Essentials of Planning Study Guide - 1926 Words

CHAPTER 4—ESSENTIALS OF PLANNING MULTIPLE CHOICE 1. Planning is a. a complex and comprehensive process involving interrelated stages. b. organizing, implementing, and controlling. c. finding the best person for a job. d. communicating effectively with stakeholders. 2. Strategic plans are designed to a. implement operational plans. b. establish day-by-day procedures. c. shape the destiny of the firm. d. carrying out the functions of management. 3. The purpose of tactical planning is to a. establish a general purpose for the organization. b. translate strategic plans into specific goals and plans for organizational units. c. tell entry level workers what to do on a daily basis. d. compensate for past mistakes. 4. Branch manager Hector†¦show more content†¦high speed. b. cost leadership. c. product differentiation. d. a strategic alliance. 19. Suppose that Starbucks opens a nation-wide chain of carwashes, called Starbucks Car Wash. After two years, the executive team sells of the car washes, and invests the ca sh back into building more Starbucks stores. The strategy illustrated is referred to as a. high speed. b. sticking to core competencies. c. product diversification. d. a strategic alliance. 20. A functional strategy for becoming and remaining a successful organization is to a. form a strategic alliance. b. find and retain competent people. c. get to market faster than others. d. export products. 21. Assume that Motorola developed a cell and camera phone so small it comes with a strap to wear on the wrist like a watch. Which strategy does this product launch most likely fit? a. cost leadership b. product differentiation c. focus d. high speed 22. Save-A-Lot has become one of the most successful grocery chains by serving the poor and offering low prices. This is an example of a. focus strategy. b. premium pricing. c. product differentiation d. cost leadership 23. 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Vulnerable Population in the Workplace Free Essays

Nursing profession is a career with a vast field of different practices with different roles to choose from. This variety makes the nursing field a vulnerable profession for mistakes if not tackled with adequate educational and clinical training. Although there are different specialties for a nurse to choose from to continue their career, it is still necessary for every nurse to have even a little amount of knowledge, or background, of the different scopes of practice of the other specialties of nursing. We will write a custom essay sample on Vulnerable Population in the Workplace or any similar topic only for you Order Now If this can’t be achieved as an individual, teamwork is necessary by sharing the knowledge you have especially in the workplace. Having that knowledge about vulnerable population is an essential tool to be able to work with patients properly. Sharing that knowledge to your workplace is important in order for them to be able to work competently, especially in the field that I work with where we handle different kinds of patients. In this paper, we will see how the knowledge about the vulnerable population is essential in the workplace, which consists of topics essential to this subject such as the Vulnerable Population: Vulnerable People, Cultural Competence and Resilience, and Social Justice in Nursing. Vulnerable Population: Vulnerable People Understanding the definition of being vulnerable is the first step to be able to work competently with this population. According to the American Journal of Managed Care, members of this â€Å"vulnerable population† are those who are at risk for certain health problems. (AJMC, 2006) As the term elaborates, vulnerability is the susceptibility of any group or individual for risks of problems. Home health nurses meet lots of vulnerable patients especially those who have chronic diseases, disabled, and the elderly. Understanding  what their at risk for are essential in order for nurses to plan for prevention interventions. Examples of vulnerable population that home health nurses meet frequently are those who are disabled, have chronic illness, and the elderly. They are also on the top of the list that are high risk for falls, pressure ulcers, pneumonia, DVT, depression, and the list goes on and on. It is important for home health nurses to understand these risks for this vulnerable population to be able to generate prevention interventions. Cultural Competence and Resilience Cultural Competence and Resilience is an important quality that should always be carried by a professional nurse. According to Poole, cultural competence is practiced by nurses not only because it is politically appropriate, but it is also an inner sense that being culturally competent is an essential attitude to be able to build that therapeutic relationship with the patient, which promotes better healing environment. (Poole, 1998) Resilience is the ability of an individual to bounce back from change or difficulty as defined by the Merriam-Webster Online Dictionary (2010). With these two combined, home health nurses can be able to deal with patients with different cultures competently without any difficulty adapting from the great changes that they may experience from different types of patients. Social Justice in Nursing Social Justice is known as the ability to provide fair treatment regardless of age, ethnicity, race, economic status, disability, and gender as defined by the American Association of Colleges of Nursing (2008). When this attitude is applied to nursing, it makes a nurse aware that everyone is equal, and therefore should be treated equal. In home health nursing, this equality is sometimes not seen because of the inability of the patient to pay for the right services that is appropriate to his/her condition. But this is not an excuse for a nurse to neglect the other appropriate care that can be done independently. To show care more than to show how vulnerable they are because of socioeconomic status is more important than having that full coverage of treatment they can get but is not receiving that genuine care that they need for therapeutic relationship and healing. This attitude is important because ever since the nursing profession started, nurses became an advocate to their patients to protect their rights and to  encourage them to exercise that power of their rights. These three important topics are important to understand more deeply in order for the nurse to be able to provide care more effectively especially to those who are included in the vulnerable population. More importantly, knowledge with these topics should be shared to my workplace to expand the knowledge on caring with the vulnerable, especially for home health nurses who most of the time take care of the elderly, disabled, chronically ill, minorities, and the socioeconomically unfortunate. How to cite Vulnerable Population in the Workplace, Papers Vulnerable Population In The Workplace Free Essays One has chosen to focus on the substance abuse patients as the vulnerable population for the project. Frequently one has identified and seen stigmatization, prejudgments, and poor care given to this population in the workplace. Many patients are discharged each day with no plan of care, no education on resources and no instructions for follow up care. We will write a custom essay sample on Vulnerable Population In The Workplace or any similar topic only for you Order Now The outcomes and possibilities for the patient’s recovery have shown to be slim by the frequent return of the patient in the emergency room. The patients return within hours of discharge from the ER and seem to be in the same condition as when they left. One has created an action plan and a teaching brochure for health care providers to help facilitate a better system and care process for this population. The first step of overcoming this issue is to start from the base of it, which are the providers and their beliefs. The focus will be on educating the health care providers to stop stigmatization, develop self-awareness, and learn to be culturally competent and to be the best advocate for the patient. In the emergency room there are frequent patients via ambulance, walk-in’s, which are intoxicated and requesting, detox. Typically when the patient arrives he or she are intoxicated, wheatear it is drugs or alcohol. The patient is registered and triaged. Depending on their condition or level of intoxication, they are either immediately brought in or are placed on a stretcher and wait to be evaluated by a physician. Because of the large population of substance abusers in New York City, these patients tend to have a stigma attached to them. The stigma is the patients will not follow up with his or her detox programs, they will return to the ER with-in hours of discharge, they are seeking food and shelter for the night, and they are not serious in their treatment to recover. Therefore, many of the providers and nurses in the ER tend not to take the patient or his or her care seriously. They often wait to see if the patient will walk out and leave after a few hours of warmth and food. If the patient is in the waiting area and waiting to come in, many charge nurses will continue to skip over the patient to bring in others. If the patient is in the department the providers tend not to pick-up their charts in assumption the patient will just leave to continue his or her addiction. One has created a teaching brochure to help identify three concepts, which may lead and assist in caring for the substance abuse patient. The concepts will help providers to be empathetic, trustworthy, and intelligent to the patient’s backgrounds and beliefs. The brochure speaks of the concepts and reasons it will aid in the patient success in recovery. If these patients are seen as a lost cause and providers do not listen or rectify the problem the population of the substance abuser will grow and increase the death rate and increase dangers to others as well. Substance abuse does not only endanger the patient but the people around him or her. For example, a person who is drinking and driving can hit a pedestrian walking and cause fatal danger to that person. One has learned through lessons in this class how to identify a vulnerable population, how self-awareness cultural competence, and advocacy can help treat these patients and provide the best care needed to have the best outcome. The first step as a provider is to have self –awareness. It is only possible for one to relate to others when they know whom one is and what one will or will not accept from others (Jack, Kristen, Smith, Anne, 2007,para. 1). In the treatment of others it is important for the provider to be aware of their own personal beliefs and identity. To truly understand what one believes in is to have self –awareness. â€Å"Being self-aware enables us to identify our strengths and also those areas that can be developed. If we do not know our good and bad points then we are less likely to be able to help others (Burnard 1992). Nurses can use the self to therapeutic effect when working with patients, for example, when empathizing or advocating (Jack, et al 2007,para. 2). Cultural competence is also important for the health care team to incorporate in accurate care for substance abuse patients. Cultural competence is not only about ethnic background, religion, race, or spirituality. It is also about the environment in which one lives. â€Å" The layers of culturally competent practice do not solely address race and ethnicity. A comprehensive culturally competent practice encompasses issues related to language, migration and acculturation, family history, religious practices, as well as social trust and community attachment† (Mallow Cameron-Kelly, 2006, para. 11). The staff needs to learn the importance of empathy and pre-judgmental thoughts toward the culture of the substance abuse patient. They live and survive in a different environment. To provide care for them is to understand and keep biased opinions out of the treatment. Providers should analyze and try to learn of their culture and struggles they see and handle each day. The third concept implemented in this learning tool would be advocacy. Nurses and doctors are essentially the patient’s voice. Patients relay on the health care provider to help them and guide them through care and also to represent them in the hospital or within the community. The nurse and physician are the main identifiers of the recurring problem. The providers can help to implement new policies or create outpatient programs to keep the patient on a positive track. Identifying the flaws and implementing new systems can help the patient have a better health outcome. â€Å"The knowledge and expertise of a nurse regarding the care and concerns of a patient are vast. Overlay that knowledge and expertise with a sense of community, and the nurse advocate is born. Whether teaching proper car-seat installation to parents, advocating for primary seatbelt laws at the state house, or testifying at a congressional committee hearing, each nurse should be aware of the importance of political advocacy. Health care is in an evolving state, and nursing is at the table; every nurse should be aware and supportive of this advocacy† (Philips, 2012, para. 10). In conclusion one believes substance abuse patients would benefit greatly and outcome goal would improve if he or she were cared for and handled by a provider who was empathetic and knowledgeable to his or her cultural needs, ethnic background, and beliefs, whether they were spiritual or not. Each person or patient is unique and should receive treatment in a way, which suits him or her uniquely. In order for a provider to do so, they should be knowledgeable to self-awareness, cultural competence, and advocacy. Knowing oneself, possessing knowledge of others and motivation to be a trustworthy advocate will help the substance abuse patient feel support and allow him or her to recognize the provider as a trustworthy person. Building trust and creating a stable health climate with the patient will paint a road to recovery for the substance abuse patient. How to cite Vulnerable Population In The Workplace, Papers

