a duel. Then, when St. James comes home to prepare for the duel, she will â€Å"make amends† with him and convince him not to kill Meredith. She writes to Meredith and tells him that St. James is going to try to kill hi... ...e puts stress on characters in the 3rd estate. However, some characters like Gilbert Bull, are very wealthy. As Rutherfurd writes, â€Å"With money and family connections he soon prospered† (432). Family connections were very important to the 3rd estate, because otherwise they were simply commoners. Some became merchants, doctors, lawyers, and other occupations that paid a fairly decent salary. London does a great job of illustrating the different social and moral situations of people in assorted estates. Many of the characters got over their low social and economical standing by using their intellect. Some characters lost their respect and their power by making mistakes and terrible decisions. Every estate has characters that are poor or wealthy, intellectual or ignorant, and powerful or weak. Every character is different, just like every estate is different.

Experiment on Photocromism and Piezochromism

Introduction This experiment investigates an oxidative coupling reaction in an to synthesis thermodynamically dimmer from 2,4,5-trippingly-1 H-immediate. The resulting compound was investigated for both photometric and piezoelectric properties by way of formation of a stable radical, utilizing visual observations and UP-Visas as a means of distinction. Both the oxidative coupling reaction and the dimmers interaction with light re depicted In the reactions in figure 1.Figure 1 : Oxidative Coupling reaction of 2,4,5-trippingly-1 H-imitated Experimental Ethanol (mall), potassium hydroxide (8. Egg, 2. Moll) and water (ml) were added in order to H-imitated (0. Egg, 3. Moll). The mixture was stirred until clear before It was cooled to 5 co. A solution of potassium Africanized (3. 0021 g, 9. Moll), water (mall) and ethanol (mall) was prepared and added drowses Into the mixture ensuring the temperature did not rise above 10 co.A grey precipitate was Isolated from the yellow mixture through v acuum filtration and washed with water (ml x 5) and 50% aqueous ethanol. The mixture was dried under vacuum suction and the melting point was determined. Yield: 0. Egg, 90. 8% m. P-199. 8-200. ICC. A portion of the dimmer (0. 0305 g, 0. Molotov) was quantitatively dissolved in ml of toluene. The solution was left for min until colorless. The UP- Visas spectra was recorded for the colorless sample.

Organizational Behaviour – Case Study

Consider the case: â€Å"Job satisfaction at Omega Technical Services Ltd† by D. Adam-Smith and L. Littlewood. In Adam-Smith, D. and Peacock, A. (Eds), Cases in organisational behaviour (pp. 151-162). London: Pitman and Prepare a report that addresses (i. e. , explains) the situation in the case (i. e. , high job turnover among professional staff) taking the perspective of work motivation and employee attitudes. Word count: 3000 Module: Organizational Behavior Introduction to Omega Technical Services Ltd. A labor intensive medium sized firm â€Å"Omega Technical Services Ltd† was established in mid 1950s. The main focus of Omega was to provide technical services to the different clients mostly from engineering sector. Omega consists of 180 full time staff which is dispersed in eight different regional offices. Main services provided by Omega were to provide documentation service in the form of manuals for operations and maintenance. In 1984 as a result of increased competition and falling profit margins in the field the company planned a cost reduction plan and changes to its management style to improve the efficiency of the organisation and to remain competitive in the business sector. But at the same time board of directors were concerned about the low morale of the employees and its impact over the performance of the company. There were increased incidences of low quality work followed by high turnover i. e. 33% over the last full year. After going through the provided case study and the relevant study materials, it is established that Directors of the Omega was trying to find out the main reason for low morale within the organisation and to find the recommendation which will improve the job satisfaction of employees which will ultimately improve the productivity of the staff and create new knowledge. To full fill this objective a formal attitude survey was conducted by the personnel manager of the Omega ltd. with the help of anonymous questionnaire. The questionnaire was designed by using both open ended questions and closed questions. The final questionnaire was consists of 83 questions, out of which 68 were closed questions and 12 were open ended. Closed questionnaires were conducted to address five main areas including, general satisfaction, communication, fairness/supervision, and involvement/identification. Matters relating to other jobs and companies which included some pay issues. KEY CURRENT AND FUTURE CHALLENGES The overall response rate of the survey was 42%. Based on that analysis of the result of the questionnaire and supportive reading from the available literature, now we will look at some of the most important current and future challenges which Omega is facing, and which can affect the overall performance of the group in the near future in the strong competitive and innovative market. The key challenges facing Omega can be