An Effective Nurse Client Relationship Essay - 1144 Words

The nurse client relationship is said to be a helping or therapeutic relationship in which the main focus is to enhance the health and wellbeing of the patient. As stated by Harris,Nagy and Vardaxis (as cited in Mosby’s Dictionary,2008) â€Å"A nurse-client relationship can be defined as a therapeutic relationship between a nurse and client built on a series of interactions and developing over time† The relationship is different from a social relationship in the way that it is only focused on the needs of the client/patient.The relationship is goal oriented and has 3 phases which correspond to those of Hildegard E.Peplau which are The Orientation Phase,Working Phase and The Termination Phase. When discussing an effective nurse-client relationship many factors are incorprated in the establishment of this relationship among these factors are positve regard,trust and interpersonal skills. â€Å"People will forget what you say to them.They will never forget how you made them feel† This direct quote from Maya Angelou backs up the thesis that in order to establish an effective nurse-client relationship as a nurse you must display effective interpersonal skills.Interpersonal skills are vital life skills and when used by nurses help display an ability to communicate and interact successfully with patients/clients. In facilitating a nurse client relationship there is a variety of different concepts we must consider and apply in order for the nurse-client relationship to be a ‘helping’ andShow MoreRelatedAn Effective Nurse Relationship Between The Nurse And The Client1482 Words   |  6 PagesIntroduction Throughout all nurse to client-relationships the central component to being an effective nurse is to be able to establish a therapeutic relationship with their client. The RNAO states that â€Å"effective nursing practice is dependent on an effective therapeutic relationship between the nurse and the client.† (Registered Nurses Association of Ontario, 2002). By using the adaption of John’s (2006) Model of Structured Reflection, a clinical scenario including a nurse and a client will be analyzed forRead MoreEffective Therapeutic Nurse Client Relationships With Mental Health3086 Words   |  13 Pagesfor the client, but their family members, as well. As front-line workers, mental health nurses are responsible for developing a rapport and building a foundation with this particular population. In doing so, psychiatric nurses can positively impact client care outcomes, allowing the client to experience optimal levels of holistic care. Effective therapeutic nurse-client rela tionships with mental health clients must be developed and maintained by nursing staff in order to provide their clients with theRead MoreEffective Communication As A Health Care Professional1313 Words   |  6 PagesIt s about understanding the emotion and intentions behind the information. Effective communication is how you convey a message so that it is received and understood by someone in exactly the way you intended (L. Robinson, J. Segal, Ph. D., M. Smith. 2015). This paper looks at the requirements of effective communication as a health care professional and the essential concepts to have as a registered nurse. Effective communication assists with many circumstances in clinical situations. Arnold,Read MoreThe Model Of Reflective Thinking : Reporting1453 Words   |  6 Pageslanguage, listening and spoken word, we continually exchange messages between each other. In most professions, effective communication skills are necessary for the development of successful workplace r elationships and foster appropriate, respectful client care (Stein-Parbury, 2012,p.194). In the healthcare field, interpersonal skills are fundamental in building rapport and therapeutic relationships between the patient and other associates (Ross, 2013, p.2). To understand the importance of communicationRead MoreTherapeutic Relationship between Nurse and Patient1665 Words   |  7 PagesAccording to William C and Davis C, (2004), page 3 it has been said that a nurses most essential tool is the therapeutic use of self to understand clients health needs and their knowledge and skills to facilitate the healing process. A therapeutic nurse and patient relationship is defined as a serving relationship that is based on mutual trust and respect, the nurturing of faith and hope, being sensitive to self and others, and assisting with the gratification of patients physical, emotional andRead MoreCase Study on Nurse and Client Relationships708 Words   |  3 PagesCare provided by a nurse i s not limited to physical care. Instead, a therapeutic nurse-client relationship extends beyond physical needs ensuring that a client’s psychological and emotional needs are being met as well (National Council, 2013). In developing a relationship with a newly pregnant client, it is essential to understand common responses to pregnancy. Newly pregnant clients are often in a state of shock or disbelief, and any ambivalence detected by a nurse could simply be the result ofRead MoreNursing And Midwifery Board Of Australia ( Nmba ) National Competency Standards For A Registered Nurse1622 Words   |  7 Pagestherapeutic relationship is fundamental in providing quality patient care. The Nursing and Midwifery Board of Australia (NMBA) National Competency Standards for a Registered Nurse (2006) emphasises Collaborative and Therapeutic relationships as one of the four main domains which make up the standards. The assignment will explore one specific quality on establishing, maintai ning and appropriately concluding a therapeutic relationship in relation to a Horizon Hospital and Health Service client, in thisRead MoreReflection on Video Vignette Pregnant Stroke1011 Words   |  5 Pagescommunicating with the client with construction and enhancement of my personal skills of therapeutic communication, through analyzation and reflection. The video initiated as the paramedic staff informed the client, Sally that he was going to handover the related information to the nurse. It progressed with inter-professional communication between the professionals starting with their introduction, description of the event involved, a brief clinical background of the client and related observationsRead MoreEffective Communication For The Nursing Profession1493 Words   |  6 Pages A Reflective Essay on Effective Communication Skills in the Nursing Profession. Name: Carmela Alitin Student Number: n9713271 Unit: PYB007 Communication for Health Professionals Tutor: Aleana Green Tutorial: Thursdays 11am-1pm, Z-607 Word Count: 1,380 A Reflective Essay on Effective Communication Skills in the Nursing Profession â€Å"Effective communication is integral in every profession, but in nursing, it could mean the difference between life and death,† (E.S Alitin, personalRead MoreEffective Communication, An Essential Foundation Of Effective Healthcare1007 Words   |  5 Pages â€Å"Communication is a multidimensional and complex process in which, ideas, thoughts, values, knowledge or feelings are shared and interpreted† (Koutoukidis G, 2013). As a nurse, being able to communicate with our clients is imperative to their wellbeing and to the building of our therapeutic relationship. Effective communication is an essential part of nursing and doing it well can be an art, however it can be learned over time and usually gained from education and experience. Linguistically diverse

What is Evil Essay - 654 Words

The world is filled with many different words, some harder to define than other. One of these difficult words is considered by many to be evil. The definition of the word evil depends entirely upon the reader or writers perspective upon the word. The most innocent and simple ways that of would define evil is by simply saying that evil is the exact opposite of good, but what is good? In order to understand the true meaning of evil, we must first be able to describe what good is, what has goodness produced, and what has evil truly defied. To understand evil we must first understand the concept that good and evil are term or words referring to what one given individuals believes to be the right and wrong thing to do. Good, many times†¦show more content†¦Being good or doing good things leads to many things, but in order to give a clearer definition, one must understand what it is that these good actions created. Once one understands this, then the individual can clearly see the logic behind what some would consider an evil action. Over time, humankind has strived to become what they believed to be holy pure or good. This attempt at being what is virtuous has given birth to a set code of conduct or thoughts that are now commonly seen as the right thing. This code of conduct was based upon morals, which are any given individuals thoughts and believes on what is acceptable as good and evil. Due to the fact that mankind also strives to be accepted by there peers, a common set of morals was established and agreed upon by any specific generation of people to be the good thing. Understanding and knowing these the morals of these given times in history will be necessary to understanding how to define evil. Evil, as mentioned before, is commonly referred to the act or actions that go directly against what is to be considered good. Good, or a set or morals and believes, have differed between the many generation that have existed over time. One must properly underst and that what they believe to be pure evil could be seen as doing the right thing in the eyes of others. Evil has a very bias perception to its definition, but is always measured by the same means no matter where what and when it is describes. Evil is theShow MoreRelatedWhat Makes A Person Good Or Evil?871 Words   |  4 PagesWhat makes a person good or evil? Why are some people labeled as good and some evil? Why do some people have traits or characteristics of both good and evil? Are people truly evil or do they just make bad choices? Throughout our lives we are faced with making decisions about our lives and often the choices we make can determine the path we follow. Depending on our life choices we can be labeled as either good or evil. Good and evil are relative; one person can be good while another evil. Read More whats good without evil Essay1219 Words   |  5 Pages Without Evil What’s Good nbsp;nbsp;nbsp;nbsp;nbsp;â€Å"If my devils are to leave me, I am afraid my angels will take flight as well.† Rainer Maria Rilke wrote this to explain the nature of humanity. He expressed his views on human behavior and how humans think. Without evil, one does not know exactly what goodness is. Everyone possesses good and evil qualities. For they are balanced and create stability in everyone. If the one doesn’t exist then humans would not be able to differentiate or comprehendRead MoreWhat Happens If I Go To Evil?2113 Words   |  9 Pagesaway from them, Yes, Alpha. What is it that you need to tell us? You got this Seraphina, dont look at her. She will be your undoing once again. Listen to my words A prophecy. What does this prophecy state? the Beta asked intrigued. It is said that the balance hangs in the hand of one man, he can be tempted to either side of the scale and that will determine who will prevail, I repeated the word from Raphael, and I am here to aid you in that fight. What fight? And who holds the balanceRead MoreWhat The Problem Of Evil Is Under A General Scope1683 Words   |  7 PagesIn this paper, I explain what the problem of evil is under a general scope in order to demonstrate the synthesis of my research. I also describe and evaluate four classic examples of solutions, or attempts, to solve the issues surrounding the problem of evil. These approaches to the problem were discussed in our textbook and include, karma, appeal to sovereignty, the consolation of promise, and dualism. I also include some selective quotations from a variety of scholars that compliment my evaluationRead MoreA Comparison Of Oskar Schindler And Amon Goeth : What Is Human Evil?1002 Words   |  5 PagesVictor Frankl once said, â€Å"Any person, regardless of the circumstances, can decide what shall become of them – mentally and spiritually.† This is true for Oskar Schindler and Amon Goeth, who both had very different reactions to World War II. Human g oodness is when one sees the truth, accepts it, and makes rational decisions based on the truth. Human evil is irrational decision-making, and when a person sees and understands the truth but choses to defy it. In Steven Spielberg’s Schindler’s List, philosophersRead MoreTo What Extent Were the Nazis More Evil than Other Genocidal Regimes?1558 Words   |  6 PagesTo what extent were the Nazis more evil (1933 – 1945) than other genocidal regimes? A. Plan of Investigation The investigation assesses the Nazi regime from 1933 – 1945 in regards to the totality of their actions. In order to evaluate the Nazi regime on whether or not they were more evil than other genocidal regimes, the investigation evaluates how the Nazis controlled their country. The investigation will start in the early years of the Nazi regime in how they set up their totalitarian governmentRead MoreGood vs. Evil, Wrong vs. Right, and Ought/Should Be vs. What Is792 Words   |  4 PagesGood vs. Evil, Wrong vs. Right, and Ought/Should Be vs. What Is Group B: Question 1: An office worker had a record of frequent absence. He used all his vacation and sick leave days and frequently requested additional leave without pay. His supervisor and co-workers expressed great frustration because his absenteeism caused bottlenecks in paperwork, created low morale in the office, and required others to do his work in addition to their own. On the other hand, he felt he was entitled to takeRead MoreExploring the Idea of Evil Essay example1162 Words   |  5 Pagesconstantly attempted to understand what evil truly is, and, if possible, how to eliminate this evil from their lives. However, first it must be known what it is that is being eliminated. Different people, cultures, and eras have all had a different view of what evil is, and how it affects their lives, and there is no true answer. Because of this, discussing the idea of whether people are born or can be evil is meaningless. The idea of what evil is, and whether people can be evil, is relative and cannot beRead MoreEvil : Evil And Evil1300 Words   |  6 Pagespaper) is fundamentally good and moral, and is even unable to create evil, then how did evil come to be in the life we are living? According to the problem of evil, if there is a God, there is no evil. But because there is evil in the world, the conclusion can be drawn that there is no God (Sober). At first glance, this argument is perfectly logical. However, this claim may be reversed. For if one is indicating that there is evil in this world, they are believing that there has been a â€Å"line† drawnRead MoreWilliam Goldings Lord of the Flies Essay872 Words   |  4 Pagesare born with genes that determine how they act and what they do. Humans are born with good or evil; There surroundings allow good or evil to thrive. A persons evil genes prosper with the given environment. Jack said â€Å"You would, would you? Fatty!†(71). This shows that his genes are bad and he doesnt like people different from him the environment the environment plays a part in how he acts because with no grownups or anyone to watch him his evil genes can tell him how to act. In Phillip Zambardo:

