Hillary Clinton Scandals and Controversies - List

Abnormal Psychology Pop Culture - 1809 Words

Abnormal Psychology: Pop Culture In asking the question of what abnormal psychology is really supposed to be, it makes sense that we must first quickly think about the very definition of our word abnormal ¨. By all rights, is a remarkably puzzling word that is very dependent on what is called normality ¨. Both terms may justifiably change fundamentally from one era to another and one culture to a different one. How then do we choose upon what is abnormal and what is normal? Of course, this is much more of a philosophical issue than a psychological one. For logical reasons of practicability, it is essential to generate an approximately uniform definition of abnormal psychology that we can more or less decide upon as a cluster of caregivers. This general definition would obviously be typical in its nature, but the shared definition of the subject of abnormal psychology habitually looks something like this: Abnormal psychology is the research of behavior designs that deviate widely from usually acknowledg ed norms, particularly those of a compulsive nature (Medved, M. L.,2008). Nevertheless, when it comes to popular culture and reality television, how do these shows depicted abnormal behavior. In this essay I will discuss how a reality TV show called Jersey Show depicts abnormal psychology. Reality shows are an abnormal, flawed vision of human nature in action, chiefly the MTV real world experimentations in which a group of strangers, combined only by their age andShow MoreRelatedEssay about Cross Cultural Change1183 Words   |  5 Pagesshould conduct herself or himself on the street so as to escape all observation (Kasson 123). In the same respect as this modern counterpart, Egyptian civilization past some 4 thousand years was different from cave culture of 30 thousand years which was different from Roman culture some 2 thousand years ago. Bands of Paleolithic people dug their dead in the earth and placed them in foetal positions, hordes of slaves constructed huge tombs for the dead and prayed to the afterlife in Ancient EgyptianRead MoreEssay on Analysis of Televsion Show I Dream of Jeannie1145 Words   |  5 Pages The 1960’s was a decade filled with revolution across America, in the forms of both counterculture and pop culture. The second wave of feminism ran rampant, powered by Betty Friedan’s The Feminine Mystique. The role of the housewife began to be placed under the microscope and women started to wonder aloud whether they were truly happen being second-rate to their husbands. The television sitcoms of the 1960’s displayed this change in thinking, one sitcom specifically being I Dream of Jeannie. TheRead MoreMass Shootings On The United States939 Words   |  4 Pagesnot the media: The truth about pop culture s influence on children. Choice Reviews Online. Mcginty, E., Webster, D., Jarlenski, M., Barry, C. (2014). News Media Framing of Serious Mental Illness and Gun Violence in the United States, 1997-2012. Am J Public Health American Journal of Public Health, 406-413. Bandura, A. Ross, D., Ross, S. A. (1961). Transmission of aggression through the imitation of aggressive models. Journal of Abnormal and Social Psychology, 63, 575-582 Schizophrenia. (nRead MoreAttention Deficit Hyperactive Disorder (Adhd) Is The Most1330 Words   |  6 Pageschemicals play a key role in sharpening focus and increasing attention.† John Ratey M.D Spark Based on Dr. Sparks study, using tools to allow creative minds to blossom is something he suggests. According to a study published in The Journal of Abnormal Child Psychology, by Cory Armes, M.E suggests hyperactivity may actually help students overcome their attention problems. Running, jumping and even rolling around in class actually helps an ADHD student concentrate. Most ADHD students become restless whenRead MorePositive Reinforcement1630 Words   |  7 Pagesdevised in the history of applied psychology. Positive reinforcement is defined precisely in keeping with how it works. Its definition is actually as straight forward and simple as it is  counterintuitive (Cappa amp; Kahn, 2011). Positive reinforcement in my opinion cant fail to profile and maintain positive behavior and to replace negative or problem behavior. If parents dont harness this simple but powerful technique, its very likely that a negative peer culture or some other influential sourceRead MoreGlobalization Of The South : An Emerging Western Source Of International News Services1674 Words   |  7 Pages globalisation. For example, Al-Jazeera, an emerging non-Western source of international news from a region that lacks adequate coverage by Western news services, has gradually weakened the old Western-dominated centre-periphery system by facilitating a cross culture dialogue (Samule-Azran, 2010). However, many scholars view Al-Jazeera as an exception, and its is important to remember that it comes from the richest country in the world – Qatar [10]. Counter flows from the South are also generated from particularRead MoreBig Five Personality Factors1676 Words   |  7 Pagescommunications. In psychology, the Big Five personality traits are five broad domains or dimensions of personality that are used to describe human disposition. The Big Five Factor Model (FFM) is comprised of openness, conscientiousness, extraversion, agreeableness, and neuroticism. The Big Five model is able to account for different traits in personality without overlapping. This five-factor structure seems to be found across a wide range of participants of different ages and of different cultures. The five-factorRead MoreThe Physical Effects of Music Essay1157 Words   |  5 PagesMusic can be a big influence on the life of a person. To some people, music can tell a story. It inspires creations, and influences behaviors. Artists can use music to express themselves through. Different music styles and eras relate to different cultures and time periods. What some people are not aware of, though, is that music also influences a person physically. Listening to and playing music can improve brain efficiency and health; therefore, children should be exposed to music at a young ageRead MoreThe Image of Nursing Essay1614 Words   |  7 Pagesnurse possess high humanistic quality and has in depth understanding of not only the psychology of her/his patients but also proves to be very soft and patience when her/his patients behave in some rude, unethical and humiliating manner. On the other hand, they also devote special love and care to the patients at the same time, ignoring the unpleasant situations and circumstances when the patients are in abnormal conditions. Moreover, besides educating them the importance of a healthy life, theyRead MoreEssay on Sigmund Freud1725 Words   |  7 Pagesillness and abnormal behavior, through dialogue between the patient with the illness and a psychoanalyst. Freud also said that the sexual drives were the primary motivation and force of human life. He interpreted dreams as sources of insight into unconscious desires. He was an early neurological researcher into cerebral palsy, aphasia and microscopic neuro-anatomy, and a prolific essayist, drawing on psychoanalysis to contribute to the history, interpretation and critique of culture. Born a

