Exploring Military Education Assignment Example | Topics and Well Written Essays - 750 words

Exploring Military Education - Assignment Example He asserts that military education should equip soldiers to be effective defenders of the USA as well as the effective defenders of the American interest and its partners around the world. This article is credible because it is written by a professor who has deep knowledge of the military education. Professor Joan Johnson-Freese is also the former chair of national Security Affairs at the war college, Newport in the Department of Defense Alfred, M. V., &Nafukho, F. M. (2010). International and Comparative Adult and Continuing Education. In C. E. Kasworm, A. D. Rose, & J. M. Ross-Gordon (Eds.) Handbook Of Adult And Continuing Education (Pp. 93–102). Thousand Oaks, CA: Sage Publications. Bezacie Gerard. (2004). Synergy Between Doctrine, Training And Military Education Military education helps the soldiers to be equipped with the general knowledge since just like any other human activity; war is subject to changes and greatly depends on the choices made during a particular period . Military education also assists the soldiers to solve issues with strict intellectual discipline thus enhancing decision making process as well as equipping and preparing the future commanders in their new roles. This article is credible since it is a publication by the military experts and professionals Kerka, Sandra. (2002). ACVE - Teaching Adults: Is It Different? Eric Publications. Sandra Kerka asserts that adult learning are based on problems and challenges hence emphasizing the need for critical and transformative learning unlike the children’s learning which is dependent and lacks life experience. Adults are likely to be self directive and greatly motivational thus making it possible for soldiers to understand the concepts and importance of the military education. This article is credible because it is peer reviewed and backed by very rich primary resources from professionals such as Drapper, Guffey and Ramp. The article is also published by educational resources inf ormation centre which is a renowned publisher Smit, H., Den Oudendammer, F., Kats, E., & Van Lakerveld, J. (2009). Lifelong Learning on Either Side of the Border: The Effects of Government Policy on Adult Education In The Netherlands And Belgium.European Journal Of Education,  44(2), 257-270. A country’s adult education is dependent on various factors such as historical, cultural and economical and differs in many countries. For instance, in Netherlands, vocational training is emphasized amongst adults just like in Belgium where it is greatly supported too. This article is peer reviewed and scholarly. It is also credible because it has other reliable sources cited in it Maric, L., Krsmanovic, B., Mraovic, T., Gogic, A., Sente, J., & Smajic, M. (2013). The Effectiveness Of Physical Education Of The Military Academy Cadets During A 4-Year Study.  Vojnosanitetski Pregled. Military-Medical and Pharmaceutical Review,  70(1), 16-20. Maric et al studied the main role of physic al education in the cadets’ life and their general personality development by evaluating the effectiveness of physical education. Physical education somewhat develops physical skills but through endurance, strength and speed. This resource is primary since it involves research thus proving its credibility. This study was carried out in the Military academy with a total of 120

Juvenile Adjudication Essay Example for Free

Juvenile Adjudication Essay It is a common knowledge that juvenile offenders in the US were those violating the law and arrested by the authorities at age 17 and lower. Quite a number of researches by psychiatrists and sociologists have been conducted on the causes of juvenile delinquency. It was the 13 year study of McCord and McCord published in 1959 involving 650 eleven year old children that gave credibility and proof to the hypothesis that â€Å"Parental permissiveness and laxness is the cause (†¦) of such delinquent and aggressive behavior. In fact, children coming from homes with permissive parents are thirteen times more likely to produce delinquent and aggressive ehavior than children coming from homes with overly strict and punitive parents†. (Hwang, et al, ca 2007, Abstract). According to the authors, this conclusion was supported with similar study conducted by Paulson involving California adolescents incarcerated for striking their parents in 1990. The Nature of Juvenile Courts It was a common knowledge that a juvenile court was established by different states in the U. S. to handle cases of delinquent, dependent or neglected children under the age of 18. The common law violations of juveniles were delinquency, status offenses, abuse and neglect. The same kind of offense committed by youths in one state is subject to different rules in another state due to the fact that juvenile courts are primarily run by state and county courts and not by the federal government (law. rank. org, 2008). The website further reported that some states adjudicate youths guilty of unlawful acts with both a juvenile and adult sentence. The juvenile sentence is served first and then continues with the adult sentence at age 21 onwards. This extension of the sentence to age 21 is normally under the condition that the delinquent was not eformed or rehabilitated while under a juvenile sentence or his sentence exceeds the number of years till his 21st birt hday. Though each state treats juvenile delinquents differently, the juvenile courts are dedicated to protecting the child’s privacy and well-being and seeing to it that the delinquent is rehabilitated either under house arrest or under the guidance of foster parents and social workers. 2 Despite the efforts of the federal government to curb juvenile crime rates, during the 1980’s, there was an experienced increase in serious crimes committed by youths. Victims of serious crimes were not satisfied seeing the youth not imprisoned and just confined in special rehabilitation house. As a result of the clamor for justice and the increase in violent crimes perpetrated by the youth, some states consider adjudicating the youth offenders under the adult court despite being contrary the juvenile justice law. There were claims that subjecting the youth offenders to adult court and punishment will discourage youth offenders from graduating to full pledge adult criminal. This paper aims to elucidate the issues related to endorsement of uveniles to adult court and those against it and strike a compromise on punishing the youth offenders to bring justice to victims while maintaining the right of due process stipulated in the juvenile court. Juvenile Crime Trends in 2000’s and Policy Changes Young and Gainsborough (2000) claimed that the proportion of juvenile crimes to total arrests in 1998 was about the average for the past 25 years and that of property crime arrests declined throughout the most of the period. The authors claimed further that the one crime category that exhibited significant increase from the overall trend during the 25 year period was urder perpetrated by youth offenders as shown in the following graph: Criminologists Alfred Blumstein and Richard Rosenfeld (cited in Young and Gainsborough, 2000) reported from their analysis that the sudden increase in gun killings were related to the 3 development of the crack markets in metropolitan cities where fierce turf wars were waged with juveniles recruited by market organizers. As more guns came into the streets, juveniles armed themselves with guns for protection and self-defense resulting to spiraling of death cases. The sharp decline of murder cases in recent years according to the criminologists was due to market tabilization of crack and police authorities’ efforts to keep guns off the hands of juveniles. Related to this, according to Myers (2005) in his book Boys Among Men, there has been serious debates in the last 40 years related to juvenile courts’ philosophy, structure and procedure. The author added that â€Å"A variety of critical attacks have focused on such issues as due process violation, ineffective treatments and rehabilitation services, abuse of the juvenile courts’ power, lenient treatment of adolescent offenders and general lack of direction in dealing with adolescent crimes†. (p 71). On incisive analysis, these issues may have contributed heavily to mounting serious juvenile crimes. Myers (2005) claimed that the criticisms combined with the rapid increase of juvenile crimes in 1980 to mid-1990s and heavy media attention in sensationalizing juvenile crimes contributed to the erosion of traditional philosophy and authority of the juvenile courts. The author added that the central issue is the transfer of juveniles to criminal court which was equivalent to a move of criminalizing delinquent behavior. In relation to this, Young and Gainsborough (2000) commented that the legislative esponse to increased wave of serious crime focused on sending more and younger children to adult criminal court with the intention of discouraging the juveniles from committing murder crimes. The authors reported that since 1992, almost all states has made legislation to make it easier to try juveniles in adult court. The federal government through Congress initiative in 1998 provided additional grants to states with legal policies related to prosecution of those 14 and above as adults. It was an accepted practice since the inception of juvenile justice system hat serious and chronic crimes done by juveniles can be transferred to adult criminal court through a process of judicial waiver following a hearing in front of a judge in juvenile court. In reaction to mounting serious juvenile offenses, the judicial waiver was broadened to allow 4 juvenile court judges to transfer younger juveniles and those with less serious offenses to adult court by means of mandatory waiver. The authors further added that prosecutorial discretion was broadened to allow prosecutors more authority in their hands to file juvenile cases to either juvenile or criminal court as they choose. The statutory exclusion was also expanded to exclude certain juvenile offender categories from juvenile court jurisdiction based both on age and nature of offense. The legal provision of â€Å"Once an adult, always an adult† was enacted by almost all states which in effect automatically place the juvenile in adult court for the trial of subsequent lesser offenses once the offender was tried previously in criminal court. The policy changes resulted to abnormally high rate of juvenile children being tried as adults. The authors revealed that per data of Amnesty International in 1998, as many as 200,000 outh under 18 years of age were prosecuted in criminal courts. In 13 states which set the upper age limit of juvenile court jurisdiction at 15 rather than 18, a total of 180,000 juveniles were adjudicated in adult court. Although the central objective of the laws facilitating juvenile offenses prosecution in adult court was to discouraged homicide and violent crimes, the impact was much wider. The authors reported that in 1996, more than half of the cases waived to criminal court were non-violent drug and property offenses; 43% were person offenses, 37% were property offenses, 14% were drug related and 6% were public order disturbance. Moreover, racial disparities were very evident; 67% of juvenile adjudications were black and 77% of juveniles sent to prison were minorities (60% black, 15% Hispanics and 1% American Indians and Asians). Despite using drugs at a much lower propensity than whites (15. 7% of blacks, 16. 7% of Hispanics , 19. 6% of whites aged 12 to 17), 75% of juveniles charged with drug offenses in adult court were black and 95% of juveniles sentenced to adult prison were minorities. It was very evident that discrimination toward minorities which should not be the case actually happened as a result of juvenile transfer to adult courts.

