Al-Khwarizmi, a Pioneering Astronomer and Mathematician

Al-Khwarizmi, a Pioneering Astronomer and Mathematician Al-Khwarizmi​ was also known as Abu Jafar Muhammad ibn Musa al-Khwarizmi. He was known for writing major works on astronomy and mathematics that introduced Hindu-Arabic numerals and the idea of algebra to European scholars. The Latinized version of his name gave us the term algorithm, and the title of his most famous and important work gave us the word algebra. What Professions Did Al-Khwarizami Have? Writer, scientist, astronomer, geographer,  and mathematician. Places of Residence Asia, Arabia Important Dates Born:  c. 786Died:  c. 850 About Al-Khwarizmi Muhammad ibn Musa al-Khwarizmi was born in Baghdad in the 780s, around the time Harun al-Rashid became the fifth Abbasid caliph. Haruns son and successor, al-Mamun, founded an academy of science known as the House of Wisdom (Dar al-Hikma). Here, research was conducted and scientific and philosophic treatises were translated, particularly Greek works from the Eastern Roman Empire. Al-Khwarizmi became a scholar at the House of Wisdom. At this important center of learning, al-Khwarizmi studied algebra, geometry, and astronomy. He wrote influential texts on the subjects. He appears to have received the specific patronage of al-Mamun, to whom he dedicated two of his books: his treatise on algebra and his treatise on astronomy. Al-Khwarizmis treatise on algebra, al-Kitab al-mukhtasar fi hisab al-jabr waÊ ¾l-muqabala (â€Å"The Compendious Book on Calculation by Completion and Balancing†), was his most important and well-known work. Elements of Greek, Hebrew, and Hindu works that were derived from Babylonian mathematics of more than 2,000 years earlier were incorporated into al-Khwarizmis treatise. The term al-jabr in its title brought the word algebra into western use when it was translated into Latin several centuries later.   Although it sets forth the basic rules of algebra, Hisab al-jabr wal-muqabala had a practical objective: to teach. As al-Khwarizmi put it: ...what is easiest and most useful in arithmetic, such as men constantly require in cases of inheritance, legacies, partition, lawsuits, and trade, and in all their dealings with one another, or where the measuring of lands, the digging of canals, geometrical computations, and other objects of various sorts and kinds are concerned. Hisab al-jabr wal-muqabala included examples as well as algebraic rules in order to help the reader with these practical applications. Al-Khwarizmi also produced a work on Hindu numerals. These symbols, which we recognize as the Arabic numerals used in the west today, originated in India and had only recently been introduced into Arabic mathematics. Al-Khwarizmis treatise describes the place-value system of numerals from 0 to 9 and may be the first known use of a symbol for zero as a place-holder (a blank space had been used in some methods of calculation). The treatise provides methods for arithmetical calculation, and it is believed that a procedure for finding square roots was included. Unfortunately, the original Arabic text is lost. A Latin translation exists, and though it is thought to be considerably changed from the original, it did make an important addition to western mathematical knowledge. From the word Algoritmi in its title, Algoritmi de numero Indorum (in English, Al-Khwarizmi on the Hindu Art of Reckoning), the term algorithm came into western usage. In addition to his works in mathematics, al-Khwarizmi made important strides in geography. He helped create a world map for al-Mamun and took part in a project to find the Earths circumference, in which he measured the length of a degree of a meridian in the plain of Sinjar. His book Kitab surat al-ará ¸  (literally The Image of the Earth, translated as Geography), was based on the geography of Ptolemy and provided the coordinates of approximately 2,400 sites in the known world, including cities, islands, rivers, seas, mountains, and general geographical regions. Al-Khwarizmi improved on Ptolemy with more accurate values for sites in Africa and Asia, and for the length of the Mediterranean Sea.   Al-Khwarizmi wrote yet another work that made it into the western canon of mathematical studies: a compilation of astronomical tables. This included a table of sines, and either its original or an Andalusian revision was translated into Latin. He also produced two treatises on the astrolabe, one on the sundial and one on the Jewish calendar, and wrote a political history that included the horoscopes of prominent people. The precise date of al-Khwarizmis death is unknown. Sources Agarwal, Ravi P. Creators of Mathematical and Computational Sciences. Syamal K. Sen, 2014th Edition, Springer, November 13, 2014. OConnor, J. J. Abu Jafar Muhammad ibn Musa Al-Khwarizmi. E. F. Robertson, School of Mathematics and Statistics, University of St Andrews, Scotland, July 1999. Surhone, Lambert M. (Editor). The Compendious Book on Calculation by Completion and Balancing. Miriam T. Timpledon, Susan F. Marseken, VDM Publishing, August 10, 2010. The Editors of Encyclopaedia Britannica. Al-Khwarizmi. Encyclopaedia Britannica, July 20, 1998.

buy custom Infertility Education essay

buy custom Infertility Education essay Infertility has been like a thorn in human flesh in our present day community. The inability for couples to conceive despite them having regular sexual intercourse has been a bother to many people. Many physicians, physician assistants, nurse practitioners, and other primary care providers lack basic skills or are inexperienced in tackling this problem further worse its state in our society. Those facing infertility challenges wouldnt suffer much if only they came along experienced and quite knowledgeable primary care providers to deal with their problem. Infertility education for primary care providers Primary care is actually the care given be specifically trained physicians equipped with comprehensive skills to persons with a particular health concern. A primary care provider is the person who offers this care and works like an advocate of his patient to the health care system. Infertility can be defined as is the complicatedness in conceiving a pregnancy. Infertility is a term that cannot tell whether the inability to conceive is just for sometime or permanent. Well, according to the research done, couples are considered to be infertile having not conceived for a period of not less than one year. This is when they do not use birth control but have normal intercourse. Recent research shows that around 15% 20 % of couples wont conceive a pregnancy having them tried for a year or more but not that they cannot conceive later. Infertilit may not be a permanent problem and can be overcome with treatment but in a case where a couple can never conceive even with use of treatment refer red to as sterility. Sterility is permanent state. For many years and especially in the ancient world infertility was taken completely as a females problem. But its good to know that now its known that a man can be the actual problem in a couples infertility. In fact, 10% of couples tested with infertility both man and woman equally contribute to this infertility. Whether the cause of infertility is disclosed or not it is a necessity that both the man and the woman should participate actively towards the treatment. Infertility can occur even to a person who has ever conceived in his life time. In this case it is called secondary fertility. A couple that had conceived a pregnancy in the past can be unable to conceive after due to newly generated factor such as an infection. After giving birth to the last child, an infection may damage the reproductive organs. Age may also be a contributing factor to infertility when couples are growing old day by day. Research done shows that secondary infertility appears in most cases compared to the other infertility where a couple has never conceived. Patients suffering from secondary infertility mostly require emotional support because they are mostly emotionally disturbed. Generally aging factor is a major contributor to infertility problems. Women in particular who are 30 years and above have a declining fertility pattern. At the age bracket of 35-45 years their condition becomes steeper. Old women rarely get pregnant ad even if they get pregnant they are more prone to loosing it through miss courage. Regular medication that may occur in life time may cause damage to the reproductive system of an aging woman. Stress also can be a contributing factor to infertility because resent study shows that stress can affect both sperm and egg production. Infertility can be prevented if only a couple could follow certain strategies .it is advisable for a couple to seek immediate treatment of STDs infection. They cause more damage to fertility when they are not treated completely. Also selecting a birth control method should be a matter to discuss and make careful decision considering both the long term and the short term effect on the future. A couple should also be patient and give an enough time frame for conception. Conclusion Fertility can be cured but not in all cases. There are some successful treatments that correct infertility factors. However it is advisable for one to major on preventing infertility by following some living strategies than treating infertility in future because prevention is better than cure. Buy custom Infertility Education essay

