Jasmine by Bharati Mukherjee

Kelsey Johnson Dr. Michele levy ENGL 336 April 14, 2013 Weekly Informal Response 1a. â€Å"Kureishi’s articulation of his identity crisis is both an index of the pain of feeling devoid of secure roots, and also something we might use as a pivotal moment when thinking about the creative necessities of migrancy and diaspora†¦living ‘in-between’ different nations, ‘of, and not of’ each place, feeling neither here nor there, unable to indulge in sentiments of belonging to either location, defined by others in often unflattering ways. † (Beginning Postcolinalism, p. 47) 1b. The above quote from our theory text describes the feeling of not belonging somewhere due to an identity crisis. This crisis was described as coming from the fact that one was not from a certain region, or may not â€Å"belong† to the group of that particular region. For example, I may be seen as odd or not belonging in a region full of white Irishmen and they would m ake it known I don’t belong in these said â€Å"unflattering† ways. 1c. In the novel Jasmine, she is continuously moving and suffering because of this identity crisis tied to her constant migration.For example, when Jyoti’s first husband is killed she does not do the traditional burning of her own body with her husband; but she moves to Florida. During her travels and attempts to obtain citizenship in America, Jyoti endures the horrible conditions that come with illegal immigration; For example, secrecy, hunger, rape, and even murder. All of this because she ‘isn’t’ of’ this nation†¦? The text says, â€Å"I wanted to become the person they thought they saw: humorous, intelligent, refined, affectionate. Not illegal, not murderer, not widowed, raped, destitute, fearful.In Flushing, I had lived defensively in the midst of documented rectitude. I did not want to live legally if it also meant living like a refugee. † (Jasmine, p . 171) 2a. â€Å"In this section, we shall consider the extent to which Western feminist discourses are able to address the double colonization of women living in once-colonised societies and in Western locations†¦John Thieme has explained that ‘Western feminist writers and theorists have frequently seen parallels between their struggles and those of post-colonial women and have particularly identified with women who suffer â€Å"double colonization† (BP, p. 06) 2b. The above quote describes the relationship between â€Å"first world† and â€Å"third world† women. Of course, third world countries are those that exist below the poverty line and struggle to survive. Theime says that feminist writers often see similarities between the lives of their subjects as well as their own. 2c. I believe the entire novel â€Å"Jasmine† is a prime example of the relationship described above; how feminist writers connect with their subjects and audiences due to â€Å"double colonization†.In our novel, Mukherjee writes about the life story of Jyoti and notices similarities in their lives, not because they have the same exact life story, but because of their struggles as women in society. For instance, Jyoti took control of her own life and created her own destiny (despite starting over several times); also because she is a woman and isn’t expected to have much control over her own life. This is also shown in other novels we’ve read. 3a. These â€Å"in-between† spaces provide the terrain of elaborating strategies of selfhood – singular or communal – that initiate new signs of ‘identity’†¦ Bhabha also opposes the idea of a sovereign or essentialised subject. For Bhabha and Spivak identity is a discursive product. Second, because subjectivity is discursively produced, it is possible for it to be remade and remodeled in new and innovative ways – hence his attention to the pro cesses of ‘articulation’ and ‘elaboration’ in the quotation. The border is a place of possibility and agency for new concepts, new narratives, new ideas.Third, the new ‘signs’ of identity which are possible impact upon both individuals and groups. † (BP, p. 252) 3b&c. The above quote speaks about the crossing of physical borders and how they coincide with the crossing of imaginary borders within oneself. For instance, when a person moves from one geographical location to another, they seem to move from one persona to another. This was DEFINITELY seen throughout the novel Jasmine. As the narrator moved, she changed identities and personalities.

Narrative Links in Holes Essay

In kissing Kate’s narrative, she used to make delicious and sweet peach jam. In Stanley and Zero’s narrative, they found and ate kissing Kate’s peach jam ( sploosh ) In Stanley Yelnats III’s narrative, his invention smells like peaches. God’s thumb In Sam’s narrative, Sam had his onion fields on top of God’t thumb. In Stanley Yelnats I narrative, He was left stranded in the desert, found his way to God’s Thumb and the spring. When Stanley Yelnats VI escaped Camp Green Lake to find Zero, they made their way to God’s thumb also. Stanley and Zero ate sweet onions that were still growing by the spring. Trainers  In Stanley Yelnats III narrative, Stanley Yelnats III is an inventor trying to find a way to recycle old trainers. In Stanley Yelnats IV narrative, He got the blame and got arrested by cops because of a pair of stinky trainers that fell on his head from â€Å"the sky†. He thought that the old trainers was â€Å"destiny’s shoes† In Zero’s narrative, Zero took the trainers in the homeless shelter. He didn’t know that the shoes were Clyde Livingston’s nor did he know that what he did was stealing. He got scared and put the famous shoes on top of a parked car when people were going crazy about the missing shoes Zero took. Later the trainers fall off the car and dropped on Stanley’s head, making him think that the shoes fell from the sky. Onions In Sam’s narrative, He sold sweet onions, products and medicines made from his onions In Stanley and Zeros narrative, they ate onions to survive. The onions saved Zero from dying from eating bad food. A boat called Mary Lou was build by Sam. He named the boat after his donkey. He had put kissing Kate barlow’s peach jam inside the boat. In Zero and Stanley’s narrative, They found the peach jam an old boat called Mary Lou and ate it.

Greenhouse gasses Essay Example | Topics and Well Written Essays - 750 words

Greenhouse gasses - Essay Example Some greenhouse gases originate from natural sources. Typical, evaporation adds water vapor into the atmosphere. Animals release CO2 when they breathe, or respire while methane is released from some low-oxygen environs naturally, such as swamps. In the other hand, nitrous oxide is formed by certain processes in water and soil. Volcanoes - both under the ocean and on land - release greenhouse gases, hence periods of high volcanic activity level tend to be warmer. From the time of the Industrial Revolution in the late 1700s to early 1800s, mankind have been releasing large amounts of greenhouse gases to the atmosphere (King, 2010). That amount has rose steeply in the previous century. Greenhouse gas emissions augmented by 70% between 1970 and 2004. CO2 emission, the most significant greenhouse gas, rose by around 80% during that time. The quantity of atmospheric CO2 today far exceeds the normal range seen over the previous 650,000 years (Steinberg, 1998). Big amount of the CO2 that human being put into the atmosphere originates from burning fossil fuels. Vehicles, trucks, trains, machinery, and planes all combust fossil fuels. Most electric power plants do, also. Another way humans discharge CO2 into the atmosphere involves by cutting down trees, because trees hold large amounts of carbon through photosynthesis. People increase methane to the atmosphere by livestock farming, landfills, and relic fuel production such as natural gas processing and coal mining. Nitrous oxide comes from fossil fuel burning and agriculture. Fluorinated gases include hydro-chlorofluorocarbons (HCFCs), hydrofluorocarbons (HFCs) and chlorofluorocarbons (CFCs). These gases are used in refrigeration and aerosol cans (Steinberg, 1998). All of these human practices add greenhouse gases to the Earth’s atmosphere. As the level of greenhouse gases rises, so does the Earth’s temperature. The rise in Earth’s

Stratigy mangement Essay Example | Topics and Well Written Essays - 2500 words

Stratigy mangement - Essay Example The quality of the human resource management in any company greatly influences its activity and competitiveness. Generally, human resource management changes the way the company operates and supervises its people. The main task of HR department is to supervise, employ and instruct workers in the way that helps the company meet its goals. Human resource officials are challenged with developing new incentive plans capable of attracting and retaining highly qualified individuals with fewer financial resources than in times past. Many human resource managers are meeting this challenge by developing internal reward systems that are based on intrinsic needs. The ability to monitor and measure performance has the greatest impact on organizational performance. Global and national competition has forced many healthcare organizations to look for new ways to enhance organizational performance without significantly increasing costs. Performance management enables human resource management by regulating employee motivation and ability. When used correctly, performance management aids human resource managers in the areas of formal performance evaluations, objective setting, and developing a linkage between performance and rewards. Well-developed performance management systems utilize input and feedback from a variety of sources, including employees, organizational management, and outside stakeholders. Performance management systems allow human resource managers to quickly identify those behaviors that help the organization achieve its goals and those behaviors that are detrimental to productivity. These systems regulate employee performance by focusing on employee behavior, skills and outputs. In order for these systems to be beneficial to the human resource department, they must be flexible and capable of rapid change in response to changes in the internal or external environment. Tawam Hospital,

Position Paper Essay Example | Topics and Well Written Essays - 750 words - 2

Position Paper - Essay Example FedEx is currently amongst the top courier service providers of the world and is growing in terms of revenue generation, market share and penetration in new markets. However there are possible chances of slowing the success path of FedEx. As FedEx is too much dependent upon US market so therefore chances of slowing down is possible moreover the current situation of the world is one another reason to add in this regard. Similarly besides these issues the company has very much scope in terms of generating more income by expanding and reaching new markets. One possible opportunity is in the Asian market. As currently many Asian countries are growing. So they rely too much on imports and exports therefore FedEx has a great opportunity in reaching and capturing those markets by using experience and brand name. Another important development in terms of revenue generation is online shopping. If FedEx is likely to hold its growth online shopping should be dealt with utter care. New plans should be formulated, techniques should be devised as online shopping is likely to change shopping trends in most of the developing countries. Different schemes should be launched so that masses can be attracted. Furthermore the role of competitors new and old will always be a threat for FedEx. In most cases new companies have nothing to lose so they usually lower their price in order to gain market share. Therefore FedEx should try to offer competing prices in order to wipe out these companies from challenging FedEx. This can be done with ease as FedEx has enough revenue to hold market and to lower prices as well. The future of FedEx is split between opportunities and threats. Therefore the role of management will be crucial because proper planning can give FedEx billions and one wrong step can lead them towards catastrophic