The Identity of an American Puerto Rican Essay example -- Race Identit

The Identity of an American Puerto Rican Am I "American" or "Puerto Rican", a question that wanders along the halls of my mind all the time? Many Puerto Ricans might not agree, but I feel that I am, "American", Puerto Rican American that is. As a child my own parents deprived me of my culture and true identity. They spoke to me in a language that many Puerto Ricans refused or detested to learn, English. The only thing I can actually say that I know about Puerto Rican heritage is the comida we shared during family gatherings. "In Spanish the words are habichuelas con arroz; in English, rice and beans; and in any language they translate into the food staples of island life" (p. 59, Fernandez). I went to Puerto Rico when I was four years old and haven’t been ever since. I remember limbers and roosters crowing and hot floors burning my feet but nothing about my generations past. It’s sad to know nothing about an island that many of my own kind are very proud of. I’m clueless of what my Puerto Rican people h ave actually been through. Political, economics, social relations and identity issues, what about them, I wonder. All I know about the island’s history is that we are Puerto Ricans from an island in the Caribbean called Puerto Rico. We are Puerto Rican Americans to my knowledge. We are Puerto Rican Americans because we are a commonwealth island being assisted by the American Government so that gives us some affiliation to being American. Those of us who were born and raised in the United States are Puerto Rican Americans whether we want to admit it or not. The majority deny that they are American, maybe because of our historical past with governmental issues and struggles in the early and late eighteenth century. Who knew we w... ...r school day mornings with the pledge of allegiance, the "Star Spangled Banner", and "America the Beautiful", teachers hoped to instill the love of country that would make islanders 100 percent Americans" (p.56, Fernandez). Americans had many visions for the Island of Puerto Rico of which many, till this day, are still trying to be touched on. From fighting the Spanish-American War to invading the island, the Puerto Rican people did not once stop fighting for what was there’s. Americans tried so hard to make Puerto Rico a little America but through many struggles, were denied all rights. Puerto Ricans have to admit that, though they are not an official state of the United States of America, they are in a sense, still Americans because they have citizenship. And because some finally accepted the English language as a second language, whether by choice or by force. The Identity of an American Puerto Rican Essay example -- Race Identit The Identity of an American Puerto Rican Am I "American" or "Puerto Rican", a question that wanders along the halls of my mind all the time? Many Puerto Ricans might not agree, but I feel that I am, "American", Puerto Rican American that is. As a child my own parents deprived me of my culture and true identity. They spoke to me in a language that many Puerto Ricans refused or detested to learn, English. The only thing I can actually say that I know about Puerto Rican heritage is the comida we shared during family gatherings. "In Spanish the words are habichuelas con arroz; in English, rice and beans; and in any language they translate into the food staples of island life" (p. 59, Fernandez). I went to Puerto Rico when I was four years old and haven’t been ever since. I remember limbers and roosters crowing and hot floors burning my feet but nothing about my generations past. It’s sad to know nothing about an island that many of my own kind are very proud of. I’m clueless of what my Puerto Rican people h ave actually been through. Political, economics, social relations and identity issues, what about them, I wonder. All I know about the island’s history is that we are Puerto Ricans from an island in the Caribbean called Puerto Rico. We are Puerto Rican Americans to my knowledge. We are Puerto Rican Americans because we are a commonwealth island being assisted by the American Government so that gives us some affiliation to being American. Those of us who were born and raised in the United States are Puerto Rican Americans whether we want to admit it or not. The majority deny that they are American, maybe because of our historical past with governmental issues and struggles in the early and late eighteenth century. Who knew we w... ...r school day mornings with the pledge of allegiance, the "Star Spangled Banner", and "America the Beautiful", teachers hoped to instill the love of country that would make islanders 100 percent Americans" (p.56, Fernandez). Americans had many visions for the Island of Puerto Rico of which many, till this day, are still trying to be touched on. From fighting the Spanish-American War to invading the island, the Puerto Rican people did not once stop fighting for what was there’s. Americans tried so hard to make Puerto Rico a little America but through many struggles, were denied all rights. Puerto Ricans have to admit that, though they are not an official state of the United States of America, they are in a sense, still Americans because they have citizenship. And because some finally accepted the English language as a second language, whether by choice or by force.

Ethnicity and Education Essay

Most studies found that overall ethnic minorities tend to do less well than other members of the population when it comes to educational achievement. The government sponsored â€Å"Swann report† found that â€Å"Asians† did almost as well as â€Å"Whites† however not as well, one Asian group in particular the â€Å"Bangladeshi’s† did particularly badly and â€Å"West Indians† preformed considerably worse than â€Å"Whites†. Many factors which occur inside the school are the cause of educational achievement however other factors contribute. The expectations of teachers on ethnic minorities have caused differences in educational achievement. Bernard Coard believes that teachers expect â€Å"Black† children to fail therefore labelling the child as a failure. Interactionalists are concerned with how teachers â€Å"pidgeonhole† students this is the labelling theory, this is where the teacher makes a judgement of the child based on the child’s appearance, behaviour, previous family members and relationships with other students. However most labels are based on stereotypes rather than evidence, the reality is that once a label starts it is difficult to get rid of and this can cause problems for a student’s educational achievement. Teachers will discuss the students label in the staff room and other teachers will attach the same label to the child and this can lead to the child not being allowed to attend school trips. If a student is labelled as a failure by a teacher then the teacher is likely to put the student into a lower tier exam thus the pupil can only achieve a maximum of a grade C and can’t achieve to the best of their ability. When a student is labelled as a failure the student can begin to believe that the label is true and begin to make it part of their part of their identity, become a failure this is known as the self-fulfilling prophecy thus creating ethnic differences in educational achievement within the school system. David Hardgreves argues that anti school sub cultures can be formed as a result of negative labelling. However Maureen Stone and Swann both indicate that those who are labelled may not accept their labels. Institutional Racism within schools can lead to educational achievement and the differences it causes within ethnic minorities. The â€Å"Swann report† found that a small number of teachers are consciously racist however there are a great deal of teachers who are â€Å"unintentionally† racist. Bernard Coard states that the British educational system makes children become educationally subnormal he states that â€Å"West Indian children are told that their language is second rate and unacceptable† he states that within the British educational system the word â€Å"White† is associated with â€Å"good† and the word â€Å"Black† with evil. Coard also states that the attitudes portrayed in the classroom are reinforced by the pupils outside of the classroom. Many sociologists would also argue that the mispronunciation of student’s names and not learning them can be classed as racism within the school system. Cecile Wright found that majority of staff are committed to ideals of equality but despite these ideals there are still considerable amounts of discrimination in the classroom. Asian children were often excluded from discussions and teachers expressed an â€Å"open disapproval of their customs and traditions†, these comments from teachers made Asian children feel more isolated from other pupils. Martin Hammersley found that racist comments in the staffroom did not lead to racism in the classroom. J. Taylor found that â€Å"most teachers are concerned to have a fair policy towards the treatment of black pupils†. Mac an Ghaill studied 25 afro Caribbean and Asian students studying A levels. He found that â€Å"although they disagreed over the extent of racism within education, this did not directly determine their attitude to education and their levels of academic success. The way that students responded to schooling varied and this was influenced by their ethnic group†. This could eventually lead to the formation of anti-school sub cultures. These are pupils who have rejected some or all of the values and rules set down in the school ethos. Peter Woods identified 8 different groups ranging from Ingratiation total conformity to Rebellion outright rejection of school rules and values. This can cause ethnic differences in educational achievement within the school system. The Ethocentric curriculum can cause ethnic differences in educational achievement this is the school being biased towards one particular culture. Many sociologists argue that the curriculum is geared towards white middle class students. The curriculum is set in place for white middle class students and this means that ethnic minorities will not understand the curriculum and will fall behind and not do well thus leading to educational underachievement. Parents from ethnic minorities may not be able to afford or have the right experience to make an informed choice on the best school to suit their children’s needs whereas middle class parents have the money and correct experience to make an informed decision on the best school for their child. Ethnic differences in educational achievement are the result of school factors however other factors have significance. Material Deprivation is the effect poverty has on educational achievement. Poorer parents from ethnic minorities may not be able to provide their children with the educational toys needed such as computers. Cramped housing means less space to study. High rate of illness can lead to missing days of school. Children from poorer backgrounds may need to contribute to the financial running of the home thus getting part time jobs which will affect their studies and will leave school at the earliest opportunity to start work. Harker states that overcrowding causes a negative effect on educational achievement which can cause differences in ethnic minorities which can cause bullying and truancy. Cultural Deprivation is the term used to describe serious inadequacies in the socialisation process and its effects on educational achievement. Poor parenting means children underachieving in education. Many sociologists argue that ethnic minorities tend to be more fatalistic meaning that parents tend to have low aspirations and expectations for their child meaning less emphasis is placed on doing well in education. Whereas â€Å"White† middle classes would have high aspirations and high expectations. Socialisation focuses on the values, expectations and norms transmitted from parents to children. Children from Ethnic tend to focus on immediate gratification where they try to reep their rewards at the earliest opportunity such as leaving school at 16 to earn money. Whereas â€Å"White† middle class children aim for a bright future described as deferred gratification which is putting off short term rewards to gain better rewards in the future. Cultural Deprivation can affect the way parents prepare their children for school. Working class children would sit and watch T. V. whereas middle class parents would take their children to museums. Driver and Ballard state that high achievement in Asian groups may be linked to the fact that they live in close knit families that can help each other. Price highlighted a high rate of single parent families in black Caribbean communities which may explain high underachievement. Linguistic Deprivation is the ability to use appropriate language which is an important factor in educational success. Bernstein came up with two codes of language Restricted and Elaborate codes. The Restricted code is used in casual situations. This is limited vocabulary and Simplistic grammar which can only be understood if you are aware of this topic. The Elaborate code is used in formal situations. This is sophisticated grammar and vocabulary and can be understood if aware of the topic. Bernstein found that White middle class children had the ability to switch between the two codes whereas children from ethnic minorities were limited to using the restricted code. This means they are severely disadvantaged in education where the language is all formal. In conclusion, it is probable that a number of factors work together in producing the lower levels of achievement found in some ethnic groups. The Swann report concluded that racial discrimination inside and outside school along with social deprivation were probably the main factors. Others would add that cultural factors also play some part in explaining the differences.