Quantitative Research Article Review free essay sample

There are various reasons why I chose this article. I am an agency nurse and work at various different emergency departments around Middle Tennessee. Most of them are concerned about patient satisfaction scores and are frequently called into meetings regarding these scores. Staff at most of these hospitals can be called to the carpet as you may say if we have unsatisfactory reports from patients. This can be very frustrating because not all the facts are taken into consideration and the report is solely based on an irate patients comment. Most of these comments are due to the fact that the patient had to wait a long time to see the doctor or get placed into a room and last but not least is the number one complaint of not getting pain medication or prescriptions for pain medication. We, the staff see this as unfair, but according to the article, Medicare is one of the main driving forces behind the patient satisfaction scores and reimbursement by Medicare will be determined by the scores. The article appears to have credibility and integrity based on the fact the report is very well written, concise, and organized. The author has a doctorate in medicine, and the title is clear and accurate. The abstract provides a clear overview of the problem, methodology, findings and recommendations. The only concerning issue about this article is how they obtained the patient satisfaction scores, the demographics, the population which is the emergency room patients was noted, how many patients where surveyed, and many other variables were not discussed. The purpose of the study was clearly identified in the title of the article. The article maintained logical consistency and flowed very well. The literature review was limited due to the fact that this idea of patient satisfaction scores are fairly new idea and the research is somewhat limited. The method of the study was an ex post facto correlational study and somewhat vague. The hypothesis was clearly stated in this article and two were used. The two used were, â€Å"No correlation exists between the hospitals allied health care department’s revenue and various measures of allied health care customer satisfaction from April 2008 to April 2010† and â€Å"A correlation exists between the hospital’s allied health care department’s revenue and various measures of allied health care customer satisfaction from April 2008 to April 2010† (Ellis-Jacobs, 2011, p. 2). The article also discussed the research question for the study which is, â€Å"what is the relationship, if any, between allied health care practitioners’ customer service skills and a hospital’s gross revenue† (Ellis-Jacobs, 2011, p. 2). The sample â€Å"involved 25 months of historical satisfaction survey mean scores and revenue statements from a rural hospital in northeastern Oklahoma† (Ellis-Jacobs, 2011, p. 2). â€Å"The current study involved identifying a relationship between two variables: the customer service skills of allied health care practitioners and a hospital’s financial success. The current study included data in the form of statistical figures and table. Revenue reports and patient satisfaction surveys for the same period were also analyzed (Ellis-Jacobs, 2011, p. 2). The target population was vaguely identified along with aims and the theoretical framework used. The ethical considerations were not mentioned in this study. The data was analyzed by Pearson correlations and operational definitions were clearly defined. Although the data analysis was clearly defined and appropriate, the number of participants was not mentioned. The findings were not mentioned with the literature review but the hypothesis was identified and supported. The study concluded that â€Å"with respect to inpatient ratings, the null hypothesis was not rejected, and it could not be concluded that the hospital’s gross revenue was related to mean inpatient satisfaction scores. However, emergency department mean patient satisfaction scores were correlated to revenue in three areas of allied health care practitioner skills, standard testing, courtesy of person performing blood collection, and courtesy of radiology personnel† (Ellis-Jacobs, 2011, p. ). â€Å"Other factors that affect hospital gross revenue such as health care facility location and seasonal trends were identified. Rural health care facilities are a primary source of patient care for elderly and uninsured in rural areas; therefore, taking care of these patients will result in greater patient satisfaction scores and ultimately increased hospital revenue† (Ellis-Jacobs, 2011, p. 5). â€Å"Based on the information gained from this study, a new model for patient care was developed for exploration. Take Care of Patients of TCOP is based on the premise that is rural health care facilities are taking care of patients by meeting or exceeding the patients expectations, all aspects of rural health care survival, including patient satisfaction, will work together to provide the greatest care for patients and greatest reimbursement for the health care facility† (Ellis-Jacobs, 2011, p. 5). The study concluded that the† study did not indicate a significant relationship exists between allied health care practitioner customer service skills and a hospitals gross revenue in the inpatient setting† (Ellis-Jacobs, 2011, p. ). The study recommended that the â€Å"health care leadership must implement this simple customer service model, Take Care of Patients for allied health care practitioners to test its validity in a health care setting† (Ellis-Jacobs, 2011, p. 4). The references were accurately referenced in this study. I found the findings to be clinically and statistically significant. This research will be significant in years to come for all health care providers. Health care providers will be forced increase patient satisfaction scores in order to be reimbursed by Medicare and possible other insurance companies. It also means that health care providers will have to perform tests and give needless medications to patients in order to increase these scores. This means providers will have to give a known drug seeker a prescription for Lortab, so they do not call and complain. It also means that the doctors with attitude and lack of bed side manners will have to learn new customer service skills which could not only help the patient but the staff as well. For the Advanced Practice Nurse, this means that we will have to improve our customer service skills in order to maintain or jobs and receive paychecks. With the growing geriatric population, most of our patient’s will have Medicare and we will have to jump through hoops in order to keep our clinics, hospitals, and walk-in clinics open and profitable. Something that should possibley be done for health care providers is to hold seminars on how to increase patients satisfaction scores without jeopardizing our dignity and license.

