Why Parents Should Be Rigid And Open System - 1251 Words

1 People do not exist in a vacuum but among other people, whom together they unite to form family which is the basic unit of the society. People behavior differs that ranges from individual to community level. But in the same time causes of the behavior are different this is due to some level of interaction in the family comes across. Interaction occurs at different factors such as stable but open system which creates limit and when threatened the stability is in danger that why parents are expected to behave in manner not to affect their children so that stability is maintained at the same time the family should not be rigid and should be on the move to change, consequently predict what might come outside their family surroundings. This is reflected in both family in that the Angelino family is seen as stable unit with its own limit such as the family has children and properties and also they run their butcher shop this showing how stable and open system is a strength to the family another point is that the Angelino family comes large family where they enjoy a wider cooperation and they value education hence taking their children to school at parochial school.in another hand the Mr. and mrs mc Neil family comes from a wealthy family they enjoy high education and they also have few children as compared to Ange linos the mc Neil’s family look social and able to have fun with friends.The characteristic in the family include property which can be in terms of land,Show MoreRelatedHow Historical Developments And The Various Aims Of Education1413 Words   |  6 Pagescommunity cohesion.† The concept of integrating schools and aiming for an education system where children in Ireland are mixed together regardless of their background is not just a recent proposal. The concept of Shared Education has been experimented with for over 180 years. In 1831, Irish Chief Secretary Stanley announced the decision to establish a National Board of Education to administer a centralised system of un-denominational elementary education in Ireland (some forty years before a similarRead MoreFamily Is The Basic Unit Of The Society1250 Words   |  5 Pagesthis is due to some level of interaction in the family comes across. Interaction occurs at different factors such as stable but open system which creates limit and when threatened the stability is in danger that why parents are expected to behave in manner not to affect their children so that stability is maintained at the same time the family should not be rigid and should be on the move to change, consequently predict what might come outside their family surroundings. This is reflected in both familyRead MoreWhy Children Commit Crimes Have Been Going On For Over Decades?1162 Words   |  5 PagesStudies on why children commit crimes have been going on for over decades. Many researchers have yet to find the reason as to why under aged individuals act the way they do. Although, there isn’t a correct answer as to why children do commit crimes, there have been various studies that show what could cause the minor to act in such a way. Transfer laws would be beneficial because it would help under aged individuals stay on the right track. If minor s break the law and commit crimes they should be treatedRead MoreConcepts In Children Essay1195 Words   |  5 Pagessection, I am going to draw on my professional experience in an early childhood setting to understand how educators’ image of the child can impact on their teaching practices. As an International student who came from a country where the education system is completely different as to Australian’s, my first placement experience has impacted me greatly about how I picture about Australian Early Childhood Education. My first mentor, Susan, is a very passionate and experienced kindergarten teacher. SheRead MoreBook Review : Joe Stark1479 Words   |  6 Pagespossibility. School practices that wound and make students hesitant learners have to be investigated so they can be changed. If we understand what school wounds are, why they occur and what can be done about it, we don’t need to harbor these wounds forever. The â€Å"average† child is possibly the most wounded child in our school systems. These students often come away feeling that they are not smart and that their abilities are set in stone. Many experience shame that results in hurtful, searing memoriesRead MoreCommunication Reflection Paper1418 Words   |  6 Pagesmust read between the lines to give me more insight into her predicament. If I feel like in our interactions she is not focused on the issues that require more immediate attention, I can guide the conversation towards topics of more severity in an open and non-judgemental way. I’ll reassure her that she is not alone and that I will develop a network of support that can help in her and her son’s development towards a better relationship. Ill outline a plan I tailored for Mrs. Brown and her son toRead MoreEssay on Autism Spectrum Disorder: What Does the Diagnosis Mean?1630 Words   |  7 Pagesï » ¿ Megan Paonessa English 111 - L16 Sylvia Gilfillian â€Å"What does Today’s diagnosis of Autism mean?† December 6, 2011 Autism spectrum disorder (ASD) is a topic that is not addressed the way it should be. Many people have heard the work autism, but could not define it if asked. Two essays I recently came across, â€Å"Joey: A ‘Mechanical Boy’† written by Bruno Bettelheim and â€Å"Thinking in Pictures†, written by Temple Grandin, share the common topic at hand, autism. Both essaysRead MoreMassive Open Online Courses1349 Words   |  6 Pages MOOC is an acronym for â€Å"massive open online course†; these MOOCs have had a far-reaching influence on the way education is perceived today. For the moment, MOOCs are almost always free, as students pay no fees to register or take the course. Enrollment is high, ranging anywhere from thousands to hundreds of thousands. While enrollment, and perceived interests may be high, course completion rates are extremely low; frequently, no more than five or ten percent of students who register go on toRead MoreSociety Wasnâ⠂¬â„¢t Built In a Day: Societal Structure in The Age of Innocence.1328 Words   |  5 Pageslayer of window curtains. By the first of November this household ritual was over and society had begun to look about and take stock of itself†(Wharton 205). So, Fifth Avenue in New York is known for â€Å"[opening] its shutters†, thus declaring itself open to the public to see, in all its splendor for the next sixteen days, from the â€Å"fifteenth of October† until â€Å"the first of November†. This tradition gives everyone the opportunity to view this amazing street in New York, which is historically known forRead MoreLifelong Learning and Education Quality1623 Words   |  7 Pagesthem, is mainly shaped by the different understanding of the nature of the human activity systems, one of which is the system of educational practice. Professor Bà ©la Banathy (1991), theoretician of the system and systemic changes, distinguishes the five types of human activity sys tems: rigidly controlled (e.g. factory production line), deterministic (bureaucratic; strongly centralised national education system), purposeful (corporations, industry, services), heuristic (corporations developing new entrepreneurship

John Steinbecks Dream The American Dream - 795 Words

An American Dream, what is it? Everyone has dreams,to achieve something great; but do you think you could really even go through with it? The book Of Mice and men by John Steinbeck shows how the American Dream is not attainable he shows that even your most precious dreams for your future can’t be achieved. Throughout the novel Steinbeck does not support the American Dream, as it is shown in a series of events throughout the novel. In the novel it shows that it can’t be achieved in three ways; first Crooks dream comes to an end when Curley’s wife puts him into his place, second Curley’s wife dreams come to an end when she gets killed, and lastly the dream of Lennie and George living on the farm comes to an end when George makes the decision†¦show more content†¦She even took away her own dream, by getting involved with lennie after she knew what could happen if she let him touch her hair. All of the dreams were crushed by one character. Lastly Lenn ie and George did not get the dream of living on the farm like they wanted because lennie died. â€Å"He pulled the trigger; lennie jarred, then settled forward in the sand; and he lay without quivering† (Steinbeck 117). Lennie and George had a huge dream about living on the farm. George made decision to help his best friend to save him. After the fact is that he died and then they lost the dream of ever living on the farm. In the last chapter is states that lennie died. This is a huge part of the book, because George and lennie had the dream to live on the farm and to live a life where they wouldn’t be judged for the way that they are. This shows that even for best friends Steinbeck does not support the American Dream. Their dream at ever living on the farm is a zero chance, how could George go on and live on a farm after he killed his best friend in order to save him from having a painful death. An American Dream, what is it? For Crooks it was to live a free life wit hout being judged for the color of his skin, For Curley’s wife it was to make it big somewhere, and for lennie and George it was toShow MoreRelatedWhat Is John Steinbecks Theme Of The American Dream831 Words   |  4 PagesJohn Steinbeck describes a world where the American Dream was a wonderful dream to live but very difficult to live because of the challenges. In the 1930s, the Great Depression was occurring and it was horrible. During this time it was very disturbing how many people were living because they could not afford anything. The American dream was honesty not very achievable during this time period. Many people John Steinbeck reveals the reality of the 1930s in his novel. Steinbeck’s purpose in writingRead MoreThe American Dream in John Steinbecks Of Mice and Men Essay1430 Words   |  6 PagesGreat Depression. The American dream was no more, and the land of opportunity had become the land of misfortune. It was during this time that many farmers best hope for a new life lay in California. The American Dream is the idea of an individual overcoming all obstacles and beating all odds to one day be successful. This subject is the predominant theme in John Steinbeck’s novel. This is a novel of defeated hope and the harsh reality of the American dream. Steinbeck’s naturalistic and unrefinedRead MoreThe Importance of the American Dream to John Steinbecks Of Mice and Men2288 Words   |  10 Pagesthe American Dream to John Steinbecks Of Mice and Men The novella, Of Mice and Men was written in 1937 in Salinas, California. It was written by John Steinbeck who himself was born in Salinas in 1902. Adjacent to the Salinas River, much of the towns commerce is centred upon shipping and agriculture and specifically vegetable farming. Early in the century many people were migrating to California, and many were trying to succeed in farming. One of Steinbecks jobsRead MoreThe Pursuit of the American Dream in John Steinbecks Of Mice and Men1967 Words   |  8 Pageson to find another job. John Steinbeck puts the spotlight on two migratory workers who dream to finally settle down by saving money to buy their own land. One of the main characters is George Milton, a smart, small, sensitive, and kindhearted man, who is the leader of the duo. The other main character is Lennie Small, who is oversized, mentally challenged, physically powerful, and inclined to getting into serious trouble. Towards the beginning of the story the twosome’s dream seems were distant, butRead MoreThe American Dream In John Steinbecks Of Mice And Men761 Words   |  4 Pagesfilters throughout the world to lean people’s views one way or another. In Of Mice and Men by John Steinbeck, he uses George and Lennie, Crooks, and Curley’s wife to demonstrate the American Dream. This is unattainable but is their motivation to carry on their da ily on the ranch lives. George and Lennie’s actions revolve around their American Dream. In a conversation between George and Lennie they discuss their dream, George states â€Å"... We’re gonna get the jack together and we’re gonna have a little houseRead MoreThe American Dream In John Steinbecks Of Mice And Men804 Words   |  4 PagesDreams are meant to be dreamt but are never attained. In the riveting novella of Of Mice and Men, two â€Å"bindlestiffs†, George and Lennie (the protagonists), search for a job in Soledad, a small town not too far from Salinas, during the poverty-stricken era of the 1930s. During the 1930s, many â€Å"Okies†, unemployed and impecunious migrants from the Midwest, traveled to California in search of a dwelling and an occupation. All of them aspired to be wealthy and have all the fancy goods and chattels inRead MoreEssay about The American Dream in John Steinbecks Of Mice and Men731 Words   |  3 PagesThe America n Dream is a fundamental theme in John Steinbecks novel Of Mice and Men. I will endeavor to examine how the theme is presented in the novel in order to determine why it is so important. Whilst exploiting the theme it will be imperative to consider the characters that hold this dream, I will focus on George and Lennie, the two central characters. In addition I will acknowledge the social and economic situation of the time, the Great Depression. The American Dream is an idealRead MoreThe Unattainable American Dream in John Steinbeck’s Novel Of Mice and Men756 Words   |  4 Pagesall men and women to dream. In John Steinbeck’s novel â€Å"Of Mice and Men,† the American dream is sought after by many different characters. However, the main theme in the story is how these dreams are unattainable, and how because of the Great Depression, all American dreams were dead. But what is the American dream? A unitary definition does not exist, however, the meaning of living the American dream is something that differs for everyone. For some people, the American dream might be acceptance andRead MoreJohn Steinbeck: An American Writer During the Great Depression1315 Words   |  6 Pagestime. Because of the difficult situations, American writers turned their focus to social problems and issues. They were motivated to arouse sympathy for the suffering of common people, especially those at the very bottom of the socie ty. (Wang, 2012) John Steinbeck (1902-1968), born in Salinas, California, is one of the most significant and representative American writers in that era. He is the winner of the Noble Prize for Literature in 1962. John Steinbeck’s living experience in California had a greatRead MoreThe Grapes Of Wrath And Of Mice And Men1644 Words   |  7 PagesJarvis Johnson Research Paper John Steinbeck is an American author of 27 books, widely known for award winning novels, The Grapes of Wrath and Of Mice and Men; Steinbeck is also a Nobel Prize winning of Literature. Steinbeck’s writing expresses realistic and creative thoughts, combining as they do compassionate comedy (through Lennie) and intense social perception with their surrounding national culture. John Steinbeck, â€Å"Of mice and Men†, Printed in 1937, articulating a tale of characters, George

