Significance Of Admission To Adult Acute Psychiatric Wards Dissertation

Significance Of Admission To Adult Acute Psychiatric Wards - Dissertation Example In general, the admission of patients within the acute psychiatric ward can strongly influence the prescription of Benzodiazepines and Z-hypnotics; including its long-term use. To protect the health and socio-economic welfare of people from the adverse health consequences of the wrong use of both Benzodiazepines and Z-hypnotics, it is necessary to increase the existing knowledge and skills of healthcare professionals when prescribing and/or administrating these two (2) particular psychotic drugs. In relation to the misuse or wrong prescription of Benzodiazepines and Z-hypnotics within the acute psychiatric ward, this study will seek to identify the danger of prescribing both Benzodiazepines and Z-hypnotics during the pre-admission, admission, and post-admission process across the Acute Psychiatric Hospitals and among the general practitioners (GPs). The main research question is â€Å"Is Benzodiazepine and Z-hypnotic prescribing influenced by admission to acute psychiatric wards?† The following sub-research questions will be used as a guide throughout the completion of the literature review: As a general rule, both Benzodiazepine and Z-hypnotics should be used in small quantities for a time period of 5 days to 4 weeks (NHS West Essex, 2012, p. 4). However, there are cases wherein these drugs are being prescribed to the patients for long-term use. Because of the adverse health consequences of misusing both Benzodiazepines and Z-hypnotics, a lot of patients can be admitted or re-admitted to psychiatric wards.

Business Impact Analysis Essay Example | Topics and Well Written Essays - 1750 words

Business Impact Analysis - Essay Example In this scenario, BIA is based on a critical assumption and that is every area and task of a company depends on the continuous working of every other task; however some tasks are more critical and important than others as well as need a greater investment following a failure. In addition, the BIA also determines the expenditures associated with losses, for instance substitution of equipment or machinery, loss of cash flow, loss of income, funds paid to pull alongside a backlog of work, and so on. Moreover, a BIA report also determines the significance of business tasks and processes as well as recommends suitable financial support for actions to look after them. In this scenario, BIA determines the possibilities of breakdowns or losses in terms of their influence on business revenue, safety and security, marketing and advertising, compliance, legal aspects and quality assurance. Hence, BIA can be considered as the backbone of the whole business continuity plan or, as a minimum, it sh ould be managed and controlled in the approved manner. In fact, a well-planned and well-executed BIA can formulate the differentiation between a strong, completely developed business continuity plan, and an ordinary one. Methods for Establishing Component Priorities A company can prioritize its functions and components on the basis of their criticality. In this scenario, critical applications and systems are used in the processing of sensitive information. In addition, the applications and systems that an organization uses to process sensitive information can be prioritized as: Critical: Critical business applications and systems are believed to be the highest priority functions for the reason that they have highest impact on an organization’s potential and processes for recovery.... sensitive information can be prioritized as: Critical: Critical business applications and systems are believed to be the highest priority functions for the reason that they have highest impact on an organization’s potential and processes for recovery. Additionally, human resources of an organization are fully aware of these critical processes within their department. In addition, the solution is to collect all necessary information and build up a complete look at their critical applications and process from the company’s point of view. For instance, they should determine that what applications and processes must be present for their organization to run a business? Hence, these processes must be recovered to sustain as close to regular operation as possible. In this scenario, the highest permissible time limit is determined in hours (Pabrai, 2013; ttgtMedia, 2007). Essential: Every organization has some functions which lie between critical and important, hence for these business functions organizations can decide to make use of a central kind that can be acknowledged as â€Å"vital† or â€Å"essential.† Though, it is difficult to distinguish between critical and vital functions but an organization can choose that certain processes are completely critical and others are very significant and they should be handled soon after the critical processes. In this scenario, vital business processes can comprise several business aspects such as payroll, which is not a critical business function in terms of being capable of getting the business support and operating right away however these functions can be significant to the organization’s capability to work further than the disaster recovery phase. These business processes should be recovered immediately when resources

Factors in Planning Health Interventions

Factors in Planning Health Interventions Identify, assess and discuss both direct and indirect impacts on health the following determinants have with regards to planning, implementation, and the evaluation of health interventions. Determinant factors Demographic distribution of populations Political values Religious beliefs Human values Ethnicity Traditions Numerous aspects unite collectedly in order to influence the wellbeing of a person and the society. There are factors that cosiderably affect the individuals by the conditions and the environment whether the individuals are healthy or not. These factors are the environment that we live in, our status in life, literacy, and our associations to the people that sorrounds us ( World Health Organization WHO, 2014). Determinants Factors a. Demographic distribution of populations Distribution of population is the number of people living in one place. Demography is focused on the analysis of the population size and structure, specifically in connection to its determinants, fertility, mortality and immigration. Demography has a lot of major issues in its root like global population growth, the challenges of population and the effect of different issues faced by the environment. This could also be rooted in their knowledge about the effect of their actions. Some places aren’t learned enough on the consequences they need to face in doing something. If the population size is big, lesser focus on each family will be given and any help wouldn’t be lend to them, which might result to poverty and hunger that will soon become an illness. The major reason for population changes, whether in an individual country or for the whole world, is the change in birth and death rates. Thebirth rateis the number of live babies born in a year for every 1000 people in t he total population.Death ratesare number of people dying per 1000 people. When birth rates are higher than death rates the population of an area will increase (InternetGeogrphy, 2014). b. Political value Political values are one of the determinants of health. Somehow, it can affect one’s health through their perspective. How they perceive the political values that are instilled to them could be one factor. It depends on the mind setting of the person, if they rely so much on the politics’ promises to create their lives (Levine, 2012). If they think the government can support their needs, which, in reality, is very rare, then their health might be at risk. One must understand the politics’ issue and how it runs in their country. And this belief may result to poverty/hunger, which later will cause illness to the people. Stress may be considered as one of the indirect impact of political values, stress is considered as one of the major causes of different illness recognized and some political values that are not met and was discouraged may lead into giving stress to people. c. Religious beliefs Religious belief doesn’t have that direct impact on their health but indirectly with the belief they stand in for their religion, it may become a determinant of their health. With respect to each all religions, each of it has their own belief and perspective in all aspects. Having a religious belief may have both positive and negatives impacts on health and morbidity. Some religion might consider one thing a bad habit while the other doesn’t even mind it. There are few who have cited several possible reasons basically related with lesser stress levels in a religious community. It has been found that going to church increases life expectancy (Hummer, Roger, Ellison, 1999) with a life expectancy at 20-83 years for often-regular attendees and 75 years for non-attendees. The result however does not necessarily mean that you can rely your life expectancy by the number of visits you have on churches thus it will help you with your health issue with consideration on the belie f they stand. People having strong faith were found to have lesser suicidal characters than those atheists. Another factor for this is the food that each religion is allowed to eat. There are foods that is not allowed in some religion which lead them into a healthier living and other religions which has no restrictions that leads to neglecting the right food to eat and eventually may cause illness. d. Human values Human values just like political values have an impact in people’s health. It is more of their disposition towards themselves. How they value and believe in something that might happen in them. This is more on their self-concept and the importance they give in themselves. Human values also consider factors like eating the right food for a long lasting living and eating or practicing whatever they have been used to without even considering their health. Also it can be rooted on what they have been used to since then, this will be the result of their health. There are different kinds of people who does not believe in taking a lot of care of them and might as well believe in destiny, which refutes the belief of having good health for a long lasting life, this may be considered as the indirect impact of human values. e. Ethnicity Ethnicity is one of the influential socio cultural factor that affects nutritional and health status. It has a vital part in determining culinary practices. The idea of ethnicity is the person’s culturally used practices that comes from its pith place which means, what has been practiced since they were born. Discoveries say that acculturation tends to show relevant differences in person’s health and dietary practices once they become acculturated to their culture (Wikipedia, 2014). This has something to do with how they deal with others who are within their ethnic group. It is what the people in the place they live in that has an effect of what they practice. This is one of the determinants of the health of people, their ethnicity that brings them to what are practicing until now because they have been used to. The state of their health might have something to relate with in their bloodline. f. Traditions Tradition refers to one’s belief that is being passed by their elders. It is their practices that has significance in the past and is still acknowledged until now. This has a great impact on one’s health. It is more on what practices or intake they have been used to since they were young and relatively, it may have an effect on their health later on. It is the summation of their cultural experiences is what somehow defines their health. With the continuous practices of these, surely it will have an impact on one’s health. This is with regard to their values of their elders, how they respect their culture. Indirectly, it has in impact on their health in a way that it defines their health in the present time. Reference World Health Organization WHO. (2014). The determinants of health. Retrieved November 25, 2014, from World Health Organization WHO: http://www.who.int/hia/evidence/doh/en/ InternetGeogrphy. (2014). Population Distribution . Retrieved November 2014, 2014, from InternetGeogrphy: http://www.geography.learnontheinternet.co.uk/topics/popn1.html Levine, S. (2012, July 13). Story: Political values Te ara. Retrieved November 26, 2014, from New Zealand politics and political values: http://www.teara.govt.nz/en/political-values/page-1 Hummer, R. A., Roger, R. G., Ellison, C. G. (1999). Religious involvement and U.S. adult mortality. Retrieved November 25, 2014, from PubMed: http://www.ncbi.nlm.nih.gov/pubmed/10332617 Wikipedia. (2014, May). Ethnicity and health. Retrieved November 26, 2014, from Wikipedia the free Encyclopedia: http://en.wikipedia.org/wiki/Ethnicity_and_health