Team to Achieve Milennium

CASE STUDY ANALYSIS OF: USING TEAMS to ACHIEVE MILLENNIUM DEVELOPMENT GOALS CASE STUDY FOR HCA 6225-01 California State University East Bay – Hayward 02/21/13 1. One feature of the team in this case is frequent turnover among team members. How might turnover among team members affect team performance? What approaches can team leaders to take to minimize potential negative impacts of turnover and gain advantages, if any? Employee/team member turnover may be mostly a negative issue, yet it can become positive if only controlled by the organization correctly and appropriately.Turnover is often utilized as an indicator of the organization performance and it can easily be observed negatively towards the organization’s efficiency and effectiveness. Also, turnover is a natural outcome of an organization which is why it has to be kept to a minimum. In order to minimize the impact of turnover is to first address and understand the issue and cause of the turnover. The purpose of knowing is to raise alertness as to investigate for the â€Å"why†.Once the organization finds out the reasons and cause of turnover, there are variety of actions that the organizations and leadership can execute in order to prevent the effects and impacts of turnover. By ensuring that management learns the cause of turnover and act accordingly, turnover may be reduces or controlled. Lyman Coleman (1989) offers ideas on how to correct and prevent turnovers. His recommendation includes institution of exit interviews and other methods of finding reasons for people turnover. Also the following: * Get involved in finding our the cause of turnover Bring attention to bottom line figures and how turnover affects everyone * Have an open door policy style of managing to allow members to comment on what might be bothering them about their job and roles. * Realize there is more that one problem and pay attention to all. Stay alert * Execute periodic audits of job satisfaction * Have str ict hiring standards * Develop and constant training strategies * Conduct member meetings One of the best recommendation is to have open door policy that will allows the team leaders/organization to hear of issues prior to escalating.Finding and learning about the member job satisfaction and exhaustion early can eliminate turnover. But on the other hand, turnover can be beneficial to the organization by learning which team member to elimination/terminating poor performances that affect the organizations performance, this allowing for internal promotion and hiring new team members with innovative ideas. New team members can often bring positive input into the organization that can help handle turnover (Cintron, p4) In class lectures, team characteristics are discuss which are the following: * Team size, composition, and diversity: Too few or too many members may reduce performance * Diversity affects way individuals perceive each other and how well they work together * Status differe nces: * May motivate others or act as source of conflict and tension * Psychological safety * Perceptions about consequences of interpersonal risks in work environment * Team norms * Standard shared by team members regulating member behavior * Team cohesiveness * Extent members are committed to group task As a result it will follow into the model of team effectiveness. (HCA 6225, CH5) 2.Consumers or patients are sometimes involved in quality improvement teams, but in this role, they may feel that their voices are unimportant or that participation is symbolic rather than substantive. Do you think that consumers should be involved in the improvement teams in this case? Why or why not? If consumer involved, how can team leaders and members most effectively utilize their knowledge and insights? Consumers or patients can play an important role in shaping managed care by expressing their voice on issues; by participating in governance, management or otherwise; through representatives; or by some combination of these.So I suggest yes that they should be involve on the team improvement teams. Their Participation refers to active involvement on implementation. They can participate in oversight, governance, operations, opinion surveys, and complaints. Also according to Rodwin, the aims of early Health Maintenance Organizations (HMOs) parallel those of consumer/ patient movements. Managed care offers many benefits. It can increase access to primary and preventive care (with minimal or no out of pocket costs). It can also monitor and improve the practices of physicians and other health care providers and coordinate and rationalize the services of specialists.It can also control spending. Consumer involvement can put managers in touch with the experience and desires of customers. It can provide balance and perspective. Although they are being part of the team performance, their voice should be limited and watch over. Consumer voice, participation and representation program s, however, need to be viewed critically because they might demand too many services and can become divided and polarize issues, leading to increased conflict. So therefore, future challenge is to foster balanced, appropriate and effective use of consumer voice. 3.Even when team improvement efforts achieve change, the sustainability of change remains a pervasive challenge. In fact, sustainability of the teams may be problematic. What are the particular obstacles to sustaining the improvements achieved by teams in this case? Similarly, what factors might lead to the dissolution of the improvement teams over time? As a team leader, what strategic might be used to sustain change and to uphold the vitality of the team over time? Although teams have the capability to boost productivity and improve quality, they can also have the potential to increase costs and stress.As a result it can lead to lack of communication and motivation that can lead to the dissolution of the improvement of the teams over time. Team leadership should have skills pertaining to conflict resolution, overcoming communication obstacles, and effective structure techniques. Understanding the five stages of team development, which are the following: Stage 1: Forming In the Forming stage, personal relations are characterized by dependence. Group members rely on safe, patterned behavior and look to the group leader for guidance and direction.Group members have a desire for acceptance by the group and a need to know that the group is safe. They set about gathering impressions and data about the similarities and differences among them and forming preferences for future subgrouping. Rules of behavior seem to be to keep things simple and to avoid controversy. Serious topics and feelings are avoided. The major task functions also concern orientation. Members attempt to become oriented to the tasks as well as to one another. Discussion centers around defining the scope of the task, how to approach it, an d similar concerns.To grow from this stage to the next, each member must relinquish the comfort of non-threatening topics and risk the possibility of conflict. Stage 2: Storming The next stage, called Storming, is characterized by competition and conflict in the personal- relations dimension an organization in the task-functions dimension. As the group members attempt to organize for the task, conflict inevitably results in their personal relations. Individuals have to bend and mold their feelings, ideas, attitudes, and beliefs to suit the group organization.Because of â€Å"fear of exposure† or â€Å"fear of failure,† there will be an increased desire for structural clarification and commitment. Although conflicts may or may not surface as group issues, they do exist. Questions will arise about who is going to be responsible for what, what the rules are, what the reward system is, and what criteria for evaluation are. These reflect conflicts over leadership, structure , power, and authority. There may be wide swings in members’ behavior based on emerging issues of competition and hostilities.Because of the discomfort generated during this stage, some members may remain completely silent while others attempt to dominate. In order to progress to the next stage, group members must move from a â€Å"testing and proving† mentality to a problem-solving mentality. The most important trait in helping groups to move on to the next stage seems to be the ability to listen. Stage 3: Norming In the Norming stage, interpersonal relations are characterized by cohesion. Group members are engaged in active acknowledgment of all members’ contributions, community building and maintenance, and solving of group issues.Members are willing to change their preconceived ideas or opinions on the basis of facts presented by other members, and they actively ask questions of one another. Leadership is shared, and cliques dissolve. When members begin to k now-and identify with-one another, the level of trust in their personal relations contributes to the development of group cohesion. It is during this stage of development (assuming the group gets this far) that people begin to experience a sense of group belonging and a feeling of relief as a result of resolving interpersonal conflicts.The major task function of stage three is the data flow between group members: They share feelings and ideas, solicit and give feedback to one another, and explore actions related to the task. Creativity is high. If this stage of data flow and cohesion is attained by the group members, their interactions are characterized by openness and sharing of information on both a personal and task level. They feel good about being part of an effective group. The major drawback of the norming stage is that members may begin to fear the inevitable future breakup of the group; they may resist change of any sort.Stage 4: Performing The Performing stage is not reach ed by all groups. If group members are able to evolve to stage four, their capacity, range, and depth of personal relations expand to true interdependence. In this stage, people can work independently, in subgroups, or as a total unit with equal facility. Their roles and authorities dynamically adjust to the changing needs of the group and individuals. Stage four is marked by interdependence in personal relations and problem solving in the realm of task functions. By now, the group should be most productive.Individual members have become self-assuring, and the need for group approval is past. Members are both highly task oriented and highly people oriented. There is unity: group identity is complete, group morale is high, and group loyalty is intense. The task function becomes genuine problem solving, leading toward optimal solutions and optimum group development. There is support for experimentation in solving problems and an emphasis on achievement. The overall goal is productivit y through problem solving and work. Stage 5: AdjourningThe final stage, Adjourning, involves the termination of task behaviors and disengagement from relationships. A planned conclusion usually includes recognition for participation and achievement and an opportunity for members to say personal goodbyes. Concluding a group can create some apprehension – in effect, a minor crisis. The termination of the group is a regressive movement from giving up control to giving up inclusion in the group. The most effective interventions in this stage are those that facilitate task termination and the disengagement process. Reference: Burns, L. Bradley, E. , and Weiner, B. (2012). Shortell & Kaluzny's Health Care Management: Organization Design ; Behavior, (6th Edition), Clifton Park, New York: Delmar Cengage Learning. Cintron, Rene. Employee Turnover: Causes, Effects, and Prevention. Retrieved on February 09, 2013 from www. renecintron. com/files/Employee_Turnover. doc Coleman, L. G (1989 , December 4) Human Resources Management: An Experimental Approach )2nd custom edition) Upper Saddle River, NJ Prentice Hall. HCA 6225-01. Chapter 05 powerpoint. Retrieved on February 08,2013 from https://bb. csueastbay. du/webapps/portal/frameset. jsp? tab_tab_group_id=_30_1;url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D%20_396854_1%26url%3D Marc A. Rodwin, May 1998. Address comments to Marc A. Rodwin, Associate Professor, School of Public and Environmental Affairs, Indiana University, Bloomington, IN. 47405 Tuckman, B. (1965) Developmental Sequence in Small Groups. Psychological Bulletin, 63, 384-399.? Tuckman, B. ; Jensen, M. (1977) Stages of Small Group Development. Group and Organizational Studies, 2, 419- 427. http://www. drexel. edu/oca/l/tipsheets/Group_Development. pdf