Militarism and Perpetual Peace Research Paper Example | Topics and Well Written Essays - 3000 words - 5

Militarism and Perpetual Peace - Research Paper Example Militarism implies the allergic missions or many revolutions. It has the important and early manifestations of the life of most social orders. Class considerations would be necessary. Armament plays an important role in social struggles. Poor socio-economic status does not prevent a nation from securing arms. Economic evolution runs parallel with the development of arms (Liebeknecht, 2007). The expenditure on the making of the arms is growing higher due to the sophistication of weapons used. When the production of arms is universal, the manufacture of the guns has been accordingly changed. History has shown the significance in the power of the Greeks, Romans where the hierarchy was completely military. The influence of the external political situation on militarism was especially evident in the German Wars of Liberation (Liebeknecht, 2007). Militarism has been recognized as a significant factor in policy making since the nineteenth century (Meszaros, 2007). The evolution of modern imperialism was becoming evident on a global scale. The British and the French were having vast empires at that period of time and the United States were beginning invasions in Latin America. The Philippines was also involved in a liberations process assisted by the Americans. The First and the Second World Wars were caused by the ambitious Bismarck and Hitler who were running after more than what they could handle. The calamities were caused by the selfish intentions of two individuals and the techniques of using militarism for political solutions. What could have been solved by the deep-seated thinking without resorting to militarism was mishandled by the militaristic Viewpoints (Meszaros, 2007). The scale of issues became wide and the discussion was based on the militaristic power rather than the actual issues. There were horrific wars in the 12th century and the pattern continued into the form of the World Wars.  Ã‚  

Ethical leadership in the modern business market Essay

Ethical leadership in the modern business market - Essay Example Although seeking to understand each and every aspect of the way that ethics have shifted and changed in the years that make up the XXI century would require a thesis length response, this brief analysis will seek to understanding and briefly enumerate upon the key differentials that have come to exist within ethics of the XXI century as opposed to those that existed earlier. Furthermore, the analysis will give a particular level of discussion with regards to the means by which the recent global financial collapse was ultimately precipitated and aided by the complete disregard for ethical standards. Perhaps the most salient and important aspect of ethics that have changed within the XXI century is the level to which ethics have come to be differentiated upon the terms of both personal and systemic. If one briefly considers the way that a large company handled business back before the turn of the XXI century they would come to note that the company placed a high degree of emphasis on honesty of the employees and/or shareholders as a fundamental requirement that might be espoused (Brenkert, 2010). However, namely missing from such an ethical interpretation of company needs would be the reciprocal understanding that it was the sworn duty of the form to exhibit such a level of ethical responsibility with regards to both the employees as well as the end consumer. In this way, ethical considerations of the previous era were more focused on profitability and how the company may wish to safeguard its assets, inclusive of employees, while completely disregarding the ethical responsibilit ies that management/leadership espoused with relation to the rest of the system (Cuillla, 2011). This should of course not be understood to mean that all firms during this time were disrespectful to the ethical considerations that they must necessarily espouse to the customer or to the shareholder/employee. Rather, the level of emphasis, as it exists today was not to such a highly evolved, regulated, and legislated mandate that it has subsequently reached within the past several decades. Says the textbook that was used for this class, â€Å"An organization is concerned with regulating the behavior and performance of its employees to ensure safe, uniform, and effective conduct in the performance of duties† (McLachlan, 2009). This level of ethical understanding of as a function of profitability is perhaps the single most important reality that must be considered with regards to the global economic collapse 2007/2008. Rather than the shareholders of the situation paying particul ar attention to the ethical ramifications of their actions, profitability was ultimately championed as the greater good in each and every situation. Although it is oftentimes been convenient for individuals to point to the upper management of firms such as Lehman Brothers, the reality of the situation is that middle management as well as the line employees of such institutions bore as much ethical culpability as those at the top. Due to the fact that they were fully aware of the situation was taken place and did absolutely nothing to bring these concerns to light, these individuals are ethically and morally culpable as well. Although it is not the determination of this particular analysis to shed blame with regards to global financial collapse of 2007/2008, it must be understood that an ethical interpretation of the event demands that all parties be analyzed in an unbiased manner. This shared form of responsibility has become a fundamental hallmark of the ethics of the

Performance Appraisals Essay Example | Topics and Well Written Essays - 1500 words

Performance Appraisals - Essay Example This paper declares that performance appraisal is more important for the people who are assessed if compared to those who assess. However, many companies were able to put emphasis on providing feedback to the later; that is why every performance appraisal results in gradual improvement of the assessment mechanism. In other words, the employees may express their vision of how the process can be changed in order to reflect better the peculiarities of one’s performance. So, the appraisals that will be performed latter will be more accurate and more helpful than the original ones. This essay makes a conclusion that having examined all the points that were mentioned in the paragraphs above, one should make the following conclusion: it is beyond any doubt that performance appraisals are essential for developing and maintaining a positive and effective relationship between employer and employee. This can be seen in numerous aspects. For example, an employee is able to gain a better understanding of what is expected of it and how one is doing to meet those expectations. The change in the cycles of appraisal has changed significantly the function that they perform, leading to making them more useful. Another point that should be mentioned is that performance appraisal allows the company to manage and align the contribution of employees, leading to harmonisation of relationships in the working place. Finally, this concept serves many different roles all of which are beneficial for every party.

Sales planning and operations Assignment Example | Topics and Well Written Essays - 1000 words

Sales planning and operations - Assignment Example n mix is business tools that are used by entrepreneurs to pass information effectively to customers regarding the various benefits of their goods and services (Baker 2014). Therefore, it involves combining strategies and allocating resources in a cost-effective way. One of the objectives of a promotional mix is to increase the demand of a product or service. During product cycle, this strategy is used to increase the sales although a product may reach a saturation point, and the company turns to a new product. The Second objective is presenting information about the existence of the products and services. The customers or consumers need to understand the full information about the product that may include its availability and benefits. The last objective is to differentiate the product. In circumstances when we have many competitors in the market, firms opt to differentiate their products to look different from what their competitors offer. Personal selling is face to face or a direct two-way communication between the buyer and seller with an aim of making a sale. Moreover, it involves developing a good relationship with the customer, identifying their needs and also adjusts the products to fit their needs. More companies prefer personal selling because it results to more profit although it is costly. Personal selling is considered as more efficient in business growth. Therefore, it plays vital roles in supporting the achievements of goals of the promotional mix. Personal selling increases the demand of products and services by increasing the products’ awareness towards purchase. When customers become aware of the availability of the product, then its demand will increase since they will start buying it. Through presenting information to the customers, personal selling is good at explaining the products’ information or any aspect related to the products hence giving explicit information regarding the product (Smith, Gopalakrishna & Smith 2004). Business