Extinct Animals Research: Woolly Mammoth :: essays research papers fc

Extinct Animals Research: Woolly Mammoth   Ã‚  Ã‚  Ã‚  Ã‚  We have learned much about the Woolly Mammoth almost more than any other dinosaur that has been identified. Due to the fact that the Woolly Mammoth so closely resembles today's elephants, care for them would most probably require most of the same factors to keep it alive. Since the Woolly Mammoth has been extinct for 4000 years, it is difficult to tell exactly what they lived on, but we can hypothesize.   Ã‚  Ã‚  Ã‚  Ã‚  The Woolly Mammoth lived during the Ice Age, so if alive today, it must be kept in a tundra environment. For food, only basic tundra vegetation is necessary. Due to the thick pelt that the Woolly Mammoth has, any known Ice Age temperatures would suffice since the thick fur protects the animal in any extreme temperatures.   Ã‚  Ã‚  Ã‚  Ã‚  Large enclosures would not be needed as they would be for a normal elephant since the Woolly Mammoth is only three meters high. The huge tusks would allow it to scavenge for its own food, so no special feedings would be necessary. Feedings would also be needed on a less frequent basis since the Woolly Mammoth, much like today's camels, keeps under its sloping back a thick layer of blubber as nutrition when food was not needed.   Ã‚  Ã‚  Ã‚  Ã‚  The problem in keeping a creature such as the Woolly Mammoth in a zoo- like surrounding would be poachers. Due to the endangerment of such a magnificent species, poachers of pelts and ivory would most certainly be after it's huge tusks and thick furs, so it would be necessary to post guards around it's cage at all times.   Ã‚  Ã‚  Ã‚  Ã‚  A large-scale habitat would be constructed for this creature since, during the period it lived, the Pleistocene, there were no restrictions on the places it could roam to. There was nothing stopping this beast from stomping along to wherever it wanted to go. A Woolly Mammoth might find it peculiar to be stuck in a twenty foot ice field with no predators or other animals whatsoever.

Cnpc and Petro China

Strategy – search for above normal performance 2. What strategy supports growth? Sustained CA- Not easily duplicated, or cost of duplication is higher than the returns Temporary CA- creates value, rare, but easily imitable. 3. Core competency- basic corporate principle around which all your resources are aligned, which builds your CA and differentiates you from your competitor. * Creates value, very few of your competitors can do, and grants you sustained competitive advantage. 4. Sources of Core competency= sources of sustained CA. . Sources of competitive parity, relatively normal, to get the risk adjusted return. 6. Goal of corporate – create CA that create more value than overhead involved (cost of corporates) 7. Business Unit strategy – bring standalone business units together into one corporate entity towards a common corporate goal. 8. Corporate Strategy a. Business units – tactics- how they help me achieve my corporate goal i. Differentiation ii. C ost leadership b. Different business units for different elements of corporate strategy 9.When your competition for customers is in different business segments, UWO and Ivey. 10. Unrelated corporate strategy c. Difficult to transfer core competencies and CA 11. Related corporate strategy- diversification d. Can transfer competencies, activities- distribution channel 12. Three types of corporate strategy e. Limited diversification iii. Single Business – risky portfolio. iv. Dominant business f. Related diversification v. Related constrained- net benefit and sharing. Cost synergies. Increase revenue synergies. Economies of scale.Transfer core competency for net benefit. g. Unrelated diversification- lack of ability to share activities. Best performance you can achieve is normal performance. h. Related constrained 13. Resources which are sources of Comparative parity, not core competency. i. Transfer when core competence creates net benefit for the corporate as a whole 14. Risks j. Systemic Risk or Beta- related to the market (external) vi. Very difficult to diversify it away k. Total risk = systemic risk +specific risk (unsystematic risk) l. Unsystematic risk = internal risk . Return per unit of risk = performance 15. How do you define sustained CA n. Competitor cannot compete it away, but can be destroyed by shocks to the systems by exogenous agents. o. Defined by the ability of the competitor to compete CNPC and Petro China 1. Down-scoping 2. Getting rid of social services business units (non-core businesses) that are not related to oil exploration and oil services. 3. PetroChina- own 88 to 90 % 4. Going from related linked related constrained strategy 5. Re- Strategizing 6. Successful IPO listing 7. Still struggling

Swot Analysis to Six Sigma

In 1981 Motorola launched an initiative calling for a 5-year, 10X improvement in quality. In 1987 Motorola initiated its â€Å"Six Sigma Quality† initiative, with the goal of no more than 3. 4 defective parts per million (ppm) across the company. A 4-year 100X quality improvement goal was set. In 1988, Motorola won the Malcolm Baldrige National Quality Award. Motorola then shared its â€Å"Six Sigma† approach with other companies. In 1989, Motorola Chairman, Bob Galvin asked Mikel Harry to head the Six Sigma Research Institute, an organization that received funding from a number of Fortune 500 companies . In 1993 Mikel Harry left Motorola and went to Asea Brown Boveria Ltd. (ABB). Here, the strategy changed from â€Å"Quality First† to â€Å"Business First. † AlliedSignal implemented Six Sigma in 1994 and claimed savings of $1. 2 billion by 1998. Bossidy, CEO of AlliedSignal, convinced General Electric’s Jack Welch to try Six Sigma. The huge savings due to using Six Sigma were claimed in the GE Annual Report, Letter to Our Shareholders, February 12, 1999. With successes like these and strong business leaders like Jack Welsh and Bossidy, the demand for Six Sigma has exploded. Many Fortune 500 companies have begun Six Sigma initiatives and others have asked if Six Sigma is right for them. Numerous consulting firms have jumped on the bandwagon, including ASQ, and numerous articles and books have appeared on the subject. Many product and service advertisements are now mentioning Six Sigma. The term Six Sigma defines an optimum measurement of quality: 3. 4 defects per million events. The Greek letter SIGMA is a mathematical term that simply represents a measure of variation, the distribution or spread around the mean or average of any process or procedure in manufacturing, engineering, services or transactions. The sigma value, or standard deviation, indicates how well any process is performing. The higher the value, the fewer defects per million opportunities. One of Motorola's most significant contributions was to change the discussion of quality from one where quality levels were measured in percentages (parts per hundred) to a discussion of parts per million or even parts per billion. Motorola correctly pointed out that modern technology was so complex that old ideas about acceptable quality levels were no longer acceptable. One puzzling aspect of the â€Å"official† Six Sigma literature is that it states that a process operating at Six Sigma levels will produce 3. 4 parts-per-million nonconformances. However, if a normal distribution table is consulted (very few go out to six sigma), one finds that the expected nonconformances are 0. 002 parts per million (two parts per billion). The difference occurs because Motorola presumes that the process mean can drift 1. 5 sigma in either direction. The area of a normal distribution beyond 4. 5 sigma from the mean is indeed 3. 4 parts per million. Because control charts will easily detect any process shift of this magnitude in a single sample, the 3. 4 parts per million represents a very conservative upper bound on the nonconformance rate. Notes 1: the quality evolution of motorola 1979 â€Å"our quality sucks† 981 Motorola university, quality goal 10x reduction in 5 years 1985 Initiate corporate quality metrix 1987 Six Sigma program: 10x reduction in 2 years 1989 Received Malcolm Baldridge Award 1992 10x reduction in cycle time: customer satisfaction metrix 1996 order fulfillment quality 1997 Five Nines with an eyes on the customer Notes 2: six sigma history 1987 Motorola adopts six sigma 1991 Allied Signal adopts six sigma (Larry Bossidy) 1995 GE adopts six sigma (Jack Welch) 1997 Six sigma adopted in GE capit al (service industry)