Report on an operational problem from the real world with a focus in Essay

Report on an operational problem from the real world with a focus in FINANCE - Essay Example The company has been forced to recall the cars because part of the engine cylinder overheats and cracks due to stress. This causes oil leakages onto the exposed, hot engine parts and causes fires. National Highway Traffic Safety Administration has reported at least thirteen engines Ford engine fires in the United States and one in Canada caused by cracked cylinder heads. Approximately 11,500 cars that were recalled in July 2012 were splitting and leaking gasoline due to fault fuel lines (Jensen, 2013). In 2013, Ford had recalled almost all Escape models for carpet padding, which interfered with the use of the brake pedal. Other reasons for increased recalls by Ford include fixing engine plugs leak and fixing child locks. The Supply Chain Management tools that can be applied to the problem include sigma-sigma, lean manufacturing, and assembly line balancing. The company expects to reduce the number of car recalls by 87% after applying the three management tools. Keywords: Ford Motor C ompany, cars, Six-Sigma, defective Background Information The Ford Company recalls problem was retrieved from a business articles. The author of the article was Christopher Jensen. The article is entitled Ford Discloses Two New Recalls for the 2013 Escape and was published on November 27, 2013 by the New York Times news agency. Ford Motor Company is an American International automaker with headquarters in Dearborn, Michigan (Flory, 2013). The company manufactures and sells commercial vehicles under the Ford brand name and luxurious cars under the Lincoln brand. Ford invented strategies for large-scale manufacturing of cars and management of an industrial workforce using elaborately engineered manufacturing sequences characterized by assembly lines. The company’s net income as at the end of December 12, 2012 was US$ 5,665,000 (Flory, 2013). According to Flory (2013), Ford Motor Company is the second-largest automaker in the United States, and the fifth worldwide based on the 2 012 vehicle sales. Currently, Ford has more than 90 plants and 213,000 employees. Problem Description The primary problem of Ford Motor Company is how to improve assembly processes in order to reduce the number of car recalls. Car recalls occur because the company manufactures and assembles cars with several defects such as oil leakages, defective braking systems, and unfixed special locks, leading to repeats and repairs. Repeat manufacturing and repairs causes companies to incur additional manufacturing costs, which reduce the company’s profits and increase the losses (Hull, 2011). Additionally, increasing car recalls is scaring away both current and prospective customers, leading to widespread market reduction. The company needs to adopt proper manufacturing, operation and management tools/concepts in order to achieve zero defects and reduce the amount of reworks. Operations and Supply Chain Management Concepts/tools to be used1.5 Six-sigma Six-Sigma is a set of tools and t echniques for operations and process improvement; it seeks to improve the quality of the processes by using a set of quality management methods such as statistical methods to create special infrastructure of people within the organization (Desai, 2010). Manufacturing companies that need to improve manufacturing processes and achieve zero defects apply Six-Sigma quality tools. Hull (2011) argues that using six-Sigma methodologies such as

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

Assignment 2 - Essay Example VAP has a mortality rate ranging between 0 and 50%, indicating that medical researchers need to dedicate more research input to the development and identification of strategies which healthcare personnel can use to prevent, detect, and manage ventilator-associated pneumonia. Researchers have conducted quite a significant number of studies regarding this medical issue, but the results have not been readily available to numerous nurses due to the lack of strategic resources for accessing research findings. As a result, Health for All, an American NGO that advocates for universal healthcare, contacted my research institution with a proposal to conduct a study about the ways of detecting, preventing, and managing (VAT). Researchers bear the ethical obligation of ensuring that their research findings are accessible to all relevant stakeholders, including research participants. In order to devise effective dissemination strategies, the research team first of all developed a dissemination p lan. The team made the dissemination plan in the first stages of the research study. In designing the dissemination plan, the research team considered four crucial factors. These include the goals of the dissemination effort, the key stakeholders and the target audience, the medium through which to reach the target audience, and the execution process of the dissemination plan. ... The findings will be presented to the financiers in the form of a report. This report will detail the objectives of the study, the research techniques, the findings, and then evaluate the results against the objectives of the study to make it easy for the financier to determine whether the findings meet the research objectives. Following the conclusion of this initial goal, the research team will provide department heads at the research institution with information concerning the research. In this process, the research team will first of all send memos and circulars to all the concerned department heads informing them about the successful conclusion of the research, its purpose, and its importance. The team will then send hardcopies and softcopies of all the research material to all the heads, containing information about the rationale behind the research, the methods used to gather data, the research participants, the limitations, the results, and the meeting of all relevant researc h ethics policies. The primary target audience of this research is primary care nurses. They bear the greatest need of accessing the research findings so that they may apply it to evidence-based practice and, consequently, improve patient outcomes of ICU patients suffering from ventilator-associated pneumonia. The best possible method of disseminating the research findings is to use media that allow extensive simplification of information, so as to attract the interest of primary care nurses. The research team will achieve this aim by using flyers, brochures, newsletters and research briefs. The researcher will distribute the fliers and brochures to hospitals throughout the district, and the hospital authorities will then distribute them to the primary

Translating the Sixties Essay Example | Topics and Well Written Essays - 2250 words

Translating the Sixties - Essay Example According to Joshua, this 60s decade was also termed the Swinging Sixties due to the relaxation or fall of some of the social taboos especially those that are related to the racism and sexism that took place during that time. However, the 1960s decade has resultantly become synonymous with the new subversive and radical trends and events of the period, which developed continually between the 1970s through to 1990s and beyond. Therefore this paper seeks to highlight how Tim O’Brien’s novel, The Things They Carried, translated the period, what was different about the story in illustrating the events of the sixties than the real thing. In addition, the paper will assess how the constellation of the historical moments of the 60s ended through discussion of the social, cultural, economic, and political events of the decade ended or changed according to the story, The Things They Carried. In accordance to Tim O'Brien's writings, the 1960s decade was also characterized by war movements. The Vietnam War eventually would have resulted to the commitment of more than a half a million troops of Americans that could result into the deaths of over 58500 Americans that may have produced an anti war movement in large scale in the American nations. By 1965, some few Americans made efforts to protest the involvement of America in the Vietnam War. The war however continued and the dead counts multiplied leading to the escalation of the civil unrest. The students and campuses of various Universities became so powerful and had disruptive force which sparked debates over the war nationally. Doubts about the war within the administration itself arose as the ideals of the movements spread beyond the university campuses. There was a mass movement that opposed the war of Vietnam that eventually ended the mass of the Moratorium protests in the year 1969 alongside the movement that resisted conscription for the war. In Tim O'Brien's short story The Things They Carried, the a trocious physical fears and conditions of a man that he is subjected to in order to have his reputation save is clearly revealed. The story illustrates the events of 1968, a story concerning the Infantry Platoon who fights in the Vietnam jungles including the weight which were both emotional and physical that they had to carry. The modern warriors of the day were particularly equipped with everything one could imagine. The book tries to translate the events of the sixties from what happened to the real things, according to Tim O'Brien, necessity determined most of the things they carried. Some of those things they had to carry as dictated by necessity were the pocketknives can openers, flak jackets, and helmets (O'Brien 281). Additionally, they carried other things that were basically determined by particular ranks of the warriors and their specialty such as weapons, radios, and ammunition (O'Brien 283). Superstition also contributed to the selection of some of the items they carrie s. These are things that were common with war in the sixties. For instance, a particular soldier carried a thumb cut from a dead VC body and another had the foot of a rabbit. The soldiers also carried other items that served the purposes of emotional comfort such as a pair of the pantyhose belonging to their girlfriends and bibles (O'Brien 287). The conditions of the weather in Vietnam were particularly harsh, humid and hot days and nights which were

