Business Ethics Assignment Example | Topics and Well Written Essays - 3750 words

Business Ethics - Assignment Example My profound prosperity can be characterized from the information that I hold and my heart that encourages me to recognize the privilege and an inappropriate. This has helped me to turn into an individual of standards and rational brain and soul who can profit other individual people with no advantage or individual intrigue. 2. Mental Well Being: How Would You Like To Be Described in this Role? My psychological prosperity speaks to the solid association between my heart, my spirit and my brain. Without keeping up a sound harmony between my psychological prosperity and my otherworldly prosperity, I can't profit and confer my insight to other individual people. I can't consider profiting the individuals around me without a solid outlook and positive reasoning methodology. 3. Physical Well Being: How Would You Like To Be Described in this Role? My physical prosperity encourages me to satisfy my different jobs and obligations. The prosperity of my physical wellbeing empowers me to deal with the individuals around me and to satisfy my obligations in an increasingly characterized and dynamic way. 4. Relationships/Family: How Would You Like To Be Described in this Role? I am the sort of an individual who esteems connections throughout everyday life. To me, my relatives and my friends and family are the most notable individuals throughout my life, paying little mind to anything. I don't assess or pass judgment on them based on their character or characteristics they have; in straightforward words, my reality spins around my family. I am defensive and worried about their prosperity.

British Columbia Geography and Facts

English Columbia Geography and Facts English Columbia is the area found the most distant west in Canada and is limited by the Alaska Panhandle, the Yukon and Northwest Territories, Alberta and the U.S. conditions of Montana, Idaho and Washington. It is a piece of the Pacific Northwest and is Canadas third most populated territory behind Ontario and Quebec.British Columbia has a long history that despite everything appears all through a great part of the area today. It is accepted that its local people groups moved into the territory almost 10,000 years back in the wake of intersection the Bering Land Bridge from Asia. All things considered, British Columbias coast got one of the most thickly populated zones in North America preceding European arrival.Today, British Columbia highlights urban zones like Vancouver just as rustic zones with mountain, sea and valley scenes. These shifted scenes have prompted British Columbia turning into a well known vacationer goal in Canada and exercises, for example, climbing, skiing and golf are normal. What's more, most as of late, British Columbia played host to the 2010 Winter Olympic Games. English Columbias Population and Ethnicities English Columbias First Nations individuals may have numbered around 300,000 preceding European contact. Their populace remained to a great extent undisturbed until 1778 when the British pioneer James Cook arrived on Vancouver Island. The local populace at that point started to decrease in the late 1700s as more Europeans showed up. In the late 1800s, British Columbias populace became further when gold was found in the Fraser River and on the Caribou coast, prompting the foundation of a few mining towns. Today, British Columbia is one of the most ethnically differing districts in Canada. More than 40 native gatherings are as yet spoken to and diverse Asian, German, Italian and Russian people group flourish in the territory also. English Columbias current populace is around 4.1 million, with the biggest focuses being in Vancouver and Victoria. Realities About Region and Topography The territory of British Columbia is regularly separated into six distinct locales starting with Northern British Columbia, trailed by the Caribou Chilcotin Coast, Vancouver Island, the Vancouver Coast and Mountains, the Thompson Okanagan and the Kootenay Rockies. English Columbia has a fluctuated geography all through its various locales and mountains, valleys and beautiful conduits are normal. To shield its common scenes from advancement and over the travel industry, British Columbia has an assorted arrangement of parks and 12.5% of its property is ensured. English Columbias most elevated point is Fairweather Mountain at 15,299 feet (4,663 m) and the region has a territory of 364,764 square miles (944,735 sq km). English Columbias Climate Like its geography, British Columbia has a fluctuated atmosphere that is exceptionally impacted by its mountains and the Pacific Ocean. Generally speaking, the coast is mild and wet. The inside valley districts, for example, Kamloops are commonly sweltering in the mid year and cold in the winter. English Columbias mountains likewise have cold winters and mellow summers. Economy Truly, British Columbias economy has concentrated on characteristic asset extraction, for example, angling and timber. As of late be that as it may, enterprises, for example, ecotourism, innovation and film have developed in the region. Primary Cities The biggest urban areas are Vancouver and Victoria. Other large urban communities in British Columbia incorporate Kelowna, Kamloops, Nanaimo, Prince George, and Vernon. Whistler, however not enormous is one of British Columbias most well known urban areas for open air exercises especially winter sports. Assets and Further Reading The travel industry British Columbia. (n.d.). About BC - British Columbia - Tourism BC, Official Site. Recovered from: hellobc.com/en-CA/AboutBC/BritishColumbia.htm

Writing an Essay on PowerPoint Can Be Harder Than You Think

Writing an Essay on PowerPoint Can Be Harder Than You ThinkIf you're going to be writing an essay or presenting yourself on a large lecture stage, then it's obvious that you need to make sure that you can write an essay in PowerPoint. The benefits of PowerPoint are many and powerful, but there is one thing you should know about PowerPoint before starting the presentation.A PowerPoint is nothing like a traditional essay and you may be tempted to start it out as one. However, your audience will not read through the first paragraph or the first five minutes of a PowerPoint presentation and you'll be missing out on some great insights about the topic that could be lost if you start it with a wordy essay. Try to stick to three or four paragraphs instead and don't be afraid to introduce your slide show in two or three sentences.You can include an essay on PowerPoint as long as it contains text that is directly related to the topic of the presentation. For example, if you were talking about an e-book on the best method for learning how to speak Spanish, you might want to start the presentation with a sentence or two about what the e-book is about. Your next paragraph could even be a bit longer and tell your audience about the e-book in greater detail.When you're writing an essay on PowerPoint, however, you will want to use text that is different than what you would use in a normal essay. It can be difficult to write a short paragraph when you're standing up and your arms are very heavy, so you might choose to write a couple of sentences using bullet points, which can save you a lot of wasted time. You also have the advantage of easily including pictures or charts into your essay, so using this technique will help you write a more organized and structured essay that includes lots of graphics and charts.Once you have figured out the format of your essay on PowerPoint, then you can start including the graphics and ideas that you want to discuss in your slide show. Rememb er that the reason why people love PowerPoint presentations is that they are so easy to read. You should be able to catch the audience's attention without having to use too much detail in your essay, making it easier to write the actual essay.Don't worry about being too lengthy in your essay on PowerPoint, especially if you're writing an essay on a specific topic. Do keep in mind that a slide show is only meant to summarize the main idea of the essay, so you should use the text to draw the reader's attention to the most important aspects of the essay. Plus, PowerPoint is a visual medium that gives the presenter plenty of room to speak in a big way. It doesn't really matter if you have to break up a paragraph here and there, since you're looking for the things that people will be looking at when they finish the presentation.Of course, if you're writing an essay on PowerPoint for a class, you can cut back on the text and just provide diagrams and graphs to help the audience visualize your argument. There are even times when PowerPoint slides come with their own teaching guide, so if you can't get the idea from the text, simply use the text to get the idea from the slide. Using PowerPoint as a tool for teaching won't seem to be useful unless you teach a lot, but if you've been struggling with a difficult concept, PowerPoint will help you get the basics down without giving up on the original topic.After you've taken the time to write an essay on PowerPoint, you can present it in whatever format you'd like. If you know that your audience wants to listen to it in audio, you can simply record the PowerPoint presentation and then add narration to it. If you know that your audience prefers video presentations, you can just add a few slides and then a few minutes of narration to the end.

The Free Speech Movement (FSM) at the University of...