Competency of Level 4 Nursing Students on Immediate Newborn Care free essay sample

Chapter 1 Background of the Study Introduction A nurse’s responsibility requires safe and effective care within constantly evolving health care systems (â€Å"Patient safety and nursing,† Wikipedia. com). One such area to be checked is neonatal nursing in which a nurse is to provide immediate newborn care. Such care is critical at this stage for it may distinguish whether the wellness of the care given can improve the condition of the newborn or further worsen the condition of the newborn. Immediate newborn care is a step by step procedure in caring for a newborn to ensure comfort and security while providing their needs. Basically focuses on certain procedures done on a newborn upon delivery from the mother. Such procedures include clearing of their airways upon delivery, providing warmth and attachment to mother, cord care, APGAR scoring, temperature taking, anthropometric measurements, eye prophylaxis, Vitamin K administration, immunization, bathing, initial feeding and proper documentation. It is important that nurses should do the procedure accurately and with confidence. Since skills and knowledge are learned through experience, constant practice and good instructions, the practice of this procedure should be started as early as possible, especially during the internship of student nurses in the hospitals in DR and NICU areas. The researchers came up with this study to know the level of competency of level IV nursing students on immediate newborn care. Knowing the level of competency of the student nurses on this procedure may give good insights on how well does the students perform the procedures and may suggest any possible reforms in their learning process. Theoretical Framework According to Bandura, people learn from one another through observation, imitation, and modeling. People learn through observing others’ behavior, attitudes, and outcomes of those behaviors. â€Å"Most human behavior is learned observationally through modeling: from observing others, one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action† (Bandura). Social learning theory explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences. Necessary conditions for effective modeling: 1. Attention — various factors increase or decrease the amount of attention paid. Includes distinctiveness, affective valence, prevalence, complexity, functional value. One’s characteristics (e. g. sensory capacities, arousal level, perceptual set, past reinforcement) affect attention. 2. Retention — remembering what you paid attention to. Includes symbolic coding, mental images, cognitive organization, symbolic rehearsal, motor rehearsal. 3. Reproduction — reproducing the image. Including physical capabilities, and self-observation of reproduction. 4. Motivation — having a good reason to imitate. Includes motives such asA past (i. e. traditional behaviorism), promised (imagined incentives) and vicarious (seeing and recalling the reinforced model). Bandura believed in â€Å"reciprocal determinism,† that is, the world and a person’s behavior cause each other, while behaviorism immediately states that one’s environment causes one’s behavior. Bandura, who was studying adolescent aggression, found this too simplistic, and so in addition he suggested that behavior causes environment as well. Later, Bandura soon considered personality as an interaction between three components: the environment, behavior, and one’s psychological processes (one’s ability to entertain images in minds and language). Bandura bases his theory on the acquisition of complex behaviors on a triangular diagram illustrating the interactive effect of various factors. These three factors are behavior (B), the environment (E), and the internal events that influence perceptions and actions (P). The relationship between these three factors is known as reciprocal determinism. A major difference between Banduras social-cognitive theory of learning and earlier theories is his definition of learning. He noted that persons acquire internal codes of behavior that they may or may not act upon later. Therefore, he divided learning and performance as two separate events. Learning was the acquisition on the internal symbolic representations in the form of verbal or visual codes, which could serve as guidelines for future behavior. These memory codes of observed behaviors are referred to as representational systems and divided into two types of systems, visual and verbal-conceptual. The first is concerned with abstractions of distinctive features of events instead of just mental copies; the second would be the verbal form of details for a particular procedure. The modeled behavior serves to convey information to the observer in one of three different ways. One is by serving as a social prompt to initiate similar behavior in others. The second is by acting to strengthen or weaken the exiting restraints of the learner against performance of particular behaviors. The third influence is to transmit new patterns of behavior. Bandura describes three types of modeling stimuli, which are live models, symbolic models, and verbal descriptions or instructions. Of these three, in American society, the greatest range of exposure is in the form of symbolic models through mass media. Bandura (1977) states: Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action (p22). Conceptual Framework The researchers based their study on the assumption that the immediate newborn care is an area of health and nursing care services that should be given emphasis, for newborns are very fragile and should be handled with care especially in their first few hours of life. In the professional nurse’s role, performance of her responsibilities and functions to competently perform the immediate care for newborns and prevent any untoward trauma on the client. The paradigm shows in Column I, the profile of the respondents as to age, sex and their assigned hospitals and the level of competency on the immediate newborn care. This would be a tool to know if there’s any difference as to respondents’ age, sex and their assigned hospitals (DR-NICU) it also includes the level of competency of the respondents on immediate newborn care as to: airway clearance, attachment and warmth, cord care, activity/muscle tone, pulse/heart rate, grimace, appearance, respiratory effort scoring, temperature taking, anthropometric measurements, eye prophylaxis, vitamin K administration, immunization, bathing, initial feeding and proper documentation. Column II shows the implementation of data gathering utilizing a descriptive design using a questionnaire, which in Column III the output, results in the measures to address any possible findings in the level of competency of level IV nursing students on immediate newborn care. Research Paradigm INPUT (I) PROCESS (II) OUTPUT (III) Statement of the Problem General Purpose: This study will determine the Competency of Level IV Nursing Students on Immediate Newborn Care. Specifically, dealing successfully with the main problem, this study will answer the following questions: 1) What is the profile of respondents as to: a) Age b) Sex c) Assigned Hospitals (DR, NICU) 2) What is the Level of competency of level four nursing students on immediate newborn care as to: a) Airway Clearance b) Attachment and Warmth c) Cord Care d) Activity/Muscle Tone, Pulse/Heart Rate, Grimace, Appearance, Respiratory Effort Scoring e) Temperature Taking f) Anthropometric Measurements g) Eye Prophylaxis h) Vitamin K Administration i) Immunization j) Bathing k) Initial Feeding ) Proper Documentation 3) What is the difference in the level of competency among the level four nursing students on immediate newborn care as to: a. Age b. Sex c. Assigned Hospitals 4) What is the difference in the level of competency on the respondents who were assigned to government hospitals and private hospitals? Hypothesis There is no significant difference in the level of competency among the lev el four nursing students as to: a. Sex b. Age c. Affiliated Hospital Scope and Delimitation: This study will identify the level of competency of level IV students on immediate newborn care. The respondents include level IV nursing students of the University of Pangasinan who were assigned to DR and NICU in both public and private hospitals. The study centered on the level of the competency of the respondents on immediate newborn care as to: a) airway clearance, b) attachment and warmth, c) cord care, d) activity/muscle tone, pulse/heart rate, grimace, appearance, respiratory effort scoring, e) temperature taking, f) anthropometric measurements, g) eye prophylaxis, h) vitamin K administration, i) immunization, j) bathing, k) initial feeding, l) proper documentation. The checklist type questionnaire will be used as the data collecting tool. The questionnaire included items corresponding to all areas expressed in the specific questions asked and carefully prepared by the researcher to guarantee the collection of all data necessary to answer the main problem. Significance of the Study: The findings of the study will be highly significant to the following: To the Level IV Student Nurses. This study can determine the respondents’ level of competency on immediate newborn care and what improvements may be made for the betterment of service to the involved patients, which are the newborn and their family. To the Newborns and Their Parents. Newborns as the direct recipient of care and their parents will benefit much on any possible findings in the performance immediate newborn care by nursing students in the field. To the Nursing Professors and Clinical Instructors. The study done can provide information on the performance of their students and what needs to be restated, reinstructed, and practiced for the betterment of the knowledge and skills of the level IV student nurses To the Researchers. This research presented can determine the level of competency of level IV student nurses on immediate newborn care and what improvements may be done for the betterment of the different procedures. To the Nursing Professionals. Both nursing educators and clinical practitioners in the area of newborn care practice, will be able to utilize the findings from this study to integrate these to their teaching and practice accordingly towards the full development of nursing education and practice. Definition of Terms The researchers present the following terms appropriately defined according to their usage in the study to aid readers in easily comprehending the contents of the whole study. Competency ? Having the sufficient knowledge and skills in doing a procedure. Level IV Nursing Students ? The correspondents of the study who have already attained immediate newborn care knowledge and skills. Immediate Newborn Care ? This regards the procedures done in caring for newborns upon delivery. a) Airway Clearance ? A procedure done to clear secretions in the mouth and nose of a newborn upon delivery for the patency of airway. ) Attachment and Warmth ? Skin to skin contact of newborn with the mother and the immediate drying of newborns to prevent hypothermia and to promote mother and child bonding c) Cord Care ? The proper clamping and cutting of the umbilical cord. d) Activity/Muscle Tone, Pulse/Heart Rate, Grimace, Appearance, Respiratory Effort Scoring ? An assessment scale used as standard since 19 58 (APGAR et al. ,1958). Done at 1 minute and 5 minutes after birth. e) Temperature Taking ? It is the checking of the newborn’s temperature with the use of a digital thermometer. ) Anthropometric Measurements ? Taking measurements of newborn’s weight, length, and head and chest circumference. g) Eye Prophylaxis ? Procedure done by instilling a medication in the newborns inner to outer canthus of the eye to prevent infections. h) Vitamin K Administration ? Injection of vitamin K intramuscularly to newborns which is necessary for blood coagulation to prevent bleeding. i) Immunization ? Vaccination against Hepatitis B that all newborns receive within 12 hours after birth. And vaccination of BCG (Bacillus Calmette Guerin) at birth. j) Bathing ? Procedure done 6 hours after birth of newborn with the use of soap and water. k) Initial Feeding ? Feeding of a Newborn through breastfeeding by the mother. l) Proper Documentation ? Performed by placing proper identification on the newborn, foot printing for birth registration is filed with the infant’s birth record, birth record documentation, including the time of birth and the procedures done. Chapter 2 Related Literature and Studies Foreign Literature †¢ Effect of Training for Care Providers on Practice of Immediate Newborn Care in Hospitals in Sri Lanka. By:Upul Senarath , Dulitha N. Fernando , and Ishani Rodrigo Training programs for health care providers are commonly viewed as the key strategy to promote health care practices. Previous studies highlighted that the implementation of such programs is followed by moderate improvement in ENC practices in hospital settings ( Harris et al. ,1995; Vidal et al. , 2001 ). Among the programs that addressed specific areas, breastfeeding training has shown remarkable Effects with significant increase in breastfeeding indicators ( Cattaneo Buzzetti, 2001; Vittoz, Labarere, Castell, Durand, Pons, 2004; Westphal, Taddei, Venancio, Bogus, 1995 ). Findings of the present study suggest that the implementation of a comprehensive 4-day training Program of ENC can be followed by a significant improve improvement in the practices of cleanliness at delivery, thermal protection, preparedness for resuscitation, and neonatal Assessment in the labor room. The training may possibly have an effect in reducing undesirable health events among low-risk newborns during the postnatal stay. This intervention may not be sufficient for health care providers dealing with high-risk newborns who need care in specialized settings. In general, the practices that were at a lower level during the baseline improved significantly after the training program. There were some differences in the baseline level of practices between the intervention and the control groups, such as immediate skin-to-skin contact, hand washing before handling baby, and providing information to mother after examination. However, the statistical comparisons were made between before and after samples rather than between the intervention and the control groups. The higher levels of immediate skin-to-skin contact in the control group could mainly be attributed to the lower caesarean section rate in this group compared to the intervention group. There were some declines in the control group 3 months after the intervention (e. g. , keeping newborn on a clean surface), but these changes were statistically insignificant. The significant effect of our intervention on practice may be predominantly attributed to the assessment of learning needs of the care providers and developing the Learning objectives and content based on this assessment. Before designing the intervention, a baseline survey was conducted to assess the knowledge and practices of the health care providers and mothers, and high priority was given to poor areas. Our results emphasize that in-service training programs tailored to the local situation after an initial assessment would be more beneficial than standard training using all the sections of a given manual. Another reason for changes is that the present program contained more interactive methods in the training such as demonstrations, hands-on training, and practical assignments than merely didactic sessions. Interactive training sessions that enhance participant activity and provide the opportunity to practice skills can effect change in professional practice ( Davis et al. , 1999 ). The present intervention was not effective in improving some immediate practices such as maintenance of a clean delivery surface and hand washing in the postnatal ward. These results are in contrast with the Brazilian study, where significant improvements were reported in hand washing in postnatal wards following training (Vidal et al. ,2001 ). Failure of our intervention in improving practice of cleanliness in general suggests the need to look for the availability of facilities for maintenance of cleanliness in the labor room and hand washing facilities in the postnatal ward. Thus, we recommend health managers ensure availability of immediate resources in the obstetric units especially facilities for maintenance of cleanliness in labor room and hand washing in postnatal ward. The baseline survey showed that 98. 