Defining And Understanding Crisis Intervention Social Work Essay

Defining And Understanding Crisis Intervention Social Work Essay We live in an era in which crisis-inducing events and acute crisis episodes are prevalent. Each year, millions of people are confronted with crisis-inducing events that they cannot resolve on their own, and they often turn for help to crisis units of community mental health centers, psychiatric screening units, outpatient clinics, hospital emergency rooms, college counseling centers, family counseling agencies, and domestic violence programs (Roberts, 2005). Crisis clinicians must respond quickly to the challenges posed by clients presenting in a crisis state. Critical decisions need to be made on behalf of the client. Clinicians need to be aware that some clients in crisis are making one last heroic effort to seek help and hence may be highly motivated to try something different. Thus, a time of crisis seems to be an opportunity to maximize the crisis clinicians ability to intervene effectively as long as he or she is focused in the here and now, willing to rapidly assess the clients problem and resources, suggest goals and alternative coping methods, develop a working alliance, and build upon the clients strengths. At the start it is critically important to establish rapport while assessing lethality and determining the precipitating events/situations. It is then important to identify the primary presenting problem and mutually agree on short-term goals and tasks. By its nature, crisis intervention involves identifying failed coping sk ills and then helping the client to replace them with adaptive coping skills. It is imperative that all mental health clinicians-counseling psychologists, mental health counselors, clinical psychologists, psychiatrists, psychiatric nurses, social workers, and crisis hotline workers-be well versed and knowledgeable in the principles and practices of crisis intervention. Several million individuals encounter crisis-inducing events annually, and crisis intervention seems to be the emerging therapeutic method of choice for most individuals. Crisis Intervention: The Need for a Model A crisis has been de ¬Ã‚ ned as An acute disruption of psychological homeostasis in which ones usual coping mechanisms fail and there exists evidence of distress and functional impairment. The subjective reaction to a stressful life experience that compromises the individuals stability and ability to cope or function. The main cause of a crisis is an intensely stressful, traumatic, or hazardous event, but two other conditions are also necessary: (1) the individuals perception of the event as the cause of considerable upset and/or disruption; and (2) the individuals inability to resolve the disruption by previously used coping mechanisms. Crisis also refers to an upset in the steady state. It often has  ¬Ã‚ ve components: a hazardous or traumatic event, a vulnerable or unbalanced state, a precipitating factor, an active crisis state based on the persons perception, and the resolution of the crisis. (Roberts, 2005, p. 778) Given such a de  ¬Ã‚ nition, it is necessary that crisis workers have in mind a framework or blueprint to guide them in responding. In short, a crisis intervention model is needed, and one is needed for a host of reasons, such as the ones given as follows. When confronted by a person in crisis, clinicians need to address that persons distress, impairment, and instability by operating in a logical and orderly process (Greenstone Leviton, 2002). The profetional, often with limited clinical experience, is less likely to exacerbate the crisis with well-intentioned but haphazard responding when trained to work within the framework of a systematic crisis intervention model. A inclusive intervention allows the novice as well as the experienced clinician to be mindful of maintaining the  ¬Ã‚ ne line that allows for a response that is active and directive enough but does not take problem ownership away from the client. Finally, a intervention should suggest steps for how the crisis worker can intenti onally meet the client where he or she is at, assess level of risk, mobilize client resources, and move strategically to stabilize the crisis and improve functioning. Crisis intervention is no longer regarded as a passing fad or as an emerging discipline. It has now evolved into a specialty mental health  ¬Ã‚ eld that stands on its own. Based on a solid theoretical foundation and a praxis that is born out of over 50 years of empirical and experiential grounding, crisis intervention has become a multidimensional and  ¬Ã¢â‚¬Å¡exible intervention method. However, the primary focus of crisis literature has been on giving aid and support, which is understandable given that the first concern in the aftermath of a crisis is always to provide assistance (McFarlane, 2000), not to conduct systematic research (Raphael, Wilson, Meldrum, McFarlane, 1996). Experts in crisis intervention have focused on practical issues such as developing intervention models that manage postcrisis reactions (Paten, Violanti, Dunning, 2000), with little attention being given to the development of theory (Slaikeu, 1990). Slaikeu stated that crisis theories are more like a cluster of assumptions, rather than principles based on research that explain or predict the effect of crises on individuals. Ursano et al. (1996) agreed, stating that clinical observations and implications derived from mediators of traumatic stress have guided interventions, rather than theory. Although these efforts have increased the understanding of the nature of crises, a need exists to mo ld these assumptions and observations into theory. The field of crisis intervention is predicated upon the existence of the phenomenon of psychological crisis. Because crisis intervention is the natural corollary of the psychological crisis, this review begins with a definition of the crisis phenomenon. Definition of crisis by Caple Crisis occurs when people encounter an obstacle in achieving the important objectives of life. This obstacle and cannot be overcome by means of customary methods used dealing with difficulties.  This results in a state of disorganization and confusion, in which made numerous unsuccessful attempts of solutions. Moreover, the crisis resulted from the problems on the road practically important in achieving objectives, obstacles where people feel that they are not able to overcome through the usual choices and behavior. (1964) by CARKHUFFA and Berenson Crises are crises so that the affected people do not know any ways of dealing themselves with the situation (1977) by Belkin Crises of this personal difficulties or situations that deprive people of ability and prevent conscious control of his life (1984) by Brammer Crisis is a state of disorganization in which man is confronted with the destruction of important objectives of life or profound impairment of their life cycle and methods of dealing with stressful factors.  The term crisis typically refers to a sense of fear, shock and experienced difficulties in connection with the disorder, and not to the same disorder (1985) by MARINO Crisis develops in clear stages: a) the situation is critical, which controls whether the normal mechanisms for dealing deal with difficult enough; b) the mounting tension and disorganization accompanying this situation excess capacity it affected people to cope with difficulties; c) the situation requires reaching for the extra resources (ex. professional counseling); d) may prove necessary referral to a specialist who will help in removal of serious personality disorder (1995) by Badura-Madej The crisis is transitional state of internal imbalance, caused by critical event or life events.  This condition requires significant changes and decisions. (1999) The Chinese word for crisis presents a good depiction of the components of a crisis. The word  crisis  in Chinese is formed with the characters for  danger  and  opportunity. A crisis presents an obstacle, trauma, or threat, but it also presents an opportunity for either growth or decline.   Crisis is self-defined , because crisis is any situation for which a person does not have adequate coping skills. Therefore, What is a crisis for one person may not be a crisis for another person. In mental health terms, a crisis refers not necessarily to a traumatic situation or event, but to a persons reaction to an event. One person might be deeply affected by an event, while another individual suffers little or no ill effects. Crises may range from seemingly minor situations, such as not being prepared for class, to major life changes, such as death or divorce. Crisis is environmentally based. What is now a crisis may not have been a crisis before or would not be a crisis in a different setting.   Basic Crisis Theory: Since Lindemanns (1944, 1956) seminal contribution of a basic crisis theory stemming from his work in loss and grief, the development of crisis theory has advanced considerably. Lindemann identified crises as having: (1) a period of disequilibrium; (2) a process of working through the problems; and (3) an eventual restoration of equilibrium. Together with the contributions of Caplan (1964), this work evolved to eventually include crisis intervention for psychological reactions to traumatic experiences and expanded the mental health fields knowledge base in applying basic crisis theory to other types of crises experienced by people. In addition to recognizing that a crisis is accompanied by temporary disequilibrium, crisis theorists identify the potential for human growth from the crisis experience and the belief that resolution may lead to positive and constructive outcomes such as enhanced coping abilities. Thus, the duality contained in a crisis is the co-existence of danger and opportunity (Gilliland James, 1997). One part of the crisis state is a persons increased vulnerability and reduced defensiveness. This creates an openness in people for trying different methods of problem-solving and leads to change characterizing life crises (Kendricks, 1985). Expanded Crisis Theory: While expanded crisis theory, as we understand it today, merges key constructs from systems, adaptation, psychoanalytic and interpersonal theories (Gilliland James, 1997), the advent of systemic thinking heralded a new way of viewing crisis states. By shifting away