Life Changing Essays

Life Changing Essays Life Changing Essay Life Changing Essay Six years ago an event took place in my life that I will never forget. It was a life changing event, something that I would never wish on anyone. I had my children taken away from me due to my ex-husband abusing me. I had Just had my third little girl and thought that maybe this time things would get better. After each baby I secretly wished this. And for the first week or two things seemed to get better, but It always went back to the same old thing. He was always yelling for the smallest thing. Dinner just so, I do enough laundry, or the house cleaned the right way. He would come in from working or hanging out tit friends, which he did more than work, and be on a rampage. I could tell within the first few seconds of him walking in how the night would be. I would try to always have a smile on my face and greet him so nicely hoping that would make things different that day. But it never did. I would try and hurry through dinner and baths with the kids so that I could put them in bed before things got too bad. I always tried to hide the fact that their father could be such a monster. They heard it all and sometimes saw him slap me across the face or push me against the wall with his face Inches from mine, daring me to say anything. I would sometimes have enough and run to the phone, but he would always grab It and rip It from the wall. I finally had enough and went to vaults my mom one day. That was the beginning to the worst event in my life. When I arrived at my I had a busted lip and a knot on my head. My mom had me fill her in on everything that had been going on. When I was done telling her she was furious! She told my stepfather everything and he wanted to know why I was still living with him. I explained to him that I Just had another baby and could not figure out how I would manage taking of three children by myself financially. Where would we live? Where would I work? What would I drive? Those were the reasons that I continued to stay there. If I could figure a way out then I would be out, but it that easy. My parents thought they had a plan that was going to help us get out of this situation, however it work out. My stepfather made a call to the abuse hotlist and reported that my husband was abusing me In front of my children. He told them he was worried about us and wanted us to get help. They told him that someone would investigate the situation. I did not know at the time he had made this phone call. I went home hat night and the next morning I was awaken by someone knocking on the door. When I got to the door there was a Deputy and a Case Worker from the Department of Children and Families. They asked me to step outside and talk to them in private. I knew that my husband would be listening to everything that was going on, so I tried to keep my composure and act like nothing was wrong. They told me that a call came into the abuse line, but did not say who called it in. They asked me if there was any violence going on and I had to deny it because I knew he would be listening. I told them that I know what the call was all about. They then asked to speak to my oldest daughter and right then I started getting upset. I was crying and asking them not to take my children. They said they were not taking them they Just needed to ask her a few questions. So I took her outside and they asked me to go back inside, A Tee umlauts later teen toll me Tanat I anemia to get ten Kilos ready Ana go stay with my mom for a couple of days, for a cool down period they said. So I agreed and went in to get myself and the girls ready to go. The whole time the Deputy and Case Worker stayed outside waiting. When I went out and got in the car o go they stayed and talked to my husband. By the time I got to my there was a message for me to call the office. So I called and they said that when we left my husband was arrested for domestic violence. My daughter told them about everything that had been going on and then when they questioned him they knew he was lying. They said that I could return home whenever I was ready. He would not be allowed back there when he was released from Jail. I returned home the next day to try and figure out where to go from here. My husband was released a few days later and against the courts orders came to the house. I got the same threats as always that I needed to do what he told me or else. About three weeks later the Case Worker came back to my house, this time alone. He said he needed to take pictures of the children for the file. My two younger daughters were at my mother in laws house at the time, so he asked me to go get them and then come back. I knew right then that something right. I asked him if he was going to take my kids, but he said no he Just needed pictures. He said that I could leave my oldest daughter there if I wanted, which I refused. So I put my daughter in the car and left to go get the other two. As soon as I was turning off f my street I saw two cars pull into my drive way. My worst fears were confirmed then and there, they were there to take my babies. I cried the whole way to my mother in laws and when I got there told her what was going on. She said she doubted that was what was going on, but why would the be there for him to take some pictures. I loaded the kids in the car and drove back to my house. The rest of the day was a blur. I remember them meeting me at the car to tell me they were removing my children from me. I started screaming and crying, asking them to please give me another chance. I told them I would do whatever they aid if they would Just leave my babies. They said they could not do that, my children were being emotionally abused. They then asked me if any of my family members would be willing to take them. I called my mom and she said that she would take them. I went inside and packed them some things to take with them and they let me say my goodbyes and then they were gone. I know what to do. I was lost. My neighbors came oft and tried to console me, but it make a difference. I was contacted the next day to tell me when my first court appearance was. At that appearance they set up visitation for me to see my children once a week. Over the course of almost three years I took numerous classes and had to follow the Case Plan the court assigned me. This was their way of having me prove how bad I wanted my children back. I took Parenting Classes and Batterers Prevention Classes. I went to court periodically and always had someone checking on me to make sure I was doing things right. My husband was set up with the same Case Plan, but it was not important enough for him to complete it. So I got a Job, a car, a place to live for me and my children, and finished my Case Plan. All the things I thought I could never do. After all of that was complete I was notified by my Case Worker that they were going to ask the Judge to grant me custody. A couple of weeks later I got ten call at work Tanat ten Judge Ana aware my sole custody AT my girls. IT the office been full of clients I would have done cartwheels though it! I was so happy I had to go, I continue my work day, and my employer understood. That evening when I went to pick up my girls was the happiest day of my life! Even though this was such a life changing event I am grateful that my parents were looking out for us. If this have happened I might not be here today to write this paper. Or something may have happened to one of my kids. I have learned a lot through all of this experience. I have learned that I am a strong woman that does not need to depend on anyone. I am a terrific mother that will never put my kids through that again. And I will never, ever let another man treat me the way he did. I have had my little girls back for three years now and have enjoyed every minute of it. I have not seen my ex husband for almost five years now and hope that I never have to see him again. Even though I am sad that the girls are missing out on having their father around, I am glad that they have me here able to love them, laugh with them, and care for them.

Romeo and Juliet comparison essays

Romeo and Juliet comparison essays In Romeo and Juliet, written by William Shakespeare, each character has their own different view of love, but Romeo and Juliets are the most different, with their thoughts, you can compare and contrast many different ideas... When Romeo first saw Juliet, he was stunned at her beauty, but did not take the time to see what kind of a person she was, and not even what her name was, for when he saw her he went up to her and explained what he thought, and only after she had to leave him did she ask someone what her name was. He went up to her right away, and seemed to be looking for a fast relationship, which is also shown when he asks the Friar to marry them only a few days after meeting. And although he may have wanted to have a physical relation, he respect Juliet when she said she would rather wait until she was married. Romeo also seemed to want to be with her all the time and needed to see her, such as when he climbed over the garden fence and listened in on her. While Romeo thinks that, Juliet has a very different opinion of love, although she also did the same to Romeo when they first met, she was more controlling, and didnt seem to care for his looks, like Romeo, as she did his personality. She clearly showed Romeo that she didnt want a physical relation until they were married, though they turned out to be marrying soon after. She did not seem to like it when Romeo followed her, when Romeo snuck in to her garden, she was not happy to find him eavesdropping on her, and at first wanted him to go away. So while both Romeo and Juliet love each other, they have different opinions on why they love each other, and we must understand their feelings to better understand the story. ...

Analysis Of Kill A Mockingbird Essay -- To Kill a Mockingbird, Famil

Southern Belles embody the eccentric ideals of the South, yet represent the epitome of respectable manners and morals for women nationwide, including most of the women characters in To Kill a Mockingbird. The cornerstone of the idea of a Southern Belle is based on stringent gender, class, and race guidelines, but underneath those divisions are the common attributes of charm, respectability, and intense passion for the well being of others (Oklopcic). True Southern Belles abide by the unwritten rules specific to their population, which include proper etiquette, manners, volunteerism, and grace. Characters such as Aunt Alexandra and Miss Maudie demonstrate these principles and attempt to instill their good graces and feminine qualities in Scout, who is the opposite of a Southern Belle. Similar to Scout, Mayella is contrary to the Southern Belle persona, but she does not choose to be the reverse of a Southern Belle. Instead, she is forced to by the challenging economic times and her fam ily’s low status on the social hierarchy. The Southern Belle is a woman of impeccable manners and morals, much of which can be contradicted by Scout and Mayella’s mannerisms, but emphasized by the beliefs of Aunt Alexandra and Miss Maudie (Lynch). The history of Southern Belles rests upon â€Å"a description, a code, a stereotype - which legitimizes and authorizes the interpretation of culture and nature, masculinity and femininity, superiority and inferiority, power and subordination† (Oklopcic). The whole idea revolves around a fear that women might rebel against the traditional system of government, in which the man holds the highest authority. If the dividing lines between superior and inferior people were to be reject... ... middle of paper ... ...y, Miss Maudie Atkinson resembles a Southern Belle with her hospitality and commitment to Jem, Scout, and Dill. In addition, she is optimistic, which is a positive feeling she inflicts on others, and is sensitive to everyone’s feeling, no matter their race. Works Cited Hakala, Laura. "Scouting for a Tomboy: Gender-Bending Behaviors in Harper Lee 's To Kill A Mockingbird." 2010. Electronic Theses Dissertations. Paper 176. 17 Dec. 2015. . Lee, Harper. To Kill a Mockingbird. New York: Grand Central, 1960. Print. Lynch, Sally. "Any True Southern Belle Knows the Unwritten Rules of the South." Elon Pendulum. 11 Apr. 2002. Web. 15 Dec. 2015. . Oklopcic, Biljana. "Southern Bellehood (De)Constructed: A Case Study of Blanche Dubois." Americana. 2008. Web. 22 Dec. 2015. . Spears, Kate. "Anatomy of a Southern Belle." Deep South Magazine. 2 June 2011. Web. 15 Dec. 2015. .

New ventures and entrepreneurship Essay Example | Topics and Well Written Essays - 3500 words

New ventures and entrepreneurship - Essay Example Formulating a vision is, indeed, a business challenge because sometimes entrepreneurs should transform themselves into magicians. Majority of people are receptive to the current entrepreneurial approaches, but it is an entrepreneur’s responsibility to visualise and predict the future. An entrepreneur should always remain a couple of steps ahead of development to avoid becoming irrelevant (Birley & Muzyka, 2000:45). It is also the responsibility of an entrepreneur to fit futuristic plans and ideas into the present, and to create solutions for others’ problems. Most innovative, entrepreneurial ventures in the last four decades were envisioned long before they became realities. For example, for Apple CEO Steve Jobs wanted every to have a PC while Bill Gates wanted to develop user-friendly software for personal computers. These visions allowed Gates to become the richest individual in the world while Jobs became the most recognisable business personality of the 21st century .Sourcing CapitalHaving developed a sound business proposal, the next challenge involves raising capital in order to support the creation of the new venture. Only entrepreneurs have an excellent understanding of business ideas. Attempting to rope investors into ideas that are only good on paper is a very big challenge for all entrepreneurs. Attempting to convince them that they are capable of actualising the idea and being trustworthy is extremely challenging, especially in new ventures (Chandra, 2013:34).

Process Costing Essay Example | Topics and Well Written Essays - 1750 words

Process Costing - Essay Example In the contemporary period, process costing is one successfully adopted accounting methodology in organizations. Organizations use process costing for effective cost calculation, especially at times when other costing models (job costing or activity based costing) are futile and not producing desired outcomes. Process costing is applied when activities like cost accumulation, cost assignment and cost assessment are to be performed and conducted. When both cost of fixed and variable natures are to be calculated then process costing comes into organizational application. Importance of Process Costing When an organization involves the multi-level production process and manufactures products in departmental sequence, then cost management is really a critical task. Process costing is a methodology than enables such organizations to calculate costs in the critical times. It is one methodology that can effectively be applied in manufacturing firms and organizations. Organizations where information flow is departmental can successfully adapt the strategic approach of process costing. This elaborates the comprehensive application of process costing in processing organizations. Literature Review Journal Article 1: Process-Based Costing: The Best of Activity-Based Costing Aim: Process costing is considered as a cost allocation process. It is known to be as a methodology that assigns cost to different process patterns with respect to assigning cost to process a sequence. The aim of this study is to determine that how process costing is effective in cost allocation procedure. How process costing applies in the activity of assigning costs to sub-sections of the process is answered in this study. Methodology: The study has adapted the case study format to conduct research and assessment. The case of semi conductor manufacturer is observed and analyzed in this study. The company was earlier a R&D unit which later on became a semi conductor manufacturer. This company was selected to understand process costing in a practical manner. The researcher first performed theoretical research to find out the importance of process costing manufacturing firms. Later the researcher analyzed the case of a manufacturer that produces semi conductors in batch forms. Functio nal activities of the selected company were analyzed to understand the practical implication of process costing(Sievanen & Tornberg, 2002). Conclusion: The study recognizes that a two-dimensional approach can be adopted on the basis of process costing methodology. These two dimensions are strategic and operational information collection. The study identifies that using the process costing with two dimensions, organization’s overall process cost can be calculated. Adopting the two dimension approach of process costing, cost of departmental procedures, functional activities and cost of objects and materials can be calculated. When departmental costs are known, cost allocation is an easy task to perform(Sievanen & Tornberg, 2002). Journal Article 2: Accounting for Process Cost Systems Aim: It has been noted that theories presented on process costing are certainly on a gap with the practical evidence that is present in this subject. There is certainly a gap present between proces s costing theory and practice as projected by most of the UK and Australian companies. The aim of this study is to understand this gap, which is done by means of understanding the New Zealand environment perspective(Parkinson, 2012). Research Methodology: The researcher adopted a pragmatic research design to conduct this study as both primary and secondary sources were used to perform