7% of the newborns under study were exclusively breastfed at the time of discharge . Successful breastfeeding practices among the low risk newborns at hospital were attributed to the consistent efforts made by the health services in training health care providers and educating mothers during pregnancy, delivery, and postpartum periods on breastfeeding (Family Health Bureau, 2001; Jayathilaka Fernando, 2002; Senanayake Wijemanne, 1992). Social and cultural aspects, which were in favor of breastfeeding, would also have contributed in promoting these practices. However, the present study revealed that there is room for improvement in some areas such as management of breastfeeding difficulties, delay in initiation of breastfeeding especially following caesarean deliveries, and lack of support by The staff for breastfeeding in the postnatal ward. Even though preparedness for resuscitation improved following the training, we could not evaluate the resuscitation procedure in the labor room, since very few needed active resuscitation within the study sample. Evidence For effect of training on resuscitation practices in the labor room is limited except for a few studies that showed significant improvement in such practices following implementation of neonatal resuscitation programs (Ryan, Clark, Malone, , 1999; WHO SEAR, 2002 ). Further studies are needed to evaluate the impact of Entraining on resuscitation of the asphyxiated newborn. In our study, the reason for the significant improvement in Preparedness for resuscitation in the control group was not clear. Local Literature What every mom should know about newborn care? By: AMYLINE QUIEN CHING February 12, 2010, 6:41pm Doctors may be the experts in healthcare but they are not gods. They also make mistakes and unfortunately, most subscribe to old practices that seriously need updating. â€Å"Knowledge is still the best safeguard against anything. We cannot just rely on medical professionals for everything. This is especially true for newborns. The first two days of life is very crucial and it is vital that parents, especially moms, also know the right ways of doing things,† says Dra. Christia Padolina, officer of the Philippine Obstetrical and Gynecological Society (POGS) during the launch of the Immediate Newborn Care (ENC) Protocol. The ENC protocol is a project of the Department of Health (DOH) in collaboration with the World Health Organization (WHO). It hopes to cut down the number of newborn deaths in the country by standardizing the practices inside hospitals. According to DOH National Disease Prevention Director Dr. Yolanda Oliveros, there is now a wide variation in the practices of health professionals especially in provincial hospitals. There are even reports of inappropriate care being given to newborns. Dr. Padolina cites several practices that moms (and dads) should keep an eye on after delivery: 1. Babies must be thoroughly dried to stimulate breathing, one minute after delivery. 2. Clamping and cutting of the umbilical cord in about one to three minutes, not under one minute which 99 percent of hospitals do. 3. Babies should not be placed on a cold surface. 4. They should not be washed or given a bath immediately. Wait until after six hours. 5. They must be given to their moms immediately for early skin to skin contact. 6. Babies should not be separated from their moms within an hour after delivery to initiate breastfeeding. 7. Babies should be roomed with the mom immediately and not transferred to a nursery. According to Dr. Padolina, some medical professionals are not aware of these practices while others do not do them at the prescribed time. â€Å"The ENC protocol will help a lot in correcting these mistakes but of course, it is still important that moms know what should be done because it is their aby’s life and wellbeing that is at stake. † Foreign Studies †¢ Competency Assessment: Methods for Development and Implementation in Nursing Education. By: Richard Redman, PhD, RN,Carrie B. Lenburg, EdD, RN, FAAN and Patricia Hinton Walker PhD, RN, FAAN Competent performance by health care professionals is expected throughout society. However, defining what it is and teaching students how to perform compete ntly faces many challenges. This article provides a brief overview of the contemporary focus on competency assessment in nursing education. The redesigned nursing curriculum at the University of Colorado is presented as an exemplar of a practice-oriented model that requires competent performance among students. Methods for implementing a competency-based curriculum and lessons learned during the process are discussed. Increased accountability has become a common theme in contemporary society. In the public marketplace, the theme of let the buyer beware has been replaced with the philosophy of excellence is defined by the customer. This perspective has general application across all types of industries. When the public good relates to education or health care, standards of acceptable performance are clearly defined by regulatory and professional bodies and society holds practitioners fully accountable when performance is unacceptable or questionable. Whether the focus is on public officials, health care professionals, or educators, the expectation is that standards of acceptable performance will be adhered to and the publ ic trust will be safeguarded. Operationally defining acceptable, competent performance is one of the most challenging and immediate components in this accountability paradigm. Those in nursing education face many challenges. Students approach the learning institution with the assumption that they will be taught the requisite knowledge and skills to become competent nurses. Employers of nursing graduates assume that the nursing degree and the state licensure certify competent performance. Many definitional and methodological issues evolve from these assumptions. The social mandate for accountability, however, does not tolerate ambiguous assumptions or debate. While the assessment of competent practice in the service sector has received considerable attention the past 25 years, the implementation of competency assessment models in nursing education has moved at a much slower pace. The purpose of this paper is to examine selected assessment methods designed to accurately document competence within the context of escalating and changing needs in education and practice. The University Of Colorado School Of Nursing (CU-SON) is currently in the process of implementing a competency-based, outcomes-focused curriculum in its four nursing education programs: baccalaureate (BS), master’s (MS), nursing doctorate (ND), and doctor of philosophy (PhD) programs. The Colorado experience described in this article serves as an exemplar for rationale, methods, and process used to develop and implement a practice-oriented model to promote competence among students and practitioners. The methods used in this comprehensive transition provide examples that can be adapted by others in education and practice settings. Multiple requirements for competent nursing practice in the health care system have been established by national associations and agencies. These include the American Nurses Association, the American Association of Critical Care Nurses’ Standards for Nursing Care of the Critically Ill and their Education Standards for Critical Care Nursing (Alspach, 1992). The Joint Commission for Accreditation of health care Organizations requires that clinical competence be assessed for all nursing staff and holds institutional leaders accountable for ensuring that competency of all staff is assessed, maintained, demonstrated, and continually improved (JCAHO, 1999). The legal and financial implications of employee performance and safe practice in a rapidly changing practice environment make continuing professional competence a major concern for all providers and health care organizations. Stressing the importance of assessing what employees can  do, not what they  know, del Bueno describes the commonly known gap between excellent test takers who have difficulty performing a procedure or recognizing warning signs in a patient experiencing difficulty. The use of criterion-based performance measures determines practice competencies in employees as well as identifies where need exists to correct skill or knowledge deficiencies (del Bueno, Weeks, Brown-Stewart, 1987). Competency assessment is always outcome oriented; the goal is to evaluate performance for the effective application of knowledge and skill in the practice setting. Competency assessment techniques address psychomotor, cognitive, and affective domains. Competencies can be generic to clinical practice in any setting, specific to a clinical specialty, basic or advanced (Benner, 1982;  Gurvis Grey, 1995). Competency-based education has been found to be equally effective in both didactic and self-learning approaches (Lenburg, 1990;  Schlomer, Anderson, Shaw, 1997). Alspach(1984) presents hallmarks of competency-based education that make them applicable both in practice and in educational settings. These include competencies based on validation of what performance by competent practitioners actually comprises. In addition, competency assessment is based on criterion-referenced evaluation methods where the learner’s performance is evaluated against a set of criteria provided to the learner so that both the learner and the assessor are clear on what performance is required. Finally, competency-based education is learner-centered in that outcomes are specified and describe what the learner must do to demonstrate competency. Masson Fain (1997) discuss the value of a competency-based system in cross-training, which is commonly used in today’s cost-containment environment. They illustrate the effectiveness of a comprehensive system of competency validation for long-term staff, orientees, and nursing students. Del Bueno reports it took approximately eight months of clinical experience before new BSN graduates felt confident and competent in their clinical judgments. Given the array of individual differences in nursing performance, she recommends that employers and educators assess competencies before assigning nurses to practice settings or advancing them in educational programs (del Bueno, 1990). While examples of competency-based assessment are more prevalent in the nursing practice literature, limited examples can be found in the nursing education literature as well. Lenburg has provided major contributions in the use of competency-based assessment as an immediate component of nursing education (Lenburg, 1991). Her Competency Outcomes and Performance Assessment (COPA) Model provides a framework for assessing the full range of core competencies immediate for nursing practice. These include psychometrically sound techniques for assessment across psychomotor, cognitive, and affective domains in all specialty content areas of nursing education (Lenburg, 1979;  Lenburg Mitchell, 1991). Luttrell and colleagues (1999) successfully employed the COPA model to develop a competency-based undergraduate nursing curriculum and used a variety of competency performance examinations and assessments to measure student performance and achievement. Two methods are used to assess competence in learners. Competency Performance Assessments (CPAs) are used to assess all class assignments that have consequences for the course grade, such as papers, projects, participation and presentations. Competency Performance Examinations (CPEs) are used in clinical situations to evaluate clinical outcomes. Both CPAs and CPEs are comprised of critical elements that collectively define competence for particular skills or abilities. Critical elements are single, discrete, observable behaviors that are mandatory for the specific competencies being evaluated. They specify exactly what is required for acceptable performance in clinical and non-clinical courses; the course grade is based on this pre-determined foundation. Faculty, who are clinical experts, work in collaboration with colleagues in practice settings to specify the critical elements for CPEs and CPAs. Approximately 30 % of the faculty are active practitioners who participate in the School’s faculty practice plan and teach in one or more of the educational programs. This faculty provided immediate input in defining the competencies immediate for practice in different settings. In addition, designated clinical scholars from clinical agencies affiliated with CU-SON became active participants in the process of defining outcome competencies for all students. All faculties participated in this curriculum redesign to address how these competencies might be learned and assessed. Critical elements are created within the context of accepted standards of practice, evidence-based