The eNotes Blog Arthur Conan Doyle Cant Be Bothered with YourQuestions

Arthur Conan Doyle Cant Be Bothered with YourQuestions Ever heard of the Proust Questionnaire? Its a list of questions about ones personality, named not because Marcel Proust, the French writer, wrote the questionnaire, but because he took it. (You can see a full list of the questions and Prousts response at this Wikipedia page.) The idea is that the person sitting down to answer the questions does so in the spirit of playfulness and generosity of personality. Think the ending of Inside the Actors Studio, or two schoolkids huddled over a magazine questionnaire. Not so with Sir Arthur Conan Doyle, the late author of the Sherlock Holmes series and, apparently, very taciturn old grump. In his day, the questionnaire was a bit of fun, a parlor game. Seemingly, though, not one Doyle was keen to be roped into. At every turn, Doyle seems to be scoffing at the pretense of it all. Asked what he likes most in a man, its Manliness. And his favorite qualities in a woman? Womanliness. (Funnily enough, those are the exact opposite responses Proust provided in his own questionnaire.) He is Quite impartial to your query on his favorite color, thank you very much. But best of all is the totally tongue in cheek response to the question, If not yourself, who would you be? Doyle scribbles something, we dont know what, completely illegibly, only to top it off with the taunting side note, (Hope this is clear). All in all its an amusingly annoying response, and an insight into Arthur Conan Doyle, the man. Probably the only kind of answer to be expected of the man who joined an Arctic whaling expedition at the age of twenty, the journal of which can be seen here. A Kipling-loving, manliness-embodying Hemingway figure before Hemingway ever existed. What do you think of Doyles answers? Know of any other authors responses to the Proust Questionnaire? Tell us in a comment!