from focusing exclusively on the individual in crisis to understanding their state within interpersonal/familial relationships and life events, entry points and avenues for intervention significantly increase. Systems theory promotes the notion that traditional cause and effect formulations have a tendency to overlook the complex and difficult to understand symptomlogy often observed in people in crisis. Especially with younger populations, crisis assessments should occur only within the familial and social context of the child in crisis. More recently the ecological perspective is gaining popularity as it evolves and develops into models of crisis intervention. From this perspective, crises are believed to be best viewed in the persons total environmental context, including political and socio-economic contexts. Thus, in the United States, mobile crisis teams primarily responding to adult populations use an ecological model. Issues of poverty, homelessness, chronicity, marginalization and pervasive disenfranchisement characterize the client population served (Cohen, 1990). Ecocsystem Theory: Most recently an ecosystem theory of crisis is evolving to explain not only the individual in crisis, but to understand those affected by crisis and the ecological impact on communities. For example, the devastating rate of suicide and attempted suicide in Inuit youth reverberates through their communities on multiple levels. Ecosystem theory also deals with larger scale crises from environmental disasters (e.g. oil spills) to human disasters (e.g. Columbine school shootings). Applied Crisis Theory: Applied crisis theory encompasses the following three domains: Developmental crises  which are events in the normal flow of human growth and development whereby a dramatic change produces maladaptive responses; Events such as birth, which is a crisis both for the mother and the infant, the onset of puberty and adolescence, marriage, the menopause, and so on as we progress through the biological stages of life, are known as developmental crises, These differ from situational crisis in that they necessarily occur at a given point in development and everyone has to pass through them. This goes along with Eriksons theory of personality development, in that personality continues to develop through life, changing radically as a function of how an individual deals with each stage of development. There are several causes of developmental crisis. One cause is a deficit in skills that can keep a person from achieving developmental tasks or turn a predictable transition into a crisis. For example, if a parent does not have the skills to be a parent, having a baby could become a crisis situation. Developmental crisis can also occur when the individual is not prepared for milestone events, such as menopause, widowhood, etc. Another cause is when one of lifes developmental transition is perceived by the individual as being out of phase with societys expectations. Examples of this could be leaving home, choosing a partner, marrying, having kids, and retiring. Situational crises  which emerge with the occurrence of uncommon and extraordinary events which the individual has no way of predicting or controlling; Traumatic events which might or might not happen at a given time. These could either be major catastrophes such as earthquakes, floods, etc., which could affect a whole section of society. In other words occurs in response to a sudden unexpected event in a persons life. The critical life events revolve around experiences of grief and loss. like loss of a job, divorce, abortion, death of a love one, severe physical or mental illness, or any other sudden tragic event. One characteristic of situational crises is their sudden onset and unpredictability. While a struggle with developmental issues usually builds over time, situational crises strike from nowhere all at once. Unexpectedness is another factor of situational crises. People generally believe it wont happen to me, and are blind-sided when it does happen to them. Emergency quality is another characteristic of situational crises. When a situational crisis hits, it needs to be dealt with immediately. Situational crises also impact the entire community. These events usually affect large numbers of people simultaneously, requiring intervention with large groups in a relatively short period of time. The last characteristic of situational crises is the presence of both danger and opportunity. Reorganization must eventually begin. This reorganization has the potential for the individual to emerge on either a higher or lower level of functioning. Existential crises  which refer to inner conflicts and anxieties that relate to human issues of purpose, responsibility and autonomy (e.g., middle life crisis). It is a stage of development at which an individual questions the very foundations of their life: whether their life has any meaning, purpose or value. An existential crisis is often provoked by a significant event in the persons life marriage, separation, major loss, the death of a loved one; a life-threatening experience; psycho-active drug use; adult children leaving home; reaching a personally-significant age (turning 30, turning 40, etc.), etc. Usually, it provokes the sufferers  introspection  about personal mortality, thus revealing the psychological repression of said awareness Each person and situation is unique and should be responded to as such. Therefore, it is useful to understand the crisis from one or more of these domains in order to understand the complexities of the individuals situation and to intervene in more effective ways. One would also tend to see a younger population with developmental and/or situational crises (Gilliland James, 1997). Due to the duration of the crisis, we may distinguish Acute crises Chronic crises Stages of a Crisis In order to articulate the elements of a responsive mobile crisis service a conceptual framework of the stages of crisis is presented. There is agreement in the literature that most crisis interventions should last about one to six weeks (Caplan, 1964; Kendricks, 1985). This suggested time frame is based on identifiable stages of a crisis. Frequently cited in the literature (Gilliland James, 1997; Smith, 1978) is Caplans four stages of crisis: Phase I The person has an increase in anxiety in response to a traumatic event;  if the coping mechanisms work, theres no crisis;  if coping mechanisms do not work (are ineffective) a crisis occurs. Phase II In the second phase anxiety continues to increase. Phase III Anxiety continues to increase the person asks for help. (If the person has been emotionally isolated before the trauma they probably will not have adequate support a crisis will surely occur). Phase IV Is the  active crisis   here the persons inner resources supports are inadequate. The person has a short attention span, ruminates (goes on about it), wonders what they did or how they could have avoided the trauma. Their behavior is impulsive unproductive. Relationships with others suffer,  they view others in terms of how can they help to solve the problem. The person feels like they are losing their mind,  this is frightening Be sure to teach them that when the anxiety decreases that thinking will be clearer. While others have proposed slightly varying stages, there are commonalties in understanding that crises are time-limited, have a beginning, middle and end, and that intervention early in a crisis can produce stabilization and a return to the pre-crisis state. No intervention, or inadequate intervention, can result in chronic patterns of behavior that result in transcrisis states (Gilliland James, 1997). Transcrisis: the original crisis event becomes submerged into the unconscious and re-emerges when anxiety is re-experienced. A woman who experienced rape will re-experience problems with being sexually intimate with a man and experience problems in intimate relationships. Crisis stages can be distinguished from mental disorders in that the person in crisis can be described as having normal and functional mental health before and after the crisis. Additionally crisis tend to be of limited duration and after the crisis is over, the clients turmoil will frequently subside. There however persons who can stay in crisis state for month or years. Such individual is described as being In transcrisis state. Its also possible for transcris state to lead to the development of anxiety and other tipes of mental disorder (ex.PTSD). Crisis Intervention Crisis intervention is the form of psychological help, that is focused on therapeutic contact, concentrated on the problem, that caused the crisis, limited in time, when the person is confronted with the crisis and has to solve it. That kind of help lets us reduce the crisis response and minimize functional impairment. (Badura-Madej, 1999) Crisis intervention is emergency first aid for mental health (Ehly, 1986). Crisis intervention involves three components: 1) the crisis, the perception of an unmanageable situation; 2) the individual or group in crisis; and 3) the helper, or mental health worker who provides aid. Crisis intervention requires that the person experiencing crisis receive timely and skillful support to help cope with his/her situation before future physical or emotional deterioration occurs. Crisis intervention provides the opportunity and mechanisms for change to those who are experiencing psychological disequilibrium, who are feeling overwhelmed by their current situation, who have exhausted their skills for coping, and who are experiencing personal discomfort. Crisis intervention is a process by which a crisis worker identifies, assesses, and intervenes with the individual in crisis so as to restore balance and reduce the effects of the crisis in his/her life. The individual is then connected with a resource network to reinforce the change. HISTORY Crisis Intervention Origins of crisis intervention, should be found in the topics related to the suicide prevention, the development of environmental psychiatry, as well as a vocation to life services dealing with emergency psychotherapeutic assistance for victims of traumatic events, such as: war or natural disasters (Badura-Madej, 1999). The roots of crisis intervention come from the pioneering work of two community psychiatrists-Erich Lindemann and Gerald Caplan in the mid-1940s, 