War on Iraq Essay Example Essay Example

War on Iraq Essay Example Paper War on Iraq Essay Introduction Subsequent theorists have criticised the uses gratifications model as being ‘a relatively static model’ (Philo, 1990: 6) or as having fundamental defects: that of its ‘overestimation of the openness of the message’ and its ‘insufficiently sociological nature’ (from Morley, 1992: 52-3). Besides Morley’s direct reference to our overall question, criticism of the uses gratifications approach highlights the reluctance to assume the audience ‘knows’ when it is being affected by media, or that it can do anything about these effects. Permitting me to proceed in an anecdotal vein (as a tribute to popular culture theorists such as Hoggart), the choices we make to socialise and ‘gratify’ ourselves are unquestionably affected by the sheer exposure to television. Very recent events in the ‘Second Gulf War’ have received unparalleled media coverage, provoking an overwhelming desensitization argument from the pu blic. The fact that the media itself is the only information service noticing this disgruntled air is beside the point; public attitude to ‘using’ or ‘gratifying’ themselves through television is reflected in hard statistics. In a parallel of the ‘War on Iraq’ coverage, Nicholas Wapshott’s article in The Times noted how in the two months following September 11th 2001, people switched off the television so cinema audiences were the highest since the 1940s, and that video rentals rose 400%. ‘Escapism’ is a loosely-applied term in mass media theory, but observations such as Wapshott’s are difficult to ignore when evaluating to what extent the public do have personal choice and motivation. Halloran described this as:‘We must get away from the habit of thinking in terms of what the media do to people, and substitute it for what people do with the media’(Halloran, 1970; cited in Morley, 1992: 51) War on Iraq Essay Body Paragraphs Retuning to Srinati’s analysis of the distinction between the ‘effects’ and ‘uses gratifications’ approaches, we can see how recent research contains undoubted elements of both models. For instance, he cites a five year British Film Institute research paper that ‘revealed that viewers still feel guilty about watching too much television’ (equating to the ‘effects’ approach); while also finding that ‘T.V. helped people to relax and interact’ (equating to the ‘uses gratifications’ approach) (Srinati, 2000: 174). Further to this realisation of a dampening of interest in approaches to understanding television through sociological means, there have been alternative explanations as to the effect of television, unsurprisingly chiefly following criticism of other paradigms. Philo (1990) says how the uses gratifications perspective offers a relatively static model, then cites Tracey’s (1986; cited i n Philo, 1990) and Cumberbach’s (1986; ibid.) theories that extend the mental model of television. Both theorists followed the general theme that ‘bias lies in the eye of the beholder’, which Philo further criticises:‘We can accept that what people understand and believe is not simply a result of what they are told by the media. But there are problems. where do frameworks of belief come from? How do they develop over time? In other words, by questioning the effects of television, and the way we treat the function of its influence, we open the sociological discipline up to huge philosophical debates about the individual and the existence of the Lockian tabula rasa. Hence, at this point it is courtesy to return out sociological essay back to specific examples of the study of television in society. One British proponent, Nicholas Abercrombie, focuses on the sheer importance of television:‘Our everyday lives are so interwoven with the media that we are sc arcely aware of them. Indeed, television is central to modern society altogether’(Abercrombie, 1996: 2) This is not to say that just because so many theorists attach great significance to television, there should be a specific domain aside for it, but in traditional sociological method, contentment has been the enemy of invention. In employing such rhetoric, we can see how Durkheimian sociological method has advanced dramatically. It would be foolish to disregard something that Allen (1992; cited in Abercrombie, 1996), says that 3.5 billion hours are devoted to every day. Nevertheless, sociological method is not the only way analysts have studied television. A figurative signpost to this can be seen in Goodwin (1990; cited in Abercrombie, 1996), who notes that many authorities, even those within television organizations; appear to believe that visual material is inherently inferior to print. A look back at Fiske’s work hints at the literary textual approach employed. F or instance, authors such as McQuail have looked at how audience research has swayed uneasily between television as mass consumption or mass communication. McQuail et al (1972) classified under four headings the relationship of media content to audience use:1) Diversion2) Personal relationships3) Personal identity4) Surveillance(McQuail, 1972: 47) According to Fiske, this was a reaction to an overemphasis on that loose term of ‘escapism’ as the primary function of television, when the over-riding importance of communication was being largely ignored. In this vein, he shifts toward linguistics and the semiotic approach, so ‘the image on the screen would hardly be able to make itself understood at all were it unable to rely upon the resources of everyday verbal language’ (Fiske, 1978: 83). It seems clear that studying television as an extension of literary linguistics maps well onto early cultural works like Hoggart’s ‘The uses of literacyâ€℠¢, (1957) and Hall Whannel’s ‘The popular arts’ (1964), yet contemporary theory is not content with a skimmed analysis of this. The intervention of politics into television, as well as into media forms, gives us a substantive case for a sociology of television. The linguist Jakobsen (1958; cited in Fiske, 1978: 83), makes reference to the ‘poetic function’ of communication through slogans on television, such as in Eisenhower’s 1953 presidential campaign [‘I like Ike’]. British contemporary politics it seems is no different, Abercrombie (1996) comments how in the 1994 Labour Party debate over its next leader, Robin Cook was ruled out ‘because he would not look good on television’ (Abercrombie, 1996: 3). A further case for the importance of television as a party politics weapon can be seen in the discussions of children’s television. Buckingham, Davies, Jones Kelley discuss how children are caught between two w orlds of leisure and school (1999: 176). Television, no matter how it is sold or consumed, ultimately has the goal to keep its audience, chiefly through entertainment. The educational value of the programme, which may or may not be as high in the producers’ minds, must come at an unequal price. Television is increasingly linked to film and computer games where children are concerned, so the mass consumption paradigm swings back to be dominant, as children can be seen to have ‘less choice’ over influence (ibid.). Indeed, the overriding criticism from a view of children’s television as being somehow more important to monitor (e.g. the 1995 Melbourne World Summit on Children’s Television’s drawing up of a Children’s Television Charter) is from the of such an assumption. The fact that it would be scarcely possible to conduct research comparing television’s influence between viewers and non-viewers must not mean that moral obligation should make way for an indifferent shrug. Issues of control, censorship and regulation should not be arbitrarily trawled through at this point, but it is vital to remember the sentiments of writers like Postman. He argues that television has trivialized the public’s interest in all things public: politics, education and the consumption of morals (Postman, 1986). Before this essay doubles-back on its arguments from the previously-discussed ‘effects’ paradigm, we should consider the relative futility of a 1986 book compared with Packard’s 1957 ‘antihumanistic’ message about television. Not that an admitted futility in some way validates arguments that television has irreversibly harmed the civilized human world. More that we cannot truly know the effects that any media form has on out world without comparison with a [non-existent], untouched populous. Turning back to the established literature on stages of interpretation of television’s function, we should consider the potential of television to typify the social spirit of postmodernism. Srinati gives us these thoughts:‘A postmodern society is one in which it becomes increasingly difficult to distingish between the sense of reality which exists inside and the sense of reality produced by the mass media’(Srinati, 2000: 231) The old adage of ‘life imitating art’ takes on a new meaning here, and presumptions as to whether television is ‘art’ or ‘life’ in this case needs contemplation. A good example of postmodern study is that of gender representation. For instance, Meehan (1983; cited in Barker, 1999) identified ten stereotypes of women in U.S. television (from the ‘imp’ to the ‘courtesan’ and ‘’). Anecdotal evidence from the many extensive studies of soap operas undertaken by sociologists of mass media undoubtedly shows that we frequently equate such ‘real charactersâ₠¬â„¢ inexplicably with the actor that plays them, or with character ‘types’ from out own lives. This is not to say that soaps epitomise postmodernism, but that in its fragmented yet established self-parodying basis, contemporary television cannot help but conform to stereotype-based reality-blurring prescriptions. This essay has hopefully illustrated the wealth of literature that is already established in the field of cultural and mass media studies on television. Our answer as to whether or not a true ‘sociology’ exists was never really an issue, as conscious efforts to decide if sociological discipline should be employed only incite dithering around the subject. The deeper question implied her is ‘if so. how can it be studied?’ While a simple answer is not given here, a glance over the ideas of the old ‘effects’ and ‘uses gratifications’ approaches leads us to the conclusion that a unified paradigm of study is appli cable in this case. A look at the psychological research into ‘flashbulb memories’ will provide a fitting dà ¯Ã‚ ¿Ã‚ ½nouement to this discussion. Atkinson et al (1993) describe how the image domination so topical for this of War coverage on television leads us not to ask ‘where were you when. [JFK was shot, the statue of Saddam in Baghdad was torn down]’, but more accurately ‘which television screen were you watching when. happened?’ Denying that a sociology of television exists would be a folly, considering the evidence of such a social importance of the media form. We will write a custom essay sample on War on Iraq Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on War on Iraq Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on War on Iraq Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

Effect of Different Concentrations of Enzyme on Enzyme Activity Essays

Effect of Different Concentrations of Enzyme on Enzyme Activity Essays Mashrek International School Effect of Different Concentrations of Enzyme on Enzyme Activity What is the effect of changing the concentration of lipase enzyme on the enzyme activity in catalyzing lipids in whole milk? Naim Al-Haj Ali MYP Year 4B Aim: To investigate the effect of changing the concentration of lipase enzyme (2%, 4%, 6%, 8%, 10%) on the rate of enzyme activity in catalyzing lipids in whole milk (5cm3), by measuring the pH of the solution before and after adding the enzyme, keeping all the other variables controlled like the temperature, pH, and substrate concentration. Scientific Background: Enzymes are biological catalysts, proteins that help in speeding up chemical reactions without being consumed. Enzymes have an active site to which one molecule called substrate can bind to. The active site makes each enzyme specific to one substrate; as the shape of the active site must complement the substrates to catalyze it. Enzymes catalyze chemical reactions by lowering their activation energy needed to start the reaction. Lipase is an enzyme that catalyzes the breakdown of lipids. Lipids are macromolecules, also called fats; they are made up of glycerol and fatty acids. Lipids can be found in dairy products, oil, and butter. Lipids can be used as long term energy storage and insulation; lipids are also a main part of the plasma membrane. Many factors can affect the rate of enzyme activity, like the enzyme concentration, substrate concentration, temperature, and pH. Hypothesis: If the enzyme lipase concentration increases, then the rate of enzyme activity would also increase; due to the fact that more enzyme molecules are present, thus more collisions with the substrate molecules happen in the same amount of time. Until a point (optimum point), where having a higher enzyme concentration would not increase the rate of enzyme activity, because the number of enzyme molecules become equal or more than the number of substrate molecules, thus having enzyme molecules with no substrate molecules to bind with. Also if the concentration of the enzyme decreases, then the rate of enzyme activity would also decrease. The rate of enzyme activity increase when the concentration of enzyme increases due to the collision theory, where the more particles there is, the more effective collisions there is, thus increasing the rate of enzyme activity. Variables: Independent: The concentration of lipase enzyme (2%, 4%, 6%, 8%, 10%). Dependant: I will measure the pH of the solution after 5 minutes of adding the enzyme to the milk, using a pH meter. Controlled: Temperature: an increase in temperature would make the particles Materials:

Carl Gustav Jung Essay Example for Free (#2)