The Free Speech Movement (FSM) at the University of California at Berkeley started during the fall of 1964. (Freeman, Jo) But there were many events leading up to this point. The Free Speech Movement began to obtain momentum in the fall of 1963 and the spring of 1964 the Bay Area was rocked with the civil rights demonstrations against employers who practiced racial discrimination. (Freeman, Jo) These students believed that this was wrong and felt the need to do something about it. So many Berkeley students were recruited for these protests from Bancroft and Telegraph which where the companies that were racial discriminating against races and groups of people.(Freeman, Jo) With these protest there were many arrest made of Berkeley students†¦show more content†¦18 student groups from across the political spectrum asked the Dean to reverse the ruling. (Freeman, Jo) But when they met with the dean they found out that the ruling was not put in place from him and that it came fro m someone higher up on the board at Berkeley. So with that student groups defied the policy by setting up their tables as before, and also in front of the administration building facing Sproul Plaza, where they had never been before. (Freeman, Jo) While the tables were being set up student activists led a rally and a march against the new rules of protesting on campus. The students marching and five tables were ordered to the dean’s office and with that, 400 Students signed the petition of complicity and filled the halls of the administration building demanding that they too be disciplined. So they were indefinitely suspended. (Freeman, Jo) While the 400 plus students were getting disciplined in the dean’s off Jack Weinberg, got arrested for sitting behind the CORE table by campus police, after he refused to give his name or show his id, even though he didn’t even go to the school anymore. (Freeman, Jo) Since he had a long record before this arrest with civil rights movements the spring before the FSM movement, he had more experience with the law he was more likely to do something dramatic for the cause he was fighting for. (Freeman, Jo) When the police were called he went limp andShow MoreRelatedBuilt Within The Constitution Of The United States Are1777 Words   |  8 Pagesâ€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercises thereof; or abridging the freedom of speech, or the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances†. (Jordan, 1999) The first precept addressed in the amendment is â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercises thereof† (Jordan, 1999). Therefore, the first amendment states citizens

Male and Female Segregated Education (Co-Ed Versus Single...

Males and females are different genders, different minds, different personalities, different abilities and different even in the smallest aspects of life. These days, many people argue about why segregated education for males and females is a controversial issue. People argue about why they have to change the view of sharing the same classes. How does a co-educational school made students familiar with the real world despite the fact that the real world is aggregated? They think that gender is not as important as education itself, but researchers have started to notice the difference in education when males and females are separated in school classes, and they have begun to perform some experiments about what is better for both genders.†¦show more content†¦Therefore, the question of combined or separated education has many aspects in terms of psychology, social life, economy and religion. On the psychological side males and females go through a volatile phase in the adolescent age. In this period of time their bodies are exposed to many different emotional, physical and psychological changes. According to scientists, the teenage years are related to sexual maturation. So their bodies want to reach sexual maturity because some are hormones introduced by their bodies were introduced which makes them attracted to each other; this is why their physical characteristics changes. Also, their brains are in a level which is still growing. Moreover, the adolescent age is the most period that teenager are struggling with emotional feeling and psychological changing.(teenhelp.com) That appears clearly in their behavior and their act especially in the school. However, teenagers nowadays are more open to the outside world; therefore, researchers concerned about the behavior that teenagers could act in co-educational schools since their sexual nature begins to develop because it disrupts the learning process. In addition, teenagers develop their personality at this period of time, so it is a very sensitive stage that they need to imitate or admire someone to be like him, act like him, and observe him or her closely. When males and females are separated in schools andShow MoreRelatedSingle Sex vs Mixed School5702 Words   |  23 PagesSingle-sex education, also known as  single-gender education, is the practice of conducting  education  where male and female students attend separate  classes  or in separate buildings or  schools. The practice was predominant before the mid-twentieth century, particularly insecondary education  and  higher education. 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Public Company Accounting Oversight Board - 1217 Words

This report provides information about the Public Company Accounting Oversight Board for Dr. Mack. The information includes the history and creation of the PCAOB, its structure, and its duties in today’s accounting world. The PCAOB is a nonprofit corporation created by congress. It was established by the Sarbanes-Oxley Act and was a response to the accounting scandals in the early 2000s. The SEC is authorized by congress to oversee the PCAOB’s operation. Additionally, the Securities and Exchange Commission appoints and removes members, approves the PCAOB s budget and rules, and entertains appeals of PCAOB inspection reports and disciplinary actions. The creation of the PCAOB was necessary and will help prevent another accounting scandal which cost investors billions of dollars and a lot of confidence in U.S. businesses. The PCAOB â€Å"oversee the audits of public companies in order to protect investors and the public interest by promoting informative, accurate, and independent audit reports. The PCAOB also oversees the audits of brokers and dealers, including compliance reports filed pursuant to federal securities laws, to promote investor protection†. (pcaobus.org) Additional costs are associated with the creation and operation of the PCAOB. Additionally, public companies and auditors must adjust and learn new regulations and guidelines set by the PCAOB. However, these cannot be labelled disadvantages, as they serve in order to protect the shareholders from fraud. TheShow MoreRelatedThe Public Company Accounting Oversight Board1193 Words   |  5 PagesThe Sarbanes-Oxley Act created the Public Company Accounting Oversight Board (PCAOB) to assume the responsibility of overseeing the auditors of public companies. The PCAOB is a private-sector, non-profit corporation. It was established to protect the interests of investors and further the public interests in the preparation of informative, fair, and independent audit reports. (The PCAOB) Although the PCAOB is a private sector organization, it has many government-like regulatory functions. The PCAOBRead MoreThe Public Company Accounting Oversight Board774 Words   |  4 Pages Congress created the Public Company Accounting Oversight Board (PCAOB) or known as the Board, a nonprofit corporation in 2002 after Sarbanes- Oxley Act. The PCAOB purpose is to keep watch over audits of public companies in order to protect investors. 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Technology Update and Fundamentals †Free Samples to Students