The Social and Academic Impacts on Children with Disabilities who are Essay

The Social and Academic Impacts on Children with Disabilities who are Receiving Inclusion in Schools - Essay Example One of the initiatives of the No Child Left Behind initiative, as well as other educational initiatives that have been mooted in recent times, is to include children with disabilities into integrated classrooms, together with normal children. The Individuals with Disabilities Act of 1990 was passed to guarantee equal access to education for children with disabilities. (Motwani, 2007). While the move towards inclusion is a recent trend, the debate on the merits and demerits of educational inclusion have been continuing for decades. This study proposes to undertake a literature review on inclusion in schools and to examine the ramifications of inclusion for disabled children, in order to assess its relative efficacy. This study is purely a literature review and will not support its findings with empirical data gleaned from individual participants. The focus of this research effort is to gain a general idea of the relative merits and demerits of inclusion and its potential or the lack thereof, in affecting the well being and successful integration of disabled students. Since the incidence of disability among students is becoming more widespread, this study is important because it examines one aspect of educational reform that could be effectively used for the benefit of these students, in order to integrate them as productive members of society. The lack of empirical support for this study is one of its limitations. Moreover, this study confines itself to studies that have been carried out after the period of 1996, although some prior material is also examined. The focus of this research effort is on the current findings in the literature and how best it can demonstrate the progress sand efficacy of inclusion. The findings in this study support the conclusion that there is a greater amount of research required into the merits and demerits of inclusion, in terms of ethnographic studies on disabled students. However, the literature review does

Juvenliles Committing Violent Crimes Research Paper

Juvenliles Committing Violent Crimes - Research Paper Example In most jurisdictions this means they cannot be tried as adults and put in jail. However, in other areas, new laws indicate that they can be prosecuted and executed for the crimes they commit (Diane Publishing Company, 1997). As times change, under age offenders have to pay the price for the crimes they commit. In some instances the punishment is very harsh. This essay will give a summary of juveniles committing violent crimes and how the youths end up in prisons. Introduction A juvenile is a minor who has committed criminal offences either against the state or other individuals. The crimes committed by juveniles are real menace to society. Juveniles are held responsible for the crimes they might have committed in a juvenile court. During the recent past, juveniles have been getting away with light sentences over the crimes they have committed. However, recently they are being tried and persecuted as adult criminals who have broken the law. It is assumed that if they are old enough t o commit some crimes, then they are liable to face the law as any other party doing a crime. The rise in violent crimes has seen them being executed since the magnitude of these crimes is heavy. These crimes are mostly done to their peers or other juveniles (Diane Publishing Company, 1997). ... It is quite clear that minors who commit serious crimes, for example, a murder, do not fully understand the value of life. They often think that since they are minors, the punishment against them will be light. This, as earlier seen, is not always the case nowadays. Juveniles are often given lighter sentences since they are not held eligible for punishment that is accorded to their adult counterparts. Gone are the days where this would be true. A number of juveniles are facing the death sentence due to crimes they committed in their teens (Cassel & Bernstein, 2007). According to some law enforcement agencies, violent crimes include: aggravated assault, rape, robbery and homicide. Juveniles committing or thinking of committing a crime will have to think twice because of the possibility of harsh sentences that can be imposed on them. Juveniles are now being given death sentences due to the violent crimes they commit. This has led to a sharp decrease in crimes like murders being committ ed by juveniles. It can be assumed that they are afraid of the consequences once they are caught (Cassel & Bernstein, 2007). The homicide cases that involve minors have also recorded a significant decrease due to this. It is sometimes assumed that all those involved in crimes as minors are as a result of broken homes, abusive parents and difficult childhoods. This assumption may bear some truth in it. These are the factors that come into play that need to be focused on when thinking of prosecuting a juvenile (Diane Publishing Company, 1997). The fact that juveniles have to grow up with survival instincts they might have picked while growing up end up being the cause of their troubles. This is because they

Paper on Music in Times of Conflict Essay Example | Topics and Well Written Essays - 750 words - 1

Paper on Music in Times of Conflict - Essay Example escalated over the years as it used its massive firepower, advanced technology, and huge manpower to suppress Vietcongs, who were mostly farmers armed with recoilless rifles (â€Å"Enemy’s Weapons†). Until now, Americans are divided in their sentiments about the war (Schroeder). This may have been because U.S. involvement did not bring any substantial change to Vietnam. It only caused America to lose â€Å"58,000 lives and billions of tax dollars† (Schroeder). The Vietnam War began in 1963 and ended in 1975. â€Å"Machine Gun† by Jimi Hendrix was first performed in a concert on New Year’s Eve of 1970 (Perone 62). It is likely that the song was composed in the closing months of 1969. Hence, it was composed during the war. 1969 is also the year when the number of U.S. military personnel in Vietnam reached its peak and the year when My Lai Massacre, a massacre of 504 unarmed Vietnamese civilians, was revealed (â€Å"Vietnam War Timeline†). The 1960s was a decade when music has become very political. There was no other period in music history when it embraced politics more closely as it did in the 1960s (Hopkins 255). Jimi Hendrix was among those musicians who expressed their political sentiments through their craft. There is no record on how it affected Vietnam War politically. However, several researchers attest that it did affect public sentiment towards the war. Westergaard, describing Hendrix’s guitar solo during the performance, says it is â€Å"the most devastating guitar solo ever† (qtd. in Perone 62)—hinting at the feeling of war terror it gave to listeners and the dismantling of pro-war sentiments on some. In reference to the My Lai Massacre, Hopkins writes that during the performance, sounds like â€Å"dive-bombing planes and Vietnamese women shrieking at the sight of their children’s deaths† were heard by the audience (255). Such effect on the audience is likely to have ar oused or increased anti-war sentiments among Americans. As the lyrics implies,

The Social and Academic Impacts on Children with Disabilities who are Essay

The Social and Academic Impacts on Children with Disabilities who are Receiving Inclusion in Schools - Essay Example One of the initiatives of the No Child Left Behind initiative, as well as other educational initiatives that have been mooted in recent times, is to include children with disabilities into integrated classrooms, together with normal children. The Individuals with Disabilities Act of 1990 was passed to guarantee equal access to education for children with disabilities. (Motwani, 2007). While the move towards inclusion is a recent trend, the debate on the merits and demerits of educational inclusion have been continuing for decades. This study proposes to undertake a literature review on inclusion in schools and to examine the ramifications of inclusion for disabled children, in order to assess its relative efficacy. This study is purely a literature review and will not support its findings with empirical data gleaned from individual participants. The focus of this research effort is to gain a general idea of the relative merits and demerits of inclusion and its potential or the lack thereof, in affecting the well being and successful integration of disabled students. Since the incidence of disability among students is becoming more widespread, this study is important because it examines one aspect of educational reform that could be effectively used for the benefit of these students, in order to integrate them as productive members of society. The lack of empirical support for this study is one of its limitations. Moreover, this study confines itself to studies that have been carried out after the period of 1996, although some prior material is also examined. The focus of this research effort is on the current findings in the literature and how best it can demonstrate the progress sand efficacy of inclusion. The findings in this study support the conclusion that there is a greater amount of research required into the merits and demerits of inclusion, in terms of ethnographic studies on disabled students. However, the literature review does

Paper on Music in Times of Conflict Essay Example | Topics and Well Written Essays - 750 words - 1

Paper on Music in Times of Conflict - Essay Example escalated over the years as it used its massive firepower, advanced technology, and huge manpower to suppress Vietcongs, who were mostly farmers armed with recoilless rifles (â€Å"Enemy’s Weapons†). Until now, Americans are divided in their sentiments about the war (Schroeder). This may have been because U.S. involvement did not bring any substantial change to Vietnam. It only caused America to lose â€Å"58,000 lives and billions of tax dollars† (Schroeder). The Vietnam War began in 1963 and ended in 1975. â€Å"Machine Gun† by Jimi Hendrix was first performed in a concert on New Year’s Eve of 1970 (Perone 62). It is likely that the song was composed in the closing months of 1969. Hence, it was composed during the war. 1969 is also the year when the number of U.S. military personnel in Vietnam reached its peak and the year when My Lai Massacre, a massacre of 504 unarmed Vietnamese civilians, was revealed (â€Å"Vietnam War Timeline†). The 1960s was a decade when music has become very political. There was no other period in music history when it embraced politics more closely as it did in the 1960s (Hopkins 255). Jimi Hendrix was among those musicians who expressed their political sentiments through their craft. There is no record on how it affected Vietnam War politically. However, several researchers attest that it did affect public sentiment towards the war. Westergaard, describing Hendrix’s guitar solo during the performance, says it is â€Å"the most devastating guitar solo ever† (qtd. in Perone 62)—hinting at the feeling of war terror it gave to listeners and the dismantling of pro-war sentiments on some. In reference to the My Lai Massacre, Hopkins writes that during the performance, sounds like â€Å"dive-bombing planes and Vietnamese women shrieking at the sight of their children’s deaths† were heard by the audience (255). Such effect on the audience is likely to have ar oused or increased anti-war sentiments among Americans. As the lyrics implies,

