The Horla by Guy de Maupassant

â€Å"The Horla† By Guy de Maupassant Guy de Maupassant’s short story â€Å"The Horla† is a great example of the notion that art sometimes imitates life. In 1887, while battling the end stages of syphilis and institutionalized for insanity, de Maupassant’s last story â€Å"The Horla† was published. In the pages his fictional character, the narrator, chronicles his journey into madness while fighting an unseen beast. The protagonist can be compared to de Maupassant and his own struggle with syphilis and psychosis. This story was originally written in French, the author de Maupassant’s native language.It begins merrily with the narrator, who by all means seems young, healthy and wealthy, living in an estate, journals his first entry on May 8th exclaiming, â€Å"What a lovely day! † (de Maupassant 1). In subsequent entries what the narrator says about himself, through his actions, his diary becomes the witness of his madness and parallels the authors own progression of syphilis. The first signs of the narrator’s depression begin to manifest four days after he spots a â€Å"superb-three mast† Brazilian vessel and salutes it.He will later come to believe that this single gesture, performing a salute, has unconsciously invited a supernatural being that was aboard the ship to enter his home. He is plagued by a fever and melancholy, changing his mood from happiness into despair. Feeling as if â€Å"some misfortune has upset his nerves and given him a fit of low spirits† (de Maupassant 2). Like his fictional character, the narrator, de Mausspant would have likely suffered from fever. The disease plaguing de Mausspant, Syphilis, is sexually transmitted and has many symptoms.In the early stages of his disease, fever is a common symptom of syphilis, a sexually transmitted disease. The medical symptoms of Syphilis tend to mimic many other diseases. Patients within four to ten weeks after contracting the v irus tend to have flu like symptoms; fever, muscle aches and decreased appetite. As the story continues, the narrator is overwhelmed with anxiety as if some irrational being is at work, one that the human eye cannot see but is nonetheless to blame, he begins to wonder if the fever is not only having an effect on his body but also on his mind. On May 16th he enters in his journals that yes, e believes he is becoming seriously ill. His writing begins to show that he is being gripped by paranoia. Feeling as if something inevitable, some unseen force is around the corner and ready to attack his physical well-being. He has a horrible â€Å"sensation of some danger threatening him† (de Maupassant 3), but has yet to give his affliction a name. Paranoia as being defined by Webster’s dictionary is a psychosis that is characterized by delusions of persecution or grandeur usually without hallucinations. There may also be a tendency on the part of an individual towards irrational suspiciousness or distrustfulness.Subsequently, paranoia is a defying feature for paranoid schizophrenics. Using these guidelines and the narrator’s own description of his emotional state, it would tend to lead the reader into believing he is suffering from schizophrenia. Schizophrenia is also a medical induced symptom of syphilis (Kaplan, and Sadick). To escape his overwhelming feelings of being tormented and haunted by the unknown, the narrator escapes to Mount St. Michel. Feeling refreshed, he returns home in good health and spirits. However, very soon after his return, his nightmares return.Once again, he leaves and travels to Paris, hoping to enjoy the July 14th festivities. In Paris, he has the opportunity to attend a demonstration of hypnosis. At this demonstration, he learns about the power of suggestion. His spirits renewed, he decides to return home and once again the manifestations return. The creature which he has named The Horla, takes control of his body. Soon, he's unable to leave his home in order to escape from this invisible monster. Reaching this point in the story, one would believe the narrator is struggling with an inner demon, mental illness, not a physical entity.Fearing an unseen monster has possessed him, the narrator becomes withdrawn; unable to leave the confines of his home. You could ask, is the monster real or just another symptom of schizophrenia? Has the author, de Maupassant described his own feelings? Displaying his feelings as his protagonist in the story? People with schizophrenia may have hallucinations, hearing voices that other people don't hear. They may believe other people or things are reading their minds, controlling their thoughts, or plotting to harm them. This illness can make a person seem withdrawn or extremely agitated. On August 18th, the narrator writes â€Å"Oh!Yes I will obey Him, follow His impulses, fulfill all His wishes, show myself humble, submissive, a coward. †(de Maupassant 14) Feelin g overpowered, the narrator succumbs to the control of The Horla. His writing becomes like that of a maniac cumulating to thoughts of killing his captor, the captor that at times resides inside of him. Feeling that he may be able to take control when The Horla is creeping around the house and kill him the narrator in a moment of frenzy sets fire to his home. With his home in blazes the narrator flees to escape, only to realize he has trapped his servants in the home. The home has now became the servants grave.Overcome with paranoia when he realizes that he could not kill that which he could not see he decides his only way to escape is death. The narrator’s final line brings the conclusion to this story, â€Å"I suppose I must kill myself† (de Maupassant 18). Many sufferers of mental illness believe that suicide is the answer. On average, one out of every 10 schizophrenic patients will commit suicide. The high risk of suicide in schizophrenia is due in large part to the depression and paranoia that characterize the disorder (Veague). While unknown to the readers if the narrator actually kills himself, he was surely mad.This very madness has been documented in the real life of the author Guy de Maupassant. He himself tried to commit suicide by cutting his throat in 1891. His failed suicide attempt, his growing fear of death and paranoia led to his being institutionalized. He would spend his last 18 months of life in a Paris mental institution (Lombardi). His last work, â€Å"The Horla† should be remembered as one of his best short stories, one in which he had written himself into, as the stories own antagonist. Guy de Maupassant’s short life ended on July 6th, 1893. Works Cited de Maupassant, Guy. The Horla (Fantasy and Horror Classics).Digital. Read Books Limited, 2011. 1-18. eBook. Kaplan, Harold, and Benjamin Sadick. â€Å"http://www. schizophrenia. com/family/misdiag. html. † Schizophrenia. com. Baltimore:Williams & Wilkins , n. d. Web. 18 Oct 2012. Lombardi, Esther. Guy de Maupassant Biography. Web. 29 Oct. 2012. . Veague, Heather. â€Å"Schizophrenia, Impact on Families and Society. † Suicide and Schizophrenia. N. p. , 12 2009. Web. 17 Oct 2012. .

Capella unit

In The Workplace In many business's today important vital customer information is stored within a company's database, easily accessed by employees with the right verification. The vulnerability of sensitive information is at an alarming risk. Most company's password policies are vague only asking for a one step verification, which entails either the employee's date of birth, or the last four digits of their social security number. I have vast experience working in hotels, and the one common thing I have personally foundIs that the password authentication process can easily be manipulated. As years of working In the hotel business I have had access to customers' credit card numbers, addresses, phone numbers, as well as email addresses. I have personally seen the ease of accessing another person's password. Hypothetically In the hotel business If a customer or any other unauthorized person or persons were able to access the hotel computers, It wouldn't be too difficult to hack one of t he employees' passwords and gain access to the customer files containing all of their information.It is my personal pinion that every company big or small should have a complex password authentication system in place to protect the very customers that keep them afloat. We see it not quite daily but do see it often in the news where business's get hacked into and hundreds of thousands of people are affected. Most of the time these â€Å"hacks† would have been easily avoided had the company put in place a more complex password authentication system. In closing I hope to one day develop a hack proof password system, to protect not only consumers, but corporate database, as well as their integrity.