research literature, and course objectives. Specific CPEs are then constructed using these critical elements as immediate items for defining and measuring competent performance in the learner for designated modules or courses. Learners in each course are oriented to the specific competency outcomes and all related critical elements that establish the mandatory level of performance for that course. In testing situations, students are presented with one or more focused clinical cases — actual or simulated — and examined in terms of their ability to demonstrate the required critical elements for competent practice to meet the specific needs of that clinical situation. The advanced health assessment course required in the MS and ND programs provides an example of what the faculty wanted to accomplish in the redesigned curriculum, given the guiding principles described above. The graduate level course consists of a series of modules, each one credit, which are available to students in both the MS ND programs. The modules cover core assessment concepts, and one or more of the following specialty areas: adult, geriatric, women’s, children’s, newborn, and prenatal assessment. Students complete only those modules necessary for their specialty option requirements. Entry level competencies have been set for each module. Any student who has completed the content of a required module at another point in their education, or has had extensive clinical practice in that area, or has completed a continuing education program on that content may demonstrate their competency by completing the designated clinical performance examination (CPE). If successful, that student has met the competency requirements for that module and may progress on to a subsequent requirement. Students who are deficient in basic health assessment knowledge and techniques are urged to complete an intensive basic assessment module and demonstrate competency before beginning the advanced modules. This enhances their ultimate success, confidence and competence. Students taking Advanced Health Assessment complete the didactic portions of the various modules in a web-based format. They also have the opportunity to attend lab sessions where they can demonstrate assessment techniques, ask questions of supervising lab faculty, practice particular techniques and demonstrate their proficiency with faculty direction. At various points, testing situations are required and students are presented with a focused clinical scenario and evaluated using the designated CPE and related critical elements. Results of the completed CPEs are part of the official course records, just as any other test result or grade. Specific evaluation comments, therefore, must be written to withstand legal scrutiny. The faculty established the policy that a failed CPE may be repeated only once. Students cannot advance into a subsequent assessment module until they have demonstrated proficiency for prerequisite competencies necessary for entry into that module. Although still in the early implementation phase, this competency-based approach has worked well to date. All enrolled graduate students in both the ND and MS programs are required to complete the modules appropriate to their specialization. In addition, nurses who are seeking prescriptive authority from the State of Colorado Board of Nursing enroll in the appropriate modules if they are deficient in the advanced assessment requirements. This can be done on a continuing education basis or as an enrolled Post-MS Certificate student. Some health care agencies are considering contracting for various modules for their staff as a means to acquire required competencies for incorporation into practice in the agency. Regardless of the purpose for taking the modules, learners are required to pass the designated CPEs and/or CPAs. The experience with the competency-based curriculum at CU-SON over the past 15-18 months has been very positive, although not without numerous challenges. Considerable faculty development in the methods of competency outcomes and performance assessment has been ongoing and will continue for the next one to two years. From the outset, faculty need a comprehensive orientation to the multiple and interrelated components of the COPA Model; they also need ongoing reinforcement and encouragement, and the time to learn and implement new methods. The curriculum committee has provided oversight through review of every course in all programs, whether on campus or web-based. This has been an ongoing process as courses are revised and new courses designed. Each course is reviewed from the competency-based perspective, including review of competency outcomes, interactive learning strategies, and the CPEs and CPAs proposed for that course. In addition, each course is reviewed for its relationship to the overall mission, philosophy, conceptual framework, and program outcomes for the unified curriculum. This process promotes internal consistency immediate to the overall success of the school and its graduates. The syllabus for every course uses a template that includes a standard set of definitions, explanations, and other information related to competency-based approaches and methods. This insures that students are continuously reminded of the performance expectations required for the course within the context of contemporary practice. The redesign also has required the development of a new evaluation plan for the curriculum. This includes new evaluation instruments to measure achievement of competency-based outcomes, effectiveness of learning strategies and assessment methods, and the satisfaction of students, graduates, faculty and employers. These evaluation methods and ongoing focus groups held with students and faculty provide the foundation for continuous quality improvement; they help faculty determine which components are working effectively and which need improvement. Both process and outcome data have provided important insights as additional courses are designed and implemented. The competency-based approach to nursing education has been endorsed by our stakeholder groups, particularly our colleagues in the clinical agencies. This model is very familiar to them and one that they believe has demonstrated validity and reliability. Overall, implementation of the competency-based COPA Model at CU-SON is an evolving success story. It has provided an exciting and educationally sound pathway as the school begins its second century of educational programs for local and distant learners and the consumers they serve. The experience in converting to a competency-based curriculum has been both successful and challenging. Faculty and student experiences to date have been positive. The redesigned curriculum is viewed as responsive to the competency-oriented environment and employers believe the transition of graduates into practice settings will be more effective, efficient, and successful. This competency-based approach to education can serve as a model which offers a wide variety of applications to education and service environments. Local Studies †¢ Performances of BPSU Level II Nursing Students in Rendering Immediate Post-partum Care of the Newborn. According to Blanco (2009), there’s no denying that performing well in clinical is a major challenge for just about any nursing student but for minority students –including male students , as well as students of color-success in the clinical rotation often is linked to faculty members’ sensitivity to issues these students face that may differ from what minority students experience. It also can depend on adapting teaching strategies to diverse learning styles, advocating for students who encounter biased in the clinical setting, and creating effect interventions for students who run into obstacles or need to improve their performance. Stott (2007), states that male nursing students face particular challenges from an academic and clinical practice perspective during their university experience. For example, themes identified from interviews and narratives highlighted the fact that there is a tendency for male nursing students to feel isolated and excluded from an academic and clinical perspective. As well as this, the informants of this study clearly highlighted their preference for engaging in the technical aspects of nursing. The implications for nurse educators are emphasized and from this, educational strategies are suggested to facilitate the retention of male nursing students in undergraduate nursing courses. This give male nurses an insufficient experience in rendering care and execution of their skills. Furthermore, Snavely (2001) reveals that numerical underrepresentation, not cultural factors, causes tokens to experience greater performance pressure, social isolation, and role entrapment. Subjects were 322 male and female nursing students from two similar Midwestern nursing schools. Subjects completed instrument measuring social isolation, upward communication distortion, performance pressure, and communication apprehension. The mentioned statements about the performances of male nurses in newborn care vary. In these citations, our study can serve as a helpful tool to show what causes or factors affects the performances of male nursing students in relation to newborn care. Male nurses face challenging situations whether or not they are allowed to handle women. This causes them alteration on experiences on their part. It gives male nurses minimal experience thus, not acquiring the needed level of performance they need to obtain. The mentioned statements above shows the importance of other experiences learned by the students not only in school but especially in the hospital because it is very necessary for the students to apply what has been previously learned in the classrooms for community, sequence and integration of principles, concepts, skills, and values which are basically the practical application of it. It must be continuously developed so as to ascertain that BSN graduates are clinically competent to undertake hospital works. Moreover, enough clinical or RLE exposures are beneficial to nursing graduates taking the board examination for the fact there might be questions which they actually experience in their hospital duties. Justification of the Study There are no other records or any studies which is similar to researchers. As a result, there is no chance of duplication, forgery or repetition. Sources: †¢ http://www. scribd. com/doc/52566380/Research-Newborn-Care †¢ http://cms. nursingworld. org/MainMenuCategories/ANAMarketplace/ANAPeriodicals/OJIN/TableofContents/Volume41999/No2Sep1999/InitialandContinuingCompetenceinEducationandPracticeCompeten yAssessmentMethodsforDeve. aspx †¢ http://www. nejm. org/doi/full/10. 1056/NEJMsa0806033#t=article Chapter 3 Research Design and Procedure This chapter presents the method utilized by the researchers in presenting the findings, together with the procedures employed in gathering the data needed for the research study itself. It includes the profile of the respondents, the formulation and the validation of the data-gathering tool, and the statistical tools used in the treatment of the data gathered The Research Design In conducting the study, the researchers used the qualitative method which is a subjective approach used to describe life experiences and give them meaning (Marshall Rossman, 2006, and Munhall, 2001). The mentioned method was chosen due to the researchers’ agreement to the belief that truth is both complex and dynamic and can be found only by studying persons as they interact with and within their sociohistorical settings (Marshall Rossman, 2006, and Munhall, 2001). Population and Locale The respondents involved in the study conducted are all of ___ fourth year tudent nurses from the University of Pangasinan of who were or are interning in the delivery room (DR) and/or neonatal intensive care unit (NICU). These respondents were selectively chosen from the total population of ___ fourth year student nurses from the University of Pangasinan due to the specification of their interned area which serves as the basis of this study. Data Gathering Tool In this research study, the r esearchers will use formulated questionnaires as the main data for gathering the needed information. The researchers based their questionnaires Competency of level IV Nursing Students on Immediate Newborn Care and self constructed questions. The questionnaire that the researchers made is easy to understand by the respondent. The researchers also classified the questionnaires according to the following: 1. Airway clearance 2. Attachment and Warmth 3. Cord care 4. APGAR scoring 5. Eye prophylaxis 6. Anthropometric measurements 7. Vitamin K administration 8. Immunizations 9. Bathing 10. Identification The level IV students will rate according to: HC ? Highly Competent; PC ? Partially Competent; and PyC ? Poorly Competency. The researchers’ questionnaire will evaluate the level IV competency in immediate newborn care. Data Gathering Procedure The data gathering process will start with the distribution of the survey questionnaire. Prior to the distribution, the researchers agreed upon a standard explanation for each of the following questions in the survey tool. The respondents will be selected from nurses who agreed to participate in the study, who meet the inclusion criteria and are able to speak and understand the English language well enough to answer the survey questions. The researchers will ensure that the respondents will be able to complete the survey questionnaire. Treatment of Data The data to be collected will be carefully tabulated, organized, analyzed and interpreted. The formula for average weighted mean is (Downie and Heath, 1984): __ X-EX/N Where: __ X- is the average weighted mean/points EX- the sum of the frequencies or measures N- is the number of cases The weighted mean is: WM- NR x CP/N Where: NR- is the number of responses registered in an item in any of the categories CP- is the number of point assigned to any of the categories N- is the number of respondents Measures to address any possible findings in the level of Competency of level IV Nursing students on Immediate Newborn Care. Descriptive Design Using Questionnaire 1. Profile of the Respondents a. Age b. Sex c. Assigned Hospitals 2. Level of Competency on Immediate Newborn Care a s to: a) Airway clearance b) Attachment and warmth c) Cord care d) Activity/muscle tone, Pulse/heart rate, Grimace, Appearance, Respiratory Effort Scoring e) Temperature taking f) Anthropometric measurements g) Eye prophylaxis h) Vitamin k administration i) Immunization j) Bathing k) Initial Feeding l) Proper Documentation l) Initial Feeding