4-Step Guide How to Study for the SAT in a Month

4-Step Guide How to Study for the SAT in a Month SAT / ACT Prep Online Guides and Tips If you've only got a month before test day, don't freak out! Although it's not a ton oftime to prepare for the SAT, it can be enough if you useyour time wisely. In this guide, we share with you our best advice on how to study for the SAT in a month. We'll begin by analyzing the feasibility of studying for the SAT in a month and then go overthe critical steps you must take in order to get your plan going. Finally, we’ll leave you with 12 high-impact tips you can use during your studies andon test day to help you get the SAT score you need for college! NOTE: This article largely assumes you’ll be conducting a self-guided study plan. Those who'd prefer ahelping hand should takeadvantage of our expert SAT tutors as well asour completely customizableSAT prep course! Is Studying for the SAT in a Month Doable? Let's start by addressing the crux of this article: is studying for the SAT in a month a feasible endeavor? The answer is yes; however,how doable a month-long study plan is depends greatly on what kind ofscore improvement you're hoping for. In terms of total point improvement on the SAT, here are the (approximate) numbers of hours you'll need to study: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours 200-330 point improvement: 150 hours+ As you can see, the higher the score improvement you want, the more hours you’ll have to dedicate to studyingfor the SAT. Because the SAT is such an important test for college, and because high school students are busy people, our usual recommendation is to set aside at least six months for SAT prep. This way you won't have to squeeze in too many study sessions each week, and you should still be able to hit the score you need- even a fairly lofty one requiringan increase of 200+ points. For those who'd like to improve their SAT scores by something closer to, say,100 points,three months should generally suffice. But not everyone has three or six months to committo studying for the SAT. So if you've only got a month to get started, don't worry; you can still increase your score. You just need to be willing toclock in the necessary amount of study time whenever possible. There are limitations to this, though.If you want to improve your SAT score by something close to 200 or 300points (150+ hours of study time), one month likely won't give you enough time todo so. For a plan like this to work, you'd have to study about 38 hours a week, or more than five hours a day! This is waytoo much time for anyone todedicate entirely to SAT prep. At this rate, you're guaranteed to burn out after a day or two! So to recap, studying for the SAT in a month is doable, as long as you: Are ready to create a regular study schedule and stick with it. Want toimprove your total SAT score by no more than 130-200 points (equivalent to about 80 study hours). Now, let's take a look at how to study for the SAT in a month using our simple four-step plan. How to Study for the SAT in a Month:4 Critical Steps for GettingStarted Gettingthe most out of your month-long SAT study plan means figuring out what your current SAT score is, what kind of scoreyou need for college, and how you intend to achieve that score. Ouressentialsteps below will teach youhow to prepare for the SAT in a month, so you can take the test with confidence. Step 1: Find Your Target Score In order to determine how many hours you'll need to study, you must first findyour SAT goal score. This is the score most likely to get you into all of the colleges you're applying to. The easiestway to find your SAT goal score is to search for average SAT scores (which are usually presented as score ranges) on your schools’ websites. Get onGoogle and look for â€Å"[College Name] average SAT† or â€Å"[College Name] 25th/75th percentile SAT.† You can also browseour SAT requirements database by searching for "[College Name] SAT requirements PrepScholar."Here is an example of USC's SAT requirements page. Your target score should match or exceedthe 75th-percentile score for your most competitive college.Gettingthis score will give youthe best shot at gaining admissioninto all of your colleges, even your most competitive ones. Step 2: Figure Out Your Baseline Score Once you’ve found your goal score, it’s time to figure outyour baseline score (where you’re currently scoring on the SAT). You will use this benchmark score to determinethe number of points neededto hit your goal score (as described in Step 1). To get your baseline score, take anofficial SAT practice test. Be sure yourecreate a realistic test-taking environment as closely as you can: take the test in a quiet room and timeyourself exactly as you'll be timed on the SAT. Once finished, use your test’s answer guide to calculate your individual Math and Evidence-Based Reading and Writing (EBRW) scores as well asyour total SAT score. This total scorewill serve as your baseline score. You can also use thispractice test to get a feel for which areas of the exam and which question typesare most challenging for you. Step 3: Create a Study Schedule The third step is to come up with a study schedule you'll be able to follow fairly rigidly over the course of a month. First, findthe difference between your baseline score and your target score to get the total number of points required toachieve your target score. Then, look for your difference using the following point ranges to determine how many total hours you'll need to study over the course of a month. As I mentioned previously, one month should give you enough time to study for up to 80 hours and attain, at a maximum, a200-point score increase: 0-30 point improvement: 10 hours 30-70 point improvement: 20 hours 70-130 point improvement: 40 hours 130-200 point improvement: 80 hours The second half of this step is to divide yourhours into a feasible weekly study plan. Below are various schedules you can try out depending on the score range you're aiming for on test day. Alwayschoose the best plan that will work for you personally.So if you loathe the idea of studying for the SAT on weekdays, stick to longer study sessions on the weekends. On the other hand, if studying for more than an hour straight isutterly torturous for you, opt for shorter, more frequent study sessions scattered throughout the week. Light: You Want to Improve Your SAT Score by 0-30 Points If your baseline score is within 30 points ofyour target score, congratulations! You havea very doable month-long study schedule. For this plan, your total prep time is about 10 hours, or a meretwo and a half hours a week. Your options for aweekly study schedule are as follows: 2 hours and 30 minutes, once a week 1 hour and 15 minutes, twice a week 30 minutes, five times a week Medium: You Want to Improve Your SAT Score by 30-70 Points In this scenario, your baseline score is slightly more removed fromyour target score - but not by much! For this medium-sized plan, you muststudy a total of 20 hours, or five hours a week on average. Idealstudy schedules for this plan include: 2 hours and 30 minutes, twice a week 1 hour and 15 minutes, four times a week 1 hour, five times a week Heavy: You Want to Improve Your SAT Score by 70-130 Points Now we get to the tougher plans. With this schedule,you'll have to really startbuckling down to reach your goal of70-130 points. To do so successfullywithin a month, you must study for a minimum of 40 hours, or about10 hours a week. Possible study schedules are: 3 hours and 20 minutes, three times a week 2 hours and 30 minutes, four times a week 2 hours, five times a week Heavier: You Want to Improve Your SAT Score by 130-200 Points This SAT prep plan, though technically feasible, requires a high amount of diligence, regularity, and commitment. To improve your baseline score by 130-200 points, you must study for a minimum of 80 hours, or 20 hours a week on average. Note that at this rate, each of your study sessions will befairly lengthy at three or more hourslong. Your best options for a foolproof study schedule are as follows: 5 hours, four times a week 4 hours, five times a week 3 hours and 20 minutes, six times a week Impossible? You Want to Improve Your SAT Score by 200-330 Points This certifiably insane plan would require a total of 150+ study hours in a month - that's 38 hours a week! Therefore, due to its impractical nature,I do not recommend attempting this plan. Instead, it'll be more helpful for you toaim for a slightly smaller point increase (see plan â€Å"Heavier† above) and then retake the SAT at a later date if you want toimprove your score even more. Just be sure you give yourself more than a month of study time on the second go-around - ideally, anywhere from three to six months. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Step 4: Gather SAT Study Materials Now that you've gota foolproof study plan, it’s time to gather the SAT prep materials you’ll usefor content review and practice during your prep sessions. If you've already got a stash of SAT materials ready to use, awesome! If not, here is a convenient compilationof some of the best SAT resources currently available: The Ultimate SAT Study Guide for SAT Prep: This guide contains links to all of our most important and relevant SAT articles. Use this guide as a broad reference for information on both SAT study resources and test-taking strategies. You can also use it to answer any questions you may have concerning scoring and other SAT logistics. Complete Official SAT Practice Tests, Free Links:Go to this article to download all official SAT practice tests, answer keys, and answerexplanations.Be sure toprioritize newer practice tests(i.e., those based on theredesigned SAT) over older ones. Best SAT Prep Books 2017 (Updated for New SAT): Read this article for candidreviews of the best SAT prep books. All books on this list have been reviewed by a perfect SAT scorer, so you can rest assured they’re worth purchasing! The Best SAT Prep Websites You Should Be Using: Online study materials can be just as helpful as SAT prep books as long as you know where to find qualityresources! Use our guide to help you find the best online SAT resources, from practice questions and strategy guides to virtual prep courses. Khan Academy: A partner website of the College Board (the creators of the SAT), Khan Academy offers a plethora of realistic SAT practice questions and tutorial videos- all for free! Check out our comprehensive guide for tips on how toincorporate Khan Academy into your SAT study plan. As a bonus resource, our SAT blogoffers a vast amount of SAT information, from tips and strategies to testing logistics and more. So feel free to use this resource if you have any questions about the SAT or simply want toreview content using our free study guides! Once you've selecteda solid assortment of quality SAT resources, read on to see ourtoptipson how to study for the SAT in a month. How to Prepare for the SAT in a Month: 6 Surefire Tips A month isn't a particularly long time to study for the SAT, but with our six surefire tips, you're guaranteed to get the score you want on test day! #1: Familiarize Yourself With the SAT Format As is the case with any exam,knowing what to expect on test day can give you a big advantage, not to mention a little extraconfidence. Start your SAT prep byfamiliarizing yourself withhow the test is scored and what type of content it tests. Then, move on to the specifics of each SAT section by learning about what kinds of questions you'll encounter on the exam and what kinds of skills you'll need to master in order to get a high score. For an in-depth overview of each SAT section, refer to the following guides: What’s Actually Tested on the SAT Reading Section? SAT Reading Skills What’s Tested on the SAT Writing Section? Grammar and Questions What’s Tested on the SAT Math Section? Topics and Practice Knowing the SAT format inside and out will give you the upper hand on test day by ultimately eliminating the risk of surprises. #2: Take 2-3 Official Practice Tests to Measure Your Progress Once you've begun studying for the SAT, it's important you consistently check whetheryour SAT score is improving or not by takingofficial SAT practice tests. For a month-long study plan,two or three official practice tests should suffice.Takethe first test at the beginning of your study plan to get your baseline score (as described in Step 2 above). Then, take a second test abouthalfway through your study plan todeterminewhether your prep materials and study methods are actually helping you, and to see whether you have any glaring weaknesses you need to concentrate on more. Practice tests must be taken at the appropriate times to be most effective.So don't take a test too early (less than a week after you’ve started studying for the SAT) or else you likely won’t notice any significant changes. Similarly, don’t take a test too close to test day, as this will only drain your energy! #3: Review Core SAT Math Topics Your study plan would be incomplete if you don't spend any timereviewing the core concepts tested on SAT Math.Broadly, the three major SAT Math topics are algebra, advanced math, and problem solving and data analysis. Altogether, these three topics account for 90 percent of Math questions. But what exactly should you study?Startby mastering thebasics of integers. (You can also check out ouradvanced guide to integersfor detailson prime numbers, absolute values, exponents, and more!) Afterward, progress to the following critical SAT Math topics: For Algebra Linear functions, equations, and inequalities Single-variable equations Systems of linear equations For Advanced Math Quadratic and nonlinear functions and equations Exponential functions and equations Graphing functions Manipulatingpolynomials For Problem Solving and Data Analysis Statistics (mean, median, mode, etc.) Ratios and proportions (including percentages) Graphs, scatterplots, and tables We also offer individual Math strategy guides, which you can access throughour ultimate SAT math prep guide. #4: Learn Basic Math Strategies In addition to masteringcore SAT Math topics, it's imperative youlearn some of thebasic strategies for tackling SAT math. One key strategy you can use while studying is to re-solve math problems you’ve missed before looking at the answer explanations. Here's how it works: using high-quality math practice questions (those on the official SAT practice tests are always safe bets), you’ll answer various SAT Math questions and then check your answers one by one. As you do so, mark the ones you got wrong and then immediately attempt to solve them again, this timeusing the correct answer as a hint. Re-solving questions allowsyou to think more deeply about why you missed a question and what other ways you can use to approach it and come up with a solution. Additional Math strategies areplugging in answers and plugging in numbers. With these two strategies, you can attempt almost anymath problem, even if you’re clueless about how to solve it. These strategies work well if you don't knowhow to simplify algebraic expressions or how to use algebra to solve systems of equations and inequalities. #5: Review Core SAT Grammar Topics Switching gears now! For the SAT Writing and Language section, you must possess a working knowledge of written English conventions and then use this knowledge to correct and improve sentences in various passages. In short, you must understand all of the fundamental rules of English grammar and punctuation. Rules and conceptsmostcommonly tested on the SAT Writing section include: Commas, colons, and semicolons Apostrophes and possessives Subject-verb agreement Modifiers Homophones (words that sound the same but have different meanings) Restrictive and non-restrictive clauses Redundancy Idiomatic phrases #6: Develop a Strategy for Reading SAT Passages Passages are abundant on both the Reading and Writing sections of the SAT; in fact, every question on these two sections is based on a passage! Therefore,it's important you cultivate the ability to interpret various types of passages both quickly and accurately. There are many methods for approaching SAT passages. Becausethe Reading and Writing sections pose different types of questions in regards to their respective passages, you may find it easier to develop separate reading strategies for each section. On the Reading section, test takers typically use one of the following strategiesfor reading passages: Skim the passage and then read the questions Skim the questions and then read or skim the passage Read the passage in its entirety and then answer the questions (not recommended) And on the Writing section, test takers tend to use one of these strategies: Answer questions as you read the passage paragraph by paragraph (highly recommended) Answer each underlined question in order as you read the passage Skim the passage and then answer the questions Read only the underlined sentences (not recommended) Ultimately, which passage-reading strategy you choose is up to you, and its success depends on how you read and digest information best. To help you determine which strategy works wellfor you, test out the different strategies listed above using the Reading and Writing sections onofficial SAT practice tests (make sure you time yourself for the same amount of time you’ll be given on the SAT). After you take the tests, compare your scores for each section. Any scores that are significantly higher on one test shouldpoint to a strategy that suits you. 6 Additional SAT Study Tips for the High Achiever The following six tips are geared toward those who are planning to spend at least40 total hourson studying for the SAT in a month and would like additional tactics for reaching their SAT goal scores. #7: Carefully Analyze Real Questions Your study sessions will likely feel pretty long, so spendsome of your time carefully analyzing real SAT questions. The best resources to use for this are official SAT practice tests. As you peruse thequestions on these tests, look for concrete clues to help you identify the type of questions you're encountering on each section. For example, can you differentiate thebig picture questions on the Reading section from the little picture questions? On the Math section, can you identify which problems fall under theHeart of Algebra category? The Data Analysis and Problem Solving category? How doNo Calculator questions differ from those on the Calculator section? Examining how various types of concepts are presented on the SAT will allowyou tobecome an expert on the SAT format. As a result, you'll start to spend lesstime trying to comprehend SAT questionsand more time trying tosolve them. #8: Master ALL Applicable Math Topics and Grammar Rules Test takers hoping for a staggering point increase must move beyond the basics of SAT Math and grammar and start delving into more advanced (albeit less commonly encountered) SAT topics. For the Math section, spend extra time mastering the final10 percent of topics (called â€Å"Additional Topics in Math†). This category primarily covers: Geometry, including triangles, circles, 3-D objects, lines and angles, and arc lengths Trigonometry Complex numbers Additionally, try tomemorizeall of the major SAT Math formulas. Although you’ll be given a list of formulas on the exam, these formulas revolve exclusively around geometry (a less commonly tested topic). Thus, it's imperative youmemorize other relevant formulas, such as those for algebra and trigonometry, that will not be given to you on the test. That being said, you should still memorize the ones on the test, too; doing this willsave you time on test day, as you won't need to repeatedly check the list of formulas for help. In regards to grammar, those with ample time on their hands should make it a goal to master all of the rules detailed in our complete SAT grammar guide. This guide goes over some of the more complex grammar topics, includingrelative pronouns, parallel structure, and fragments and run-on sentences, that you'll need to know for the SAT. #9: Hone Your Reading Comprehension Skills To become an expert at SAT Reading, you must not only know how to read the passages but also how to select the correct answer. And here'sthe trick: there is always only one answer that is 100-percent, unambiguously correct. What do I mean by this? All correct Reading answers are supported bydirect evidencein the passages. So of the four answer choices given to you for each question, only one will be clearly correct - all of the other choices willcontain some sort of clue to indicate they are clearly incorrect. Make sure you practice honing this trick withhigh-quality Reading questions.As you do so,think deeply aboutwhythe incorrect answer choices are incorrect. Dead giveaways for incorrect answersare thosethat: Are too broad Are too specific Are unrelated to the passage Say the opposite of what’s written in the passage Contain extra information that isn’t written in the passage Offer a slightly plausible interpretation thatisn’t directly supported by the passage Even asingle word can make an answer choice incorrect, so alwayskeep a sharp eye as you consider answer choices on the Reading section. #10: Study Vocabulary Although vocabulary no longer constitutes a major portion of theSAT, those trying toincrease their EBRW scoresshould cover all of theirbases by studying vocabulary words likely to appear on the SAT. Luckily, all of the vocabulary on the new SAT is only about medium difficulty; the challenging part, however, stems from having to know tertiary meanings of common terms. For quality vocabulary prep, check out our selection of 150 ACT vocabulary words andScholastic’s 100-word SAT/ACT vocabulary list. (Note that thevocabulary tested on the SAT is now extremely similar to that tested onthe ACT, so it's perfectly OK to useACT vocabulary resources for your SAT prep!) #: Strengthen Your Weaknesses Another tip for high achievers is to target your weaknesses by drilling challenging SAT topics and question types. Focusing on your most difficultareas will help youhone your test-taking skills, effectivelyraising your SAT score. Doing this will also teach youhow todetect patterns in the errors you make, so that you canavoid making them again in the future. The best way to combat your SAT weaknesses is to dedicate more time to both content review and hands-on practice. Use high-quality resources such as prep books for comprehensive content explanations. Then, look for realistic practice questions on your most difficult topics (official practice tests and prep books are solid resources for questions). Work through the questions one by one and check their answers to ensure you understand what mistakes you’re making and how you can alter your habits to answer the questions correctly on test day. #12: Practice Pacing Yourself Don’t assume that just because you’re familiar with the content of the SAT that you’ll be able to breeze on through it! Instead, taketime to develop an ideal pace. One of the worst things you can do on the SAT is leave dozens of questions unanswered, but being aware of how much time you spend on each question should greatly reduce this risk. On practice tests, time yourself and try to see whether certain question types take you longer to work through than others. Then, work on developing faster techniques and strategies for the types of questions that usually eat up your time. On the other hand, if you’re routinely finishing practice tests with tons of time to spare but not scoring where you want to score, you’re likely moving way too fast. In this case, devote more time to double-checking your answers and re-reading any ambiguous questions, sentences, or passages. The Final Word: How to Study for the SAT in a Month Studying for the SAT in a month, though challenging, can be a feasible option for certain test takers depending on the number of points by which you’d like to improve your baseline score. The more points you want, the more hours you’ll need to dedicate to studying - and thus the harder it’ll be to stick to your study plan. If you are trying to improve your score by a significant number of points - say, 200 or more - one month likely isn’t going to be enough time for you to be able to successfully do so. To study for the SAT in a month, you must first find your SAT target score based on your colleges’ average SAT scores and then take an official SAT practice test to get your baseline score. After you've gotten both of these scores, select a study schedule that corresponds to the total point improvement you want to make on the SAT. Once you’ve gathered your SAT prepmaterials, follow thesesix tips to get the most out of your month-long study plan: Familiarize yourself with the SAT format Take 2-3 official practice tests to track your progress Review core SAT math concepts Learn basic math strategies Review core SAT grammar topics Develop a strategy for reading SAT passages And for those with more hours to dedicate to studying, use your extra time to: Carefully analyze real questions Master all applicable math topics and grammar rules Hone your reading comprehension skills Study vocabulary Strengthen your weaknesses Practice pacing yourself With these tips in mind, you should have no trouble implementing a surefire month-long SAT study plan! What’s Next? Feel like you're running out of time?Stay calm! With ourexpert last-minute SAT tips and strategies, you can still get the SAT score you want - no matter how little time you've got left before test day. Need extra help studying for the SAT?Check out our top 21 SAT tipsand learn everything you need to know aboutacing the SAT! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