Carl Gustav Jung Essay Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA Carl Gustav Jung, (26 July 1875 – 6 June 1961), was a Swiss psychologist and psychiatrist, and the founder of analytical psychology. His work and influence extends way beyond understanding personality, and he is considered to be one of the greatest thinkers to have theorised about life and how people relate to it. However, for the purpose of this assignment I will concentrate on Jung’s theory of Psychological Types. In this essay I aim to demonstrate an understanding of Jung’s personality types by describing and evaluating his theory and to show how they might useful in helping a therapist to determine therapeutic goals. Jung (1990, p.531) states that’ from earliest times, attempts have been made to classify individuals according to types, and so bring order to the chaos. The oldest attempts known to us were made by oriental astrologers who devised the so-called trigons of the four elements – air, water, earth, and fire. The air trigon in the horoscope consists of the three aerial signs of the zodiac, Aquarius, Gemini, Libra; the fire trigon is made up of Aries, Leo, Sagittarius. According to this age old view, whoever is born in these trigons shares in their aerial or fiery nature and will have a corresponding temperament and fate.‘ In the same paragraph, Jung states that ‘the astrological type theory, to the astonishment of the enlightened, still remains intact today,’ which is true. Closely connected with the astrological type theory is the division into the four temperaments which corresponds to the four humors (Jung, 1990, p.531). A Greek physician, Claudius Galen (AD130 – 200), distinguished four basic temperaments: the sanguine, the phlegmatic, the choleric, and the melancholic. Galen’s theory goes back to the ancient Greek physician Hippocrates’ (460 – 370BC), who described physical illness as being caused by the balance of bodily fluids, or humors as he labelled them’ (Maltby, et al, 2007, p.159). These bodily fluids are blood, black bile, yellow bile, and phlegm. Galen expanded on Hippocrates’ theory and applied it to describe human personality, stating that when the humors were in balance, an equitable temperament was the result, however, if the humors were out of balance, then physical illness and mental disturbance occurred (Maltby et al, 2007, p.160). However, ‘by the time of the Middle Ages, scholars dismissed the idea that bodily fluids were directly implicated in personality traits. But the behavioural descriptions associated with the four humours lived on’ (McAdams, 2000, p.256). Galen’s four temperaments provided much inspiration and historical reference for Carl Jung’s theory of psychological types. According to Jung’s theory we are all different in fundamental ways and each psychological type has a different idea of what it means to achieve personal success. However, www.personalitypage.com states that, ‘so many people are hung up on somebody else’s idea of what it means to be successful, that they are unaware of what is truly important to them‘. I agree, because for many years, I wanted to be somebody else as that person’s life seemed so much better than mine, or so I thought at the time. Jung was one of the few psychologists in the twentieth century to maintain that development extends beyond childhood and adolescence through mid-life and into old age (Stevens, 2001, p.38). Jung insisted that ‘we never finish the process of self-examination and growth that charts our journey towards individuation.’ (Snowdon, 2010, p.86). In my case, I believe I am on that journey of accepting myself as I truly am, becoming my true ‘self‘. Stevens (2001, p.38) claims that ‘it could be brought to the highest fruition if one worked with and confronted the unconscious,’ and for me, it is and has been important to face the ‘monsters that lurk’ (Snowdon, 2010, p.86) in my unconscious, even when it has been uncomfortable to do so. According to Jung, like Freud, there are three levels of consciousness in the psyche (mind);- conscious, personal unconscious and collective unconscious. Snowdon (2010, p.56) states that ‘the individual psyche is always changing as it seeks growth and wholeness.’ Jung referred to the ego when describing the more conscious aspect of the personality, the part of the psyche that selects perceptions, thoughts, feelings and memories that may enter our conscious awareness. Stevens (2002, p. 62) states that ‘the ego is then centre of consciousness and is responsible for our continuing sense of identity.’ The personal unconscious comprises of ‘all the acquisitions of personal life, everything forgotten, repressed, subliminally perceived, thought, felt’ (Jung, 1990, p.485). This is an aspect of the unconscious that Freud also emphasized and these forgotten experiences are accessible to consciousness, and for both Freud and Jung, ‘the exploration of the unconscious is the key to personal insight’ (McAdams, 2000, p. 135). Conscious attitudes within the psyche should always be balanced by unconscious attitudes, and Snowdon (2010, p.56) claims that ‘if a conscious attitude grows too strong then the unconscious will always seek to restore equilibrium,’ by means of dreams, fantasies, slips of the tongue and so on. However, if the unconscious message is ignored, then ‘neurosis or even disease may result’ (Stevens, 2010, p.57). Where the personal unconscious is unique for each individual the collective unconscious is not an ‘individual acquisition but rather the functioning of the inherited brain structure, which in its broad outlines is the same in all human beings (Jung, 1954, p.117). Therefore, the collective unconscious represents the shared experiences, emotions and memories we have inherited from previous generations. Jung believed that we were born with a built-in human developmental programme, which is buried deep within the collective unconscious (Snowdon, 2010, p. 80). According to Jung, the personal unconscious contains various complexes, while the collective unconscious contains archetypes (see Fig 1) ‘Complexes are related groups of emotionally charged ideas, thoughts and images’ (Snowdon, 2010, p.61), and can exert a strong influence on the thoughts and behaviour of a person. Some complexes may be beneficial and others may be potentially harmful, and Jung (1990, p.529) states that ‘complexes do not necessarily indicate inferiority. It only means that something discordant, unassimilated, antagonistic exists, perhaps as an obstacle, but also as an incentive to greater effort, and so, perhaps to new possibilities of achievement.’ Therefore, a therapist may use this knowledge to bring to the forefront of the client’s consciousness, a situation which they may be finding difficult to overcome. Complexes can be related to a particular archetype, Stevens (2001, p.48) states that ‘complexes are personifications of archetypes; they are the means through which archetypes manifest themselves in the personal psyche.’ An archetype is a universal thought form or predisposition to respond to the world in certain ways (Jung, 1936), and Jung believed they appeared to us in dreams, myths, religions, art and symptoms. Engler (1991, p.86) claimed that ‘it is helpful for us to get in touch with them because they represent the latent potentially of the psyche.’ The widely recognised archetypes are the persona, the shadow, the anima and the animus, and the self. The persona archetype is the mask that a person wears to hide their true nature from society. The shadow is an unconscious part of the personality that contains weaknesses and other aspects of personality that a person cannot admit to having’ (Snowdon, 2010, p.68). The anima is the unconscious feminine aspect of a man’s personality, and the animus is the masculine aspect of a woman’s personality. The self is the central archetype and true midpoint of the personality (Engler, 1991, p.89). A criticism of Jung’s theory was his lack of empirical research, in which his theory has been attacked as being â€Å"non-falsifiable and unscientific† (Hergenhahn, 1994, p.93). Jung based his psychology on explorations of his own inner world, as well as his work with people ranging from ‘normal’ to those with neurotic problems and even those suffering from psychosis (Snowdon, 2010, p.XXVI). Eysenck (Engler, 2009, p.316) believed that from the point of view of science, Jung’s contribution to the study of personality types was primarily negative as he permitted mystical notions to override empirical data. However, Jung was unconcerned claiming that he ‘cannot experience himself as a scientific problem. Myth is more individual and expresses life more precisely that does science (Stevens, 2001, p.156).’ Jung’s description of personality states that in order to identify a psychological type, it is necessary to determine whether a person’s psychic energy (libido) is turned inwards towards the subject (introversion), or outwards towards the object (extroversion). Introverts are people who prefer their own inner world of thoughts and feelings, whilst extroverts prefer the external world towards external relationships and objects. According to Jung (1990, p.415) ‘the presence of two attitudes is extremely frequent,’ although one is generally dominant and conscious and the other is subordinate and unconscious. However, McAdams (2000, p.310) claims that ‘Eysenck, a British psychologist of German origin, rejected the idea that conscious extroversion is connected to unconscious introversion, and vice versa.’ Unlike Jung, Eysenck linked extroversion and introversion to differences in brain activity, however this theory is speculative and Eysenck acknowledged that his hypotheses ‘must stand and fall by empirical confirmation’ (Eysenck, 1965). Introvert and extrovert dimensions are now found in several theories, one of those being Hans Eysenck’s theory of personality. Although Eysenck expressed considerable disdain for Jung’s approach to psychological types, some of his ideas were rather similar, for example, ’both defined the concepts by making reference to the direction of a person’s approach to life’ (McAdams, 2000, p.309). However, in other ways Eysenck’s concepts were quite difference, for example, whilst Jung believed that a person can be classified as either extroverted or introverted, he believed that most people fall somewhere between the two attitudes, ‘combining qualities of both the extroverted and introverted poles’ (McAdams, p. 310). Like Jung, Eysenck examined historical approaches to personality as well as conducting various methods of research, to uncover the underlying structure of personality. Eysenck suggested that the basic dimensions of personality may be summarised in the diagram below (see Fig 2), which show the two main dimensions of extroversion-introversion and stable-unstable, with the traits associated with each personality type. The diagram also shows how the four temperaments are related to these types. Carl Gustav Jung. (2017, Feb 05).