Organisational Change Management Organisational Efficiency

Question: Discuss about theOrganisational Change Managementfor Organisational Efficiency. Answer: Introduction A manger can be understood as a person who is responsible for organisational task and operations. There is usually certain staff of individuals who used to report the manager for their respective activities. The management can be explained as the effective coordination and the organisation of the business activities and operations for the accomplishment of the set goals and objectives. There is vital importance of managers and effective management in achieving organisational efficiency and long-term sustainability (Mintzberg, 2004). Another vital aspect in the organisations is leadership as with the help of improved and competent leadership, the organisation can achieve high employee involvement and organisational development as the leaders influences the organisational employees to work efficiently (Yukl, 2002). There is a difference between management and leadership as the management focuses upon all the business activities and departments of the organisation whereas in leaderships the primary focus is upon the people. To achieve rapid organisational development, the managers take use of various strategies and techniques for having successful organisational change (Zaugg and Thom, 2002). When any organisational change takes place, there is increased involvement of the employees. And it is essential to have their engagement so that there cab effective implementation of organisational change and hence there can be attained improved organisational development. Use of Different Organisational Development Techniques to Lead Organisational Change When any kind of organisational change takes place, there is essential need to manage it effectively. The organisation plans for numerous strategies and approaches for managing these changes so that it may offer positive implications only. There are various strategies for managing change such as every change should initiate by setting a goal statement which is required to be attained from implementing the change in the organisation. It is also essential that, the change should be first implement at the top level sp that the subordinates as well as the grass root level employees also easily get fascinated to adapt the change (Hayes, 2014). Secondly strategy is that there must be taken feedback from the employees regarding the implementations of the change so that they can share their views and issues with the management. This feedback is required to take before the initiation of the cahnbge program. It is also a part of the strategy to explain the need, benefits and impacts of the org anisational change over the employees, so that they can remain prepare for working in a changed organisation (Anderson and Anderson, 2010). (Jurevicius, 2013) According to the McKinsey 7s model of organisational design, there are seven different aspects in this tool for analysing the organisational design of the company. The model explains the hard and the soft elements which includes 3 hard elements i.e. systems, structure and strategy and the 4 soft elements comprises of shared values, style, staff and skills. The mangers can take use of these hard and soft elements in managing the organisational changes. The hard elements can be used in a more direct manner as in the strategy; there is development of a plan for the effective implementation of the change and to attain higher competitive benefits (Hanafizadeh and Ravasan, 2011). The reason behind the models or frameworks of organisational design is for improving the organisational performance, for examining and analysing the impacts of future changes within an organisation, for having alignment of the processes and the departments at the time of acquisition or mergers and determining the best way of implementing a proposed and planned strategy. The hard elements are more concerned with the organisation and its relative success whereas the soft elements have their primary focus upon the individuals and their development and satisfaction (Bhatti, 2011). There is also vital importance of employee buy-in the organisational change process. The employee buy-in can be understand as an approach of program by which there is increased involvement and engagement of the employees in the organisation and the organisational operations. The concept of employee buy-in is very much essential in present scenario and current business operations (Kotter, 2012). When an employee buys into the organisational mission and objective, then they act as the driving forces for the accomplishment of the mission. Whereas if the employees does not buy in, then it is assumed that they are working opposite to the organisational mission which restricts the organisation in rapid attainment of the organisational goals. The employee participation and employee buy-in are recognized as the two main keys of effective change management. Therefore, it can be analysed that the employee buy-in is of high significance in an organisation for the effective implementation of the changes in an organisation (Bateh, Castaneda and Farah, 2013). There are various other OD models and frameworks which are utilized by the managers at the time of organisation changes such as Kotler 8-Step change model, as per this model, there are eight different steps under which an organisation has to work upon for having successful implementation of change. The eights phases comprises of creating a sense of urgency, building a guiding coalition, forming a strategic vision, enlisting a volunteer army, enabling actions by eradicating barriers, generating short term wins, sustaining acceleration and instituting change (Sacheva, 2009). The second OD framework highly used by the organisation is the Lewins Change management model. In this model, there are three stages i.e. Unfreeze, transition and freeze. With the help of these model, the organisations motivate employees to adapt the changes in the unfreeze stage, initiate the change in the transition stage and the change is successfully implemented in the freeze stage (Levasseur, 2001). It has bee n analysed that in almost all the models, the theorists lay down more attention to the soft elements. This is due to the fact that it is more important to manage the organisational individuals first by the means of shared values, skill development, etc so that they can adapt the organisational change and become its part rather than just focusing upon the organisational strategies, structure or systems. In any organisational change, the most vital role is of a leader as the leader is an individual which has the power to influence other individuals and develop employee engagement and effective implementation of the change by considering the needs of the employees and integrating their individual needs with organisational goals and objectives (Iles and Sutherland, 2001). Conclusion Organisational change is an inevitable part of an organisation. Every organisation is required to implement an organisational change whether at the early stage or in the long-run. From the essay it can be concluded that the organisational managers and leaders take use of various change management strategies and OD techniques for achieving g effective and successful implementation of the change management programs. There has been taken use of soft as well as hard elements for analysing the change and its impact on the organisation. Therefore, it can be analysed and conclude that, organisational change is a significant aspect which needs appropriate planning, strategies and frameworks for its implementation. References Anderson, D. and Anderson, L.A., 2010.Beyond change management: How to achieve breakthrough results through conscious change leadership. John Wiley Sons. Bateh, J., Castaneda, M.E. and Farah, J.E., 2013. Employee resistance to organizational change.International Journal of Management Information Systems (Online),17(2), p.113. Bhatti, O.K., 2011. Strategy implementation: An alternative choice of 8Ss.Annals of Management Research,1(2), pp.52-59. Hanafizadeh, P. and Ravasan, A.Z., 2011. A McKinsey 7S model-based framework for ERP readiness assessment.International Journal of Enterprise Information Systems (IJEIS),7(4), pp.23-63. Hayes, J., 2014.The theory and practice of change management. Palgrave Macmillan. Iles, V. and Sutherland, K., 2001. Organisational change.A review for health care managers, professionals and researchers. Jurevicius, O., 2013. McKinsey 7s Model. Accessed on: 2nd May, 2017. Accessed from: https://www.strategicmanagementinsight.com/tools/mckinsey-7s-model-framework.html Kotter, J., 2012. How the most innovative companies capitalize on today's rapid-fire strategic challenges-and still make their numbers.Harvard business review,90(11), pp.43-58. Levasseur, R.E., 2001. People skills: Change management toolsLewin's change model.Interfaces,31(4), pp.71-73. Mintzberg, H., 2004.Managers, not MBAs: A hard look at the soft practice of managing and management development. Berrett-Koehler Publishers. Sacheva, S., 2009. Change Management for e-Governance.I-Ways Journal of E-Government Policy and Regulation,32(2), pp.109-117. Yukl, G.A., 2002. Leadership in organizations. Zaugg, R. and Thom, N., 2002. Excellence through implicit competencies: Human resource managementorganisational developmentknowledge creation.Journal of Change Management,3(3), pp.199-211. Bibliography Anderson, D. and Anderson, L.A., 2010.Beyond change management: How to achieve breakthrough results through conscious change leadership. John Wiley Sons. Bateh, J., Castaneda, M.E. and Farah, J.E., 2013. Employee resistance to organizational change.International Journal of Management Information Systems (Online),17(2), p.113. Bhatti, O.K., 2011. Strategy implementation: An alternative choice of 8Ss.Annals of Management Research,1(2), pp.52-59. Bovey, W.H. and Hede, A., 2001. Resistance to organisational change: the role of defence mechanisms.Journal of managerial psychology,16(7), pp.534-548. Elving, W.J., 2005. The role of communication in organisational change.Corporate Communications: An International Journal,10(2), pp.129-138. Graetz, F., Rimmer, M., Lawrence, A. and Smith, A., 2006.Managing organisational change. John Wiley Sons. Hanafizadeh, P. and Ravasan, A.Z., 2011. A McKinsey 7S model-based framework for ERP readiness assessment.International Journal of Enterprise Information Systems (IJEIS),7(4), pp.23-63. Hayes, J., 2014.The theory and practice of change management. Palgrave Macmillan. Iles, V. and Sutherland, K., 2001. Organisational change.A review for health care managers, professionals and researchers. Jurevicius, O., 2013. McKinsey 7s Model. Accessed on: 2nd May, 2017. Accessed from: https://www.strategicmanagementinsight.com/tools/mckinsey-7s-model-framework.html Kotter, J., 2012. How the most innovative companies capitalize on today's rapid-fire strategic challenges-and still make their numbers.Harvard business review,90(11), pp.43-58. Levasseur, R.E., 2001. People skills: Change management toolsLewin's change model.Interfaces,31(4), pp.71-73. Mintzberg, H., 2004.Managers, not MBAs: A hard look at the soft practice of managing and management development. Berrett-Koehler Publishers. Sacheva, S., 2009. Change Management for e-Governance.I-Ways Journal of E-Government Policy and Regulation,32(2), pp.109-117. Todnem By, R., 2005. Organisational change management: A critical review.Journal of change management,5(4), pp.369-380. Vakola, M., Tsaousis, I. and Nikolaou, I., 2004. The role of emotional intelligence and personality variables on attitudes toward organisational change.Journal of managerial psychology,19(2), pp.88-110. Yukl, G.A., 2002. Leadership in organizations. Zaugg, R. and Thom, N., 2002. Excellence through implicit competencies: Human resource managementorganisational developmentknowledge creation.Journal of Change Management,3(3), pp.199-211.

Roman Empire Essays (842 words) - Ancient Rome, 1st Millennium

Roman Empire The people were happy. This is the underlying cause of the astounding length of time and space that the Roman Empire occupied most of the known western land. Great rulers met their downfall when they put their own status in front of the well being of the people they govern. When the citizens are left high and dry and not regarded as important to their society then this is when there is an overthrow of power and a new ruler comes into play. Citizens had a place in politics, they have lots of entertainment, they had the best army in the world to protect them, and Rome was the place to live and would be that way for many years. Many leaders come and go but it is the great ones that we remember, the ones that make people enjoy life. The emperors that are not approved by the people are the ones that turn a new leaf of evil once they have a military victory. The thrill of so much power gives them the urge to be the best in the world. They move on and conquer other nations and forget about their own people. Julius Caesar cared about his people and wanted to be the "ruler for the people," rather than the "ruler of the people." When he gain power of Rome from the hands of Pompey there was no reign of terror, but a policy to restore economic and prosperity to Rome. This period of time in Rome is known today as the golden age of Roman literacy and development. The minds of the people are expanding. Another example of the Roman citizens' happiness and prosperity comes during the rule of Caesar's grandson Octavian, better known to history as Augustus. Once Augustus rises from the new triumvirate as the ruler of the empire, he introduces different types of social reform that appease the people and keep them on his side. Augustus is a classical man and wanted to bring back the ancient moral to the citizens. He reduced the size of the army and gave soldiers land and money. He imports food and gives it away to the people. Augustus transformed Rome from city of bricks to a city of marble by building temples and basilicas to represent his power as well as his love for the city that he takes care of. At this time people could see that society was prospering and times were great due to a great leader. Shortly after the rule of Augustus the Colosseum is built under the rule of Vespasian and Titus, completed in 80A.D. The colosseum creates entertainment among the Roman citizens, which keeps them occupied for hundreds of years. The events at the colosseum captivate as well as surprise the citizens. They have never before seen anything like this. Everything from foreign beasts fighting criminals to naval battles on the flooded base of the giant structure. The Roman people became obsessed with this social activity that brought the whole city together. In the third century Emperor Caracalla extended Roman citizenship to every free person who lived in the within the empire. This status symbol could allow one to travel to the far reaches of the land without being harmed by foreign persons. These events in Roman history keep the people's moral high and their patriotism very strong, along with the protection of their superior army. The Roman army was in charge of keeping the peace in the different nations taken over by Roman emperors. They formed strongholds at the borders of the empire to secure the citizens and keep them safe. Augustus' was a prime commander-in-chief. His army consisted of 150,000 soldiers and roughly 130,000 auxiliary officers who were all noncitizens. After serving for twenty-four years they would receive citizenship. This imperial army would only grow in size over the next few centuries. Under Trajan the army had grown to about 400,000 soldiers. The army's ability to move across the empire made romanizing of the foreign nations easy. The army kept the empire secure from threatening outside nations and also brought the moral of the citizens to a high point. They were safe from invasion and safe

As For Me and My House essays

As For Me and My House essays "As For Me and My House" is a very complex novel by Sinclair Ross. The novel is told to the reader as journal recordings of Mrs. Bentley. The main character consist in the journal are Mrs. Bentley's husband Philip, a school teacher Paul, choir girl in church Judith and abandon child Steve. Because the story is told as a journal, so everything is in a view through Mrs. Bentley's eyes and is in her point of view. The setting of the story is in a small town Horizon located in the Canadian prairies. The novel opens the Bentleys arrival to Horizon. This is the fourth small town to which Philip has been moved. Being a Minister was not easy, they have to face the community's stereotypes. The things they do would be monitor by the towns people, that is why the Bentley would put on a false font to give the town's people an impression that they are traditional Christians or the image that the people wants to see. Although the relationship between Mrs. Bentley and Philip has grown into merely a roommate relationship, they would show little love towards one another. I argued that Mrs. Bentley usage of false fronts towards Philip has saved their marriage. The Bentley has been married for twelfth years. In her journal Mrs. Bentley recalls that how Philip became a minister. After Philip's graduation, he married a music student, who was Mrs. Bentley, but unfortunately Philip was force to work for the United Church as a minister because of the expenses incurred with the birth of the stillborn child and also the debts has piled up. Although Philip's dream was to become an artist, he is now trapped himself in the small town he was trying to escape from. The life in the small town and their own hypocrisy has driven the Bentleys apart. In Mrs. Bentley's diary you can see how Philip's feel towards his job and towards Mrs. Bentley "After all, could the pebbles of his disbelief do and real harm to and institution like the church"(25). Mrs. Bentley and ...

CoSchedule For Agencies The Way to Organize Client Projects

For Agencies The Way to Organize Client Projects Ahh†¦ the double-edged sword of managing multiple clients. More clients = more positive growth  ($$$) 💠°Ã°Å¸â€™ °Ã°Å¸â€™ ° but it also means Keeping track of MORE  projects†¦ more  goals†¦ more  industry guidelines + brand standards†¦ AND more  deadlines! All of which you must  become intimately acquainted with  and orchestrate  with precision Introducing, your NEW secret weapon: for Agencies. Manage All Your Clients In One Place. Eliminate the need for spreadsheets, email threads, and multiple platforms! Get all your clients under one roof. Simplify Your Team’s Workflows Collaboration. Easily facilitate real time collaboration with your clients, stay on track with client tasks, and execute on projects faster. Create Campaigns Social Content For One Client (Or Many). Schedule dozens of social messages in seconds + streamline the collaboration process between your internal and client teams with everything in one place. Improve Client Retention With Data. No more warm fuzzies! Prove the value of all your hard work with real data! Utilize ’s Social Engagement Report to measure your success and improve client retention. Customize To Fit Your Client’s Needs. is designed for flexibility. As your clientele grows, so should your tool. With the Agency pack, you’ll get ’s Multiple Calendars feature; allowing you to create unique calendars + analytic reports for every client. The Growth Plan + Agency Pack gives you (and your team) the tools to keep track of every client and every project in one place.