The Truman Show Movie Review Example | Topics and Well Written Essays - 500 words

The Truman Show - Movie Review Example In the show, which must keep going in order to sustain its own world, Truman Burbank is the ultimate consumer: nothing about his life is secret to the viewer. He is doing what corporations want to observe people doing: acting naturally and making choices which seem to be those of free will. Going into a large corporate store, it is very easy to fill out surveys. Cameras are everywhere. There are parallels everywhere to the ways that consumers are scrutinized, just as Truman Burbank is scrutinized in â€Å"The Truman Show.† The motivation of the show’s producers is motivated to portray Truman Burbank as an ideal consumer so that the self-sustaining world of supply and demand can continue. The producers are the supply; Truman makes the demands. It is a symbiotic relationship, so the producers want to keep it going. They will stop at nothing to keep Truman from the truth, and this is part of what forms much of the tension in the second part of the movie. Overall, Truman Bu rbank is a typical ideal consumer, because he is the object of constant scrutiny and measurement. To me, the conclusion is the most important part of a short essay such as this one, because it really is the last thing that the reader is going to take away from the process. The conclusion here about the cycle of Truman’s routine was something that I completely agreed within this response because I also think that corporations are looking for habits and cycles in their consumers, and this is something that made Truman ideal.   

Economics in a Global Environment Essay Example | Topics and Well Written Essays - 500 words

Economics in a Global Environment - Essay Example By analyzing internal opportunity costs we can define in what these two guys should specialize in order to provide maximum output To identify who should specialize in a particular activity I have calculated the internal opportunity cost for Phil and Frances. For example, if Phil shifts more resources into higher output of phone calls, the opportunity cost of each extra phone call is of financial statement. For Frances the same decision has an opportunity cost of 1/10 of phone calls. Therefore France has a comparative advantage in financial reports. Were Frances to reallocate resources to financial statements, the opportunity cost of one extra financial statement is 10, meanwhile for Phil the opportunity cost is 4 of the phone calls. Thus Phil has a comparative advantage in phone calls (please refer to the Appendix 1) On the other hand the comparative advantage theory is not consistent with the current economic reality. The evidence shows that comparative advantage is human made rather than natural. Many economists argue that there is no such thing as free trade. Countries use industrial strategies and trade tactics in order to create human made comparative advantage, which will guarantee their success in the global economy1. Nowadays, comparative advantage is human made. Natural resources are international commodities and therefore each country can easily acquire them in the market without producing them locally.