Walmart essayEssay Writing Service

Walmart essayEssay Writing Service Walmart essay Walmart essayBased on the cases described above, how would you describe the managerial philosophy of Walmart? What principles are involved? What are the over- riding aims, values, and goals of Walmart?Walmart’s managerial philosophy is profit-oriented that means that the company puts its marketing interests prior to ethical norms and standards. The company uses utilitarian principles to reach its over-riding aims, values and goals, which lead the company toward taking the competitive advantage in the marketing using any means to reach the target end.How would you decide, in any of the cases mentioned above, whether or not Walmart had been acting in a socially responsible way? What considerations would help you to decide?The company would refuse from bribery in Mexico, if it acted in a socially responsible way. This is the only possible way because bribery violates basic social and ethical norms and misbalances the performance of the company and its social responsibility. The c ompany cannot bribe, with the one hand and provide social support with another.Does it matter to you, as a potential customer or a potential employee, whether Walmart has acted unethically? Why or why not?It does matter a lot whether Walmart acts ethically or not because the neglect of basic ethical norms is the ultimate manifestation of disrespect to a potential customer or employee. I would not buy from or work at the company that violates ethical norms.For a corporation as complex as Walmart, with some activities that can be described as unethical and some as ethical, is it ever possible to make a blanket ethical judgment about its operations?It is possible to make a blanket ethical judgment about Walmart’s operations because the company should have corporate ethical norms and standards determining the conduct of its managers and employees worldwide.How might Walmart executives defend their actions after they learned of the bribery in Mexico? Would your judgment change if bribery was a common business practice in Mexico?Walmart executives justified cases of bribery by the high level of corruption in Mexico. However, even if bribery was a common business practice in Mexico, such practices are unacceptable for the company conducting socially responsible policies.Walmart’s wages are above the legally required minimum wage, and health benefits are not legally mandated. Are there reasons for a business to take actions that are not required by law but that might reduce profits?Such actions are acceptable as long as they are within the framework of the social responsibility of the company and stand for interests of employees and local community members.Does Walmart have any responsibilities to its suppliers other than those specified in their contracts?Formally, Walmart have responsibilities determined by contracts but also the company should be able to respect ethical norms and standards.

Mispronunciation Definition and Examples in English

Mispronunciation Definition and Examples in English Mispronunciation is the act or habit of pronouncing a word in a way that is regarded as nonstandard, unconventional, or faulty. Words and names are sometimes deliberately mispronounced for comic or malicious purposes. The traditional term for incorrect pronunciation is cacoepy (the opposite of orthoepy, the customary pronunciation of a word). Because the pronunciation of a word or name is often determined by dialectal or regional conventions (which may vary widely), most contemporary linguists avoid the terms correct or incorrect in reference to pronunciation. Examples of Mispronunciation   The word I had used to describe the Liberal lust for power was insatiable, which I mispronounced as insat-eye-able. To this day, I cringe in embarrassment as I reflect upon the gentle public correction by Governor General Bob Higgins and the look of undisguised dismay on the face of Prime Minister Murray.(Brian Mulroney, Memoirs. McClelland Stewart, 2007)I had to mock her Australian accent, and she had to mock my American one, because she looked at me and my mouth and saw the corollary of what I saw, and we fought violently over how to spell aluminum, which she pronounced aluminium, and when she ran off into the bamboo and came back shaking a British dictionary that spelled it her way, I was utterly defeated.(Jane Alison, The Sisters Antipodes. Houghton Mifflin Harcourt, 2009) Local Pronunciations One thing visitors will notice in the Ozarks is the odd pronunciation of certain words. If youre used to hearing the state pronounced Mis-sour-EE, you may be surprised to hear some natives say Mis-sour-AH. Bolivar, Missouri, is BAWL-i-var, while out on the edge of the Ozarks, Nevada, Missouri, is Ne-VAY-da, and nearby El Dorado Springs is El Dor-AY-duh.(Fodors Essential USA, ed. by Michael Nalepa and Paul Eisenberg. Random House, 2008)If its the first Sunday in April, its Brougham Horse Trials. Thats Brougham pronounced broom. We have a tradition for odd pronunciation in Cumbria; its why Torpenhow is pronounced not tor-pen-how but Trappenna. I know. I cant work that one out either.(Jackie Moffa, Shipwrecked. Bantam, 2006) Exercise: Is There a Right Way to Say It? Think of some words that have more than one common pronunciation (coupon, pajamas, apricot, economic). Practice transcribing by writing each pronunciation in phonemic transcription. After you have done the transcription, discuss the varying pronunciations and the characteristics you associate with each pronunciation. What factors (age, race, gender, class, ethnicity, education, etc.) correlate with each pronunciation, and why do you think you have those associations? Are there some words for which you adopt the pronunciation of the person youre speaking with?(Kristin Denham and Anne Lobeck, Linguistics for Everyone: An Introduction, 2nd ed. Wadsworth, 2013) Mispronunciations in Language Acquisition One very productive approach to the language of under-fives especially is to study apparent mispronunciations. These can appear to be idiosyncratic mistakes but, as with inflectional errors, many children display similar patterns, and they are considered to be part of normative development unless they persist for too long.(Alison Wray and Aileen Bloomer, Projects in Linguistics and Language Studies, 3rd ed. Routledge, 2013) Mispronunciations in English Language Learning (ELL) First is the foreign accent factor: ELLs may mispronounce a word because some of the sounds do not exist in their first language and they have not learned to say them in English, or because the letters they are trying to pronounce map to different sounds in their native language.(Kristin Lems, Leah D. Miller, and Tenena M. Soro, Teaching Reading to English Language Learners: Insights from Linguistics. Guilford Press, 2010) Speech Perception In speech perception, listeners focus attention on the sounds of speech and notice phonetic details about pronunciation that are often not noticed at all in normal speech communication. For example, listeners will often not hear, or not seem to hear, a speech error or deliberate mispronunciation in ordinary conversation, but will notice those same errors when instructed to listen for mispronunciations (see Cole, 1973). . . .[S]peech perception [is] a phonetic mode of listening in which we focus on the sounds of speech rather than the words.(Keith Johnson, Acoustic and Auditory Phonetics, 3rd ed. Wiley-Blackwell, 2012) A Word That Cant Be Mispronounced Banal is a word of many pronunciations, each of which has its outspoken and often intractable proponents. Though it may pain some to hear it, let the record show that BAY-nul is the variant preferred by most authorities (including me). . . .Opdycke (1939) says banal may be pronounced [BAY-nul] or [buh-NAL) (riming with a pal), or [buh-NAHL] (riming with a doll), or [BAN-ul] (riming with flannel). It is, therefore, one of the few words in English that would appear to be impossible of mispronunciation. . . .Although BAY-nul is probably the dominant pronunciation in American speech, buh-NAL is a close runner-up and may eventually lead the pack. Four of the six major current American dictionaries now list buh-NAL first.(Charles Harrington Elster, The Big Book of Beastly Mispronunciations: The Complete Opinionated Guide for the Careful Speaker. Houghton Mifflin, 2005) Deliberate Mispronunciations As well as making history, [Winston] Churchill also wrote it. His deep historical sense was evident in his many books and in his brilliant speeches in which he used his speech impediment to great effect. One example was his deliberate mispronunciation of the word Nazi, with a long a and a soft z, in order to show his contempt for the movement to which it referred.(Michael Lynch, Access to History: Britain 1900-51. Hodder, 2008)Singapore culture may be considered pro-West in many ways. This pro-West attitude is implied in the Singlish word cheena, which is a deliberate mispronunciation of China. It is an adjective used to describe anything that is considered Chinese and old-fashioned (e.g. so/very cheena). The word can be used to describe the way a person looks or does things.(Jock O. Wong, The Culture of Singapore English. Cambridge University Press, 2014) Mock Spanish and the Mispronunciation of Spanish Loan Words [T]he sociolinguist Fernando Peà ±alosa (1981), working in southern California, identified the racist functions of hyper anglicization and bold mispronunciation of Spanish loan words as long ago as the 1970s. Spanish speakers object to the use of offensive words like caca and cojones in public English, and many also object to the ungrammaticality of expressions like No problemo, and misspellings like Grassy-Ass as showing disrespect for the language...Bold mispronunciation . . . yields bilingual puns like Fleas Navidad, which shows up every year on humorous Christmas cards with pictures of dogs, and that hardy perennial Moo-cho with a picture of a cow. The opposite treatment is Much Grass from Muchas gracias.(Jane H. Hill, The Everyday Language of White Racism. Wiley-Blackwell, 2008) The Lighter Side of Mispronunciation Ann Perkins: Seniors can get pretty ornery.Andy Dwyer: I think thats pronounced horny.(Rashida Jones and Chris Pratt in Sex Education. Parks and Recreation, October 2012) Donald Maclean: Hullo.Melinda: Hi. Youre English.Donald Maclean: Does it show?Melinda: You say hello with the letter u where the letter e oughta be.Donald Maclean: Well, youre American.Melinda: You noticed.Donald Maclean: You say hello with the letter i where the e and the l and the l and the o ought to be. . . . I hate America.Melinda: Are you gonna tell me why?Donald Maclean: For the way you treat workers, the way you treat black people, the way you appropriate, mispronounce and generally mutilate perfectly good English words. Cigarette?(Rupert Penry-Jones and Anna-Louise Plowman in Cambridge Spies, 2003)