Reamers Guide And The Nohse Standards Essays -

Reamer's Guide And The Nohse Standards A Contrast and Comparison of Reamer's Guide and the NOHSE standards A lot of individuals are unaware of the presence of social workers in their respective Communities, and the variety of social work services provided by these individuals. While doing the interview with the Community Actions The Community Action Program Corporation of Washington-Morgan County, Ohio I was amazed at the complexity and of the number of human service programs in the local area. So many that I would guest that the question of ethics arises quit often. As a profession, social work has a long tradition with the concern of ethical dilemmas. The identification and resolution of ethical dilemmas is a foundation of social work education at both the undergraduate and graduate levels. Social workers in all occupational settings have been faced with daily ethical dilemmas. While the nature and complexity of these dilemmas have changed over time, modern-day social workers continue to struggle with difficult ethical dilemmas. In fact, all professionals, regardless of their profession , face ethical dilemmas. As a result, over time, each profession (i.e. social work, law, medicine, military, etc.) has developed a method for dealing with ethical dilemmas unique to their expertise. While there are several methods for dealing with ethical dilemmas, the most common and accepted method is the development and implementation of a professional code of ethics. The development of a code of ethics for the resolution of ethical dilemmas is instrumental in the development and recognition of a profession by society. Therefore, one of the key attributes of any profession is the development and implementation of a code of ethics. The National Organization for Human Service Education (NOHSE) developed the Ethical Standards of Human Services Professionals. Professional ethics are concerned with the correct course of professional actions when dealing with ethical dilemmas. Human Services ethics are designed to help human services workers decide which of two or more competing goals is the correct one for the given situational context. The decisions the human services worker makes may affect only a few, however, in some case their decisions affect a multitude of individuals. There is no sure way of resolving ethical dilemmas, however knowing and honoring the ethical standards will assist the human services worker in making decisions that will be of th e greatest benefit for the targeted population or client. The ethical standards of the human services professional are a set of fifty-four guidelines developed by NOSHE to outline the human service professional responsibility to clients. The purpose of NOSHE is to provide a medium for cooperation and communication among Human Service organizations and individual practitioners, faculty, and students. Improve the education of Human Service personnel, by fostering excellence in teaching, research, and curriculum development. Encourage support, and assist the development of local, state, and national organizations of Human Services. Sponsor forums via conferences, institutes, and symposiums that foster creative approaches to meeting Human Service needs. Frederic G. Reamers, Ethical Dilemmas in Social Service in comparison gives the human services professional a wide range of complex and controversial concerns in ethical theory and practice. Reamer discusses the ethical concerns involved in working with individuals and families, the design and i mplementation of social welfare programs and policies, community work, and relationships with colleagues and employers. Although not part of the comparison between Reamers book and NOSHE I would also like to mention the National Association of Social Worker Code of Ethics mentioned in Reamers book. The purpose of this Code of Ethics is to establish that the human service profession has an obligation to articulate its basic values, ethical principles, and ethical standards. The NASW Code of Ethics sets forth these values, principles, and standards to guide social workers' conduct. It is relevant to all social workers and social work students, regardless of their professional functions, the settings in which they work, or the populations they serve. It identifies core values on which social work's mission is based, and summarizes broad ethical principles that reflect the professions core values and establishes a set of specific ethical standards that should be used to guide social work practice. It is designed to help social workers identify relevant considerations when professional obligations conflict or ethical uncertainties

Media Power essays

Media Power essays "Does the media wield too much power in America?" Today, with all of our advanced technology, the media influences our lives more than ever. Whether it is television, radio, newspapers, magazines or the Internet, the media has a huge impact on American lives. In the last fifty years alone the media has in some way or form shaped just about every aspect of American life. The media tells us everything, from what kind of laundry detergent we should use to who we should vote for for president. The greatest impact the media has is that on politics. The media shapes Americas interest in politics, the type of candidates that will run for office, and even tells us what to think about candidates and issues. The media affects American interest towards politics by only showing us what they want us to see. If there are many issues in a certain campaign, the media will focus on the ones they believe to be the most important, they may leave others out completely. We become interested in certain areas of politics because we hear about them very often, and we lose interest very fast because we are always being bombarded with new bigger things. There is usually always a much greater turn out to vote for president than there is to vote for senate or the House of Representatives. This happens because there is more media coverage of the presidential race than there is of a senate or house of representative race. We focus importance on the things the media shows us more of, instead of the things we do not hear much about, even if they are things of concern. A lot of people do not follow local elections mainly because they dont hear about it on the six oclock news, Im sure a lot of people dont know who their senator, or house rep is. On the other hand, if you try to find one person who does not know anything about the recent presidential election, you would be looking forever. Everyone knows about the Florida ballot disput...