1950s, and 1960s. We have come a far cry from its inception in the 1950s and 1960s. Speci ¬Ã‚ cally, in 1943 and 1944 community psychiatrist, Dr. Erich Lindemann at Massachusetts General Hospital conceptualized crisis theory based on his work with many acute and grief stricken survivors and relatives of the 493 dead victims of Bostons worst nightclub  ¬Ã‚ re at the Coconut Grove. Gerald Caplan, a psychiatry professor at Massachusetts General Hospital and the Harvard School of Public Health, expanded Lindemanns (1944) pioneering work. Caplan (1961, 1964) was the  ¬Ã‚ rst clinician to describe and document the four stages of a crisis reaction: initial rise of tension from the emotionally hazardous crisis precipitating event, increased disruption of daily living because the individual is stuck and cannot resolve the crisis quickly, te nsion rapidly increases as the individual fails to resolve the crisis through emergency problem-solving methods, and the person goes into a depression or mental collapse or may partially resolve the crisis by using new coping methods. A number of crisis intervention practice models have been promulgated over the years (e.g., Collins Collins, 2005; Greenstone Leviton, 2002; Jones, 1968; Roberts Grau, 1970). The goals of crisis intervention are relatively limited, relate to the immediate crisis situation and are the following: Reduction in disequilibriurn or relief of symptoms of crisis Restoration to precrisis level of functioning Some understanding of the relevant precipitating events Identification of remedial measures which the client can take or make available through community resources. Connecting the current situation with past life experiences and conflicts Initiating new modes of thinking, perceiving feeling and developing new adaptive and coping responses which are useful beyond the immediate crisis situation, leading to an emancipated maturation and empowerment. Basic Principles While there is no one single model of crisis intervention (Jacobson, Strickler, Mosley, 1968), there is common agreement on the general principles to be employed by EMH practitioners to alleviate the acute distress of victims, to restore independent functioning and to prevent or mitigate the aftermath of psychological trauma and PTSD (Butcher, 1980; Everly Mitchell, 1999; Flannery, 1998; Raphael, 1986; Robinson Mitchell, 1995; Sandoval, 1985; Wollman, 1993). 1. Intervene immediately. By definition, crises are emotionally hazardous situations that place victims at high risk for maladaptive coping or even for being immobilized. The presence onsite of EMH personnel as quickly as possible is paramount. 2. Stabilize. One important immediate goal is the stabilization of the victims or the victim community actively mobilizing resources and support networks to restore some semblance of order and routine. Such a mobilization provides the needed tools for victims to begin to function independently. 3. Facilitate understanding. Another important step in restoring victims to pre-crisis level of functioning is to facilitate their understanding of what has occurred. This is accomplished by gathering the facts about what has occurred, listening to the victims recount events, encouraging the expression of difficult emotions, and helping them understand the impact of the critical event. 4. Focus on problem-solving. Actively assisting victims to use available resources to regain control is an important strategy for EMH personnel. Assisting the victim in solving problems within the context of what the victim feels is possible enhances independent functioning. 5. Encourage self-reliance. Akin to active problem-solving is the emphasis on restoring self-reliance in victims as an additional means to restore independent functioning and to address the aftermath of traumatic events. Victims should be assisted in assessing the problems at hand, in developing practical strategies to address those problems, and in fielding those strategies to restore a more normal equilibrium. The practice of crisis intervention, typically consist of the following (Badura Madej, 1999): Providing emotional support to facilitate the reaction to emotion; Confronted with the reality and countering tendencies to deny and distorted to form at the moment the most important problem to solution; Assess the current ways of coping in terms of their adaptive nature; Referring to good coping strategies or creating new strategies; A plan of assistance. Characteristics of a crisis intervention (Badura-Madej, 1999): Assistance as soon as possible after the critical event, preferably at the time, when the existing ways of coping are exhausted with crisis, and new constructive behaviors yet not created to provide the support reduces the risk run adaptive ways of coping; Focus on the situation and the current problem associated with the crisis (the here and now ), taking into account the individual history of man (analysis of this story helps to understand the nature and depth of the crisis reaction) Emotional support, often also material support (accommodation, shelter, food, drinking, etc.) to ensure a sense of security to the person in crisis; A large intensity of contacts (depending on the situation) and sometimes even daily; Time limit (6 10 meetings) flexibility in assisting interactions from the directive operation, client collaboration, to the non-directive action; Mobilizing the natural support system for people in crisis, cooperation with other institutions, providing possible support from institutions to holistic approach to people in crisis (eg, OPS, police, etc.). Crisis Intervention Models (Gilliland and James, 2005) Practice and intervention literature indicate the usefulness of certain general theoretical models for the construction of concrete measures for persons in crisis.  Belkin (1984) proposes a classification includes equilibrium model, cognitive model and psycho-social model of transformation (Gilliland and James, 2005). Equilibrium model Equilibrium model indicates a basic fact of the continuum balance imbalance, which differentiates functioning non-crisis and crisis.  Persons in crisis, experiencing state of disorganization, lack of balance of basic psychological functions, are not able to effectively use their customary ways of coping and methods of solving problems. The aim of the intervention from the point of view of equilibrium model is to assist the client in regained pre-crisis equilibrium.  therefore the use of this approach is the most justified in the initial stages of intervention, when a person has no sense of control over himself and course of events is confused and unable to take adequate decisions and appropriate action.  Until the client does not recover even though part of the capacity to coping, the main effort should be directed to stabilize the condition of the person.  Only then it is possible to use his abilities to cope, and other internal and external resources to solve a crisis problem.  Equilibrium model considered is the cleanest model of crisis intervention (Caplan, 1961; for: Gilliland and James, 2005). Cognitive model The cognitive model of crisis intervention is based on the premise that crisis are rooted in faulty thinking about the event or situations that surround the crisis not in the events themselves or the facts about events or situations (Ellis, 1962). The goal of this model is to help people become aware of and change their views and beliefs about crisis events or situations. The basic tenet of the cognitive model is that people can gain control of crisis in their lives by changing their thinking, especially by recognizing and disputing the irrational and self-defeating parts of their cognitions and by retaining and focusing on the rational and self-enhancing elements of their thinking. The messages that people in crisis send themselves become very negative and twisted, in contrast to the reality of the situation. Dilemmas that are constant and grinding wear people out, pushing their internal state of perception more and more toward negative self-talk until their cognitive sets are so negative that no amount of preaching can convince them anything positive will ever come from the situation. Crisis intervention in this model can be compared to work on rewriting your own program by the client, which on a positive Coupling back and repeat the exercise in self-assessment of the new situation, be able to change emotions and behavior in a more positive and constructive. Cognitive model can be used in practice when the client has already regained some sufficient level of psychological stability, allowing where appropriate perception, drawing conclusions, making decisions and experimenting with new behaviors. Basic concepts of this approach are fond in the rational-emotive work of Ellis (1982), the cognitive-behavioral approach of Meichenbaum (1977), and the cognitive system of Beck (1976). Psychosocial transition model Psychosocial transition model is another useful approach to intervention in crisis.  This model is based on the assumption that man is the result of the interaction between the genetic equipment, and the learning process, setting the social environment. Both people and their environment and social influence processes are subject to constant change. Therefore, crises may be related to both internal and external (psychosocial, social and environmental) difficulties. The purpose of crisis intervention, as seen from this perspective, is to help, cooperation with client in an adequate assessment of both internal and external circumstances influencing the emergence of the crisis, as well as assist in the selection of effective alternatives to the (clients) existing, inefficient behavior, inappropriate attitudes and inefficiencies how to use the resources of the environment in which I live. To obtain a stand-alone control over his private life customers can be needed for obtaining adequate internal mechanisms to deal with difficulties, as well as social support and environmental resources. The Psychosocial transition model does not perceive crisis simply an interal state of affairs that resides totally within the individual. It reaches outside the individual and askes what system need to be changed. Systems such as family, peer group, work environment, religious community are examples who can also support or interfere with the psychological ada