The study of curriculum and instruction Annotated Bibliography

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Discussion question - Essay Example Chips (1939)† is based on. The profession of a teacher â€Å"demands character and courage", Mr. Chipping is warned in the beginning. What makes the film interesting is the way he succeeds in proving his spirit of professionalism and the way he establishes the necessity to go beyond the university degree in pursuit of having ‘character and courage’ which would help him impart knowledge to the students in the light of the professionalism. So is it just character and courage that takes a teacher to succeed in giving â€Å"you something to take home to think about besides homework† (Tomlin)? We can think about so many other characters that a teacher must possess although the two aforementioned is as much necessary. In fact I would say that the function of a teacher should take a form which is full. Therefore he must justify the full form of TEACHER. He must teach, educate, advise, change, help, encourage and rear; all the qualities of which is given, not by a university degree but by the ability to go beyond it! Quite influentially, Howard Gardener in his theory of multiple intelligences has pointed out that the concentration that the schools tend to give on logical intelligence and linguistic intelligence (mainly reading and writing) does not help in imparting actual knowledge for, not many students excel in this area of intelligence. An education institution thus, must have an approach of such kind that serves the broader vision of the education. That would be possible if the teacher utilizes different methodologies, techniques, exercises and activities that cater to not only those students who excel in logical and linguistic intelligence but also to those who do not. (Theory of Multiple Intelligences). I once undertook a test in the net (Assesment: Find Your Strengths) developed by Dr. Terry Armstong based on the theory aformentioned and was happy to score 3.29 points in my top three intelligences while the highest that can be scored is 5. My top

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Impacts of Motivation in Employee Performance Essay Example for Free