summarized as follows: 1. Understanding Culture and Employees Management Relationship 2. Lack of Communication within the Organisation 3. Creating Organizational Knowledge ( lack of investment in Research and Development) 4. Attracting, Motivating and Retaining workers in Omega 5. Rewards system Creating a Knowledge Sharing Culture Gordon (1996) defines an organisation’s culture as the part of its interior atmosphere that includes a set of postulations, values and principles that organisational associates share and use to direct their execution. Omega also has the need to create a strong culture to build relationship among organizational levels. Hence one key challenge for Omega is the need to build a knowledge culture that facilitates and inspires people to generate, split, and exploit knowledge for the advantages and lasting accomplishment of the organization (Oliver and Kandadi, as cited in King, 2007). Organisational culture is argued as powerful input for effective and efficient management and organizational learning (Janz and Prasamphanich, as cited in King, 2007). In Omega the idea of knowledge sharing needs to be implemented into its organizational culture. The following facts highlighted in Table 1 below by Gurteen, (1999) illustrate why sharing knowledge is important. Table 1: Why knowledge sharing is essential to the survival of almost all businesses Intangible products| Ideas, processes, information are taking a growing share of global trade from the traditional, tangible goods of the manufacturing economy. | Sustainable competitive advantage| Increasingly the only sustainable competitive advantage is continuous innovation is the application of new knowledge| Increasing turnover of staff| People don’t take a job for life any more. When someone leaves an organization their knowledge walks out of the door with them. | Accelerating change| Technology, business and social. As things change so does our knowledge base erode – in some businesses, as much of 50% of what you knew 5 years ago is probably obsolete today| Source: adapted from Gurteen, G, (Feb 1999) Creating a Knowledge Sharing Culture, Knowledge Management Magazine, 2(5), www. gurteen. com/gurteen/gurteen. nsf/id/ksculture Culture is important in shaping assumptions about what knowledge is worth exchanging; when we are creating an environment for the knowledge sharing in Omega, making it means that knowledge sharing the norm and it also motivates the people to work in the team, provides such sort of knowledge which will be fruitful for the organization and employees. Hansen and Oetinger (2001) explain a new T shaped management where a new kind of executives operates breaking away from the conventional chain of command to split knowledge without stinting across the organization. While the systems are good at transferring explicit knowledge direct personal contact is needed for effective transfer of implicit knowledge which is needed for business solutions and is crucial for innovation. Hence implementing a open structure in Omega the company can apprehend the reimbursement of multi department learning and teamwork without having to establishment top down looms that could undermine the liberty and answerability needed to create exceptional entity unit performance. Trust As the result of the questionnaire concluded that employees have very little trust on their leaders as they feel that favoritism play a significant role for the growth in the company. Lack of trust on the upper management also plays a vital role on the motivation and commitment of the employees towards organization, which can further results into more people leaving their jobs and increased number of absenteeism. For a sharing culture Omega need to build an environment of trust so that it will establish customs about cross-functional associations and communication. For example, Gold et al. as cited in King 2007) concluded that organizations with open and supportive value orientations are predisposed toward constructive knowledge behaviors. Interpersonal trust in the workplace has been shown to have a strong and robust influence on a variety of organizational phenomena including job satisfaction, stress, organizational commitment, productivity and mostly to knowledge sharing (Mooradia n, et al, 2006). Hence Omega needs to create a culture that facilitates the willingness of people to participate meaningfully in its development and trust of the organisation. Attracting, Motivating and Retaining knowledge workers in Omega In Omega the turnover for the company is 33% over the last full year which means roughly one out of every three employees. Omega faces the vital challenge of retaining and motivating their knowledge worker. From the results of questionnaire we can establish that inequality and favoritism at the work place is one of the main reasons for high turnover, as approximately 70% of the respondents mentioned that they have applied for other jobs with in the last year time period. The main reason for this because employees at Omega feels that they were not treated fairly and their was lack of respect from their managers. Employees also mentioned that they feel that due to the current economic situation they felt underpaid as compared to the skills, knowledge and value they are generating for the company It is evident from the case that the traditional employment contracts may no longer be effective in bonding knowledge workers and