Personal Perspectives of Death and Dying Essay Example | Topics and Well Written Essays - 500 words

Personal Perspectives of Death and Dying - Essay Example Man doesn’t know from where he comes and doesn’t know when and where he goes. He has come to the world unknowingly and disappearing from the world knowingly. The only thing most of the people does not want in their life is death. I have accepted all the realities mentioned above and most of the times I hated to think about death since such thoughts about death will never give us the opportunity to concentrate in our mission on earth. For me, I came to the earth unknowingly and I strongly believe that some unknown force might have sent me to the earth for some mission. It is our duty to identify the mission and execute it successfully. I believe that once our mission is completed the force which sends us will call us back. Earth is not a permanent place for us and hence what all we received from the earth need to be dispose here itself before going for another mission at another place. In other words the material things which were acquired from the earth will not help us in our future assignment. I believe that the spirit does not have death and hence only the spiritual improvements will help us in our future missions. Those who work on spiritual things also along with other activities on earth will be the wise persons for me. Even though science and technology has advanced a lot, still it was not able to decode the secrets of life. Even the science and technology do not know where our spirit lies or what type of forces driving us. Religions and their teachings will have values till the science discloses the secrets of life and after death situations. Till then it is better not to question the beliefs of religions in my opinion. What is going to happen after death is a question which is unanswered so far and it will remain like that only for ever in my opinion. Religions have defined death and after death situations in their own views. Though most of the beliefs among religions are

OPERATION Essay Example | Topics and Well Written Essays - 500 words

OPERATION - Essay Example At the same time, Deere also aligned its production processes with sales forecasts, supplier lead times, and customer demand for the products, which enabled the company to immediately respond to rapid changes in product demand and reduce the company's vulnerability to external factors that affect its profitability and operations. Similarly, Revlon's recent inventory restructuring initiative was influenced by the increased need to optimize all aspects of the company's resources to meet greater customer-service expectations and to manage capital flows from inventory to other business activities such as research and product development. In contrast with Deere's efforts, Revlon emphasized a process-based approach to reduce inventory costs. This entailed targeting the inefficient parts of the company's supply chain for restructuring in order to achieve a better synchronization across the functional areas of the business. For one, Revlon focused on making sustainable changes by changing at titudes and behavior within the company that contributed to inefficient business processes in order to align leadership and management practices with the demands of the new inventory management process.