Leadership and Management Essay Example for Free

Leadership and Management Essay The implementation of the care of the dying policy at the writer’s area of practice involved the process of change. This involved the use of both leadership and management theories which are essential to increased effectiveness as supported by Moiden (2002). The change was a political one due to the government initiatives to improve end of life care (Department of Health 2008). Antrobus (2003) states that political leaders aim to deliver improved health care outcomes for patients. The essay will critically analyze both leadership and management theories from the top of the organization to the bottom. These theories were used to implement this change to enhance quality care in this clinical area. The essay will also critically analyze and evaluate the nurses’ self management skills in fulfilling their role as clinical managers within interdisciplinary and the changing context of the healthcare. Similarly, the essay will discuss the implications upon quality assurance and resource allocation for service delivery within the health care sector. These will be related to current government strategies. The effects of government strategies in involving the user and carer or significant others in decision making process within current clinical and legal frameworks (Department of Health 2000b) will also be debated. Similar debate will also be on the nurses’ involvement in policy making (Antrobus 2003). Further discussion on government strategies will be discussed on the introduction of clinical governance and essence of care. Braine (2006) states that the purpose of implementing change is to improve effectiveness and quality. The whole process of change was based on the introduction of the care of the dying booklet which meant that all healthcare professional documented their notes in the same booklet. The change took place in a large hospital to implement a new policy which was politically driven by the government to improve quality of care. Like most hospital organizations, the hospital traditionally uses a bureaucratic management approach (Marquis and Huston 2006) reinforced with authoritarian leadership to facilitate efficiency and cost effective care. This is done through planning, coordination, control of services, putting appropriate structures and systems in place and monitoring progress towards performance activities (Finkelman 2006 and Faugier and Woolnough 2002). According to Marquis and Huston (2006) bureaucracy was introduced after Max Weber’s work to legalize and make rules and regulations for personnel to increase efficiency. The ward manager as a change agent had to design and plan the process of change. Designing change involved understanding the purpose of change and gathering data as supported by Glower (2002). Planning included identifying driving forces and ways to reduce restraining forces (Glower 2002). Unlike the top management who used bureaucratic management theory, the ward manager applied the human relations management theory (Marquis and Huston 2006) at ward level. This management theory is designed to motivate employees to achieve excellence. The human relations theory was introduced in attempt to correct what was believed to be the shortcoming of bureaucratic theory which failed to include the human aspects (Marquis and Huston 2006). Often referred to as motivational theory, Lezon (2002) agrees that this theory views the employee in a different way and helps to understand people better compared to the autocratic management theories of the past. It is based on theory Y of Douglas McGregor’s (1960) X and Y theories cited in (Lezon 2002). Theory Y assumes that people want to work, are responsible and self motivated, they want to succeed and they understand their position in the organization. Perhaps the appropriateness of this theory can be linked to the implementation of clinical governance which emphasizes that it is the responsibility of health care professionals to ensure effectiveness, high standards and quality (Braine 2006). This puts health care professionals in a responsible position and motivates them to provide high quality care. This explains why theory Y was used as opposed to theory X which according to Lezon (2002) assumes that people are lazy, unmotivated and require discipline. According to the human relations theory, there are some positive management actions that lead to employee motivation thus improving performance (Marquis and Huston 2000). Some of these actions used by the change agent were empowering and allowing employees to make independent decisions as they could handle, training and developing, increasing freedom, sharing big picture objectives, treating employees as if work is natural and other ways of motivating staff as supported by Marquis and Huston (2006 and Lezon 2002). The use of human relations theory in the implementation of this policy is well justified in contrast to other management theories. For example, theory X presumes that people must be coerced, controlled, directed and threatened with punishment (Lezon 2002). This theory adds that an average person has inherent dislike of work and prefers to avoid responsibility (Marquis and Huston 2006). In other words, theory X prefers autocratic style while theory Y prefers participative style. Managers using theory y seek to enhance the employee’s capacity to exercise high levels of imagination, ingenuity and creativity solving organizational problems. With the human relations theory, members feel special and involved rather than being controlled by threats and sanctions from the change agent (Dowding and Barr 2002). The team of health care professionals was aiming to achieve the same goal. This goal was to provide high quality care to patients approaching end of life. This involved a lot of organizational psychology and motivation to facilitate effective teamwork. Among the factors that facilitate effective teamwork, leadership is the most significant as stated by Clegg (2000). Toofany (2005) supports that leadership is on government’s modernization agenda for the National Health Service and is an influencing factor. Therefore, the change agent needed equally effective leadership style. To facilitate this, she applied the transformational leadership style. Markhan (1998) cited in Clegg (2000) defines transformational leadership style as a collaborative, consultative and consensus seeking. These are the same characteristics of the leadership style used by the change agent. Contrary to this leadership style is the transactional leadership style which is based on power of organizational position and authority to reward and punish performance (Moiden 2002). Based on Rosner (1990)’s research, Clegg (2000) states that gender affects leadership style and women prefer transformational style. Perhaps this explains why the change agent chose this style for this particular change. As in any form of change process, resistance, which falls under the unfreezing stage of Lewin’s (1951) cited in Murphy (2006) change theory is one of the common obstacles that needed to be dealt with (Curtis and White 2002). By inspiring a shared vision within the team (McGuire and Kennerly 2006) the change agent managed to increase driving forces and reduce resisting forces at the same time. Clegg (2000) values vision as a very important ingredient of transformational leadership, adding that it should be engaging and inspiring. Transformational leadership was first put forward by James Burns (1978) cited in Marquis and Huston (2006). According to him, a relationship of mutual stimulation and elevation converts followers into leaders, a fact shared by Murphy (2005). If a leader can stimulate followers, he or she can engage followers into a problem solving attitude (McGuire and Kennerly 2006). In addition, people engage together in a way that allows leaders and followers to raise each other to higher levels of motivation and morality (Marquis and Huston 2006). This approach emphasizes on the leader’s ability to motivate, coach and empower the followers rather than control their behaviors (McGuire and Kennerly 2006). Moiden (2002) states that this style is widely used in all types of organizations in dealing with change. Frequently, it is contrasted with transactional leadership which is a traditional way in which followers’ commitment is gained on the basis of exchange of reward, pay and security in return of reliable work (Mullins 2002). However McGuire and Kennerly (2006) state that if transactional leadership is predominantly used, followers are likely to place limits to organizational commitment and behave in a way only aimed at contract requirements. Despite the differences in various leadership styles, most researchers conclude that there is no one leadership style that is right for all circumstances (Reynolds and Rogers 2003). Fidler (1967) cited in Moiden (2002) agrees that a single leadership style is rarely practiced. Therefore situational theories were introduced in order to deal with various situations. Perhaps this is why the leader used the situational approach to leadership in order to meet the demands of different situations, an idea also shared by Marquis and Huston (2000). Reynolds and Rogers (2003) suggest that the effectiveness of day to day activities depends on balancing between the task at hand and human relations to meet everyone’s needs. Different competence levels, motivation levels and commitment levels of staff on this clinical area justify why a situational approach was used in conjunction with transformational leadership style. Reynolds and Rogers (2003) support that situations like this require the leader to adapt their style. However, they warn that it is important to know when to lead from the front, when to empower and when to let go. This situational approach enabled the leader to work on followers’ strength and weaknesses. Moreover, Reynolds and Rogers (2003) warn that it is not always easy to find leadership styles that suite the needs of every situation and not everything falls into place from the beginning. Marquis and Huston (2000) criticize that situational theory concentrate too much on situation and focus less on interpersonal factors. Support was given to followers according their needs. Supportive behavior, as supported by Reynolds and Rogers (2003) helps people to feel comfortable in their situations. This was facilitated by the use of a two way communication system which involved listening, praising, asking for help and problem solving. Consequently, as performance improved, the leader’s supportive behavior shifted to delegation. Delegation was mostly directed to staff with high competences, commitments and motivation. Reynolds and Rogers (2003) support that the style of leadership alters as performance improves from directing to coaching to supporting to delegation. Basing on research studies, Reynolds and Rogers (2003) warns that using different approaches to different staff can practically difficult in terms of developing the whole group as well as maintaining fairness. This further exposes the limitations of situational approach. Nevertheless, it is equally important to assess followers’ capabilities and developmental needs so this explains the relevance of situational approach to this clinical area. The delegation was directed to some members of the team while others still wanted to be directed. In addition, this was because of the leader’s trust in people, working to their strength and sharing the vision as supported by Kane-Urrabazo (2006). Delegation is defined as transferring responsibility of an activity to another individual and still remain accountable (Sullivan and Decker 2005). Davidson et al (1999) caution that critical thinking and sound decision making must be applied before delegating because it increases rather than decrease nurses’ responsibility. They clarify that to ensure safe outcome, delegation must be the right task, right circumstances, right person, right instructions and right supervision. Pearce (2006) shares the same thoughts and adds that you must be clear about what you delegate, inform other members, monitor performance, give feedback and evaluate the experience while remembering that you remain accountable. However, Kane-Urrabazo (2006) and Taylor (2007) argue that delegation is another way of empowering the subordinates. However, like every team going through the process of change, problems arose and were solved as they came. Apart from dealing with problems like resistance and lack of resources, there was an even bigger problem of interdisciplinary working for both the change agent and the subordinates. Although this policy was predominantly nurse orientated, it needed authorization by a doctor in order for a patient to be commenced on care of the dying pathway. Whether inside or outside health care, interdisciplinary working was introduced with the same concerns of improving quality (Hewison 2004). Interdisciplinary working has been emphasized by a number of government initiatives (Martin 2006b), more recently the NHS Plan (Department of Health 2000a). To ensure the demand for interdisciplinary working is met, there has been a lot of emphasis on professional education and training. Effective interdisciplinary working is meant to facilitate delivery of quality services and is fundamental to success of clinical governance (Braine 2006). However, Hewison (2004) argues that there is little evidence to support the effectiveness of interdisciplinary working. There is also insufficient evidence to support that collaboration improves quality of care given to patients (Hewison 2004). Nevertheless, if interdisciplinary working is to be achieved it is important to appreciate the potential barriers to this type of working. In this particular organization there were some barriers that impeded interdisciplinary working. These barriers needed problem solving skills from both the change agent and the nurses. In many cases there were some disagreements between nurses and doctors as to when to commence the care of the dying pathway for a patient. Although the policy was self explanatory in terms of when to commence it, doctors were often reluctant to authorize it. Hewison (2004) states that occupational status, occupational knowledge, fear and distrust of other occupational groups are some of the barriers to effective interdisciplinary working. Additionally, different backgrounds, training, remuneration, culture and language can contribute to professional barriers, mistrust, misunderstanding and disagreements (Hewison 2004). To solve this problem the change agent and senior members of the medical team held regular meetings to discuss problems like this. This way of problem solving is well recommended by Hewison (2004) who explains that if interdisciplinary working is to be successful, structures and procedures should be in place to support it. This is a way in which organization reflects emphasis on teams rather than individual professional groups. Hewison (2004) adds that if this is reinforced with communication between managers and other professional groups, it is likely to be successful. Perhaps in future interdisciplinary learning may be necessary to overcome some of the barriers to interdisciplinary working. Despite lack of evidence for its effectiveness, interdisciplinary learning has been identified as a government priority (Hewison 2004). Therefore study programmes for health care professionals are important to facilitate this approach to learning.