Humanism in Renaissance Art Free Essays

The Renaissance, occurring between the fourteenth and seventeenth centuries, was a period of great rebirth. Humanism, an important part of the Renaissance, brought about more color, perspective, and realism within the artistic community. A few aspects of humanism include individualism and Greece-Roman influences. We will write a custom essay sample on Humanism in Renaissance Art or any similar topic only for you Order Now Humanist ideals manifested themselves in works of Renaissance art such as Michelangelo Sistine Chapel and his David sculpture, as well as Repeal’s School of Athens. Individualism emerged in the works of Michelangelo along with numerous other Italian artists of the time. In Michelangelo Sistine Chapel painting, each of the over one hundred people depicted has its own distinct facial features. Prior to the Renaissance, artists would replicate the same prosaic face onto all of the people in a large group. However, Michelangelo preferred to distinguish every individual figure present. He also ventured so far as to include a depiction of God in the form of he paintings benefactor, Pope Julius II. The characteristics of individualism repeatedly appear in the works of Italian Renaissance artists. The prevalence of humanist ideals is also present through the inclusion of Greek and Roman themes. The statue of David by Michelangelo was a sculpture created between 1501 and 1504 featuring a nude male representing the biblical hero David. Davit’s contrasts pose is the Renaissance interpretation of the common Greek theme of a casually standing heroic figure. Another ancient Greece-Roman theme represented in the statue is the idea of a biblical hero depicted as a supreme athletic embodiment. Additionally, Repeal’s School of Athens, painted between 1 509 and 1 510, conveys classical Greek and Roman ideals. Aristotle and Plato, well known Greek philosophers, serve as the central focus of the scene. Furthermore, the building portrayed in the painting has the rounded appearance and incorporation of columns used commonly in Romanesque architecture. Also, there are two statues visible in the background of the painting: one is of the Greek god Apollo, the god of light and cheery, and the second is of the Roman goddess Minerva, the goddess of wisdom. A myriad of Italian artists were influenced by the humanist ideals of the great thinkers. The likes of Michelangelo and Raphael used these principles of the great Renaissance humanists to advance their artwork. Humanism in Renaissance Art By illegible How to cite Humanism in Renaissance Art, Papers

Social Development Observation free essay sample

Rebecca (to the teacher) I know how to make my name! Child 1 I know too! Children 2 and 3 I know too! I know! Teacher If you make your names I’ll give you special cuddles. Rebecca This is my letter (takes letter â€Å"R†) Child 1 I want all green letters (starts picking green letters) Rebecca Mine is not green. Child 1 I’ll make a tower (grabs several letters) Rebecca I’m making my name (takes letters â€Å"B† and â€Å"E†) Child 1 Look! It’s gonna fall! (puts seven letters on top of each other) Rebecca No. It won’t. Child 2 It will! It will! Rebecca (to child 1) What are you doing? Child 1 I’m making it bigger (puts two more letters on top of the â€Å"tower†) Teacher You are making it higher. Rebecca I am still making my name (looks at the letters in front of her) Child 1 I need more! I need those! (takes Rebecca’s letter) Rebecca No! It’s mine! (tries to stop child 1) Child 1 But I need those for my tower (looks at the teacher). We will write a custom essay sample on Social Development Observation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Rebecca It’s my name! She is taking my name! looks at the teacher) Teacher (to Rebecca) Don’t take her letters. Play with the ones that you already have. Child 1 But my tower won’t fall. I need more. Rebecca looks at the â€Å"tower†, takes her letter â€Å"R† and gives it to child 1. Rebecca It’s O. K. I can do my name with â€Å"B†, because my mum calls me Becky. Child 1 put the letter on top of the â€Å"tower† and it falls down. All children laugh. Rebecca takes her letter â€Å"R† and gives it to child 1 again. Rebecca Do it again! I’ll do my name with â€Å"B†.

The Gadfly. Interrupted Friendship Review Essay Example

The Gadfly. Interrupted Friendship Review Paper Essay on The Gadfly. Interrupted Friendship This book made no less impression on me than the Gadfly. I always wanted to learn how Arthur Burton, cute, a bit naive, kind, touching the young man turned to Felice (Felix) Rivarez, ruthless, sarcastic, hard, mistrustful, lonely, strong Gadfly, which for the sake of its objectives and principles are not willing to accept help from the man so much loved and hated at the same time. He would prefer to die than to escape, betraying themselves and their ideas, something for which he fought and risked, knowing full well that he faces. In this novel, I have seen first and foremost the establishment of the future revolutionary fighter. He can not, will not be able, he does not want to trust the people and will never forgive them their mistakes. The fact that he immediately decided that Renà © and Margarita betrayed him, said lisch his huge, overwhelming feeling of loneliness and suspicion. He so often hurt, it then no longer believes in a disinterested friendship, love and the other a pass ion of others, which they fill their lives. No, not as Felix, all that was best in Arthur, Felix managed to turn into nothing, to destroy, to get rid of it. Although not quite. But Gadfly is another, he will never forgive those who betrayed him. After all, he himself said that the so eager to forgive, seek, try, if you want, but you can not. That door is closed. Most of all I remember the last page, where the aged Renee tells her son about people like Rivarez, only such, probably no more. If you ever met a person and it will show you different from you and other one of those rare people who are among us as dazzling stars try not to forget that these people know a great happiness, but love them dangerous We will write a custom essay sample on The Gadfly. Interrupted Friendship Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Gadfly. Interrupted Friendship Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Gadfly. Interrupted Friendship Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