Academic term Essay Example for Free

Academic term Essay Please check with me to make sure that I will be in my office before you make a trip to the campus. My office hours are variable, so an appointment is advisable. We will be using ELearning this semester as our main form of class communication. Please check ELearning weekly for updates, presentation materials, handouts and assignments. Course Pre-requisites, Co-requisites, and/or Other Restrictions ACCT 6330-Intermediate Financial Accounting I Course Description This course introduces the basic concepts, philosophy, standards, procedures, and practices of auditing. Topics include generally accepted auditing standards, the changing role of the independent auditor, professional conduct and ethics, auditor’s reporting responsibilities, risk assessment, internal control, evidential matter and management fraud. *VIDEO AND AUDIO RECORDING DURING CLASS IS NOT PERMITTED WITHOUT PRIOR APPROVAL. Course Syllabus Page 1 Student Learning Objectives/Outcomes This course has four primary learning objectives: Learning Goals/Objectives Learning Outcome/Assessment Develop an understanding of auditing Selected Readings, assignment questions, and assurance services: exam questions, case analysis. See more: Satirical essay about drugs Develop an understanding of the professional Case Analysis, assignment questions, and ethical responsibilities in auditing. exam questions. Develop an understanding of an auditor’s Case Analysis, assignment questions, reporting obligations and responsibilities. exam questions. Develop an understanding of the process Case Analysis, Readings, and completion used by independent external auditors in of a research project. performing a financial audit. Required Textbooks and Materials Textbook: Auditing and Assurance Services, 6th Edition, McGraw-Hill Irwin, by Louwers, Ramsay, Sinason, Strawser and Thibodeau. Course Syllabus Page 2 Assignments Academic Calendar: ACCT 6334 COURSE OUTLINE WK DAY DATE TOPIC CHAPTER / MODULE CASE 1 M 08/25 Course Introduction W 08/27 Auditing and Assurance Services 1 2 M W 09/01 09/03 Holiday – NO CLASS UTD CLOSED Auditing and Assurance Services 1 3 M W 09/08 09/10 Professional Standards Engagement Planning 2 3 Company selection due 4 M W 09/15 09/17 Management Fraud Management Fraud 4 4 2. 52 p. 68 5 M W 09/22 09/24 Enron Video EXAMINATION I 6 M 09/29 Internal Control 5 W 10/01 Internal Control 5 7 M W 10/06 10/08 Assurance and Other Services Overview of Sampling A E. 8 M W 10/13 10/15 Employee Fraud and the Audit of Cash Employee Fraud and the Audit of Cash 6 64. 62 p. 164 9 M W 10/20 10/22 WorldCom Video EXAMINATION II 10 M 10/27 NO CLASS – LIBRARY DAY W 10/29 Revenue and Collection Cycle 7 11 M W 11/03 11/05 Revenue and Collection Cycle Acquisition and Expenditure Cycle 7 85. 61 p. 215 12 M W 11/10 11/12 Completing the Audit Video ZZZZ Best Carpet Cleaning 11 13 M W 11/17 11/19 Reports on Audited Financial Stmts. Review – Paper Due 12 *Paper Due* 14 M W 11/24 11/26 Winter Break – No Classes Winter Break – No Classes 16 M 12/01 Presentations 17 W M W 12/03. 12/08 12/10 Presentations Presentations EXAMINATION III *Research projects are due and presentation materials must be uploaded. Course Syllabus Page 3 Grading Policy, Exams and Assignments Exams: There will be three examinations in this course. These examinations are not cumulative, and the format of each exam will be multiple choice. You will need an 882 Scantron for each exam. Case Assignments: You will be assigned three cases from selected chapters. Each case is valued at 25 points. The case assignments will be graded on clarity of thought process, grammar, spelling and technical content. All  assignments must be typed and must use Standard English with correct grammar and punctuation. The case assignments are due at the beginning of class. NO EXCEPTIONS. If for any reason, you are unable to attend class on the day a case assignment is due, assignments will be accepted by email (preferably attached as a MS Word or Excel File) as long as the case arrives before 8:30 a. m. on the due date. Do not email case assignments unless you are unable to attend class. Cases are always due on Wednesday. Research Project: Each student team will select an SEC reporting company and complete a research project on that  company. The project will include a written paper along with a presentation at the end of the semester. The purpose of the project is to familiarize you with the overall process of auditing a public company. The specific requirements for the project along with the grading standards will be outlined in class. ALL STUDENTS MUST ATTEND ALL PRESENTATIONS OR YOU WILL RECEIVE A 50% REDUCTION IN YOUR RESEARCH PAPER GRADE. YOU MUST BE IN ATTENDANCE FOR ALL PRESENTATIONS EVEN IF YOU ARE NOT PRESENTING. Your final score on the research project will be based upon how much work you  contributed to the overall project as determined by your teammates and the instructor. RESEARCH PAPER SUBMISSION INSTRUCTIONS: TURNITIN ELEARNING RESEARCH PAPER SUBMISSION INSTRUCTIONS THE RESEARCH PAPER WILL BE SUBMITTED AND EXAMINED THROUGH THE INTEGRATED PLAGIARISM DETECTION TOOL CALLED TURNITIN. PLEASE FIND THE TURNITIN ASSIGNMENT SUBMISSION ICON ON THE DESIGNATED COURSE PAGE AND CLICK TO OPEN IT. YOU CAN CLICK THE ASSIGNMENT TITLE TO VIEW THE ASSIGNMENT INFORMATION. TO SUBMIT YOUR FILE, PLEASE CLICK THE SUBMIT ICON, ON THE NEXT PAGE, SELECT THE OPTION OF â€Å"FILE UPLOAD† (OR â€Å"CUT AND PASTE†), ENTER THE SUBMISSION TITLE, CLICK BROWSE TO  LOCATE YOUR FILE AND CLICK SUBMIT BUTTON. YOU CAN THEN REVIEW (CLICK â€Å"CANCEL, GO BACK† IF NEEDED) AND CONFIRM YOUR SUBMISSION. (NOTE: ONLY ONE SINGLE FILE MAY BE SUBMITTED. SOME COMMON FILE TYPES ACCEPTED ARE: WORD, HTML, PDF, TXT AND RTF. ) YOU CAN GO BACK TO THE ASSIGNMENT PAGE TO CHECK THE ORIGINALITY REPORT (SHOWING THE PERCENTAGE OF SIMILARITY MATCH AND THE SOURCES DETECTED) WHEN IT BECOMES AVAILABLE. PLEASE NOTE IT MAY TAKE SOME TIME FOR TURNITIN TO GENERATE THE ORIGINALITY REPORT ESPECIALLY DURING THE SEMESTER END BUSY TIME. FOR OVERWRITTEN OR RESUBMITTED PAPER, IT TAKES 24 HOURS. FOR MORE INFORMATION AND ASSISTANCE ON USING TURNITIN, PLEASE GO TO: HTTP://WWW. TURNITIN. COM/STATIC/TRAINING. HTML. Course Syllabus Page 4 Grades: Your final grade in this course will be determined as follows: Examination 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points Examination 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points Examination 3†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points Assigned Cases†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 75 points Research Project†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 100 points TOTAL 475 points Translation of the total score into a letter grade will be based on the instructor’s judgment. The letter grade will reflect each student’s performance relative to the class and standards expected of  graduate students. Each exam is equally weighted and the course grade is determined based on a straight scale. The straight scale is follows: 100-90% A 89-80% B 79-70% C 69%-0 F The grade of D is not available for Graduate level courses. Course Instructor Policies Regarding Attendance, Homework and Make Up Exams Attendance: Attendance for every class is expected. It is critical to your success that you attend each class and take notes during the lectures. You should come to class prepared, which means that you should have read the assigned material. Office hours are not a substitute for coming to class;  accordingly, I will not go over material covered in class with you if you have missed class. As a courtesy to others, please turn off your cellular phones while in the classroom. ALL STUDENTS MUST ATTEND ALL RESEARCH PROJECT PRESENTATIONS OR YOU WILL RECEIVE A 50% REDUCTION IN YOUR RESEARCH PAPER GRADE. YOU MUST BE IN ATTENDANCE FOR ALL PRESENTATIONS EVEN IF YOU ARE NOT PRESENTING. Homework: I suggest that you work all of the â€Å"Multiple-Choice Questions† for each chapter. While there will be no points allocated to homework other than the case assignments, there is a direct correlation  between working problems and performing successfully on examinations. I will periodically post selected solutions to Chapter problems in ELearning. Makeup Exams: Makeup exams are given only for excused absences, which must be determined prior to the exam. Excused absences may be given for verifiable medical or family emergencies. Written documentation must be provided to qualify for an â€Å"excused absence†. The medical Course Syllabus Page 5 documentation must specifically state that you could not attend the exam on the day of the exam due to your illness and must be signed by a licensed physician.  Students who do not show up for an exam without making arrangements with me prior to the exam will receive a zero. All documentation evidencing your absence from an exam is due within 5 business days of the missed exam and you must make up the missed exam within 7 business days of the absence. For example if the missed class were on Wednesday night the 10th, you would have until Friday the 19th to complete the makeup. If the documentation is not received within the 5 days and the exam is not completed within the 7 day window, a zero is awarded to the student. The determination of  an â€Å"acceptable† excuse is solely up to the instructors discretion. Also, it is solely the students responsibility to communicate with the instructor regarding these issues and it is solely the students responsibility to ensure that the instructor is receiving the communication and any documentation. You should use email as the main form of communication, either within eLearning or using my UTD email address: chris. [emailprotected] edu . Also, the student must verify that the instructor has received the appropriate documentation within the 5 day window and must have verification that they (the student) have made arrangements with the 7 day window to reschedule the exam. I do not guarantee that the level of difficulty of the makeup exam will be comparable to the exam given at the scheduled time. I will determine the date and time of the makeup exam, and you must make arrangements to take it at that time. Field Trip Policies Off-campus Instruction and Course Activities Off-campus, out-of-state, and foreign instruction and activities are subject to state law and University policies and procedures regarding travel and risk-related activities. Information  regarding these rules and regulations may be found at the website address http://www. utdallas. edu/BusinessAffairs/ Travel_Risk_Activities. htm. Additional information is available from the office of the school dean. Below is a description of any travel and/or risk-related activity associated with this course. Student Conduct Discipline The University of Texas System and The University of Texas at Dallas have rules and regulations for the orderly and efficient conduct of their business. It is the responsibility of each student and each student organization to be knowledgeable about the rules and regulations which govern  student conduct and activities. General information on student conduct and discipline is contained in the UTD publication, A to Z Guide, which is provided to all registered students each academic year. The University of Texas at Dallas administers student discipline within the procedures of recognized and established due process. Procedures are defined and described in the Rules and Regulations, Board of Regents, The University of Texas System, Part 1, Chapter VI, Section 3, and in Title V, Rules on Student Services and Activities of the university’s Handbook of Operating Procedures. Copies of these rules and regulations are available to students in the Office of the Dean of Students, where staff members are available to assist students in interpreting the rules and regulations (SU 1. 602, 972/883-6391). A student at the university neither loses the rights nor escapes the responsibilities of citizenship. He or she is expected to obey federal, state, and local laws as well as the Regents’ Rules, university regulations, and administrative rules. Students are subject to discipline for violating the standards of conduct whether such conduct takes place on or  off campus, or whether civil or criminal penalties are also imposed for such conduct. Academic Integrity The faculty and administration of the School of Management expect from our students a high level of responsibility and academic honesty. Because the value of an academic degree depends upon the absolute integrity of the work done by the student for that degree, it is imperative that a student demonstrate a high standard of individual honor in his or her scholastic work. We want to Course Syllabus Page 6 establish a reputation for the honorable behavior of our graduates, which extends throughout their  careers. Both your individual reputation and the school’s reputation matter to your success. The Judicial Affairs website lists examples of academic dishonesty. Dishonesty includes, but is not limited to cheating, plagiarism, collusion, facilitating academic dishonesty, fabrication, failure to contribute to a collaborative project and sabotage. Some of the ways students may engage in academic dishonesty are: †¢Signing in for or answering on behalf of a student that is not present. †¢Collaboration on Quizzes and Testlets that are intended to be individual work  Ã¢â‚¬ ¢Coughing and/or using visual or auditory signals in a test; †¢Concealing notes on hands, caps, shoes, in pockets or the back of beverage bottle †¢labels; †¢Writing in blue books prior to an examination; †¢Writing information on blackboards, desks, or keeping notes on the floor; †¢Obtaining copies of an exam in advance; †¢Passing information from an earlier class to a later class; †¢Leaving information in the bathroom; †¢Exchanging exams so that neighbors have identical test forms; †¢Having a substitute take a test and providing falsified identification for the substitute; †¢Fabricating data for lab assignments; †¢Changing a graded paper and requesting that it be regraded; †¢Failing to turn in a test or assignment and later suggesting the faculty member lost the †¢item; †¢Stealing another student’s graded test and affixing one’s own name on it; †¢Recording two answers, one on the test form, one on the answer sheet; †¢Marking an answer sheet to enable another to see the answer; †¢Encircling two adjacent answers and claiming to have had the correct answer; †¢Stealing an exam for someone in another section or for placement in a test file; †¢Using an electronic device to store test information, or to send or receive answers for atest; †¢Destroying or removing library materials to gain an academic advantage; †¢Consulting assignment solutions posted on websites of previous course offerings; †¢Transferring a computer file from one person’s account to another; †¢Transmitting posted answers for an exam to a student in a testing area via electronic device; †¢Downloading text from the Internet or other sources without proper attribution; †¢Citing to false references or findings in research or other academic exercises; †¢Unauthorized collaborating with another person in preparing academic exercises. †¢Submitting a substantial portion of the same academic work more than once without written authorization from the instructor. Email Use The University of Texas at Dallas recognizes the value and efficiency of communication between faculty/staff and students through electronic mail. At the same time, email raises some issues concerning security and the identity of each individual in an email exchange. The university encourages all official student email correspondence be sent only to a student’s U. T. Dallas email address and that faculty and staff consider email from students official only if it originates from a  UTD student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. UTD furnishes each student with a free email account that is to be used in all communication with university personnel. The Department of Information Resources at U. T. Dallas provides a method for students to have their U. T. Dallas mail forwarded to other accounts. Course Syllabus Page 7 Withdrawal from Class The administration of this institution has set deadlines for withdrawal of any college-level courses. These dates and times are published in that semesters course catalog. Administration procedures must be followed. It is the students responsibility to handle withdrawal requirements from any class. In other words, I cannot drop or withdraw any student. You must do the proper paperwork to ensure that you will not receive a final grade of F in a course if you choose not to attend the class once you are enrolled. Student Grievance Procedures Procedures for student grievances are found in Title V, Rules on Student Services and Activities, of the university’s Handbook of Operating Procedures. In attempting to resolve any student grievance regarding grades, evaluations, or other fulfillments of academic responsibility, it is the obligation of the student first to make a serious effort to resolve the matter with the instructor, supervisor, administrator, or committee with whom the grievance originates (hereafter called â€Å"the respondent†). Individual faculty members retain primary responsibility for assigning grades and evaluations. If the matter cannot be resolved at that level, the grievance must be submitted in writing to the respondent with a copy of the respondent’s School Dean. If the matter is not resolved by the written response provided by the respondent, the student may submit a written appeal to the School Dean. If the grievance is not resolved by the School Dean’s decision, the student may make a written appeal to the Dean of Graduate or Undergraduate Education, and the deal will appoint and convene an Academic Appeals Panel. The decision of the Academic Appeals Panel is final. The results of the academic appeals process will be distributed to all involved parties. Copies of these rules and regulations are available to students in the Office of the Dean of  Students, where staff members are available to assist students in interpreting the rules and regulations. Incomplete Grade Policy As per university policy, incomplete grades will be granted only for work unavoidably missed at the semester’s end and only if 70% of the course work has been completed. An incomplete grade must be resolved within eight (8) weeks from the first day of the subsequent long semester. If the required work to complete the course and to remove the incomplete grade is not submitted by the specified deadline, the incomplete grade is changed automatically to a grade of F. Disability Services. The goal of Disability Services is to provide students with disabilities educational opportunities equal to those of their non-disabled peers. Disability Services is located in room 1. 610 in the Student Union. Office hours are Monday and Thursday, 8:30 a. m. to 6:30 p. m. ; Tuesday and Wednesday, 8:30 a. m. to 7:30 p. m. ; and Friday, 8:30 a. m. to 5:30 p. m. The contact information for the Office of Disability Services is: The University of Texas at Dallas, SU 22 PO Box 830688 Richardson, Texas 75083-0688 (972) 883-2098 (voice or TTY) Essentially, the law requires that colleges and universities make those reasonable adjustments  necessary to eliminate discrimination on the basis of disability. For example, it may be necessary to remove classroom prohibitions against tape recorders or animals (in the case of dog guides) for students who are blind. Occasionally an assignment requirement may be substituted (for example, a research paper versus an oral presentation for a student who is hearing impaired). Classes enrolled students with mobility impairments may have to be rescheduled in accessible facilities. Course Syllabus Page 8 The college or university may need to provide special services such as registration, note-taking, or  mobility assistance. It is the student’s responsibility to notify his or her professors of the need for such an accommodation. Disability Services provides students with letters to present to faculty members to verify that the student has a disability and needs accommodations. Individuals requiring special accommodation should contact the professor after class or during office hours. Religious Holy Days The University of Texas at Dallas will excuse a student from class or other required activities for the travel to and observance of a religious holy day for a religion whose places of worship are  exempt from property tax under Section 11. 20, Tax Code, Texas Code Annotated. The student is encouraged to notify the instructor or activity sponsor as soon as possible regarding the absence, preferably in advance of the assignment. The student, so excused, will be allowed to take the exam or complete the assignment within a reasonable time after the absence: a period equal to the length of the absence, up to a maximum of one week. A student who notifies the instructor and completes any missed exam or assignment may not be penalized for the absence. A  student who fails to complete the exam or assignment within the prescribed period may receive a failing grade for that exam or assignment. If a student or an instructor disagrees about the nature of the absence [i. e. , for the purpose of observing a religious holy day] or if there is similar disagreement about whether the student has been given a reasonable time to complete any missed assignments or examinations, either the student or the instructor may request a ruling from the chief executive officer of the institution, or his or her designee. The chief executive officer or designee must take into account the legislative  intent of TEC 51. 911(b), and the student and instructor will abide by the decision of the chief executive officer or designee. These descriptions and timelines are subject to change at the discretion of the Professor. Your final grade in the class is also subject to the discretion of the Professor based upon your earned grades and your conduct during the semester which could include; attendance, conduct during the semester, failure to communicate with the professor or your teammates and the work product expected of a Graduate student as compared to others in the class.