retain their loyalty. Furthermore, still practicing de-centralized management system, clearly there is lack of any formal communication policy with in the Omega Technical Services ltd. According to Thompson and Heron as cited in (Horwitz, at al 2003) the employment relationship between the worker has changed to a new psychological contract where individuals are seeking market sustainable employability and organization require high work commitment rather than job security and loyalty. Research carried by Horwitz, et al( 2003) supports that that turnover is usually higher in knowledge workers than non knowledge workers as they try to seek new challenges from more progressive companies. Motivation is argued to be a very individual phenomenon where what motives one doesn’t necessarily motivate the other worker. Understanding individual needs at work helps management to better match rewards with motivation. Much of the motivation theories try to explain what (needs) and how (process) to motivate employees (Maslow’s Hierarchy of needs, Hertzberg Two factor theory, Equity theory and Goal theory). And most of these theories identify generally that extrinsic (satisfied externally, physical objects) and intrinsic reward (satisfied internally like status and recognition) as the basis of motivating employees. Hertzberg’s two factor theory of motivation in the year (1959) distinguishes between hygienic factors and motivators; the hygienic factors have only the potential to eliminate dissatisfaction, while only motivators have the potential to increase satisfaction. In the case of Omega they were lacking both the hygiene factors and motivators. For example, employee of the Omega were not very satisfied with the working condition with in the company and also reported that they were not treated fairly on work place and showing their concerns about lack of respect from their managers at work. Horwitz et al (2003) proposes a diagram for attracting; inspiring and keeping of personnel which can be a useful framework that Omega (refer to diagram 2 in Appendix). Most favored retention strategies are those that are focused on portfolio of practices where top management support and leadership is important. While to motivation includes providing more extrinsic rewards like challenging work, creative working culture with autonomy, celebration of success and developing intelligence of purpose, course and enthusiasm. To attract workers the cultural fit is seen as important in Horwitz et al’s schema. Selective employing put into practicing have constructive effects on learning and in relative to organizational learning is the staffing and preservation of esteemed employees (Davenport, as cited in Lopez, et al, 2006). Omega is a service industry business that runs on the ideas, knowledge and knows how of the people who are working in it. Because of the people focused business this is the demand for the Omega that every individual working in the company should be educated, well motivated and inspire to deliver high performance. But due to the limiting budget for research and development and freeze on the benefits package at Omega, there was very limited opportunities for managers to invest in the research and development and to creat new knowledge for the organisation. Davenport et al. have acknowledged eight data management success features such as (1) technology infrastructure; (2) organizational infrastructure; (3) balance of lexibility, evolution and ease-of-accessibility to knowledge; (4) shared knowledge; (5) knowledge-friendly culture; (6) motivated workers who develop, share and use knowledge; (7) means of knowledge transfer using various information technology infrastructure; and (8) senior management support and commitment (Davenport et al. (1998) sited by Chong (2005) Overall knowledge management has become a people-centric because it is the network of the competent peoples which makes an organization successful. So, now the question is, what are the sources of motivation for these individuals within the company and also outside of the organization, and is individual motivation is aligned with the overall organizational goals and objectives? Omega needs to develop a reward system which is based on the performance and quality contribution of the employees. First, company has to identify that what are the motivation factors which effect different levels of their employees with in the company. The motivation factor that attracts and engages the young employees, For example, moving to the top of the hierarchy level was very important for the previous years but this is not the case today, and definitely there will be some resistance to these motivational factors from the different levels of the company. But it does not mean that it shows the absence of motivation in that particular level, but rather the presence of inappropriate will or motivation (Smith and McLaughlin, 2003). Every organization has some sources from where employee motivation sprouts (Amar and Hall, 2004). So, now it depends upon the management of the Omega that how they loads these sources with the factors that motivate, energize and direct the employees towards the achievement of the organizational goals. These factors may be intrinsic and extrinsic and in contrast to aiming at fulfillment of employees cognitive needs, these factors connect with their psyches (Amar and Hall, 2004). Reward and Recognition System Omega must design