Sonoma State University Admissions Information

Sonoma State University Admissions Information Accepted students at Sonoma State University generally have C averages or better in their high school coursework. Applicants will need to submit, along with high school transcripts, scores from the SAT or ACT. With an acceptance rate of 76  percent, the school is largely accessible, and applicants with solid grades and test scores within or above the ranges posted below have a good chance of being accepted. Be sure to visit Sonoma States website for more information, and to start an application. Calculate your chances of getting in  with this free tool from Cappex. Admissions Data (2016) Sonoma State University Acceptance Rate: 76  percentSonoma State GPA, SAT and ACT Score GraphTest Scores: 25th / 75th PercentileSAT Critical Reading: 440 / 540SAT Math: 440 / 540​What these SAT numbers meanCompare Cal State SAT ScoresACT Composite: 19  / 24ACT English: 18 / 24ACT Math: 18  / 24What these ACT numbers meanCompare Cal State ACT Scores Sonoma State Description Sonoma State Universitys 269-acre campus is located 50 miles north of San Francisco in some of Californias best wine country. The school owns two nature preserves that provide research opportunities for students in the natural sciences. Sonoma States schools of Arts and Humanities, Business and Economics, and Social Sciences are all extremely popular among undergraduates. The university offers 45 bachelors degree programs and 16 masters programs. In athletics, the Sonoma State Seawolves compete in the NCAA Division II  California Collegiate Athletic Association. Sonoma State is one of the  23 Cal State schools. Enrollment (2016) Total Enrollment: 9,323  (8,631 undergraduates)Gender Breakdown: 37  percent male / 63 percent female90 percent full-time Costs (2016 -17) Tuition and Fees: $7,388 (in-state); $18,548 (out-of-state)Books: $1,790 (why so much?)Room and Board: $13,146Other Expenses: $2,854Total Cost: $25,178 (in-state); $36,338 (out-of-state) Sonoma State Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 72  percentPercentage of New Students Receiving Types of AidGrants: 62 percentLoans: 46  percentAverage Amount of AidGrants: $7,430Loans: $5,717 Academic Programs Most Popular Majors:  Business Administration, Communication Studies, Criminal Justice Studies, English, Environmental Studies, Health and Physical Education, History, Liberal Arts and Sciences, Psychology, Sociology What major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Transfer, Graduation and Retention Rates First Year Student Retention (full-time students): 80  percentTransfer Out Rate: 6 percent4-Year Graduation Rate: 28 percent6-Year Graduation Rate: 61  percent Intercollegiate Athletic Programs Mens Sports:  Basketball, Golf, Baseball, Tennis, SoccerWomens Sports:  Basketball, Softball, Soccer, Golf, Volleyball, Water Polo, Track and Field Admissions Profiles for Other Cal State Campuses Bakersfield  | Channel Islands  | Chico  | Dominquez Hills  | East Bay  | Fresno State  | Fullerton  | Humboldt  | Long Beach  | Los Angeles  | Maritime  | Monterey Bay  | Northridge  | Pomona (Cal Poly)  | Sacramento  | San Bernardino  | San Diego  | San Francisco  | San Jose State  | San Luis Obispo (Cal Poly)  | San Marcos  | Sonoma State  | Stanislaus More California Public University Information SAT Score Comparison for Cal State SchoolsACT Score Comparison for Cal State SchoolsThe University of California SystemSAT Score Comparison for the UC SystemACT Score Comparison for the UC System Data Source: National Center for Educational Statistics

Hong Kong Conflict of Laws Term Paper Example | Topics and Well Written Essays - 1250 words

Hong Kong Conflict of Laws - Term Paper Example This principle was also applied by Bingham J in the case of The Iran Vojdan, where a clause for dispute settlement provided for (a) Iranian law in Iran (b) German law in Hamburg and (c) English law in London. But applying the principle of the closest and most real connection, Lord Bingham held that the proper law to apply would be German law with the proper jurisdiction being the English Courts. Various factors are taken into consideration by the Courts in arriving at a determination of the proper law on the basis of the closest and most real connection, including the place of contracting, the place where the contractual obligations were performed and the principal places of business of the parties4. The application of the closest and most real principle is found under Hong Kong’s choice of law rules with respect to contractual obligations and has also been recommended as a guiding principle when courts experience characterization problems. This principle has also been applied in non-contractual issues, for instance in matters involving capacity, matrimonial issues, including divorce and division of matrimonial assets, trusts and property cases5. One example, is the case of Hayim v Citibank6 which was an appeal from Hong Kong involving issues of trust with Plaintiff’s will having been made in Hong Kong. But the matter was decided under English law, which was held to satisfy the closest and most real principle because no evidence was led as to Hong Kong or American law. There is provision for application of this principle in the law of mainland China as well, under Article 126 of contract law provisions, which states; â€Å"Where parties to the foreign related contract failed to select the applicable law, the contract shall be governed by the law of the country with the closest connection thereto†7. When no

Discuss whether flexibility of teaching and learning strategy is Essay

Discuss whether flexibility of teaching and learning strategy is central to successful inclusive physical education - Essay Example hile giving students lessons, which will not only help them with their health at that particular stage but also in the rest of their lives, the teachers must adopt the flexibility in the content so that the students may feel free towards the course. Hence, the course experience would be a success. When a variety of techniques are used for teaching, learning and administrative practices that meet the needs of a diverse student population, in the current social context it is known as flexible learning. This type of learning is easily supported by mixed modes of access to learning opportunities. Some of the common modes include combinations of weekly or intensive face-to-face classes. Here, the meaning of flexible learning is different for different people. For some, it means an interactive class in which the students and teachers can discuss their goals, content or assessment. For others it means to broaden up the admission criteria of learning programs. For the rest of the people, flexible learning means to use new technologies to make the time and location more flexible and available for them (Institute for Interactive Media & Learning, 2007). In certain disciplines, when the teachers try to adopt flexible learning strategies, it opens the gate of opportunity for the students to learn effectively or in a way that is appropriate for an individual’s needs. Necessarily, it does not mean adopting new ways of teaching and learning practices altogether, but it means to consider what is most appropriate for encouraging students learning in a particular set of conditions or content (Institute for Interactive Media & Learning, 2007). Flexibility of access: It helps the student to enter or exit from the course at any time. Such condition helps the students from the diverse background to choose their own area of interest from the list of different courses (Institute for Interactive Media & Learning, 2007). Flexibility of participation: In this approach the provision of

Applied Buyer Behaviour in Global Context Essay

Applied Buyer Behaviour in Global Context - Essay Example This research will begin with the statement that the ‘Keep Walking’ advertisement by Johnnie Walker uses dual and complex image branding to create purposes for the product.   Elements of tradition and heritage form the pictorial basis of the development. First, the golden striding man within the video is a critical sign used in the branding of products from the Johnnie Walker brand line. The main character is male and is inferred from subsequent codes through the style of clothing and tall hat alongside the stick. The elements define dressing styles from the British heritage of the 19th century and signify tradition and high social statuses. The man is presented as walking through presumably confident and the fast pace is a symbol of impacting confidence in the unpredictable future. Further, the text running on the screen is a signifier of elegance, tradition, and success as the golden color refers to wealth. The white and clear font comprising of the taglines illustra tes the contemporariness and future for which there are reservations of subtlety and tradition. Black background within the video accompanies the text signifies the uncertainty and has an arguable opposition to the courage that is inspired by a striding man. While signs have several fixed and essential meanings, the video narrows down to the context of possible interpretations. There are specific levels where the commercial depicts differences in terms of interpretation.