Impacts of Motivation in Employee Performance Essay 1. INTRODUCTION 1.1 Back Ground of the Study The study was attempted to investigate analytically the major causes of employees’ motivation in Commercial Bank of Ethiopia. To accomplish this, the research was considered to take appropriate data that relevant to the problem. Since, Commercial Bank of Ethiopia is the major sector that supports the current development of Ethiopia economy and the five years of transformation plan, so it should be better to take study to identify the major causes that affects of employees’ motivation toward their work and to propose necessary tools of solution to mitigate the problem. This will be at least a solution currently and in the future for the organization. The major initiatives to conduct this study are also one of the researchers is working in Commercial Bank of Ethiopia that observe most of employees are not satisfied or motivated to work. This forced the rest researchers to examine the basic problems of human resource management unable to conduct how frequently motivate employees’ in the existing work place using financial and non financial tools. If this problems not solved, it may affects the image of the organization, belongingness workers etc†¦gradually. Considering this, it should be necessary to conduct study to identify the major causes of employees’ dissatisfaction in their work place that affects motivation, and the drawback of motivation packages relative to the image of the organization and its strategic plan which is to be â€Å"Classic Bank In The World†. To do an extensive study, the researcher performed methodological ways of gathering data pursuant to the problems and objective of the study paper. The employees are one of the vital resources or ingredient that will help organization to achieve its objectives. Employees supply their talents, knowledge, skill and experience towards to the achievement of organizational objectives. To get maximum performance from employees, the organization must have the necessary motivational scheme that encourages employees for better performance. Optimizing performance of employees by motivational factors is challenging and sensitive due to uniqueness of working force which came to organization from different socio-economical background. Performances of motivated employees create high productivity, innovativeness and good attitudes towards the organizations. There is a relationship between motivational factors and some facts of the employees behavior such as performance, turnover, absenteeism, poor attendance, willingness to do more, creativity, flexibility, and commitment to the organization. So motivation has important implications because it affects the individual quality of work, life, and performance. Therefore, managers are expected to have necessary skill on how to motivate employees. Commercial Bank of Ethiopia as a service rendering organization thereby maximizing its profit, its quality of service is highly determined by devotion of its employees. Therefore, the bank has to give importance to the recruitment of educated employees, to staff training and the improvement of workers’ benefit packages. Besides, it has to revise its benefit package with a view to motivating its staff towards greater efficiency and competence. In general, the study was focused on to investigate the real causes of employees’ dissatisfaction at their work place in the Bank and its impacts toward the image, rest of employees’ belongingness. 1.2 Back Ground of the Organization Currently, the Commercial Bank Ethiopia (CBE) has 15 district offices and above 300 branches throughout the country serving as market outlets. As the largest bank and development partner of the Ethiopian Government, the CBE has transferred Birr 1.23 Billion in 2008 1 to the coffers/treasure of the state. In 2005/2006, the market share of the Bank was 24% and 76% for credit extension and deposit mobilization, in that order. The Commercial Bank of Ethiopia (CBE) is the leading Bank in the country. It has over 8,600 employees and close to 2 million accounts holders throughout the country, and total asset of Birr 73.7billion, total deposit and other liabilities of Birr 56.1 billion and outstanding loans of Birr 22.9 billion, and close to 70 years of solid accumulated banking experience. The CBE is in the forefront of the banking industry in meeting the financial needs of the various sectors, sub-sectors and ongoing varied investment projects in the economy. It has diversified credit portfolio with loan facilities extended ranging from farmers’ cooperatives to commercial farmers and large manufacturing and construction project. Commercial Bank of Ethiopia currently has given services for customers such as Deposit, Loan service, foreign currency service etc†¦ The CBE has a vision to be world a worldwide class commercial bank by 2025.It has also set a strategy of exceeding customers and stake holder’s expectation through service excellence and business growth supporting the development efforts in the country. Commercial Bank of Ethiopia currently played a great role for the development of the economy to achieve the million goal of the country. (CBE Public Relations Documentation, 2011). 1.3 Statement of the Problem It is obvious that currently Commercial Bank of Ethiopia is a major blood for the current economic growth of Ethiopia. In order to fulfill this, the company mobilized big amount of foreign and domestic currency to facilitate and support high investment process in the economy. To perform effectively this, the firm should have well developed human resource management tools to enhance the work forces motivation toward their work which help to create loyal and belonging employees in the work area. This has a direct relationship with the service quality level to satisfy the existing and prospect customers. Moreover to introduce new and modern type of working system throughout the organization, there should be also a sound strategy of workers motivation program, which helps to increase workers retention in the bank. Organizations that only focus on its goal, without considering the factors of employees motivation toward their works has become a cause of fragility of the business in the long run. In this essence, employees that are not satisfied in their organization could not be initiated to exert more efforts effectively in the organization, instead they will look for other opportunities externally and vote with their feet by moving their allegiance to competitors, and this will affect the firms in the long run. The outcomes of the research will help the organization to take the necessary corrective measurements in the future and to revise its motivation strategy of employees. Because of the above major problems, the existing employees’ lack confidence on the bank. Moreover, the bank faces problem of employees’ turnover due to lack of effective motivation, this also results in high cost of getting experienced employees and recruiting of new one. Therefore; regarding the above problem, the study attempted to respond the following basic research questions. 1.What is the feeling and attitudes of employees towards to motivational factors used in Commercial Bank of Ethiopia? 2.What are the consequences of job dis-satisfaction in Commercial Bank of Ethiopia? 3.What are the consequences of lack of motivated employees’ performance? 4.What is the effect of motivation on employees’ loyalty to the organization? 5.What kind of action should be taken by the bank to increase employees’ motivation toward work areas? 6.What are the basic factors for employees’ motivation in the work area? Is it financial or non financial benefits? 1.4 Objective of the study Due to lack of effective motivation, most employees are dissatisfied to their work place; this creates desperate work forces that perform their work till to get other opportunities of work in order to get the root of the problem the study set the following objectives. General objective The general objective of the study was to identify the causes and impacts of lack of employees’ motivation and to identify the basic causes of dissatisfaction of employees to ward their work, which aggravated lack of employees’ motivation. Specific Objective †¢To indicate which is the basic factors for lack of employees motivation currently in the bank †¢To show the relation between lack of employees’ motivation impacts and employees’ turnover. †¢To assess the potential consequences of lack of employees’ motivation in the Bank. †¢ To set appropriate recommendation for the problem based on the findings. 1.5 Significance of the study The study identified the major causes of employees’ dissatisfaction, which is a major factor that affects motivation of employees at the work area. The outcomes of the research help to increase employees’ satisfaction at their works that support to increase the service level of customers’ satisfaction. Moreover, increase of work force motivation has also a direct relationship to minimize turnover in the bank. The other advantages of increase of motivation of employees at the work area are enables employees to enhance their loyalty for the organization and at the same time employees’ belongingness increase. This also helps for the reputation of the image of the bank. Employees will increase their efficiency to serve their customers with smiling face. Moreover also; the study provided a hint for other researchers as a reference, and the findings of the study will help to give valuable information for top management to establish new system to increase employe es’ motivation. 1.6 Scope of the study The study considered major causes of employees’ lack of motivation in the Bank especially focusing in the area of Addis Ababa core operation. It scopes limited to study employees’ lack of motivation in Addis Ababa area only, by taking as a population and sample of the existing employees. 1.7 Limitation of the Study The major limitation of the study is constraints of time and collecting appropriate data from respondents since there was few samples unwillingness to return the questionnaires properly. 1.8 Research Methodology 1.8.1 Research Design The study applied the following types of research method to investigate the problems. The research is designed by using both Primary Secondary data. 1.8.2 Source of Data Methods of Data Collection The method of data collection carried out by distribution of questioners, which consist of both closed and open-end questioners. The questioners were being the main instrument of primary data collection. The secondary data gathered from different books, literature review, internet and printed materials. 1.8.3Sampling Design Techniques A sampling technique of random sampling adopted by taking the sample from the selected four city branches and two departments of Manager and non-manager line staff employees of commercial bank of Ethiopia. The total population was taken 200. 1.8.4Methods of Data Analysis Descriptive and explanatory methods of data analysis applied. Test hypothesis for possible interdependence and effect relation ships conducted for easy understanding of trends of some patterns of distribution, table, percentage and interpretation of data conducted based on the response and theoretical concepts. 1.9 Organization of the paper The study paper included four chapters. The first chapter is about the introduction part which contains back ground, statement of problems, objective of the study, significance, methodology of research, limitation of the study and organization of the paper. In Chapter II, Theoretical concepts from internet are included. Chapter III included the important part of the study, which is data analysis and interpretation, this lead to the final Chapter IV, which described the summary of findings, conclusions and recommendation of the paper. CHAPTER TWO 2. LITERATURE REVIEW OF MOTIVATION 2.1 Motivation and Motivation Theory The term motivation is derived from the Latin word movere, meaning to move. Motivation can be broadly defined as the forces acting on or within a person that cause the arousal, direction, and persistence of goal-directed, voluntary effort. Motivation theory is thus concerned with the processes that explain why and how human behavior is activated. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). The broad rubric of motivation and motivation theory is one of the most frequently studied and written-about topics in the organizational sciences, and is considered one of the most important areas of study in the field of organizational behavior. Despite the magnitude of the effort that has been devoted to the study of motivation, there is no single theory of motivation that is universally accepted. The lack of a unified theory of motivation reflects both the complexity of the construct and the diverse backgrounds and aims of those who study it. To delineate these crucial points, it is illuminating to consider the development of motivation and motivation theory as the objects of scientific inquiry. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.2 Historical Development Early explanations of motivation focused on instincts. Psychologists writing in the late 19th and early twentieth century have suggested that human beings were basically programmed to behave in certain ways, depending upon the behavioral cues to which they were exposed. Sigmund Freud, for example, argued that the most powerful determinants of individual behavior were those of which the individual was not consciously aware. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). According to Motivation and Leadership at Work (Steers, Porter, and Bigley, 1996), in the early twentieth century researchers began to examine other possible explanations for differences in individual motivation. Some researchers focused on internal drives as an explanation for motivated behavior. Others studied the effect of learning and how individuals base current behavior on the consequences of past behavior. Still others examined the influence of individuals cognitive processes, such as the beliefs they have about future events. Over time, these major theoretical streams of research in motivation were classified into two major schools: the content theories of motivation and the process theories of motivation. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.3 Major Content Theories Content (or need) theories of motivation focus on factors internal to the individual that energize and direct behavior. In general, such theories regard motivation as the product of internal drives that compel an individual to act or move (hence, motivate) toward the satisfaction of individual needs. The content theories of motivation are based in large part on early theories of motivation that traced the paths of action backward to their perceived origin in internal drives. Major content theories of motivation are Maslows hierarchy of needs, Alderfers ERG theory, Herzbergs motivator-hygiene theory, and McClellands learned needs or three-needs theory. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.3.1 Maslows Hierarchy of Needs. Abraham Maslow developed the hierarchy of needs, which suggests that individual needs exist in a hierarchy consisting of physiological needs, security needs, belongingness needs, esteem needs, and self-actualization needs. Physiological needs are the most basic needs for food, water, and other factors necessary for survival. Security needs include needs for safety in ones physical environment, stability, and freedom from emotional distress. Belongingness needs relate to desires for friendship, love, and acceptance within a given community of individuals. Esteem needs are those associated with obtaining the respect of ones self and others. Finally, self-actualization needs are those corresponding to the achievement ones own potential, the exercising and testing of ones creative capacities, and, in general, to becoming the best person one can possibly be. Unsatisfied needs motivate behavior; thus, lower-level needs such as the physiological and security needs must be met before upper-level needs such as belongingness, esteem, and self-actualization can be motivational. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). Applications of the hierarchy of needs to management and the workplace are obvious. According to the implications of the hierarchy, individuals must have their lower level needs met by, for example, safe working conditions, adequate pay to take care of ones self and ones family, and job security before they will be motivated by increased job responsibilities, status, and challenging work assignments. Despite the ease of application of this theory to a work setting, this theory has received little research support and therefore is not very useful in practice. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.3.2 Alderfer’s Erg Theory. The ERG theory is an extension of Maslows hierarchy of needs. Alderfer suggested that needs could be classified into three categories, rather than five. These three types of needs are existence, relatedness, and growth. Existence needs are similar to Maslows physiological and safety need categories. Relatedness needs involve interpersonal relationships and are comparable to aspects of Maslows belongingness and esteem needs. Growth needs are those related to the attainment of ones potential and are associated with Maslows esteem and self-actualization needs. 1.The ERG theory differs from the hierarchy of needs in that it does not suggest that lower-level needs must be completely satisfied before upper-level needs become motivational. ERG theory also suggests that if an individual is continually unable to meet upper-level needs that the person will regress and lower-level needs become the major determinants of their motivation. ERG theorys implications for managers are similar to those for the needs hierarchy: managers should focus on meeting employees existence, relatedness, and growth needs, though without necessarily applying the proviso that, say, job-safety concerns necessarily take precedence over challenging and fulfilling job requirements. (http://wwww.csb.gov.hk/hkgcb/hrm/pdf). 2.3.3 Motivator-Hygiene Theory. Frederick Herzberg developed the motivator-hygiene theory. This theory is closely related to Maslows hierarchy of needs but relates more specifically to how individuals are motivated in the workplace. Based on his research, Herzberg argued that meeting the lower-level needs (hygiene factors) of individuals would not motivate them to exert effort, but would only prevent them from being dissatisfied. Only if higher-level needs (motivators) were met would individuals be motivated. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). The implication for managers of the motivator-hygiene theory is that meeting employees lower-level needs by improving pay, benefits, safety, and other job-contextual factors will prevent employees from becoming actively dissatisfied but will not motivate them to exert additional effort toward better performance. To motivate workers, according to the theory, managers must focus on changing the intrinsic nature and content of jobs themselves by enriching them to increase employees autonomy and their opportunities to take on additional responsibility, gain recognition, and develop their skills and careers. 2.3.4 Mcclellands Learned Needs Theory. McClellands theory suggests that individuals learn needs from their culture. Three of the primary needs in this theory are the need for affiliation (n Aff), the need for power (n Pow), and the need for achievement (n Ach). The need for affiliation is a desire to establish social relationships with others. The need for power reflects a desire to control ones environment and influence others. The need for achievement is a desire to take responsibility, set challenging goals, and obtain performance feedback. The main point of the learned needs theory is that when one of these needs is strong in a person, it has the potential to motivate behavior that leads to its satisfaction. Thus, managers should attempt to develop an understanding of whether and to what degree their employees have one or more of these needs, and the extent to which their jobs can be structured to satisfy them. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.4 Major Process Theories Process (or cognitive) theories of motivation focus on conscious human decision processes as an explanation of motivation. The process theories are concerned with determining how individual behavior is energized, directed, and maintained in the specifically willed and self-directed human cognitive processes. Process theories of motivation are based on early cognitive theories, which posit that behavior is the result of conscious decision-making processes. The major process theories of motivation are expectancy theory, equity theory, goal-setting theory, and reinforcement theory. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.4.1 Expectancy Theory. In the early 1960s, Victor Vroom applied concepts of behavioral research conducted in the 1930s by Kurt Lewin and Edward Tolman directly to work motivation. Basically, Vroom suggested that individuals choose work behaviors that they believe lead to outcomes they value. In deciding how much effort to put into a work behavior, individuals are likely to consider: †¢Their expectancy, meaning the degree to which they believe that putting forth effort will lead to a given level of performance. †¢Their instrumentality or the degree to which they believe that a given level of performance will result in certain outcomes or rewards. †¢Their valence, which is the extent to which the expected outcomes are attractive or unattractive. All three of these factors are expected to influence motivation in a multiplicative fashion, so that for an individual to be highly motivated, all three of the components of the expectancy model must be high. And, if even one of these is zero (e.g., instrumentality and valence are high, but expectancy is completely absent), the person will have not motivation for the task. Thus, managers should attempt, to the extent possible, to ensure that their employees believe that increased effort will improve performance and that performance will lead to valued rewards. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). In the late 1960s, Porter and Lawler published an extension of the Vroom expectancy model, which is known as the Porter-Lawler expectancy model or simply the Porter-Lawler model. Although the basic premise of the Porter-Lawler model is the same as for Vrooms model, the Porter-Lawler model is more complex in a number of ways. It suggests that increased effort does not automatically lead to improved performance because individuals may not possess the necessary abilities needed to achieve high levels of performance, or because they may have an inadequate or vague perception of how to perform necessary tasks. Without an understanding of how to direct effort effectively, individuals may exert considerable effort without a corresponding increase in performance. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.4.2 Equity Theory. Equity theory suggests that individuals engage in social comparison by comparing their efforts and rewards with those of relevant others. The perception of individuals about the fairness of their rewards relative to others influences their level of motivation. Equity exists when individuals perceive that the ratio of efforts to rewards is the same for them as it is for others to whom they compare themselves. Inequity exists when individuals perceive that the ratio of efforts to rewards is different (usually negatively so) for them than it is for others to whom they compare themselves. There are two types of inequity—under-reward and over-reward. Under-reward occurs when a person believes that she is either puts in more efforts than another, yet receives the same reward, or puts in the same effort as another for a lesser reward. For instance, if an employee works longer hours than her coworker, yet they receive the same salary, the employee would perceive inequity in the form o f under-reward. Conversely, with over-reward, a person will feel that his efforts to rewards ratio is higher than another persons, such that he is getting more for putting in the same effort, or getting the same reward even with less effort. While research suggests that under-reward motivates individuals to resolve the inequity, research also indicates that the same is not true for over-reward. Individuals who are over-rewarded often engage in cognitive dissonance, convincing themselves that their efforts and rewards are equal to anothers. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). According to the equity theory, individuals are motivated to reduce perceived inequity. Individuals may attempt to reduce inequity in various ways. A person may change his or her level of effort; an employee who feels under-rewarded is likely to work less hard. A person may also try to change his or her rewards, such as by asking for a raise. Another option is to change the behavior of the reference person, perhaps by encouraging that person to put forth more effort. Finally, a person experiencing inequity may change the reference person and compare him or herself to a different person to assess equity. For managers, equity theory emphasizes the importance of a reward system that is perceived as fair by employees. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.4.3 Goal-Setting Theory. The goal-setting theory posits that goals are the most important factors affecting the motivation and behavior of employees. This motivation theory was developed primarily by Edwin Locke and Gary Latham. Goal-setting theory emphasizes the importance of specific and challenging goals in achieving motivated behavior. Specific goals often involve quantitative targets for improvement in a behavior of interest. Research indicates that specific performance goals are much more effective than those in which a person is told to do your best. Challenging goals are difficult but not impossible to attain. Empirical research supports the proposition that goals that are both specific and challenging are more motivational than vague goals or goals that are relatively easy to achieve. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). Several factors may moderate the relationship between specific and challenging goals and high levels of motivation. The first of these factors is goal commitment, which simply means that the more dedicated the individual is to achieving the goal, the more they will be motivated to exert effort toward goal accomplishment. Some research suggests that having employees participate in goal setting will increase their level of goal commitment. A second factor relevant to goal-setting theory is self-efficacy, which is the individuals belief that he or she can successfully complete a particular task. If individuals have a high degree of self-efficacy, they are likely to respond more positively to specific and challenging goals than if they have a low degree of self-efficacy. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.4.4 Reinforcement Theory. This theory can be traced to the work of the pioneering behaviorist B.F. Skinner. It is considered a motivation theory as well as a learning theory. Reinforcement theory posits that motivated behavior occurs as a result of reinforces, which are outcomes resulting from the behavior that makes it more likely the behavior will occur again. This theory suggests that it is not necessary to study needs or cognitive processes to understand motivation, but that it is only necessary to examine the consequences of behavior. Behavior that is reinforced is likely to continue, but behavior that is not rewarded or behavior that is punished is not likely to be repeated. Reinforcement theory suggests to managers that they can improve employees performance by a process of behavior modification in which they reinforce desired behaviors and punish undesired behaviors. (http://www.csb.gov.hk/hkgcb/hrm/pdf.fcle/e-motivation). 2.5 People Motivation- Non – financial Notes Most business recognizes the need for non- financial methods of motivation. The main ones are described briefly below. 2.5.1 Job Enlargement Job enlargement involves adding extra, similar tasks to a job. In job enlargement, the job itself remains essentially unchanged. However, by widening the range of tasks that need to be performed, hopefully the employees will experience less repetition and monotony. With job enlargement, the employees rarely need to acquire new skills to carry out the additional task. A possible negative effect is that job enlargement can be viewed by employees as a requirement to carry out more work for the same pay. (http://tutor ). 2.5.2 Job Rotation Job rotation involves the movement of employees through a range of jobs in order to increase interest and motivation. For example, an administrative employee might spent part of the week looking after the reception area of business, dealing with customers and enquires. Some time might then be spent manning the company telephone switch board and then inputting data onto a database. Job rotation may offer the advantage of making it easier to cover for absent colleagues, but it may also reduce productivity as workers are initially unfamiliar with a new task. Job rotation also often involves the need for extra training. (http://tutor ). 2.5.3 Job enrichment Job enrichment attempts to give employees greater responsibility by increasing the range and complexity of tasks they are asked to do and giving them the necessary authority. It motivates by giving employees the opportunity to use their abilities to the fullest. Successful job enrichment almost always requires further investment in employee training. (http://tutor ). 2.5.4 Team Working and Empowerment Empowerment involves giving people greater control over their working lives. Organizing the labour force into team with degree of autonomy can achieve this. This means that employees plan their own work, take their own decision and solve their own problems. Teams are set targets to achieve and may receive and may receive rewards for doing so. Empowerment teams are an increasingly popular method of organizing employees at work. (http://tutor ).