a reward and recognition system in such a way that it encourages and motivate the workers to the sharing of vision and task. The purpose of this system should be made very clear and visible to employees. In addition it is important for Omega to involve and encourage employee participation into the reward system and must measure the level of employee satisfaction with the system in order to design the correct program. Hence one of the key challenges for managers in Omega is to understand what actually motivates individuals to excel in their work and more importantly how to influence what others are motivated to do. According to Kerr (1995) it is of utmost importance that managers or the senior management recognize the type of activity they are rewarding because the reward and recognition scheme may be ineffective if they are rewarding an activity that they are trying to discourage. Also Cameron and Pierce (1997 cited by Milne, P. , 2007) suggested that verbal and tangible rewards do help in increasing efficiency among the employees, higher level of job satisfaction and overall enhancing motivation. Praising people personally and sincerely for their hard work can actually help create a sense of belongingness. Employees would feel that their work is being recognized, valued and appreciated. This way employee’s maybe intrinsically motivated to perform and be admired by other colleagues for their contribution. I believe that the partners or the senior management in Omega should not only praise perfection but also praise employees who are showing signs of improvement in their work. Moss Kanter (1987) pointed out that these reward systems can actually motivate individuals to perform effectively only for themselves and not for the organisation. According to Moss Kanter the amount of reward one gets depends on the position or status in the organisation. Higher the status, higher the rewards. Hence individuals will try their level best to get promoted quickly in order to get higher rewards. Omega must try to develop a reward programme were the reward itself is not the main driver for contributing and sharing knowledge but could be used as a tool for giving directions and purpose to what employees do. Money is normally considered to be the major motivation factor in the organizations, but this is not the only case in the Omega. In management industry money can be a good source of motivation if it is designed properly and establish a clear linkage what management wants and what its employees can do in their jobs that is with in their control (CEO Sounds-off, 1997) As Omega is facing problems in motivation of employees from different level of employees, it should announce certain goals and targets for the improvement of performance and then relate it with the different rewards for completing these goals and target. This kind of rewards will give the employees a sense of achievement. Incentives As we discussed above that money is not the only motivating factor in the firms, so the rewards should be expanded to the non-financial incentives, like introduction of some work benefits, promotion and further training opportunities for the personal development. In Omega, these kinds of incentive will be helpful for the future growth of the company, because in case of further training and personal development, it will leads towards the better and improved performance from that employee in the future and will keep him /her motivated to play his/her part. This behavior is supported by the Maslows theory of â€Å"hierarchy of Needs† in which Maslow talks about the need of the self actualization. According to Maslow, if all of these needs are satisfied, we can still expect that there will be development of another need, â€Å"unless the individual is doing, what he, individually fitted for† (Mahesh 1993 sited by Amar and Hall 2004). Training Strategic training is a fundamental tool that facilitates communication among employees, by providing a common language and shared vision and is argued to be one of the most significant HR practices for the organizational learning process (Nonaka and Takeuchi 1995, Ulrich et al 1993 as cited in Lopez et al, 2006). In the case of Omega, questionnaire results shows a clear amount of respondents shows their interest in learning new knowledge and shows their willingness for further training by which they can improve their effiecincy. A clear understanding of Omega’s missions and values will help to ensure the right direction for the learning processes. Training should be orientation towards developing culture of commitment to learning and should demonstrate to employees and management framework link to the company strategy. Training should be practical support for organizational goals and work related technologies (Bassi and McMurrer, 2007). The training programs should also favour the sharing of ideas and best practices improving the level of openness to new ideas thus promoting flexibility in acquiring critical skills needed for effectively responding to competitive challenges ( Lopez, et al 2006). There is empirical evidence to indicate (DiBella et al, 1996; McGill and Slocum, 1993 Nonaka and Takeuchi, 1995; Ulrich et al 1993 as cited in Lopez) the idea that training plays a critical role in maintaining and developing the capabilities both individual and rganizational and also substantially contributes toward the process of organizational change. Job Description