Ethics Essay Essay

What is Ethics? It is the binding good character, being respectful, and having trustworthiness amongst others. The topics that will be touched on is the differences between morality and ethical theories. Finally, I am going to touch on my personal experiences in relation to virtue, values, and moral concepts. Morality and ethics are almost one in the same in the greater scheme of things. They both work together to make up ethical decisions by a person. For example there are five key terms that breaks down the theories; which are Consequential, Egoism, Utilitarian, Act Utilitarian, and Rule Utilitarianism. Therefore, ethical theories and moral theories are broken down into two different categories consequential and non-consequential theories. Now what is the consequential theory exactly? The consequential theories basically mean, the result of a person’s behavior can result in either morally good consequences or morally bad consequences (Manias & Monroe, 2013). The breakdown can go even further; in the simplest terms morality relates to non-consequential theories and ethical decisions lead to consequential theories. For example, an ethical decision could be a police officer runs a red light, without having police sirens on; the consequence is a law abiding citizen might be further dissatisfied with the police force in the area. A moral decision is basically the action of right and wrong; which is really not a consequence. The decision of right and wrong is decided on oneself feelings about a certain scenario or person at any given time. For example, a student cheats on a test; why does he or she cheat? One may ask, is this situation right or wrong. The judgment or verdict is for you to decide, whether it is the person themselves; has good morals or not. One of the three theories that relate to me is Utilitarian. I have two children and I am always constantly trying to them to be well mannered and teach them good aspects of life. I myself always want to produce the  greatest possible good out of everything. Whether it is teaching my children something or making someone else laughs. In conclusion, ethical decisions can lead to misunderstandings and have great consequences. Moral decisions decide right and wrong. My personal experiences relating to Utilitarian theories are something that I now know about. It hoped that this explanation will help the further understanding of the subject. References Page Manias, N., & Monroe, D. (2013). Ethics Applied (7th ed.). http://about.nike.com/pages/sustainability

One of the Most Important Moment in Your Life

The terrible car accident occurred to me ten years ago threatened my life, only a few flashback memories are what is left in my head. It was summer in June and a Saturday night; the rain was pouring like I have seen very few times before. I had just left my mother’s house after a delicious meal along with some of our homemade red wine. In getting ready to go to work I realized that it was late, my Jazz music band, was supposed to start to play music at 10pm in a nightclub twenty miles west from my house.But the pleasant dinner, and mostly the wine, inadvertently caused me to be extremely late. Once on the highway I tried to reduce the lateness by increasing and maintaining high velocity, in several occasions the speedometer was above 130 MPH. When the crash happened I was not wearing the seatbelt; in fact I found myself on the passenger seat. The windshield and the side glasses were reduced in thousands of pieces, many of which were all over me. The absence of glass also facil itated the rain getting inside the vehicle and created more discomfort.The front of the automobile, where the engine was located, had been pushed so much inward that it almost reduced the length of the car in half. I was so furious about the damages that I didn’t even care of my health conditions. The car went down the side of the highway; it was hidden by trees and quite difficult to reach. In fact, the police report stated that I had been unconscious for more than half an hour before someone found me. When I came to senses I did not remember anything, not even what day it was, or why I was in the car. As minutes went by I began to consider the gravity of the situation, as my despair as well.Fully awake and angry still I could not move, my shoulder was hurting and something was obfuscating my sight and it was not the rain—I later discovered that it was my own blood. At some point I turned my head to the right and saw an old man standing right outside my car’s b roken window pushing a piece of fabric against my head. I guess he was trying to stop the blood flow. Thanks to this person, who despite the difficulty, came down almost 30 feet to reach my car I was found, and thanks to this man I was able to receive immediate assistance from the paramedics and be carried at a nearby hospital.Nevertheless, sadness embraces me when I think of him; unfortunately I missed the chance to express to him my gratitude. That night he simply vanished in the darkness. Once the paramedic took me off the car, the race to the hospital was almost pleasant. In the ambulance I will never forget the beautiful face of a relatively young female doctor who gave me the first aid—she came very close to my face several times in order to check my eyes and wounds on my head.At the destination, I was transported in the emergency room where other people immediately started to cut my clothes off with a pair of scissors, in order to check the integrity of my whole body. Even though it was summer I recall being very cold in that room, and thirsty as well. The numerous and small pieces of glass inside the upper-part of my body required an extensive amount of time to be taken out. During this long procedure—conducted by only one doctor—something funny happened. One of the nurses approached the surgery table, came close to my face and said, â€Å"Today boy is your lucky day. â€Å"Why? † I asked, â€Å"Well, at the moment the plastic surgeon is still at the hospital, he was supposed to leave an hour ago but something happened and kept him here† was her response—a couple of days later it was explained to me that these specialized doctors are not found frequently in the emergency room. Usually, generic doctors perform these surgeries with significantly poorer results. â€Å"He will fix your ear so well that you would not even notice the scar† she added—I had a deep cut behind my right ear, which fortunate ly enough did not damage any nerves.After those loud nurse’s last words, the anesthetic took over because I don’t remember anything else. As a result, every time I go back with my thoughts to that night I realize how irresponsible I acted. During the days prior to the accident I had a very poor sleep; that combined with the high speed and heavy rain caused the crash. This traumatic and unique experience will always accompany me. Still, today those memories affect my decision-making processes in order to prevent similar circumstances from occurring again. In the end I surely admit to have learned my lesson.