International Financial Management Essays

International Financial Management Essays International Financial Management Essay International Financial Management Essay INTERNATIONAL FINANCIAL MANAGEMENT Undertaken at â€Å"TECNIA INSTITUTE OF ADVANCED STUDIES† Submitted in the partial fulfillment for the award of the degree of MASTER OF BUSINESS ADMINISTRATION Under the Supervision  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Submitted by and Guidance ofRAMAN KUMAR Ms. Sakshi Goel 05117003910 (Lecturer IFM)MBA- 3rd Sem SESSION: 2010 2012 TECNIA INSTITUTE OF ADVANCED STUDIES (Approved by AICTE, Ministry of HRD, Govt. of India) Affiliated To Guru Gobind Singh Indraprastha University, Delhi INSTITUTIONAL AREA, MADHUBAN CHOWK, ROHINI, DELHI- 110085 E-Mail:[emailprotected] rg, Website: www. tecniaindia. org Fax No: 27555120, Tel: 27555121-24 Ques 1) Bring out the similarities and dissimilarities in the financing facilities at IMF and World Bank. Discuss how the two institutions help in the development of developing countries? World Bank and IMF * The World Bank and the IMF are twin pillars supporting the worlds economic and financial struc ture. The World Bank is an investment bank owned by its member nations. The IMF functions more like a credit union whose members can draw from a common pool of funds to assist in emergencies. As of Aug. 1, 2010, its biggest borrowers were Romania, Ukraine and Hungary. 19441969 * From July 1 to 22, 1944, the IMF and World Bank Articles of Agreement were formulated at the International Monetary and Financial Conference in Bretton Woods, New Hampshire. On May 8, 1947, France became the first nation to borrow from the IMF. On Sept. 29, 1967, the IMF board approved a plan to establish special drawing rights (SDRs), which are international reserve assets used by member countries to supplement their foreign exchange reserves. 19701985 * On Aug. 15, 1971, the U. S. topped using the gold standard to settle international transactions. In 1974, the IMF adopted a new method of SDR valuation based on a basket of 16 currencies. This basket was simplified on Sept. 17, 1980, to hold five currencies , and today it holds four: the U. S. dollar, euro, Japanese yen and pound sterling. On Dec. 2, 1985, the two agencies expressed support for a U. S. initiative for comprehensive adjustment measures by debtors, increased and more effective structural lending by multilateral development banks, and expanded lending by commercial banks. 1986-Onward * On Dec. 9, 1987, the IMF established the Enhanced Structural Adjustment Facility (ESAF) to provide resources to developing nations undergoing fundamental debt restructuring and economic reform. Countries of the former Soviet Union joined the two agencies in 1992. The IMF, in conjunction with the G7, helped stabilize the 1995 Mexican peso crisis and the 1997 Asian currency crisis. On Jan. 8, 2001, the IMF and the Bank announced debt relief for 22 countries, 18 of them in Africa. On Apr. 13, 2003, a joint IMF-World Bank project was launched to monitor the policies and actions needed to achieve the United Nations Millennium Development Goals by 2015. On Sept. 25, 2005, agreement was reached on a G7/G8 proposal to provide 100 percent debt relief to the worlds heavily indebted poor countries (HIPCs). During their April 2006 meetings, the IMF and the Bank focused on ways to finance clean energy in developing countries, and the role of governance in meeting worldwide social, health and economic goals. Similarities Differences The overall structure of the  United Nations System  and  World Bank Group  has been described in previous posts. Both of those groups have expanded exponentially since their creation. Given that both the UN and World Bank were born from the same parents almost simultaneously, the extent of differences among organizations both within and between those two broad institutional systems is surprising: 1. Although membership in all entities within the UN System and World Bank Group is limited to sovereign- states, all members of the United Nations  General Assembly  are not necessarily members of  IBRD  (or other  World Bank  subsidiary bodies or specific UN  specialized agencies); 2. Although sovereign-state members are represented by their respective governments within  UN  System  and  World Bank Group  entities, different agencies within those governments represent them in those different international bodies (for example, [i] ministries of  foreign affairs  generally represent their governments  in the  General Assembly  and  Security Council, [II] bi-lateral development agencies, ministries of external affairs, or sector-specific  line ministries  normally represent them inspecialized agencies, and [iii] ministries of  finance  or  central banksnormally represent them in the  World Bank  and  International Monetary Fund  [IMF]); 3. Although informal agreements existed that the  Administrator  of the  United Nations Development Programme  (UNDP) and thePresident  of the  World Bank  should both be Americans,6  a wide range of other nationalities have always served in the highest leadership position of other UN specialized agencies; 4. Although senior leaders within both systems stressed the importance of â€Å"country-knowledge† among staff, the UN system began posting  Resident Representatives  to client countries very early-on while the World Bank continues to rely primarily on staff and consultants dispatched from its Washington headquarters; and 5. Although the UN system fairly rapidly expanded its interests in international development assistance and capacity to provide it, the attention of its overall leadership and Secretariat staff remains focused on, in the words of Craig Murphy, â€Å"matters of international high politics. † IMF and World Bank help in the development of developing countries The IMF and World Bank collaborate regularly and at many levels to assist member countries and work together on several initiatives. In 1989, the terms for their cooperation were set out in a  concordat  to ensure effective collaboration in areas of shared responsibility. High-level coordination: During the  Annual Meetings  of the  Boards of Governors of the IMF  and the World Bank, Governors consult and present their countries’ views on current issues in international economics and finance. The Boards of Governors decide how to address international economic and financial issues and set priorities for the organizations. A group of IMF and World Bank Governors also meet as part of the  Development Committee, whose meetings coincide with the Spring and Annual Meetings of the IMF and the World Bank. This committee was established in 1974 to advise the two institutions on critical development issues and on the financial resources required to promote economic development in low-income countries. Management consultation. The Managing Director of the IMF and the President of the World Bank meet regularly to consult on major issues. They also issue joint statements and occasionally write joint articles, and have visited several regions and countries together. Staff collaboration. The staffs of the IMF and the Bank collaborate closely on country assistance and policy issues that are relevant for both institutions. The two institutions also often conduct country missions in parallel and staff participate in each other’s missions. IMF assessments of a country’s general economic situation and policies provide input to the Bank’s assessments of potential development projects or reforms. Similarly, Bank advice on structural and sectoral reforms is taken into account by the IMF in its policy advice. The staffs of the two institutions also cooperate on the  conditionality  involved in their respective lending programs. The 2007 external review of Bank-Fund collaboration led to a  Joint Management Action Plan  on World Bank-IMF Collaboration (JMAP) to further enhance the way the two institutions work together. Under the plan, Fund and Bank country teams discuss their country-level work programs, which identify macro-critical sectoral issues, the division of labor, and the work needed from each institution in the coming year. A recent  review of JMAP implementation  underscored the importance of these   joint country team consultations in enhancing collaboration. Reducing debt burdens. The IMF and World Bank also work together to reduce the external debt burdens of the most heavily indebted poor countries under theHeavily Indebted Poor Countries (HIPC) Initiative  and the  Multilateral Debt Relief Initiative (MDRI). The objective is to help low-income countries achieve their development goals without creating future debt problems. IMF and Bank staff jointly prepare country debt sustainability analyses under the  Debt Sustainability Framework (DSF)  developed by the two institutions. Reducing poverty. In 1999, the IMF and the World Bank initiated the  Poverty Reduction Strategy Paper (PRSP)  approach- a country-led plan for linking national policies, donor support, and the development outcomes needed to reduce poverty in low-income countries. PRSPs underpin the HIPC Initiative and most  concessional lending by the IMF  (in particular, the  Extended Credit Facility (ECF)) and World Bank. Monitoring progress on the MDGs. Since 2004, the Fund and Bank have worked together on the  Global Monitoring Report  (GMR), which assesses progress needed to achieve the UN  Millennium Development Goals (MDGs). The report also considers how well developing countries, developed countries, and the international financial institutions are contributing to the development partnership and strategy to meet the MDGs. Assessing financial stability. The IMF and World Bank are also working together to make financial sectors in member countries resilient and well regulated. The  Financial Sector Assessment Program (FSAP)  was introduced in 1999 to identify the strengths and vulnerabilities of a countrys financial system and recommend appropriate policy responses. Ques 2) What to do understand by swap? What are the various types of swaps? An Introduction To Swaps Derivatives  contracts can be divided into two general families: 1. Contingent claims, i. e. , options 2. Forward claims, which include exchange-traded futures,  forward contracts  and  swaps   3. A swap is an agreement between two parties to exchange sequences of cash flows for a set period of time. Usually, at the time the contract is initiated, at least one of these series of cash flows is determined by a random or uncertain variable, such as an interest rate, foreign exchange rate, equity price or commodity price. Conceptually, one may view a swap as either a portfolio of forward contracts, or as a long position in one bond coupled with a short position in another bond. This article will discuss the two most common and most basic types of swaps: the  plain vanilla  interest rate and  currency swaps. The Swaps Market Unlike most standardized  options  and  futures  contracts, swaps are not exchange-traded instruments. Instead, swaps are customized contracts that are traded in the  over-the-counter  (OTC) market between private parties. Firms and financial institutions dominate the swaps market, with few (if any) individuals ever participating. Because swaps occur on the OTC market, there is always the risk of a counterparty defaulting on the swap. (For background reading, see  Futures Fundamentals  and  Options Basics. ) The first  interest rate swap  occurred between IBM and the World Bank in 1981. However, despite their relative youth, swaps have exploded in popularity. In 1987, the  International Swaps and Derivatives Association  reported that the swaps market had a total notional value of $865. 6 billion. By mid-2006, this figure exceeded $250  trillion, according to the Bank for International Settlements. Thats more than 15  times  the size of the  U. S. public equities market. Plain Vanilla Interest Rate Swap The most common and simplest swap is a plain vanilla interest rate swap. In this swap, Party A agrees to pay Party B a predetermined,  fixed rate of interest  on a  notional principal  on specific dates for a specified period of time. Concurrently, Party B agrees to make payments based on a  floating interest rate  to Party A on that same notional principal on the same specified dates for the same specified time period. In a plain vanilla swap, the two cash flows are paid in the same currency. The specified payment dates are called  settlement dates, and the time between are called settlement periods. Because swaps are customized contracts, interest payments may be made annually, quarterly, monthly, or at any other interval determined by the parties. (For related reading, see  How do companies benefit from interest rate and currency swaps? ) For example, on December 31, 2006, Company A and Company B enter into a five-year swap with the following terms: * Company A pays Company B an amount equal to 6% per annum on a notional principal of $20 million. Company B pays Company A an amount equal to one-year LIBOR + 1% per annum on a notional principal of $20 million. LIBOR, or  London Interbank Offer Rate, is the interest rate offered by  London  banks on deposits made by other banks in the  eurodollar  markets. The market for interest rate swaps frequently (but not always) uses LIBOR as the base for the floating rate. For simplicity, lets assume the two parties ex change payments annually on December 31, beginning in 2007 and concluding in 2011. At the end of 2007, Company A will pay Company B $20,000,000 * 6% = $1,200,000. On December 31, 2006, one-year LIBOR was 5. 33%; therefore, Company B will pay Company A $20,000,000 * (5. 33% + 1%) = $1,266,000. In a plain vanilla interest rate swap, the floating rate is usually determined at the beginning of the settlement period. Normally, swap contracts allow for payments to be netted against each other to avoid unnecessary payments. Here, Company B pays $66,000, and Company A pays nothing. At no point does the principal change hands, which is why it is referred to as a notional amount. Figure 1 shows the cash flows between the parties, which occur annually (in this example). (To learn more, read  Corporate Use Of Derivatives For Hedging. ) | Figure 1: Cash flows for a plain vanilla interest rate swap| Plain Vanilla Foreign Currency Swap The plain vanilla currency swap involves exchanging principal and fixed interest payments on a loan in one currency for principal and fixed interest payments on a similar loan in another currency. Unlike an interest rate swap, the parties to a currency swap will exchange principal amounts at the beginning and end of the swap. The two specified principal amounts are set so as to be approximately equal to one another, given the exchange rate at the time the swap is initiated. For example, Company C, a  U. S. firm, and Company D, a European firm, enter into a five-year currency swap for $50 million. Lets assume the exchange rate at the time is $1. 25 per euro (i. e. , the dollar is worth $0. 80 euro). First, the firms will exchange principals. So, Company C pays $50 million, and Company D pays  ¬40 million. This satisfies each companys need for funds denominated in another currency (which is the reason for the swap). | Figure 2: Cash flows for a plain vanilla currency swap, Step 1. | Then, at intervals specified in the swap agreement, the parties will exchange interest payments on their respective principal amounts. To keep things simple, lets say they make these payments annually, beginning one year from the exchange of principal. Because Company C has borrowed euros, it must pay interest in euros based on a euro interest rate. Likewise, Company D, which borrowed dollars, will pay interest in dollars, based on a dollar interest rate. For this example, lets say the agreed-upon dollar-denominated interest rate is 8. 5%, and the euro-denominated interest rate is 3. 5%. Thus, each year, Company C pays  ¬40,000,000 * 3. 50% =  ¬1,400,000 to Company D. Company D will pay Company C $50,000,000 * 8. 25% = $4,125,000. As with interest rate swaps, the parties will actually net the payments against each other at the then-prevailing exchange rate. If, at the one-year mark, the exchange rate is $1. 40 per euro, then Company Cs payment equals $1,960,000, and Company Ds  payment would be $4,125,000. In practice, Company  D would pay the net difference of $2,165,000 ($4,125,000 $1,960,000)  to Company C. | Figure 3: Cash flows for a plain vanilla currency swap, Step 2| Finally, at the end of the swap (usually also the date of the final interest payment), the parties re-exchange the original principal amounts. These principal payments are unaffected by exchange rates at the time. | Figure 4: Cash flows for a plain vanilla currency swap, Step 3| Who would use a swap? The motivations for using swap contracts fall into two basic categories: commercial needs and  comparative advantage. The normal business operations of some firms lead to certain types of interest rate or currency exposures that swaps can alleviate. For example, consider a bank, which pays a floating rate of interest on deposits (i. e. , liabilities) and earns a fixed rate of interest on loans (i. e. , assets). This mismatch between assets and liabilities can cause tremendous difficulties. The bank could use a fixed-pay swap (pay a fixed rate and receive a floating rate) to convert its fixed-rate assets into floating-rate assets, which would match up well with its floating-rate liabilities. Some companies have a comparative advantage in acquiring certain types of financing. However, this comparative advantage may not be for the type of financing desired. In this case, the company may acquire the financing for which it has a comparative advantage, then use a swap to convert it to the desired type of financing. For example, consider a well-known  U. S. firm that wants to expand its operations into  Europe, where it is less well known. It will likely receive more favorable financing terms in the  US. By then using a currency swap, the firm ends with the euros it needs to fund its expansion. Exiting a Swap Agreement Sometimes one of the swap parties needs to exit the swap prior to the agreed-upon termination date. This is similar to an investor selling an exchange-traded futures or option contract before expiration. There are four basic ways to do this. 1. Buy Out the Counterparty Just like an option or futures contract, a swap has a calculable market value, so one party may terminate the contract by paying the other this market value. However, this is not an automatic feature, so either it must be specified in the swaps contract in advance, or the party who wants out must secure the counterpartys consent. . Enter an Offsetting Swap For example, Company A from the interest rate swap example above could enter into a second swap, this time receiving a fixed rate and paying a floating rate. 3. Sell the Swap to Someone Else Because swaps have calculable value, one party may sell the contract to a third party. As with Strategy 1, this requires the permission of the counterparty. 4. Use a Swaption A  swaption  is an option on a swap. Purchasing a swaption would allow a party to set up, but not enter into, a potentially offsetting swap at the time they execute the original swap. This would reduce some of the market risks associated with Strategy 2.. Conclusion Swaps can be a very confusing topic at first, but this financial tool, if used properly, can provide many firms with a method of receiving a type of financing that would otherwise be unavailable. This introduction to the concept of plain vanilla swaps and currency swaps should be regarded as the groundwork needed for further study. You now know the basics of this growing area and how swaps are one available avenue that can give many firms the comparative advantage they are looking for.