Care Quality and Implementation of the Chronic Care Model Essay

Care Quality and Implementation of the Chronic Care Model - Essay Example Because of the finding that acute-care model was ineffective, numerous legislators and healthcare practitioners suggested other or additional models to deal with its weaknesses, like broadening managed care and setting up case- and disease-management initiatives, yet they by no means basically resolved the issue of healthcare provision. Wagner and associates recommended a different method of enhancing chronic illness care that included delivery of healthcare, founded on the paradigm they referred to as ‘Chronic Care Model (CCM).’ CCM was a wide-ranging reform to the quality of healthcare delivery to people with chronic illnesses. This paper chooses the topic of CCM because of its great relevance to contemporary nursing practice. It primarily puts emphasis on quite a few features of healthcare management. The provision of healthcare would shift from a traditional patient-physician relationship, where the latter entirely determines what needs to be done, to a more concerted effort between an equipped, enthusiastic healthcare group and an involved patient. The healthcare group operates within a planned environment, where care- and disease-management is evidence-based, processes are primed to monitor and assess progress, and information is communicated to doctors and patients. In this process clients/patients are actively involved, motivated to independently manage their illness and the healthcare organisation collaborates with its immediate community. The key terms used in this paper are Chronic Care Model (CCM) and the Assessment of Chronic Illness Care (ACIC). CCM states that a significant percentage of chron ic care does not occur within an organised health delivery contexts. CCM has been applied productively in some healthcare settings (Bernstein 2008). Nevertheless, according to Larsen and Lubkin (2008), there are hardly any healthcare settings that are completely equipped to implement CCM. This is the primary issue that the study of Solberg and colleagues (2006) tries to resolve. The Assessment of Chronic Illness Care (ACIC), the primary instrument used by Solberg and colleagues, was formulated to support organisational groups in determining weaknesses in their chronic illness care approach, and to assess the nature and extent of developments within their structure. The six important components of ACIC are (1) delivery system, (2) clinical information system, (3) decision support, (4) self-management support, (5) health care organisation, and (6) community linkages (Solberg et al. 2006). Even though the ACIC was designed as a handy instrument to aid healthcare organisations in upgrad ing the quality of chronic illness care, it has been applied to empirical studies as well. Method of Selecting the Article The article chosen by the author for the analysis is Solberg and colleague’s (2006) Care Quality and Implementation of the Chronic Care Model: a Quantitative Study. In finding the most appropriate article for this analysis the author used the following keywords: quantitative methodology, nursing research, and chronic illness care. The author used the databases JSTOR, Questia, ProQuest, Sage Journal, and EBSCOhost. In order to narrow the search the author tried looking for the concepts chronic care model, quality of care, enhanced care continuity, clinical outcomes, and for issues like curtailed healthcare costs and the growing financial trouble of healthcare. Numerous earlier solutions have been suggested to mitigate the healthcare challenge but they have not endured rigid assessment (Richardson 2008). The study of Solberg and colleagues (2006) shows us t hat we should be capable of presenting substantiation of the efficacy and value of these interventions instead of simply putting them into practice on the basis of assumptions. The author chose the abovementioned article due to the obvious nature of the

The Legacy of the Holocaust Essay Example | Topics and Well Written Essays - 250 words - 5

The Legacy of the Holocaust - Essay Example The Holocaust damaged society. The consequence of the Jewish Holocaust had a great effect on society in Germany and the entire world. This devastating murder of the Jewish people in Germany left thousands in mental and physical pain, and affect current society in a negative manner. It is estimated that more than ten million people were killed by the authoritarian Nazi regime under the leadership of Hitler (Haran 25). The effects of Holocaust continue to haunt those people who were exposed to it. For instance, as children and other survivors started aging the terrifying past returns to their mind. In turn, insecurities start to control their physiologic mind. It is also significant to note that the holocaust did not only affect the survivors and those who died but it affected the entire world. For instance, the holocaust provides an example of how dictatorship and prejudice in our society can be costly or detrimental (Haran 36-39). Following liberation, many survivors, especially of J ewish ancestry, feared to go back to the former homes due to anti-Semitism that existed in some parts of Europe and the trauma they had experienced in the concentration camps. Some survivors who returned to their homes feared for their security. For instance, in Poland, the presence of pogroms or violent anti-Jewish protests in towns like Kielce in 1946 made the Jewish fearful to return home (Haran 47). The holocaust and its effects left million of Jewish and non-Jewish refugees who lost their families and property. They experienced relentless anti-Semitism in their home nations. This made many people not ready to return to their homes. Most displaced Jewish preferred to settle in Palestine.

Care Quality and Implementation of the Chronic Care Model Essay

Care Quality and Implementation of the Chronic Care Model - Essay Example Because of the finding that acute-care model was ineffective, numerous legislators and healthcare practitioners suggested other or additional models to deal with its weaknesses, like broadening managed care and setting up case- and disease-management initiatives, yet they by no means basically resolved the issue of healthcare provision. Wagner and associates recommended a different method of enhancing chronic illness care that included delivery of healthcare, founded on the paradigm they referred to as ‘Chronic Care Model (CCM).’ CCM was a wide-ranging reform to the quality of healthcare delivery to people with chronic illnesses. This paper chooses the topic of CCM because of its great relevance to contemporary nursing practice. It primarily puts emphasis on quite a few features of healthcare management. The provision of healthcare would shift from a traditional patient-physician relationship, where the latter entirely determines what needs to be done, to a more concerted effort between an equipped, enthusiastic healthcare group and an involved patient. The healthcare group operates within a planned environment, where care- and disease-management is evidence-based, processes are primed to monitor and assess progress, and information is communicated to doctors and patients. In this process clients/patients are actively involved, motivated to independently manage their illness and the healthcare organisation collaborates with its immediate community. The key terms used in this paper are Chronic Care Model (CCM) and the Assessment of Chronic Illness Care (ACIC). CCM states that a significant percentage of chron ic care does not occur within an organised health delivery contexts. CCM has been applied productively in some healthcare settings (Bernstein 2008). Nevertheless, according to Larsen and Lubkin (2008), there are hardly any healthcare settings that are completely equipped to implement CCM. This is the primary issue that the study of Solberg and colleagues (2006) tries to resolve. The Assessment of Chronic Illness Care (ACIC), the primary instrument used by Solberg and colleagues, was formulated to support organisational groups in determining weaknesses in their chronic illness care approach, and to assess the nature and extent of developments within their structure. The six important components of ACIC are (1) delivery system, (2) clinical information system, (3) decision support, (4) self-management support, (5) health care organisation, and (6) community linkages (Solberg et al. 2006). Even though the ACIC was designed as a handy instrument to aid healthcare organisations in upgrad ing the quality of chronic illness care, it has been applied to empirical studies as well. Method of Selecting the Article The article chosen by the author for the analysis is Solberg and colleague’s (2006) Care Quality and Implementation of the Chronic Care Model: a Quantitative Study. In finding the most appropriate article for this analysis the author used the following keywords: quantitative methodology, nursing research, and chronic illness care. The author used the databases JSTOR, Questia, ProQuest, Sage Journal, and EBSCOhost. In order to narrow the search the author tried looking for the concepts chronic care model, quality of care, enhanced care continuity, clinical outcomes, and for issues like curtailed healthcare costs and the growing financial trouble of healthcare. Numerous earlier solutions have been suggested to mitigate the healthcare challenge but they have not endured rigid assessment (Richardson 2008). The study of Solberg and colleagues (2006) shows us t hat we should be capable of presenting substantiation of the efficacy and value of these interventions instead of simply putting them into practice on the basis of assumptions. The author chose the abovementioned article due to the obvious nature of the

Information Technology and the NHS Case Study Example | Topics and Well Written Essays - 2500 words