Critical Essay

Critical Essay A critical essay is a kind of writing that requires its author to explore the strong and weak sides within a given subject. Many students mistakenly think that critical essay writing is a task where they need to criticize a given subject (novel, poem, piece of art etc). In the meantime, criticizing the subject is not entirely the purpose of this essay type. As a matter of fact, you can write a critical essay that entirely supports and praises the subject of analysis. But this is not the purpose of this essay either – the true  goal of the critical essay is an objective analysis of the subject and exposure of its strong and weak sides. What is a Critical Essay? A critical essay is a kind of writing that requires its author to explore the strong and weak sides within a given subject. This type of essay retains all the formal features of a classical 5 paragraph essay and consists of an introduction, several body paragraphs, and a conclusion. CRITICAL ANALYSIS WRITING The introduction should contain a thesis statement as well as catch the readers’ attention and provide some background on the problem. Body paragraphs expand ideas expressed in the introduction and provide more information to the reader on the writer’s stance. Finally, conclusion reiterates all the main ideas and shows how the introduction and the body paragraphs relate to the main topic of the essay. For a more detailed explanation of an essay structure, please see  this article. Why Is a  Critical Essay Called Critical? The critical essay has received its name because it requires its author to apply and demonstrate critical analysis while writing on a given topic. Critical analysis means that the author  needs not only to make a claim, but also to back it up with a judgment from a reputable source or, better, scientific research. Putting it differently, the essay is not a highlighting criticism, but rather emphasizing critical thinking and critical analysis in the paper. Educational Purpose Critical essay writing is one of the important prerequisites for writing research papers. These two kinds of assignments are highly similar because both require research and preparation. Both of them need to be objective and back up all claims with arguments from reliable sources. Furthermore, research papers require that a theory should be analyzed from all aspects, including strengths and weaknesses (which is exactly the purpose of the critical essay). Therefore critical essay writing can be viewed as ‘training grounds’ for writing bigger project like research papers and dissertations. CRITICAL LENS ESSAY The most critical differences in them are scope and sphere. Most typically, critical essays consist of 5 paragraphs, while a typical research paper often gets over 2 pages in length (10+ paragraphs). Another aspect to consider is that a critical essay is generally written on subjects like art, music, literature, while a research paper is written on a ‘hard-core’ research subject and requires a scholastic approach to writing, including language and formatting. Critical Essay vs. Argumentative Essay Both critical and argumentative essays are all about finding arguments to support a claim. Both of them take the basic essay format and structure. Both of them are objective and require linking to reputable sources to look more convincing. The core difference  between these essay types  is that they have difference objectives: the critical essay is expected to expose strengths and weaknesses of a paper, while the argumentative essay is meant to convince the opposition. Their core differences stem from their different purposes: critical essay highlights both sides of a problem (philosophically speaking, it uses the dialectic analysis), as it is meant to reveal the subject in its complexity; while the argumentative essay is looking for just ‘positive’ arguments, i.e. those that are meant to persuade the opposition. The Structure of the Critical Essay A well-formatted critical essay will succinctly state its thesis and then provide support for that thesis in a logical manner. It may be conceived of as a formal argument, with the conclusion stated early on in the paper as a thesis, and the evidence and logic that support the claim following the thesis. While the thesis and support are the two main components, the structure can be further broken down into five sections. In order, they are the following: an introduction a thesis a summary of relevant parts of the text being studied an argument that uses the text and supports the thesis a conclusion The purpose of the  introduction  is to immediately introduce the subject at hand. The introduction should be succinct and state only the necessary information: the text or work being studied the author or creator of the text or work in question the main idea All of this can often be stated in just one to three sentences, which provides room for including the thesis as the last sentence of the introduction. (The final sentence of the introduction is usually where the thesis is placed in any literary essay.) In just one sentence, a thesis should both define the scope of a paper and make an arguable claim. Following the thesis, its often wise to include a brief summary of the relevant parts of the text. The purpose of this summary is not to restate the text in a shorter form. Only pertinent passages or features should be included in this summary, as the primary aim of this section is to provide the evidence that will be used to form the argument in the rest of the critical essay. The argument will form the largest portion of the critical analysis, comprising at least several paragraphs. In longer papers, the argument will take up several pages, possibly even several chapters. Because a critical analysis is an objective study, the logical flow of the paper is of the utmost importance. To help readers of the essay follow the  argument, each paragraph should make a specific pointand only one pointthat advances the argument. Most paragraphs should start with a topic sentence and then have several sentences that support the topic sentence. In order to avoid extraneous details from clouding the logical flow, any paragraphs that do not directly support the thesis of the paper should be eliminated. Once the argument has been made, the paper should close with a brief  conclusion. There are several approaches to writing a conclusion. It may summarize the main points, explain how the thesis affects the reader, call the reader to an action or present a new question that the essay raises. Language and Tone Critical analysis essay requires the author to remain impartial and objective in the paper. The reader is not expected to see any of the personal beliefs of the author; if the author wants to make a claim, he or she is expected to make a reference to a reputable source. With the tone of the critical essay being objective, the use of first person pronouns (I, we, you etc) is discouraged, if not prohibited. Objective nature and tone of the critical essay can change depending on the audience (depending on the case, it can get lighter or even humorous). While writing a critical essay, it is best to use the claims and evidence approach. The author should be specific about the points that are being made about a novel, play, poem or essay. Again, all claims need to be backed up with facts that your audience finds credible and appropriate. Writing Always refer to the original requirements. If they have not been explicated, ask your instructor to provide more details on them. Make sure you fully understand the purpose of this assignment and the set requirements. It’s always a better idea to ask questions before starting the actual writing. This part is critical to the overall project success, so please do not ignore the initial instructions. This stage is called pre-writing, and can be compared to laying the foundation of a building. If it’s solid, the entire building will be strong and will last forever; if it’s shaky and unstable, it will ruin the entire undertaking. Once everything has been set and confirmed, proceed to the actual writing. Begin with the first draft and start a research in the background. Results of this research will then strengthen your argument and will make your critical essay effective. Once the backbone of your essay has been established, you can work on the wording. Ensure your essay flows and uses the language that is understandable to your target audience. In the end, run a spell checker to get rid of the typos and grammar mistakes. Finally, come back to read your paper again in a little while. If you like the final version and think you have expressed the ideas you were intending to express originally, you are ready to submit your paper! How Are Critical Essays Used Critical essays are widely used outside of the classroom, although they go by other names. Theyre used in all of the following: article and book reviews critiques of political speeches written academic debates literary studies Topic Ideas for Critical Essays Critical essays can examine almost any text, as long as they make an interesting claim about a pattern or problem within the text. Here are a few  examples of fruitful critical essay topics  from a variety of works: how the politics of a political candidate are expressed in a particular speech how symbolism functions in a book how a fictional characters dialect affects your interpretation of them how the perspective of a book influences the way its told how a particular work conforms to and differs from the standards of its genre what the meaning of a particular feature in a book is These general ideas are just a few ways you may approach your text. As long as your paper makes an arguable claim and supports it with examples from the work youre studying, youll have a good critical essay. – Expert in Critical Essay Writing   can boast extensive experience in critical essay writing. If you lack the research, language or writing skills, our expert writers are able to provide quality service and academic guidance.   If you are looking for some free samples, they are available for download free of charge. To view such an essay, simply go to our homepage and download the required sample from there. The downloaded file will give you a rough idea of  how to write  a critical essay. Alternatively, you can  entrust the writing process to the professionals  of critical essay writing, and the paper will be tailored to meet your needs. To order, contact live support via chat, phone or email or simply  visit our order page  to place your order – and we will be happy to assist you!