In Omega, it is recommended that job should be the first motivating factor for the employees. Company need to redesign the job descriptions of the employees, so that they can attract and retain the best people. While designing a job responsibility, company can include the factors that attract and motivate the employee’s interest and mind and glue them t o put effort in their respective jobs towards the achievement of the organizational objectives. This will leads towards the improved loyalty with the firm and motivate people to do their best and it will also reduce the loss of knowledge by people leaving the Omega. In case of young employees this approach frees their minds, which allows them to engage them in the activities which brings innovations to the company, which is very important for the Omega. According to Amar and Hall, companies should allow the people to think innovative ideas while managers patrolling the boundaries (Amar and Hall, 2004). Another important point which also needs to be considered is family-friendly working schedule. Employees prefer those jobs and job schedules, where they can adjust their family and social life with out any significant impact on their job responsibilities. CONCLUSION In this assignment we discuss about the different challenges to Omega and what are the possible recommendations to address those challenges both for the current and future time. Clearly there is struggle by Omega management to keep staff motivated and there is no actual implementation of motivational theories. Due to the shortage of funds as 80% of the company’s funds are already allocated to employee’s wages, management needs to consider non-monetary incentives and rewards as we discussed in the main body of the assignment. It is concluded that in a knowledge intensive service firm, individuals are the most valuable asset and technology can only provide the relevant support for the creation and management of the business. So it is the peoples who need to be motivated to give maximum output for the company. We have looked at the different motivation factors and how to create the work environment that’s helps to achieve the rganizational goal. Based on the observations and the supported study material it is recognized that there are different sources for the motivation for the Omega employee, like how to define the job description, rewards, incentives and use of the technology to support individuals. So the combination of these factors will result in the working environ ment where every individual is performing his duties up to the best of his potential with the sense of responsibility and putting his/her share in the progress of the company. REFERANCES: Alton C, Ngee A, Polytechnic, (20001), â€Å"Relationship between the Types of Knowledge Shared and Types of Communication Channels Used†, Journal of Knowledge Management Practice, October 2001 Amar A. D, Hall S, (2004)† Motivating knowledge workers to innovate: a model integrating motivation dynamics and antecedents† European journal of Innovation Management, Volume 7 Number 2 (2004) pp. 89-101 Bassi, L. and McMurrer, D (2007) Maximising Return on People, Harvard Business Review, 85(3), pp 115-123 Bhatt, G. D, (2002), â€Å"Management strategies for individual knowledge and organizational knowledge†, Journal of Knowledge Management, Vol. No. 1, pp. 31-39 Bhatt, G. D. (2002), â€Å"Management strategies for individual knowledge and organizational knowledge†, Journal of Knowledge Management, Vol. 6 No. 1, pp. 31-39. Bill Martin, (2000),† Knowledge Based Organizations: Emerging Trends in Local Government in Australia†, Journal of Knowledge M anagement Practice, October, 2000 Brian J, (2006),† Improving knowledge for agents and self-service for customers, Customer experience management â€Å" contact centre in Europe IBM global Business Services IBM. com/bcs, IBM Customer services brochures. ej. v24 2006 Brooke, M. and Nathaniel, F. (1996), Harvest your workers Knowledge, Datamation, 42(13) pp 78-90 Clegg, S. , Kornberger, M. and Pitsis, T. (2006) â€Å"Managing and Organizations† An introduction to theory and Practice, Sage Publications Cook, S. D and Brown, J. S. (1999) Bridging epistemologies: the generative dance between organizational knowledge, Organizational Science, 10 (4) pp 381-400 Davenport, Thomas H. , and Prusak L, (1998),†Working Knowledge: How Organizations Manage What They Know†, Cambridge, MA: Harvard Business School Press Fjeldstad, O. Andersen, E. 2003), â€Å"Casting off the chains: value shops and value networks†, European Business Forum, Vol. 14 pp. 47-53. Gooderham, P. N. and Nordhaug, O. (eds) International Management: Cross-Boundary Challenges, Oxford: Blackwell, pp. 234-255 Gurteen, G, (Feb 1999) Creating a Knowledge Sharing Culture, Knowledge Management Magazine, 2(5), www. gurteen. com/gurteen/gurteen. nsf/id/ksculture retrieved a t 10/12/2006 Hansen, M. T. and Oetinger, B. O. (2001), Introducing T shaped Managers Knowledge Management Next Generation, Harvard Business Review, 79(3), pp106-116 Hansen, M. T. , Nohria, N. and Tierney, T. (1999) what’s Your Strategy For Managing Knowledge, Harvard Business Review, 77(2) pp106-116 Herman J. P, (2001), â€Å"The IC/KM Movement and Human System Well-Being†, Journal of Knowledge Management Practice, February 2001 Horwitz, F. M. , Heng, C. T and Quazi, A. (2003) Finders Keepers? Attracting, motivating and retaining knowledge workers, Human Resource Management