Information Policy Essay Example | Topics and Well Written Essays - 500 words - 2

Information Policy - Essay Example Making cyber security training such as annual information assurance mandatory for all is not feasible. Institutions such as military should make it necessary as any information in the military is sensitive to national security. However, not all information is that sensitive. For example, access to class notes would not require such training as it would not pose a security threat. Such pieces of training whether in the workplace or by internet service providers might not be possible because of the hyped number of users and the costs involved. When a cyber-attack occurs, the cost of the breach is felt by the consumer, of computer-based service (Steven, Bucci, Rosenzweig & Inserra, 2013). The ISP and manufacturers of the software are not liable for the attack as per their contractual agreements. Most individuals due to lack of cyber security awareness tend to rely on antivirus protection applications. The software is for sale, and consumers who want security are encouraged to purchase them. Depending on the contractual agreements, antivirus providers can be sued if a malware commit a cyber-crime they claim they can prevent. For a stable and secure internet, three web characteristics must be preserved. The characteristics are permissionless innovation, collaboration and open access (Contreras, DeNardis & Teplinsky, 2013). ISPS, therefore, have a duty to ensure they preserve the above characteristics while providing that public access does not involve a breach of other people’s privacy. They should act when a violation of privacy occurs. According to Wired (2015), ISPs should search and shut off internet access to compromised PCs reported to them by cyber security companies. ISPs should ensure their subscribers are protected. One of the measures they should take is to blacklist a computer and users who use their Internet to commit unethical practices. ISPs should also share the information with other ISPs to ensure the dishonest users are blacklisted on

Summary Essay Example | Topics and Well Written Essays - 500 words - 3

Summary - Essay Example Method In order to gather the response from children the author asked them to create self-portraits with their names beneath. In addition family questionnaires were also given as handouts during the previous open house. In addition consistently observing children would help to design a more effective classroom environment and also the pattern of teaching. In case a child needs help in any area only documented evidence will help the teacher to identify the problem with better clarity and use appropriate intervention methods. Apart from teachers school directors as well as family members would also be able to understand the child better in case of such evidences. These assessments should continue even after the introduction of a program as only then the strengths and weaknesses of the program will be identified. In the present study when a particular sample of work from the child could not be obtained the child was observed while performing a task of its interest or during group activi ties to gather the required information. Such observations also helped in understanding when a child required individual attention or guidance. The artworks of children who painted or drew pictures were also included in the portfolio. Through this the children felt that their efforts were valued.

University of California Personal Statement Example | Topics and Well Written Essays - 1000 words

University of California - Personal Statement Example I am part of a learning group that serves as foundation of out of class education. Before knocking at the doors of educational institutions, I ensure that the schools I am interested to enroll have the best standards. Given my skills and inclination to learn further, I have to be in University that embodies credibility and excellence. Moreover, the school needs to emanate its values and disseminate to the students. Among the schools, University of California (UC) satisfies all the criteria. Indeed, UC has the reputation of producing great leaders and difference makers in the society. I believe that the school will serve as the most viable avenue for me to show my capabilities and skills beyond my expertise. It is my tenure at the Long Beach Polytechnic High School is the most noticeable. The high school that I have attended is one of the best in the area offering top notch education. Despite of the challenging environment, I have responded well and delivered in several occasion. The learning schemes offered by the school have given me the opportunity to enhance my potentials and skills. The school also developed a personality in me that is flexible to changes. Undeniably, my possible enrollment in the University will provide several positive outcomes. Academically, I can perform with the best and continue to improve. I have a strong background in engineering and have participated in events related to the course. My experience as a learner has been observed are my previous stints as captain and member of teams playing in contests. In particular, I have participated in events that search for the best team in creating robots and other related innovations. Basically, my superior scholastic record will catapult me to success. Also, my achievements suggest that I am part of the top echelon of freshmen entering to college. Because learning is part of my system, I have been encouraged to join clubs that propagate education. Previously, I have been part of volunteering individuals who serve as facilitators of learning. This experience will be vital for the university as I bring a mentality of learning. Most important, I can be a part of clubs in the University that primarily functions learning organizations. The contributions I can partake to the students and the University are crucial as the school aims to build a reputation of superb learning. Indeed, learning is a collaborative process that demands quality institutions and willing individuals. 2nd prompt I have recognized the need to transfer the success I have experienced the University. Among the accomplishment that I have made, I think that being the President of the Engineering club is one of the most important. Aside from the learning, I have honed my leadership skills guiding the club towards stability and cohesiveness. As the club President, I have represented the organization is competitions and I had my share of victories. Also, I have instilled and learning mentality among my peers and encouraged continuous propagation of teaching programs. I can use this experience to lead an organization in the University that will promote higher causes. Learning embraces different perspectives and fields. Apart from my academic exploits, I have been involved in sports activities. I have been leading the Poly Solar Boat Team in regional and national competitions. Because of this, I can be part of the University boat team and participate in other sports. Aside from academic contributions, I