Question: Discuss about the Communication Technology Update and Fundamentals. Answer: Introduction In any given organization, the system used in the organization needs to be updated from time to time to prevent any problems that come up in the process of using the system (Lwakatare,2015). The research was done in the company named Swaggies and the following problems were experienced; all financial and payroll records are maintained using a manual system. Employee details and leave records are recorded in a card file that is kept in a box on Trans desk. It is hard to retrieve information. Secondly the current client records are maintained by Abbey in a database created using Excel spreadsheet. This is stored in her system, and she is the only person who can access or update the data making it hard for others to access information. Also the current staff is not skilled to fill the level of fellow employees. Only Abbey can stand for the receptionist, Heidi. Lastly the current computer system is not networked, and consists of six workstations with selected application from Microsoft O ffice such as Word, Excel or PowerPoint installed on each terminal, dependent on the users needs. For a new system to be implemented then it needs to planned and this will involve the consultation process. The stakeholders and system users of the system who need to be consulted include system analysts and employees who were asked random questions, and different departments were given questionnaires to fill. Stakeholders were also included through consultation in the planning, development and implementation of the system. The consultation process should take at least one week on the time of implementation of the new system A new system need to be upgraded to solve the problems encountered by the new system. The areas that need upgrading involve the client data base, Microsoft office and the change Management which entails confidentiality and privacy. Recommendation for new system Based on the problems experienced by the users of the old system then a solution can generated by coming up with a new system. The new system would bring changes in employee training, networking and updating data. The employees will be trained on the usage of new system which will include networking of the computer and updating of the data. I recommend a customized computer system. The new system will be required to adhere to the set rules and regulations which will impact on the implementation of the system. One of the legislation will be privacy act in which the documents of the employees need to be kept private as possible. Another legislation to be applied the retention of the previous records of the employees. The records of the employees need to be retained and protected and lastly the system should adhere to the software licensing by ensuring that the software is legitimate and can be applied by the company. For the company to prosper then it has to select appropriate suppliers. This selection can only be through the tendering process by the suppliers to choose the best supplier with the best price quotation. (Grant, 2013). It is through discussions with the stake holders that the suppliers who have applied for the tender will be evaluated by having the following traits (Pal, et al, 2013): The cost of delivery should be low. The service or the product must be safe and of high quality The supplier must be promising to deliver on time The service being delivered must be of the agreed quality The supplier must have social responsibility and communicates in case of delay The risk in employing the supplier must be minimal The supplier chosen must be convenient. To achieve the intended goals the project will need; a wireless data system provider, resources to purchase the product, time for employees trainings, and controls and monitoring systems. Implementation and consultation In trying to implement the new system into action in the organization, parallel method will be used. In this case the old system will run side by side with the new system to be able to determine the errors that may come with the implementation of the new system. The consultation of the new system will take place to determine the correct method of implementation, using of the required resources of the old system and lastly the compatibility of the new system to the environment i.e. it should not be obsolete. Different experts(system analyst) will be called to examine the new system and conduct a test analysis to see if the process will be a success. The strategies that will be applied to monitor the new system will be a communication blog for the users of the new system to communicate of any problems that may arise. The system developers should also monitor the system from time to time and ensure the users are able to use the system without any difficulty. There should also be a proposed training on the employees of the organization. Manuals and workbooks for the employees should be provided to prevent any difficulties in using the system. Seminars and training forums should also be instituted. All the required resources will be provided to the employees during training and a given duration will be provided for training for each individual based on the department that he is situated. The contingencies that will be taken to ensure that there is no distractions like the software failures, staff resistance and delivery delay will involve; educating the employees on the importance of change in the organization. There should be a backup plan like the usage of old system in case the new system failure and lastly there should be an emergency suppliers of materials in case the other supplier fails. Based on the effectiveness and security of the new system, the new system should be teste for one week to ensure it works effectively and efficiently. It should also have passwords to protect the information of the employees for confidentiality purposes. Programs and time should also be set up for the new employees to be trained on the new system. Lastly the customers and the employees should be fully satisfied with the new system and it should also be user friendly. In conclusion the Management should try to change the operations of the company by ensuring there is smooth transition of the system. This can be through advertising for the opportunity to fill the gaps in employing skilled workers, training skill workers and updating computer software and networking. The application form must be scrutinized, and shortlisted candidates are invited for an interview where the best candidate be chosen according to the criteria above. References Dale, B. (2015). Total quality Management. John Wiley Sons, Ltd. Grant, A. E., Meadows, J. H. (Eds.). (2013). Communication technology update and fundamentals. Taylor Francis. Lwakatare, L. E., Kuvaja, P., Oivo, M. (2015, May). Dimensions of DevOps. In International Conference on Agile Software Development (pp. 212-217). Springer International Publishing. Pal, O., Gupta, A. K., Garg, R. K. (2013). Supplier selection criteria and methods in supply chains: A review. International Journal of Social, Management, Economics and Business Engineering, 7(10), 1403-1409.

Rhetorical Strategies Essays - Linguistics, Logic, Literature

Rhetorical Strategies By: Ryan Riffle Metaphor Definition: A figure of speech in which a term or phrase is applied to something to which it is not literally applicable in order to suggest a resemblance. Example: I tried to climb into Jems skin and walk around in it (57). To Kill A Mockingbird Personification Definition: Providing human characteristics to a non-human/non-living thing. Example: Maycomb was an old town, but it was a tired old town when I first knew it. - To Kill A Mockingbird Tone Definition: The way/attitude in which an author writes. Example: "Atticus was feeble: he was nearly fifty. - To Kill A Mockingbird Claim Defintion: A statement arguable but used as a primary point to support or prove an argument is called a claim. Example: All animals are equal -Animal Farm by George Orwell Anaphora Definition: The use of a word referring to or replacing a word previously used in the sentence, to avoid repetition. Example: It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity, it was the season of Light, it was the season of Darkness, it was the spring of hope, it was the winter of despair. - A Tale of Two Cities by Charles Dickens Parallelism Definition: The use of components in a sentence that are grammatically the same: or similar in their construction, sound, meaning, or meter. Example: Like father, like son Juxtaposition Definition: placing two elements or words side by side and letting the reader or viewer compare them Example: Young and Old, Dark and Light Inferences Definition: Used in literature and daily life where logical deductions are made based on premises assumed to be true. Example: Bob knows that Baltimore is known for its crabcakes and Bob is going to a seafood restaurant in Baltimore for dinner tonight. Bob can infer that the restaurant will likely serve crabcakes. Epistrophe Definition: The repetition of a word at the end of successive clauses or sentences. Example: Where now? Who now? When now? -The Unnamable by Samuel Beckett Allusion Definition: An expression designed to call something to mind without mentioning explicitly. Example: This place is like a Garden of Eden. This is a biblical allusion to the garden of God in the Book of Genesis. Idiom Definition: A set expression or phrase comprising two or more words. Example: Someone woke up on the wrong side of the bed Paradox Definition: A statement or proposition that, despite sound (or apparently sound) reasoning from acceptable premises, leads to a conclusion that seems senseless, logically unacceptable, or self-contradictory. Example: Bittersweet, The beginning of the end Antithesis Definition: A person or thing that is the direct opposite of someone or something else. Example: That's one small step for man, one giant leap for mankind. - Neil Armstrong Rhetorical Question Definition: A question asked without expecting an answer; A question with an answer so obvious that a verbal answer is unneeded. Example: Is rain wet? Do dogs bark? Do pigs fly? Parody Definition: When the style of an author is closely imitated or mimicked for comic effect or ridicule. Example: "Austin Powers" (spoof on James Bond movies) Allegory Definition: A story, poem, or picture that can be interpreted to reveal a hidden meaning, typically a moral or political one. Example: The lion, The Witch, and the Wardrobe Hyperbole Definition: Exaggerated statements or claims not meant to be taken literally. Examples: I am so hungry I could eat a horse, Its so cold I saw polar bears wearing jackets!! Ethos Definition: A way of persuasion using appeal and value. Example: Doctors all over the world recommend this type of treatment. Pathos Definition: A way of persuasion compelling to emotion. Example: Let us not wallow in the valley of despair, I say to you today, my friends. And so even though we face the difficulties of today and tomorrow, I still have a dream. -Martin Luther King Jr. I have a dream speech Logos Definition: A persuasion technique using logic and reason. Example: All men are mortal Soccrates is a man Therefore, Socrates is mortal. -The Art of Rhetoric by Aristotle

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management The WritePass Journal