Journal, 13(4), pp 23-44 Huzynski, , A. A. and Buchanan, D. A. (2007) Organisational Behaviour, 6th Edition, Prentice Hall, London Jansen J. P, Van Der Bosch A. J, Volberda W. H, (2004), †Exploratory Innovation , Exploitative Innovation, and Performance: Effects of Organizational Antecedents and Environmental Moderators†,Management Sciences, Volume 52,No. 11, November 2006,pp. 1661-1674 King, W. R. (2007) A Research Agenda for the Relationships between Culture and Knowledge Management, Knowledge and Process Management 14(13) pp 226-236 Kogut, B. and Zander, U. (1992), â€Å"Knowledge of the firm, combative capability and the replication of technology†, Organization Science, Vol. pp. 383-97. Leigh P. Donoghue, Jeanne G. Harris and Bruce A. Weitzman (1999) Knowledge Management Strategies That Creates Value, Outlook 1999 No. 1 Lopez, S. P. ,Peon, J. M. M. and Ordas, C. J. V. , (2006) Human Resource Management as a Determining Factor in Organizational Learning, Management Learning, 37 (2); pp 215-234 Meister D. & Davenport (2005),† Knowledge Management at Accenture†, Richard Ivey School of Busin ess, The University of western Ontario, Ivey Management Services, 905E18 Mooradian, T. , Renzl, B. and Matzler, K. (2006) Who Trusts? Personality, Trust and Knowledge Sharing, Management Learning, 37(4) pp 523-540 Sarabia, M. (2007) Knowledge leadership cycles: an approach from Nonaka’s viewpoint, Journal of Knowledge Management, 11(3) pp 6-15 Smith P. A. C, McLaughlin M, January 15-17, 2003,†Succeeding With Knowledge Management: Getting the People Factor Right†, 6th World Congress on Intellectual Capital & Innovation at McMaster University, Hamilton, Canada Tsai, W, (2002),† Social structure of â€Å"co-operation† within a multi-unit organization: Coordination, competition, and intra-organizational knowledge sharing†, Organization Science, 13(2): 179–190 Four ways of conversion or interaction of tacit and explicit knowledge which is: socialization, externalization, internalization, and combination Source adapted from Sarabia, M. ( 2007) Knowledge leadership cycles: an approach from Nonaka’s viewpoint, Journal of Knowledge Management , 11(3) pp 6-15 Proposed Schema for Attracting, Motivating and Retaining worker Questionnaire Survey Results

Italicizing Foreign Words

Italicizing Foreign Words Italicizing Foreign Words Italicizing Foreign Words By Maeve Maddox Karin-Marijke Vis wrote: What to do with foreign words? Do I put them in Italics, or in single or double quotes? And then, is there a difference in for example the word retsina, that my dictionary knows, or kafà © that the dictionary doesnt know [both words relate to a story in Greece]. Same about Indian words, are nan and puja officially acknowledged words or should they be written in Italics, or with quotes? Whether or not to italicize foreign words depends upon the words familiarity to the intended audience, the context in which the word appears, and the frequency with which the word appears in a given text. In American usage, if a foreign word has an entry in Merriam-Webster, it need not be italicized. According to that rule of thumb, kafà © and nan would be italicized; retsina and puja, not. However, if the writer feels that a word is largely unfamiliar to the intended audience, italicizing it may be the reasonable thing to do, dictionary entry notwithstanding. If the word is going to be used frequently in the text, then it need be italicized only the first time it is introduced. For example, in a story with a Hindu setting, the word puja would probably occur frequently. The first time it could be defined as a Hindu act of worship and thereafter used without italics. Here are some guidelines for the use of italics with foreign words in an English text. 1. If only one unfamiliar foreign word or brief phrase is being used, italicize it. 2. If an entire sentence or passage of two or more sentences appear in a foreign language, type the passage in plain type and put the passage in quotation marks. 3. If the foreign word is a proper noun, do not italicize it. 4. If you are using two foreign words or phrases, one familiar and one unfamiliar, italicize both of them for consistency and appearance. 5. Common Latin words and abbreviations like etc., et al., and ibid. need not be italicized. An exception is sic, which should be italicized and placed in square brackets. Sources: MLA Handbook for Writers of Research Papers APA Style Guide Chicago Manual of Style Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:Comparative Forms of Adjectives50 Idioms About Roads and Paths1,462 Basic Plot Types

Romanticism in Art History From 1800-1880