The Aspect Of Healthy Eating Children And Young People Essay

The Aspect Of Healthy Eating Children And Young People Essay The object of research is to determine how things are as compared to how things might be. Children and young people spend a considerable amount of time between the ages of three and sixteen in school. Therefore, school is a place to send out constant messages on healthy eating. This exploration aims to evaluate health promotion in a primary school. It will focus on the aspect of healthy eating as part of health promotion in schools. The Irish heart foundation (2011) state that one in four primary school children are overweight or obese and this is why this research is relevant. They also state that knowledge on healthy eating can be considered as one of many factors that influence eating habits. This investigation also aims to explore childrens knowledge on healthy eating in line with the curriculum and the Food Standards Agency (equivalent in Ireland). This investigation will show childrens knowledge of healthy eating by conducting a focus group. Adequate nutrition and physical acti vity in childhood is fundamentally important for growth, development and long-term health in adulthood (Sheppard, 2008). The author completed three weeks in a primary school on work experience. The researcher noticed that there was a lack of knowledge on healthy eating and it would be a relevant topic for a dissertation. The researcher asked the children aged eleven and twelve; what vegetables did you eat for dinner yesterday? One of the answers was rice which suggested a lack of knowledge of different food groups. Promotion of healthy heating in schools is one of the most important opportunities to ensure that children can choose a healthy diet now and later in life (Health promotion department, 2005). Exploring factors of childhood ability to understand the impact of nutrition will be basis to this study. Evaluating health promotion within the school will also be key. The national council for curriculum and assessment (NCCA) states that Developing health-promoting practices through his/her time in school can encourage the child to take increasing control over his/her own health and help to establish and maintain healthy behaviour from an early age. Healthy eating promotion ought to be taken serious in schools as children and young people are not in school forever and it can have a major impact on their lifestyles. One seeks to find out if the children know what they are eating is healthy and how different foods fall into different food groups. The Irish Heart Foundation (2011) State that maintaining a healthy weight involves balancing the energy taken into the body (food) with the energy used by the body (activity). Energy balance means that the amount of energy consumed is equivalent to the amount of energy expended and there is no storage or depletion of the bodys reserves (Bouchard, 2000). Children should know about good fats and bad fats in food to get a steady energy balance. It has been evidenced through research that following a healthy diet can significantly reduce the perceived health risks amongst children. A healthy diet will positively influence a childs current and future health status, reducing the risk of many chronic diseases and conditions such as cardiovascular disease and diabetes (The department of Public Health, 2011). Food Standards Agency UK has set out a framework for food competences on core skills and knowledge children for young people. It states that children of a certain age should have certain skills and certain knowledge on nutrition. One will find the equivalent in Ireland and put the selected focus group to the test to see if they have adequate knowledge on healthy eating. Health Behaviour in school-aged (HBSC, 2006) report has shown that many young people have poor eating habits. Food and drink are a vital part of our daily lives. They play the essential role in the development of the human being (Healthy food for all 2012). For young people to achieve their full potential, it is necessary that they eat healthily. There are many factors that can affect future health status in children and young people. During the mid-1980s the school as a health promoting situation was a somewhat under-developed idea in Ireland. Schools lay the foundations for children to carry lifestyles into adult life. Initially led by the health sector, a partnership approach between health and education has enabled the more widespread acceptance of school-based approaches to health maintenance and improvement (Gabhainn, OHiggins Barry 2010). Ireland was one of the first to adopt the Health Promoting Schools (HPS) approach. Schools remain one of the few places where children are reasonably protected for commercial interests. (NCCA) set out the curriculum for primary schools in Ireland in 1999. A compulsory subject known as social, personal and health education (SPHE) was introduced. It is designed to run with the whole school approach to health promotion (Department of education and science, 2000). The curriculum is presented in six subject strands comprising of 11 subjects. One of strands is called (SPHE). SPHE provides particular opportunities to foster the health and well-being of a child. Through the SPHE programme children can develop a sense of personal responsibility for their own health and for the decisions and the choices they make. The Irish Governments National Health Promotion Strategy was set in place between 2000 and 2005. Its aim was for every school to promote healthy eating habits and a healthy body image among school-going children and young people. Every school had to facilitate the implementation of health education and health promotion programs. Food Dudes is one of the many programs which schools got in partnership with. It was developed by the food activity research unit at Bangor University, Wales, to encourage children to eat more fruit and vegetables both in school and at home. Eating habits throughout life are established at a young age. Therefore, learning to choose and enjoy different foods in childhood provides the foundation for healthy food choices in childhood (Department of health and children, 2011). As children are in school thirty seven weeks of the year, schools have the potential to play a significant role in promoting healthy eating habits amongst children. The researcher will use children aged eleven and twelve because they are about to make the transition from primary school to secondary school and as per key stages 2 in Wales and The Food Standards Agency UK, they should have sufficient nutritional knowledge. The researcher will take the approach of a qualitative method. A focus group is a group interview with four to twelve people (OLeary, 2010). Focus groups will be considered to conduct the investigation. Questionnaires will also be considered but a focus group would get more of and in-depth knowledge from the participants. One of the advantages of a focus group is that it can develop its own dynamics, and will explore an issue with minimum intervention from the researcher (Oliver, 2010). The aim of the focus group is to use rich discussion draw out depth of opinion and knowledge that probably would not occur from direct interviews. Children at the age of eleven and twelve will be selected at random to for the group. The researche r will then ask questions to get an idea of the childrens knowledge for the grounding of the study. Probes will then be used to elaborate on some of the answers. The researcher will stimulate the discussion and will use some food as focus materials to help the group focus on the topic of study. The Meeting will be recorded for further observation. It allows for non verbal as well as verbal data. It deals not with what people say but what they actually do to the extent that their behaviour is open to observation (Gillham, 2008). The researcher will collect data by taking records. One will also observe and analyse the recorded video of the session. First of all, the recorded text will have to be read. Secondly, the researcher will watch and listen to the tape recording many times. As the researcher observes the tape one will make note of any impressions that maybe useful at a later stage. One will focus on the information given in many ways as there will be different individual or group reaction on different questions and topics. The data will be organised by question to look across all answers so the researcher can identify consistencies and differences. All data from each question will be put together. The researcher will set specific categories in advance and then observe for the data in these categories. The categories should provide a path on where the researcher wants to go. Connections between the categories and within the categories should start to take place. One will count how many times a topic com es up as this should show which categories are the most important. With this all done the researcher will use topics and connections to explain findings. A hard copy and an electronic copy of all information will be kept. By having an electronic copy, text can be moved around very easy and one may wish to copy information onto excel for tables for example.

jacksonian man of parts :: essays research papers

The recent International Poe conference saw a number of panels and individual presentations dedicated to examining the author’s works in their social and historical contexts, suggesting that contemporary Poe criticism is moving in a cultural direction long overlooked by scholars and critics. With no less than two full panels devoted specifically to issues of race in Poe’s writing, and other papers addressing issues of cultural identity, gender politics, Poe’s relationship to American literary nationalism, and the author’s ties to both antebellum society and Jacksonian democracy, this conference provided overwhelming evidence of a current desire to emplace Poe more specifically within his cultural and historical milieu. In a broader sense, such attention to the historical and cultural dynamics of Poe’s writing suggests increased attention of late to Poe’s own Americanness. This critical trend toward assessing Poe as a distinctly American writ er has, of course, also informed such excellent recent works as Terence Whalen’s Edgar Allan Poe and the Masses (1999) and the essays collected by Shawn Rosenheim and Stephen Rachman in The American Face of Edgar Allan Poe (1995). This paper represents an attempt to further such inquiry into the American â€Å"face† of Poe by examining the ways in which Poe’s unfortunately neglected tale â€Å"The Man that Was Used Up† complicates the author’s position in relation to American racial and national politics. One of Poe’s most biting satirical pieces, this tale raises vexing questions regarding the connections between matters of race, masculinity, and national identity as these concepts were imagined and constructed in Jacksonian America.   Ã‚  Ã‚  Ã‚  Ã‚  A minor tale in the canon of Poe’s short fiction, â€Å"The Man That Was Used Up† was first published in the August, 1839 issue of Burton’s Gentleman’s Magazine and subsequently revised and published twice more in Poe’s lifetime, first in Tales of the Grotesque and Arabesque (1840), and, finally, in the 9 August 1845 issue of the Broadway Journal. In this odd story, which chronicles the compromised stature of a military hero of the Indian Wars, Poe makes what would seem to be one of his most scathing, if indirect, commentaries on contemporary American politics. Specifically, the tale evokes the troubled relationship between the oppressive racial policies of the United States in the Age of Jackson and the burgeoning sense of national purpose and unity embodied in the figure of the robust, heroic, Jacksonian â€Å"self-made man.† Composed at a time when the United States was embroiled in the Second Seminole War (1835-42), am ong the longest and costliest of the Indian Wars, the story positions its central figure, Brevet Brigadier General John A.