Language Learning Strategy Instruction Education Essay

Language Learning Strategy Instruction Education Essay Language learning strategies are the conscious thoughts and actions taken by learners to achieve a learning goal (Chamot, 2004). On the other hand, Language Learning Strategy Instruction (LLSI) or better known as learner training is a key way for teachers to help learners learn autonomously. It includes two important areas. They are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore, 2004). This article provides an overview of language learning strategies instruction and discusses the definitions, importance, past and recent research, types of language learning strategies instructions, employing language learning strategies into their daily language classroom and models of language learning strategy instruction. Keywords: language learning, definitions, importance, research. types, models Introduction Language learning strategies are employed by learners to complete listening, vocabulary, speaking, reading, and writing activities presented in language lessons. When a task has to be completed or a problem need to be solved, language learners will use metacognitive, cognitive or social/affective strategies that they possess to attend to the language learning activity (Oxford, 1990). While experienced language learners can approach language learning problems in a systematic way and are successful in selecting appropriate strategies to complete a language-learning task, novices may be less efficient at selecting and using strategies to task (OMalley Chamot, 1995). Irrespective of language learning experiences, both groups of learners will need instruction on how to use strategies efficiently to develop their language learning and language performance (Wenden, 1987, OMalley Chamot, 1995, Cohen, 1998,). One way to guide learners towards the effective use of learning strategies is to i ncorporate Language Learning Strategy Instruction into daily language lessons (Kinoshita, 2003). This article addresses the following questions: What are the definitions of language learning strategy instruction or LLSI? What does past and present research say about language learning strategies instruction? What are the types of language learning strategy instruction? What are the models of LLSI? How to integrate LLSI into a language classroom? Definition of Language Learning Strategies Instruction Language Learning Strategy Instruction (LLSI) is also known as strategy training, learner training, learning to learn training, learner methodology training and methodological initiation for learners (Oxford 1990). Language learning strategy instructions are the initiation, structuring and control of the singular individual steps as part of the whole language learning process. In other words, language learning strategies instruction is the operationalization and implementation of strategies to improve the progress in developing language skills (Green Oxford 1995). LLSI are also procedures that facilitate a learning task. Strategies are most often conscious and goal-driven, especially in the beginning stages of tackling an unfamiliar language task. Once a learning strategy becomes familiar through repeated use, it may be used with some automaticity, but most learners will, if required, be able to call the strategy to conscious awareness (Chamot 2005). According to some scholars, LLSI is a key way for teachers to help learners learn autonomously. It includes two important areas. These are raising learner awareness of how languages are learned and providing them with the skills they need to do it (Logan Moore 2003). Tudor (1996) describes LLSI as the process by which learners are helped to deepen their understanding of the nature of language learning and to acquire the knowledge and skills they need in order to pursue their learning goals in an informal and self-directed manner. The Importance of LLSI Research shows that learners who receive LLSI or strategy training generally learn better than those who do not, and that certain techniques for such training are more beneficial than others (Oxford 1990). Lee (1995) in her study pointed out that second language learner can become more autonomous in the language learning process. The results not only showed that students gained better final exam grades than mid term exam grades but also confirmed the previous studies by OMalley et al (1985b). Her findings also revealed that language learning strategies instruction for second language learner is an efficient means for helping college students at the beginning level. With strategy training, students can learn how to study a second language, improve their learning and language skills, monitor and evaluate their performance, and become more aware of what helps them learn the language they are studying (Cohen 2000). By examining the strategies used by second language learners during the language learning process, we gain insights into the metacognitive, cognitive, social, and affective processes involved in language learning. Besides, less successful language learners can be taught new strategies, thus helping them become better language learners (Grenfell Harris, 1999). Research on Learning Strategies Instructions Research on language learning strategy instruction has been interested in verifying the effectiveness of particular strategy training. Researchers have experimented with instructing language learners to use selected learning strategies as a way to improve language performance (Kinoshita, 2003). Cohen and Aphek (1980) trained learners of Hebrew on how to recall new words by using paired associations and found that learners perform better in recalling tasks when they form associations (Ellis, 2002). In a study by Weinstein (1978), students in the ninth grade were trained to use a variety of strategies and apply them to reading comprehension and memory tasks. The positive results showed that students trained in elaboration strategies significantly outperformed the students who received no training (OMalley Chamot, 1995). Wenden (1987) describes that providing students with a checklist of criteria to self-evaluate their oral production resulted in successful use of self-evaluation as a learning strategy. The consensus of these investigations and others (Bialystok 1983; Gagne 1985; Sano 1999; Dadour 1996) tell us that language learning strategies are teachable and training language learners to use selected learning strategies can lead to positive effects on task performance in the language learning process. Research on strategy instruction has also investigated the instructional sequences used by language instructors to implement strategy instruction into foreign language lessons. One of the research interests of Chamot et al. (1988) was to discover how three regular classroom teachers integrated strategy instruction into their Spanish and Russian foreign language class activities. The results showed that although each participating instructor had an individual way of providing learning strategy instruction (OMalley Chamot, 1995), all three instructors opted for direct instruction (informing students of the purpose and value of strategies) and followed a structured sequence of introducing, practicing, reinforcing and evaluating strategy use each language activity (Kinoshita, 2003). Research by Robbins (1996) and Grunewald (1999) provides insights into instructional sequences and teaching approaches. Robbins (1996) renders a qualitative description of the instructional sequence used to implement strategy instruction at two universities in Kyoto, Japan. As a framework for strategy instruction, he used the Problem-Solving Process Model. Students were instructed to use the model to plan, monitor, use and evaluate strategies as they attended to language learning tasks. The instructional sequence for each lesson are modeling, explaining, encouraging, and prompting the use of strategies. Grunewalds action research (1999) shows evidence of how strategies instruction can been integrated into foreign language lessons. Grunewald developed an optional supplementary system of useful language learning techniques or strategies. Supplementary learning strategies were identified for each language skill presented in the course book and direct instruction of these language strategies were integrated into the weekly language lessons. The teaching approach used for strategies instruction includes awareness raising, explicit naming of strategies, practice and self-evaluation and monitoring Types of Language Learning Strategies Instruction Language learning strategies instructions can be taught in at least three different ways namely awareness training, one time strategy training and long term strategy training (Oxford, 1990). Awareness training Awareness training is also known as conscious raising or familiarization training. In this situation, participants become aware of the language learning strategies and the way these strategies can help them accomplish various tasks. This training should be fun and motivating so that participants can expand their knowledge of strategies. Participants can be teachers, students or anyone else interested in language learning processes (Oxford 1990). One time strategy training One time strategy training involves learning and practicing one or more strategies with actual learning tasks. This kind of training normally gives the learners information on the value of the strategy, when it can be used, how to use it and how to evaluate the success of the language strategy. This training is suitable for learners who have a need for a particular and targeted strategy that can be taught in one or a few sessions. In general, this strategy is not as valuable as long-term training (Oxford 1990). Long term strategy training Long term strategy training involves learning and practicing strategies with actual language tasks. Students learn the significance of a particular strategy, when and how to use it, how to monitor and evaluate their own performance. Long term training is more prolonged and covers a greater number of strategies. This strategy is most likely to more effective than one time training (Oxford 1990). LLSI Models Research on the learning strategies that second language students generate and strategies that can be taught is of great significance in understanding the operation of cognitive processes during second language acquisition (OMalley Chamot, 1990). Instructional models and materials are helpful in illustrating the ways in which research findings can be converted into practical classroom activities. LLSI Model by OMalley and Chamot OMalley and Chamot (1990) model is based on cognitive theory. The Cognitive Academic Language Learning Approach (CALLA) is designed to develop the academic language skills of limited English proficient students in upper elementary and secondary schools. The theoretical model on which CALLA is based, suggests that language is a complex cognitive skill. It requires extensive practice and feedback in order to operate at an autonomous level. The CALLA lesson plan framework incorporates learning strategy instruction, content area topics, and language development activities. Learning strategy instruction is both direct and embedded. In CALLA, new learning strategies are introduced and familiar ones are practiced (OMalley Chamot 1990). CALLA lessons include both teacher directed and learner centered activities. They specify three types of objectives, namely, content objectives, language objectives, and learning strategy objectives. Each CALLA lesson is divided into five phases: preparation, presentation, practice, and evaluation and expansion activities (refer to Figure 1.1). Theses phases are often recursive and the teacher may wish to go back to earlier phases in order to clarify or provide additional instruction. Preparation Expansion Activities Evaluation Presentation Practice Figure 1.1 LLSI Model by OMalley and Chamot (1999) Preparation In the preparation phase, the teacher finds out , through brainstorming, what students already know about the concepts in the subject area to be presented and practiced, what gaps need to be addressed and how students have been taught to approach a particular type of learning activity. The lessons objectives are explained to students and new vocabulary is developed. The learning strategies most commonly taught in this phase are elaboration, advance organization and selective attention (OMalley Chamot 1990). Presentation In the presentation phase, new information is presented and explained to students in English that is supported by contextual clues such as demonstration and visuals. Teachers make sure that students comprehend the new information so that they will be able to practice it meaningfully in the next phase of the lesson. Some of the learning strategies taught and practiced in this phase are selective attention while listening or reading, self monitoring, inferencing, elaboration, note taking, imagery and questioning for clarifications (OMalley Chamot 1990). Practice The practice phase of the lesson is learner centered. Students engage in hands on activities to practice the new information they were exposed to in the presentation phase. The teacher acts as a facilitator in helping students assimilate the new information and use it in different ways. Cooperative leaning in heterogeneous teams is particularly effective during the practice phase, as students can work together in small groups to clarify their understanding of the information previously presented. The learning strategies in this phase are self monitoring, organizational planning, resourcing, grouping, summarizing, deduction, imagery, auditory representation, elaboration, inferencing, cooperation and questioning for clarification (OMalley Chamot 1990). Evaluation In this phase, students check the level of their performance so that they can gain an understanding of what they have learned and any areas they need to review. Evaluation activities can be individual, cooperative or teacher directed. Learning strategies practiced in the evaluation phase are: self evaluation, elaboration, questioning for clarification, cooperation and self talk (OMalley Chamot 1990. Expansion activities In the expansion phase, students are given a variety of opportunities to think about the new concepts and skills they have learned, integrate them into their existing knowledge frameworks, make real world applications and continue to develop academic language. This phase also provide the opportunity to exercise higher order thinking skills such as inferring new application of a concept, analyzing the components of a learning activity, drawing parallels with other concepts, and evaluating the importance of a concept or a new skill. LLSI Model by Oxford Oxfords eight-step model (refer to Table 1.1) for strategy training focuses on the teaching of learning strategies. It is especially useful for long term strategy training. It can also be adapted for one-time training by selecting specific units. The first five are planning and preparation steps, while the last three involve conducting, evaluating and revising the training. Table 1.1: Strategy Model by Oxford (1990) Determine the learners needs and the time available Select strategies well Consider integration of strategy training Consider motivated issues Prepare materials and activities Conduct completely informed training Evaluate the strategy training Revise the strategy training Step 1: Determine the Learners Needs and the Time Available The initial step in a training program is to consider the needs of the learners and determine the amount of time needed for the activity. Consider first who the learners are and what they need. Are they children, adolescents, college students, graduate students or adults in continuing education? What are their strength and weaknesses? What learning strategies have they been using? Is there a gap between the strategies they have been using and those learners think they have to learn? Consider also how much time learners and learners students have available for strategy training and when learners might do it. Are learners pressed for time or can learners work strategy training in with no trouble? Step 2: Select Strategies Well First, select strategies which are related to the needs and characteristics of learners. Note especially whether there are strong cultural biases in favor or against a particular strategy. If strong biases exist, choose strategies that do not completely contradict what the learners are already doing. Second, chose more than one kind of strategy to teach. Decide the kinds of compatible, mutually supporting strategies that are important for students. Third, choose strategies that are generally useful for most learners and transferable to a variety of language situations and tasks. Fourth, choose strategies that are easy to learn and valuable to the learner. In other words, do not include all easy strategies or all difficult strategies (Oxford 1990). Step 3: Consider Integration of Strategy Training It is most helpful to integrate strategy training with the tasks, objectives, and materials used in the regular language training program. Attempts to provide detached, content independent strategy training have been moderately successful. Learners sometimes rebel against strategy training that is not sufficiently linked to their own language training. When strategy training is integrated with language learning, learners understand better how the strategies can be used in significant, meaningful context. Meaningfulness makes it easier to remember the strategies. However, it is also necessary to show learners how to transfer the strategies to new tasks, outside of the immediate ones. Step 4: Consider Motivational Issues Consider the kind of motivation teachers will build into a training program. Decide whether to give grades or partial course credit for attainment of new strategy. If learners have gone through a strategy assessment phase, their interest in strategies is likely to be heightened. If a teacher explains how using a good strategy can make language learning easier, students will be more interested in participating strategy training. Another way to increase motivation is to let learners have some say in selecting the language activities or tasks they will use, or let them choose strategies they will learn. Language teachers need to be sensitive to learners original strategy preferences and the motivation that propels these preferences. This means that teachers should phase in very new strategies gently and gradually, without whisking away students security blankets. Step 5: Prepare Materials and Activities The materials that can be used for strategy training are handouts or handbook. Learners can also develop a strategy handbook themselves. They can contribute to it incrementally, as they learn new strategies that prove successful to them. Step 6: Conduct Completely Informed Training Make a special point to inform the learners as completely as possible about why the strategies are important and how they can be used in new situations. Learners need to be given explicit opportunity to evaluate the success of their new strategies and exploring the reasons why theses strategies might have helped. Research shows that strategy training which fully informs the learners, by indicating why the strategy is useful and how it can be transferred to different tasks, is more successful than training that does not. Most learners perform best with completely informed training (Brown et al., 1980a). In the very rare instances, when informed training proves impossible, more subtle training techniques might be necessary. For example, when learners are through cultural influences, new strategies need to be camouflaged or introduced very gradually, paired with strategies the learners already know and prefer. Step 7: Evaluate the Strategy Training Learners own comments about their strategy use are part of the training itself. These self assessments provide practice with the strategies of self monitoring and self evaluating, during and after the training, own observations are useful for evaluating the success of strategy training. Possible criteria for evaluating training are task improvement, general skill improvement, maintenance of the new strategy, transfer of strategy to other relevant tasks and improvement in learners attitude. Step 8: Revise the Strategy Training The evaluation phase (Step 7) will suggest possible revisions. This leads right back to Step 1, a reconsideration of the characteristics and needs of the learners in light of the cycle of strategy training that has just occurred. How to Integrate LLSI into Language Classroom? LLSI may be integrated by teachers into their daily language classroom. LLSI is needed to enhance listening, speaking, reading, or writing course in language learning and teaching. There are three steps in implementing LLSI in the classroom according to Clouston (1997). Step 1 : Study your teaching context Step 2: Focus on LLS in your teaching Step 3: Reflect and encourage learner reflection Step 1: Study Your Teaching Context By observing students behaviour in class, teachers will be able to see what LLS they are using. Talking to students informally before or after class, or more formally interviewing select students about these topics can also provide a lot of information about ones students, their goals, motivations, and LLS, and their understanding of the particular course being taught. Teachers should study their own teaching methods and overall classroom style. One way to do so is to look at their lesson plans and identify if they have incorporated various ways that students can learn the language (Cloustan 1997). Step 2: Focus on LLS in Your Teaching Focus on specific LLS in your regular teaching that are relevant to your learners, your materials, and your own teaching style. LLS may be used in learning to write or in writing, and filling in the gaps with other LLS for writing that are neglected in the text but would be especially relevant for your learners. Provide students with opportunities to use and develop their LLS and to encourage more independent language learning both in class and in out-of-class activities for your course (Gardner and Miller 1996). Step 3: Reflect and Encourage Learner Reflection In implementing LLSI, purposeful teacher reflection and encouraging learner reflection form a necessary third step. On a basic level, it is useful for teachers to reflect on their own positive and negative experiences in language learning. After each class, one might reflect on the effectiveness of the lesson and the role of LLSI within it. In addition to the teachers own reflections, it is essential to encourage learner reflection, both during and after the LLSI in the class (Cloustan 1997). Conclusion When including strategies based instruction in a second language curriculum, it is important to choose an instructional model that introduces the strategies to the students and raises awareness of their learning preferences; teaches them to identify, practice, evaluate, and transfer strategies to new learning situations; and promotes learner autonomy to enable students to continue their learning after they leave the language classroom (Cohen, 2003). It is important that learning strategies research continue, both in these and other directions, for only through a better understanding of the learning and teaching process can more language learners achieve the level of success that currently characterizes only a small proportion of all students studying a second or foreign language around the world. Language learning strategy instruction can contribute to the development of learner mastery and autonomy and increased teacher expertise, but additional research in specific language learning contexts is essential to realizing its potential to enhance second language acquisition and instruction.