Romanticism in Art History From 1800-1880 Romanticism is precisely situated neither in choice of subject nor in exact truth, but in a way of feeling. Charles Baudelaire (1821-1867) Right there, courtesy of Baudelaire, you have the first and largest problem with Romanticism: it is nearly impossible to concisely define what it was. When we talk about Romanticism the Movement, we arent using the root word romance in the sense of hearts and flowers or infatuation. Instead, we use romance in the sense of glorification. Romantic visual and literary artists glorified things ... which takes us to thorny problem number two: the things they glorified were hardly ever physical. They glorified huge, complex concepts such as liberty, survival, ideals, hope, awe, heroism, despair, and the various sensations that nature evokes in humans. All of these are felt- and felt on an individual, highly subjective level. Aside from promoting intangible ideas, Romanticism may also be loosely defined by what it stood against. The movement championed spiritualism over science, instinct over deliberation, nature over industry, democracy over subjugation, and the rusticity over the aristocracy. Again, these are all concepts open to extremely personalized interpretation. How Long Was the Movement? Keep in mind that Romanticism affected literature and music, as well as visual art. The German Sturm und Drang movement (the late 1760s to early 1780s) was predominantly revenge-driven literary and minor-key musically but led to a handful of visual artists painting terrifying scenes. Romantic art truly got underway at the turn of the century and had its greatest number of practitioners for the next 40 years. If you are taking notes, that is an 1800 to 1840 heyday. As with any other movement, though, there were artists who were young when Romanticism was old. Some of them stuck with the movement until their respective ends, while others retained aspects of Romanticism as they moved in new directions. It is not really too much of a stretch to say 1800-1880 and cover all of the hold-outs like Franz Xaver Winterhalter (1805-1873). After that point Romantic painting was definitely stone cold dead, even though the movement brought about lasting changes going forward. Emotional Emphasis The paintings of the Romantic period were emotional powder kegs. Artists expressed as much feeling and passion as could be loaded on to a canvas. A landscape had to evoke a mood, a crowd scene had to show expressions on every face, an animal painting had to depict some, preferably majestic, trait of that animal. Even portraits were not totally straightforward representations the sitter would be given eyes meant to be mirrors of the soul, a smile, a grimace, or a certain tilt of the head. With little touches, the artist could portray his subject surrounded by an atmosphere of innocence, madness, virtue, loneliness, altruism or greed. Current Events In addition to the emotionally-charged feelings one got from looking at Romantic paintings, contemporary viewers were usually quite knowledgeable of the story behind the subject matter. Why? Because the artists frequently took their inspiration from current events. For example, when Thà ©odore Gà ©ricault unveiled his gigantic masterpiece The Raft of the Medusa (1818-19), the French public was already well acquainted with the gory details following the 1816 shipwreck of the naval frigate Mà ©duse. Similarly, Eugà ¨ne Delacroix painted Liberty Leading the People (1830) fully aware that every adult in France was already familiar with the July Revolution of 1830. Of course, not every Romantic work related to current events. For those that did, however, the benefits were a receptive, informed viewership, and increased name recognition for their creators. Lack of Unifying Style, Technique, or Subject Matter Romanticism wasnt like Rococo art, in which fashionable, attractive people engaged in fashionable, attractive pastimes while courtly love lurked around every corner and all of these goings-on were captured in a light-hearted, whimsical style. Instead, Romanticism included William Blakes disquieting apparition The Ghost of a Flea (1819-20), sitting in close chronological proximity to John Constables comfortably rural landscape The Hay Wain (1821). Pick a mood, any mood, and there was some Romantic artist that conveyed it on canvas. Romanticism wasnt like Impressionism, where everyone concentrated on painting the effects of light using loose brushwork. Romantic art ranged from the smooth-as-glass, highly-detailed, monumental canvas Death of Sardanapalus (1827) by Eugà ¨ne Delacroix, to J. M. W. Turners indistinct watercolor washes in The Lake of Zug (1843), and everything in between. The technique was all over the map; execution was completely up to the artist. Romanticism wasnt like Dada, whose artists were making specific statements about WWI and/or the pretentious absurdities of the Art World. Romantic artists were apt to make statements about anything (or nothing), dependent on how an individual artist felt about any given topic on any given day. Francisco de Goyas work explored madness and oppression, while Caspar David Friedrich found endless inspiration in moonlight and fog. The will of the Romantic artist had the final say on the subject matter. Influences of Romanticism The most direct influence of Romanticism was Neoclassicism, but there is a twist to this. Romanticism was a type of reaction to Neoclassicism, in that Romantic artists found the rational, mathematical, reasoned elements of classical art (i.e.: the art of Ancient Greece and Rome, by way of the Renaissance) too confining. Not that they didnt borrow heavily from it when it came to things like perspective, proportions, and symmetry. No, the Romantics kept those parts. It was just that they ventured beyond the prevailing Neoclassic sense of calm rationalism to inject a heaping helping of drama. Movements Romanticism Influenced The best example is the American Hudson River School, which got underway in the 1850s. Founder Thomas Cole, Asher Durand, Frederic Edwin Church, et. al., were directly influenced by European Romantic landscapes. Luminism, an offshoot of the Hudson River School, also focused on Romantic landscapes. The