How to Say “Good Morning” in Japanese + 9 Other Greetings

How to Say â€Å"Good Morning† in Japanese + 9 Other Greetings SAT / ACT Prep Online Guides and Tips If you're heading to Japan or thinking of studying Japanese, you’ll definitely want a firm grasp of the basic greetings and phrases. What’s "good morning" in Japanese? What's "good afternoon" in Japanese? In this article, I will teach you 10 common Japanese greetings, from how to say good morning in Japanese to how to introduce yourself properly. I’ll then give you my top tips for using these greetings both appropriately and effectively. 10 Common Japanese Greetings and How to Use Them The Japanese language uses different greetings depending on the time of day (as English does) and the situation (such as whether the person you’re greeting is a close friend or a superior at work). Let’s take a look at the most common Japanese phrases and how to use them. #1: Good Morning = OhayÃ…  㠁Šã  ¯Ã£â€šË†Ã£ â€  / OhayÃ…  Gozaimasu 㠁Šã  ¯Ã£â€šË†Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢ It’s essential to know how to say good morning in Japanese. There are two basic ways to say this greeting, depending on the level of formality you’re using (and are expected to use). The first way to say good morning is ohayÃ…  㠁Šã  ¯Ã£â€šË†Ã£ â€  (pronounced a lot like the state Ohio). This is the casual form, which you'd mainly use with close friends and family members. The second way to say good morning in Japanese is ohayÃ…  gozaimasu 㠁Šã  ¯Ã£â€šË†Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢. This is a more formal version. Gozaimasu is a common suffix in Japanese used to indicate a high degree of politeness and respect. Since this form is more polite, you’ll often hear it in Japan in places such as schools, stores, workplaces, etc. Pronunciation OhayÃ…  sounds very similar to the US state Ohio (oh-high-yoh). The only big difference is that you enunciate the "y" sound a little more strongly and hold the final "o" sound out longer (that’s why there’s a line above the letter). Gozaimasu is pronounced goh-zigh-moss. Usage While most people use this greeting in the morning (no surprise there!), it’s not rare to hear ohayÃ…  gozaimasu or ohayÃ…  in the afternoon, too, especially if it’s the first time you’re seeing someone that day (such as if your work day starts at 1 pm). It’s common to say ohayÃ…  gozaimasu while bowing (formal) or giving a nod and a smile (less formal). Typically written in the hiragana alphabet as 㠁Šã  ¯Ã£â€šË†Ã£ â€  (ohayÃ… ) or 㠁Šã  ¯Ã£â€šË†Ã£ â€ Ã£ â€Ã£ â€"㠁„㠁 ¾Ã£ â„¢ (ohayÃ…  gozaimasu). #2: Good Afternoon / Hello = Konnichiwa 㠁“ん㠁 «Ã£  ¡Ã£  ¯ This famous Japanese greeting is well known in the English-speaking world (though we’ve actually butchered the pronunciation a bit!). Konnichiwa 㠁“ん㠁 «Ã£  ¡Ã£  ¯ means good afternoon in Japanese- or, more generally, hello- and is typically used from late morning to late afternoon. Pronunciation The pronunciation of konnichiwa is kohn-nee-chee-wah. Make sure to hold out the "n" sound in the middle of the word (that’s why there are two of them). It'll probably feel a bit weird doing this if you’re not used to Japanese sounds, but trust me when I say it’ll make you sound much more like a native speaker in the end! Usage Unlike the difference between ohayÃ…  and ohayÃ…  gozaimasu, you may say konnichiwa with people you either know or don’t know equally. Like ohayÃ…  gozaimasu, it’s common to say konnichiwa while bowing (formal) or giving a head nod and a smile (less formal). Typically written in the hiragana alphabet as 㠁“ん㠁 «Ã£  ¡Ã£  ¯, though it may also be written in kanji as ä »Å Ã¦â€" ¥Ã£  ¯. This second spelling can be confusing, however, as it also means 㠁 Ã£â€šâ€¡Ã£ â€ Ã£  ¯ (kyÃ…  wa), or "as for today." When it starts to get dark like this, konnichiwa just won't cut it. #3: Good Evening = Konbanwa / Kombanwa 㠁“ん㠁 °Ã£â€šâ€œÃ£  ¯ Making our way to the end of the day now! Konbanwa (or kombanwa) 㠁“ん㠁 °Ã£â€šâ€œÃ£  ¯, meaning good evening, is primarily used- you guessed it- in the evening and at night. There’s no exact time you must begin using this phrase instead of konnichiwa. In general, though, once it starts to get dark out, this is the greeting to use. Pronunciation The pronunciation of konbanwa is kohn-bahn-wah; however, note that the "n" sounds here are a little more nasal-sounding than they would be in English. This is why you’ll sometimes see the first "n" in konbanwa written as an "m" (kombanwa). Pronouncing this first "n" more like an "m" will ultimately help you sound more like a native Japanese speaker. As for the second "n," think of it as if you're saying the "ng" sound, but without the final "g." Usage Unlike the difference between ohayÃ…  and ohayÃ…  gozaimasu, you may say konbanwa with people you either know or don’t know equally. It’s common to say konbanwa while bowing (formal) or giving a head nod and a smile (less formal). Typically written in the hiragana alphabet as 㠁“ん㠁 °Ã£â€šâ€œÃ£  ¯, though it may also be written in kanji as ä »Å Ã¦â„¢ ©Ã£  ¯. #4: Good Night = Oyasuminasai 㠁Šã‚„㠁™ã  ¿Ã£  ªÃ£ â€¢Ã£ â€ž Oyasuminasai 㠁Šã‚„㠁™ã  ¿Ã£  ªÃ£ â€¢Ã£ â€ž is used the same way its English equivalent, "good night," is used. In Japan, it's customary to say this phrase when preparing to go to bed, or when about to head home after a night out with friends and/or coworkers. Pronunciation Oyasuminasai is pronounced oh-yah-soo-mee-nah-sigh. Usage You may use the casual form oyasumi 㠁Šã‚„㠁™ã  ¿ when saying good night to a family member or close friend. Can be written in all hiragana as 㠁Šã‚„㠁™ã  ¿Ã£  ªÃ£ â€¢Ã£ â€ž, or with kanji as 㠁Šä ¼â€˜Ã£  ¿Ã£  ªÃ£ â€¢Ã£ â€ž (ä ¼â€˜Ã£  ¿ means "rest"). The proper way to introduce yourself in English ... to the man who killed your father. (oxygeon/Flickr) #5: How Do You Do? = Hajimemashite 㠁 ¯Ã£ ËœÃ£â€š Ã£  ¾Ã£ â€"㠁 ¦ Hajimemashite 㠁 ¯Ã£ ËœÃ£â€š Ã£  ¾Ã£ â€"㠁 ¦ should only be used when meeting someone for the first time. It is similar to the English greeting "How do you do?" though some might translate it as "Nice to meet you" or "Pleased to meet you." Pronunciation This word is pretty much pronounced how it’s spelled: ha-jee-meh-mosh-teh. Notice how you don’t overly enunciate the "i" after the "sh" sound. Usage This phrase is generally the first thing you say to someone new, followed by your name and then another common phrase: dÃ… zo yoroshiku or yoroshiku onegaishimasu (see below for more on this greeting), which is typically translated as "Nice to meet you." Usually written in hiragana as 㠁 ¯Ã£ ËœÃ£â€š Ã£  ¾Ã£ â€"㠁 ¦, though you may also write it with kanji as åˆ Ã£â€š Ã£  ¾Ã£ â€"㠁 ¦ (åˆ  means "for the first time"). #6: Nice to Meet You / Thank You = Yoroshiku Onegaishimasu よã‚ Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ Yoroshiku onegaishimasu よã‚ Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ is a somewhat complicated greeting, as there are many different ways to use and say it. As a result, it doesn’t translate easily into English. One translation of yoroshiku onegaishimasu is "Nice to meet you" or "Please treat me well" if you say it when meeting someone new. That said, it can also mean "Please and thank you" or "Thank you in advance" if you are instead using it to ask someone for a favor. Other translations of this phrase include "Thank you for understanding" or "I am indebted to you" (if someone is doing or will be doing something to help or benefit you in some way). In terms of formality, there are multiple ways to say yoroshiku onegaishimasu in Japanese. Here are the different versions of this phrase, from most formal to least formal: DÃ… zo yoroshiku onegaishimasu 㠁 ©Ã£ â€ Ã£ Å¾Ã£â€šË†Ã£â€š Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ (more formal) Yoroshiku onegaishimasu よã‚ Ã£ â€"㠁 Ã£ Å Ã© ¡ËœÃ£ â€žÃ£ â€"㠁 ¾Ã£ â„¢ (formal) DÃ… zo yoroshiku 㠁 ©Ã£ â€ Ã£ Å¾Ã£â€šË†Ã£â€š Ã£ â€"㠁  (less formal) Yoroshiku よã‚ Ã£ â€"㠁  (casual) Pronunciation DÃ… zo is pronounced doh-zoh. Make sure to extend the first "oh" sound a bit (you can see it has the line above it to indicate this). Yoroshiku is also pronounced pretty simply: yoh-roh-shee-koo. Note that the "r" sound in Japanese is very different from the English "r." It’s a lot more like a mix between an "r," "l," and "d" (similar to how North Americans pronounce the "d" sound in "ladder" or the "t" sound in "better"). Onegaishimasu is pronounced oh-neh-guy-shee-moss. Note that you don’t need to overly enunciate the final "u" sound. Usage This is a go-to phrase for Japanese people, as it fits many kinds of situations. It is a polite (and expected) way to thank someone in advance and to address someone you have just met ("Nice to meet you"). It’s common to say this phrase while bowing (formal) or offering a head nod and a smile (less formal), especially when meeting someone for the first time. "Long time, no see," said the girl who had just seen her cat two minutes earlier. #7: Long Time, No See = Ohisashiburi Desu 㠁Šä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  §Ã£ â„¢ The greeting ohisashiburi desu 㠁Šä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  §Ã£ â„¢ is best translated as "Long time, no see!" It can also be translated as "It’s been a while." This is the phrase you use when you haven’t seen somebody in a long time; you cannot use it when meeting someone for the first time. There are different ways to say this phrase depending on the level of formality you want to use. Ohisashiburi desu is the formal version. However, you can shorten this to hisashiburi ä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ  if the situation is casual (e.g., you’re speaking with a friend or family member). Pronunciation Ohisashiburi desu is pronounced oh-hee-sah-shee-boo-ree-dess. Note that the final "u" in desu is very soft- so much so that you can basically drop it altogether. Remember that the Japanese "r" sound is not like the English "r" and is actually more closely related to the "d" sound in the word "ladder" (in short, it's a mix between a "d," "r," and "l" sound). Usage Many people add the suffix ne 㠁 ­ to the end of this greeting; this is similar to asking for a sign of agreement (like the English "you know?" or "isn’t it?"). You could say ohisashiburi desu ne 㠁Šä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  §Ã£ â„¢Ã£  ­ (formal) or hisashiburi ne ä ¹â€¦Ã£ â€"㠁 ¶Ã£â€šÅ Ã£  ­ (casual). #8: Goodbye = SayÃ… nara 㠁•ã‚ˆã â€ Ã£  ªÃ£â€šâ€° or Shitsureishimasu Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢ You’ve likely heard the first of these two phrases, but did you know that it’s not always appropriate to use sayÃ… nara 㠁•ã‚ˆã â€ Ã£  ªÃ£â€šâ€°- even when you mean to say goodbye? In truth, sayÃ… nara implies that you’ll be leaving for a long time or won’t be seeing whomever you’re saying goodbye to for a while (or even ever again). You can think of it as being similar to the English word farewell in that it's somewhat dramatic and theatrical. As a result, it’s not actually used all that often in everyday Japanese conversation. By contrast, shitsureishimasu Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢ is a more formal (and common) way of saying goodbye. It’s often used in places such as schools, workplaces, hospitals, etc. There is no implication here that you won’t be seeing the person again for a long time. This phrase literally translates to "I am going to be rude" or "Excuse me for being rude." Pronunciation SayÃ… nara is pronounced sah-yoh-nah-rah. Once again, do not pronounce the "r" as you would an English "r" but rather as you do the "d" sound in the word "ladder." Be sure to also stress the "o" sound, as this is elongated. Shitsureishimasu is pronounced sheet-soo-ray-shee-moss. As mentioned above, do not pronounce the "r" sound as you would an English "r." You can also drop the final "u" sound, as this is very soft (so it sounds more like "moss," not "moss-oo"). Usage What exactly is the difference between sayÃ… nara and shitsureishimasu? Here’s an example: you’ve just finished work and are preparing to say goodbye to your coworkers. If you say shitsureishimasu, this means that you’re going now (and will see them tomorrow). On the other hand, if you say sayÃ… nara, your coworkers would most likely become worried, possibly thinking that you’ve been fired or are planning to leave work permanently! Shitsureishimasu can also mean "Excuse me" or "Excuse me for bothering you" when entering a teacher or boss’s office. In this sense, it’s both a greeting and a parting phrase. When leaving to go home from work early, it's customary to say osakini shitsureishimasu 㠁Šå…ˆã  «Ã¥ ¤ ±Ã§ ¤ ¼Ã£ â€"㠁 ¾Ã£ â„¢ ("Excuse me for leaving early/first"). The osakini indicates that you are excusing yourself for leaving before your coworkers and/or superiors do. "See you, everyone," whimpered Kermit as the cat finally put his paw down. #9: See You = Jaa Ne 㠁˜ã‚Æ'㠁‚㠁 ­ or Mata Ne 㠁 ¾Ã£ Å¸Ã£  ­ These are the two phrases to use when saying goodbye in casual situations- not sayÃ… nara (which is somewhat dramatic) or shitsureishimasu (which is quite formal). Both jaa ne 㠁˜ã‚Æ'㠁‚㠁 ­ and mata ne 㠁 ¾Ã£ Å¸Ã£  ­ mean something along the lines of "See you later!" or "See you!" You may also add the jaa part to mata ne by saying jaa mata ne 㠁˜ã‚Æ'㠁‚㠁 ¾Ã£ Å¸Ã£  ­ or just jaa mata 㠁˜ã‚Æ'㠁‚㠁 ¾Ã£ Å¸ (jaa means "well" or "then"). Pronunciation Both of these phrases are easy to pronounce. Jaa ne is pronounced jah-neh (the two a's mean you should hold out the "ah" sound a little bit). Mata ne is pronounced mah-tah-neh, with the stress on the "mah" syllable. Here's a helpful video that explains the differences between various ways of saying goodbye in the Japanese language: Usage Don’t use these parting phrases in formal situations, such as at work or when speaking to a teacher at school. There are a few variations of these phrases. Others include mata ashita 㠁 ¾Ã£ Å¸Ã¦ËœÅ½Ã¦â€" ¥ (see you tomorrow) and dewa mata ne 㠁 §Ã£  ¯Ã£  ¾Ã£ Å¸Ã£  ­ (dewa is the formal form of jaa). #10: Welcome = Irasshaimase 㠁„ら㠁 £Ã£ â€"ã‚Æ'㠁„㠁 ¾Ã£ â€º Irasshaimase 㠁„ら㠁 £Ã£ â€"ã‚Æ'㠁„㠁 ¾Ã£ â€º is a highly common word you’ll hear in Japan, though you yourself probably won’t use it all that much, if at all. The word means "Welcome!" and is primarily used by shopkeepers, restaurant workers, and others to greet customers who enter the shop/store, restaurant, or other business. Pronunciation Irasshaimase is a pretty fun word to say, especially if you want to accurately mimic shopkeepers. It is pronounced ee-rah-shy-moss-eh, with a slight pause between the "rah" and "shy" sounds. Don't forget that the Japanese "r" sounds like a combination of the English "r," "l," and "d" sounds. Usage Although you most likely won’t need to say this word aloud, it’s important to understand what it means so that you can know why people are yelling it at you when you enter a store! There’s no need to respond to this greeting. However, it doesn’t hurt to offer a polite nod and a smile, especially if the person saying it is looking at you or in your direction. You might occasionally hear the shortened version of this word, irasshai 㠁„ら㠁 £Ã£ â€"ã‚Æ'㠁„. Mastering Japanese greetings takes time- but luckily not as long as mastering calligraphy does. How to Use Japanese Greetings: 2 Essential Tips We’ve gone over quite a few common greetings, from how to say good morning in Japanese to how to welcome customers to a shop or restaurant in Japanese. Now, we'll look at two essential tips to help you use all of these Japanese greetings correctly. Tip 1: Bow When Appropriate Not every situation requires a 90 degree bow, but it’s important to remember to bow (or at least offer a deep head nod) when appropriate so that you don't offend anyone- especially when it comes to teachers/professors, bosses, clients, etc. For example, say you're taking a Japanese class. As you leave the classroom, it would be expected for you to say shitsureishimasu. While you don’t necessarily need to stop and do a full bow to your teacher, a low head nod and a smile is both polite and appropriate. Tip 2: When in Doubt, Err on Formal If you’re studying Japanese, you’ve likely heard that formality is a big deal in Japanese culture. This is generally true- and it can make using the Japanese language pretty darn confusing. If you’re ever doubting whether to use the formal or casual form of a phrase, just go with formal. There’s nothing wrong with being a little more polite; however, it’s definitely wrong (and offensive!) to be overly casual when you should be using far more deferential language with whomever you're speaking to. Ultimately, the only time you should use casual Japanese is when you're speaking with close friends and family members (although even within families, children are usually expected to use more respectful language toward older relatives). What’s Next? Got questions about literary devices, too? Check out our extensive guide to the most common literary devices you'll find in works of fiction, and learn how to identify them in anything you read. If you're stumped on science, we've got you covered. Read our guides to learn how to identify the different types of clouds and how to convert Celsius to Fahrenheit. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