Investigating the Physiological Response of Anxiety Essay Example for Free

Investigating the Physiological Response of Anxiety Essay Investigating the physiological response of anxiety through general knowledge and math questionnaires, with a focus of inducing anxiety through music. The aim of this study was to investigate the physiological effects associated with math anxiety, with a further aim to explore this in relation to tense music exposure. It was hypothesised that a maths questionnaire would produce a significantly higher anxiety response than a general knowledge questionnaire. It was also hypothesised that exposure to tense music would produce a significantly greater anxiety response than silence. Furthermore, it would be expected to observe a significant interaction between the music condition and question type. The results of a mixed subject’s factorial ANOVA revealed that participants’ heart rate was significantly higher when presented with the math questionnaire over the general knowledge questionnaire. The presence of tense music did not significantly influence the level of physiological arousal. The only conclusion drawn therefore is that math questions elicit greater physiological arousal than general knowledge questions. Anxiety, like fear, is an emotion. It is a normal and totally necessary biological survival mechanism which everybody experiences. It tells us that something is a threat to our survival and motivates us to confront or avoid that threat. (Simmons Daw, 1994). Fear can be distinguished from anxiety in that fear focuses on specific situations or objects and occurs in their proximity, whereas anxiety occurs in anticipation of such. The amount of anxiety we feel should be proportionate to the reality of the threat posed by the situation, however, sometimes this is not the case. It is important to realise that this biological response is in essence the same as that experienced by other animals. However, in humans who have the power of thought or conceptualisation, the ability to anticipate fear or anxiety itself becomes part of the cycle of anxiety and makes the problem more complex. (Simmons Daw, 1994) The concept of anxiety can be dated back as far as Aristotle (384 BC – 322 BC). The basis of Aristotle’s philosophy was that for every trait: there is an excess, a deficiency and between the two, a mean the mean being the optimum or most desirable amount of the trait. For shame, he indicates that an excess of the trait would be shamelessness, the mean, modesty, and the deficiency being shyness. This can be related to anxiety in that someone who is shy can be said to be feeling too much anxiety whereas a shameless person therefore lacks a certain amount of anxiety. Aristotle’s aim was for one to be conscious of experiencing the optimum amount of anxiety given the situation or circumstance. (The Anxiety Support Network, Accessed 25/02/2012). Many people suffer from continual unrealistic, unfounded amounts of fear and anxiety. This is where anxiety and fear build up and exceed rational and beneficial levels, known as anxiety disorders. The most common anxiety disorder is that of simple phobias, estimated to affect one in ten (Barondes 1993; cited Wicken 2009). A more serious anxiety disorder is that of panic disorder. This can be characterized by the rapid onset of very apparent, overt physiological symptoms such as shortness of breath, irregularities in heartbeat and a variety of other autonomic symptoms. Somebody with a social anxiety disorder would be characterized by an excessive fear of being exposed to the scrutiny of other people, leading to avoidance of social situations. Furthermore, generalised anxiety disorder consumes one’s life with excessive anxiety and worry causing major disruption. (Carlson, 2010). Some people suffer from mathematics related anxiety. This has been characterized as an adverse emotional reaction to math or the prospect of doing math (Richardson Suinn, 1972; cited Micke et al 2011). Individuals with high maths anxiety tend to perform poorly when presented with mathematics stimuli (Cates Rhymer, 2003; cited Bai et al) One of the key cognitive mechanisms in math problem solving, and a significant area of research within the math cognition domain, is the utilization of the working memory system (Ashcraft Kirk, 2001; LeFevre, DeStafano, Coleman, Shanahan, 2005; cited Legg and Locker 2009). The anxiety response is controlled by the autonomic division of the peripheral nervous system. The autonomic division operates mainly beyond our control, mostly below consciousness and can be entirely automatic responses. The autonomic division comprises two parts: the sympathetic and the parasympathetic nervous system. The sympathetic system prepares us for action in the face of possible danger. This is commonly referred to and known as the ‘Fight-Flight’ reaction. Contrarily the parasympathetic system acts to redress the balance once the crisis has passed. (Simmons Daw, 1994). The way in which we are ‘prepared for action’ is by the release of neurotransmitters adrenaline and noradrenaline from the adrenal medulla (Wickens 2009). This leads to an increase in heart rate and breathing as well as increased blood flow to the skeletal muscles. The limbic system of the brain contains a number of structures that contribute to emotional behaviour, one of which being the hypothalamus. The hypothalamus has been shown to play an important role in the regulation of the autonomic nervous system and emotional behaviour. This has been demonstrated by the work Philip Bard (1930, cited Wickens 2009) where lesions to the hypothalamus of cats eliminated rage whereas lesions to the cerebral cortex tended to provoke such. Another structure of the limbic system, the amygdala, has been shown to be particularly important in regulating aggression and fear. This was demonstrated by Kluver and Bucy in the late 1930’s (cited Wickens 2009) where rhesus monkeys displayed dramatically reduced fear and aggression following lesions to the amygdala. Conversely, electrical stimulation of this structure in humans evoked fear and aggression. Another constituent of the limbic system is the hippocampus. Although mainly concerned with memory, it has been shown to be of interest in the study of anxiety. A neurobiological model known as the Behavioural Inhibition System (BIS) was proposed by Grey (1982, cited Hoffman Kim 2006). This system proposes to be the basis of aversive motivational functions. ‘It is sensitive to conditioned aversive and extreme novel stimuli and is activated in response to punishment and cues of frustrative non-reward’ (Hoffman Kim 2006). Its underlying neural circuits are believed to play an important role in anticipating and assessing threats. Contrary to the BIS, the Behavioural Approach System (BAS) ‘underlies appetitive motivational functions and governs behaviours that are intended to maximise rewards and minimize punishment’ (Fowles 1980, cited Hoffman Kim 2006) Research by Gray into the effects anxiolytic drugs would have on an animals behavioural response to punishment lead to a belief that the BIS represented an anxiety system. Further, trait anxiety may be a temperamental marker for the BIS, potentially allowing the assumption that trait anxiety reflects individual differences in the reactivity of the system. Trait anxiety has been defined as ‘an individuals predisposition to respond’ (Spielberger, 1966, cited Hoffman Kim). This predisposition can affect the anxiety response in a number of situations such as physical danger, social evaluation and ambiguous or daily routines. State anxiety however has been defined as a transitory emotion characterized by physiological arousal and consciously perceived feelings of apprehension, dread and tension (Spielberger, 1966). Two facets of state anxiety have been proposed: cognitive worry and autonomic emotional. In 1983, Spielberger developed the State-Trait Anxiety Inventory (STAI) as a unidimensional psychometric assessment of anxiety. Endler et al (1991) however took a multidimensional approach to assessing both state and trait anxiety with the development of the Endler Multidimensional Anxiety Scales. It was proposed by Fowles in 1980 (cited Hoffman Kim) that electrodermal activity (EDA) and heart rate (HR) may be good physiological indicators of the BIS and the BAS. This was explored by Hoffman and Kim (2006). The prediction was that behavioural inhibition and trait anxiety would be associated with an increase in skin conductance level but not heart rate. From their results it was found that trait anxiety predicted skin conductance level, however behavioural inhibition did not. Neither of the two predicted heart rate reactivity. Therefore the conclusion was that skin conductance level is a better autonomic indicator of trait anxiety than heart rate. Music therapy is an alternative therapy that may improve patients’ health and well being (Guzzetta 1988; cited Nilsson 2009). The auditory perception of the music is located in the auditory centre in the temporal lobe, which sends signals to the thalamus, the mid brain, pons, amygdala, medulla and hypothalamus. The physiological effect of music is proposed to act via the hypothalamus and its regulation of adrenaline and other neuro-hormones (Myskaja Lindbaeck 2000; cited Nilsson 2009). Registrations through EEG have shown that music can decrease the bioelectrical activity in the brain from predominant beta waves to alpha and theta waves, which can have consequences for reduction of anxiety, tension and sleeplessness (Shawn 1999; cited Nilsson 2009). It is logical for one to assume that if music can have positive effects on physiology, then surely it can have negative effects too. The present study aimed to investigate the physiological effects associated with math anxiety, with a further aim to explore this in relation to tense music exposure. It was hypothesised that a maths questionnaire would produce a significantly higher anxiety response than a general knowledge questionnaire. It was also hypothesised that exposure to tense music would produce a significantly greater anxiety response than silence. Furthermore, it would be expected to observe a significant interaction between the music condition and question type. Method Design This study employed a 2 x 2 mixed subjects design. Question type was manipulated at 2 levels, being either math questions or general knowledge. All participants answered both questionnaires. Music was also manipulated at two levels. Participants were equally allocated between either the tense music condition or the control condition of silence. Participants’ heart rate was measured. Participants Sixteen undergraduate students from the University of Central Lancashire were used in the undertaking of this study. A method of opportunity sampling was employed during recruitment. No note of age or gender was made. Materials A twenty-six item math questionnaire (Appendix 1) and a twenty-six item general knowledge questionnaire (Appendix 2) were used as the foundation of the study. Each questionnaire was presented on a computer screen for thirty seconds, in which time the participants had to attempt as many questions as possible. The general knowledge questionnaire was presented first, followed by the math questions. A stopwatch was used to time the thirsty second period. For the tense music condition, computer speakers were used to play the thirty second tense music track. Each participant’s level of physiological arousal was monitored using a galvanic skin response-heart rate monitor, although this study only used the heart rate response element of the equipment. Procedure Participants who agreed to take part in the study were required to attend the School of Psychology at the University of Central Lancashire. Once there, they were individually taken to a lab room where they were asked to take a seat and read through a brief sheet in order to be aware of what was about to happen. The heart rate monitor which was connected to a laptop was then placed on the index finger of the participant. Once the participant was comfortable they were provided with a pen and plain sheet of paper and asked to remain calm for thirty seconds whilst a resting heart rate was recorded. After the thirty seconds had elapsed, the general knowledge questionnaire was presented and the participant had thirty seconds to answer as many questions as they could. They were notified at the end of the thirty second period. The math questionnaire was then presented following the same procedure as previous. For the eight participants who undertook the tense music condition, the procedure was the same, however, they were informed that once they began answering the questions, a 30 second music track would be played by the experimenter. The heart rate monitor recorded the heart rate (beats per minute) of each participant ten times per second. Upon completion of the study, participants were given a debrief sheet outlining the true aims of the experiment. Results The raw data collected consisted of the recorded heart rate response of each participant (Appendix 3). Heart rate was measured ten times per second for each of the thirty second periods – rest, general knowledge questionnaire and the math questionnaire. It was also noted whether the participant took part in the music or silence condition. The raw data was amended (Appendix 4) before being placed into SPSS statistical analysis software. This was done by calculating the mean average of the thirty second rest period and subtracting it from the calculated mean average of the thirty second period where the participant was answering questions. This was in order to discover the average heart rate increase. The full statistical output can be found in Appendix 5. The means and standard deviations of the average heart rate increase (BPM) for the general knowledge and math questions in relation to whether music was present or not were calculated using SPSS. Table 1: A table to show the means and standard deviations of the average heart rate increase (BPM) for the general knowledge and math questions in relation to whether music was present or not. It is clear from the results table above that there was very limited increase in the mean average heart rate between the music and silence conditions of both question types.. It can, however, be clearly observed that the mean heart rate increase for the maths questions is greater than that of the general knowledge questions. The standard deviations appear to show a moderate spread of scores. A Mixed-subjects factorial ANOVA revealed a significant main effect of question type [F (1,14) = 27.48, p .001, Eta2 = .66], with a higher average heart rate increase in the maths question over the general knowledge questions . There was a non-significant main effect of music [F (1,14) = .001, p = .972., Eta2 = .000]. The interaction between question type and music was non-significant [F (1,14) = .386, p = .545, Eta2 = .027]. Due to the lack of a significant interaction effect it was not necessary to conduct post-hoc tests. Discussion The aim of this study was to investigate the physiological effects associated with math anxiety, with a further aim to explore this in relation to tense music exposure. Sixteen participants had their heart rate continually monitored whilst answering a math questionnaire and a general knowledge questionnaire. Half of the participants undertook the questionnaires whilst being exposed to tension provoking music. The results of a mixed subjects factorial ANOVA revealed that participants heart rate was significantly higher when presented with the math questionnaire over the general knowledge questionnaire. The presence of tense music did not significantly influence the level of physiological arousal. The hypothesis that a maths questionnaire would produce significantly more anxiety than a general knowledge questionnaire was fully met during the course of this investigation. The hypothesis that exposure to tense music would produce significantly more anxiety than silence was not validated by the results of this study. Furthermore, the hypothesis that there would be a significant interaction between the music condition and question type was not substantiated by the results of this study. The significant result discovered in this study coincides relatively well with previous research into maths anxiety. Previous research has shown that individuals with high maths anxiety tend to perform poorly when presented with mathematics stimuli (Cates Rhymer, 2003; cited Bai et al). It is necessary to note however that the participants used within the present study were not subjected to prior assessment of math anxiety. Therefore, a distinction between a mathematical anxiety predisposition and poor performance cannot be made, taking into account also that scores from the mathematical questionnaire were not used at any point in this study. It should only be inferred from the results of this study that math questions elicit greater physiological arousal than general knowledge questions. This therefore, in part, relates well to Richardson Suinn’s 1972 characterization of math anxiety as an adverse emotional reaction to math or the prospect of doing math. It has been demonstrated by the work of Ashcraft et al in 2001 that the working memory system is a significant area of research within the math domain. The working memory system is of course directly relatable to the hippocampus. The Behavioural Inhibition System proposed by Gray has been shown to be directly related to the hippocampus and in turn, anxiety. Previous research into the effect music has on ones physiology has conclusively proven music can aid relaxation. This was clearly demonstrated by the work of Shawn (1999) where it was shown that music can decrease the bioelectrical activity in the brain from predominant beta waves to alpha and theta waves, having consequences of reducing anxiety, tension and sleeplessness. Research in this area, for obvious reasons, has directed its attention towards investigating the relaxing properties music can have. It was the intention of this study however to investigate the contrary. It may be necessary here to discuss the relationship between the biological mechanisms activated when listening to music, and those activated when one feels anxiety. Clear similarities can be observed between the two. It can be noted from the work of Myskaja Lindbaeck in 2000 that the physiological effect music has is proposed to act via the hypothalamus and its regulation of adrenaline and other neuro-hormones. This is distinctly similar to the action of the sympathetic system of the peripheral nervous system, in that, adrenaline amongst other neurotransmitters are released from the adrenal medulla. Music acts upon many of the same structures in the brain that have been found to have links with emotional regulation. The hypothalamus and amygdala being key examples. Within this study there were several methodological issues that have to be taken into consideration. First and foremost the method used to obtain data. This was done using only a heart rate monitor. It was demonstrated by Fowles in 1980 that skin conductance level is clearly a better indictor of anxiety. Therefore any further research into this area should use this method of data collection also. It may be wise to include a third level to the music variable in any further research. The third level should most definitely be a relaxing music condition in order to observe any oppositional results. Judging by previous research it would be expected that a significant reduction in math anxiety would be observed in participants who were exposed relaxing music. The tense music played to participants in the present study was administered at the same time the participant commenced attempting the questionnaire. This leads to difficulty in making a distinction between the tense music being the cause of increased physiological arousal, or whether it was the questionnaire alone as the cause. A possible solution to this could be to expose the participants to music prior to the undertaking of the questionnaire. In conclusion, it can be implied that anybody who suffers from anxiety in any form is likely to find soothing music a useful remedy, given the biological mechanisms involved. It can be inferred here therefore that a person who listens to genres of music such as heavy rock and metal, would most probably benefit from incorporating more harmonious music into their lives, however this theory was not upheld by the results of this. Further research in this area could focus on this. References Bai, H., Wang, L., Pan, W., Frey, M. (undated) Measuring Mathematics Anxiety: Psychometric Analysis of a Bidimensional Affective Scale. Journal of Instructional Psychology 36(3): 185 – 193 Carlson, N. R. (2010) Physiology of Behaviour. 10th edition. Pearson: Allyn Bacon den Boer J. A., Sitsen, J. M. (1994). Handbook of depression and anxiety. A biological approach. New York: Marcel Dekker Endler, N.S., Kocovki, N.L. (2001) State and trait anxiety revisited. Journal of anxiety disorders 15(3): 231-245 Legg, A. M., Locker, L. Jr. (2009). Math performance and its relationship to math anxiety and metacognition. North American Journal of Psychology 11 (3): 471-486 Micke, A. M., Mateo, J., Kozak, M. N., Foster, K., Beilock, S. L. (2011). Choke or thrive? The relationship between salivary cortisol and math performance depends on individual differences in working memory and math anxiety. American Psychological Association 11(4): 1000 – 1005 Nilsson, U. (2009) Music and Health; How to use music in surgical care. International Academy for Design and Health. 103 – 109 Simmons, M., Daw, P. (1994). Stress, Anxiety, Depression. A practical workbook. Oxon: Winslow Press Wickens, A. (2004) Introduction to Biopsychology. Pearson: Prentice Hall http://www.anxietysupportnetwork.com/articles/aristotle_anxiety.php Aristotle’s View of Anxiety. Accessed 25/02/2012