Assignment Essay Example | Topics and Well Written Essays - 500 words - 46

Assignment - Essay Example This is called differentiation. Marketing lets business leadership find a valuable or innovative feature of a product or service and then promote to customers why this product should be purchased over similar competitor products. Marketing is also about cost controls using different metrics to measure whether a promotional campaign is meeting with success. For example, it might be discovered through market research that making a product costs the organization far too much with the operations budget. This would have an impact on the price to customers so that the company does not lose money in production. Marketing activity lets a business see all of its expenses and make changes to build a more productive manufacturing system. Controls in business strategy are very important to be successful and discover if the business can be more effective. The question as to whether or not marketers should continue to market cigarettes is an ethical issue. If there is consumer demand for the product and it is considered a legal substance, there really is no reason why marketers cannot continue to promote the product. Consumer safety is a big issue in marketing and general business, but in the case of cigarettes, it is consumers that are responsible to make decisions that are good for their health status. Governments and many different special interest groups have provided society with scientific knowledge about the dangers of cigarettes. There are likely few people in the world today, both young and old, that are unaware that cigarettes cause cancer and other serious illnesses and health problems. If consumers continue to buy the product, it is not likely because of tobacco company promotions, but because they enjoy consuming the product. Ethics differ from culture to culture so there is no one universal set of beliefs and values that should be forced on cigarette marketers. Then the answer is yes,

Bibliography Annotated Example | Topics and Well Written Essays - 500 words - 1

Annotated Bibliography Example Individuals who were forced to be admitted and who had a pacemaker were not made part of the sample size. When the patients were first admitted to the healthcare center, they experienced higher level of dehydration. Different physiological factors were considered while identifying hydration levels including: systolic blood pressure levels and dryness of the tongue. The study was descriptive in nature and for a descriptive study a sample size of 15 is enough, while the study employed 43 individuals and this means that the sample size was enough. The statistical power of 95% has been mentioned that means that the sample size is adequate for the study. The study was well designed as it followed all the requirements of a descriptive study such as the requirement of the minimum sample size. The study even contained various factors that were related to the purpose of the study. The relevant outcomes of the prevalence as well as the measures and factors of measuring dehydration were clearly mentioned. These outcomes were relevant to the purpose of the study and that is why they were reported. The study included only patients who aged over 60 which is mostly the benchmark age of older adults in most of the nations. This means that the findings of the study can be generalized in people belonging to other nations and this why the eligibility criteria was appropriate. The older adults were experiencing higher levels of dehydration as compared to the dehydration levels assessed by the hospital. This study helped in identifying parameters that are being considered globally to assess the level of dehydration. The study has provided some new measures of identifying the levels of dehydration among older adults and these measures can be utilized in clinical settings to perform the same analysis. This can help in better care of the patient as nurses should know whether their patients are taking appropriate amount of fluid

Necrotizing Ulcerative Gingivitis Essay Example | Topics and Well Written Essays - 1250 words

Necrotizing Ulcerative Gingivitis - Essay Example When affected these tissues are covered with a dirty yellow to gray smear. The gingiva is extremely red, swollen, inflamed, and excruciatingly painful. On examination, the patients may present the hallmark of the disease, necrosis and crater-like ulceration of the affected interdental papillae. These irritated tissues will induce salivation, and the offensive exudates can be seen and perceived by halitosis. In some cases, spontaneous hemorrhage is also encountered. This discrete clinical picture makes the feasibility of easy diagnosis by clinical examination alone. However, this simplicity is not always the case, where the disease may be generalized within the oral mucosa, rather than being generalized, and sometimes, acute oral pain is also associated with systemic symptoms of fever and malaise. Quite frequently, involvement of the regional lymph nodes is also seen in the form of painful lymphadenopathy. Generalized disease due to contiguity may involve the other areas of buccal muc osa. When involved, most commonly the oral mucosa opposite the third molar is involved. Although rare, sometimes this encompasses tongue, lips, palate. It has been shown that there is an association between plasma ascorbate deficiency and disease risk. When this clinical presentation happens as a part of necrotizing ulcerative stomatitis, it is better to err on the side of HIV infection and rule it out. In this article, the relevance of the condition to dental practice will be explained and explored based on evidence from current literature (Melnick, S. L., Alvarez, J. O., Navia, J. M., Cogen, R. B., and Roseman, J. M., 1988). Melnick and coworkers investigates the susceptibility of necrotizing ulcerative gingivitis and in doing so they build up their study on the knowledge that impaired immune defense mechanisms and genetic factors play a role in susceptibility of this disease. In the concise literature review, the authors summarize the current literature on this disease. Although oral anaerobic bacteria have been implicated in this disease, the exact role played by them has not been elucidated. The question whether this disease is etiologically related to a genetic basis, is still unanswered, although the authors mention a familial constellation of cases. Many factors such as poverty, stress, and malnutrition have been suggested, but these have not yet been established conclusively. Numerous other associated conditions have been described in the literature, and they are important from the clinical point of view as far as the practice of dentistry is concerned, since they may alert the clinician to take a dequate preventive measures when such patients are encountered. Many such conditions pathologically are related to impaired immune defense, and they are chronic cyclic granulocytopenia, agranulocytosis, cyclic neutropenia, and Down's syndrome. In all these conditions, there is either defective polymorphonuclear leukocyte functioning or secondary neutrophils deficiency. It has been suggested that these deficiencies result from presence of abnormal complement components. These complement defects are genetically controlled, and therefore, it can be inferred that these defects in complement synthesis, C3 and C4 may play some role in pathogenesis of necrotizing ul