Major Characteristics Of Qualitative Research

Major Characteristics Of Qualitative Research CHAPTER 3 RESEARCH METHODOLOGY 3.0 Introduction In this chapter, researcher will explain in detail on how the research will be conducted. This includes the research design chosen by the researcher, the research procedures, sample selection, methods of gathering data, and methods of data analysis used. In explaining the methods and procedures employed, the researcher also explains the rationale for choosing the particular methods and procedures conducted in this research. 3.1 Research Design Patton (1990) in Fraenkel and Wallen (2006) described one of the major characteristics of qualitative research is design flexibility where they suggested that a qualitative research should avoid from stick on a rigid designs or situation so that the situation can be understood in-depth. They also recommended a qualitative research should pursue new paths of discovery that suits with the researcher interest. From his own reading and opinion, the researcher would like to define qualitative research as a type of scientific research. It is because; generally scientific research consists of a proper investigation that seeks for answers to a question systematically by uses a predefined set of procedures. In order to answer the questions, researcher collects evidence and produces findings that were not determined in advance and that are applicable beyond the immediate boundaries of the study. Therefore to carry out his research qualitatively, the researcher would like to use case study as the method for the researcher to conduct this research. Case study is one of methods to conduct qualitative research where Robert Stake (1997) defines a case as a bounded system as it tells a story about a bounded system. A system refers to a set of interrelated elements that are wholesome while bounded outlines the boundary of the system (Holmes et al, 2008). However the researcher himself need to determine the case first and later the researcher will uses various data collection techniques such as interviews, observation through literature, and relevant documentary analysis to carry out a holistic study of the entity. By using case study, the researcher will actually attempt to investigate the components or parts that make up the system to see how they operate. By refer to this research; the researcher will investigate the science curriculum of Steiner Waldorf education as he will comp are the curriculum with Malaysian science curriculum. At one hand, the researcher will look at the important components of curriculum of both Malaysian and Steiner Waldorf education. On the other hand the researcher will compare both curriculums in order to look at the strength and the weaknesses in Malaysian science curriculum as compared to Steiner Waldorfs. Hence, the researcher believes that the researcher will experience the personal contact and insight as well as holistic perspectives on both curriculums by using case study and comparative analysis. 3.2 Research Methods According to Fraenkel and Wallen (2006) qualitative research employed three main techniques to collect and analyze data which are observing people and classroom, interviewing the subject as well as analyzing documents or other forms of communication. Therefore for the data collection the researcher employed the three different methods namely observations, interviews, and document analyses. By employing more than one methods, the researcher believe it will help to triangulate the data, to provide multiple sources of evidence as well as to increase the validity and reliability of the findings of this research. Below here are the explanations on each method: 3.2.1 Observations Observation basically conducted in order to investigate something that the researcher unfamiliar with. Because of that, certain kinds of research questions can best be answered by observation (Fraenkel Wallen, 2006). According to Holmes et al (2008) observation can be classified according to the role that the researcher plays. Fraenkel and Wallen (2006) suggested the same and as follow; Participant Observation, the researchers actually participate in the situation or setting they are observing and when the researcher takes on the role of a complete participant his identity is not known to the other members of the group or another role that could be play by the researcher is as participant as observer. This is where the researcher participates completely in the activities of the group being studied and on the same time telling the group clearly that he is doing research. Non-participant Observation, sit on the sidelines where the researcher does not participate in the activity being observed or actually he is indirectly involved with the situation being observed. There two roles that the researcher could play. First as observer as participant where the researcher immediately identifies himself as researcher and do not have to pretend as a member of the particular group being studied. Second one; the researcher could be complete observer which is totally contradicted with complete participant. The presence of the researcher may or may not, realize by the group because the researcher is actually observes the activities without any intention to participate. For this research, the observations carried out by the researcher were actually used both types of observation. In one situation the researcher plays his role as participant as observer and in yet, another situation, the role changed to observer as participant. The researcher adapted with the change of situation where it involved time and purpose of the observation. For example when the researcher participated in the programs organized by the Steiner Waldorf department in Plymouth the researcher also carrying out his observation and informed the member of the group that he was carried out observation for his research. However during his visit to the Steiner school in Plymouth, he was no longer participant as observer; instead, he was observer as participant where he observed the teaching and learning process, condition and environment of the school as well as the activities that the school had along that day. It was same with the observation carried out by the researcher in Malaysia. The researcher plays his role totally as observer as participant with the groups of students and teachers involved in this research. However when it involved with his personal experience as in-service teacher, he was actually a complete participant, where he observed the phenomenon occurred in the group that he studied without telling them the actual situation. But it was a very minor part from the observations that the researcher carried out. 3.2.2 Interview Interview is a common tool usually used in qualitative research. It is used by researcher to know and understand peoples experiences and their inner perceptions, attitudes, and feelings of reality (Zhang.Y, 2006). By referring to its structure, interview can be divided into three categories: structured interview, semi-structured interview, and unstructured interview (Fontana Frey, 2005) and as in Frankael and Wallen (2006) the unstructured interview term is used as informal interview. Structured interview is the interview that has a set of predefined questions and the questions asked to the respondent in the same manner. Structured interview is similar to survey and questionnaire except that it is conducted verbally rather than in writing. Semi-structured interview can best be described in terms of the flexibility in the interview process. Just like structured interview, this type of interview consists of a series of questions which designed to elicit specific answer from respondent. However it usually more open-ended than questions in a structured interview but in the course of interview, interviewers has a flexibility to adjust the sequence of the questions to be asked and add questions based on the context of the conversations. Informal interview as the term implies shows that the interview conducted is less formal as compared to structured or semi structured interview. It is also similar to a casual conversation and basically carried out to pursue the interests of both the researcher and the respondent in turn. This type of method is commonly used in qualitative research. For this research, the researcher carried out the three types of interview. Informal interviews were used by the researcher at the initial part of this research. The interviews were conducted on few teachers, lectures and students in the attempts to find out the problem of Malaysian science curriculum. During his visit to Plymouth, the method changed to semi structured interview as the researcher hoped to gather as much information as possible to gain some insight about the Steiner education. The questions designed basically to help the researcher to get the intended answer from the respondents. Time is always being the limitation of any research. Therefore when the researcher traveled back to Malaysia, the researcher still hopes that he could get more information about science curriculum from the Steiner education. Therefore he conducted email interview with few Steiner teachers, lecturers and its ex-students. In the email the researcher explained briefly about research that he conducting as well as instruction how the respondent should answer the questions. The researcher classified the email interview method as structured interview in the sense that questions asked were fixed (in term of number) and no further probing were carried out. Email interviews conducted by the researcher as part of member check which is a term of method that use in qualitative research to verify what the researcher had understood based on the previous interviews, observations and document that he analyzed or as mean of validating via triangulation. 3.2.3 Document/Content Analysis It is a technique that allow the researcher to study human behavior in an indirect way such as through an analysis of human communication, written content of communication, textbook, essays, newspaper, journals, magazines, articles and others (Frankael Wallen, 2006). Content analysis also has been defined as a research method for the subjective interpretation of the content of text data through the systematic classification process (Hsieh Shannon, 2005) and also as an approach of empirical, methodological controlled analysis of texts within their context of communication (Mayring, 2000). Therefore in this research document refers to written sources that the researcher have obtained from the online sources (articles, reports and journals) and other written sources such as books that explain about Steiner and Malaysian science curriculum. The documents gathered include official publications which discuss the aims and objectives of science education and other aspects of curriculum such as implementation, assessment and the performance. These different documents were analyzed and discussed in relation to the findings gathered through observations and interviews carried out by the researcher previously. 3.3 Research Procedures Since this is a comparative study between 2 different curriculums, there are procedures that need to be carried out by the researcher in two different countries which is Malaysia and Britain. Therefore, the researcher will explain the procedures in number of different stages as detailed below; Stage 1 To identify the problem about the Malaysian science curriculum, the researcher had informal interviews with few senior teachers and lectures with science education background. Besides that the researcher also conducted few informal interviews with students in mainstream science class. The idea to compare the Malaysian and Steiner science curriculum actually came from colleagues who had general idea about the Steiner Waldorf education. Stage 2 (Initial Study) The researcher gathered information about Steiner education including the history, approaches and its curriculum as well as read about the research conducted on Steiner education. At the same time, the researcher also contacted the Head of the Steiner Waldorf education in University of Plymouth and liaises with the Senior Tutor of the Industrial linkages of that university via email to establish rapport before the visit to Britain. Meantime, the Head of the Steiner Waldorf department helped the researcher to organize Steiner and science related programs for the researcher to attend during the visit and one of which is a visit to a Steiner school in Plymouth. Stage 3 Prior to conducting this research in the UK, the researcher needed to obtain permissions from the following parties: The Dean of Faculty of Education of University Teknologi Mara (UiTM) to obtain permission to submit the proposal to the UiTM International Linkages Centre (UiLC); The Head of UiLC for the approval of the fund needed by the researcher to conduct this study in Britain; The Vice Chancellor of UiTM to obtain the approval for the researcher to conduct this study in Britain; and The Head of Steiner Waldorf Department in University of Plymouth for permission and to be involved in this research. Stage 4 When in the UK, data was gathered or obtained through varying sources and methods as highlighted assistance earlier, namely subsequent Joined a week program organized by Steiner Waldorf Department in University of Plymouth. The program also involved a class of first year students who doing their Bachelor in Steiner Education; Group interview with the few lectures and students from the Steiner Waldorf Department; Interview with the Head of Steiner Waldorf Department in University of Plymouth; Educational visit to one Steiner school in Plymouth where interviews were carried out with a few teachers from different backgrounds; Observation of one science lesson; and one practical or experiment session; and Exchange of emails with the few science teachers, lecturers and students who graduated from Steiner schools. Stage 5 Once the intended data were obtained from the UK, this stage will more focusing on data analysis and to find more evidence to further support the earlier findings. Conducted email interview with few Steiner science teachers, lectures and ex-students. Doing analysis on documents about Steiner curriculum specifically on science. Conducted a group interview with students from 2 different schools in Petaling district. Analyzed data gathered. 3.4 Sampling Strategy A sample in a research study is the individual or group on which information is obtained (Fraenkel Wallen, 2006). Another opinion, a sample consists of a group of individuals drawn from the population where the sample is actually a fraction from the whole population (Holmes et al, 2008). A group of sample can be very small or maybe quite large depending on the number of population as the sample drawn is actually supposed to represent the entire population. There are two major types of sampling which is probability sampling and non-probability sampling. For this research, the researcher chose purposive sampling and convenience sampling when conduct this research. A convenience sample is group of individuals who (conveniently) are available for study while purposive sample is chose based on the researcher judgment where the sample is believed could give useful information for the research (Fraenkel Wallen, 2006). On the other perspectives, Holmes et al (2008) in his book stated that purposive sampling is a way where the researcher, in choosing sample, considers the subjects that belong to a specific group. Basically this method is appropriate for a topic that has not been studied much before while convenience sampling is a means studying of whomever or whatever is available. In attempt to study on Malaysian and Steiner Waldorfs science curriculum, the researcher was actually blended the method in sampling. Even though the sample might involve personal networking of the researcher, there were few aspects that the researcher gave due consideration and judgment. That is why the researcher chose to use purposive and convenience sampling. In order to understand a phenomenon from perspective of participants, the researcher chose sample who gave more useful information. In addition, the researcher also look at the participation, willingness and cooperation of the sample to involves with the research so that it will made much easier for the researcher. 3.5 Sample 3.5.1 Sample for Malaysian Science Curriculum The samples that the researcher chose to gather useful information regarding Malaysian science curriculum can be divided into three categories, namely as; expert (lecturer with science education background), practitioner (teacher) and students. 3.5.2 Sample for Steiner Waldorf science curriculum The samples that the researcher chose to understand about Steiner Waldorf education and its science curriculum also can be divided into three categories, namely as; expert (lecturers with Steiner education background and Steiner science education background), practitioner (teacher) and students. 3.6 Data Analysis Data analysis is one of the important parts in any research. It requires systematic procedures to manage the data gathered and the ability to analysis the data critically and thoroughly. However, to carry out the analysis, researcher will use the research questions and research objectives that constructed earlier as the guide. He believes that, it will help the researcher to shows the right direction of the exploration of the data. As the researcher employed observations, interviews and document analysis as the methods to gather the data, each method will undergo different levels of analysis at one point and later will be combined as a rich data that will be able to answer the research questions. Any notes that made by the researcher during his observations, informal interviews, transcript of email interviews, videos recorded, journals, and any publications related were organized accordingly into its own category. Next, the data were analyzed in order for the researcher to look at any existing patterns or themes and help the researcher to identify basic features of the data. This will help the researcher to develop and document a database structure and on the same time to describe about the data extensively by using qualitative software. The software will allow the researcher to code, retrieve and analyze data which could make the rich data become more organized and useful. 3.7 Summary The framework of this research took place within qualitative procedures since the aim of this research is compare the Malaysian and Steiner Waldorf science curriculum. Interviews conducted with the teachers, lectures and students from both systems as well as the observation that the researcher carried out in Malaysia and Britain were the main research tools. The information gathered was supported by the analysis of documents such as journals, articles, official publications and several ministry documents related to science education. The data transcribed with the aid of qualitative data analysis software helped the researcher to come out with the findings of the research.