Hamlet theme of appearance vs. reality Essay -- essays research papers

Shakespeare examines the theme of appearance and reality in his book-Hamlet. The dilemma of what is "real" is established at the very beginning of the play. Hamlet doesn’t know what to believe and devises a plan to find out. The old king Hamlet appears to be bitten by a snake, but in reality he was poisoned, the ghost appears as an apparition, but it’s actually real, and the play-with-in-a-play strongly depicts the theme of appearance vs. reality. The dead King appears to have been bitten by a snake. In reality, he has been poisoned. Everyone believes that the king died from snakebite, but once Hamlet knows the truth he is unsettled by the revelation. When Hamlet's dead father directs his son to, â€Å"Avenge him of his foul and most unnatural murder† (1.5. 25), Hamlet's response shows determination to act and a curiosity to know all the facts surrounding the murder: (1.5. 29-31) "Haste me to know't, that I, with wings as swift, as meditation or the thoughts of love may sweep to my revenge.† Hamlet's choice of image is significant here. A person who wants to take revenge rarely has "thoughts of love" but only concentrates upon thoughts of revenge, but Hamlet's thirst for revenge is immediate and deep. Shakespeare also develops the theme of appearance vs. reality when Hamlet resents his mother's insinuation that he is putting on a show of being grief-stricken. Strangely, he is the only one in th e family who is truly mourning ...

Gerard Manley Hopkins Essay -- essays research papers fc

Gerard Manley Hopkins Gerard Manley Hopkins is a reflection of his time period because his work represents realism, his work was different from what was expected, and his work had to do with religion. Although Hopkins is considered as one of the great poets of the past, he was not that appreciated during his time period. The only reason that we have his work today is because his friends held on to his work after his death and decided to publish it for him in 1918.   Ã‚  Ã‚  Ã‚  Ã‚  Hopkins age was defined by the change from romanticism to realism. This was a slow change but it was one that was greatly needed by Hopkins. His work was not very well liked by people because it was about things that were against the church (Bloom p.90). During his time this was a big mistake, but in the same sense this portrayed realism to its fullest. Although some of Hopkins’ poems seem disturbing, they are actually excellent pieces of work. He portrayed realism by only writing about things that were realistic to him and his society. People did not accept Hopkins’ poetry because they did not like him; they did not accept it because it went against everything they believed in. The church was the most important thing in peoples’ lives during this era and most of Hopkins’ work were about things that went against the church and its beliefs. Even though people did not accept his poems during his time, they are very well accepted now and a re considered masterpieces of his era.   Ã‚  Ã‚  Ã‚  Ã‚  Hopkins’ work was ve...