Mental Health: Concepts of Race and Gender

Mental Health: Concepts of Race and Gender Mental distress/disorder as a function of the society we live in: implications for the practice of mental health social work in terms of gender and race Introduction Mental illness/disorder/distress is a rather ambiguous umbrella term for describing a wide range of diverse disorders of the mind. According to the Oxford Medical Dictionary, mental illness is â€Å"a disorder of one or more of the functions of the mind (such as emotion, perception, memory, or thought), which causes suffering to the patient or others† (Oxford Medical Dictionary, 2007). The global burden of mental illness was estimated at 12.3% at the beginning of the millennium and is expected to rise even further in the next decade (Murray and Lopez, 1997; Patel et al, 2006). Critical perspectives that refute the biological definitions of mental illness started to arise in the 1960s. Szasz (1961) and other critical theorists have continually challenged the classification of normal and abnormal behavioural categories, and focused instead on the role of social factors on the development of mental illness (Martin, 2003). Key among these factors are gender, race and ethnicity, sexual preference, age and class. Apart from several medical theories that explain the aetiology of mental illness with neurological chemical imbalances, the actual causes of such psychological disorders are largely unknown. However, as outlined above, there are myriad known factors that trigger or prompt such mental impairment. Work stress and work-related psychosocial conditions, for example, plays an important role in self-reported mental health (Kopp M et al, 2008). Furthermore, gender is generally accepted as a significant risk factor for the development of mental distress. The World Health Organization acknowledges that a large majority of common mental health diseases are more frequently reported in the female gender than in their male counterparts. As an example – common psychological disorders such as depression and anxiety are predominant in women. Conversely, there are other disorders of the mind that are more common in men. These include, but are not limited to, substance misuse (including alcohol dependence) and antisocial personality disorder (The World Health Organization). Nevertheless, there are no reported differences in the incidence of some severe mental disorders, like schizophrenia, in men and women. In addition to the gender-related differences documented in the incidence of these disorders, there have also been reported differences in terms of the epidemiology and severity – age of onset, symptom frequency, soci al adjustment, prognosis and trajectory of the illness. The World Health Organization proffers possible explanation for the observed differences between genders – men and women have differential withstanding power over socioeconomic determinants of their mental health, social position, status and treatment in society and their susceptibility and exposure to specific mental health risks (The World Health Organization). Similarly, race could also be a determining factor for the development of mental illness. In addition, mental illness in some races, e.g. black and minority ethnic (BME) groups can be further exacerbated by alleged discrepancies in the mental health services available to this potentially vulnerable groups of patients (Ferns P, 2008). A possibly rational explanation for the reason behind any disparities in mental health across diverse races could be the societal differences that are inherent to various cultural backgrounds. The main objective of this paper is to analyse the social factors that can prompt mental distress, especially in women and people from BME populations, and to rationalise how these factors may actually pathologise the discourse of mental health. Mental Illness in Women The natural subordinate role of women and gender stereotypes in most societies makes them prone to disorders of the mind. Psychoanalytic theories believe that patriarchy-based communities are associated with a higher rate of mental illness in women (Olfman S, 1994). These supremacy-governed organisations in which men are largely in control leave women with a consistent feeling of repression, which could culminate in mental distress. Indeed, in some extreme societies, women with more independent views who express anger or dissatisfaction with the standard patriarchal social structure are often seen as having psychological problems (Martin, 2003). According to The World Health Organization, gender-specific roles, negative life occurrences and stressors can adversely affect mental health. Clearly the impact of the latter factors (i.e. life experiences and stressors) is in no way exclusive to the female gender. However, it is the nature of some events that are sometimes commonplace in women’s lives that could account for the documented gender-related differences. Risk factors for mental illness that mainly affect women include women-targeted violence, financial difficulties, inequality at work and in the society, burdensome responsibility, pregnancy-related issues, oppression, discrimination, and abuse. There is a linear correlation between the frequency and severity of such social factors and the frequency and severity of female mental health problems. Adverse life events that initiate a sense of loss, inferiority, or entrapment can also predict depression (The World Health Organization). Furthermore, in a domino-effect way some female factors can also lead to mental illness, not just in the individual concerned, but also in subsequent generations and/ or interacting family and friends. For example – maternal depression has been shown to be associated with failure of children to strive in the community, which in turn could culminate in delays in the developmental process and subsequent psychological or psychiatric problems (Patel et al, 2004). In the past three decades, the debate of women and mental health illness and their treatment in mental health services has been quite controversial (Martin J, 2003). From a social constructionist point of view, it is believed that some women are wrongly labelled as ‘mentally ill’ merely because they do not accept certain (usually unfair and unfounded) gender-related stereotypical placement in the society. In this often-cited and somewhat controversial book chapter by Jennifer Martin (Mental health: rethinking practices with women) she expresses great concern for the biological explanations of mental health which have the tendency to lay undue emphasis on the female reproductive biology that supposedly leads to a predisposition to mental illness. Such sexist notions tend to disproportionately highlight female conditions such as pre-menstrual tension, post-natal depression and menopause, in a bid to foster the notion that women are at higher risk of developing mental distr ess (Martin J, 2003). Instead of this allegedly short-sighted approach to the medicalisation of mental health in women, feminist theorists focus on female mental illness as a function of the lives they are made to live within patriarchal, and often oppressive, societies. Women are disadvantaged – both socially and psychologically – by these unreasonably subservient role expectations (Martin J, 2003). Mental Illness and Race The United Kingdom (UK) is a home to a very diverse and multicultural population, and BME communities make up approximately 7.8% of the total UK population (Fernando S, 2005). There are innate differences in the presentation, management and outcome of mental illness between the different races and ethnic groups (Cochrane R and Sashidharan S, 1996; Coid J et al, 2002; Bhui K et al, 2003). In a recent policy report for the UK Government Office of Science, Jenkins R et al, (2008) explained that while some mental disorders appear to be more common in the BME populations, others are not. In addition, incidence rates of different mental disorders also vary among different ethnic groups within the BME populations. For example, depression is increasingly common in the Irish and Black Caribbeans, but not necessarily in the Indian, Pakistani and Bangladeshi sub-populations (Jenkins R et al, 2008). In the UK, the risk of suicide also varies by gender as well as ethnicity, with Asian men and Black Carribeans having lower rates than the general UK population, and Asian women having higher rates. Similarly, the incidence of psychoses is not uniformly elevated in all BME groups – the highest incidence is seen in Black Caribbean and Black African groups in the UK, (4 – 10 times the normal rates seen in the White British group) (Jenkins R et al, 2008). In a retrospective case-control study of a representative sample of more than 22,000 deceased individuals, Kung et al (2005) highlighted important disparities in mental health disorders, such as substance misuse, depressive symptoms and mental health service utilisation as possible determinants of suicidal behaviours and/ or attempts. Also, clear associations have been demonstrated between racism and the higher rates of mental illness among BME groups (McKenzie K, 2004). The rising incidence of suicides in some developing countries, as seen with Indian farmers, South American indigenes, alcohol-related deaths in Eastern Europe, and young women in rural China, can be partly attributed to economic and social change in these nations (Sundar M, 1999; Phillips M et al, 1999). Pre-, peri- and post-migratory experiences can be major stressor determinants for the development of mental health illness (Jenkins R et al, 2008). Therefore, in order to understand the differences in these populations, it is of utmost importance to gain some insight into their cultural backgrounds and the happenings in their countries of origin all of which could be determinants of mental health. There is a direct relationship between social change and mental health and, in the recent past, many developing countries have undergone incomparable, fast-paced social and economic changes. As Patel et al (2006) have pointed out, such economic upheavals commonly go hand-in-hand with ruralà ¯Ã¢â€š ¬Ã‚ ­urban migration and disruptive social and economic networks. Furthermore, it is noteworthy that The World Health Organization has acknowledged that such changes can cause sudden disruptive changes to social factors, such as income and employment, which can directly affect individuals and ultimately lead to an increased rate of mental disorders. Also Alean Al-Krenawi of the Ben-Gurion University of the Negev has extensively explored how exposure to political violence has influenced the mental health of Palestinian and Israeli teenagers (Al-Krenawi A, 2005). Al-Krenawi goes on to emphasise that the concept of mental health in the Arab world is a multi-faceted one and is often shaped not only by the socio-cultural-political aspects of the society, but also by the spiritual and religious beliefs. In addition, the perception of racial discrimination has been identified as a significant contributory factor to poor mental and overall health in BME groups – even more important that the contribution of socio-economic factors (Jenkins R et al, 2008). It is disheartening to note that institutionalised and/ or constitutional racism is rife in the conceptual systems that are employed in the provision of mental health services (Wade J, 1993; Timimi S, 2005). Implications for the Practice of Mental Health Social Work In general, people suffering from mental illnesses receive substandard treatment from medical practitioners both in the emergency room and in general treatment, and insurance coverage policies are usually unequal compared with their mentally balanced counterparts (McNulty J, 2004). For BME populations, especially Black and Asians, access and utilisation of mental health services are very different from those recorded for White people (Lloyd P and Moodley P, 1992; Bhui K, 1997). Exploring the pathway to care in mental health services, Bhui K and Bhugra D (2002) highlight that the most common point of access to mental health services for some BME groups is through the criminal justice system, instead of their general practitioner, as would be the case in their White counterparts. Major areas in which institutional racism is rife in the provision of mental health services to BME patients include mental health policy, diagnosis and treatment (Wade J, 1993). For example, Black patients with mental illness are more likely to be treated among forensic, psychiatric and detained populations (Coid J et al, 2002; Bhui K et al, 2003) and are also disproportionately treated with antipsychotic medication than psychotherapy (McKenzie K et al, 2001). Having said this, it is important to differentiate between racial bias and the consideration of racial and ethnic differences. In fact, ignoring these essential differences could actually be seen as a different type of bias (Snowden L, 2003). Already, members of the BME population face prejudice and discrimination; this is doubled when there is the additional burden of mental illness, and is one of the major reasons why some of these patients choose not to seek adequate treatment (Gary F, 2005). As such, stigma arising from racism can be a significant