An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ABSTRACT An Evaluation and Analysis of the Effectiveness of Professional Training in Preparing Teachers for Dealing with bullying and Classroom Management ). They may be the first adults to observe or become aware of bullying behavior at school, so it follows that teachers should have input into the creation of school anti-bullying programs in order to ensure the classroom environment, and the school as a whole, is safe for all students. Research objective Conducting a study of teachers’ perspectives on bullying and their classroom management skills could make an important contribution to the creation of an appropriate, successful anti-bullying intervention. Olweus noted that to achieve this â€Å"adults at school and, to some degree, at home [need to] become aware of the extent of bully/victim problems in ‘their’ school; [and to] decide to engage themselves, with some degree of seriousness, in changing the situation† (Olweus, 1993, p66). Bradshaw et al., (2011) confirm that an examination of staff members’ interpretations of bullying is important and constitutes a significant advance in improving how these are understood. Wright (2003) provides teachers with strategies and guidelines to assist them to understand, and improve their skills to manage, the problem of bullying in school settings. Thus, teachers’ knowledge, experience and skills in dealing with students are highly likely to make a us eful contribution to the creation of effective interventions. Proposal structure This research proposal contains an overview of the subject literature, followed by an outline methodology. The research philosophy, approach and strategy are explored; data collection and analysis is outlined and access and ethical issues are considered. Ideas for sample questions, definitions of terms and research variables are contained in Appendix 1. LITERATURE REVIEW The literature on bullying is comprehensive and studies are now attempting to address why and how bullying occurs, and ultimately who is to blame. Bradshaw et al. (2011) suggest that teachers should fully comprehend a working definition of bullying and work with the Department of Education to carry out classroom procedures to deal with it. Some researchers suggest that students themselves should not be labeled as a bully or victim, and instead it is the behavior that should be labeled bullying or victim behavior (Burzinski, 2012). Overt or direct bullying behavior involves observable behaviors that are usually conveyed by verbal and physical means. Normally direct bullying takes place face to face and involves relatively blatant attacks on a victim; additionally, children may use disruptive acts that are just as hurtful, but are more difficult to detect. Covert or indirect bullying includes actions such as spreading rumors to damage another child’s character, deliberately excluding others or encouraging other children to dislike another person. Such behavior may happen behind someone’s back, rather than face to face. Porter (2009) states that the intention to harm physically/emotionally is an essential component of bullying behavior. For example, a friend teasing another friend good-naturedly is not classed as bullying, while a person deliberately teasing another in order to upset them is classed as bullying. Further, bullying can be defined as a ubiquitous aggression, frequently occurring in schools, which has specific features that distinguish it from other aggressive behaviors, namely, it is repetitive, and the victims of bullying have less access to power than the perpetrators. Cyber-bullying is increasing but verbal abuse is still more common (Childnet International, 2007). During the last two decades researchers have focused on identifying the causes and results of bullying, however there are still significant gaps in the literature. While many studies have investigated students’ views of school bullying, only very few have looked at these issues from staff members’ perspectives (Bradshaw, Sawyer and O’Brennan, 2007; Juvonen, Nishina and Graham, 2008; Goldstein, Young and Boyd, 2008). Newman-Carlson and Horne (2004) state that despite the existence of numerous commended programs in schools to confront the bullying problem, few empirical studies have evaluated or confirmed their effectiveness. Recording teachers’ views based on managing and monitoring behaviors in a classroom setting is therefore valuable in this context. Pellegrini and Bartini (2002) posit that research provides counselors with useful guidelines for developing successful bullying assessment programs. These programs deliver the most precise information when they are conducted over a considerable period of time. Members of a school team, including teachers, who work alongside counselors, may assist the process of creating a more integrated format for successful programs. However Lakewood (2012) notes that while during the last ten years bullying has become the central issue that schools have to tackle, and research has examined programs to assess successful and unsuccessful interventions, there appears to be no single program for bullying prevention or bullying intervention that is likely to work in every environment. Dan Olweus’ Swedish study of â€Å"mobbing†, a term for bullying most prevalent in the Scandinavian countries, as reported in â€Å"Aggression in the schools: Bullies and whipping boys† (1978) was the first notable study of school bullying. Subsequently many other countries have undertaken research to try to understand the bullying phenomenon including Norway, the United Kingdom, Australia, Canada, the Netherlands, Italy, Japan and the United States (Porter, 2009). These studies show the problem of bullying is prevalent on a national and worldwide level. Increasing reports of bullying and its consequences have encouraged more research studies. Milsom and Gallo (2006) note that research demonstrates a tendency for bullying to reach its height in late childhood or early adolescence. This implies that taking steps for prevention and intervention in middle school is crucial. The findings from the National Education Association’s Nationwide Study of Bullying are that the views of bullying expressed by school staff members differ from those of students, who perceive that staff members do not respond adequately when told of bullying incidents (Bradshaw et al., 2011). The Office of Civil Rights (OCR), a sub-department of the Department of Education, has decreed that individual schools are responsible for devising policies and programs to tackle bullying. Data held by the OCR seeks to help school officials to better understand that some acts of bullying may effectively violate the civil rights of the victim, and that this can have an influence on the way a bullying incident is reported. Literature review summary Bullying is not just a minor problem; the phenomenon has escalated in recent years to such an extent that community leaders, academic researchers, parents, school officials, teachers, and the media have recognized the need for prevention and intervention. The literature concludes that teachers and other school staff require training to acquire appropriate knowledge and skills to deal with the pervasiveness of bullying (Blosnich and Bossarte, 2011). Research question Teachers and students have different views about how teachers handle bullying incidents. Commonly, victims of bullying fail to report it to a teacher. This is because, according to those who do, while some teachers may help, others are indifferent or even contribute to making the bullying more serious. Contrary to this, the teachers’ view is that they intervene in bullying incidents; students do not feel this is accurate (Porter, 2009). This study seeks to explore teachers’ attitudes to and perspectives on the bullying problem and to gain insights into their understanding of it. Further, this study will look at the different methods teachers use to manage their classrooms and the role of training in developing these methods. Through analysis of the collected data, the study will examine the research question: does teacher training adequately equip teachers with effective techniques to tackle bullying in the classroom? The objective of this study is to use the evidence g athered to arrive at sound conclusions that will help inform future anti-bullying programs. METHODOLGY Research philosophy The majority of researchers agree that the most effective anti-bullying interventions are comprehensive (Espelage and Swearer, 2003), engaging adults and children at individual level, at classroom level and at whole-school level (Olweus, 1993, p64). There is a lack of research on how teachers understand bullying, and on the specific factors that influence their interventions and views (Mishna, Scarcello, Pepler and Wiener, 2005). This is a curious omission as teachers are in an important and influential position on the subject. If teachers feel respected and their point of view is valued, then intervention programs may be more effective. The planned research will adhere to a positivist philosophy, which holds that every rationally justifiable assertion is capable of logical or mathematical proof or can be scientifically verified and will examine teachers’ perspectives on bullying, and how they manage the phenomenon in their classrooms. Research approach There have been many international media stories concerning high-profile events linked to behavioral problems in schools, such as the Columbine school murders in 1999 and the Virginia Tech massacre in 2007, both incidents in which angry teenagers killed and injured fellow students on school premises. Subsequent investigations often reveal an element of revenge for bullying on the part of the perpetrators of such crimes. Then there are other incidents where students have died or committed suicide as a result of being bullied. Neil Marr and Tim Field coined the word ‘bullycide’ to describe these tragic deaths in their book Bullycide: Death at Playtime (2001) and the â€Å"bullyonline† website has a Bullycide memorial page listing the names and circumstances of many young people who have died in the UK and elsewhere as a result of bullying. Such events provide a focus on the seriousness of bullying and the extent of the problem, highlighting the enormity of the emoti onal and physical devastation that the victims, and their families, experience. The planned approach for the research is to conduct a quantitative survey of teachers, collecting data and converting it into numerical form in order to make statistical calculations and draw valid conclusions. This will contribute knowledge that will enable improved strategies for classroom management across all schools, which could have a substantial effect on the frequency and severity of school bullying, and may prevent incidents escalating to such extremes. Research strategy The Brentwood School district includes four middle schools – North, South, East and West – which have a total of about 150 teachers. With permission from the school administration and the Institutional Review Board (IRB), the research strategy is to conduct a survey of teachers’ views across these four schools. The researcher will use self-administered questionnaires to gather data, to analyze it across a number of constituent elements and to draw conclusions from the findings. Although a longitudinal study may deliver more detailed results, this would be time-consuming and onerous for participants as well as the researcher. As a research tool, a survey is cost effective, takes a relatively short amount of time to answer, and is more convenient and less stressful for the participants (Creswell, 2009). This study focuses on the attitudes and perceptions of teachers in regard to bullying and classroom management. Both male and female teachers will be recruited from the four middle schools in Brentwood, NY. All teachers will be invited to take part and the target is to achieve a 55% response rate, which is deemed to be sufficient for making sound judgments (Van Bennekom, 2011). School principals will be asked for permission to approach the teachers for this study and also asked to ensure the questionnaires are placed in the mailbox of the teachers, in each school listed. Data collection Having