Pumpin Iron :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  You see them smiling. Standing poised, focused and in a state of jubilation. Some think they are crazy and have little regard for them while others idolize, respect and perhaps even aspire to be one someday. Whether they choose to do it professionally as a career, or simply for recreational purposes; the life of a Bodybuilder can be a very fulfilling and rewarding experience. But not without it’s share of hardships and tribulations.   Ã‚  Ã‚  Ã‚  Ã‚   It was June of 2003, when I decided to train for and compete in the NY State Natural Bodybuilding Competition. I had been a Personal Trainer for close to four years and been training routinely for almost seven years. Up to that point, my lifestyle of living in the gym and learning all I can about nutrition and exercise was strictly a hobby for me. An obsession, but a hobby nonetheless. I had met a group of really nice guys at my gym, some of who had previously competed in competitions, and they convinced me to train with them for the next competition that was eight weeks away. What transpired over those following eight weeks was an experience I will never forget.   Ã‚  Ã‚  Ã‚  Ã‚  We wasted no time preparing. The day immediately following our decision to train together, we devised a bulking diet for ourselves. The purpose of this diet was to eat as much as you can for three to four weeks of relatively clean food, such as; chicken, beef, fish, tuna, potatoes, vegetables and so on. I was consuming anywhere from 4000 to 5000 calories a day during that time. In conjunction to the high calorie diet, I was also drinking close to two gallons of water a day. This left me feeling very bloated, stuffed, and borderline sick. There is not enough time in the day to prepare 5000 calories worth of food, so I had to supplement a lot by drinking high-calorie shakes often throughout the day at work. Taking in 340 grams of Protein a day further required me to keep all kinds of supplements, powders, potions, pills; you name it, at work to be readily availably to me. My office was slowly beginning to resemble a GNC store.   Ã‚  Ã‚  Ã‚  Ã‚  Once I began to cope with the massive amounts of food I was consuming, I soon had another obstacle to overcome; the training. Never before had I trained like this.

A Reflection

The best training ground for every deserving student is in fact, the University of Arizona. Its education is the food market of the human mind. It fuels the student’s professional growth and thrusts him towards definite directions in his day to day activity. Furthermore, this university is his watering holes from which he quenches his thirsts and draws his strength as he travels treks through his arduous journey towards excellence and fulfillment. Over the years, this institute has able to mold its graduates into becoming professionals with superb brilliance, genuine dignity and outstanding values.From that day I stepped into this mammoth training ground, I was convinced this University would mean more than life to me. Its warm people, specialized programs and well-prepared curricula are the best tools to guide and shape a freshman like me.My first semester in the University of Arizona is a time of transition, in which I experienced inner transformation as well as realization of my worth as a young adult. I have realized, that with adulthood, comes responsibility. Responsibility is synonymous with obligation, dedication and perseverance. I have the obligation to make the best of my time and effort while studying, not only for the enrichment of myself but also for the benefit of those who have been backing me up in prayers and in thoughts.Aside from these, I have realized that I am accountable to my actions and the little decisions that I make each day, to keep myself whole until that day I got that priceless sheet of paper to pursue my dreams and give back to my family and my country their rewards of life and love, as much as my parents have consented and gave their full trust and support to me, even though being in this university means to be miles and miles away from home. This university has taught me to be committed to every particular task I have, especially in my academics. These things could be as simple as doing my homework diligently or to bigge r things like spending wisely every single penny my parents have worked for. Furthermore, this university has taught me to dedicate myself towards living up into its vision and mission and constantly strive to gain excellence not just mentally, but holistically.Back from my humble and simple city in California, I used to misunderstand the independence I have. I relied solely with my parents and left all the household responsibilities to them. I hardly even washed the dishes, nor fixed my room! I did not even bother to clean the house or even my own mess.   I was used to having all things readily set and made available for me. I was reluctant with my studies and my dreams in life were vague. In fact, I enjoyed the company of friends and loved to stay outside shopping and partying, thinking these things would make me happy. But, I was wrong! Not that I have not yet matured that time, but I should say, I refused to grow.Aside from responsibility, I have learned to possess the virtue of balance; where there is freedom, there should always be balance. In my quite life here, I have learned to live life on my own, prepare my food, wash my clothes, clean my room, do my homework and be at peace with everyone. I have to cope with the busy schedules in school and meet the deadlines and make sure that I have read my lessons in advance. Unlike before, I realized that am not getting any younger and that, in this busy world, one should always be in moderation, no matter how many the predicaments are.Speaking of predicaments, my grandmother’s death was one of the most challenging experiences I have during my first semester here. I have been very close to her and being favored by her so much.   I never actually felt very far from home since she was always there beside me to cheer me up and inspire me. But with her death, I felt effortless with school. I was afraid to live alone and assume my responsibilities as a grown-up individual. So I had to go home most of the time.   But through constant effort and vivid plans in life, I have managed to make good in my first training at the University of Arizona. My grandmother’s death served as a challenge for me to believe in myself as much as she trusted me and believed in my potentials. In the real life, everything passes by and that all we need to do is to learn wholeheartedly from every particular experience and take that experience objectively for the betterment of ourselves.I love this university, its people and the promises it holds for each student. Although, I am experiencing a difficult time to adjust to my classmates since all of us come from different states, and the harsh hot weather this State has, I still find this very challenging and exciting. Being in a big city like Tucson is no joke for a young student but I am willing to explore the opportunities this school provides, if these were to open chances of improvement. I love the excitements here, all the fun and the activities set for students. I love the way this institution has become a tool to shape me into a better a person.I know it has only been a semester, but I could see how challenging the coming semesters would be. With the right training and education I have right now, I can see a brighter future not just for my self, for my family and also for my country. America has lots of intellectuals already!   This time, and in the years to come, what it needs are people who do not just have the minds but the heart as well! America needs citizens who are open to the growing changes in the society, taking into consideration the welfare of everybody. America needs people who, despite the diversities there are, remain to be a united and strong citizenry. The country’s effort of producing value-centered graduates demands no less! I am confident that the University of Arizona will make me and the rest of us here to be one of those people America has been longing for!