Information Technology and the NHS - Case Study Example The bridging of these two domains has created new challenges in this field. Due of competitive pressures, Internet and intranet business sites are often given high priority, with senior management imposing unrealistic deadlines. Completion time may be based on nothing more formal than wishful thinking, yet, because the site deployment is integrated with many other aspects of business operations, schedule slips can have dire financial consequences. Before we explore how to plan in Internet time, however, let's review the basics of heuristic and parametric estimating. It is a well-known fact that effective project estimation is one of the major challenges in software development. Many software developers and managers acknowledge the fact that proper planning is not possible without proper estimation of the project. Under estimating a project leads to under-staffing it which in turn leads to under-scooping the quality assurance effort and in turn setting too short a schedule ultimate resulting in missing of deadlines. The software industry, as a whole has found to be not estimating projects really well. A software estimation model defines characteristics whose values it needs and the ways these values are used to compute the effort. An estimation model cannot work in vacuum- it needs inputs to need the values of the output. At the start of the project, when the details of the estimates are itself not known, the estimation model will require the values of the characteristics that can be measured at any stage. Top down estimation approach Expert judgment is still the dominant technique in practice today for estimation of software project size and effort. The function points can be counted using the standard function point counting rules. In addition to the size estimate the top-down approach requires the estimation of productivity and the efficiency. The basic approach is to start with the productivity levels of standard projects or use the productivity statistics. The productivity estimate is then used to calculate the overall effort estimate. To sum it up, the top-down estimation requires Get the estimate of the total size of the software in terms of the function points. Using the productivity level from the project baseline, fix the productivity levels for the project. Obtain the overall effort estimates from the size and the time estimates. Refine the estimates taking the project specific factors into consideration. The size of the project is required to be known in order to determine the effort estimate of the project. But the size of the project cannot be known at the time when the project is being conceived and the project is in the initial phases. Hence, there must be some initial size estimate depending on the resources at hand at that moment in order to realize the effort estimate. A common approach is to use a simple equation for the effort estima

Sample Reflection Assignments Essay Example for Free

Sample Reflection Assignments Essay Written assignments are of two types: Reflections and Project Reports. Reflections: An essential element for student learning in service-learning courses is written and oral reflections on the field study experience, as well as on other elements of the course. To have an experience isn’t enough to ensure learning; you need to intentionally and thoughtfully reflect upon the experience and what you learned from it to ensure that learning occurs. As T.S. Eliot once wrote (The Four Quartets, New York: Harcourt Brace, 1943, p. 24), you can â€Å"have the experience but miss the meaning.† Towards this end there are eight written reflections required in this course. These reflections are intended to help you focus in on what you are learning (or not learning), identify issues or concerns on your mind, explore an idea more deeply, or in other ways enhance your learning about the course topics, yourself, and others. According to the North Carolina State Service-Learning Program (Reflection and Articulating Learning, Faculty Center for Teaching and Learning. NC State, 2004) â€Å"the best reflection follows a simple three step model: (1) describe the experience(s) objectively, (2) analyze the experience(s) in terms of the categories of service-learning objectives (personal, civic, academic), and (3) articulate (express) the learning that results. We will go over these steps as part of our first reflection exercise. These reflections should be approximately two pages long (500 words). They will be graded. The best six out of eight grades will be used towards your final grade. Evaluation of reflections will use a set of criteria (rubric) to be distributed and discussed in class. Project reports: There will be a series of written assignments related to your service-learning project. In preparation for the write-up of the final project report for the community partner (along with other possible final products like videos, curricula, maps, etc.), students will prepare a written work plan and two progress reports (schedule to be provided). All of these written assignments will be graded and become part of the final grade. Details on all of these written assignments will be provided and discussed in class. COURSE: Cultural Health Care (NURS 105) INSTRUCTOR: Rycki Maltby PhD, RN, FRCNA Final Paper (25%) The purpose of this paper is to synthesize your learning over the semester. The paper should be 8-10 typed (word processed) pages, 12 cpi, and follow the attached guidelines for written assignments. Using the service-learning project, the cultural self-study, and the in-class reflections, discuss what you have learned. What surprised you? Has your thinking/perspective about particular issues changed? Did you become aware of the subjective nature of value judgments? Why or why not? Can you find any support in the literature for your position? Provide evidence of at least four articles. What is the next step for you in learning about cultural health care? Be sure to provide examples from your practice and tie in literature. Guidelines for Written Assignments ‘A’ Level 1. Introduction is comprehensive, gives reader good direction, ‘sets the scene’, and is followed throughout paper. 2. Summary/conclusion is thoughtful and relevant. 3. Fundamental issues addressed in depth with original arguments and critical judgements, demonstrating insight and creativity. 4. Current and classic primary literature sources are utilized. 5. Writing style shows evidence of individuality, unity and fluency. 6. Overall presentation of the paper is  professional with no errors in syntax, spelling, etc. (i.e. Proper English language usage), and follows APA format. ‘B’ Level 1. Introduction gives reader direction and is addressed throughout the paper. 2. Summary/conclusion is clear and concise. 3. Fundamental issues addressed with evidence of some original arguments and critical judgments. 4. Current literature sources utilized (primary and secondary) 5. Writing style is fluent with evidence of individuality and clarity. 6. Overall presentation of paper is neat and well organized with few minor errors in syntax, spelling, etc. (i.e. Proper English language usage), and follows APA format. ‘C’ Level 1. Introduction gives reader direction. 2. Summary/conclusion is clear and concise. Fundamental issues described but limited originality of arguments and few critical judgments. 3. Limited literature sources are utilized (current and/or classic). 4. Writing style is fluent and some evidence of individuality and clarity. 5. Overall presentation of paper is neat and minor errors in syntax, spelling, etc. (i.e. proper English language usage), and follows APA format. COURSE: Adv. Development Sem.: Communities and Human Development (PSY 366) FACULTY: Lynne Bond Final Writing Assignment: At the end of the semester, you will be assigned a final writing assignment. The purpose of that assignment will be to help you integrate the reading, writing, discussion, and data gathering, analysis and interpretation we have done during the semester. The exact format of that assignment will be shaped, in part, by the development of our community-based project. As we progress throughout the semester, we will work together to develop more explicit guidelines for this project. COURSE: Community Psychology (PSY 295) FACULTY: Lynne Bond Analytical/Critical Reflection (2 pages): These brief papers are to focus specifically upon the week’s reading assignment and its relation to our community field work, other readings, and personal experience and observations of your own. Your goal is not to summarize the readings. Rather, you should analyze and reflect critically upon a couple significant issues raised in the readings. To reiterate, ideally you will critically reflect upon these readings by linking them with other material we have covered in our course (readings/discussion), community field work you have done, and other aspects of your experience and knowledge (e.g. personal history, issues observed in media, other courses†¦etc.). We will discuss and practice â€Å"reflection† activities in class at the beginning of the semester to help you feel more comfortable and prepared to complete these reflection papers. Intro to the Nonprofit Field (Carrie Williams Howe) Final Reflection Assignment: WHAT? What have you learned through this course? What stands out to you, feels new to you, excites you, or challenges you? SO WHAT? Why does this learning matter? Why does it stand out to you? Why is it important to you personally or in the bigger picture? NOW WHAT? What do you do from here? How will you take this learning with you? Does this learning change your perspective, your career goals, or your interests? Your reflection should be 3-5 pages long and should dig deeply into this experience to reflect on your learning. It should connect to academic concepts and critically examine your own development through this learning. You will be graded based on the reflection rubric provided in your syllabus. During Service Reflection: Critical Analysis Papers (9): You will be asked to write a brief critical analysis paper for each topic we cover in this course. These papers should thoughtfully connect your experience at your nonprofit to what you are learning from readings and course notes. These reflections should be about 2 pages and will be graded based your ability to integrate the following: Information about your Nonprofit – the actual information about your nonprofit in relation to the topic we are studying (list of board members, for example), and an examination your own experience in learning about or being involved with this element of the agency. Your synthesis, interpretation, and analysis of the above factors with course information (for example – does it align with the reading? Does it seem effective? Might you suggest changes or improvements?).