Negative Impact of Uneducated Women in Third World Countries

Negative Impact of Uneducated Women in Third World Countries Armed and Educated: Negative Impacts of Uneducated Women in Third World Countries as seen in Malala Yousafzais Memoir, I Am Malala As the Western society continues to progress, it is becoming increasingly evident that the barriers that once restricted and defied millions of women around the world, are slowly being deconstructed and reconstructed as society begins to change its views on gender parity and feminism. This is not only reflected in womens new roles and jobs within the Western society, but also in politics as women are now able to run and vote. On the other hand, despite the progress, millions of girls in non-Western developing areas such as South Asia and Sub-Saharan Africa, still continue to suffer severe disadvantages as they are often subjugated by men and stripped of their basic human rights. One of these basic rights includes the right to an education, yet, most girls in non-Western societies are excluded from the education systems throughout their lives. This is a huge problem as the lack of education is what is creating the barrier that prevents women from obtaining equality in society. Recent research and evidence has shown that education is one of the most critical areas of empowerment for a girl, overall leading to a healthier and more productive life. However, since their rights are taken away from birth, they lose the right to learn, grow, and succeed in life. In her memoir I Am Malala, Malala Yousafzai, a Pakistani activist for female education and the youngest-ever winner of the Nobel Peace Prize, accurately depicts the struggles and negative impact of uneducated women in third world countries. There are many factors that contribute to a developing nations extremely low female literacy rate. One of the primary reasons for this is the lack of proper schooling facilities, qualified teachers, and/or teaching aids such as textbooks. This is especially true for girls living in more remote areas of the country. Additionally, in many parts of the developing world, the nearest school to a community might be a four to five-hour long walk. Apart from it being exhausting and time consuming, girls also face the threat of violence or sexual assault on the way to school. Thus, many parents opt to keep their daughters at home. According to UNESCOs regional overview on sub-Saharan Africa in 2013, more than 68% of the girls that do make the long journey to school everyday end up dropping out before they complete primary school (Stepp). Malala further supports this as she witnesses most of the children in refugee settlements were not going to school. Sometimes there was no school. Sometimes it was unsafe to walk to school. And sometimes children were working instead of being educated (Yousafzai XIX). Furthermore, another main reason why many families in developing countries choose not to educate their daughters is because they cannot afford it as there are a lot of costs associated with it. The cost of uniforms, textbooks, and schooling facilities can be too much to bear for a family living in poverty. For the families that can afford it however, boys are often favored to receive an education over girls. This is especially evident during Malalas trip to Nigeria when she discovers that many girls were [her] age and all had dreams of being doctors or teachers or scientistsà ¢Ã¢â€š ¬Ã‚ ¦ but only 4 percent of girls in Northern Nigeria finish school (Yousafzai XVIII). Lastly, another reason for the lack of female education in developing countries is the cultural beliefs and gender norms of the society. In the male-dominated society, women are typically viewed as nothing m ore than the property of the men. Most cultures believe that a womens sole purpose is to serve the men of the house, do household chores, reproduce and care for the children while the man goes out to provide for the family. Due to these misguided gender norms, many girls do not have the opportunity to attend school because their contributions to the household are valued more than their personal education. These gender norms are extremely prevalent when Malala states that [she] was a girl born in a land where rifles are fired in celebration of a son, while daughters are hidden away behind a curtain, their role in life simply to prepare food and give birth to children (Yousafzai 13). In any case, millions of women in developing nations are unable to receive an education and this has several negative impacts on different aspects of womens lives. The negative effects that uneducated women have on their society include both personal and social factors. For starters, many women that are uneducated are more susceptible to early marriages usually against their will (in some cases girls as young as eight or ten). This results in millions of illiterate young girls without the appropriate tools to build healthy, educated families. The Voices of Youth organization stated that for every year a girl stays in school past fifth grade, her marriage is delayed a year (Madu). Similarly, Malala emphasizes this point when she states that à ¢Ã¢â€š ¬Ã‚ ¦[parents] are just waiting for their daughters to be married off while the sons went to school (Yousafzai 29). This in turn, leads to most girls giving birth at an extremely young age, resulting in a higher mortality rate among young girls during child birth or simply because the child is unhealthy. Studies have shown that an extra year of schooling for girls also reduces fertility rates by 17% (Joshi). Secondly, uneducated women also have a lot of difficulty communicating and expressing themselves at home or in public. Doing simple tasks like reading signs or paying at the grocery store proves to be quite difficult for many young women as they have not had the opportunity to learn how to read. Malala relates a story of a young girl she saw selling oranges. She was scratching marks on a piece of paper with a pencil to account for the oranges she sold, as she could not read or write (Yousafzai 217). Lastly, the lack of educated people in developing countries is what allows educated people to exploit their ignorance. This is especially true of the government or religious leaders that use fear and ignorance to bring themselves to power or to have a huge portion of the population under their control. For example, several times throughout her memoir, Malala states that the lack of education is the root of all of Pakistans problems, and that ignorance allowed politicians to foo l people and bad administrators to be re-elected (Yousafzai 41). The government makes promises and manipulates people to the point where people are convinced that the corrupt authorities are fit to be in power. After elections, however, all the promises that are made are forgotten and the nation suffers for years before another election takes place and the same thing happens all over again. What is worse is using a natural disaster that devastated a nation to preach religious extremes. This is portrayed several times throughout Malalas memoir- after an earthquake struck Pakistan, religious leaders called Mullahs preached the earthquake was a warning from God. They said it was caused by womens freedom and obscenity. If we did not mend our ways and introduce Sharia or Islamic lawà ¢Ã¢â€š ¬Ã‚ ¦ more severe punishments would come (Yousafzai 107). Preaching misinterpreted verses from the Quran and exploiting the ignorance of people who did not understand Arabic worked well to their adva ntage as fear made it particularly easy to manipulate them. As can be seen, the lack of education has severe negative impacts which can easily be prevented if women are educated. Education has so many benefits, but lack thereof blinds people to the fact that knowledge is power and it is one of the most powerful weapons against mass manipulation and exploitation. Education, especially in developing countries, is extremely valuable as it can solve many of the countrys problems. Educating women of the country comes with its own list of benefits, most of which people are ignorant towards. Firstly, it is no secret that poverty and illiteracy go hand in hand. Research has shown that most illiterate women live in countries with increasing economic difficulties and enormous debt burdens (Madu). What citizens of developing countries refuse to acknowledge is that the solution lies in educating their women. When women are educated, it enables them to contribute to their countrys income as more women begin to join the labor force. According to UNICEF, when ten percent more women attend school, GDP increases by three percent on average (UNICEF.org). This may potentially abolish poverty and many of the other problems developing countries are faced with. Secondly, women who are well educated and receive an independent income will naturally find their voice not just in the family, but also within their society. In other words, women gain the self-confidence and courage they need to speak out and resist the injustice they see around them, or are facing themselves. This is directly reflected in Malala herself as she found her own voice growing up in [her] fathers school (Yousafzai 118). Knowledge is addicting and having the luxury of education from an early age left her craving for more, despite the threats of Mullahs and the Taliban. Thus, she continues to advocate for womens right to education. Furthermore, the role that educated mothers play in reducing infant and child mortality is profound. Results in Africa indicate a 40% in child survival for mothers with five years of primary education (Wade). This is because educated women tend to have fewer and healthier children. In addition to this, when women are educated, they are more likely to ensure that their children are also educated leading to a future generation that is well equipp ed to contribute to society. It is rightly said that investing in a girls education is investing in a nation. In fact, there is an African proverb that says, If we educate a boy, we educate one person. If we educate a girl, we educate a family- and a whole nation (Stepp). To conclude, education not only removes ignorance, but allows for women to unleash their full potential by becoming conscious, skilled and productive citizens. All in all, it is proven that educating women in developing countries is the solution to reducing the issue of gender parity as well as enabling womens full potential, while simultaneously boosting their developing nations economy. The proof lies not only in Malala Yousafzais memoir, I Am Malala, which accurately represents the struggles of uneducated women in developing countries, but also in the statistics that show the negative impacts of uneducated women as well as the benefits of education.   Educated women obtain the knowledge, skills, and self-confidence that they need to lead healthier, more productive lives while raising the standards of living for their families and communities. It is hard to believe that the solution lies in half the worlds population, yet so many leaders are oblivious to it or are refusing to change their methods. Works Cited Girls education and gender equality. Girls education and gender equality. UNICEF, 23 July 2015. Web. 23 Nov. 2016. https://www.unicef.org/education/bege_70640.html. Girls education: A lifeline to development. Girls education: A lifeline to development. UNICEF, 22 Mar. 2011. Web. 2 Nov. 2016. https://www.unicef.org/sowc96/ngirls.htm. Joshi, Mohit, Essay on Importance of Women Education. Essay on Importance of Women Education~. WOMEN EMPOWERMENT, 1970. Web. 13 Oct. 2016. http://hamroessay.blogspot.ca/2015/06/essay-important-of-women-education.html. Madu, Chima F. Education for Aspiring Young Women. Voices of Youth. 2013. Web. 12 Dec. 2016. http://www.voicesofyouth.org/en/posts/why-we-should-support-girls-4. Stepp, Lauren. Top 10 Reasons Why Female Education is Important-TBP. The Borgen Project. UNESCO, 2016. Web. 20 Dec. 2016. http://borgenproject.org/top-10-reasons-female-education-important/. Wade, Sarah. 5 Reasons You Should Care About Girls Education. United Nations Foundation.United Nations Foundation, 8 July 2013. Web. 17 Dec. 2016. http://www.unfoundation.org/blog/5-reasons.html. Yousafzai, Malala. I am Malala: the girl who stood up for education and was shot by the Taliban. New York, NY: Little, Brown, Company, 2013. Print. MLA formatting by http://bibme.org/ Bibliography Girls education and gender equality. Girls education and gender equality. UNICEF, 23 July 2015. Web. 23 Nov. 2016. https://www.unicef.org/education/bege_70640.html. Girls Education and Gender Equality. Global Partnership for Education. N.p., Sept. 2015. Web.20 Oct. 2016. http://www.globalpartnership.org/focus-areas/girls-education. Girls education: A lifeline to development. Girls education: A lifeline to development. UNICEF, 22 Mar. 2011. Web. 2 Nov. 2016. https://www.unicef.org/sowc96/ngirls.htm. Girls Education. Girls Education. The World Bank. n.d. Wev. 16 Dec. 2016. http://www.worldbank.org/en/tropic/girlseducation. Joshi, Mohit, Essay on Importance of Women Education. Essay on Importance of Women Education~. WOMEN EMPOWERMENT, 1970. Web. 13 Oct. 2016. http://hamroessay.blogspot.ca/2015/06/essay-important-of-women-education.html. Madu, Chima F. Education for Aspiring Young Women. Voices of Youth. 2013. Web. 12 Dec. 2016. http://www.voicesofyouth.org/en/posts/why-we-should-support-girls-4. Oneil, Micheal . Top 10 Facts You Dont Know About Girls Education. ABC News. ABC News Network, 7 Oct. 2013. Web. 7 Dec. 2016. http://abcnews.go.com/International/10-facts-girls-education/story?id=20474260. Roudi-Fahimi, Farzaneh, and Valentine M. Moghadam. Empowering Women, Developing Society: Female Education in the Middle East and North Africa. Empowering Women, Developing Society: Female Education in the Middle East and North Africa.   N.p., 2009. Web. 20 Dec. 2016. http://www.prb.org/Publications/Reports/2003/EmpoweringWomenDevelopingSocietyFemaleEducationintheMiddleEastandNorthAfrica.aspx Stepp, Lauren. Top 10 Reasons Why Female Education is Important-TBP. The Borgen Project. UNESCO, 2016. Web. 20 Dec. 2016. http://borgenproject.org/top-10-reasons-female-education-important/. The Worlds Women 2010: Trends and Statistics. United Nations Statistics Division Demographic and Social Statistics. United Nations, 12 Feb. 2011. Web. 4 Nov. 2016. http://unstats.un.org/unsd/demographic/products/Worldswomen/Executive%20summary.htm. Wade, Sarah. 5 Reasons You Should Care About Girls Education. United Nations Foundation.United Nations Foundation, 8 July 2013. Web. 17 Dec. 2016. http://www.unfoundation.org/blog/5-reasons.html. Yousafzai, Malala, and Christina Lamb. Free, safe, quality education is the right of every girl. The Malala Fund. N.p., n.d. Web. 21 Dec. 2016. https://www.malala.org/girls-education. Yousafzai, Malala. I am Malala: the girl who stood up for education and was shot by the Taliban. New York, NY: Little, Brown, Company, 2013. Print.