'Discuss the biology of Alzheimer's disease' Essay

'Discuss the biology of Alzheimer's disease' - Essay Example The clinical features of Alzheimer's disease (AD) are, loss of short-term memory, deficient in praxis (ability to perform skilled movements) and the skill of reasoning and judgment (Doraiswamy PM, 1997). These symptoms arise from involvement of the temporal lobe, hippocampus, and the parietal association cortices, with lesser involvement of frontal lobes, until the disease is in its later stage. A second most prominent neuropathological feature which is also present in AD is the complex, fibrilar deposits in the cortex of the brain; this is known as senile and amyloid plaques. Amyloidal plaques have been the subject of AD research in recent times. These plaques contain a number of proteins, including apolipoprotein E, and 1-anti-chymotrypsin (Carlos Morgana, 2004). The principal component amyloidal plaques are amyloidal-beta peptide that is derived from a beta-amyloidal precursor protein. The presence of another distinct characteristic, that is also present in other dementias like Le wy Body Variant of AD and Fronto-temporal dementia, is the incidence of neurofibrillary tangles. These tangles are intraneural inclusions that are composed of hyperphosphorylated forms of a microtubule associated protein known as tau (Peter H. St George-Hyslop, 2004). In other words neurofibrillary tangles are the pathological neuron aggregates present in the neurons of the patiets suffering from AD. In the last several years, due to the increasing incidence of AD, researchers have been focussing on the main causes of this disease in the general population. Much research has been carried out, and it generally confirms that the overall life time risk of AD in a first degree relative of someone with AD is about 38%, by the age of 85 years. Three main reasons seem to reflect a complex mode of transmission (1) single autosomal gene defects, (2) multi-gene traits, (3) a mode of transfer in which both genetic and environmenal factors connect. The research also suggested that only a smal part of human poulation reflected, the transmission as a pure autosomal dominant mendelian trait. Recent genetic studies have identified four genes associated with inherited risk for AD (presenilin 1, presenilin 2, amyloid precursor protein, and apolipoprotein E) (Peter H. St George-Hyslop, 2004). The first gene to be identified as a precursor for AD is the amyloid precursor protein (APP). This gene is responsible for encoding an alternatively spliced transcript which, in its longest isoform encodes a singe transmembrane that spans a polypeptide of 770 amino acids (J. Kang, 325). This protein undergoes a series of endoproteolytic cleavages. This is mediated by a membrane-associated alpha-secretase that cleaves this protein in the middle of the A peptide domain, and liberates the extracellular N-terminus APP. The other cleavage pathway involves sequential cleavages by the - and -secretases, thus generating a 40-42 amino acid A peptide. The second protein responsible is Apolipoprotein E. This protein in humans contains 3 common polymorphisms. Analysis of these polymorphisms in AD unaffected persons has shown that there is an increased frequency of the delta 4 allele in people with AD. The third gene responsible for AD is Presnilin 1 (R. Sherrington, 1995). Presenilin 2 is the fourth gene that was identified during the cloning of Presenilin 1 on chromosome 14. This gene encoded a po lypeptide whose open reading frame