obtained permission from the director of special programs via an introductory letter explaining the reason behind and the importance of the survey, the questionnaires and accompanying stamped, self-addressed envelopes will be placed in the teachers’ mailboxes. Participants will also receive a letter explaining the research, assuring them that responses will remain confidential and asking them to confirm their consent. No financial compensation will be provided for participation in the study; however, respondents will be able to receive a copy of the survey findings. Teachers will be asked to return the questionnaires within a two-week period in the envelopes provided. On completion of all the returned questionnaires, the data analysis will commence. The data will be stored in the office of the researcher in a locked cabinet. Data analysis A good survey design permits a clear and rigorous assessment process via a logical model (Babbie, 1990). The questionnaire for the survey will be designed to measure the attitudes of teachers concerning bullying; a series of questions will allow responses across a Likert scale ranging from 1 (disagree strongly) to 7 (agree strongly). Other questions will cover demographic information, such as age, gender, racial and ethnic background and length of time teaching in this district, as well as a series of questions about teachers’ experiences of observing and dealing with bullying in the classroom, and their perceptions of self-efficacy. A text analysis using a free online lexical analysis tool will be carried out on information contributed in these areas. Bandura (1994) defines perceived self-efficacy as the beliefs people hold concerning their capacity to produce certain levels of accomplishment that are known to â€Å"exercise influence over events that affect their lives† (Bandura, 1994, p. 71). Thus, self-efficacy beliefs govern how people think, feel, behave and motivate themselves. Bandura’s instrument teacher self-efficacy scale will be used to measure responses in which teachers are assessing their own self-efficacy. Teachers will be asked to complete and return questionnaires within two weeks. This should give them sufficient time, without pressure on them, although a prompt may be provided closer to the deadline. The research will undertake coding and analysis of the returned questionnaires using a computer program specifically made for data analysis (SPSS). See Appendix 1 for sample questions, definitions of terms and research variables. Access As long as permission is obtained as planned, there are unlikely to be major access issues. The use of a postal questionnaire means that the geographic location of the participating schools can be overcome. For people with disabilities, additional steps can be taken to make the survey accessible. For example, large-print versions of the questionnaire could be issued for any participants with sight impairment. The two-week period during which forms can be returned is considered to be sufficient time to allow busy teachers to complete the form. Reliability, validity, and generalizability The range of questions asked allows for a correlation between several factors (see Appendix 1), including levels of teacher training, effectiveness of the schools’ anti-bullying programs and policies, and levels of teacher confidence in dealing with bullying behavior. Data on social and ethnic backgrounds is also being collected, in order to underline any specific trends that may emerge concerning how bullying is viewed in different parts of the district, for example, or by teachers of a specific age and background. A T-test can be used to assess whether the means of the different groups of teachers are statistically different from each other. The results will be representative of the district, and may be held to be valid for a large number of middle schools elsewhere in the USA. Ethical issues Bullying causes stress and Blosnich and Bossarte (2011) propose that school bullying, as a form of low-level violent behavior that has been associated with negative outcomes for both physical and mental health, continues to be a serious public health issue. People dealing with bullying also suffer stress, and it will be important when conducting this research to ask questions in such a way as to elicit general information from teachers, rather than ask them to recall specific bullying incidents, which may be upsetting and uncomfortable. The same applies to questions of self-efficacy – being asked to judge their own competence in terms of classroom management is a delicate subject area and must be handled with care. Research limitations Due to time constraints, and the ways in which schools function, it is not feasible or practicable to observe how anti-bullying programs within schools work at first hand. The study is thus limited to an analysis of data gathered via a survey of teachers’ views on the bullying situations in their classes; how they feel about the programs used in their schools; and their self-perceptions of their own confidence levels in dealing with bullying behavior. This data will be specific to teachers and will not reflect the views of students other than as perceived by teachers. The participating schools and teachers, and the information extrapolated from the resulting data, may not necessarily be typical of how all teachers in all schools view bullying. CONCLUSION Bullying is acknowledged as a widespread problem and the need for further research has been voiced consistently by academics in the field. This dissertation proposal offers the opportunity to design a new study focused on teachers’ views and attitudes. Its findings will inform current knowledge about interventions designed to mitigate school bullying, and may provide substantial new information that can be used to improve current policies, programs and the scope of teacher training. APPENDIX 1 An agreed definition of bullying would ensure that stakeholders have a shared understanding of the issue. Important questions to be considered are: What is the individual teacher’s definition of bullying? This may indicate how the teacher approaches bullying in the classroom. A definition will be offered and individuals will be asked to score the extent to which they agree or disagree using a Likert scale. How does the teacher perceive the anti-bullying program that is in place in the school? This may indicate how bullying situations are approached across the whole school. Has the teacher had any training on bullying prevention? This may indicate if the teacher will properly implement the program. How does the teacher perceive the target of bullying and the bully? The words used to describe the individuals will be counted as part of the text analysis. Is the teacher competent and/or confident in handling bullying situations? Examining the age and gender differences of teachers, in the context of the extent of their anti-bullying training, could provide useful information on whether these factors influence approaches to dealing with bullying. These are the key questions that will be addressed during the development of the study. Definitions Bullying– behavior perpetrated by one or more students (the bullies) who single out a child (the target or victim) with an intention to harm that child. Bullying actions may include making threats, attacking someone physically or verbally, spreading rumors and deliberately excluding someone from a group. Teachers’ training– any training acquired as part of obtaining teaching credentials, including training about bullying; any additional anti-bullying training received within the current school. Training may include in school seminars and lectures; knowledge and information obtained through the Internet; workshops given by the school or any outside sources; continuing education credits (CEUs); any extra reading, or individual personal knowledge, or certifications, (there should be written documentation by the organization that gave the class or workshop). Teachers’ understanding– teacher’s understanding and interpretation of bullying and anti-bullying terms according to the definitions used by the New York State Board of Education. Increased reporting– as measured by the teachers’ incident reports (counting increases in the report logs). Effective classroom management– decrease of bullying behavior as perceived by the teacher; evidence of the positive cooperation of students formerly involved in classroom aggression toward other students; increase in student work production. Fewer episodes– evidence of decrease in student involvement in name-calling, shoving, pushing, teasing, etc; evidence of decrease in classroom disruptions. Student trust– evidence that students feel more confident about telling the teacher of any uncomfortable circumstances; evidence that teacher is helping students gain access to needed services i.e., guidance counselor referrals; evidence that the teacher will discreetly attend to the bullying within the classroom and observe the victim and the bully, deflating any pending incidents. Confiding– evidence that the student trusts the teacher to help the student; increased disclosure of any problems they may be having concerning bullying or similar incidents within the school perimeter. Research variables The independent variables are: 1.Teacher training; 2. Teacher understanding; 3. Increased reporting by teachers; 4. Effective classroom management. The dependent variables are: 1. Increase in reported bullying incidents throughout the school; 2. Fewer episodes of classroom bullying; 3. Student trust level; 4. Confiding in the teacher. Students’ levels of trust and the extent to which they confide in the teacher can be measured by counting the teachers’ reports of students coming to them to give an account of bullying incidents, demonstrating the extent to which the students trust the teachers to help them. References American Heritage Dictionary (2nd ed.) (1982). Boston: MA: Houghton Mifflin. Atlas, R. S., and Pepler, D. J. (1998). Observations of bullying in the classroom. The Journal of Educational Research. 92(2), 86–99. Babbie, E. (1990) Survey research Methods (2nd ed.) Belmont: CA Wadsworth Publishing Company. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human behavior (Vol. 4, 71–81). New York: Academic Press. Retrieved from: uky.edu/~eushe2/Bandura/BanEncy.html. [Accessed 18th February 2013]. Blosnich, J., and Bossarte, R. (2011). Low-Level violence in schools: Is there an association between school safety measures and peer victimization? Journal of School Health (81) 2, 107-113. Bradshaw, C., Koth, C., Thornton, L., and Leaf, P. (2008). Altering school climate through school-wide positive behavioral interventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science 10 (2), 100-115. Bradshaw, C., Sawyer, A. and O’Brennan, L. (2007) Bullying and peer victimization at school: Perceptual differences between students and school staff. School Psychology Review, Vol 36(3), Sep 2007, 361-382. Bradshaw, et al. (2011). Findings from the National Education Association’s Nationwide Study of Bullying: Teachers’ and Education Support Professionals’ Perspectives. Washington, DC: National Education Association. Online. Retrieved from: https://docs.google.com/viewer?a=vq=cache:M7Ja_BU9K4sJ:www.bravesociety.org/wp-content/uploads/2011/06/Findings_from_NEAs_Nationwide_Study_of_Bullying.pdf+hl=engl=ukpid=blsrcid=ADGEEShns9qVRsy_wFWvNCgAXTB_C284yPVfTZqGa1DPBVOeKQZ9mPQvpnxJkvYDUG2Dg3VE. [Accessed 18th February 2013]. Brentwood School District home page brentwood.k12.ny.u Boulton, M. J. (1997) Teachers views on bullying: Definitions, attitudes and ability to cope. British Journal of Educational Psychology 67:223-233 doi:10.111/J2044-8279.1997.tbd 1239x Brockenbrough, K. (2001). Peer victimization and bullying prevention among elementary school students. Dissertation Abstracts International. (UMI number 3000186). Bullyonline (2005). Bullycide memorial page. Online webpage listing young people who have died as a result of bullying. Retrieved from bullyonline.org/schoolbully/cases.htm. [Accessed 15th February 2013]. Burzinski, A. (2012) Dos and Don’ts of Bullying. 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Political Philosophy Essay Example | Topics and Well Written Essays - 3750 words