Techniques for Authentic Assessment :: Learning Education Educational Essays

Techniques for Authentic Assessment Learning is . . . a dynamic process in which learners actively construct knowledge . . . the acquisition and organization of information into a series of increasingly complex understandings . . . influenced by context (Holt 1992). Educators who view learning in this way realize that quantitative methods of evaluating learners do not "measure up." Authentic forms of assessment present a more qualitative and valid alternative. Authentic assessments (AAs) incorporate a wide variety of techniques "designed to correspond as closely as possible to `real world' student experiences" (Custer 1994, p. 66). They are compatible with adult, career, and vocational education. After all, apprenticeship is a time-honored form of authentic learning: skills taught in context. "High-performance workplaces" demand critical thinking, self-directed learning, and individual responsibility for career development (Borthwick 1995; Jones 1994)-which the process of AA can develop. This Practice Application Brief describes types of authentic assessment, explains some of the advantages and challenges they present, and highlights some best practices in design and implementation, with specific examples from adult, career, and vocational education. What Are AAs? Assessments are authentic when they have meaning in themselves-when the learning they measure has value beyond the classroom and is meaningful to the learner. AAs address the skills and abilities needed to perform actual tasks. The following are some tools used in authentic assessment (Custer 1994; Lazar and Bean 1991; Reif 1995; Rudner and Boston 1994): checklists (of learner goals, writing/reading progress, writing/reading fluency, learning contracts, etc.); simulations; essays and other writing samples; demonstrations or performances; intake and progress interviews; oral presentations; informal and formal observations by instructors, peers, and others; self-assessments; and constructed-response questions. Students might be asked to evaluate case studies, write definitions and defend them orally, perform role plays, or have oral readings recorded on tape. They might collect writing folders that include drafts and revisions showing changes in spelling and mechanics, revision strateg ies, and their history as a writer. Perhaps the most widely used technique is portfolio assessment. Portfolios are a collection of learner work over time. They may include research papers, book reports, journals, logs, photographs, drawings, video and audiotapes, abstracts of readings, group projects, software, slides, test results; in fact, many of the assessment tools listed earlier could have a place in a portfolio. However, the hallmark of a portfolio used for assessment is that the contents are selected by the learner (Hayes et al.

The Garden of Remembrance

I spent much of my childhood in a tree. Our garden was big and if you ran down the path, avoiding the wolves that lived next door you were very safe, isolated from the outside world by soaring bushes, their leaves cool to the touch. A huge mulberry bush grew by the lawn, its branches making a woven screen. With little difficulty, it was possible to enter a clearing inside the bush, and eat the juicy fruit, the juice running down your chin, and staining indelibly your clothes. On the lawn were rings of mushrooms where the fairies held their council, of which I always dreamed of being a member. Beads of dew formed on the long grass, lanterns the fairies had left behind. To the left of the lawn was a wall, and an archway entrance. It was a deserted castle of which I was the princess. From the top of the wall, you could see the whole garden. It was easy to get up there, by climbing on the hard stone bench and then up the mossy lion. A few apple trees grew on the other side of the stone room near to the crumbling shed. The third tree from the shed was my tree. Its bark familiar, and its branches smooth from years of touch. The highest branch was my throne where I spent most of my time, watching the brown ovals of people's heads and listening to their conversations. I especially enjoyed watching her. The light bounced off her hair impressively, like it did off the kingfishers we saw in Devon. If I leant forwards until the tips of my fingers reached the branch below, I could see her whole face. She was very beautiful. Every one said so. Her eyes were big and brown, just like I wanted mine to be. Her long, straight nose seemed to be made for looking down. Often I would practise in the mirrors in the hall that look of hers until I could mimic it exactly. In fact, most of my early childhood was spent copying her, trying to be like her. I was almost eight when I realised she was not my mother. I suppose she must have been my stepmother. I had spent the morning out at the goldfish park with her. Marine Gardens it was called. The salty air was uncharacteristically warm and I took my bike. The little cafi was full and people overflowed onto the grass of the putting green. They were mostly tourists with their cheap cameras and bulging waists. The cross old man who ran the place where you got balls and clubs for the mini-golf was trying to shoo them away. Just behind the mouldering cafi were the goldfish ponds. Despite all the people round the front, it was empty. The grey courtyard was damp and moss protruded through small cracks as it always did. The pond was made of the same slimy stone. Inside each of the four ponds were the darting fish. They only just shone through the murky water. Some one had put an empty coke can in with the fish and I spent some time untwisting it from the weeds. She held my hand as I jumped across the pond, round, and round without touching the ground. With my added height, I could watch the men playing bowls with the big heavy balls. It looked easy from far away but the previous time I had come, I had tried and had found that it was not easy at all. We danced all the way home that day. I remember it vividly. I could not have been more happy, or more proud of her. No one else at the park had such a beautiful, agile, and fun-giving parent. But this was the last day that I would have fun with her. When we got back, my father was in my room. He broke all the rules when he told me. I was sitting on my bed tracing the swirls on the ornate wooden bed head. I imagined a chisel whirling round and round, making the courtly curls. My duvet was creased, slightly rumpled and I itched to straighten it. He stood at the door giving no warning of what he was saying. No hints. Just the bare facts. As soon as I realised what he was saying I ran to the garden, bawling in the way very young children do. All my life, I had wanted to be like her, was content in the knowledge that I would grow up to be just like her, but now to find she was nothing but a stepmother. It must have been around a week later, it was hard to tell; the days after he told me seemed very long, I went into my father's study in search of string so we could tie up some runner beans. The lights were off and I couldn't see my father anywhere. Approaching the desk I found him slumped on his desk, a glass of whisky clamped in his hand, sobbing. The thick velvet curtains cast a red light on his face. On the edge of the desk was his calendar; in the strange light, the white card of the calendar glowed scarlet. In this red gloom, I could just pick out the date. 16th March. My father never knew that I had seen him in that state. I crept away knowing that I had no business there and fearful of the consequences of having been seen Exactly a year later, I had almost forgotten that I had ever had a mother it was so far to the back of my mind. I woke up to the sound of someone bellowing. Hastily, I ran down the stairs to the breakfast room. As I came into doorway, the figure of my father loomed over me. He stood there fully dressed in his best suit. The inky black seemed to suffocate him, and cast an uneasy blue on his unusually pale face. Unlike most mornings, he was clean-shaven and his shirt was tucked in and pressed. Why are you dressed like that? I said, â€Å"Has someone died? † My words seemed to choke him, and ignoring my questions, he ordered me to change into my best clothes. I dare not ask why so I quickly did as he told. We drove in silence. I did not even wave at the seagulls as I normally would. My mind was occupied with what was happening. Something was wrong. My stepmother, as I had learnt to call her, was not with us. Even the cold wind did not taste right. About 15 minutes later, though it seemed like much longer as these things always do, we arrived at what seemed at first to be a large park, enclosed by a stone wall. As soon as I stepped out of the car I realised, that this wasn't a park at all, but a large graveyard. My father seemed to know exactly where to go, so I trailed behind him, sadly looking at the small shiny white lozenges. We started to move towards what had to be the older graves. They were no longer glaringly white and the flowers on them were withered, the grass long. It wasn't possible to see the names anymore; a green moss writhed across each headstone. Here and there, there were small bouquets, but the wind quickly blew small petals away. My father stopped on end of the fifteenth row. He beckoned for me and, brushing aside some off the moss, revealed the name. I looked at him blankly. It meant nothing to me, until I realised that this was my mother. I felt no emotion. I was not sad in the least. This was not someone I knew. I began to wonder what was for lunch. I was hungry after missing my breakfast. Then it hit me all of a sudden. I was at my dead mother's grave and I felt nothing. A wave of guilt flew over me. I felt inadequate, an emotional cripple, horrified at the person that I was. I started to cry. Not for my mother. For me.