Insider vs. Outsider in The Blue Hotel, The Displaced Person, Bernice B

Insider vs. Outsider in The Blue Hotel, The Displaced Person, Bernice Bobs her Hair, and Novel In Dubious Battle Whenever a stranger enters an unfamiliar society, a clash between the outsider’s practices and society’s guidelines undoubtedly occurs. Whether the resulting conflict minimally or powerfully affects the people involved depends on the situation, but usually the results are monumental. In the short stories â€Å"The Blue Hotel,† â€Å"The Displaced Person,† and â€Å"Bernice Bobs her Hair,† and the novel In Dubious Battle, society’s fear of the stranger has severe negative consequences for the newcomer, as the community’s rules prevail over the outsiders in the end. A pattern emerges in the four stories, where society’s wariness of the outsider, whether warranted or unwarranted, triggers the rise and fall of the newcomer. The differences that each outsider possesses due to his or her own culture and upbringing, though varying from character to character, mark the source of the clash between the outsider and the community which he or she tries to enter. In â€Å"The Blue Hotel,† the Swede separates himself from the group both physically and verbally. His aloofness forces the other characters, who have already familiarized themselves with the small hotel in Nebraska, to suspect that he is dangerous. Their suspicions are indeed warranted, as demonstrated during the first card game of High-Five between Johnnie and the farmer. â€Å"The cowboy and the Easterner [watch] the game with interest, while the Swede remain[s] near the window, aloof† (39), displaying immediately that he has no intention of conforming to this societ y’s rules. After physically withdrawing from the others, the Swede does so verbally shortly after, stating that â€Å"th... ...hange a society that already has fixed practices, and he and the other workers pay the consequences. As â€Å"The Blue Hotel,† â€Å"The Displaced Person,† â€Å"Bernice Bobs her Hair,† and In Dubious Battle demonstrate, the outsiders in each story, though instilling an initial fear in the eyes of society, experience a sudden and considerable downfall in the end. Each of these defeats, some more extreme than others, result from a clash of society’s fixed guidelines with an outsider’s challenge of these rules. Whether this rebellion against society constitutes a conscious or unconscious effort, and whether the punishment results in justifiable or unjustifiable consequences, one pattern emerges. The outsider instills fear in the mind of the community, and as a defense mechanism, society takes it upon itself to conquer the stranger, leading to his or her ultimate downfall.

Instruments of Change :: Third World Socialism Essays

Instruments of Change In the Third World today, many countries are changing to become more modernized. They are leaving behind much of their traditional features and trying to become more like the west. In order for this change to take place, there has to be some type of driving force. These elements of change are: the military, charismatic leadership and ideology. One of the most prevalent methods for bringing about change is the military. In many third world countries, the military's primary mission is to quell domestic unrest, unlike the west with it's offensive minded forces. This concentration on domestic policing makes the military an effective means for gaining control of power. When the military itself takes over control of a country's government, it is called a coup d'etat. The military takes over all the government agencies and broadcasting facilities and then enforces marshal law. The people of the nation are powerless to stop the military. Sometimes, as in the case of Iran, the military turns against its leaders and fights for the people. When the military takes over, it is often led by a few rouge officers who feel that they have the country's best interest at heart. In Egypt, a few officers from the working class banded together to form "The Free Officers." These men decided to take control of power in Egypt in order to get their country out of British control. After coming to power in Egypt, the "The Free Officers" took over the high positions in government. However one man became more powerful then the others due to the power of his charisma. Nasser delivered a speech in Alexandria in 1953 in which an attempt was made on his life. Shots were fired but Nasser did not flinch and instead said, "I live for Egypt, I die for Egypt." It was at this point that Nasser became a charismatic leader. He now was free to take more control of the government with little or no opposition due to his popularity. A charismatic leader like Nasser can effect more then just one nation. Nasser became a leader for the entire third world and was responsible for many changes in his country. His affect on people was so great that upon his death over 40 million people attended his funeral and others committed suicide. In addition to the military and charismatic leadership bringing about change, a new type of ideology can also bring about change.

Promoting Healthy Eating Habits in Second Graders Essay

This paper is geared toward promoting education of healthy eating habits of second grade students. According to Blais and Hayes, â€Å"Healthy People 2010 define Health Promotion as individual and community activities to promote healthful lifestyles. These healthful lifestyles include the improvement of nutrition in America† (p.120). The Center for Nutrition Policy and Promotion (CNPP), an organization of the U.S. Department of Agriculture, has provided the necessary tools to help guide and promote healthy eating habits through conducting research and evidence based analysis in nutrition. USDA Food Guidance System known as MyPlate, MyPyramid, or the Food Guide Pyramid are used to educate the public and offer information on the recommended nutritional guides on weight management, caloric intake, physical activity, and health tips for specific ages and health conditions. The Dietary Guidelines of Americans 2010 have set guidelines used to promote healthy eating to the American people of all cultures, traditions and socioeconomic background. These guidelines encourage the consumption of nutritional foods, which include fresh vegetable and fruit, whole grains, fat-free or low-fat milk and milk products, a variety of protein rich foods, which include lean meats, seafood, nuts and legumes (p.46). The emphasis of these principles will be used towards the promotion of health through the development, implementation and evaluation of a teaching plan on healthy eating habits to second graders, between the ages of 7-9 in a their classroom setting using the MyPlate educational teaching tools. Assessment of Learning Needs The second grade learning group consisted of fourteen children ages 7-9. An interactive class activity was presented using different items which  consisted of each food group using the MyPlate teaching concept. The children were asked to identify the food item they preferred unhealthy versus the healthy choice. The children’s knowledge on making healthy food choices was assessed at this time. It was assessed that 72% of the children preferred the food item that was unhealthy, while 28% made healthier selections. Although some of the children made healthy choices the majority of the group made unhealthy food selections. Prior to presenting the teaching plan the teacher reviewed the material to assure it would be understood by the second graders. Their developmental level was confirmed to be within the second grader learning ability in communication and understanding. None of the children required special learning needs. Two of the children wore corrective lenses, which did not inhibit their ability to participate in the activity. Cultural consideration was assessed by asking the children their race and the different kinds of food that is cooked at home. Two children were multicultural of Hispanic origin and specific food items commonly eaten at home were placed into its specific food group. The second graders first language was English. None of the children expressed specific spiritual practices as pertaining to eating habits or customs. The second graders preferred an interactive learning style which included: demonstration, answering and asking questions, and coloring activity. The second graders were enthusiastic and expressed eagerness to learn and share the information with their parents. The overall health status of the second graders was good. There were a few that expressed having allergies or respiratory problems. Learner Objectives The learning objectives for the promotion of healthy eating plan are as follows: A. Affective Domain: The students are willing to actively participate by listening and responding to the instructor’s presentation on healthy eating habits and engage in group activity. B. Cognitive Domain: Each student will be able to choose three healthy food items specific for each of the five food groups and describe three ways healthy eating nourishes the body and benefits of staying physically active. C. Psychomotor Domain: The students will select and identify the food item that is more beneficial for their health with given activity. Teaching Plan The teaching plan to be implemented includes the following presentation, which incorporates the current lunch menu offered to the students in school: A. MyPlate five food group and drink option was presented and the students are asked to choose which food item is eaten daily unhealthy versus healthy items included: 1. Fruit group: Selection of fresh fruit (banana, apple, orange strawberries, etc.) or a fruit cup 2. Grain group: Selection of French fries, potato chips, baked potato or wheat or white bread sandwich 3. Vegetable group: Selection of fresh carrots, salad, celery or canned carrots, corn 4. Protein group: Selection of fried chicken nuggets or baked chicken nuggets, burger or subway sandwich 5. Dairy group: Selection of whole milk or low fat milk, cheese or yogurt 6. Drinks: Water, Capri Sun or Juice box Each individual student will be encouraged to participate and other specific items not listed will be placed in the classified food group in order to address all individual needs. B. MyPlate nutritional guidelines reviewed with the students and open questions answered. 1. The School Day just got Healthier article discussion of the 10 tips for Nutrition Education Series includes awareness of healthier school meals for children, inclusion of more fruits and vegetables daily, along with whole-grain rich foods. The offering of a variety of low fat and fat free milk, reducing saturated fats and salt, increase in water intake. Meeting caloric needs through portion sizes, development of wellness programs, making better food choices and resources available to parents. 2. Emphasis on each food group with interactive group participation to name at least three healthy food items of choice 3. Name how healthy eating benefits the brain, heart and digestion, along with getting at least 60 minutes of exercise daily. C. Students will identify or select the healthier food items offered introduced at the beginning of presentation. 1. Choose MyPlate coloring activity will allow for a visual picture to reinforce the five food groups in a simple manner. 2. Draw three healthy food items on their MyPlate activity sheet. 3. Reinforce healthy eating habits with a take home pamphlet for the parents that describe 10 tips for healthy snacking. Evaluation of Teaching and Learning Evaluation of teaching and learning strategies were accurate, clear and appropriate for the second grade students. The teaching plan was simple and interactive to meet each individual learning need. The health promotion plan and activity outlined can be followed to teach other second grade students the importance of healthy eating habits using the free resources and information available on the website Choosemyplate.gov MyPlate Kid’s Place. The evaluation of learner objectives was measured by having the students re-evaluate their previous food item choice and compare it to the healthier food item. The scores were significantly higher were 92% the students identified and selected healthier food items listed. Open class discussion was used to determine if the teaching strategies used were appropriate for the students. The students expressed understanding and enjoying the class, the activities used and having a parent teaching the class. Positive feedback was given by the teacher present and students. The students were comfortable in their classroom setting, which is the appropriate environment for learning. The health promotion event was successful and effective in educating second grade students on healthy eating habits. The students expressed eagerness to share the resource pamphlet with their parents. The information shared would have been more effective and beneficial if the second graders parents were present, but studies show that second graders are influential in assisting parents make healthy eating choices for them with the information they learn. References Blais, K. K., & Hayes, J. S. (2011). Professional nursing practice: concepts and perspectives (6th ed.), New Jersey: Pearson U.S. Department of Agriculture and U.S. Department of Health and Human Services. Dietary Guidelines for Americans, 2010. 7th Edition, Washington, DC: U.S. Government Printing Office, December 2010 Jacksonville University College of Health Sciences (2012). School of nursing mission. Retrieved March 25, 2014 from http://www.ju.edu/COHS/Pages/School-of-Nursing-Mission.aspx Office of Disease Prevention and Health Promotion, Office of the Assistant Secretary for Health, Office of the Secretary, U.S. Department of Health and Human Services, May 2014. Retrieved from http://health.gov/dietaryguidelines/dga2010/DietaryGuidelines2010.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. Color Sheet. Retrieved April 18, 2014 from http://www.choosemyplate.gov/kids/downloads/ColoringSheet.pdf U.S. Department of Agriculture. ChooseMyPlate.gov Website. Washington, DC. School Day Just Got Healthier. Retrieved April 18, 2014 from http://www.choosemyplate.gov/foodgroups/downloads/TenTips/DGTipsheet21SchoolDayJustGotHealthier.pdf