Political Philosophy - Essay Example Politics was the central point of the Philosophy. This science embodied the whole creative development and reflected the practical wisdom of the humankind. Kant is the most popular for his clear definition of Right and the role it plays in the society. He correlates Politics with the Right and the Right with the Morals. Kant worked at the developments in the field of the Science and the State... The great philosopher talks about Right as the highest moral value and bases the principles of Republic in accordance with the notion of the Natural Right. There is a need to reach the highest moral order in the Republic and the Laws should be an embodiment of the universal rule of justice. Therefore, Kant talks about correlation of Politics and Nature. There is a need to focus on the principles of Politics on the triggering forces of the humanity. In other words, it is relevant to correlate the principles of a natural struggle for the existence with the nature of the social forces. One of hi s main Doctrines is the following: â€Å"the groaning and travailing in pain of the whole creation,’ are consummated, pacified, and stilled in the highest political Good, which is Perpetual Peace realized in a universal Federation of Humanity within which all other human goods—Sociality, Religion, Art, Science—come to perfect flower and fruit† (van der Linden 1988, p. 32). In this claim it is evident that the philosopher reflected the basic principles of political reflections of the eighteenth century. The historical developments and international events led to the developments and a struggle for the principles of liberty, which have been considered in terms of different revolutions (Murphy, 2008). The political principles are resumed and condensed with the philosophical background of the ideas of the great philosophers, such as Aristotle, Locke, Kant and many others. Kant was much focused on the developments of political ideas and his ideals have often r emained underdeveloped and fragmentary ones. Kant developed his ideas with the help of the metaphysical method. Kantian Political Philosophy Kant was much focused on both theoretical and practical political philosophy. This great thinker treated Politics as the â€Å"metaphysics of morals† (Williams 1992, p. 388). He correlated human behavior with the developments of political philosophy. There is no doubt that an individual is the center and the main creator and developer of different laws and regulations. Kant was much concerned about â€Å"anthropology† and took into account the developments in cultural studies. The social and political philosophies of Kant are closely connected. There are two contrasting points in the developments of Kant’s philosophies: on the one hand, it is relevant to refer to the â€Å"rules of behavior in regard to free choice†, and on the other hand, it is relevant to take into account â€Å"the rule of knowledge† (Willi ams 1992, p. 240). The Metaphysics of Morals is divided into two main parts: the â€Å"Doctrine of Right† and the â€Å"Doctrine of Virtue†. The categorical imperative is the central issue for Kant. It should be noted, that this concept is discussed in a separate chapter in the paper further on.