The Theme of Freedom in Kafkas Metamorphosis Essay -- Kafka Metamorph

The Theme of Freedom in Kafka's Metamorphosis One of Franz Kafka's most well-known and most often criticized works is the short story, "Die Verwandlung," or "The Metamorphosis." "The Metamorphosis" is most unusual in that the first sentence is the climax; the rest of the story is mainly falling action (Greenburg 273). The reader learns that Gregor Samsa, the story's main character, has been turned into an enormous insect. Despite this fact, Gregor continues to act and think like any normal human would, which makes the beginning of the story both tragic and comical at the same time. However, one cannot help but wonder why Gregor has undergone this hideous transformation, and what purpose it could possibly serve in the story. Upon examination, it seems that Gregor's metamorphosis represents both his freedom from maintaining his entire financial stability and his family's freedom from their dependence upon Gregor. Long before the story takes place, Gregor Samsa's father had a business failure that left him deep in debt. His son, Gregor, works as a commercial traveler for the company to whom he owes money; in effect, Gregor is slowly working off his father's debt. Gregor is not happy with his job, which Greenburg calls "degrading" and "soul-destroying," but believes that his family's existence depends upon him "sacrificing himself by working at this meaningless... job," and so he continues (274). Heinz Politzer goes far enough to say that Gregor is a slave to his boss (276), which would imply that there is no escape for Gregor- at least, no conventional escape. However, Gregor does escape from his life of indentured servancy- by becoming a giant insect. Walter H. Sokel explains the effect of the metamorphosis on his occupat... ...om House, 1963 Greenberg, Martin . The Terror of Art: Kafka and Modern Literature. New York: Basic Books, 1968. Kafka, Franz. The Metamorphosis and Other Stories. 1st ed. Translated by Stanley Appelbaum. New York: Dover Publications, 1996. Parry, Idris, 'The Talk of Guilty Men' (1981), in: Parry, Speak Silence. Essays, Manchester 1988. Politzer, Heinz, Franz Kafka: Parable and Paradox, Ithaca N.Y. 1962 Sokel, Walter H. The Writer in Extremis, Expressionism in Twentieth-Century German Literature. 1st ed. California: Stanford University Press, 1969. Works Consulted Pawel, Ernst. A Nightmare of Reason: A Life of Franz Kafka. 2nd ed. New York: Farrar, Straus, & Giroux, 1984. Suchoff, David. Critical Theory and the Novel: Mass Society and Cultural Criticism in Dickens, Melville and Kafka. 5th ed. Wisconsin: University of Wisconsin Press, 1994.

Night before x-mas parody :: essays research papers

‘Twas the night before spring break, when all through the city Lots of young people were stirring, awake in their house; The short pants and short sleeves were hung in the closet with care, In hopes that warm weather soon would be there; The children were restless being stuck in there beds, While visions of pre-summer fun danced in there heads; And dark in the window and I on the couch, Had just woken up from a quick evening nap, When out on the lawn there arose such a clatter, I sprang from my resting place to see to see what was the matter. Away to the window I flew like a flash, Turned on the light and threw up the sash. The moon on the rest of the fresh spring grass Gave the luster of morning to objects below, When what to my sleepy eyes should appear, But a kid on a razor scooter, offending my ears. With a little young rider so lively and quick, I knew in a moment it must be a neigbor. More anoying than anything was the grinding that came, As he rumbled and grumbled down the pavement he came; As dry leaves before the wild hurricane fly, When he meets a small rock scooter and rider will fly, So down to the street corner he flew, With a frown on his face and a broken scooter too. And then, in a twinkling, i heard on the street The jumping and screaming and each muffled oof. As i drew in my hand and was turning around, Up from the pavement he came with a bound. He was dressed all in new clothing from his head to his foot, And his clothes were all tarnished with dirt from a nearby tree root; A beat up scoter he had flung on his back, And he looked like he was homeless and high on crack. His eyes didn’t twinkle, his dimples not merry! His cheeks were filled with embarrassment and his face red as a cherry! His droll little mouth pulled down in a frown, And the amusement of his actions compared with a clown; The stump of a handlebar he held tight in his hand, And the thought of his misfortune circled his head, He had a broad face and a round little belly, That shook when he walked like a bowlful of jelly. He was chubby and plump, a right sorry young elf, And i laughed when i saw him, in spite of myself;

Bad Boss Good Boss Essay

â€Å"Servants don’t know a good master until they have served a worse,† (Aesop). By the tender age of eighteen, most people have had a job. Whatever that job was, the kind of master –boss encountered most likely made a big difference in how work performance is perceived and what constitutes a good or a bad boss. The collaborative relationship or lack there of, between an employee and employer is a contributing factor when measuring whether or not one has been successful. In these encounters one invariably learns the difference between a good or a bad boss. When comparing leadership capability of bosses, it is important to consider communication, collaboration, and people skills to determine their ability to succeed. Good bosses communicate with their employees effectively, while bad bosses are poor communicators. All bosses differ in their communication style. Some bosses like e-mail while others like face-to-face contact. Employees need communication from their bosses to make good decisions and to make sure a job is being done to specification. For example, a project is due in a week’s time; there are three different ways to complete this project, but there is only one way from management’s point of view. A good boss will take the time to explain clearly how he or she wants this job to be done; he or she will show the employee the correct way to do the job so the employee does not second guess himself. How a boss communicates with the employee has a major impact on their performance. Good bosses inspire and motivate the people they lead, encourage them to give feedback, and avoid launching into arguments or becoming angry when they think an employee is wrong. A bad boss on the other hand is withdrawn; he or she does not seem to care if their employees perform to their highest standard, and give neither time nor priority to listening as long as they get the job done. For example, an employee is doing a job that he or she could do much more effectively with a little  guidance; instead of the boss communicating with the employee, he allows the employee to complete the job and does not show the employee anything. Bad bosses do not feel it necessary to tell the employees anything about the bottom line or how the company is doing, he or she does not care about the well being of the employee or how they are performing in their jobs. They just do not communicate, and rarely show any emotion-good or bad. A good boss collaborates with employees, bad bosses are selfish. During one’s working career, one will have many bosses with varying leadership styles and interpersonal skills. Despite the disparity of personalities, the collaborative relationship the boss has with the employees is significant and the effects long lasting. Working well with the employees requires a concerted effort to obtain the knowledge and skills forming the foundation of a mutually beneficial relationship. A good boss knows that improving collaboration with the employees is essential to the advancement and completion of doing a good job. He or she will work with employees to achieve goals and complete projects. If working on an assembly line, a good boss will take the place of an absent employee and do the exact job that employee was doing. Conversely, a bad boss does not know the meaning of team. He will show a lack of interest in the well–being of the people he leads, and he will be prone to be demeaning and disrespectful. He or she will take the credit for a job done well without any acknowledgement to the employees that actually completed the work. When things do not go as planned, bad bosses will place the blame on anyone but themselves, they tend to find it easy to blame wasteful work systems, processes, and staff members for their inability to meet company wide goals and performance standards. Good bosses exhibit good people skills; however, with bad bosses it’s all about them. A good boss will go out of his way to accommodate an employee. Even when reprimanding an employee they will always give them a chance to explain and tell their side of the story. A good boss will tell an employee not to take it personally and take the time to explain that everyone has a bad day. As opposed to a bad boss who does not care about what the employee is feeling, he or she just wants the job done-no questions asked. Bad bosses tend to flaunt their rank and make sure the employees have no doubt about who the boss is. He or she will never get in the trenches with the employees as this is beneath him. When employees do a good job and  are recognized by others, the bad boss wants all of the glory. On the other hand, if he or she is being recognized they do not share the spotlight with the employees. Bad bosses have a false sense of security, they feel that what they are doing is fine as long as upper management does not hold them responsible or accountable for actions or positive change, and things remain in a constant state of confusion for the employees. In the business world, good bosses are an asset to any company. They appreciate what their employees do and do not mind getting in the trenches with them. The turnover rate in the workplace would be much lower if all companies had bosses that were competent, compassionate and fair. Although there may be as many good bosses as there are bad, it is likely that most bosses are a bit of both, ‘swinging both ways’ so to speak. To have a boss that makes employees realize that they have more ability than they thought they had so they do better work than they thought they could, versus a boss that negatively impacts the work environment by fostering high levels of employee frustration, stress, resentment, and unnecessary labor turnover makes all the difference between a successful and unsuccessful company. When given a choice, most people if not all would choose a good boss over a bad boss every time. During the working career, one will have many bosses with varying leadership skills and interpersonal styles. Despite the difference in personalities, the collaborative relationship you have with your boss can be significant and the effects long-lasting. Whether the boss is good or bad, some boss-employee relationships can withstand the test of time. Forming a harmonious and productive relationship with the boss can be good but is not always possible. Every boss brings with them different personalities, backgrounds and challenges. The bottom line is in all successful companies the leaders possess a certain degree of collaboration, communication and good people skills. At the end of the day in a successful company the bottom line is really what matters. References Day, J. A. (n. d.). Good boss, bad boss? Ezine articles, 1-3. Retrieved from http://ezinearticles.com/?Good-Boss,-Bad-Boss?&id=7250782 Jamison, T. G. (2012, 3/27). 7 Signs of a bad boss. BioSpace. Retrieved from http://www.biospace.com/news_print.aspx?NewsEntityId=254513 Post, P. (2013, 11/17). What does a good boss do to be a good boss. The Boston Globe, pp. 2. Retrieved from http://www.bostonglobe.com Scott, D. E. (2007, 2/1). personal & Financial Health. Collaboration with your boss: strategic skills for professional nurses., 1-3. Retrieved from http://www.thefreelibrary.com/_/print/PrintArticle.aspx?id=159079514