barrier to treatment and well-being, and interventions to prevent this should be prioritised. It is therefore also of utmost importance that institutional racism be eliminated. As far back as 1977, Rack described some of the practical problems that arise in providing mental health care in a multicultural society. These include, but are not limited to: language, diagnostic differences, treatment expectations and acceptability. Some effort has been made to address some of these problems in England, by the development of projects for minority ethnic communities both within the statutory mental health services and in non-governmental sector (Fernando S, 2005). In addition, overcoming language barriers should help in eliminating racial and ethnic disparities towards achieving equal access and quality mental health care for all (Snowden L et al, 2007). The World Health Organization also draws attention to similar bias against the female gender in the treatment of mental disorders. Doctors are generally more likely to diagnose depression in women than in men, even with patients that present with similar symptoms and Diagnostic and Statistical Manual of Mental Disorders (DSM) scores. Probably as a result of this bias, doctors are also more likely to prescribe mood-altering psychotropic drugs to women. Considering that immigrants and women separately face challenges with the provision of mental health care, it is expected that immigrant women would have even more setbacks, owing to their double risk status. Using Kleinman’s explanatory model, O’Mahony J and Donnelly T (2007) found that this unfortunate patient group face many obstacles due to cultural differences, social stigma spiritual and religious beliefs and practices, and unfamiliarity with Western medicine. However, the study did also highlight some positive influences of immigrant women’s cultural backgrounds, which could be harnessed in the management of these patients. To effectively target and treat the diverse population that commonly present with mental illness in the UK, it is necessary to promote interculturalisation, i.e. â€Å"the adaptation of mental health services to suit patients from different cultures† (De Jong J and Van Ommeren M, 2005). Hollar M (2001) has developed an outline for the use of cultural formulations in psychiatric diagnosis, and advocates for the inclusion of the legacy of slavery and the history of racism to help understand the current healthcare crisis, especially in the Black population. Conclusion As we have discussed extensively in this paper, females and patients of BME origin are commonly disadvantaged in the treatment of mental illnesses. Mental healthcare professionals need to eliminate all bias in the treatment of these patients, while at the same time, taking into consideration their inherent differences to ensure that mental health services provided are personalised to suit the individual patient. References Al-Krenawi A. Editorial: mental health issues in Arab society. Israeli Journal of Psychiatry and Related Sciences 2005; 42 (2): 71. Bhui K. Service provision for London’s ethnic minorities. In London’s Mental Health, London: King’s Fund (1997). Bhui K and Bhugra D. Mental illness in Black and Asian ethnic minorities: pathways to care and outcomes. Advances in Psychiatric Treatment 2002; 8: 26 – 33. Bhui K, Stansfeld S, Hull S, Priebe S, Mole F, Feder G. Ethnic variations in pathways to specialist mental health care: a systematic review. The British Journal of Psychiatry 2003; 182: 5 – 16. Cochrane R and Sashidharan S. Ethnicity and health: reviews of the literature and guidance for purchasers in the areas of cardiovascular disease, mental health, and haemoglobinopathies. York: University of York, 1996: 105 – 126 (part 3). Coid J, Petruckevitch A, Bebbington P, Brugha T, Brugha D, Jenkins R, et al. Ethnic differences in prisoners. 1: criminality and psychiatric morbidity. The British Journal of Psychiatry 2002; 181: 473 – 480. De Jong J and Van Ommeren M. Mental health services in a multicultural society: interculturalisation and its quality surveillance. Transcultural Psychiatry 2005; 42 (3): 437 – 456. Fernando S. Multicultural mental health services: projects for minority ethnic communities in England. Transcultural Psychiatry 2005; 42 (3): 420 – 436. Ferns P. The bigger picture. If racism exists in society, then surely it must influence mental health services. Mental Health Today 2008 March; 20. Gary F. Stigma: barrier to mental health care among ethnic minorities. Issues in Mental Health Nursing 2005; 26 (10): 979 – 999. Hollar M. The impact o0f racism on the delivery of healthcare and mental services. Psychiatric Quarterly 2001 Winter; 72 (4): 337 – 345. Jenkins R, Meltzer H, Jones P, Brugha T, Bebbington P, Farrell M, Crepaz-Keay D and Knapp M. Foresight Mental Capital and Wellbeing Project. Mental health: Future challenges. The Government Office for Science, London (2008). Kopp M, Stauder A, Purebl G, Janszky I, Skrbski A. Work stress and mental health in a changing society. European Journal of Public Health 2008; 18(3): 238 – 244. Kung H, Pearson J, Wei R. Substance use, firearm availability, depressive symptoms, and mental health service utilization among white and Africa-American suicide decedents aged 15 to 64 years. Annals of Epidemiology 2005; 15 (8); 614 – 621. Lloyd P and Moodley P. Psychotropic medication and ethnicity: an inpatient survey. Social Psychiatry and Psychiatric Epidemiology 1997; 27: 95 – 101. Martin E ed. (2007). Oxford Concise Colour Medical Dictionary. Oxford University Press; 4th edition, page 445. Martin J (2003). Mental health: rethinking practices with women in Critical social work: an introduction to theories and practices. By Bob Pease, June Allan, Linda Briskman. Published by Allen Unwin, 2003 ISBN 1865089079, 9781865089072. McKenzie K, Samele C, Van Horn E, Tattan T, Van Os J, Murray R. Comparison of the outcome and treatment of psychosis in people of Carribean origin living in the UK and British Whites. Report from the UK700 trial. The British Journal of Psychiatry 2001; 178: 160 – 165. McKenzie K. Tackling the root cause: there are clear links between racism and the higher rates of mental illness among ethnic minority groups. Mental Health Today 2004; 30 – 32. McNulty J. Commentary: mental illness, society, stigma and research. Schizophrenia Bulletin 2004; 30 (3): 573 – 575. Murray C, Lopez A. Alternative projections of mortality and disability by cause 1990 – 2020: global burden of disease study. The Lancet 1997; 349: 1498 – 1504. O’Mahony J and Donnelly T. The influence of culture on immigrant women’s mental health care experiences from the perspectives of health care providers. Issues in Mental Health Nursing 2007; 28 (5): 453 – 471. Olfman S. Gender, patriarchy, and womens mental health: psychoanalytic perspectives. The Journal of the American Academy of Psychoanalysis 1994; 22: 259 à ¯Ã¢â€š ¬Ã‚ ­ 271. Patel V, Rahman A, Jacob K, Hughes M. Effect of maternal mental health in infant growth in low income countries: new evidence from South Asia. The British Medical Journal 2004; 328: 820 à ¯Ã¢â€š ¬Ã‚ ­ 823. Patel V, Saraceno B, Kleinman A. Beyond evidence: the moral case for international mental health. The American Journal of Psychiatry 163: 8; 1312 – 1315. Phillips M, Liu H, Zhang Y. Suicide and social change in China. Cultural Medical Psychiatry 1999; 23: 25 – 50. Rack P. Some practical problems in providing a psychiatric service for immigrants. Mental Health Soc 1977; 4 (3à ¯Ã¢â€š ¬Ã‚ ­4): 144 – 151. Snowden L. Bias in mental health assessment and intervention: theory and evidence. American Journal of Public Health 2003; 93 (2): 239 – 243. Snowden L, Masland M, Guerrero R. Federal civil rights policy and mental health treatment access for persons with limited English proficiency. American Psychology 2007; 62 (2): 109 – 117. Szasz (1961) in Martin J (2003). Mental health: rethinking practices with women in Critical social work: an introduction to theories and practices. By Bob Pease, June Allan, Linda Briskman. Published by Allen Unwin, 2003 ISBN 1865089079, 9781865089072. Sundar M. Suicide in farmers in India. The British Journal of Psychiatry 1999; 175: 585 – 586. The World Health Organization. Gender and womens mental health: Gender disparities and mental health: The Facts. [WWW] Available online at http://www.who.int/mental_health/prevention/genderwomen/en/ (Accessed Friday November 15th 2008). Timimi S. Institutionalised racism lies at the heart of the conceptual systems we use in psychiatry. Mental Health Today 2005; 21. Wade J. Institutional racism: an analysis of the mental health system. The American Journal of Orthopsychiatry 1993; 63 (4): 536 – 544. Cervical Cancer: Types, Causes and Cures Cervical Cancer: Types, Causes and Cures By: Omar Abdulle What is Cervical Cancer? Cervical cancer is a disease that affects the cervix of the female reproductive system. The cervix is located in the lower part of the uterus; it connects the vagina to the uterus. Cervical cancer can be classified to two types, Squamous cell carcinomasand Adenocarcinomas. Squamous cell carcinomas account for 80-90 % of all cervical cancer cases. Meanwhile, Adenocarcinomas in found in the glandular cells of the cervix makes up for 10-20% of cervical cancer cases.1 Most cervical cancer starts in the cells in the transformation zone. The cells do not immediately change into cancer. The normal cells of the cervix slowly develop benign tumours that turn into cancer. Only some of the women with pre-cancerous tumours in the cervix will develop cancer. It normally takes several years for benign tumours to turn into malignant tumours. Statistics indicate that 1,500 Canadian women will be diagnosed with cervical cancer in 2016. An estimated 400 will die from it.2 Causes Most cases of cervical cancer are caused by a high-risk type of HPV. HPV is a virus that is passed from person to person through genital contact, such as vaginal, anal, or oral sex. If the HPV infection does not go away on its own, it may cause cervical cancer over time.3 The viruses in the sexual transmitted (HPV) trigger abnormal behavior in the cervical cells causing pre-cancerous conditions. Risk factors Many sexual partners. Early sexual activity. Weak immune system. Smoking. Detection and Diagnosing Detecting Cervical cancer that is detected early can be treated successfully. Doctors recommend regular screening to detect any abnormal cells in the cervix. During screening Doctors will conduct Pap tests to find out the DNA of the cervical cells. The purpose of Pap test is to spot the cancer cells in the cervix. If not diagnosed with cervical cancer, doctors highly suggest continuing screening as risks of getting cervical cancer are high. Diagnosing If cancerous cells are found in the cervix, Doctors will perform the following tests to examine the cervix. The tests are; Punch Biopsy Involves a sharp tool to pinch off cervical tissue for further examination. Endocervical curettage small spoon-shaped instrument to brush a tissue sample from the cervix. The final stage of detecting and diagnosing cervical cancer is called staging. At this point, Doctors have determined you have cervical cancer. Staging can be divided in to for sub-sections. They are: Stage I Cancer is restricted. Stage II Cancer is existent in the cervix and upper vagina. Stage III Cancer is moving. Stage IV Cancer has spread to other nearby organs and parts of the body. Precautionary steps Taking precautionary steps is the right path to reduce the risk of contracting cervical cancer. Experts suggest; Avoid exposure to Human Papilloma Virus (HPV). Get a HPV vaccine. Avoid smoking. Forms of Treatment Just like other forms of cancer, cervical cancer can be treated through the main forms of treatment. I.e. Surgery, Chemotherapy, Radiation therapy, and Targeted therapy. Surgery Determines how far the cancer has spread. Treats cancer successfully during the early stages. Radiation Treats cancer that has spread excessively. Chemotherapy Treats cervical cancer that returns after treatment. Targeted therapy Drug used with chemo to stop cancer growth. This method is still in process Current research and Potential Cures Doctors and scientists are working hard to find out the best ways to prevent and best treat cervical cancer. These methods will improve the functionality of the treatments method, detection and diagnosing. Improvements are being to screening and detection methods. Another innovative and also potential cure is called Immunotherapy, also known as biologic therapy. This is designed to boost the bodys natural defenses to fight the cancer. It uses materials either made by the body or in a laboratory to improve, target, or restore immune system function.5 References Types of Cervical Cancer | CTCA. (0001, January 01). Retrieved March 02, 2017, from http://www.cancercenter.com/cervical-cancer/types/ Cervical cancer statistics Canadian Cancer Society. (n.d.). Retrieved March 02, 2017, from http://www.cancer.ca/en/cancer-information/cancer-type/cervical/statistics/?region=on EPublications. (n.d.). Retrieved March 02, 2017, from https://www.womenshealth.gov/publications/our-publications/fact-sheet/cervical-cancer.html Cervical Cancer: Latest Research. Cancer.Net. N.p., 10 June 2016. Web. 02 Mar. 2017.