Two Recent Merger and Acquisition Cases Essay Example | Topics and Well Written Essays - 500 words

Two Recent Merger and Acquisition Cases - Essay Example A merger occurs when two firms integrate their skills and acumen with each other to take advantage of business opportunities or sidestep threats. Sometimes the decision to merge can be to increase size due to legal e.g. capital requirements, or to acquire efficiencies, talents or market access in a totally different but complementary field of business endeavor. In an acquisition, however, one firm is bought outright by another for a price that may be made public or disclosed to only the stakeholders and the relevant Government authorities. It is clear that both firms should get something out of the corporate deal or the effects are not long lasting. Indeed it has been noticed that many participant workers and managers are found ruing the past when things were much simpler and better- however they are forced to deal with the situation ‘as is now’ and have put in too much effort to unwind the deal again. One acquisition that took place in the healthcare industry between Se ptember-October 2010 was that of ZymoGenetics, Inc. being bought by Bristol Myers Squibb (BMS) for US$885 Million. With this acquisition, BMS hoped that it would gain inroads into the fight against cancer, hepatitis C, and other diseases for which ZymoGenetics already had some research products in the pipeline.

Thinking in the workplace Essay Example for Free

Thinking in the workplace Essay Preparation for a career or vocation does not just begin during a school’s admissions examinations. It starts right when a child embarks on the road to learning in general. The whole of one’s life is going to be poured into various experiences a person may encounter. Such is a typical academic life, a life that Chris faces daily. ~ Identify five of Chris’ greatest challenges as his classes begin. Pursuing an education is an investment for the individual and his family. It is primarily financial, but more than that it includes the entire life of the person. He is preparing for life hence, all of his resources, be they emotional or mental, spiritual and moral, are involved in the whole process. The challenges a person like Chris will encounter as he enters the higher academic life includes financial capability especially with increasing tuition costs, balancing academics and social life as well as other extracurricular activities, and maintaining good health while experiencing various stressors typically met by students right through their academics. ~ Devise a five step plan for Chris to better manage his time. It entails the following procedure: a.) a statement of goals and objectives; b.) know and record your priorities; c.) use a calendar and a guide from which you monitor your schedules, commitments and responsibilities; d.) do evaluation regularly to know where you are deficient and make up for lost time; e.) be accountable to someone who will help you achieve your goals by managing your time (â€Å"Time management,† 2007). ~ Research different learning styles, and based on what you know about Chris, make a recommendation to Chris on what may work best from these options: three senses (auditory, visual, and kinesthetic), two reasoning types (deductive and inductive), and two environments (intrapersonal and interpersonal).   Chris is probably the type who is very kinesthetic; hence he must discover his strengths and weaknesses which may affect his approach and attitude towards learning. He usually derives comprehension when he starts from the general to specific (deductive). He is apt to bloom in an interpersonal kind of environment. Thus, Chris ought to tailor his needs to the kind of profession he will be preparing himself to get into. This is the kind of work where his liking for people to people interactions is expected to happen, where he can convey his global reasoning powers (â€Å"What type of learner are you?† 2002). ~ Identify three ways that Chris’ thinking can be improved. He must know how to analyze claims, the falsity or fallacies that other people argue against other people’s knowledge also. He has to learn skills like how to take notes, use dictionaries and other tools, develop quality study habits, get rest as often as he can, especially when schedules are inevitably confusing (Harris, 1998). ~ Recommend top five priorities for this weekend’s activities that Chris can find opportunity to do all that has to be done while still having some fun as well. Chris can do that even though he could be one of the busiest people around. Study or skim through all notes that he has taken, schedule a game of badminton with friends, or go swimming, review schedule regularly, forget the coming busy days and instead, to relax and put all worries aside (â€Å"How to have fun while studying†). Reference: 1. â€Å"Time management.† Study guides and strategies. Accessed July 20, 2007 http://www.studygs.net/index.htm 2. Harris, Robert. 1998. Introduction to creative thinking. Virtual Salt. Accessed July 20, 2007. http://www.virtualsalt.com/crebook1.htm 3. â€Å"How to have fun while studying.† Wikihow. Accessed July 20, 2007. http://www.wikihow.com/Have-Fun-While-Studying 4. â€Å"What type of learner are you?† Thinking and learning styles.† 2002. Accessed July 21, 2007. http://www.new-oceans.co.uk/new/education/learnstyles.htm

The Second Vatican Council Essay -- essays research papers

The Second Vatican Council The Second Vatican Council, or Vatican II as it is often called, was an Ecumenical Council, (which means it affected the worldwide Christian community) of the Roman Catholic Church. It began on October 11, 1962 under, Pope John XXIII with over two thousand attendants (Hollis 23). The council ended on December 8, 1965, with Pope Paul VI presiding over the council due to the death of Pope John XXIII in 1963. The council consisted of four different sessions convening in the fall of the four years during which the council took place. Topics discussed and debated throughout the council were issues concerning the church, the liturgy, revelation and scripture, and the clergy.   Ã‚  Ã‚  Ã‚  Ã‚  The general sessions of the council would begin in late September or early October, and end in late November or early December. Special committees met during the remainder of the year to examine and assemble the previous work, and make preparations for the following session. The first session began on October 11, 1962 and ended on December 8, 1962 (Hollis 35). Issues that were deliberated on during this session were liturgy, revelation, the Eastern churches, and communication. After the first session successfully came to a close, planning for the next session came to a standstill when Pope John XXIII died on June 3, 1963 (Hollis 36). After the new pope, Pope Paul XI, was elected, he quickly declared that the council would continue. The second session began on Septemb...