DYSTHYMIC DISORDER Essay examples -- essays research papers

DYSTHYMIC DISORDER & BRIEF THERAPY DEPRESSION  Mild, chronic depression has probably existed as long as the human condition, although it has been referred to by various different names. The DSM-III replaced the term â€Å"neurotic depression† with dysthymic disorder--which literally means ‘ill-humored’-and it was added to the Diagnostic and Statistical Manual of Mental Disorders, 1980  Dysthymic disorder, also called dysthymia, is a type of depression involving long-term chronic symptoms that do not disable an individual, but keep them from functional at full steam or from feeling good.  Despite the long-term nature of this type of depression, psychotherapy is effective in reducing the symptoms of depression, and assisting the person in managing his/her life better. SIGNS AND SYMPTOMS  Characterized by a chronic course (i.e., seldom without symptoms), with lowered mood tone and arrange of other symptoms that may include feelings of inadequacy, loss of self-esteem, or self-deprecation; feelings of hopelessness or despair; feelings of guilt, brooding about past events, or self-pity; low energy and chronic tiredness; being less active or talkative than usual; poor concentration and indecisiveness; and inability to enjoy pleasurable activities. IDENTIFYING DYSTHYMIC DISORDER  Negative thoughts and thinking are characteristic of depression. Pessimism, poor self-esteem, excessive guilt, and self-criticism are all common. ...

Explain the Function of Two Hormones on Human Behavior

Explain the function of two hormones on human behavior A hormone is â€Å"a regulatory substance produced in an organism and transported in tissue fluids such as blood or sap to stimulate specific cells or tissues into action. † (Oxford Dictionary) One example of a hormone is Testosterone.This hormone is a function of human behavior because it is said to play a significant role in health and well being, especially in males. Wagner et al demonstrated this theory in a study in 1980. He utilized 10 seven-week-old male and female mice – the mice were placed in an apparatus with a bite target held in place by a telegraph key and the biting and/or tugging actions were observed and recorded.The experiment consisted of four conditions: (1) 5 male mice were tested first with no testosterone injection, and then were castrated; they were studied for six sessions (2) 5 male mice were treated with the same procedure as mice in group 1 respect to injection dosage, but they received s ham operations (3 and 4) each group consisted of 5 male mice, and the pattern for treatment of these mice was the same as those of groups 1 and 2, but the mice in group 3 were ovariectomized and those of group 4 received sham operations. Estrogen however, was initially given to these females rather than testosterone propionate.Estrogen injections continued for nine days and were followed by two days of vehicle injections and then by 14 days of testosterone propionate. Finally, six days of vehicle injections followed the hormone injections. The results were as expected; they found that those who were injected with testosterone propionate had a reduced behavior of aggression, and testosterone restores aggression in castrated mice. However, injecting testosterone is not sufficient to turn a previously non-aggressive mouse into an aggressive mouse – it only worked when the mouse was aggressive before the injection. Another type of hormone is Oxytocin.The hormone plays a key role in affecting social behavior; it is claimed to increase the level of trust and generosity in humans. Pinon et al displayed evidence for this claim in 2010 when he studied sixty participants (matched pairs design) who were randomly assigned to receive either Oxytocin or a placebo. They were given a questionnaire that asked them to share personal information and, although they were told that information would be kept confidential (and the results will be processed electronically on computer), they were allowed to tape and glue their questionnaires in envelopes for their privacy rights. 0% of participants with placebo glued and taped their envelopes; whereas, 60% of participants that were injected Oxytocin left their envelopes completely open to give to the researchers. This manifests that oxytocin does increase trust and that its effects extend beyond money. Specifically, participants on Oxytocin were 44 times more trusting that their privacy would not be violated than participants on placebo. To conclude, it is evident that hormones play a function in human behavior, however this does not mean there is a direct link between the two and we must consider the relationship as more of a correlation.