Business Ehtics Essay Example | Topics and Well Written Essays - 250 words - 1

Business Ehtics - Essay Example Ethical standards govern the existence of human life and encompass the realm of business entities. The seven habits of strong ethical leaders are presented by Ferrell, Fraedrich & Ferrell is applicable in personal scenarios as well as in business organizations. Business problems are solved by utilizing collaborative and participative approaches to decision making with ingrained habits of strong ethical leaders. From among the seven habits, five are hereby proffered. Ethical leaders possess strong personal character. Leaders are concerned with the creation of an environment for performance. They integrate tasks, structure, technology, resources, and people into a productive configuration. They achieve goals through the efforts of other people. They have to influence the behavior of other people in order to get things done. They have the passion to do right. Ethical leaders value honesty and integrity. Honest and integrity means being straightforward and firm in adherence to an ethical code of conduct. Honesty is specifically critical in terms of conforming to truthfulness in financial matters and in doing one’s responsibilities, as expected in the organization. Ethical leaders have the integrity to adhere to the policy of financial accuracy in disclosing the truth in financial reporting. Both values must be deeply ingrained in one’s personality to form part of the individual’s philosophy in life. Being proctive takes vision to look forward. Ethical leaders take charge and are accountable for one’s own destiny as well as those of his followers. Leaders who are proactive make strategic decisions based on creative plans for the future and being governed by a standard set of ethical codes. Ethical leaders do not hide anything and are transparent in their actions. They are also actively involved in decision making process. Equipped with values of honesty and integrity,

Brighton Rock - Sympathy Essay Example for Free

Brighton Rock Sympathy Essay â€Å"Greene does not encourage us to find much sympathy for any of the character† At the beginning of the novel, from the reader’s perspective Spicer gives the impression of being a young boy, in particular with his refusal to eat after they have murdered Hale. â€Å"I’ll be sickif I eat† The Boy then responds with â€Å"Spew then†, this suggests that Spicer has a weakness especially within the group. As well as this it implies that Spicer regrets or feels a large amount of emotion towards the act they have just committed unlike Pinkie who seems totally unfazed. However, as the book continues we learn that Spicer is an older man as we are told of his â€Å"spots† that appear as well as â€Å"upsetbowels†, his â€Å"carroty† hair and his â€Å"scarred† nose. The sympathy the reader felt before then changes to loathing, as these new descriptions create an unattractive image for the reader. As well as this his earlier weakness now comes across as spineless and almost pathetic. We also learn that Spicer used to be a Jew â€Å"but a hairdresser and surgeon had altered that†. This reiterates the point that Spicer is spineless as he can’t even stand by his religion unlike Pinkie who has very strong religious views. Green does not actively encourage us to find sympathy in Pinkie by referring to him as either Pinkie or The Boy neither are his real name which creates a barrier between him and the reader which means that the reader has a lesser connection with him from the beginning compared to characters like Ida. As well as this Pinkie comes across as emotionless and therefore inhuman, for example there is no indication that Pinkie feels any remorse for arranging Hale’s murder. In addition to this Pinkie’s eyes are described as â€Å"slatey† which gives the impression they are cold and emotionless, this makes the reader feel disconnected from Pinkie as he is so disconnected from human beings. Pinkie is also hard to understand as he does not behave as expected, for example he reacts negatively to anything with warmth like romance, sex and even music, this is shown when dancing with Rose at Shelley’s as the music and intimacy conjures violent thoughts as it is said that he â€Å"caresses the bottle of vittorol†. Therefore it is hard for the reader to connect at all with Pinkie let alone with sympathy. Although when Pinkie’s age is mentioned it conjures up some sympathy, as it reminds the reader that Pinkie is only a boy trying to compete in man’s world. This is shown metaphorically when Greene mentions Pinkie’s suit being â€Å"a little too big for him†. As the focus of the characters is male heavy there is little emotion conjured with the two female characters. There is little written solely about Rose but the reader, especially female readers while sympathise with Rose’s side of her relationship with Pinkie as it the typically case of falling in love with the wrong man. Ida on the other hand conjures little sympathy because she is not a weak, dependent character like Rose but is incredibly strong-willed and independent. Overall I agree with the statement as Greene creates little sympathy towards his characters as you therefore feel the correct emotion toward the characters and not fazed by a â€Å"sob story†.

Character Analysis Of Anse Bun Essay -- essays research papers

Character Analysis of Anse Bundren Anse Bundren is an ugly old man. He is probably in his fifties or sixties. He is very ugly. He has terrible posture and a hump in his back. He looks like he never shaves in a scraggly way and his face is very wrinkled. It isn’t tan because he never spends much time in the hot sun. He has no teeth which is probably his most distinguishing characteristic. He used to be a tall man but even when he was young, he was beginning to show the signs of a hump. Addie comments on this in her chapter. She asked him if he had any womenfolks to make him stand up straight. There is not much background about Anse’s childhood or what it was like for him growing up but one can assume that his father and he share some similar traits. By the time he asked Addie to marry him, he was living on his own small farm alone. Anse has a shy side to him. He drove past Addie’s school teaching job several times before he got up the courage to talk to her. Apparently he went all out once he did get the courage and asked her to marry him the first time they ever spoke. He shied around this and did it subtly. When Addie asks him if he has any womenfolks, he says “That’s what I came to see you about.'; When Anse was twenty three he got sick and passed out while sweating. Since then he has come to believe that if he ever sweats again he will die. So therefore, he gets by without doing any hard work. He NEVER sweats because th...

Name of case

Texas Instruments (TI), a high-tech semiconductor giant, gunning for the technology boom, went up like a rocket, and proceeding in the wake of the technology bust, came down like the stick. The business free fall jolted TI. Its giant feet, it figuratively reduced, to fit in their customers’ shoes. Fitting in their shoes is renewing customer awareness, and walking in them is focusing on their happiness. BTS USA, a global supplier, trained the TI’s executives and managers in learning how to walk toward the customer-centric direction. Ironically, the quickest walk from TI to its customers is on that road that threads through the heart of the front-line employees – the ones that should have walked first in the customers’ shoes. Review/Analysis of the Case The nostalgic expression â€Å"customers waited in line† conjures up a unique image of a cross of Pied Piper and Lady Luck, both legendary personifications of power and fortune – the twin business goodies coming out of the technology boom. At its height, TI had its hands full of such goodies. The Pied Piper’s power was in his magic pipe that lured rats to follow him in a long line. TI needed a jolt to wake up to the call of those customers that waited in line who, unlike Pied Piper’s rats, were people with human wants and needs to satisfy. TI needed a jolt to wake up to the call of its Lady Luck who, in the wake of the technology bust, was running out of luck. Then, BTS USA, a global supplier of computer-based simulations of learning, came in and played the role of a hero. The Training and Development play was a typical example of a book-line theory put on a real-life practice. That is, an external change (technology bust), stirred an organization (TI), that egged on a problem (dissatisfied customers), which required a consultant (BTS USA), in carrying out the following basic process (training and development): Diagnosing needs, gathering data, planning actions, building teams, developing groups, and conducting evaluations (Davis, 1981, p. 261). Analysis of Findings In real world, TI would need all pair of hands to give its customers a lift, and all pairs of feet to walk in their shoes. To satisfy customers, product quality and price should meet their expectations, and services should match their perceptions. Product quality and price is performance-driven while customer service, on the other hand, is behavior-driven. Training and Development seems to emphasize behavioral processes rather than job performance (Davis, 1981, p.271). The pairs of hands and feet – that produce products with quality and price the customers expect – belong to the front-line employees. Therefore, their level of training priority must be stamped: High. Recommendations TI would achieve competitive advantage in real world by totally satisfying its customers. It would require organization-wide changes that would transcend major traditional turfs with diverse conflicting goals: Marketing aims at increasing volume, Production, minimizing cost, and Finance, maximizing profit. Amid the radical change, Training and Development, according to Davis (1981, p.257), plays a vital role as a â€Å"change agent† that breaks through, if not breaks down, the organization’s turfs, stimulates sweeping changes across-the-board, at the same time, rolls those turfs together into one harmonious work force. Summary and Conclusions TI’s ultimate climb to the top must be steered with durable ROI at the bottom. What awaits TI at the summit is a highly coveted business trophy – customers-waiting-in-line reality. To earn such trophy needs no magic from Pied Piper and Lady Luck. TI must only enlist all pairs of corporate hands in a â€Å"Total Customer Satisfaction Boot Camp.† After fitting up to great shape, all the pairs of corporate feet would be let loose to walk in their customers’ shoes. Walking together hand-in-hand while commanding a view of the top, TI’s climbers and their customers alike, would loudly cheer, â€Å"We’re Number One!† References Davis, K. (1981). Human behavior at work: Organizational behavior. Arizona. McGraw-Hill, Inc.