Weekly Teacher Parent Communication Through Newsletters

Weekly Teacher Parent Communication Through Newsletters In the elementary classroom, parent communication is a critical part of being an effective teacher. Parents want, and deserve, to know whats going on in the classroom. And, more than that, by being proactive in your communication with families, you can avoid possible problems before they even start. But, lets be realistic. Who really has the time to write a proper newsletter each week? A newsletter about classroom happenings may seem like distant goal that will probably never happen with any regularity. Heres a simple way to send a quality newsletter home each week while teaching writing skills at the same time. From experience, I can tell you that teachers, parents, and principals love this idea! Each Friday, you and your students write a letter together, telling families about what happened in class this week and whats coming up in class. Everyone ends up writing the same letter and the content is directed by the teacher. Heres a step-by-step guide for this quick and easy activity: First, pass out a piece of paper to each student. I like to give them paper with a cute border around the outside and lines in the middle. Variation: Write the letters in a notebook and ask parents to respond to each letter over the weekend. At the end of the year youll have a diary of communication for the entire school year!Use an overhead projector or chalkboard so that the kids can see what youre writing as you do it.As you write, model to the kids how to write the date and greeting.Make sure to tell the students to address the letter to whoever they live with. Not everyone lives with a mom and a dad.Ask for input from the kids about what the class did this week. Say, Raise your hand and tell me one big thing we learned this week. Try to steer the kids away from reporting only fun things. Parents want to hear about academic learning, not just the parties, games, and songs.After each item you get, model how you write it into the letter. Add a few exclamation points to show excitem ent. Once youve written enough of past events, youll need to add a sentence or two about what the class is doing the next week. Usually, this information can only come from the teacher. This also gives you an opportunity to preview for the kids about next weeks exciting activities!Along the way, model how to indent paragraphs, use proper punctuation, vary sentence length, etc. At the end, model how to sign off the letter properly. Tips and Tricks: Early finishers can color in the border around the letter. Youll find that, after the first few weeks, the students will get quicker at this process and you wont need to set aside so much time for it.Tell the kids that theres no excuse for incorrect spelling in their letters because youve written everything for them to see.Make a copy of each letter and, at the end of the year, youll have a complete record of each weeks highlights!Perhaps as kids get used to this process, you will decide to allow them to write the letters independently.You may still want to supplement the weekly newsletters with your own monthly or bi-monthly newsletter. This teacher-produced letter can be lengthier, meatier, and of greater scope. Have fun with it! Smile because you know that this simple Guided Writing activity helps kids to hone letter-writing skills while you accomplish an important goal of effective parent-teacher communication. Plus, its a great way to recap your week. What more can you ask for? Edited by: Janelle Cox

The influence of marketing relationship implementation on a building Dissertation

The influence of marketing relationship implementation on a building long-term relationship with the customers - Dissertation Example Marketing relationship is a form of marketing derived from express response marketing campaigns and is found to concentrate on retaining and fulfilling customers as opposed to focusing on sales transactions for an organization’s growth. Research has shown that profit-making organizations are in a constant competition with one another for new customers while still aiming to keep their current clientele. They are additionally reported to be competing with one another for market leadership with a constant aim of increasing earnings through customer satisfaction. For the foregoing reasons, organizations alike need to build long-term customer relationships for their sustenance. This calls for a need to develop an effective implementation strategy for establishing enduring relationships. This can be achieved through maintaining a functional customer relationship management (CRM), which aims at building strong long-term relationships between the supplier and customer (Gordon, 1999). This research paper therefore attempts to study any influence that marketing relationship has in building a long-term customer relationship. The first chapter of this paper introduces the research problem while the second chapter presents a review of the related literature followed by the methodology chapter. While chapter four presents the results of the study, chapter five subsequently discusses these results. Finally, chapter six highlights the conclusions and recommendations to the research findings. Table of Contents Page Running Head 1 Abstract 2 Table of contents 3 CHAPTER 1: Introduction 5 1.1. Overview 5 1.2. Background Information 5 1.3. Significance of the Study 6 1.4. Problem Statement and Research questions 6 1.5. Objectives of the study 7 1.6. Research design 7 1.7. Chapter Summary 8 CHAPTER 2: Literature review 9 2.1. Introduction 9 2.2. Historical Overview and Current Findings 9 2.3. Developing a long-term customer Relationship 12 2.4. Marketing Relationship Implemen tation 14 2.5. Importance of Building Relationship with Customer 15 2.6. Chapter Summary 16 CHAPTER 3: Research methodologies 18 3.1. Introduction 18 3.2. Area of study 18 3.3. Research design 19 3.4. Target population 19 3.5. Sampling technique 20 3.6. Data collection 20 3.7. Data analysis 20 3.8. Reliability of the research 21 3.9. Ethical considerations 21 4.0. Chapter Summary 21 CHAPTER 4: Results 22 4.1. Introduction 22 4.2. Characteristics of Participants 22 4. 3. Analysis of the four themes 23 4.3.1. Theme one 23 4.3.2. Theme two 24 4.3.3. Theme three 24 4.3.4. Theme four 25 4.4. Chapter Summary 26 CHAPTER 5: Discussions 28 5.1. Introduction 28 5.2. Discussion of the results 28 5.3. Practical implications of this study 30 5.4. Chapter Summary 32 CHAPTER 6: Conclusions and Recommendations 33 6.1. Introduction 33 6.2. Implications for Policy 33 6.3. Limitations of the Study 34 6.4. Recommendations for future research 34 6.5. Concluding remarks 35 6.6. Chapter summary 36 REFEREN CES 37 APPENDICES 38 CHAPTER ONE INTRODUCTION 1.1. Overview Marketing relationship is a form of marketing derived from express response marketing campaigns and is found to concentrate on retaining and fulfilling customers as opposed to focusing on sales transactions for an organization’s growth. In practice, marketing relationship is different from other forms of marketing because it recognizes long-term effects and/or importance of customer relationship (Buchanan & Gilles, 1990). Additionally, Gale & Chapman (1994) argue that marketing relationship goes beyond customer-supplier communication and encompasses invasive sales promotional messages to establishing long-lasting benefits for the entrepreneur and the customer. In the present age of globalization and information superhighway, marketing relationship is experiencing rapid evolution as witnessed by Kotler et al (1999). It is shown to be utilizing technology in opening more and more collaborative and social communication channels that create a more collaborative atmosphere. The current trend leans towards the use Information and Communications

Unit 3 Proposal designs Assignmnet Essay Example | Topics and Well Written Essays - 250 words

Unit 3 Proposal designs Assignmnet - Essay Example The organization has offices in 19 countries across the world, and this includes Africa, Asia and the Americas. For purposes of achieving efficiency in fighting hunger, this organization developed a multi-purpose food product. This food product is rich in proteins, and is always used a relief food substance. The organization also developed the applied nutrition programs, aimed at improving the health condition of mothers and their children (Karsh and Fox, 2009). The motivating factor that made the organization to tackle problems of hunger and poverty is based on the notion that hunger and poverty limit an individual desire to achieve his or her goals (Freedom From Hunger, 2014). To achieve this objective of fighting hunger and poverty, the organization has introduced five main programs which it believes are useful in fulfilling its mission and objectives. These programs are, saving for change, the malaria initiative, reach initiative, credit with education, and health protection and micro-finance initiative (Freedom From Hunger, 2014). Under Malaria initiative, the organization provides anti-malaria drugs to poor women and their children. It also treats them for free and educates them on how to prevent the emergence of the disease. Under Credit with education, the institution offers small loans to women for purposes of starting small businesses that can make them self-sufficient (Gregory, 2013). Saving for change on the other hand is an initiative aimed at providing financial services to areas where micro-finance institutions cannot reach. The reach initiative on the other hand promotes the development of innovative ideas that can help to fight poverty, while the health and micro-finance protective initiative helps to create health policies that can help improve the health status of the vulnerable (Zunz, 2012). In conclusion, my interest in this foundation stems from the fact that it is concerned with improving the