Health Care Spending Essay Example for Free

Health Care Spending Essay In the past seven decades health care spending has been increasing tremendously. The industrial era brought in a new system to help population duel with the cost of medical care. New technology has become a much needed investing in the 21st century which has yield to a great margin between small and big facilities. When looking at all of these factors there is no wonder the nation is spend way too much money on health care, although at times might seem that there is not enough. It seems that the right investment is needed to help aid those that need help the most the elderly and unemployed, with the economy in a fragile state and unemployment rates increasing with the quarters there is no question that decisions about how we are spending on health care needs to change. Even though so many factors are involved in the spending this paper would focus on our current level of expenditures, how and where is the money spent, forecasting what would be coming next. Current level of national healthcare expenditures According to Physicians for a National Health Program (2012), â€Å"National Health Expenditures was $2.8 trillion, and the spending as a percent of GDP was 18% for 2012† (National Health Expenditure Projections: Modest Annual Growth until Coverage Expands and Economic Growth Accelerates). When looking at these facts many would even argue we are spending quite enough when it comes to healthcare or perhaps too much, however is the complete opposite not enough spending is in the right place. These figures does not represent the spent on one area of health care the graph below will provide an idea as to what, when, and where was spent on 2009. Total = $2.3 Trillion Source: Martin A.B. et al., â€Å"Growth In US Health Spending Remained Slow in 2010; Health Share of Gross Domestic Product Was Unchanged from 2009,† Health Affairs, 2012. As shown on the graph 51% of the spending is towards hospital care and physician/clinical services which are great to be invested in, however the rest of the spending in my opinion is not proportionally distribute, yes those areas are extremely important but it would be beneficial if more can be distributed along medication, and other professionals services to include the testing and diagnose of serious illnesses such as cancer. The investment is require to subsidize the needs on these areas, 45 percent of people under age 65 who dont have insurance coverage for prescriptions said they had not filled a prescription in the last year because of the cost. Additionally, 84 percent of working-age people in the U.S. without insurance coverage for prescriptions said they had taken some action such as spending less on groceries or postponing paying other bills in order to pay for their medications, an increase from 71 percent last year (Rowan, 2012). Regarding testing for patients with cancer there should be more funding for the new technology available for test that many patients are not aware, because they cannot afford it or simply because it is not available in their area. Spending: Too much or not enough? In 2010, $2.6 trillion was spent on health care services and products, 61 percent of which purchased hospital care, physician and clinical services, and retail prescription drugs. Private health insurance paid for 33 percent, out-of-pocket sources for 12 percent, and other third party payers and programs for 7 percent. The two largest government health care programs, Medicare and Medicaid, purchased $925.1 billion worth of health care goods and services in 2010, accounting for 36 percent of total health care spending (Centers for Medicare and Medicaid Services, 2012). The increase of cost would continue to rise according to economists, health care managers, and advisors forcing for a new reform to change the system. Thus many are not too please with this idea is a phenomenal that cannot be avoid, there is a need to change in policies and methods in which we spent or invest in health care. Suggesting that the investment is too little would be a denial statement, everyday more and more patients are relying on programs such as Medicare and Medicaid to get the attention required at the moment. As the economic recession set in deeper less would be available to afford just the basic needs, medication or any treatment; unemployment rates are on the rise and it does not seem it would stop anytime soon. Although the new reform would try to establish some type of stability, until the insurance companies and policy makers come to an agreement to provide a universal premium for service which can be affordable for all, the same problems would continue to emerge. Many factors also have effect on spending considering for example the demand for new technology in the 21st century; this trend has become to some degree a factor in the rise on health care spending. Much of this new technology is beneficial if it provides a new way to used already establish technology, however many studies have revealed that most of them are only here to replace such technology and at some circumstances increase the cost of service. As a country a deeper consideration of such technology is needed not only to save money, but to invest wisely as to what would help the system cut in spending. Future economic needs of health care For years to come the enduring effects of the economic recession and slow recovery, due mostly because of partial growth in incomes, are expected to continue to limit health spending growth. In 2014 the coverage expansions laid out in the Affordable Care Act for Medicaid and for private health insurance are expected to increase the growth rate for health spending, with notable increases expected in spending on physician services and prescription drugs for newly insured patients. By the end of the year, higher income growth and the continuing shift of baby boomers into Medicare are expected to cause health spending to grow roughly two percentage points faster than overall economic growth, which is about the same differential experienced over the past thirty years. Therefore a necessary reform of a national health care perhaps would provide the change needed, the only issue with this suggestion is the funding. Thus a national health care would help every citizen reach the so needed medical attention required at an affordable price there is no surprise that the funding through Federal programs are thinning, and the cost of private insurance keeps on raising. Therefore a more evaluated reform should be put in place where the cost of care should be regulated, and more affordable options are given to the population; an increase on reimbursement of healthcare for basic health needs is necessary to subsidize the cost for complex health needs in order to keep the cost regulated. According to Centers For Medicare And Medicaid Services (2011), â€Å"In 2014, national health spending is projected to rise to 7.4 percent, or 2.1 percentage-points faster than in the absence of reform, as the major coverage expansions from the Affordable Care Act (ACA) are expected to result in 22 million fewer uninsured people† (National Health Expenditure Projections 2011-2021). Increases in Medicaid spending growth, and private health insurance growth will contribute to the overall acceleration in national health spending in 2014. There is no question that technology would also continue to raise to help the system provide the best and fast way possible services to those in need. Investing more in health care can only benefit the nation; however the right decisions needs to be made in order to keep the spending growth under control. Reference Centers for Medicare and Medicaid Services. (2012). Retrieved from http://www.cms.gov/Research-Statistics-Data-and-Systems/Statistics-Trends-and-Reports/NationalHealthExpendData/downloads/dsm-10.pdf Centers for Medicare and Medicaid Services. (2011). Retrieved from http://www.cms.gov/Research-Statistics-Data-and-Systems/Statistics-Trends-and -Reports/NationalHealthExpendData/Downloads/Proj2011PDF.pdf Martin A.B. et al., â€Å"Growth In US Health Spending Remained Slow in 2010; Health Share of Gross Domestic Product Was Unchanged from 2009,† Health Affairs, 2012. Physicians for a National Health Program. (2012). Retrieved from http://www.pnhp.org/news/2012/june/2012-health-care-spending-including-administration Rowan, K. (2012). Fox news.com. Retrieved from http://www.foxnews.com/health/2012/09/13/why-americans-prescriptions-are-going-unfilled/

Leadership :: essays research papers

What Makes a Leader In this landmark article, Daniel Goleman, the premier expert in the emotional intelligence movement, author of Emotional Intelligence (Bantam, 1995) and Working With Emotional Intelligence (Bantam, 1998) and co-chairman of the Consortium for Research on Emotional Intelligence in Organizations, based at Rutgers UniversityÆs Graduate School of Applied Psychology, describes why emotional intelligence is the crucial component of leadership, and how it shows itself at work. The author also describes how emotional intelligence can be enhanced by a distinctly different approach to human resource training. Superb leaders have very different ways of directing a team, a division, or a company. Some are subdued and analytical; others are charismatic and go with their gut. And different situations call for different types of leadership. Most mergers need a sensitive negotiator at the helm, whereas many turnarounds require a more forceful kind of authority. The author has found, however, that effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. In fact, GolemanÆs research at nearly 200 large, global companies revealed that emotional intelligence--especially at the highest levels of a company--is the sine qua non for leadership. Without it, a person can have first-class training, an incisive mind, and an endless supply of good ideas, but he still wonÆt make a great leader. The components of emotional intelligence--self-awareness, self-regulation, motivation, empathy, and social skill--can sound unbusinesslike. But exhibiting emotional intelligence at the workplace does not mean simply controlling your anger or getting along with people. Rather, it means understanding your own and other peopleÆs emotional makeup well enough to move people in the direction of accomplishing your companyÆs goals. Leadership :: essays research papers What Makes a Leader In this landmark article, Daniel Goleman, the premier expert in the emotional intelligence movement, author of Emotional Intelligence (Bantam, 1995) and Working With Emotional Intelligence (Bantam, 1998) and co-chairman of the Consortium for Research on Emotional Intelligence in Organizations, based at Rutgers UniversityÆs Graduate School of Applied Psychology, describes why emotional intelligence is the crucial component of leadership, and how it shows itself at work. The author also describes how emotional intelligence can be enhanced by a distinctly different approach to human resource training. Superb leaders have very different ways of directing a team, a division, or a company. Some are subdued and analytical; others are charismatic and go with their gut. And different situations call for different types of leadership. Most mergers need a sensitive negotiator at the helm, whereas many turnarounds require a more forceful kind of authority. The author has found, however, that effective leaders are alike in one crucial way: they all have a high degree of what has come to be known as emotional intelligence. In fact, GolemanÆs research at nearly 200 large, global companies revealed that emotional intelligence--especially at the highest levels of a company--is the sine qua non for leadership. Without it, a person can have first-class training, an incisive mind, and an endless supply of good ideas, but he still wonÆt make a great leader. The components of emotional intelligence--self-awareness, self-regulation, motivation, empathy, and social skill--can sound unbusinesslike. But exhibiting emotional intelligence at the workplace does not mean simply controlling your anger or getting along with people. Rather, it means understanding your own and other peopleÆs emotional makeup well enough to move people in the direction of accomplishing your companyÆs goals.