Symbols in Cat and Mouse Essay -- Mouse

Symbols in Cat and Mouse Symbols are very important in the story "Cat and Mouse" by Lisa Metzgar. Lisa tells the story of a woman dealing with issues from a small mouse in her house, to not wanting to be married. Animals are used throughout the story to symbolize underlying issues. The reason for the story being called what it is instead of just plain 'mouse' is because both the cat and the mouse represent Marcy at one point. The mouse is a symbol of her in that it is trying to escape the traps that are out for it. This is the same way that she is trying to avoid being tied down by the people in her life. The cat can also represent Marcy after it has taken the poison, symbolizing what will happen to her if she allows others to determine her happiness. When the story opens, Marcy seems to have only one problem, and that is the fact that she has a mouse in her house. However, it isn't until she starts thinking about the mouse that she, "cannot help thinking about all the other things that are wrong with her life" (Metzgar, 67). The first problem for her is that her parents are in the beginning of a divorce and they both seem to want to pull her in their corner. Her father wants her to get to know (and eventually like) his new girlfriend Helen, while her mother wants Marcy to hate her. The other (and definitely the biggest) problem is her relationship with her boyfriend Tom. She didn't really want a serious relationship when the two first started dating but didn't want to hurt him either. Now she fears that he is smothering her and worries that he will propose. The mouse represents Marcy in that like her, it is being hunted. The difference between the two is that she is the one trying to de... ... main character. The mouse, which is scurrying around Marcy's house, can represent her free self that does not want to be tied down. The traps that the mouse repeatedly escapes are representations of the traps that Marcy herself escapes when dealing with people throughout the story. The lazy cat that has nerve damage from eating the rat pellets can represent Marcy if she allows herself to be controlled by the people around her. Although, the reader can see the link between the main character and the animals, it isn't until the end of the story that Marcy realizes that the mouse is really warning her of what will happen if she gives in to the 'traps'. By physically seeing the mouse being caught by the nose in the trap and seeing the misery on its face, she realized that this is the same way that she will be if she allows her spirit to be controlled by others.

Maya Angelou Biographical Approach Essay

Maya Angelou has remarked, â€Å"I’m always inspired by men and women who rise†¦That ability to rise is nobleness of the human spirit.† Write an essay in which you analyze Angelou’s beliefs about the human spirit, as reflected in the four works you just read. Before you begin, consider what Angelou has to say about her work: â€Å"I speak to the black experience, but I am always talking about the human condition—about what we can endure, dream, fail at, and still survive.† Writing Your Essay As you plan, draft, and revise your essay, keep the following tips in mind: †¢In the introduction, or the beginning of your essay, include a specific thesis statement that presents the key point you will prove in your essay. †¢Support your ideas with evidence from the four selections. Be sure to analyze how Angelou’s tone and use of stylistic devices contribute to the expression of her themes or main ideas. †¢Make sure that every paragraph has unity and coherence. All the sentences in the paragraph should relate to one main idea and help develop that idea. †¢End your essay with a conclusion in which you summarize your main points. Include a new, but related, closing insight or reflection. Create a one-page document that shows you have understood the book with the 2 parts below: †¢Part 1: First, think of the symbols in the book. Then, find pictures using â€Å"Google images† or â€Å"Clip Art† and paste them into the document. Then give a 1-2 sentence reason for the symbol. †¢Part 2: Write a book review. Make sure you convince me you have read it thoroughly! It should be no more than 1-2 paragraphs.