Electrical Resistance

JMJ MARIST BROTHERS NOTRE DAME OF DADIANGAS UNIVERSITY MARIST AVENUE, GENERAL SANTOS CITY MULTITESTER Instrumentation and Control CpE 511 NAME: KURT RUSSEL C. CHUASeptember 01, 2012 CYNTHIA C. GONZAGADate of Submission INSTRUCTOR: ENGR. JAY S. VILLAN, MEP-EE Introduction A multitester or multimeter is a device which can be used to gather data about electrical circuits. A basic multitester can measure resistance, voltage, and continuity; while more advanced versions may be able to provide additional data.This tool can be very useful to have around the house, and anyone who plans on doing electrical repairs should most definitely use a multitester for safety reasons. Multitesters can be used with the current off or on in most cases, although using the device with the current on can sometimes result in damage to the device. Theory Ammeters are employed for measuring current in a circuit and connected in series with the circuit. As ammeter is connected in series, the voltage drop across ammeter terminals should be as low as possible.This requires that the resistance of the ammeter should be as low as possible. The current coil of ammeter has low current carrying capacity whereas the current to be measured may be quite high. For this reason a low resistance is connected in parallel to the current coil. Voltmeters are employed to measure the potential difference across any two points of the circuit these are connected in the parallel to the circuit. The resistance of voltmeter is kept very high by connecting a high resistance in series of the voltmeter with the current coil of the instrument.The actual voltage drop across the current coil of the voltmeter is only a fraction of the total voltage applied across the voltmeter which is to be measured. An ohmmeter is a measuring instrument used to measure the resistance placed between its leads. The resistance reading is indicated through a mechanical meter movement which operates on electric current. The ohmmeter must th en have an internal source of voltage to create the necessary current to operate the movement, and also have appropriate ranging resistors to allow just the right amount of current through the movement at any given resistance.One major problem with this design is its reliance upon a stable battery voltage for accurate resistance reading. If the battery voltage decreases, the ohmmeter scale will lose accuracy. Conclusion Aside from using devices such as  multitester, the resistance value of a  resistor can be determined by its color coding. There are small differences between measured and color coded values of the resistances. These differences may be caused by some factors such as the multitester used in the experiment and some mistakes made by the experimenters.It is much easier to read the resistance value of a resistor through a digital multitester than by using an analog multitester and by color coding. In addition, in using an analog multitester, you have to first consider the range of the resistance and make the zero-ohm adjustment in each and every reading. In that case, that is the only time you  can acquire the resistance value after a  slight inconvenient process. Pictorial Calculation For Ammeter: * 0. 25A R1=99mV0. 25A R1= 0. 96 ? * 25mA R2=99mV25mA-R1 R2= 3. 564 ? * 2. 5mA R3=99mV2. 5mA-R2-R1 R3= 35. 64 ? For DC Voltmeter: * 2. 5V R1=2. 5V49. 5 µA-Rm R1= 48, 505. 05051 ? * 10V R2=10V49. 5 µA-Rm-R1 R2= 151,515. 1515 ? * 50V R3=50V49. 5 µA-Rm-R1-R2 R3= 808,080. 8081 ? For AC Voltmeter: * 10V Im=49. 5 µA0. 637 Im= 77. 70800628 µA R1=1. 41410-1. 477. 70800628 µA-Rm R1=161,947. 0707 ? * 25V R2=1. 41425-1. 477. 70800628 µA-Rm R2= 434,891. 9192 ? * 250V R3=1. 414250-1. 477. 70800628 µA-Rm R3= 4,529,064. 646 ?