Wa Student Duty of Care Policy

Memo for The Department of Education and Training, Western Australia (DETWA) To: All School Principals within the DETWA. Subject: A GUIDE TO HELP PARENT’S UNDERSTAND, THE WESTERN AUSTRALIAN DEPARTMENT OF EDUCATION & TRAINING, DUTY OF CARE POLICY FOR STUDENTS. Please find enclosed a detailed guide to helping your parents / caregivers understand the â€Å"Duty of Care Policy for Students†. This guide is an analysis of the policy document noting the key points that are easily understood by parents.The report will also detail two scenarios providing examples of situations that can occur at any school and an action plan response to each scenario by following the duty of care policy guidelines. TABLE OF CONTENTS 1. 0 Introduction 2. 0 Background regarding the policy & Part 1 -Document Analysis 3. 0 Duty of Care explanation 4. 0 Reasonable Care explanation 5. 0 Key points to note 6. 0 Part 2 -Action Plans 7. 0 Scenario 1 & action plan response 8. 0 Scenario 2 & action plan res ponse 9. 0 Conclusion / Personal Reflection 0. 0 References 1. 0 Introduction As parents, the â€Å"Duty of Care† policy is more than likely decidedly foreign. From here many questions, no doubt will arise? Why did the Western Australian government put this in place for their Department of Education and Training? What significance does this document have towards my children, parents may also be thinking? So many thoughts and questions have no doubt once or twice crossed a parents mind. I am sure some may not even be aware of this documents existence. 2. Background regarding the policy & Part 1 – Document Analysis To answer these imminent questions above, the significance of this report is to offer the Parents of Western Australian students attending primary and secondary schools, a further understanding. The Western Australian Government wrote the policy so that it would be implemented within the Department of Education WA and then handed down to all teachers. The docu ment became effective on the 26/06/2007 and updated 02/08/2012. (Department of Education and Training, Western Australia (DETWA), 2012,1). As noted by the Department of Education and Training, Western Australia (2012,3)† this policy was created to ensure that all teaching staff, non teaching staff and volunteers know their legal responsibilities in ensuring reasonable care occurred to maintain the safety and wellbeing of all students whilst in their care and avoid acts that may result in injury. This policy is not just limited to within the school grounds but also outside school grounds, excursions and activities that fall under the care and guidance of school teachers, regardless of where the activity or lesson may occur. 3. 0 Duty of care explanationWhat is the Duty of Care? Newnham (2000, 2) describes the Duty of care as a legal concept that was put in place under the Common Law, and it is well established in education regulations. 4. 0 Reasonable Care explanation with key points to note What is Reasonable Care? The Department of Education and Training, Western Australia, (2012, 3) also describe reasonable care as a situation that will always vary according to the overall circumstances involved. Teachers are to assess the â€Å"reasonableness† of the level of care needed by noting the following probabilities that can interfere or affect the outcome of care.These probabilities are; * The school activity and its nature. * The environment upon which the activity will occur in, therefore the teacher must assess the risk, if any, involved. * Pre-existing medical conditions, like allergies, epilepsy, diabetes. * Ages and skills of the students. * Physical or Intellectual impairments & Behavioural issues 5. 0 Key points to note There are some other key points that the Duty of Care policy would acknowledge. These include that a principal or teacher must ensure that all department employees must hold the necessary identification and qualifications requi red including non teaching staff.Also, volunteers and the like must also possess a working with children check card. The details of this policy and how this check can be completed is found via the following government website, http://www. checkwwc. wa. gov. au/checkwwc The importance of having such a policy is to protect both student and teacher and offer the teacher clear, concise guidelines on what â€Å"duty of care† is expected of teaching staff to reduce the chance of negligence and possible legal implications.A highly topical direct quote included below is from abstract, Newnham, (2000, 1) is particularly pertinent to this report and extremely beneficial to take note: â€Å"The law is increasing affecting the practice of education. The most likely reason a teacher or school will face legal action is in negligence where a student has been injured while under the school’s protection. This may occur in a variety of settings.To satisfy the elements of the tort of ne gligence the student who becomes in law the plaintiff must prove that a duty of care was owed, that the duty was breached, by not maintaining the appropriate standard and that the injury was a reasonably foreseeable consequence of that breach of duty. It would be rare for a teacher to face criminal charges but it could happen if a teacher had an intention to harm or acted recklessly. † (Newnham 2000, 1) The policy document also offers guidelines for parents and caregivers and their responsibilities for their children before and after school care time slots and whilst on school grounds.This will clearly advise the parent / caregiver the times for when their children will and will not be supervised and offer a guide as to whether the student is protected or not under the school’s duty of care policy. 6. 0 Part 2 – Action Plans Below are action plans that a teacher in the following scenarios could note and introduce to ensure that the teacher is consistently adherin g to the Western Australian Government and the Department of Education & Training’s, Duty of Care Policy. 7. 0 Scenario 1 & Action Plan A student is consistently interrupting other students during a classroom lesson.In dealing with this student’s interruptions, the teacher sends the student out of the classroom for ‘timeout’. The teacher tells the student to wait outside the classroom door until asked to return to the room. This reprimanded student is no longer in the teacher’s view. The scenario above notes that the teacher involved has not exercised her duty of care and could be seen to be negligent as the student was no longer in the teachers view. As per notes from Newnham, (2000,46) the teacher has a duty of care to ensure that they are providing adequate supervision and no longer being in view is detrimental to this.The teacher was no doubt disappointed in the student and his associated behaviour but asking the student to leave for timeout cou ld have been handled in a more appropriate way. As per the teachers duty of care policy (Department of Education and Training, Western Australia, 2012, 3) the teacher needed to provide a suitable disciplinary action that ensured the student remained in full view. Otherwise by no longer being in view, the student could have harmed or injured, himself and the teacher would possibly be held responsible for not following the act of reasonable care and therefore classed as being negligent.The teacher could have opted for a variety of disciplinary actions from as painless as giving the timeout punishment and asking the student to remain in the far corner of the classroom until notified or the teacher could have phoned the principal’s office and asked that the principal come and escort the student to the office to remain in timeout whilst in a supervised environment. 8. 0 Scenario 2 & Action Plan A first year student teacher accompanies a supervising teacher out on duty at lunch tim e.While on playground duty, an incident occurs that requires the supervising teacher to accompany a student to the administration block, which is not within the supervision area. The supervising teacher asks the student teacher to remain on duty for her as she tends to the dilemma. This would mean the student teacher would be the only teacher supervising the designated play area at this time. Firstly Newhman, (2000, 49) notes that if the incident was indeed severe enough, ensure that the nature of the incident was documented.Other details that would need to be included in the incident report would be with who was present at the time in the events leading up to and when taking place. This will ensure that if further issue is raised, the teacher can be at ease that they have completed the right steps to ensure that negligence did not take place. Secondly, under the Duty of Care policy (Department of Education and Training, Western Australia, 2012, 3) the teacher should have clarified with the student teacher if they were comfortable to be left to undertake the primary care of the remaining students and be given the right to refuse.If refused, the student teacher would have been best to escort the student to the administration block or even more so the student teacher could have quickly alerted another teacher to come and assist the situation at hand and escort the student or takeover the supervisory role. 9. 0Conclusion & Personal Reflection Whilst reading through the DETWA Duty of Care Policy for Students, I was certainly not aware of the importance of one component of the policy document.The component I was not aware of was that as a teacher, I should be ensuring that any student teacher, non teaching staff or volunteer who may assist in my classroom, has the right to refuse the role of undertaking primary care of the students. If I had to leave the classroom or area where the class was being conducted, I must first ask this pertinent question of â€Å"Are yo u comfortable if I leave the room for said period of time? † This question was simply was not something that I gave much thought to.When I thought about this more, I realised it actually is common courtesy, to simply, ask first and then I will ensure the level of comfort of the other person helping is ascertained. I know that this element of the Duty of Care policy will be something I personally will take on board and remember to use within my classroom. In summary, the Western Australian Government’s, Duty of Care policy is undoubtedly a particularly crucial document. It’s a crucial document that all Western Australian Teacher’s who are employed within the Department of Education & Training, need to follow. As I ecome a teacher, this policy is simply another tool that I as a teacher, must concur with and abide by at all times, whilst the students are under my care. A Student’s safety is one of the most respected trusts that a caregiver / parent wil l ask of me as their child’s teacher. To ensure that I do not lose that vital trust placed in me, it will be essential that I follow these set guidelines from this document. I should also consistently using common sense, adhere to school policy and I then should never have to be concerned with the legalities of negligence and that my students should always be cared for well. Word count 1744) 10. 0 References The Government of Western Australia, (2012) Department of Education & Training: Duty of Care for Students. Western Australia: Retrieved from http://det. wa. edu. au/policies/detcms/policy-planning-and-accountability/policies-framework/policies/duty-of-care-for-students Department of child protection, (2008) Working with children check: Retrieved from http://www. checkwwc. wa. gov. au/checkwwc Newnham, Helen (2000) â€Å"When is a teacher or school liable in negligence? † Australian Journal of Teacher Education: Vol. 25: Iss. 1, Article 5. Available at: http://ro. e cu. edu. au/ajte/vol25/iss1/5

What is hysteria? Discuss how hysteria was important in the origins of psychoanalysis.