Egyptian goverment essays

Egyptian goverment essays The Egyptian government was the very first government. There were many reasons why the Egyptians had a good government. One example was that they were surrounded by natural boundaries to help them keep their land. Another is how they were excellent scientists. They had the Nile River, it was the reason they could grow 4 crops a year. There life was based on agriculture Egypts location help them a lot them from being conqured. All the cities and villages were along the Nile River because it was hard for them to be attacked. Also to the north they had the Mediterranean sea, to the west they had the Libyan desert, to the south they had more desert and to the east they had the red sea. All of these are reasons why they had such a great civilization for 1000years. The Egyptians were very smart people. They had many things that we have today, they had a solar calendar, they were excellent astronomers (365 day calendar), they used geometry to build they huge pyramids, they knew how to set broken bones. They knew how to take to chemicals and combine them or the chemical proceses, they produced their own natural medicines. Basically the Egyptians came up with a lot of stuff we use today. The Nile River was the base of the Egyptians culture, with out it they could not have a civilization. They Egyptians were the first civilization to be able to grow crops year around. They always had a crop growing no madder if it was hot or cold. It helped their exporting a lot. The Egyptians economy was based on agriculture. They grew wheat, barley, flax, raising sheep and cattle. They imported ivory, species, copper, and wood, they exported glassware, linen, and clay vases. They agriculture was very good for their time they dominated all other cavitations for 1000 years Those four examples are just some of the many reasons why Egypt had a conquering government for 1,000 years. Egypt was in the right place at the right time, they ha...

Healthcare †HR Class Essays

Healthcare – HR Class Essays Healthcare – HR Class Paper Healthcare – HR Class Paper Healthcare benefits are an important part of the benefits and services provided to employees. Currently, employees have access to several different types of insurance packages. Each healthcare insurance package has certain benefits and limitations. To better understand the essence and implications of healthcare insurance, the three major types of healthcare insurance packages should be reviewed in detail. These include medical care programs, wellness programs, and employee assistance programs. Medical Care Programs Conventional insurance Conventional insurance represents non-managed type healthcare insurance. â€Å"With conventional health insurance, the insurer pays your bill after treatment has been rendered† (Salley, 2005). Some conventional healthcare insurance packages require that insurers provide properly filled forms to guarantee reimbursement. Different types of out-of-pocket expenses are the participant’s responsibility; these include fees that are not covered by a particular insurance package, copayments, and the fees that are considered unreasonable by the insurer. Health Maintenance Organizations (HMOs) The central idea and the essence of HMOs is in offering the so-called centralized primary care: patients have one primary care physician who knows them well enough to provide them with complete care (Folland, 2006). Those enrolled into HMO packages are obliged to pay monthly fees, combined with fees for each visit of prescription. Other specialists cannot be visited without the primary physicians referral. The strongest benefit of HMOs is in low costs and a wide range of deductibles; HMOs are strongly interested in keeping their patients healthy, and provide participants with extremely effective preventive care. Preferred Provider Organizations Under Preferred Provider Organizations, participants are motivated to visit one specific healthcare provider. PPOs require paying deductibles. Participants are offered discounts when visiting specialists and hospitals covered by health insurance plan. Here, patients have more freedom to decide, what facility and what specialists they want to visit from the list of those covered by the plan. However, seeing physicians outside the PPOs networks is mostly unaffordable (Folland, 2006). Point of Service Plans POS or Point of Service Plans is a hybrid managed care option similar in most respects to both PPOs and HMO plans and can be considered as something of a cross between the two (Salley, 2005). POS participants are required to choose one primary care physician, who will later refer them to other specialists. PPO’s provide their participants with the full list of benefits within the covered network of specialists and healthcare units. Although participants are able to choose specialists outside their insurance network, their coinsurance rates will be somewhat higher (Folland, 2006). Consumer Driven Plans Consumer Driven insurance packages allow their participants choosing their own physicians and healthcare providers. CDP provide participants with sufficient freedom to control their healthcare expenses and benefits. CDP usually involve a three-tier structure of healthcare payments; those who did not have healthcare expenses during a year have a chance to save their money. CDP also offer a full set of support systems that help participants choose the best healthcare provider and monitor their expenses (Salley, 2005). Employee Wellness programs The primary purpose of employee wellness programs is to enhance employee wellbeing, and to increase employee awareness about the importance of healthy lifestyle. It is widely admitted that wellness programs substantially decrease employer healthcare expenses and costs (Hodge, 2007). Wellness programs offer a wide range of preventive measures, including seminars, screening procedures, exercise and relaxation classes, etc. These programs do not provide employees with any insurance guarantees, but ensure that employees do their best to prevent all types of possible health complications. Employee assistance programs â€Å"Employee Assistance Program is a confidential, short term, counseling service for employees with personal problems that affect their work performance† (Folland, 2006). EAP’s cover all possible types of personal issues, including stress, harassment, violence, or parenting issues. All employees are provided with an opportunity to contact an EAP representative. EAP is another bright example of a well-developed set of preventive measures that decrease healthcare risks and prevent various health complications. References Folland, S. (2006). Economics of health and health care. Prentice Hall. Hodge, J. (2007). Lowering healthcare premiums by increasing staff wellness: a staff wellness plan increased the return on investment. Nursing Homes, 55 (11): 66-70. Salley, H. (2005). Health-care benefits and insurance trends. American Business Journal, 44 (7): 14-22.

Enhancing E-Learning Experience Assignment Example | Topics and Well Written Essays - 3750 words

Enhancing E-Learning Experience - Assignment Example In terms of Prensky’s transitional imperatives referred above, games and simulations, do offer all the significant features required in the 21st-century learning paradigms. As Ardell and Andresen point out, games and simulation sparkle interest through interesting storytelling narratives, thereby enhancing engagement; but to be effective, learning content in games have to be relevant and woven around strong context. Exploring the effectiveness of learning content, Schank (1997) opines, that people remember situations that turn out to be different from what they expected. Failing in interesting ways, Schank suggests, should be a goal of any learning intent. And, where else, then through games and simulations, can a facilitator embed failure-modes in learning?  The research problem embodies the research study, both in its scope and depth, and unambiguously defined (Fouche, 2005).   In this study, the research problem is centered on studying the impact of games and simulation in e-learning, in terms of effectiveness in learning content, and engagement in learning delivery. Klaus Mogensen (2009) states that the future of learning would revolve around: improved technology, virtual reality, augmented reality, and future competencies. The technologies would include intelligence (smart), interactivity, individualization, and inclusion. Virtual classrooms, second life, situational encyclopedias, Wikipedia, open source and YouTube would become the order of the day. The scope of this dissertation would include the impact of such emerging technologies on e-learning and their adaptation to games and simulation.

Introduction to Business Law Essay Example | Topics and Well Written Essays - 2500 words - 1

Introduction to Business Law - Essay Example While the historical methods of resolving the disputes e.g. civil litigation etc. are still very much intact and effective but their limitations have also been highlighted in modern age. This has given rise to the idea of finding alternate methods of dispute resolution or alternate dispute resolution (ADR). In this paper we will look at what is ‘Alternate Dispute Resolution’, what are its types, how it evolved and what is its effectiveness towards access to justice. We will also see if there are any challenges confronting alternate dispute resolution. When a dispute is resolved through non-conventional methods it is knows as alternate dispute resolution. It â€Å"can be defined as the resolution of disputes other than rendered by the judicial system†. (Rosa, Santa, 2009) There are many ways in which a dispute can be alternatively resolved but following are the most commonly used ones: When the parties to a dispute appoint a neutral referee to hear their dispute and make the decision it is knows as arbitration. The person working as the referee is known as the arbitrator. There can be one or more arbitrator in arbitration. Arbitration is mostly used when there is an arbitration clause in contract between two parties stating that in case of a dispute both parties would go to the arbitrator instead of going through the tradition legal forums. (Lew, Mistelis and Kroll, 2003) Mediation is a system to reach a consensus among conflicting parties. In mediation a mediator is appointed with the consent of all parties. The mediator tries to talk to concerned parties both in the presence of each other and alone as well. Mediation, as a process of reaching a decision, falls short of arbitration as the status of mediator is only to facilitate the dialogue between parties and not make a final decision regarding the dispute. (Stitt, Allan, 2004)

QUO VADIS ANTHROPOLOGISTS Essay Example | Topics and Well Written Essays - 750 words

QUO VADIS ANTHROPOLOGISTS - Essay Example In this regard, anthropology, ethnology and ethnography are fairly new as academic professions because these disciplines came out of the encounter of Western colonizers in the age of exploration and empire with non-Western colonized peoples in Asia, Pacific, Africa and in the Middle East regions. Anthropological research and field studies not surprisingly take the Western view of the world in trying to make sense out of a sheer diversity of native cultures. Anthropology now must take a stand to stay relevant by seeking remedies to social inequities. Discussion Broadly speaking, anthropology and ethnography had three distinct phases which are salvaging of what is left of native cultures before these are lost forever, the romantic notions of doing some extensive fieldwork by living among the natives and lastly, both the anti- and post-colonial mentality of later generations of anthropologists. Again, almost always, anthropologists had been in most instances apologists (pun intended), f or colonialism and imperialism by using an ideology of Manifest Destiny. It is only now that anthropology is trying to make amends, by being proactive instead of reactive, as it had shown in the past, merely recording what has been but not taking action for preserving local societies and cultures with a stronger form of advocacy, afraid of politicizing the profession. On hindsight, it can hardly do otherwise. Anthropologists cannot be mere observers forever; people continue to suffer under newer forms of colonialism. American anthropology largely came about as a result of the settlement of the wild west when much of America was considered as frontier territory, up for grabs by the white settlers in a fantastic land grab from the native American Indians through a justification of using the Manifest Destiny ideology to assuage the guilty conscience of the new settlers. It was an unrelenting kind of campaign to drive out locals from their native lands, which finally came to a head when Ishi is thought to be the last of his kind. In a way, anthropology had failed him because although most of the anthropologists knew he was the last of his tribe, they did not make any concerted effort to revive his tribal culture when the Yahi language is somewhat related to other native dialects and they could have encouraged him to get married, produce some offspring and perpetuate his tribe. It is a sad commentary anthropology was not able to save Ishi or his tribe; he went the way of the dodo (a flightless bird), an extinct species. Anthropologists could have saved him from the fate of the dodo, but instead, they were so happy to have found a supposedly fine specimen of a real wild Indian they proceeded to study him and his myths, language, and other cultural aspects of his soon-to-be extinct tribe, collecting additional artifacts for a museum (Riffe & Roberts 1995). The effort to drive out the native American Indians was relentless and ruthless, resulting in massacres because of an uneven fight using bows and arrows versus rifles and cannons. It is a culmination that resulted in the few remaining survivors forced to transfer into reservations. The discipline of anthropology did not try to mitigate this brutal aspect of the war of pacification but instead was just content to collect some samples and specimens to be displayed in the museums. A white anthropologist would surely have a hard time doing some fieldwork by living among the Indians as the natives were mostly hostile, like that back in Kenya (Evans-Pritchard 1976:252). The same pattern continues today in which some people and races