Breast Cancer And The Detection Of Breast Cancer With Mri Essays

Breast Cancer And The Detection Of Breast Cancer With Mri Essays Breast Cancer And The Detection Of Breast Cancer With Mri Paper Breast Cancer And The Detection Of Breast Cancer With Mri Paper When we hear the word cancer, most of us are much worried. Cancer is one of the life threatening diseases and breast cancer is one type of cancer that mostly affects women. In fact research has found that breast cancer is the most common cause of cancer in women and the second most common cause of cancer death in women in the particularly in the United States (Kriege, et al. 2004). Detecting breast cancer has been a serious concern. Today with the increased awareness of breast cancer risk, women over the age of 40 are undergoing mammography for screening, leading to detection of cancers in earlier stages and a consequential improvement in survival rates. Even with high awareness breast cancer remains the most common cause of death in women between the ages of 45 and 55. In a breast cancer patient, cancer usually forms in the ducts and lobules (National Cancer Institute, 2007). If we look into the causes of breast cancer, much of the research has found that genetic and/or hormonal factors are the main risk factors for breast cancer. It is estimated that about 50 percent of breast cancers associated with genetic risk factors are linked to a mutation of the BRCA1 or BRCA2 genes. This study also suggests that women with multiple relatives who developed breast or ovarian cancer at a young age and those who are found to carry BRCA mutations face a decision about whether to have prophylactic surgery or undergo a lifetime of intensive screening (Center for the Advancement of Health, n. pag, 2007). With the help of proper diagnosis of the stages it is possible to detect the extent to which a particular cancer has spread and this in turn helps the physicians to take decisions concerning treatment options. Breast cancer treatment depends upon several factors, including the type of cancer and the extent to which it has spread. In general treatment for breast cancer may involve surgery, radiation therapy, hormonal therapy, and/or chemotherapy. When compared to the earlier decades studies have suggested that the advances in screening, diagnosis, and treatment has decreased the death rate for breast cancer by about 20% (Stoppler, 2007). Methods of Diagnosis of Breast Cancer There are several techniques available for the detection of breast cancers. In general, for any women without any symptoms the screening for breast cancer normally begins with X-ray mammography to look for tumors and cysts. It can be said that high-quality mammography is an effective and economic technology currently available for breast cancer screening. In recent years, the technique involved in mammography is digitalized. This is a technique for recording x-ray images in computer code instead of on x-ray film. The images are displayed on a computer monitor and can be magnified before they are printed on film. Images can also be manipulated; the radiologist can magnify or zoom in on an area. Computer-aided detection (CAD) is another technique that involves the use of computers to bring suspicious areas on a mammogram to the radiologist’s attention. It is used after the radiologist has done the initial evaluation of the mammogram. In the year 1998, the FDA approved a breast imaging device that uses CAD technology (National Cancer Institute Fact Sheet, 2007). Ultrasound is also used to screen breast cancers. It is also called sonography in which the imaging technique uses high-frequency sound waves that cannot be heard by human beings bounces off tissues and internal organs. As a result their echoes produce a picture called a sonogram. Ultrasound imaging of the breast is used to differentiate between solid tumors and fluid-filled cysts. This technique can also be used to evaluate lumps that are difficult to see on a mammogram. Ultrasound in come cases is used as part of other diagnostic procedures, such as fine needle aspiration. In this procedure the tissue or fluid is removed with the help of a needle for examination called the biopsy (National Cancer Institute Fact Sheet, 2007). Magnetic Resonance Imaging (MRI) is another imaging procedure that uses a magnetic field and pulses of radio wave energy to make images of organs and structures inside the body (Center for the Advancement of Health, 2007). In magnetic resonance imaging (MRI), a magnet linked to a computer creates detailed pictures of areas inside the body. The advantage with this technique is that it does not use radiation. Each MRI produces hundreds of images of the breast from different directions side-to-side, top-to-bottom, and front-to-back which is then interpreted by a radiologist. MRI of breast is done in the following manner. First the patient is asked to lie on her stomach on the scanning table. The breast hangs into a depression or hollow in the table, which contains coils that are able to detect the magnetic signal. The table is then moved into a tube-like machine that contains the magnet. Once an initial set of images are taken, the patient may be given a contrast agent intravenously. The contrast agent is not radioactive in nature and it is just used to improve the visibility of a tumor. After this additional images are then taken to view the tumor clearly (National Cancer Institute Fact Sheet, 2007). In general, breast MRI is not used for routine breast cancer screening, but in recent years clinical trials are being performed to determine if MRI is helpful for screening certain women, such as young women at high risk for breast cancer. It is found that MRI cannot always precisely distinguish between malignant cancer and benign (noncancerous) breast conditions. Additionally, it also cannot detect microcalcifications like ultrasound (National Cancer Institute Fact Sheet, 2007). Researchers have found that MRI is used mainly to evaluate breast implants for leaks or ruptures, and also to assess abnormal areas detected by a mammogram or are felt after breast surgery or radiation therapy. However it can be used after breast cancer is diagnosed to measure the extent of the tumor in the breast. MRI is also sometimes useful in imaging dense breast tissue, which is often found in younger women, and in viewing other breast abnormalities that can be felt but are not visible with conventional mammography or ultrasound (National Cancer Institute, 2007). Reasons for not using MRI for detection of breast cancer are many. For instance, because the mammograms are much less expensive than Magnetic Resonance Imaging (MRI), mammograms are preferred by many. Secondly, since MRI compress the breast to show all of the information in one view, they are a less effective tool, particularly when the breast is dense or in young woman. MRI provides multiple slices of high-resolution images of breast tissue, creating a three-dimensional picture (Optical Society of America, 2007). Recently researchers at Dartmouth College and Dartmouth Medical School combined two techniques, magnetic resonance imaging (MRI) and near-infrared optics, which they found to be potentially more precise method for diagnosing breast cancer. In this new technique MRI is used to produce an image of the breast, providing adequate information on its structure, shape and composition. Additionally, the near-infrared light technique provides information on how the tissue is functioning, for instance, by finding out if a region contains a large amount of blood and is consuming oxygen rapidly then the patient may be suffering from cancer as early cancers typically consume oxygen. The researchers are hopeful that this dual-procedure of combining MRI with near-infrared light technique will be a key to learning which tissues are malignant even before performing a biopsy (Optical Society of America, 2007). The disadvantage with MRI is that it is extremely sensitive in detecting early cancer, but unfortunately because of its hypersensitivity it also picks up many breast changes that are not cancer, leading to a high incidence of negative biopsies and creating unnecessary stress on people. In other words, the false positive rate is high and may be unacceptable for low risk women (Anne Arundel Medical Center, 2004). There are also studies that point out that MRI can detect cancers that may be missed in a routine mammogram. For instance, a study in the March 29, 2007, published in the New England Journal of Medicine followed 969 women who had a recent diagnosis of breast cancer in one breast. They found that MRI was able to detect breast cancer in the second (contra lateral) breast of some of these women even when mammogram had been read as normal (Kriege, et al. 2004). Specifically, 121 of these women had a suspicious or positive MRI, even though their mammogram showed negative results. Later when all of these MRI positive women had biopsies, 30 were found to be positive for cancer. Therefore, it can be said that MRI is useful when it comes to detecting early breast changes even when mammograms are not able to detect it. In case if the 30 women not had an MRI, the cancer in their other breast would not have been detected and their surgery and treatment might have been inadequate. Though these positive cases were detected it was found that even in very high-risk women who already had cancer the majority (91 of them) had false positives. This shows that the false positive rate in a normal group of women may be even higher. The good news is that the women in the study who had a negative MRI were followed for another year and continued to have no cancer occurrence or reoccurrence in their second breast. In other words MRI had a negative predictive value of 99 percent (Young, 2007; Reichman, 2007). Studies conducted by Brem et al. (2007) compared the sensitivity and specificity of breast-specific gamma imaging (BSGI) using a high-resolution breast-specific gamma camera and MRI in patients with indeterminate breast findings. They found that there was no statistically noteworthy disparity in sensitivity of cancer detection between BSGI and MRI. However, BSGI demonstrated a greater specificity than MRI, 71% and 25%, respectively. Therefore this study suggested that BSGI has equal sensitivity and greater specificity than MRI for the detection of breast cancer (Brem et al. 2007). Breast magnetic resonance imaging (MRI) has been proposed as an additional screening test for young women at high risk of breast cancer in whom mammography alone has poor sensitivity. A study conducted by Lord et al. (2007) found that the effectiveness of MRI depend on assumptions about the benefits of early detection from trials of mammographic screening in older average risk populations. He also stated that the extent to which high risk younger women receive the same benefits from early detection and treatment of MRI-detected cancers is yet to be established (Lord et al. 2007). A study conducted by Drew et al. compared MRI with mammography, sonography, and physical examination in preoperative patients (Drew, et al. 1999). They found that the sensitivity for detecting multifocal breast cancer was 100% for MRI and 18% for standard modalities. A major criticism of MRI has been its lack of specificity, which varies in the literature from 31% to 91% (Flamm, 2005). MRI when it is compared mammography has a specificity of 93% to 99%. Besides it was found that patients diagnosed positive with MRI had to conform it through a biopsy that added to the overall cost of treatment and is a burden. While MRI is effective in detecting breast cancer, its specificity for screening is much lower than that of mammography. The need for additional imaging ranged from 8% to 17% in MRI screening studies, and the biopsy rates ranged from 3% to 15% (Kriege, et al. 2004). Studies have found that the rate of false-positive results is higher in women who undergo screening compared with a high-risk population. An American Cancer Society review found that the higher rate of biopsies and additional studies was acceptable in women with a high risk of breast cancer but inappropriate in low-risk women (Saslow, et al. , 2007). In conclusion, it can be said that MRI cannot be the used as an effective tool to detect breast cancer since there are several studies that support this fact. Besides, several negative cases being shown as positive cases of breast cancer that creates unnecessary anxiety in people. References Anne Arundel Medical Center, (2004) MRI helps find breast cancer in high-risk women more evidence point to MRI usefulness, Breast Health, September 2004. Retrieved November 4, 2007, from askaamc. org/neighbors/news/index. php? id=16032 Brem, R. F. , Petrovitch, I. , Rapelyea, J. A. , Young, H. , Teal, C. , Kelly, T. (2007) Breast-specific gamma imaging with 99mTc-Sestamibi and magnetic resonance imaging in the diagnosis of breast cancer- A comparative study, The Breast Journal 13 (5), 465–469. Center for the Advancement of Health (2007, July 2). MRI plus X-ray mammography doubles breast cancer detection in women at high risk. ScienceDaily. Retrieved October 28, 2007, from sciencedaily. com/releases/2007/07/070702084039. htm Drew P. J. , Turnbull L. W. , Chatterjee S. , Read J. , Carleton P. J. , Fox J. N. , Monson J. R. , Kerin M. J. (1999) Prospective comparison of standard triple assessment and dynamic magnetic resonance imaging of the breast for the evaluation of symptomatic breast lesions. Ann Surg. ;230(5):680–685. Flamm C. R. , Ziegler K. M. and Aronson N. (2005) Technology evaluation center assessment synopsis: use of magnetic resonance imaging to avoid a biopsy in women with suspicious primary breast lesions. J Am Coll Radiol. ;2(6):485–487. Optical Society of America (2007, April 15). Breast cancer diagnosis from combined MRI-optics method. ScienceDaily. Retrieved November 4, 2007, from sciencedaily. com/releases/2007/04/070413122515. htm Kriege M. , et al. (2004) Magnetic resonance imaging screening study group. Efficacy of MRI and mammography for breast-cancer screening in women with a familial or genetic predisposition. N Engl J Med. ; 351(5):427–437. Lord, S. J. , Lei, W. , Craft, P. , Cawson, J. N. , Morris, I. , Walleser, S. , Griffiths, A. , Parker, S. and Houssami. N. (Sept 2007)A systematic review of the effectiveness of magnetic resonance imaging (MRI) as an addition to mammography and ultrasound in screening young women at high risk of breast cancer (Report). European Journal of Cancer 43. 13: 1905 (13). National Cancer Institute, (2007) Breast cancer, Retrieved on 27 October 2007 from cancer. gov/cancertopics/types/breast National Cancer Institute Fact Sheet, (2007) Improving methods for breast cancer detection and diagnosis, Retrieved on 4 November 2007 from cancer. gov/cancertopics/factsheet/Detection/breast-cancer Reichman, J. (2007) Breast cancer detection: MRI vs. mammogram? Retrieved October 28,