The Secret of Ella and Micha Chapter 21

Micha The hospital lights are bright and the air is a little cold, but Ella's warm hand in mine is comforting. The doctor doped me up with a sedative to ease the pain and then I lay down on the bed, waiting for them to come clean the fragments of the branch out of my wound. I was scared shitless when I crashed into that tree, worried I was going to die and leave Ella behind with no one. But now, I'm feeling pretty good. Ethan peers over me and scrunches his nose at the wound. â€Å"It's gnarly looking.† I shove him out of the way and pull Ella down beside me. â€Å"Hey there, pretty girl, come sit with me.† She giggles, then glances at someone and laughs harder. â€Å"I think you might be better off trying to shut your eyes,† she tells me. I shake my head from side to side. â€Å"No way, all I want to do is stare at you all day.† She snorts a laugh and then smoothes my hair back from my head. â€Å"Quit talking, before you say something embarrassing.† I search my brain, not finding anything embarrassing stashed away inside. â€Å"I'll be fine.† I reach over with my good hand and find her leg. Grabbing hold of it, I pull her over toward me so she falls onto the bed. â€Å"Micha,† she says, her green eyes so wide I can see my reflection in them. â€Å"There are people everywhere.† I glance from left to right, not seeing anything but blurry shapes. â€Å"I think we're good.† I move into kiss her and she gives me a quick peck on the lips, before leaning away. â€Å"How about you rest your head in my lap,† she says. â€Å"And I'll rub your back until you go to sleep.† â€Å"But what if I wake up and you're not here?† I ask, sounding like a little baby, but not giving a shit. She presses her lips together and sighs. â€Å"I'm not going anywhere.† â€Å"You promise?† â€Å"I promise.† She sits up and I rest my head on her lap. She rubs her fingers up my back and through my hair. I hold onto her as I drift into unconsciousness. Ella Micha is lying on my bed without a shirt on, fiddling with the bandage covering the hole where the branch stabbed into him. The doctors couldn't stitch it up because it was too wide of an injury, so he has to keep it covered and is not allowed to take showers, something he had jokingly griped about at the hospital as he winked at me. It's been a few days since the accident and the Chevelle is parked out in his garage in ruins. When I saw it in the light, I practically passed out because it doesn't look like an accident anyone would walk away from; the driver's door is caved in and the front fender fell completely off. â€Å"This is going to leave an awesome battle scar.† He pushes the bandages back down over the wound. â€Å"I'm glad you think so.† I read the email that showed up in my inbox the day after the accident. Turns out, I got the internship at the museum and now I have no idea what to do. I want to do it – it's a great opportunity, but I also don't want to leave him. â€Å"What are you reading?† he asks, sliding his legs off the bed, starting to get to his feet. â€Å"Nothing. I was just looking through my emails.† I shut the computer screen off, climb onto the bed with him, and lean back against the headboard, stretching my legs out. He points at the drawing of the broken mirror on my wall. â€Å"I like that one. Especially the guitar part.† It turned out to be my best piece, full of memories, and a future I wasn't able to see until I finally let go. A freedom given to me by Micha because he refused to let me go. â€Å"Me too,† I agree. â€Å"I think I'll probably turn it in as one of my art projects one day.† â€Å"It's got a lot of meaning in it,† he comments. I smile and slide down, putting my head next to his. â€Å"I know.† He rolls to his side carefully, so he doesn't hurt his shoulder and we're lying face to face. â€Å"Where's your head, Ella May? Ever since the accident, you've been really quiet.† I'm so close to him I can see the dark specks of blue in his aqua eyes. I've been quiet because that night made me realize something important. For a split second, I thought I'd lost him and it opened up my heart and freed what I'd buried deep inside me that night on the bridge. I look into his eyes, no longer afraid of what's in them, but afraid I'll lose what they carry. â€Å"I just don't ever want to lose you.† His eyebrows dip together as he props up onto his elbow. â€Å"Is that what it's been about? The accident? Because I'm fine.† He points to the bandages. â€Å"It's just a tiny scrape.† â€Å"I know you're okay,† I say, sounding choked. â€Å"But for a second I didn't think you were.† â€Å"Hey.† He cups my cheek and kisses me tenderly. â€Å"I'm okay. You're okay. Everything's okay.† I take a deep breath and let it out before I can suck it back in. â€Å"Micha, I love you.†

Why you put off studying until the last minute and how to deal with it

Why you put off studying until the last minute and how to deal with it Reasons You Don’t Start Studying Until The Last Minute Mostly teachers give students enough time to complete a task; however, very often many students leave the preparation until the last minute. As a result, they are stressed out, exhausted and frustrated. Also, it is more than likely that the quality of the finished task suffered. Let’s have a look at the reasons why this happens and what can be done about it. Fear of the hard work Very often, the difficulty of the task scares you off and makes you put off the studying for later, no matter how important the task is. In fact, if the assignment is really significant, the fear can be even stronger, and, as a result, you end up pushing off the work even further. Fear of failure Feeling that the results of your efforts will be most likely unsatisfactory can make you completely demotivated and immobilized. You realize that the subject that you need to cover is too complicated, and you will not be able to get nice grades for that. Such fear of failure can also make you put off starting your study. Mistakes in personal organization Personal organization is very important in student life. You are responsible for completing different assignments on time. Unfortunately, many students do not create a plan of how to complete a task to fit the deadline, and those who do have a plan may overestimate their abilities and evaluate the amount of time that needs to be spent on studying incorrectly. Such mistakes are common and can cost dearly since poor self-organization can result in falling out of the university or college. What to do You might be one of those students who tend to leave performing important tasks until it is too late. The main solution of the issue is the following – just start studying and, most importantly, start doing it early. Obviously, this advice sounds simple, but, at the same time, extremely difficult to execute for many students. However, leaving studying until the last minute is a habit. Like any habits, it can be changed. If you really want to improve your studying pattern, try incorporating new habits into your student life. Starting study early, organizing yourself, making a plan and following it will bring great results. Being a student, you must realize that the task needs to be completed no matter what. Hence, putting off the preparation of the assignment is meaningless, and it is better to start working on an important task as soon as it is possible. This will save a lot of mental energy and will give you a great sense of accomplishment along with great grades and an appraisal from professors.

Hyundai case study Example | Topics and Well Written Essays - 250 words

Hyundai - Case Study Example Hyundai Motor Company is considered one of the best performing motor companies even in the face of the effects that followed recession. Factors of success within the firm which has beaten fort to take the fourth place in the motor industry applies strategies like the implementation of strong leadership and the continuous introduction of new models in the market to suit the preference of consumers within the different markets (Schmitt). Even with the likes of competitors like Tata and General Motors, among other, Hyundai has managed to do well in markets like Korea and other international markets in spite of having greater production capacity than their sales capabilities. Hyundai’s success is also attributed to their sensitivity to opportunities, say to the diversity that exists within the Middle East and their efforts in partnering with other firms. Their affiliation with Guangzhou Motor Group, in the year 2002, for instance, helped boosts the level of sales within the firm a nd therefore its overall performance (Yeats 54). The firms focus on producing the right products for the markets has also been of essence in helping Hyundai succeed like it has at the global levels. Basically, the demands of the consumers govern the ways by which the firms produce their automobiles. For example, the extremely high quality demand by the Korean populace has all through the time, made the company centre on always producing the best quality products for the markets (Davidson and Goldsmith 34). The stringent competition that exists from other car makers has also forced the firm to continually improve on all the aspects of production (Hyundai Motor America). The firm has even been ranked as the best in terms of customer satisfaction. Hyundai Motor America. Hyundai Motor America Reports Record January Sales. N.d. Web. February 27, 2012. Schmitt,

Labor Issue Essay Example | Topics and Well Written Essays - 1250 words

Labor Issue - Essay Example The overall psyche of United States administrations is developed to cut off their budgets at all levels including federal, state, and local levels. One of the major actions that the administrations generally take being a quick step to cut the expenditures is the slashing of the jobs. This measure simply ends up in getting rid of the â€Å"excess fat† from the existing jobs. However, this step brings in more depression and disappointments especially among those who are the direct victims of such actions. The end results of laying offs can prove to be rather severe especially in those areas where there is no room for any dismissal, in fact, more personnel are required to fill the potentially vacant jobs. Laying offs may provide some temporary benefits to the administrations in short rum but in long run it can sabotage morale of the fired employees by and large. In United States, there are many important departments, which operate their functions under local level administrations. These departments play a significant role in the normal day-to-day operations at the local city level. Policing department and firefighting service departments are some of those departments, which perform their operations under the direct supervision of the local administration. As mentioned above, currently US government at all levels is quite reluctant to boost its economic activities and due to this fact, all the administrations taking all the necessary steps to keep the expenditure level at its minimum. The fiscal budget of Detroit City is aimed at reducing the expenditure by some $250 million with the job cut of around 2,600 employees working in the local departments (FireRescue1, 2012). As far as the firefighting department of Detroit City is concerned, the administration has aimed to cut around $160 million, which is around 13% of the budget. In the same way, the City Mayor of