Dà ¼sseldorf School, which concentrated on imaginative and allegorical landscapes, was a direct descendant of German Romanticism. Certain Romantic artists made innovations that later movements incorporated as crucial elements. John Constable (1776-1837) had a tendency to use tiny brushstrokes of pure pigments to emphasize dappled light in his landscapes. He discovered that, when viewed from a distance, his dots of color merged. This development was taken up with great enthusiasm by the Barbizon School, the Impressionists, and the Pointillists. Constable and, to a much greater degree, J. M. W. Turner often produced studies and finished works that were abstract art in everything but name. They heavily influenced the first practitioners of modern art beginning with Impressionism which in turn influenced nearly every modernist movement that followed it. Visual Artists Associated With Romanticism Antoine-Louis BaryeWilliam BlakeThà ©odore Chassà ©riauJohn ConstableJohn Sell CotmanJohn Robert CozensEugà ¨ne DelacroixPaul DelarocheAsher Brown DurandCaspar David FriedrichThà ©odore Gà ©ricaultAnne-Louis GirodetThomas GirtinFrancisco de GoyaWilliam Morris HuntEdwin LandseerThomas LawrenceSamuel PalmerPierre-Paul PrudhonFranà §ois RudeJohn RuskinJ. M. W. TurnerHorace VernetFranz Xaver Winterhalter Sources Brown, David Blaney. Romanticism.New York: Phaidon, 2001.Engell, James. The Creative Imagination: Enlightenment to Romanticism.Cambridge, Mass.: Harvard University Press, 1981.Honour, Hugh. Romanticism.New York: Fleming Honour Ltd, 1979.Ives, Colta, with Elizabeth E. Barker. Romanticism the School of Nature (exh. cat.).New Haven and New York: Yale University Press and The Metropolitan Museum of Art, 2000.

Minimizing the risk of cold stress and thermoregulation in neonatal Essay

Minimizing the risk of cold stress and thermoregulation in neonatal children - Essay Example Any deviation from the normal values will influence the biochemical processes and will disturb the natural homeostasis presents within the cells of the human organism. The temperature of the body is divided in two parts: the temperature of the internal organs, known as the core temperature, and skin temperature. The temperature of the internal organs remains almost exactly constant, within a variation of 0.6 0C. Nevertheless, many healthy people whose temperature has been measured orally have shown a range of normal temperatures, varying from under 36 0C to over 37.5 0C. The average normal temperature of the internal organs is considered to be within the range of 36.6 to 37.5 0C if it's measured orally and 1 0C if it's measured rectally. Since the temperature regulatory systems of the body are not perfect, the body temperature varies in different situations, such as extreme exercise and extremes of temperature of surroundings. For example, during exercise, when excessive heat is produced, the temperature of the body can rise temporarily to as high as 38.5 to 40 0C. On the other hand, when the body is subjected to extreme cold, the temperature of t he body can often fall below 36 0C. The skin temperature, on the other hand, constantly varies, depending on the surroundings. This temperature is important when we take into account the ability of the skin to lose heat to the surroundings. As was stated before, the body's perfect functioning is dependent on maintain the balance, or homeostasis, in the organism. The control of body temperature is no different; in essence, it represents a balance between heat production of the body and heat loss. Logically, the rate of heat production that increases more than the loss of heat leads to elevated temperature of the body. If the loss of heat is greater, lowering of body temperature occurs. Heat production represents the principal by-product of metabolism. There are various factors that determine the rate of heat production, and these factors combined are named the metabolic rate of the body. According to Guyton and Hall (2000, p.822) the most important factors are the following: 1) Basal rate of metabolism of all the cells of the body 2) Extra rate of metabolism as a result of muscle contraction (this includes muscle contractions caused by shivering) 3) Extra metabolism caused by the effect of thyroxin (and to a smaller extend other hormones like growth hormone and testosterone) 4) Extra metabolism caused by the effect of epinephrine, norepinephrine and the sympathetic stimulation of the cells. 5) Extra metabolism caused by increased chemical activity in the cells, especially when the cell temperature increases. The main generators of heat in the body represent the internal organs, especially the liver, brain and heart, and in the skeletal muscles during exercise. From these organs the heat is transferred to the skin, where it is lost to the air and other surroundings. According to Guyton and Hall (2000, p.822) the rate at which the body heat is lost is determined by two factors: 1) How rapidly heat can be conducted from where it is produced in the body core to the skin 2) How rapidly heat can then be transferred from the skin to the surroundings. The insulator system of the body, that prevents the heat from

US taxes Essay Example | Topics and Well Written Essays - 250 words

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The Graduate scenario Movie Review Example | Topics and Well Written Essays - 250 words

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