Introduction Throughout the history of psychology, the term Hysteria was used to describe symptoms of illness that were atypical to already established diseases (Feinstein, 2011). Neuropsychiatrists of the 1800-1900s described Hysteria as an illness where dissociation occurs for reasons that are not obvious. The symptoms shown in a hysterical patient are those such as anaesthesia, amnesia, abulia, motor control disorders and changes in personality (Haule, 1986). These symptoms are known today as a type of psychoneurosis which causes emotional excitability, provoking emotions such as fear or panic. Disturbance of the sensory, motor and cognitive functions of humans are also a result of this particular neurosis (Patel, 2012). It has been argued by critics of the DSM that the condition, Hysteria, lacks validity and that the only reason why it lasted as a category of disease throughout history is due to tradition (Feinstein, 2011). Thus, in 1994, the DSM-IV removed ‘hysteria’ as an estab lished disease and divided the symptoms of the disease into two sections now known as Somatoform Disorder and Dissociative Disorder. The issues under these two umbrella terms covered the symptoms that were accepted by the original term ‘hysteria’ (Feinstein, 2011). The DSM-IV stated that the diagnoses for the conditions which lie under the umbrella terms Somatoform Disorder and Dissociative Disorder are particularly relevant to the formerly known diagnostic categories of hysteria. These conditions are Somatisation Disorder, Conversion Disorder and Dissociative Amnesia (Feinstein, 2011). Conversion Disorder was the most closely associated to the disorders that were treated by Charcot and Freud in the 1900s, and refers to symptoms that mimic neurological disorders such as motor and sensory deficits, pseudo seizures and mixed presentations. These symptoms should not relate to any organic source of illness, nor be associated with substance use/abuse or the patients particip ation in culturally endorsed behaviours such as trances during religious ceremonies in order for them to be and have been diagnosed as hysteria (Feinstein, 2011). The aim of the present essay is to outline what hysteria was, and how it related to psychoanalysis. So, although the symptoms of hysteria are now represented through separate categories of mental disorders in the Diagnostic and Statistical Manual in the present day, for the purpose of this essay, the term hysteria will be used to encapsulate all of the symptoms, and in order to embody the historical and contextual term whilst discussing the relevance of the condition to the origins of psychoanalysis. The literature suggests that the causes of hysteria are linked to past traumas, conflict, undue stress such as bereavement and a history of abuse (Patel, 2012). It has also been theorised that repression of sexual or aggressive behaviours could trigger hysteria. This concept was best conveyed through Freud’s work on pat ient Anna O, where psychoanalysis had begun to take form. Freud had treated Anna O for symptoms of Hysteria by joining Breuer’s talk therapy and Charcot’s view of hysteria (Webster, 2004). Anna O’s symptoms represented the typical manifestation of hysteria. Physical symptoms consisted of a cough, paralysis on the right side of the body, contractures, and disturbances in vision, hearing and language. Psychological symptoms consisted of lapses in consciousness and frequent hallucinations. These symptoms are similar to the modern day indicators of Conversion Disorder. Doctors found no organic cause for Anna O’s symptoms, so as a result of this, she was diagnosed with hysteria. Through the work on Anna O, an outline for psychoanalysis had begun to emerge (Webster, 2004). Freud continued to use the same therapeutic techniques on other patients who displayed the symptoms of hysteria, consequently bringing psychoanalysis into full bloom (Webster, 2004). The proc ess of exploring concepts such as the unconscious, repression and intrapsychic conflict in hysterical patients aided the development of psychoanalysis. Hypnosis, directive and abreactive techniques, and an early form of free association were used with these patients. Through these experiments Freud was able to strengthen the foundation of his psychoanalytical theory by adding these techniques to his practice of psychoanalysis (Krohn, 1978). Freudian psychoanalytic theory, and its associated practice, psychoanalysis, placed emphasis on the theory of the unconscious mind. Freud had proposed that the mind was composed of three components: the id, ego and superego. These components were suggested to play a significant role in the development of hysteria and are best explained through their association to the psychosexual stages of development (Yarom, 2005). The psychosexual stages of development encompass the Oral, Anal, Phallic, Latent and Genital phases. The theory holds the standpoin t that the ego develops during the Oral phase, and the superego develops during the Phallic phase. The subject of hysteria has widely been studied in ego psychology and its understanding was enhanced in the more recent studies throughout the literature, as a personality disorder related to conflicts within the ego (Yarom, 2005). Psychoanalytic theory had proposed that the ego and the superego were developed by the psyche in order to put into effect some control over the libido during psychosexual development and throughout adult life, so that need for gratification is directed into socially acceptable ways. Freud had stated that need for gratification is associated with the different parts of the body during each stage of psychosexual development, thus the conflict between the id, ego and the superego is associated with whichever psychosexual stage the individual is at (McLeod, 2008). The conflict within the psyche at the Phallic stage is what has been theorised to bring about the O edipus and Electra Complexes in individuals (McLeod, 2008). The suggestion made by Freud was that hysteria was associated with rejected sexuality. Freud put forward strong references to the female sexuality. This connection was made through the theory of the Electra complex in which females are said to have unconscious incestuous wishes and envy the penis of their male caregivers. For this reason, hysteria was a disease strongly related to women (Yarom, 2005) On the other hand, neo-Freudian approaches, such as that of Horney’s (1967) suggested that penis envy should be considered as a secondary as opposed to primary phenomenon, in the sense that women’s sexual identities are more focused on aspirations to bear children rather than achieve orgasm. However, it may be suggested that this still provides a sexist standpoint against women as it portrays women as only being interested in bearing children. Nonetheless, sexism was slowly overcome as history progressed and this was evident through the fact that hysteria gradually became a disorder that was associated with males as well as females (Yarom, 2005). Yet contradictory literature shows studies during the 1970s which still insisted that hysteria was more prevalent among women than men, with a high comorbidity evident between sociopathy and hysteria, especially in women (Cloninger & Guze, 1971). These findings are supported by Lerner (1974) who stated that hysteria is a disease frequently applied to women and less frequently, if never, to men. However, despite these studies showing evidence in the literature that hysteria is a female only disease, it may be suggested that the chauvinistic and patriarchal nature of society throughout history may have influenced the findings that although males may exhibit hysterical behaviours, it does not necessarily mean that they have the condition hysteria. It may be the case that male researchers did not want to associate this ‘weakness in characterâ€⠄¢ to the male population, therefore put it forth as a female only illness, maintaining the ‘strong’ image of men. Secondly, since the majority of the researchers in this area of interest were males, it may also be suggested that they lacked empathy and understanding of the emotions and behaviours that females were exhibiting, thus interpreted these as more hysterical than those which the males were exhibiting. Conversely, the paper by Lerner (1974) does indicate that hysterical symptoms such as conversion reactions and dissociative phenomena were been observed in men, but that these patients did not display the cognitive and personality characteristics of the hysterical individual, therefore they did not have hysteria. Yet, in any case, when social and contextual factors are taken into consideration, it brings one’s attention to the fact that the doctors and researchers involved in studies of Hysteria were mainly male, reinforcing the notion that the literature was also dominated by observations influenced by patriarchal males. To lend additional support to this view, it was advocated that the explanation of the prevalence of Hysteria among women on the part of psychoanalysts was focused on preoedipal and oedipal developmental tasks that must be mastered by males and females, yet the libidinal development of the two sexes only offers a partial explanation of the alleged sex differences in Hysteria, therefore it is more rational to hold the belief that social and cultural factors play a major role in the issue (Lerner, 1974). With reference to conflict within the psyche during each psychosexual stage, the purpose of psychoanalysis was to aid the patient in bringing forward to consciousness the repressed thoughts and emotions that were associated with these phases. Resolving these conflicts would strengthen the ego (Zimberoff & Hartman, 2000).. In accord, the likelihood of developing hysteria would lessen. This is supported by the notion tha t tension during each phase relies on the way in which the ego deals with anxiety, and that hysteria is a result of manifested repression of an incompatible idea on the ego’s part (Vaillant, 1992). Therefore, the evidence based on the relationship between the id, ego and superego in psychosexual stages and the development of hysteria, played a cruicial role as a catalyst in bringing the theory of psychoanalysis into practice. This is evident through the demonstration of how resolving psychosexual conflicts strengthens the ego, therefore avoiding the development of hysteria. Although the role of Hysteria in the development of psychoanalysis is clear, it must be noted that the patriarchal approach taken by Freud and other researchers during the studies of Hysteria had also reflected on the theory and practice of psychoanalysis (Bernheimer & Kahane, 1985). Freud’s writings were based mainly on male development (McLeod, 2008). This could imply one of two things: Either tha t he held the belief that female development mirrored male development, or that it was inferior to male development. Hence, it is appropriate for one to question the theory that if hysteria was a female only disease, was it a mirror of male hysteriaThis could in turn imply that males were also prone to developing hysteria, therefore weakening the literature throughout history that hysteria was limited to females. On the other hand, it may also be suggested that if only the ‘hysterical symptoms’ that were limited to men, were mirrored by women and were manifested in women as full blown hysteria, that hysteria was in fact a disease in full bloom in males as well as females. If women mirroring the behaviour of men was the case, this would suggest and further reinforce the idea that psychoanalysis the product of a patriarchal foundation, as hysteria was the catalyst which had patriarchal influences attached to it. As a consequence, one is left in a position to question whet her studies on hysteria had influenced psychoanalysis, or whether psychoanalysis had influenced the findings and history of hysteria, as they both appear to be partners in crime when the issue of sexism has been mentioned throughout the literature. In summary, hysteria is a set of symptoms known in the modern day as three different categories of mental disorder, classified by the DSM-IV as: Somatisation Disorder, Conversion Disorder and Dissociative Amnesia. These three categories include the indicators of hysteria such as anaesthesia, amnesia, abulia, motor control disorders and changes in personality. Modern psychology suggests that hysteria is brought on through past traumas, conflict, undue stress such as bereavement and a history of abuse. However, throughout the history of psychology, it was believed that hysteria was the ego’s reaction to suppressed sexual or aggressive behaviours. Freud, Charcot and Breuer played significant roles in the establishment of the term hyst eria, and Anna O had been the first patient to be treated for the symptoms of hysteria. Through the practice of talking therapy and free association, Freud began to establish the theory of psychoanalysis as he worked with Anna O. Theories of the unconscious mind and its components, the id, ego and superego began to emerge as Freud established their roles in the development of the human psyche. Later, hypnosis, directive and abreactive techniques, were used with Freud’s patients. It was through the founding of the psychosexual stages of development that psychoanalysis began to blossom in full bloom. Many doctors in the 1800-1900s had associated hysteria with females, considering it to be a women’s only disease and suggesting that men merely showed symptoms of the disease – not a complete case (Lerner, 1974). For this reason, Freud had suggested that the conflict of the psyche during the Phallic stage, especially for females, whom struggled with penis envy, was wh at manifested as Hysteria at a later stage in life (Yarom, 2005). However, subsequent and more recent speculation highlighted the fact that these findings were discovered during a highly patriarchal time in history, where the medical field was widely dominated by men. Thus, it became evident that hysteria was, and still is a mental disorder found to be equally as prevalent in both men and women (Tucker, 2009). In conclusion, with respect to the essay question at hand, it was considered that hysteria was a significant foundation and catalyst for the development of psychoanalysis. However, due to the fact that hysteria itself was a flawed phenomenon in the way it was reflected throughout the literature at the time, psychoanalysis also became a skewed theory, based on patriarchal and chauvinistic theories. Nonetheless, this does not change the fact that Hysteria, and Anna O played a major role in the founding of psychoanalysis. Moreover, it should be considered that Hysteria is now an outdated term. The symptoms have been revised and the categories for the symptoms have been divided by the DSM, reflecting the progression that psychological literature has made since the time of Freud and psychoanalysis. References Bernheimer, C. and Kahane, C. (1985). In Dora’s case. 1st ed. New York: Columbia University Press. Clonninger, C. and Guze, S. (1970). Psychiatric Illness and Female Criminality: The Role of Sociopathy and Hysteria in the Antisocial Woman. American Journal of Psychiatry. 127(3), pp.303-311. Feinstein, A. (2011). Conversion disorder: advances in our understanding. Canadian Medical Association Journal. 183(8). 915-920. Haule J.R. (1986). Pierre Janet and dissociation: the first transference theory and its origins in Hypnosis. Am J Clin Hypnosis. 29: 86-94 Horney, K. (1967). Feminine psychology. 1st ed. New York: W.W. Norton. Krohn, A. (1978). Hysteria, the elusive neurosis. 1st ed. New York: International Universities Press. McLeod, S. (2014). Psychosexual Stages | Simply Psychology. [online] Simplypsychology.org. Available at: http://www.simplypsychology.org/psychosexual.html [Accessed 24 Apr. 2014]. Patel, M. and Patel, M. (2012). An Introduction to Hysteria: Causes Symptoms and Treatment. [online] mDhil. Available at: http://www.mdhil.com/an-introduction-to-hysteria/ [Accessed 24 Apr. 2014]. Psychologistworld.com, (2014). Sigmund Freud – Psychology Issues – Psychologist World. [online] Available at: http://www.psychologistworld.com/psychologists/freud_1.php [Accessed 24 Apr. 2014]. Webster, R. (2014). Anna O and Hysteria: Charcot and the origins of psychoanalysis. [online] Available at: http://www.richardwebster.net/print/xfreudandcharcot.htm [Accessed 24 Apr. 2014]. Vaillant, G.E. (1992). Ego Mechanisms of Defense: A Guide for Clinicians and Researchers. Washington, DC: American Psychiatric Press. Yarom, N. (2005). Matrix of hysteria. 1st ed. London: Routledge. Zimberoff, D. and Hartman, D. (2000). Ego Strengthening and Ego Surrender. Journal of Heart-Centered Therapies, 3(2), pp.3-66.