The public education system Essay Example for Free

The public education system Essay â€Å"Effectiveness in the principal-ship is the extent to which all learners in the school are doing as well as they should be doing.† (Webster, 1, 1994) The public education system has perhaps never faced more challenges than it does today. With increasing diversity in the school system, teachers and administration have to be prepared to teach students with minimal English. Increased violence in schools has created a situation where providing security for students takes precedence to learning. Drug use among students and domestic violence place teachers and administration in a social services role, rather than focused on education. Increased accountability standards with an ever-shrinking budget challenges teacher’s time to be responsive to individual student needs. Each of these challenges are faced by the school as a whole, with increased pressure placed on the role of the principal to meet these needs. The role of the principal has changed over the past twenty to thirty years. Ideally the principal should be responsible for creating a climate of learning, and assuring that teachers have the resources they need to do their job effectively. â€Å"The principal establishes a climate for excellence, puts forth a vision for continuous improvement in student performance, promotes excellence in teaching, and commits to sustained, comprehensive professional development for all staff members. The principal ensures that curriculum, instructional strategies, and assessment of student progress are coherent components in the teaching and learning process. In short, the principal engages herself or himself as an instructional leader.† (Tirozzi, 1, 2001) Educational research, focusing on school effectiveness, often examines the concept of the principal as leader as one of the critical factors. Research indicates that the role of principal as leader in creating a climate that can lead to higher student academic performance, â€Å"conditions such as setting high standards and goals, planning and coordinating with staff, having an orientation toward innovation, frequent monitoring of staff and student performance, and involving parents and the community.† (Blank, 1, 1987) This increased emphasis on the principal as a leader, has ultimately changed the role of the school principal. Historically, principals wereelected and played the role of educator. The increased need for the principal to take the part of leader requires the principal to also take on the role of administrator. Along with this role, there is a increased emphasis on the principal as a primary contributor to the educational effectiveness of the school. This expanding role of the principal has created a new set of expectations, including fulfilling the role of leader as both educator and administrator, including responsibility for the school curriculum. During the 1980s, school districts introduced programs to increase school effectiveness, including greater instructional leadership by principals. (Blank, 1, 1987) According to Elaine Fink and Lauren Resnick, there is widespread appeal for principals to assume the role of leaders in education, but this role is not being fulfilled in practice. â€Å"In practice, though, few principals act as genuine instructional leaders. Their days are filled with the activities of management: scheduling, reporting, handling relations with parents and the community, and dealing with the multiple crises and special situations that are inevitable in schools. Most principals spend relatively little time in classrooms and even less time analyzing instruction with teachers. They may arrange time for teachers meetings and professional development, but they rarely provide intellectual leadership for growth in teaching skill.† (Fink Resnick, 1, 2001) Fink and Resnick depict principals as becoming more and more distanced from the issues of education and instruction and increasingly focused on administrative and budgetary issues. According to Fink, building an effective community of principals should focus on the craft of teaching and learning and the building of strong interpersonal relationships. The role of principal maintains five major controls or sources of power or authority including the authority (1) to exert administrative control, (2) to exert aggressive instructional leadership, (3) to control the evaluative framework of the school, (4) to control the distribution of rewards, and (5) to control the timing and flow of information and resources in the school. (Webster, 44, 1994) The effective principal has the ability to define what tasks ar e important and create a framework in which those tasks can be accomplished. The effective principal should focus on the role of â€Å"principal teacher,† or that which is the teacher of teachers. Effective principals, who have the responsibility of teaching both new and experienced teachers, must be knowledgeable about a wide variety of teaching strategies, with a focus on that which will enhance learner growth. Effective principal must possess problem-solving as a skill. The effective principal should operate as a leader. (Webster, 93, 1994) Leadership is often defined as the ability to influence others in the group, focused on the two basic functions of leadership: task and human. Task effectiveness relates to teaching as the major task and learner growth as the outcome. The second function of human effectiveness recognizes that teachers and other staff members need occasional strengthening, refocusing, morale boosting, and listening to, as well as remediation and correction. According to Webster, task effectiveness and human effectiveness roles of leaders overlap, across all domains. Principals must display task effectiveness in the learning or learner-centered domain as well as in the management domain. (Webster, 46, 1994) Portin and Shen studied the changing role of the principal in the Washington State education system. They identified the school effectiveness research of the last twenty years in affirming the role of principal leadership in school success. Principals were identified as key individuals as instructional leaders, initiators of change, school managers, personnel administrators, and problem solvers. The principal is in the center of multiple demands to reform schools and to meet the challenges of future leadership. (Portin Shen, 1, 1998) â€Å"If education, in general, and schools, in particular, are seen as tools for social change, educational leaders are assumed to be among the most critical artisans. This assumption is widely held by the public-at-large, as well as by education professionals. It is also an assumption warranted by relevant evidence. Indeed, the leadership effect becomes increasingly prominent the more one focuses attention on schools as opposed to other types of organizations.† (Portin Shen, 1, 1998) Despite changes in shared leadership and teacher empowerment, the principal remains the center of leadership in the school. The unique role of the principal includes instructional, organizational, and statutory leadership. As an instructional leader, the principal is expected to retain knowledge of effective instructional practice, both curricular and pedagogical. The role of the principal as evaluator of instruction underlines the organizational leadership expected. Principals are given responsibility for most school operations. Despite changes in school policy, and societal changes, the assumption is made that principals have the capacity to lead and supervise the implementation of new programs and regulations while continuing to provide previously assigned responsibilities. Research indicates that this ever-changing role of the principal may not allow for them to meet of the expectations. â€Å"Numerous factors have been identified that contribute to the ways in which principals spend their time. Analyses of the principals role reveal constant interruptions, lack of planning time, fragmentation of activities, compliance with numerous rules and regulations. Clearly, the role of the principal is changing as more is expected of them.† (Portin Shen, 1, 1998) In a study of schools in Washington State, more than three quarters of principals surveyed, reported that in the last five years they have had more responsibility for site-based decisi ons, monitoring truancy, dealing with the impact of student diversity, interacting with parents, improving school-community relationships, and administering special education programs. These changes suggest that principals are expected to provide more leadership, on one hand, and to take on more managerial responsibilities, on the other. This has led to a growing tension between the leadership and managerial responsibilities of the job. The role of principal is becoming increasingly more challenging. Ninety-one percent of the principals surveyed indicated they are in districts that are decentralizing decision making to the local school site, 76 per cent were in districts that were initiating or encouraging the use of site councils, 79 per cent indicated the need to establish school/business partnerships. Seventy-six percent reported working in sites with increased student diversity that has had an important impact on the school, 83 per cent increased interactions with parents that have had a significant impact on their work, 91 per cent reported it was important to consider client satisfaction when making decisions. As might be expected, these changes have had nega tive impact on the ability of principal’s to do their work and increased negative feelings about their job. (Portin Shen, 1, 1998) These changes have required the principal to take on additional responsibilities, resulting in a disproportionate amount of time and attention devoted to these new responsibilities. As new responsibilities are added, principals must take time away from previous demands to meet the changing demands. Despite the addition of new responsibilities, principals have not been relieved of other duties and responsibilities that have traditionally been a part of their job, â€Å"building maintenance and repair, instructional leadership, maintaining a safe and secure environment, responding to teacher and staff requests, conducting legally required teacher evaluations, managing the budget, and maintaining discipline.† (Portin Shen, 1, 1998) Despite these additional responsibilities, authority and instruction did not necessarily follow, resulting in considerable ambiguity. Some principals surveyed reported not feeling they possessed the skills necessary for the increased job responsibilit y. Further, principals surveyed reported feeling greater levels of frustration in their job and less enthusiasm for the work they do. Their decline in morale and enthusiasm stems, instead, from their inability to carry out both their management and leadership functions effectively and efficiently, and their preference to provide leadership. Many principals report work weeks of 50 to 70 hours. They feel they are being forced to make choices about where they will spend their time and attention. Another source of frustration is the shift to managerial rather than leadership responsibilities. They recognize that managing the building is a necessary function for principals, they prefer to focus on their role as instructional leaders, spending time with teachers, students, and parents improving the schools program for student learning. Many principals are finding it difficult to maintain that focus. (Portin Shen, 1998) Principals have the responsibility of making certain that specific tasks are completed by teachers and other staff members. Their job is to coordinate, direct, and support the work of others by â€Å"defining objectives, evaluating performance, providing resources, building a positive climate, fostering positive school-community relations, planning, scheduling, keeping records, resolving conflicts, handling student problems, working cooperatively with central office staff members, and keeping the school running smoothly on a day-to-day basis.† (Wendell, 88, 1994) Their day to day activities are further challenged by factors outside their control. Negotiated teacher contracts, may define working situations that further diminish the resources of the school. (Webster, 86, 1994) Leadership activities are commonly associated with initiative and change that inspire others to accomplish the mission of the organization. â€Å"Through leadership, principals bring an active and personal attitude toward the reaching of goals. Principals who are both successful leaders and managers empower others. The system as a whole begins to function effectively with the improvement of teaching and learning for students. Principals should consider themselves leaders of leaders, not leaders of followers.† (Webster, 201, 1994) Historically, principals have been considered part of the control process within the school. Their job was to distribute incentives for completion by teachers and other staff members. Transformational leadership, that is desired now, works by transforming the goals and aspirations of members of the organization. â€Å"Transformational school leaders pursue three goals: to help staff members develop and maintain a collaborative, professional culture, to foster teacher development; and to help personnel solve problems together more effectively.† (Webster, 192, 1994) This type of leader realizes that an integrated, cohesive group lends itself to effectiveness. Everyone works together to p ursue common goals. A sense of ownership exists within an organization where transformational leadership is practiced. (Wendell, 212, 1994) Instructional leaders need to be knowledgeable about instructional resources, provide resources for their teachers, promote staff development, and obtain resources and support for school goals. Performance appraisals should be based on goals that improve institutional performance. Instructional leaders help solve instructional problems, encourage the use of many strategies and styles, and assist teachers with assessment and evaluation techniques. â€Å"Instructional leaders promote their vision for their schools, communicate to teachers about desired instructional practices and criteria for evaluating performance, and provide frequent feedback to teachers. Principals who would be instructional leaders actively promote staff development activities, are readily available to discuss issues related to teaching and instruction, are visible to staff and students, and make frequent classroom observations. Instructional leaders focus upon instruction and take care of routine managerial task s, such as completion of paperwork, before or after classes as much as possible. Principals who believe that all students can learn and enjoy school are willing to examine how students learn and redirect the focus of schooling upon students learning styles.† (Webster, 182, 1994) According to Wendell, principals can develop instructional leadership by establishing clear goals, objectives, and priorities; expressing high expectations; emphasizing student achievement, attendance, behavior, and attitude; and focusing upon school goals and priorities. Principals can enhance instruction by providing clear communication within their educational system and by keeping curriculum focused upon goals, by working with teachers to improve their instructional skills; and by monitoring school performance. Principals who are effective instructional leaders focus upon five key areas: (1) defining the schools mission, (2) managing curriculum and instruction, (3) promoting a positive learning climate, (4) providing supervision of instruction, and (5) assessing instructional pr ograms. (Webster, 220, 1994) The recent trend toward accountability, and nation-wide educational standards have pressured principals to be more concerned with the bottom line. School systems serving poor and minority students pose an even greater threat to the success of a school system in achieving what is considered to be minimum standards. Codding Tucker reviewed what they believe to be determinates of successful principals. They separate the roles they perform, the qualities that they need to perform those roles, and the knowledge implied by those roles. As have others, Codding Tucker re-iterate the need for the school principal to function both as as a leader and as a manager, and that one role should compliment the other. (Codding Tucker, 84, 2002) In providing effective leadership, principals must be able to provide leadership that results in a shared vision of the directions to be pursued by the school and to manage change in ways that ensure that the school is successful in realizing the vision. â€Å"There is overwhelming evidence from the literature on school effectiveness and improvement regarding the significance of the principal in establishing a school culture that promotes and values learning and that embodies realistic but high expectations of all students and teachers. To the extent that principals have an impact on student learning, this impact is largely mediated through teachers and classroom teaching.† (Codding Tucker, 61, 2002) As a manager, the principal must ensure that the circle of accountability is complete and that investment in the learning of individual members is demonstrated in the student learning outcomes. This needs to be reflected in the staff appraisal process and ongoing processes for evaluating programs and monitoring the performance of the school. â€Å"A key role of the principal is to ensure that each of the elements that contribute to improved student learning outcomes is present, working effectively, and aligned with all other ele ments. When systems aren’t aligned and progress is not noted, it is the role of the principal to make adjustments in the system and make sure those adjustments are communicated throughout the school system. Principals need a strong theoretical foundation of current knowledge about teaching and learning, practical knowledge of the beliefs and understandings of staff in the school, and applied knowledge of how to bring about development and change in those beliefs and understandings.† (Codding Tucker, 64, 2002) Schools with effective learning climates have behavioral standards understood by all students, with consequences for inappropriate behavior administered consistently and fairly, on the basis of a written standard known to all staff members. An effective learning climate in schools should be a major component of the principals vision which serves as the basis for improvement. Principals must understand the meaning as well as ways of improving effective learning climates. A climate that promotes learning includes all the things principals must do to foster teacher and student involvement. According to Webster, the climates of effective schools are characterized by (1) high levels of student involvement with work; (2) teacher-led instruction; (3) students who understand teacher expectations; (4) efficient use of time; (5) minimal confusion and disruption; (6) mutual trust between teachers, students, and administrators; (7) high morale; (8) ample opportunities for input by all factions; (9) feelings of ownership by all; (10) feelings of caring by all; and (11) the presence of one or more ongoing renewal or school improvement projects. (Webster, 182, 1994) Through their leadership abilities, the school principal can have an impact on teacher attitude, student achievement, staff and student morale. According to Webster, the first step that a principal can take toward establishing an effective learning climate in any school is being there, being seen by all, students, teachers, and other staff members. Principals need to maintain personal involvement in the school setting. Students and teachers alike, must have the feeling that the principal is likely to be anywhere and at anytime. Projection of a caring attitude should accompany the high visibility of the principal. Further, Webster provides the following suggestions as a method to improve principal interactions: (1) establish a climate of professionalism with teachers; (2) interact personally with children; (3) get into classrooms; (4) be a teacher advocate, hospitable and sensitive to teacher suggestions; (5) attempt to fund projects of creative, caring teachers; (6) delegate authority wisely; (7) be politicians in dealing with their school communities; (8) offer criticism in a constructive manner; and (9) be human, while han dling unpleasant tasks with fairness, firmness, and dispatch. (Webster, 141, 1998) Webster believes that principals should attempt to establish these elements by focusing on teachers first, then students, and finally, student-teacher relationships in their schools. Traditional training for principals has consisted of theory and policy taught by university professors relying on academic models. Candidates have been taught to manage with a top-down rather than a team approach. Although theory is an important component of principal training, recent studies have shown that the skills and qualities most necessary to succeed include problem analysis, data collection, organizational ability, decisiveness, effective communication skills and stress tolerance. The issue of continuing professional development is also important. Even veteran principals feel that they are not prepared for the reality of the job. Many feel isolated having left their network of peers in the ranks of teachers. They also feel a lack of constructive criticism and supportive supervision. Principals n eed to be prepared to handle the various situations they face in a day. Theory is important, but aspiring principals must be shown that most of what they will be facing will not come out of a book. They must be prepared to be open minded and handle each situation as it comes. Working in collaboration with school districts to create mentoring programs is important. Principals need a network of peers to alleviate the isolation and helplessness many feel. (Ediger, 381, 2000) Leadership within school systems are not built on the qualifications of individuals alone. Typically, the role of principal, as well as that of teachers, has been undervalued. Resources are scarce at best and research has not adequately defined problem areas. Effective models are scarce. â€Å"If existing educational leadership roles are inadequate, they are at least familiar. There is scant research and development to guide principals or superintendents through the onslaught of new policies driving the standards movement. New responsibilities require new job descriptions and redesigned systems to support new learning.† (Fitzgerald, 57, 2000) The focus of school leadership, all too often, has been faced with numerous changes and increasing responsibility. Principals are expected to produce educational results but often lack understanding of how students learn. Principals are expected to evaluate teaching performance with inadequate knowledge of what constitutes good practice. Principals work in isolation with little time to effectively supervise or interact within their schools. (Fitzgerald, 57, 2000) The role of the school principal has changed dramatically and will continue to do so. Principals are required to fill a myriad of roles, with additional responsibilities added on an ongoing basis. New laws, an ever-changing and diverse student base, new standards will all continue to challenge the school principal in fulfilling their role as a leader. Despite these changes, there are some things tha t remain a constant in the life of the principal. The principal will continue to be responsible for creating a culture of learning. The principal will continue to create a climate that encourages teachers to expand their horizons and their own learning in order to serve students better. The principal will continue to be responsible for the budgetary constraints that challenge the educational system today. The principal will still be required to create a standard of education that focuses on quality. The NAESP (www.naesp.org) defined The guide identifies six standards that redefine instructional leadership for todays principals. These standards include: †¢ Leading schools in a way that puts student and adult learning at the center, with the principal demonstrating the role of learner and teacher. †¢ Promoting the academic success of all students by setting high expectations and high standards and organizing the school environment around school achievement; †¢ Creating and demanding rigorous content and instruction that ensures student progress toward agreed-upon academic standards; †¢ Creating a climate of continuous learning for adults that is tied to student learning; †¢ Using multiple sources of data as a diagnostic tool to assess, identify, and apply instructional improvement; and †¢ Actively engaging the community to create shared responsibility for student and school success. These standards, though appropriate, still require the principal to establish priorities within the system and redesign the workplace in order to achieve the overall mission. The first priority of the principal should always be to establish a culture of learning. If learning is the priority, then the rest should follow and it should provide the basis for other decisions to be made. References Blank, R. K. (1987). The Role of Principal as Leader: Analysis of Variation in Leadership of Urban High Schools. Journal of Educational Research, 81(2), 69-80. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=76943658 Ediger, M. (1996). The School Principal with New Responsibilities. Education, 116(3), 381+. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5000367879 Ediger, M. (2000). Role of the Principal and the Social Studies. College Student Journal, 34(3), 423. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001112650 Ediger, M. (2000). The School Principal as Leader in Reading Instruction. Reading Improvement, 37(1), 20. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001752787 Fink, E., Resnick, L. B. (2001). Developing Principals as Instructional Leaders. Phi Delta Kappan, 82(8), 598. Retrieved February 12, 2007, from Qu estia database: http://www.questia.com/PM.qst?a=od=5000979577 Fitzgerald, M. L. (2000, September). Leaders Count in Education, Too. School Administrator, 57, 54. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001205859 Garubo, R. C., Rothstein, S. W. (1998). Supportive Supervision in Schools. Westport, CT: Greenwood Press. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=26185358 Glasman, N. S., Heck, R. H. (1992). The Changing Leadership Role of the Principal: Implications for Principal Assessment. PJE. Peabody Journal of Education, 68(1), 5-24. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=96652390 Halawah, I. (2005). The Relationship between Effective Communication of High School Principal and School Climate. Education, 126(2), 334+. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5014422241 Hart, A. W. (1992). The Social and Organizational Influence of Principals: Evaluating Principals in Context. PJE. Peabody Journal of Education, 68(1), 37-57. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=95763827 Portin, B. S., Shen, J. (1998). The Changing Principalship: Its Current Status, Variability, and Impact. Journal of Leadership Studies, 5(3), 93. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5001503219 Sybouts, W., Wendel, F. C. (1994). The Training and Development of School Principals: A Handbook. Westport, CT: Greenwood Press. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=27514555 Tirozzi, G. N. (2001). The Artistry of Leadership: The Evolving Role of the Secondary School Principal. Phi Delta Kappan, 82(6), 434. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=5000952847 Tucker, M. S. Codding, J. B. (Eds.). (2002). The Principal Challenge: Leading and Managing Schools in an Era of Accountability. San Francisco: Jossey-Bass. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=109366182 Webster, W. G. (1994). Learner-Centered Principalship: The Principal as Teacher of Teachers. Westport, CT: Praeger Publishers. Retrieved February 12, 2007, from Questia database: http://www.questia.com/PM.qst?a=od=27517699