Discuss the formation of ATP during glycolysis The WritePass Journal

Discuss the formation of ATP during glycolysis Introduction Discuss the formation of ATP during glycolysis IntroductionConclusionRelated Introduction Glycolysis is a metabolic pathway that is found in the cytosol of cells in all living organisms it breaks down glucose, a simple sugar to pyruvate. This unique process can take place when there is oxygen available and also when there is no oxygen available under aerobic and anaerobic conditions. In 1987 Hans Buchner and Eduard Buchner accidently came across something new. What they were interested in was manufacturing cell-free extracts of yeasts or clinical use. Sucrose was added to preserve the extracts. This is where they discovered something un-usual. The cell free extract converted the sucrose to ethanol. This showed that metabolism can happen outside of living cells. This investigation had led to several scientists to inspect the breakdown of glucose more thoroughly. In the 1930s, Gustav Embden, Otto Meyerhof and Jacob Parnes concluded that the breakdown of glucose consists of ten steps. Each one of these steps is broken down by another enzyme. Now researchers have concluded that glycolysis is the preferred way of or the breakdown of glucose in; archea, bacteria and eukaryotes. These steps of glycolysis are all the same in mostly all living organisms. This says that glycolysis was involved in the evolution of life on our planet. Glycolysis is separated in to three phases. The first section in known as endergonic reaction that needs ATP which is also known as energy investment. In the first phase, glucose is very stable and not broken down easily. It consists for three steps. These steps are when two ATP molecules are hydrolyzed to form fructose-1, 6-biphosphate. Step one is where glycolysis starts with a reaction where glucose receives a phosphate group from an ATP molecule. The ATP acts as both a phosphate and also the energy needed to attach the phosphate to the molecule of glucose. ATP is converted to ADP and becomes the ADP of the cell until it is converted into ATP again. The phosphorylated glucose is called glucose-6-phosphate which in turn makes it more reactive. (It is more easily trapped in the cell compared to glucose). Step two is where the structure of glucose-6-phosphate undergoes another reaction where the hydrogen and the oxygen atoms are rearranged. The reaction is where glucose-6-phosphate i s converted to its isomer which is fructose-6-phosphate. The third step is where another ATP donates a phosphate to the molecule. This forms fructose-1, 6-bisphosphate. The phosphate groups are now bound at carbon one and six, this means that the molecule is ready to split. The second phases is known as the cleavage phase which consists of two steps. This is where a six carbon sugar is broken down into two molecules of glyceraldehyde-3-phosphate. At step four, fructose-1, 6-biphosphate is then split into two 3 carbon sugars. These are glyceraldehydes-3-phosphate (G3P) and dihydroxyacetone phosphate. Step five is where dihydroxyacetone phosphate is converted to its isomer which is glyceraldehyde-3-phosphate to increase the metabolism in glycolysis. This means that the products in glycolysis at this point are two molecules of G3P. This can be summarised by: Glucose (six carbon compound) + 2 ATP 2 G3P (three carbon compound) + 2ADP The third phase is known as exergonic reaction or the liberation phase where ATP and NADH are released. This is where the two glyceraldehydes-3-phosphate molecules are catalyzed to form two pyruvate molecules, which produces two molecules of NADH and four molecules of ATP, because the two molecules of ATP are used up in the endergonic reaction which needs ATP, the net yield of ATP is two molecules. The net reaction of glycolysis can be shown below: C6H12O6   + 2 NAD+ + 2 ADP2- + 2 Pi2 2 CH3 (C=O) COO + 2 H+ + 2 NADH + 2 ATP4- + 2 H2O Glucose  Ã‚   Pyruvate In the third phase there are five steps. The first step is where, each glyceraldehyde-3-phosphate encounters dehydrogenation with NAD+ as the hydrogen acceptor. The resulting factor of this reaction is phosphoglycerate. This then reacts positively with inorganic phosphate present in the cytosol to produce 1,3-biphosphoglycerate. NADH is produced. In 1,3-biphosphoglycerate a phosphate group is de-activated (upper left) which means that the bond will break in a very high exergonic reaction. The next step is where a phosphate is removed from 1,3-biphosphoglycerate to produce 3-phosphoglycerate. The phosphate that is removed is transferred to ADP to produce ATP. The phosphate group in 3-phosphoglycerate is transferred to produce 2-phosphoglycerate. This is done by the enzymatic shift enzymatic shift of the phosphate group. This is known as a preparation reaction. Next a water molecule is removed from the 2-phosphoglycerate which forms phosphoenolpyruvate (PEP). This product has a phospha te group attached by a bond that is not stable which means that the, bond will break in a high exergonic reaction. Then a phosphate is removed from phosphoenolpyruvate to produce pyruvate. The phosphate that is removed is transported to ADP to form ATP. In a cell when there is enough ATP feedback inhibition takes place. When the concentration levels are really high, ATP joins to an allosteric site in phosphofructokinase, this then breaks down the third step in glycolysis. When ATP is joined to the allosteric site, a change in structure takes place that forms the enzyme to be inactive. This then stops glucose from breaking down more which then inhibits excessive amounts of ATP. Conclusion During the investment phase of glycolysis two molecules of ATP are taken up, but then in the energy liberation phase four molecules of ATP are produced. This suggests that glycolysis produces a net profit of two ATP’s per glucose. The energy liberation phase can be summarized by the following: 2 G3P + 2 NAD+ + 4 ADP 2 pyruvate + 2 NADH + 4 ATP.

The Impacts of Digital Technologies on the Political Economy of the Essay

The Impacts of Digital Technologies on the Political Economy of the United States Movie Industry - Essay Example On the other hand, new movies by established film producers draw attention even before they are officially released to the market. As a result, the independent film makers have resorted to digital technologies and social networking sites to promote and distribute their movies. Owing to the current situation, this research paper investigates the benefits and challenges which are experienced by independent film producers whenever they are using the latest digital technologies to promote and distribute their films to their fans. The paper would emphasize the impacts of digital revolution on the independent filmmakers’ ability to reach international consumers. The role of technology in the film industry cannot be ignored. Technology changed the operations and activities of the film industry in a major way, altering the way people interacted, the nature of the operations, and the marketing strategies for the films. However, the specific area of film affected has always been debatable with researchers focusing on the social aspects of the technological effects. Focus on the political aspect of the film industry environment is important as it helps create even more insights for the people. Kim et al 194 states that the digital technologies in the United States of America have enhanced communication and modernization in most of the sectors. In the film industry, the digital technology has yielded both positive and negative results in equal measure. Digital technologies have reduced the live shows for the films. Most of the films are bought on digital media instead of people attending the live shows (Kim et al 194). According to Kim et al 194, the purchase of the films on digital media is enhanced by a number of factors. First, the ability to produce digital storages like hard drives has enhanced the portability of the films making people to buy and use them in home appliances. More so, the development of digital transmission in the United States of America has

Employment Law Compliance (Principles and Strategies) Essay - 1

Employment Law Compliance (Principles and Strategies) - Essay Example ts Act of 1964 applies to all businesses with fifteen or more employees; while most businesses will fall into this category, there are some small businesses that may employ fewer than fifteen employees (McGraw-Hill, 2013). The same is similar for the Family and Medical Leave Act (FMLA) as it applies to businesses with more than 25 employees (McGraw-Hill, 2013). The size and expanse of a business may also change the laws and regulations that apply to it. A medium size business will not only have to comply with federal laws but also the state and local laws that apply to each area that the business is located in. For example, Arizona enforces a different minimum wage requirement than does Michigan, as do many states. Oftentimes a states’ minimum wage law will depend on the cost of living in that area; it is important for a business to know what these wage requirements are to ensure compliance with employees’ wages. Also, other laws also have state specifics that expand on federal laws. Referring again to Arizona, the Legal Arizona Workers Act (LAWA) is an expansion to the Immigration Reform and Control Act (IRCA) which states that it is illegal to hire or retain an employee that is considered to be an illegal alien within the United States (McGraw-Hill, 2013). LAWA further requires that all employers use the E-verify system, a free web-based system to verify employment, to determine the hiring ability of a candidate (Arizona Senate Research Staff, 2013). These state specific laws would only be applicable to those businesses that reside or partake in business within said state; therefore they would only apply to a small business if they were in a given state, and then to those medium and large businesses that have expanded into those areas with specific mandates. It is important for a business to comply with all laws and regulations that apply to a business to ensure penalties are avoided. Finally, large businesses have the broadest of laws to comply with. Many

Creative memoir Essay Example | Topics and Well Written Essays - 750 words

Creative memoir - Essay Example My nanny saw me and took me in her arms and tried explaining that my beloved grandmother had passed away and the people were mourning for her. My grandmother laid on a makeshift wooden bed in the living room. Soon people started moving from the house to go prepare the burial ground where she would be buried and I could not understand the burial process. I had a lot of questions about it and I approached my father who was accompanied by other men. He explained that they were burying her in the ground in a hole and close up the hole with dirt. Even though I did not understand the ritual, I knew that underground was full of insects and they would surely eat my grandmother and harm her. There was also a lot of mud on the ground and I was adamant right then that I would not go underground amidst all the mud and insects but this statement only raised laughter all around my uncles. I realize now after reflecting on that moment that all of us have to die someday and according to my culture be buried underground in a grave. Further reflection makes me understand that they were laughing at my innocence and lack of knowledge of our culture and the world in general like I do now. Meanwhile inside the house, my mother who was stricken with grief sat done on my grandmother’s bed crying her eyes out. Since no one was providing me with answers about death, I assumed my grandmother would hear me and explain it herself. All my efforts to talk to her were futile as she could obviously not hear or understand. Throughout my childhood, I did not understand the issue but years later I came to understand the issue of death. My mother fainted soon afterwards and was taken to my grandmother’s bedroom to be attended. I accompanied her out of curiosity as to what had happened to her as well as out of concern mixed with fear. The room was filled with nine other people all talking animatedly about the life of my grandmother and her good selfless deeds all around the neighborhood and