Patient Record Management System

CHAPTER I The Problem and Its Setting This chapter presents the background of the study, the statement of the problem, the assumptions made in accordance with the design of the project, the scope and delimitation, the significance of the study, the research design and methodology, and the definition of terms used in the study. Background of the Study There have been major progresses in the Information Technology for the past twenty (20) years especially in the field of Medicine.The vast development of technology is the evident in hospitals in other countries as they have developed and implemented different forms of Patient Record Management System making practitioners and health professionals’ work easier than the manual way of gathering patient’s record that the hospitals had before. In Philippines, only a few hospitals (Saint Lukes Medical Center, Makati Medical City and Asian Hospital and Medical Center) have implemented a fully Electronic Medical Record which includ es all inpatient and outpatient healthcare information.The goal of the hospital is to share information with all the national hospitals and public healthcare facilities and at present they can share data with one branch of the hospital. Some hospitals still use the manual method which is time and energy consuming but why it is that only few hospitals in the Philippines, being a newly industrialized country may have a factor on why implementing a PRMS is impossible. The possible reasons could be insufficient funds, lack of technical expertise and computer skills and the lack of data processing facilities.In addition, the resistance of medical practitioners and health professionals generally to change from manual to electronic documentation may be a problem. Most health administrators and information managers are used to the old system and have this fear that it may take time to change or at least modify some behaviour and attitudes. The reason for wanting to change to an electronic s ystem is important. Most health administrators and information managers expect to move from a paper to paperless environment. This is a major step to help health institutions and the environment at the same time.By having an electronic system, practitioners could improve the accuracy and quality of data recorded in a health record, enhance practitioners’ access to a patient’s record, enabling it to be shared at present and also for the future use, it could also improve the quality of care because of health information that a patient need can be immediately available all the time. At present, people rely on the information from what is electronically made since it can easily be viewed. In the modern world, communication is vital within our lifestyle.With the advent of information and communication provided within a medical institution, practitioners together with their patients within the vicinity of Baguio may use the information easily to increase good organization. P atient Record Management System may provide both useful information with the Doctor and Patient alike, providing and improving easy Doctor-Patient communication. In the advancement of technology, electronic medical records are now growing more popularity today. As stated in the definition on wikipedia. rg about Electronic Medical Records, these are a computerized medical record that is created in an organization that can deliver care such as hospital or physician’s office. Electronic medical records are intended to be a part of a local stand-alone health information system that allow storage, retrieval and modification of records (retrieved from: Wikipedia. com, November 2011. en. wikipedia. org/wiki/ Electronic_health_record. Article form: http://www. providersedge. com/ehdocs/ehr _articles/Electronic_Patient_Records-EMRs_and_EHRs. pdf).These are medical records of patients that are encoded into the computer system of an organization for the information dissemination of medi cal practitioners in a particular organization such as hospitals, clinics and the like. In the global scenario, in an article by Steenhuysen J. (March 2009), the United States has less than 2 percent of U. S. hospitals that have completely accepted a fully functional electronic medical records. With U. S. President Barrack Obama has made electronic medical records a central piece of his plan to cut costs out of U.S. healthcare system that consistently ranks lower in quality measures than other rich countries. The U. S. President also allotted $19 billion to push into the increase the use of information technology in healthcare. The numbers of without electronic medical records are relatively high compared to those organizations that have adopted Electronic Medical Records. Starfield, B. (1991) postulates that Primary Care in the United States is critical to the provision of giving excellent medical care.From the research in the year 1996, the Institute of Medicine report defined pri mary care as the provision of integrated, accessible health care services by clinicians accountable for addressing most personal health care needs, developing a sustained partnership with patients, and practicing in the context of family and community. These makes more people to receive primary care than in other clinics. These clinics have adopted the innovations of information technology giving more value to the primary care in other clinics.These clinics have adopted the innovations on information technology giving more value to the primary care of their patients. Thus obviously electronic medical records in the clinic are to be present for the ease of accessibility, storage, retrieval and modification of medical records. However, in a smaller scale of health care system. Where Everyone, being succeptible to disease needs to prioritize on prevention in odres to additional expenses on health care. This visiting the doctors clinic today is the most effecient and inexpensivr way to prevent diseases. Offering various diagnosis, vaccinations and maintenance drugs.With todays population, more patients visit the doctors clinic and health records management poses as the most time consuming activity. As keeping numerous pages on file cases and searching this file cases one by one when a patient arrives eats most of the time that could have spent treating another patient. With all of the mentioned cases which inpact the number of patients diagnosed per day. The researchers agreed to conduct a study for Dr. Nelia Bacay’s clinic at SLU hospital of the Sacred Heart, annex. The researchers will try to find ways and practices to lighten up workload and minimize time consumed by developing a system.Statement of the Problem The main objective of the study is to design a Patient Record Management System for Dr. Nelia Bacay in which seeks to answer the following questions: 1. What processes are involved within the practitioners’ medical records of their patients ? 2. What difficulties are encountered regarding the processes involved with the medical records? 3. What features regarding the medical records should be incorporated with the proposed Patient Record Management for Dr. Renato Manalo to their current system? Objective of the StudyThe main objective of the study is to design a Patient Records Management System for Dr. Nelia Bacay that shall lighten up workload and minimize time consumed on operation. The researchers intend to achieve the following: 1. To identify the current standard operating procedure in diagnosing patients. 2. To enumerate and discuss the most tiny consuming fact in the process. 3. To design a Patient Record Management that facilitates a quick and easy way to access and view patients profile. Significance of the Study This study is important in terms of advantages or benefits that would be gained by the following entities:To the Practitioners: The Practitioners will have the main importance of the study because of its increased number of patients and services rendered. More patients are inclined to avail of medical services. This also makes the communication between co-doctors of the same field. To the patients: The best advantage of having a Patient Record Management System is for them to have an ease to research about the Doctors’ profile and their accessibility through the use of PRMS. Just by a series of clicks and filling out necessary information, an appointment can be made.To the Researchers: The development of a PRMS makes the researchers to be more aware and knowledgeable of the future trend in information and technology specifically on Medical Informatics. Furthermore, by developing a system, programming skills of the researchers are improved. To future researchers: This study can be a reference and guide to other researchers who aim to develop a Patient Record Management System in the future that can be applied to other fields of interest such as hotels, restaurants, shops and alsp other fields of medical profession. Scope and Delimitation of the StudyIn improving the quality of services in an organization or establishment, we make look into other options such as hiring new personnel to increase work capacity, or procuring equipmentto lessen work and human error, or to create a more stable and reliable system may it be manual or computer oriented. In solving this matter, we could consider in the combination of the available options within our grasp. To further optimize the production in our establishment, the company could combine the options of having new equipment and creating a new system or updating the existing one.In putting these two options together, it will provide a more stable, reliable and efficient system to be used in daily transactions. Our project aims to proceed in updating the pre-existing system in the establishment. Changing the format from a manual type to a computer oriented information system. Reconfiguring the old system aims t hat customers and employees have a more convenient. With the project be finished, the company will have a smoother flow of work, lessened human error, improved time in finishing certain processes and as a total, a very significant increase in productivity and creating a reliable Patient Record System.

En Route Essay

D. C Scott’s poem, En Route describes the moment of stillness a train passenger observes as his train is unexpected halted on a train journey. This essay analyses the poem, exploring details of how the journey the passenger intended to take is interrupted, offering him an altogether unexpected journey, one which affords him an opportunity to see his surroundings in a new light. Within this essay I will explore the meaning of the title â€Å"en route† and consider the various meanings that can be attributed to this title as a result of the track followed by the passenger within the poem. The poem starts with an attention grabbing line, â€Å"The train has stopped for no apparent reason in the wilds†. The image presented is that of isolation, a passenger stuck in the middle of nowhere, with a sense of solitude and forbiddance. All around the now still train is further stillness. Winter has frozen the landscape in the same way in which the train has been stopped, â€Å"A frozen lake is level and fretted over†, â€Å"all so still†. The reader is provided with an image of stillness and serenity, the purpose of the train journey, its origin and its destination all become irrelevant and the reader instead becomes heavily involved in the here and now and what is happening in the landscape outside in which the train now sits is so still. The stoppage of the train allows the passenger to look beyond his immediate surroundings within the train to what is actually happening outside his carriage. The delicate and detailed language employed within the poem describes the world outside, â€Å"it seems a tiny landscape in the moonlight†. The landscape that, moments ago would have been a blurred image as the train rushed through, becomes a fascinating scene with multiple levels of life, detail and delicacy. Descriptive lines such as â€Å"wisps of shadows from the naked birches† and â€Å"one almost hears it twinkle as it thaws† provide the reader with a vivid sense of how the passenger is able to scrutinize every minute part of the landscape which surrounds him. These are all things that people generally do not have the time or opportunity to observe as they journey on route from one place to another. Whilst these images are perhaps real and part of nature and life, the passenger seems to perceive them as transitory, â€Å"they’re going fast where all impressions go†. He is preoccupied with his journey, a journey that he values in contrast to the scene he can see. The train represents real direction to him, a solid steel structure which is without emotion and sensuality is, ironically, of more meaning to him that these delicate images. The purity and honesty of the nature that he is afforded the opportunity to view in great detail is something that he sorrowfully perceives as meaningless, â€Å"On a frail substance- images like these, vagaries the unconscious mind receives†. The passenger is unable to change. He intends to carry on with the journey he started and, sadly, dismisses the intimate relationship between himself and the environment in which he lives. The title of the poem En Route has numerous meanings within this poem. The train is clearly en route from one place to another when it is stopped. The stoppage itself is ironic as the train is no longer â€Å"en route†; it is going nowhere at all. However, through the stoppage the passenger is transported from one place to another almost instantaneously. Whereas previously he would have been concerned with the immediate surroundings of his carriage, with the landscape perhaps whirling by quickly outside his window, he is now offered an opportunity to look beyond this, to real life outside his window. These views offer him another route, a possibility to acquaint himself with the real meaning of life. Although he momentarily observes this and appears to emphasize with it in some way, he eventually rejects it as being something that isn’t of real meaning. He instead chooses to continue on his intended route, leaving the reader with the sense that he is on the wrong tracks, failing to be fully appreciative of the images he can see.