Comprehensive Health Assessment Paper Essay

The purpose of this paper is to discuss the results of a comprehensive health assessment on a patient of my choosing. This comprehensive assessment included the patient’s complete health history and a head-to-toe physical examination. The complete health history information was obtained by interviewing the patient, who was considered to be a reliable source. Other sources of data, such as medical records, were not available at the time of the interview. Physical examination data was obtained through inspection, palpation, percussion, and auscultation techniques. The case study results are interpreted from the perspective of a registered nurse, and three nursing diagnoses are identified. Biographic Data M. H. is a 63-year-old married white female. She is currently unemployed for four months. Her most recent employment of seven years was as a private home health aid for a friend’s elderly parents who have since passed away. She was born in Buffalo, New York into a family of German decent. She currently lives in a suburb of Buffalo, N. Y. English is her primary language. Culture and Spirituality M. H. was raised in a traditional German family where her father was the head of the household. However, her father and mother made many decisions mutually and shared household chores (Purnell, 2014). Her father was an Air Force pilot during World War II, and then worked as a chemical engineer until retirement. The household atmosphere was loving and respectful. She and her five siblings were brought up as Roman Catholics. They were expected to be polite, use table manners, be on-time to meals, respect their elders, do as they were told, share, finish their chores before recreating, get good grades in school, pray before meals and at bedtime, and attend church every Sunday and on holy days (Purnell, 2014) . Past Health History When she was a child, M. H. did not have any serious illness, nor does she have any chronic illnesses currently. She did, however, have a severe case of chickenpox when she was about 3-years-old, and shingles about 18 years ago. M. H. has not been in any major accidents or had any life-threatening injuries during her life. She has been hospitalized two times for childbirth. Her obstetric history includes Gravida 2/Term 2/Preterm 0/Abortion 0/Living 2. Both births were uncomplicated vaginal deliveries. Surgical history includes tubal ligation at age 24, and removal of benign cysts in her left breast, left cheek, and left wrist between the years 1998-2003. All of her childhood vaccinations are up to date. She gets vaccinated for influenza almost every year, but she did not get vaccinated this season. She received the varicella zoster virus vaccine in February, 2015; no reactions noted. Her last tetanus shot was more 10 years ago. She denies ever having been exposed to tuberculosis (TB), and nor has she ever had a TB skin test (Jarvis, 2012). M. H. sees her primary physician every year for a physical. Her last physical was in February, 2014. She also sees her dentist annually for a check-up and cleaning. She is currently scheduled for April, 2015. As a child she never needed corrective lenses, but for the last 15 years she has needed glasses for reading. Therefore, her vision is checked annually, most recent appointment having been in January, 2015. Because she has a history of benign cysts in her breast tissue, she gets a mammogram every five years. Her last mammogram was in 2010. Results of her Pap tests have never been abnormal. She cannot recall the date of her last gynecological exam. She also gets a coloscopy every couple of years, since her father died of colon cancer. In relation to allergies, M. H. has no known drug allergies. Current over-the-counter medications include an occasional 400-600 mg dose of ibuprofen for â€Å"aches and pains†, a daily vitamin, and melatonin for insomnia, and antacids, such as Tums, for her â€Å"heartburn†. Her current prescription medications include a 225 mg tablet of Venlafaxine HCL once  daily for anxiety related dizziness, and a 20 mg tablet of Atorvastatin for high cholesterol. She drinks alcohol socially, approximately two 12 ounce beers a day. She is a former smoker of one pack of cigarettes a day for nearly forty years. Her quite date was September, 2011. She denies the use of street drugs. Review of Systems M. H. states that she is generally in good overall health. No cardiac, respiratory, endocrine, vascular, musculoskeletal, urinary, hematologic, neurologic, genitourinary, or gastrointestinal problems. No history of skin disease. Skin is pink, dry, and void of bruising, rashes, or lesions. No recent hair loss; head is normocephalic. Pupils equally reactive to light; no history of glaucoma or cataracts. Ears are in normal alignment; no history of chronic infections, hearing loss, tinnitus, or discharge. Nose and sinus history includes clear nasal discharge â€Å"since last October†, and occasional nose bleeds; states she use to get nose bleeds often as a child. Mouth and throat are absent of lesions; no bleeding gums, sore throat, dysphagia, hoarseness, or altered taste. Neck is void of pain, swelling, tender nodes, and goiter; full range of motion. M.H. states that she performs self breast exams routinely and denies any lumps or discharge. Lungs are clear; peripheral pulses present bilaterally; capillary refill less than 3 seconds. Heart rate is in normal sinus. Bowel sounds are present in all quadrants. Her psychosocial status is appropriate. M. H. denies recent weight change, weakness, fever, sweats, or fatigue (Jarvis, 2012). Abnormal findings include an elevated cholesterol level, which is also familial. Furthermore, she has a history of stress related anxiety, and was diagnosed with anxiety related dizziness in 2012. She states that before she started taking a medication her doctor prescribed, her dizzy spells could happen at any time. As a result, she avoids certain situations, such as riding in a boat. Functional Assessment After graduating from Bryant and Stratton business school in her early twenties, M. H. spent 15 years as a manager of several apartment complexes. She then worked as a manager of a retail mini-mart for the next 15 years until she got layed-off. Meanwhile, with the help of her siblings, she was  taking care of her elderly mother, her mother’s husband, and elderly mother-in-law until they all passed away. Shortly after these events, friends hired her to care for their parents, and now they have passed away. However, she still helps the friends by cleaning their house, completing simple home improvement tasks, and going grocery shopping and ruuning errands for them. M. H. lives with her husband of 42 years. She was raised Roman Catholic, believes in God, but does not attend church regularly. She states that she is an honest, hard-working woman. She takes her dog for a walk several times a day for exercise, and is independent in her activities of daily living. She and her husband enjoy time with family and friends, and host dinners and get-togethers often. Her hobbies include sewing, upholstery, and gardening. Getting 6-8 hours sleep at night is M. H.’s normal pattern, although she has occasional stress-related insomnia. She states she tries to eat healthy, is aware of â€Å"good† versus â€Å"bad† food choices, and does not have any food intolerances. Both her husband and she share the cooking and grocery shopping duties (Jarvis, 2014). A typical daily diet includes a small bowl of whole grain cereal with skim milk or a protein shake for breakfast, soup and/or sandwich for lunch, and a cut of lean meat with a vegetable side for dinner. She and her husband occasionally order pizza, get a fish fry on Fridays during lent, or go out for Chinese food. Normal elimination pattern includes one or two bowel movements a day; she has no problems urinating, although if she drinks regular coffee, it will cause urinary frequency. In regards to interpersonal relationships, she has a very strong relationship with her siblings and their families, her husband’s family, and her children and their families. She enjoys caring for her grandchildren on an â€Å"as needed† basis. She qualifies time spent alone as productive and/or relaxing, stating â€Å"everyone needs a little time alone to work on their own projects† (Jarvis, 2014). She considers her neighborhood, house, and work environment safe. She states she has the â€Å"typical stresses of life, like making money to pay bills, repairing their old house, and being married and  having a family†. Conclusion Based on the results of the comprehensive assessment data, M. H. is a relatively healthy person, who has not had any serious or life-threatening medical problems during her life. She presents with anxiety and anxiety related dizziness that is currently under control with medication. She follows up with her physician and other health care professions on a regular basis, eats healthy, and takes her medications as prescribed. She also has a healthy psychosocial status with family and friends. From a nursing perspective, three nursing diagnoses apply to M. H. in her current situation. The first priority diagnosis is Anxiety (moderate) related to stress as manifested by insomnia and dizziness. Second priority diagnosis is deficient Knowledge related to anxiety and dizziness as manifested by M. H. stating lack of complete understanding of the condition. The third priority diagnosis is disturbed Sensory Perception (kinesthetic) related to psychological stress as manifested by sensory distortions (i.e., dizziness). These diagnoses will assist nurses to identify appropriate interventions that will help M. H. achieve an optimal state of wellness (Doenges, Moorhouse, & Murr, 2010). References Doenges, M. E., Moorhouse, M. F., & Murr, A. C. (2010). Nurse’s pocket guide: Diagnoses, Prioritized Interventions, and Rationales (12th ed.). Philadelphia, PA: F. A. Davis Company. Jarvis, C. (2012). Physical Examination and Health Assessment (6th ed.). St. Louis, MO: Elsevier. Purnell, L. D. (2014). Culturally Competent Health Care (3rd ed.). Philadelphia, PA: F. A. Davis Company.

Understanding Nominal Interest Rates

Nominal interest rates are the rates advertised for investments or loans that do not factor in the rate of inflation. The primary difference between nominal interest rates and real interest rates is, in fact, simply whether or not they factor in the rate of inflation in any given market economy. It is, therefore, possible to have a nominal interest rate of zero or even a negative number if the rate of inflation is equal to or less than the interest rate of the loan or investment; a zero nominal interest rate occurs when the  interest rate  is the same as the inflation rate — if inflation is 4% then interest rates are 4%. Economists have a variety of explanations for what causes a zero interest rate to occur, including whats known as a liquidity trap, which predictions of market stimulus fail, resulting in an economic recession because of consumers and investors hesitation to let go of liquidated capital (cash in hand). Zero Nominal Interest Rates   If you lent or borrowed for a year at a zero real interest rate, you would be exactly back where you started at the end of the year. I loan $100 to someone, I get back $104, but now what cost $100 before costs $104 now, so Im no better off. Typically nominal interest rates are positive, so people have some incentive to lend money. During a recession, however, central banks tend to lower nominal interest rates in order to spur investment in machinery, land, factories, and the like. In this scenario, if they cut interest rates too quickly, they can start to approach the level of inflation, which will  often arise when interest rates are cut since these cuts have a stimulative effect on the economy. A rush of money flowing into and out of a system could flood its gains and result in net losses for lenders when the market inevitably stabilizes. What Causes a Zero Nominal Interest Rate? According to some economists, a zero nominal interest rate can be caused by a liquidity trap: The Liquidity trap is a Keynesian idea; when expected returns from investments in securities or real plant and equipment are low, investment falls, a recession begins, and cash holdings in banks rise; people and businesses then continue to hold cash because they expect spending and investment to be low — this is a self-fulfilling trap. There is a way we can avoid the liquidity trap and, for real interest rates to be negative, even if nominal interest rates are still positive — it occurs if investors believe currency will rise in the future.​ Suppose the nominal interest rate on a bond in Norway is 4%, but inflation in that country is 6%. That sounds like a bad deal for a Norwegian investor because by buying the bond their future real purchasing power would decline. However, if an American investor and thinks the Norwegian krone is going to increase 10% over the U.S. dollar, then buying these bonds is a good deal. As you might expect this is more of a theoretic possibility that something that occurs regularly in the real world. However, it did take place in Switzerland in the late 1970s, where investors bought negative nominal interest rate bonds because of the strength of the Swiss franc.