Personal practice related to ANA scope of practice Essay

As a nurse, one must follow a scope of practice, what is expected of them within their role of the nursing profession. These guidelines shape the responsibility of the professional nursing organization and serve to protect the public. According to, Nursing’s Social Policy Statement: The Essence of the Profession (American Nurses Association, 2010, p. ) defines contemporary nursing: â€Å"Nursing is the protection, promotion, and optimization of health and abilities, prevention of illness and injury, alleviation of suffering through the diagnosis and treatment of human response, and advocacy in the care of individuals, families, communities, and populations. † I believe my role, as a nurse is consistent with the scope of practice outlined by ANA and the contemporary definition cited. As a nurse, I strive to be clinically competent and aware of the constant challenges that one faces on a daily basis. Being well informed promotes health and prevents further illness and injuries. One goal I try to set aside every week is to attend a weekly ground rounds meeting, where additional education is provided on a specific case study. This opportunity allows me to stay current and up to date on new medications available, research findings and team collaboration feedback from staff on effective treatment options for optimal patient outcome. In addition, completing required competencies and being a member of Oncology Nursing Society also strengthens my knowledge and skill in providing the best evidence based practice to an individual and their families. Being a resource nurse for my unit allows me the opportunity to share my knowledge with the staff and actively participate in mentoring young nurses build a strong foundation and develop critical thinking skills. Education is critical in the nursing profession. Lifelong learning must be an ongoing process due to the rapidly growing population and technology advancements in our society today. I believe it is the responsibility of the nurse to facilitate this process and collaborate with other nurses in their field to continue to work together to strengthen the role of the nurse in an environment that requires continuous education and competencies. â€Å"Registered nurses must continually reassess their competencies and identify needs for additional knowledge, skills, personal growth, and integrative learning experiences† (American Nurses Association, 2010 p. 13). State legal regulations and professional standards of nursing The Ohio Board of Nursing defines nursing and the scope of nursing practice. Rules and regulations are in place to determine compliance set in motion by the Nurse Practice Act. Responsibility is outlined by establishing standards for nursing education programs, eligibility to sit for the state licensure exam, renewal criteria of that license, and setting standards for continuing education to meet renewal criteria. The Board is also responsible for defining the standards of delivering safe nursing care for registered nurses and protecting the community with these standards. Another role the Board is responsible for is reviewing and investigating violations of this Nurse Practice Act and determining if a nurses license is to be denied, revoked, suspended, or restricted in any way (Ohio Nurses Association). It is essential that nurses maintain an understanding of the legal regulations within their nursing practice. The Ohio Board of Nursing requires all Ohio nurses to have continuing education on Ohio law with a total of 24 continuing education hours every two years for license renewal (Ohio Board of Nursing). As a professional, I feel it is my primary responsibility to understand the law and regulations defined before me, this knowledge allows me to safely practice nursing care and deliver the best care to my community. I have worked in other states as well, and of those states I have worked, Ohio is the only one requiring a continuing education credit with a focus on state law and regulations. I feel every state should have continuing education credit requirements for renewal and at least one of the required credits have a focus on law. It is important as a professional to have knowledge of this. To have a check and balance system in place to make sure one is justly maintaining these standards and expectations in delivering a safe competent nurse to our community is vital to the population as a whole. Provisions 7, 8 and 9 â€Å"Provision 8 describes the nurse’s moral obligation to society. Provision 9 describes the responsibilities of the nursing profession to both the individual nurse and society in general. Provision 7 provides the necessary linkage between individual competence and evolving professional standards of practice, in addition to giving nurses a responsive and collaborative role n health policy for the overall advancement of the profession† (Fowler & Association, 2010, p. 91). Initially, these Provisions were never intended to be carved out of stone, but historically, they have been a guide and continue to be a guiding force of moral and ethical standards to follow. I pride myself on working for a hospital that fosters an environment on ethical integrity and professionalism. Because of this strong thread, it motivates me to do more, achieve more, and be more than I am today. I want my patients and my community to feel that they are receiving the best nursing care. An example I recently explored was implementing a grid to follow based on patient’s diagnosis and treatment pathway prior to admission to the floor. I work in the hospital’s rapid admissions unit. My goal is to have the patient to their room in 30 minutes or less. Of recent, we have received a lot of admissions for pancreatitis, however, I have noticed that the patient arrives to my unit without pain management options, i. e. PCA pump. This has delayed the patient’s comfort and care prior to arrival to HRAU leaving me scrambling to get pain orders, equipment and recover any customer service issues. This grid allows a framework to use as a guide of anticipated orders and outcomes. I presented this grid to my nursing manager, our staff and the ER manager and charge nurses for their collaborative input and suggestions. So far it has been effective, and we are working on additional areas to cover as well. Nursing is continually evolving and as a professional it is our job to facilitate education within our community of nurses so we can better serve our patient population. Philosophical forces influencing practice Philosophy is an attitude toward life and that attitude evolves from every nurses belief system. One’s attitudes are shaped by their environment and an accumulation of life experiences, I define nursing as a way to give back. Giving good nursing care doesn’t stop at being knowledgeable about medicine and having the very best in technology. It goes beyond, by reaching that individual on a spiritual level and connecting with them. I have always believed that one cannot be taught how to show compassion, an individual either possesses that ability or they do not. I have always believed that that is one of my strongest qualities, and this has been reconfirmed back to me by my patients through the years. To truly interact with a person you need to gain their trust, once that has been achieved through a therapeutic environment, healing is then possible. Ethical principles influencing practice There are standards in place to dictate the need to protect patient’s values, beliefs, culture and safety. It is difficult at times, when dealing with challenging patients and having to handle the stress of our jobs to remain open and unbiased. It is nice to have a reminder that our patient’s values come first and respect their choices. Our role is to educate them about their treatment plan and make sure they are well informed, while letting go of our own attitudes. Determining, nursing practice are essential for dealing with day-to-day ethical issues (Jormsri, Kunaviktikul, Ketefian & Chaowalit, 2005). I recently had an Asian woman who presented with abdominal pain and requested to have cupping performed by a healer specialized in the field. I was initially at a loss, how was I going to find someone to perform cupping. I wanted to help this woman and when I asked my colleagues and manager they had no suggestions. So I contacted the department that handles cultural awareness and was able to get a lead on whom to call. After, two hours of my day spent looking for someone to call, I finally had my answer. I came back to give my patient an update on the progress and she was so relieved. It was like you could see the anxiety drain out of her. By the end of the day, the therapist arrived to do cupping with her and she was relaxed and expressed that she truly felt like I heard her. It was not easy and I did find myself getting frustrated with the process of trying to make something work that I knew very little about. I’m happy I followed through with it, because in the end every patient has a right to believe what they believe, even though her values and attitude toward medicine is very different than my own, I was able to put aside my own views and attitude and really help someone else. Conclusion Many might say nursing is a science and some might say nursing is an art. I believe it is both. To be a successful nurse one must have the passion to continue their education and apply their knowledge through the science of nursing, and have the efficacy and compassion to provide the art of caring. Without caring the nurse is unable to connect with the patient and if the nurse cannot connect, trust will not develop between the nurse and the patient. I have always believed nursing is a calling and it is one of the most challenging jobs to have, but by far it has been the most rewarding.

Langston Hughes: Harlem a Dream Deferred Essay

A dream cast aside can rankle a person’s will in the deepest of ways. It tends to permeate their every thought and becomes an unshakable burden. In the poem â€Å"Harlem (A Dream Deferred)† by Langston Hughes, the language used describes how a suspended goal can frustratingly linger. The writer first poses a question: â€Å"What happens to a dream deferred?† He then compares a postponed dream to a dried up raisin or a festering sore, giving a reader the idea of how treacherous it can be to put off one’s goals. What only can make it worse is when we have little control over our fate; when the determination of whether or not our goals are achievable is decided by someone else as was done with the African American population in the United States throughout the early 20th century.†¨Ã¢â‚¬ ¨Life for the black population of America throughout the early 1900s was less than ideal. While they’d been free from slavery for nearly 100 years, they remained i n segregated schools and were restricted to menial work nonetheless. Between 1920 and 1930, a movement was followed by African Americans across the United States known as the Harlem Renaissance (see Great Days In Harlem). The movement aimed to establish an identity for blacks in America and gave many hope that they might be seen equal to their white counterparts. The movement lost momentum, but its ideals remained in the hearts of the people; their dreams of equality left behind to fester in the backs of their minds. So what happens when a dream such as this is deferred? If it is a true dream, reflecting our hearts desire, it cannot be forgotten easily. Hughes, an African American in the Harlem Renaissance era, writes a poem full of bitter possibilities reflecting his frustration.†¨Ã¢â‚¬ ¨Evidently, Hughes felt frustrated when he wrote this poem in 1951. It was 30 years after the start of the renaissance movement, and it seemed to him that the black identity had made no steps toward equality. At this point in time, the African Americans were feeling neglected; their goals cast aside and their lives seeming more like a nightmare than a dream. But what happens to a dream deferred? Hughes offers many responses to this question, all equally unpleasant. In using similes, the writer creates imagery allowing a reader to imagine a festering sore or a piece of rotten meat and understand how toxic a postponed dream can be for a person.†¨Ã¢â‚¬ ¨Equally unpleasant is allowing oneself to â€Å"sugar over†, to simply nod ones head and accept the crushing of ones dreams as reality. To be sweet to those who’ve taken away every ounce of one’s dignity can be just as irksome. Then the idea that was once a dream will linger evermore, weighing a person down, sagging like a heavy load. In the final statement of the poem, the writer leaves it as a separate sort of thought, â€Å"Or does it explode?† This final question seems more like a warning, an indication of the author being at wit’s end. A dream deferred can linger so long that a person can no longer bear the load and they may retaliate. In this instance, the writer as well as his fellow African Americans were beyond frustrated with the exhaustion of carrying the load of their unfulfilled dreams. Harlem’s ideals had been forgotten.†¨Ã¢â‚¬ ¨From the language used to the thoughtful structure, â€Å"Harlem (A Dream Deferred)† speaks to a reader. The writer creates strong imagery that can be connected to the situation he’s describing. A dream deferred really takes its toll on a person, or as proved by the context surrounding the poem, a group of people. To have ones goals setback is hard enough, but having them dismissed by another simply makes it linger and inflame. We’re brought back to the question of what happens to a dream deferred? As suggested it can rot like meat and dry up like a raisin but eventually we crack under the pressure. There’s only so much a person can take; in the end our deferred dreams will cause us to explode.