Charlie Hedbo

The two men killed twelve people, which inch duded the editor Stephan Char bonnier, seven other employees, and wounded eleven others. This was France's deadliest terrorist in at least two decades. More than 700,000 people took to the streets across France in tribute to the p people killed by Salamis extremists.The slogan in French â€Å"Jew sues Charlie† (â€Å"l am Charlie†) was widely used following the January 7 attack on the magazine, as people showed their support. Almost 40,000 people were seen holding up signs that read, â€Å"I am Charlie† with a large banner in the front of the e rally saying, â€Å"We are all Charlie†. Charlie Hoped will release its first issue since the attack Wednesday ay, January 13, but only a few hundred copies of the first printing are set to reach the United States ova err the next few days.This issue was created by the surviving employees using equipment and workspace e provided by other companies. It is set to print near ly one million copies, which is much greater t an its normal 60,000 copies. If necessary, there is an option in place to print two more million copies Editorship Gerard Board told reports: â€Å"We are happy to have done it and ha app to have been able to do it, to have achieved it.It was tough. The front page†¦ Was com placated to put together, because it had to express something new, it had to say something relating to the event that we had to deal with. † The front cover of the issue is said to be a Islamic male holding up a sign that reads their slogan, â€Å"Jew Sues Charlie†. The magazine's lawyer, Richard Malta, said yesterday (January 1 3):

Law of Contract, Case Law Essay Example | Topics and Well Written Essays - 2000 words

Law of Contract, Case Law - Essay Example Mutual assent is manifested in an offer, acceptance, and consideration. An offer is an indication by one party, offeror of a willingness to enter into a contract with another party, offered on some specific terms. A valid offer creates a power exclusively in the hands of the offeree such that all that is needed to form a contract is acceptance. If one or more of the terms are missing from the offer, a court may supply those terms. Acceptance is an unequivocal indication that the offeree agrees. nothing. The scope of Consideration arises from when a person makes promise to another; he does so with the intention of deriving some advantage which the person to whom the proposal is made is capable of conferring upon him. In this sense we can define consideration as a legal detriment bargained for in exchange, i.e. agreeing to do something which you have no legal obligation to do or agreeing not to do something which you have a legal right to do. In Currie Vs Misa (2)the term consideration defined as " a valuable consideration in the eye of law may consist either in some right, Interest, profit or benefit accruing, to the one party ,or some forbearance, and detriment, loss or responsibility given, suffered, or undertaken by the other." In Dunlop v Selfridge (3) the consideration is defined as "an act or forbearance of one party, or the promise thereof, is the price for which the promise of the other is bought, and the promise thus given for value is enforceable." From all these definitions and explanations of consideration it is apparent that an act without consideration is not legally binding; it is a so-called naked act, which does not give rise to a right of action.There exist some rules governing the Consideration. 1. If one party voluntarily performs an act, and the other party then makes a promise, the consideration for the promise is said to be in the past. The rule is that past consideration is no consideration, so it is not valid and cannot be used to sue on a contract. 2. Consideration must be sufficient but need not be adequate. ----------------------------------------------------------------------------------------------------------- 2. Currie Vs Misa 1875 LR 10 Ex. 153 3. Dunlop v Selfridge 1915 AC 847 3 3. The person who wishes to enforce the contract must show that they provided consideration; it is not enough to show

To develop a marketing Plan for expanding a product or service into a Assignment

To develop a marketing Plan for expanding a product or service into a new market (Wal-Mart) - Assignment Example Wal-Mart always looks for the opportunity to expand its operation in to new emerging markets because it has a very strong financial background and have smart strategic and marketing planners. Justification of the new market: The retail industry in UAE is growing with a very fast rate from the last few years. A big portion of its population is moving towards the buying from retail stores. The retail sector in UAE is contributing a great part in the economic growth. It has been estimated that the sales of the retail sector would go up to $41.22 billion in 2015 from $31.1 billion currently (Edge Resourcing, 2013). The reason of this forecast is that people and households in UAE are now preferred to adapt the modern concept of retailing. People from different parts of the world are going to UAE with the purpose of employment and business, so this new market of migrated people has also brought up with them a modern concept of buying from retail stores and prefer retail stores over the loc al stores. This environment has created an opportunity for Wal-Mart to expand its operation in to this emerging market of UAE. PEST ANALYSIS: Political: UAE operates with Islamic rules and regulation, so Wal-Mart should be licensed under the federal commercial agencies law when expanding its operations in UAE. This law claims that a foreign retailer/agent of franchisee/distributor should be a UAE national. Economic: UAE is a growing economy with providing a lot of business facilities to the multinationals and act as financial hub for the foreign investments. UAE has a great earning from the oil sector and it is now focusing on the other sectors, for example: tourism industry, real state industry, and retail industry etc. Social: The major portion of the workers and...The people belongs to different countries have different cultural values therefore it is very difficult to analyze various cultures in a single region. Still UAE has got its own cultural values but it is limited to the 20% of the total population. The marketers need to update their strategies by analyzing the changing trends in the consumer behavior. It is difficult to analyze the culture of several nations in a single market and made decision according to the need of each and every segment. Thus the focus of the marketers is completely on the buying behavior of consumers and customer satisfaction. The rate of urban population in UAE is more then 80% so it can be said that a major portion of the population is based on the educated people. Social media have become very much influential in the consumer decision making among UAE population. According to the research it has been found out that more then 70% of the population of UAE makes decision after reviewing the blogs or comments of people about the product or service and people search the products through websites and make decisions (RNCOS, 2012). Most of the people in UAE prefer to save the money and lives in UAE with the purpose of earning and saving money, so in this kind of environment Wal-Mart will be attractive because it offers low prices then competitor’s prices. The cost conscious behavior of the UAE population will give a great advantage to Wal-Mart to develop its market.

Rewrite Essay Example | Topics and Well Written Essays - 500 words - 4

Rewrite - Essay Example There are different pricing policies of Foodmart, which can be explained by the company’s convenience of retailing and potential profits gained from sale. Therefore, Internet prices differ from prices in the shops of the Company. Under conditions of agreements for online operations, Todd had to pay retail price, which is not indicated in the Internet. Henry Cheeseman states in his book, The Legal Environment of Business and Online Commerce: Business CurrEthics, E-Commerce, Regulatory, and International Issues, (2010) that to enforce a contract, there is a need to follow these requirements: to consider agreement, consideration, contractual capacity, and a lawful object. Todd was ready for agreement, when he agreed upon terms and conditions of online transaction. Todd was also considered about the sum of money, which he had to pay for the sauce. The object of the contract, chocolate sauce, can be considered a legal element. Thus, it is possible to claim that this contract is enf orceable. Todd wanted to buy chocolate sauce at a lower price, which existed in real environment only and was unavailable in online world. The store has a right to sell goods and products in accordance with its real pricing policy. In case a customer is dissatisfied or wants to change any issues of this policy, his claims are irrelevant. Thus, in this case a contract specifies that advertised prices are not applicable for online purchasing, which means that the contract is enforceable and Foodmart wins. Nevertheless, in case Todd did not sign in the contract and he did not mark â€Å"I agree† option online, this contract cannot be enforceable. The clients of online purchasing should agree upon the terms of agreements and contracts, otherwise there is no enforceable power in online purchasing. From another perspective, purchasing in the real world requires that customer

Segregation and Disenfranchisement of African-Americans from 1875 to Research Paper

Segregation and Disenfranchisement of African-Americans from 1875 to 1900 - Research Paper Example These segregations and disenfranchisement were witnessed in both the Southern and Northern states (Andrews 54). After the American Civil war in 1870, the endorsement of the Fifteenth Amendment on the American constitution followed, preventing any state from denying any male citizen the right to vote based on racial prejudgments. The African American community made up the majority population in states such as Mississippi and Louisiana besides forming a sizeable population in other former Confederate states. The whites in these states resisted the rights of the freedman to exercise political power, will, and right. The whites feared black dominance and practised violence, assassinations, and intimidation to thwart the efforts of the freedman to participate in active politics in the last quarter of the 19th century. Consequently, Black voting reduced remarkably in most Southern States giving white democrats a chance to regain control of the political offices of the region (Rable 103). T his research attempts to retrace the developments that took place concerning segregation and disenfranchisement of African Americans from 1875 to 1900. Segregation and Disenfranchisement of African-Americans (1875-1900) In 1875, the Congress approved the first Civil Rights Act that assured the black community equal rights in restaurants, theatres, juries and transportation. The law was however brought down in 1883 on court orders, with the court taking the stance that the Constitution mandates the Congress to act only on discrimination by government and not by citizens. Besides the court system, there were other forces that adamantly fought to ensure the African American Community did not exercise their right to vote. For example, a paramilitary group called the Red Shirts, formed in Mississippi 1875, fought against racial equality in North and South Carolina (DuBois 26). It was a well organized and open society consisting of armed confederate soldiers that worked for political aims . This group intended to remove the republicans from office and scare the freedmen to keep them from voting. The Red Shirts was just one of the groups in the Southern States that were determined to keep the black community away from the polls and ensure a white democratic took over the southern governments in the elections of 1876 (Kousser 85). The other example that highlight racial segregation in late 19th century was the Battle of Little Big Horn, which the Cheyenne Indians and Sioux won 1876 with the killing of General Custer George. This battle was a consequence of continued violation of the 1868 Fort Laramie Treaty that saw white Americans move in droves to seek gold in the Black Hills. This was an intrusion into African American territory and invasion of property. In the political spheres, the election of President Rutherford Hayes in 1877 saw Reconstruction grind to a stop. Most of the federal soldiers in the south were withdrawn and those that remained did little to protect the rights of the African American Community. This year also witnessed the return of the ‘home rule’ to the previously secessionist states. With the return of this rule began the rekindling of white supremacy, racial segregation, and disenfranchisement of the freedman. As a result, strikes and sit-ins were organized with the first national strike occurring in this period. This violent strike that was directed at the Baltimore and Ohio Railroad company saw the death of 19 people (DuBois 39). The