Riordan Human Resource System

Riordan Human Resource System Free Online Research Papers Riordan Manufacturing was founded in 1991 by Michael Riordan with an initial focus on the licensing of existing patents, research and development. Today they are looked at as a leader in the plastic injection field. They have received international acclaim in for their works. As a Fortune 1000 enterprise they offer state of the art plastic design through its facilities. They currently are head quartered in San Jose with additional plants in Albany, Pontiac and Hangzhou. (Apollo, 2006) Riordan currently uses HRIS for its HR duties, which is part of their financial package. HRIS has the ability to keep track of pay rates, personal information, exemptions, hire date, organizational information and vacation hours. Currently, all changes must be submitted by the employees in writing on special forms and entered by the payroll clerk located at the corporate headquarters. Currently, the system is complicated and disconnected. Training and development are kept in a excel spreadsheet by the training specialist. This method is not only cumbersome, but non-secure. Additionally, each recruiter keeps maintains their own applicant information in a central non-digital storage along with tracking applicants in an excel spread sheet. Information regarding grievances and harassment complaints are kept locked in the employee relations specialists offices. Riordan is in need of a system that will pull all of the facets of HR into one central location. This should be a secure system requiring a secured login to protect sensitive information that is currently being manually stored and locked. Once the new system is in place, these assistants will be able to focus on up keeping and entering information freeing the managers to focus on the employees themselves. To resolve these inefficiencies, it will be important that as much information as possible is gathered. A review of the current organizational charts would give an understanding of how separate departments function as well as giving an idea of key individuals that will need to be interviewed. Additionally, a review would be made of the documentation of the current system. This gives a better understanding of how the current system is meant to function. Since most of the functions are currently done manually, it is expected much of the forms and documentations will not be up to date. Gathering this information will help in the decision of which forms should be modified and which eliminated. The forms also serve as an important tool when conducting interviews. As one of the primary means of gaining information, interviews would begin with key personnel in each of the locations to gain a better understanding of the individual requirements of each location. Additional interviews with end users will take place to gain an idea of operations and to highlight ways improvements can be made to their job. It will be important to also conduct follow-up interviews with stakeholders to ensure continued success of the project. Conducting end user surveys is an additional way to gather information regarding concerns and requirements not previously addressed. These questionnaires have the added benefit of allowing the gathering of information from many people who may be scattered across the company’s various geographic locations. These surveys will be given key users directly involved with the new system to get a better picture of what the workers feel will streamline their department and increase productivity. By also conducting additional surv eys with other employees, information can be gained on what features they feel would make their jobs easier and what information they would like to have accessible to them through the new system. Observation of the current system and process will be an important part of the fact finding phase. Watching the system in action will give an additional view point and understanding of the current system procedures. This also gives the opportunity to verify statements given in interviews and ensure everything is as described. Observation of the systems and its workers is vital to understanding what occurs in the current process. A prototype of the proposed system will allow all involved to get the look and the feel of the new system. The prototype will be focused and easily modified. JAD sessions will be another important part of information gathering. This will allow all the important stakeholders to be present with the opportunity to contribute and make decisions. Actual participants would vary by sessions. Riordan is a very large organization, with four facilities, one of them being overseas. This can make it a challenge to gather information correctly and quickly. This also adds the additional challenge of putting information and resources into a central location. The scope is to implement this central system and implement it into a unified process while increasing efficiency and reducing costs. It is the desire of Riordan to â€Å"take advantage of a more sophisticated, state-of-the art, information systems technology in our Human Resources department† (Apollo, 2006). The integrated more sophis ticated system will reduce labor costs and provide a more user friendly environment which will reduce errors. The data would be in a shared environment so only authorized personal have access, which means a big step up for the company security wise. The automation of routine reports and functions will also save the company time and money and allow management to have instant automated access to important information needed to make companywide decisions. A scope management plan will need to be developed. This document will include the work required to complete the project and will be communicated to the project team. Currently, the systems across the plants are not compatible and revisions of the system are a priority. The investigation into the feasibility of the project has proven this is a necessary and feasible undertaking. The project constraints consist of project completion by the second quarter of next year. The allocated budget for the project is $150,000. Reviews will be utilized to ensure successful rollout throughout the process. Equally important to data integration and the building of the new system are the financial benefits to Riordan. The elimination of unnecessary labor reduces labor costs as well as the reduction in errors. The project feasibility is further strengthened by the current lack of security of sensitive data. An integrated system will provide a greater overall benefit to the organization. This integrated system will result in less redundant data entry, improved data integrity and less overall job training costs. In designing the architecture of the system, it will be important to address the system functionality, ensure that it is secure and protects both the application and the business, that it is stable, manageable and maintainable. In designing the system, it will be very important to also consider the requirements: high performance, scalable and expandable, consistent, easy integration with other systems and minimal resource usage. The plan would be to design the system using a distributed architecture. This design would include all the elements that would be required to develop a more centralized system. The corporate office would be the best location for the centralized system. A windows based system would be the recommended option as it is compatible, tested and has the proper support. This software would also include an automated backup system. A human resources management system should be considered that will meet the requirements. Microsoft Dynamics is an all in one solution with proven support that would meet all of Riordan’s needs. It will provide a centralized solution for viewing and managing personnel data such as pay stubs, training histories. It will automate organizing human resource processes, eliminate many time consuming clerical tasks and will provide human resources with powerful tools for employee management. Microsoft Dynamics will also give the employees many options. They will now have the ability to access information regarding their accrued time off, benefits, payroll and more. Some of the other important solutions it will deliver are; payroll, benefits, training, compliance and reporting and analysis. It also has the ability to include other solutions in the future if needed easily, such as customer relations. A wireless network will be setup in each location with the servers located in the main office. This will allow the networking of the main office and other facilities. An important part of the upgrade will be a central database. Automation will be needed rather than relying on input from individuals while also increasing efficiency and productivity. The installation of a wireless connection will be worth the costs as workers will become far more efficient. Communications will be much easier company wide as workers have more efficient access to electronic communications. Additionally, steps should be taken to better link the existing networks. Using a ring system would allow them to share resources throughout the network, reduce Internet connection costs, improve data connections, and allow not only for cross site data access, but printing as well. The development of the company intranet will also allow for better ease of company resources. The intranet will be secured, not only through software to protect it from outside intrusions, but also through the use of individual passwords. When logging in to the intranet with their specific password, users will only have access to information relevant to them, a much more secure system then the filing cabinets currently in place which are unsecure and easily assessable. The intranet will allow for different levels of accessibility and put all necessary information in one place while also reducing materials costs and waste. Employees will be able to easily update personal information, access training materials, view procedural handbooks, communicate, and submit information to other departments right from the company Intranet. The company Intranet will not only make human resource tasks more efficient but it will also improve the efficiencies of other departments. The current company intranet is useful, but to reach its full potential updates should be made. Only basic information is available to users and there is no interactivity. By including modules available through the new human resources software, Riordan will be able to give users the ability to not only read available materials but contribute as well. The addition of forms and interactive trainings will keep the intranet basic and easy to use while vastly increasing overall company efficienc y and security. Currently, Riordan maintains an HR system that already includes some employee information as well as manually maintained Excel documents. This till make the transition of data much easier. Adding to it the ease of transition is Excel is a widely used program compatible with most platforms making the data contained in the spread sheets easily transferrable. Data will be stored in the new data base and easily accessible from employee workstations. For example, human resource personnel from each site will be able to enter information directly from their workstation to the payroll module. The data will be secured and some parts password protected for added security to sensitive information. Employees will be able to login to the system through the company intranet using their password and access relevant data such as pay rate, benefits, accrued vacation time and performance reviews. They will also have interactive forms allowing them to change their personal information, request vacation time or even request help desk services. The results from the design phase will now be passed to the next phase, implementation. During this phase we have a number of activities to perform before the system is deployed. Among these activities are; program coding, testing, installation, documentation and training. After deployment we will also be doing system support. The first step in this implementation phase is coding. During this phase the software will be installed and then the installation of specific modules for benefits and administration and human resource management. Because of the existence of multiple sub systems which all need integration, there will be multiple developers working on the system at the same time. Once this is completed managers and human resource professionals will need to enter the necessary data. Although time consuming, the entering of the information is vital for system success. Once this has taken place, the systems will be brought online. Top down development will be used, meaning we will start at the top of the system with the highest level of functionality and work our way down. Integration testing will begin and allow for the testing of how all the multiple modules work together. If any compatibility issues are found between the modules they can be corrected at this point. Once this has been completed, system testing can begin. Developers can check the system for bugs and ensure the system meets user requirements. QA personnel will perform performance tests to validate system response and throughout requirements. Performance will be looked at during each stage to determine any performance issues which may need to be addressed. Installation will take place in phases. The primary component is the database that will include personnel and department information. Independent subsystems will be added one at a time after initial installation. After the entire system is up and testing has been completed the old system will be taken down. The procedures that have been performed along with results from testing, flow charts created and other required documents will be retained for inclusion in the final system documentation. These will be converted to PDF format and stored for access on the company intranet. This will assist in future maintenance as well as helping future developers in design change and upgrade. Some user documentation is included with Microsoft Dynamics and will be reviewed and further developed for completeness. End user guides will also be developed and be accessible through the company intranet. FAQs will be developed along with common procedure instructions. As system updates are made documentation will be upgraded accordingly. Clear and complete user end documentation and tools will minimize the amount of training and support for the system. Even though these documents will be provided, training for the new system will need to be provided. This will give users a better understanding of the new system and allow them to work more efficiently. Documentation for the new system will be provided to users, primarily the HR department and the users that currently maintain the excel spreadsheets. Site seminars will take place along with hands on training that will give them a chance to use the system in a test environment while also allowing for user feedback. All employments will receive information on how they may now update their information on the new system as well as how to use the system to view important information. Simple instructions will be provided to employees who may visit with HR personal that attended the seminars if they need additional help using the new system. Current help desk and technical personnel will be trained for the ongoing support of the system. This training will include system installation, configuration, operation, maintenance and troubleshooting tips. User will be able to contact the help desk through a support ticket request on the company intranet should end user problems arise. The activities of the implementation phase are considered part of a defined and repeatable process. Defining the successful project for development and documenting the process allows you to repeat the process and gives a structured approach to design management. Having a defined and repeatable process will assist the project managers by having defined activities taking place at defined times during the process. This helps to ensure no steps are skipped. Research Papers on Riordan Human Resource SystemRiordan Manufacturing Production PlanMoral and Ethical Issues in Hiring New EmployeesThe Project Managment Office SystemAnalysis of Ebay Expanding into AsiaOpen Architechture a white paperBionic Assembly System: A New Concept of SelfIncorporating Risk and Uncertainty Factor in CapitalStandardized TestingThree Concepts of PsychodynamicGenetic Engineering

Behavior Goals for Individual Education Plans

Behavior Goals for Individual Education Plans Behavioral Goals may be placed in an IEP when it is accompanied by a Functional Behavioral Analysis (FBA) and Behavior Improvement Plan (BIP). An IEP that has behavioral goals should also have a behavioral section in the present levels, indicating that behavior is an educational need. If the behavior is one that could be handled by changing the environment or by establishing procedures, you need to attempt other interventions before you alter an IEP. With RTI (Response to Intervention) entering the area of behavior, your school may have a procedure for being sure that you attempt interventions before you add a behavioral goal to an IEP. Why Avoid Behavioral Goals? Behavioral goals will automatically withdraw a student from the progressive discipline plan in place in your school, as you have identified behavior as a part of the students disability.An IEP that has a BIP attached often labels a student when he or she is moved to another teacher, either to a new classroom or to a new schedule in middle school or high school.A BIP must be followed across all educational environments and can create new challenges not only to the teacher of record but also for specials, general education classroom teachers. It will not make you popular. It is best to attempt behavioral interventions such as learning contracts  before you move to a full FBA, BIP and behavioral goals.​ What Makes a Good Behavioral Goal? In order for a behavioral goal to legally be an appropriate part of an IEP, it should: Be stated in a positive manner. Describe the behavior you want to see, not the behavior you dont want. i.e.: Dont write: John wont hit or terrorize his classmates. Do Write: John will keep hands and feet to himself. Be measurable. Avoid subjective phrases like will be responsible, will make appropriate choices during lunch and recess, will act in a cooperative manner. (These last two were in my predecessors article on behavioral goals. PLEEZZ!) You should describe the topography of the behavior (what does it look like?) Examples: Tom will remain in his seat during instruction 80 percent of observed 5 minute intervals. or James will stand in line during class transitions with hands at his side, 6 out of 8 daily transitions. Should define the environments where the behavior is to be seen: In the classroom, Across all school environments, In specials, such as art and gym. A behavior goal should be easy for any teacher to understand and support, by knowing exactly what the behavior should look like as well as the behavior it replaces. Proviso We do not expect everyone to be quiet all the time. Many teachers who have a rule No talking in class usually do not enforce it. What they actually mean is No talking during instruction or directions. We are often not clear about when that is happening. Cueing systems, are invaluable to help students know when they can talk quietly and when they must remain in their seats and be silent. Examples of Common Behavior Challenges and Goals to Meet Them. Aggression: When John is angry he will throw a table, scream at the teacher, or hit other students. A Behavior Improvement Plan would include teaching John to identify when he needs to go to the cool down spot, self- calming strategies and social rewards for using his words when he is frustrated instead of expressing it physically. In his general education classroom, John will use a time out ticket to remove himself to the in class cool down spot, reducing aggression (throwing furniture, shouting profanities, hitting peers) to two episodes a week as recorded by his teacher in a frequency chart. Out of Seat Behavior: Shauna has difficulty spending much time in her seat. During instruction she will crawl around her classmates legs, get up and go to the classroom sink for a drink, she will rock her chair until she falls over, and she will throw her pencil or scissors so she needs to leave her seat. Her behavior is not a reflection only of her ADHD but also functions to get her the teacher and her peers attention. Her behavior plan will include social rewards such as being line leader for earning stars during instruction. The environment will be structured with visual cues which will make it clear when an instruction is happening, and breaks will be built into the schedule so Shauna can sit on the pilates ball or take a message to the office. During instruction, Shauna will remain in her seat for 80 percent of five minute intervals during 3 of 4 consecutive 90 minute data collection periods.

Analysis of coca cola Essay Example | Topics and Well Written Essays - 1000 words

Analysis of coca cola - Essay Example The vision aims at creating great workplace, nurturing networks with partners, improving productivity, maximising return to shareowners while ensuring corporate responsibility in order to build sustainable communities (Kozami, 2005). Stakeholder is any person or group who can affect or is affected by the actions of an organization. Primary stakeholders continuously participate in the organization while secondary stakeholders do not engage directly with the organization, but they either influence or are affected by the organization (Srivastava & Verma, 2012). Primary stakeholders are impacted either positively or negatively by the decisions of the management while the secondary stakeholders play an intermediary role, but are positively affected by the outcome of managerial decisions. Stakeholder analysis enables companies to identity the changing interests of stakeholders, identify the potential risks and implement measures that will satisfy the stakeholders’ needs (Srivastava & Verma, 2012). The analysis will identify the actual and potential conflict of interests and relationships among several stakeholders. Shareholders- These are primary stakeholders since they are the owners of the companies by virtue of contributing capital (Srivastava & Verma, 2012). They have a direct interest in the company and are interested in receiving acceptable return of their investment through dividend payments and appreciation of their share values (Kozami, 2005). Coca Cola is committed to ensuring high profitability in order to maximize the return to shareholders. Customers- these are primary stakeholders since they create demand for company products and their actions will influence the revenues and profitability of the company. The customers are interested in receiving value-added and high quality products at fair prices (Srivastava & Verma, 2012). Coca Cola Company must offer high quality products and ensure customer convenience in order to