Mental Health Policy Thesis Statement Social Work Essay

Mental Health Policy Thesis Statement Social Work Essay An abusive, compelling and dominating behavior in a dating relationship among the teenage youngsters is termed as dating violence. Students susceptible to dating violence suffer greatly in terms of their academic performance, social and extra-curricular activities. They may show poor results and isolate themselves from colleagues and friends. They may show lack of interest in extra-curricular activities. All these activities are results of poor mental health. Such students have a profound effect on their psyche due to being exposed to some kind of in-home violence in their childhood. They exhibit anger management disorders and have a history of aggressive or fighting attitude. An even greater consequence of dating violence may be suicides (Maryland School Mental Health Alliance). Background There may be several categories in dating violence like sexual, emotional, psychological or electronic. Physical violence may involve pushing, beating or grabbing ones partner. Psychological violence comprises of controlling behaviors like preventing him or her to involve with other people while electronic violence is the name-calling or bullying through texting. A latest survey has revealed that psychological and physical abuse is a common aspect of dating among the American youngsters. Among 1400 seventh grade students being interviewed by the researchers showed that about 37% of 11-14 year olds had been susceptible to some type of psychological violence while almost one sixth had experienced physical violence during an on-going relationship. About three-fourth of students had a boyfriend or a girlfriend during their middle school. The survey provided a number of conditions related to dating violence. Among the students being surveyed, there was a large number who believed that it is fine to hit ones girlfriend. A moderate number of them had undergone sexual harassment through physical or verbal means by touching in a wrong way or by joking (Dating Violence Common by 7th Grade). However, teenage dating violence is not restricted to westernized and industrialized countries. A study carried out on international level revealed that dating violence extended among males and females was high in all the countries under study. Dating violence was studied through a number of variables like assaulting a partner, depression, injury and sexual coercion. The behavioral acts that were reported in the study were hitting partner, pulling his/her arm or hair, using weapons to harm, burning him/her on purpose, forcing him/her on doing sex when he/she does not intend to do so etc. The rate of physical assault was higher in Asia, while it was significantly lower in New Zealand and Australia while victims of sexual coercion were greater in Canada and the United States (Chang et al.) Significance of Mental Health Mental health is a state of efficient performance of brain contributing to productive activities, healthy relationships with people and adaptability to changes and dealing with challenges in a better way. Mental disorders are considered to be health conditions that are attributed by mood swings related to stress or decreased functioning of brain. Mental disorders may lead to diverse complication which includes pain, disability or death. Mental illness is a broader term encompassing all the identifiable mental disorders. Mental disorders are a major contributor towards disability. The disease burden because of mental illness is the greatest among all diseases. National Institute of Mental Health (NIMH) has reported that approximately 13 million American adults suffer from serious deliberating mental illnesses. Mental disorders contribute to 25% loss of life time through disability and premature mortality and in Canada and United States; they are leading cause of disability. Suicide is the 11th most dominant cause of death in America where it takes away almost 30,000 Americans. There is a strong correlation between mental and physical health. A good mind leads to good health. Ability of people to engage in health promoting activities reduces as a result of mental illnesses like depression and anxiety (Mental Health and Mental Disorders). Thus, it is really important to deal with mental health problems arising as a result of dating violence because in severe cases it may lead one to self-harm or even suicidal attempts. Aggression personality disorders are a common phenomenon with the victims of dating violence which involves increased expression of anger, anti-social behavior and self-harm personality disorder etc. About 20% of suicidal persons have a history of violence. Other than that, the victims of dating violence are more likely towards the use of drugs, alcohol and smoking which further deteriorates mental health. Also, there is a trend of using laxatives, dieting pills, fasting and binge eating for weight management among such individuals which lead to eating disorders. Also there is an increased risk of getting infected with sexually transmitted diseases like HIV because the individuals may fear the use of condom because of the violent partner and unprotected sex may lead to such diseases (Teen dating violenc e). Thus, to alleviate such symptoms and personality disorders among such people and other health associated risks, a mental health policy is demanded. Mental Health Policies Followed around the world A number of school and community based programs are operating. Most common are the primary prevention programs that aim at preventing abuse before it starts. The program emphasizes upon providing clear knowledge and suitable behaviors regarding the dating abuse. Its curriculum is based upon increasing awareness of dating violence, fighting violence beliefs, encourage help seeking and skill development in order to improve the communication strategies and management of conflicts (Teen dating violence-awareness and prevention). Such initiatives may lead to improvement of mental health. Other than program initiatives, there has been a limited reporting in the legal arena for reforms of legislative and judicial nature in dating violence. Only a small number of teen victims knock the door of law to seek legal remedies like protection orders against dating partners who are abusive. The local anti-violence non-profit organization Between Friends in Chicago is striving to offer counseling, legal aid and health-care awareness within the city to fight domestic violence (U.S. high schools unequipped). Novel ways are devised by the White House and Vice presidents office in order to prevent dating violence at the initial stages by providing assistance to young men for ending up violence. The Office of Adolescent Healths Pregnancy Assistance fund grants aims at improving services for the pregnant teens that are experiencing or at the stake of sexual or any other type of violence (Teen dating violence-awareness and prevention). Safe dates is a curriculum designed for high school and middle school students which is organized in a set of 10 sessions, each of which is almost of 50 minutes. This curriculum gives definitions on caring and sound relationships and also provides information on the dating abuse regarding its causes and effects. It teaches the students how to assist a friend who has an abusive dating partner. It describes the methods in which gender stereotypes affect dating relationships and explains in what ways sexual assault can be prevented. The curriculum comprises of a play on dating violence, poster presentation, and source material for parents and a general outline for teachers (Teen dating violence as a public health issue). My mental health policy proposal In my understanding, a mental health policy should first of all address the psychology of the middle and high school students. There should be a compulsory subject on issues related to dating violence. The teachers should observe the students keenly. If the psychological problems are observed in some students, they should be provided counseling in the school. Parents should also play an important role in dealing with dating violence. They should develop a strong bonding with the children so that they could share what is going on in their life. Also, the parents can then help them coping with their particular situations through their own lifes experiences. The peers are most aware of dating violence. So the peer groups should be educated about the negative and ill effects of it so that they can assist their friend who is experiencing it. The legislative body on part of dating violence should become more active and efficient in resolving the dating violence cases and there should be a system of penalties and punishment to those who commit this crime. Conclusion Dating violence is a serious and wide spread problem worldwide. Other than violating the human rights, it affects the physical, sexual, reproductive, mental, emotional and social welfare of individuals and families. Physical injury, abortion, sexually transmitted infections, mental disorders like aggression, anxiety and depression are the immediate and long term health effects associated with sating violence. Other than that, use of illicit drugs and smoking are very frequent among the victims of dating violence. A number of initiatives are being under taken by the U.S. government in order to eradicate this issue from the general population. The most important is the mental health policy that aims at improving the mental health of the susceptible individuals that in turn improves their physical health. With a healthy psychology, they can deal with life in a suitable way and serve their country as effective citizens.

The American Culture Essay example -- republicans, kennedy, clinton

Have you ever noticed the different policies and influences that have affected you and the generations before you? The American culture and influences have changed greatly over time. I believe that the policies and influences of American culture have changed since John F. Kennedy and Bill Clinton John F. Kennedy or as many people called him â€Å"Jack† was born on May 29, 1917 in Brookline, Massachusetts in a large and wealthy family with 9 other brothers and sisters. Growing up John was very sick and was in the the hospital for a long period of time. According to Kaplan, Howard S â€Å"600 kids in the Boston area were suffering from scarlet fever†. (1) Many kids were suffering from scarlet fever along with John F. Kennedy. John F. Kennedy was also suffering from a few other diseases including a stomach disorder and Addison’s disease. Despite having all of these illnesses it did not stop him from playing the one true thing he loved, sports. John and all of his other brothers were all very competitive when it came to sports. According to ED. Kelle S, John was very good at sports but unfortunately he â€Å"hurt his back playing football at harvard†.(6) John eventually joined the Navy during WW2, while on a mission a Japanese Destroyer shot at the cruise boat he was on. while his boat was sinking he saved one of his other soldiers and had to swim with him 2 miles to a near by island. Unfortunately his time in the service hurt his back even more and when he returned home he had to have back surgery. William Jefferson Blythe 3 was born August 19, 1946 in Hope, Arkansas. Bills father died 3 months before he was born in a car accident. Bills’ mother left him with his grandparents because she left to go to college to become a nurse. Bills’ g... ...Raffaelle. Detroit: Gale Group, 2003. Student Resources in Context. Web. 13 Feb. 2014 7. O'Brien, Steven G. "Bill Clinton." American History. ABC-CLIO, 2014. Web. 14 Feb. 2014. 8. "John F. Kennedy." American History. ABC-CLIO, 2014. Web. 14 Feb. 2014 9. William Jefferson Clinton (1946 - )." N.p., n.d. Web. 12 Feb. 2014. 10. "The John F. Kennedy Administration." Presidential Administration Profiles for Students. Ed. Kelle S. Sisung and Gerda-Ann Raffaelle. Detroit: Gale Group, 2002. Student Resources in Context. Web. 24 Feb. 2014. 11. "John F. Kennedy." Image. John F. Kennedy Library. American History. ABC-CLIO, 2014. Web. 13 Mar. 2014. 12. Greenberg, David. "Impeachment Trial of Bill Clinton." Dictionary of American History. Ed. Stanley I. Kutler. 3rd ed. Vol. 4. New York: Charles Scribner's Sons, 2003. 238-241. Student Resources in Context. Web. 13 Mar. 2014.

Every Child A Reader Program (ECARP) Essay

Goals Activity/ies Target Venue Participants Budget Allocation Funding Source Improve reading and numeracy skills of grades 1 – 3 pupils following the revised K to 12 program; Strengthen teachers’ capacity to teach and assess reading and numeracy skills effectively; Strengthen school heads basic literacy and numeracy skills as instructional managers, supervisors; Improve management and administration of  the program (includes planning, operations, sharing and implementing best practices (including action research), monitoring and networking). Set reading and numeracy standards; and  Establish a reading and numeracy program and a sustainable professional development system. Mentoring / Learning Partnership by division or by cluster following the Department of Education Model to Enhance Teaching and Learning Selection of Division School Mentors/Learning Partners (1 grade I teacher per school Direct training of mentors/ Learning partners with all Division School Administrators Trained at least 1 grade 1 teacher per school who will serve as the Learning Partner (Mentor) Region III 6,421/50 – 129 DepEd RO3 Conference Hall All Division Education Program Specialist for Mother Tongue, Filipino and English School Manager of the Selected School 1 Teacher/Mentor/Learning Partner 80% 0f the 1.1M 880,000.00/20 divisions= 44,000.00 training assistance per division Or 880,000/5 Clusters= 176,000.00 (Trainings shall be conducted by the Regional Office) ECARP funds On-the-Ground Mentoring/ Learning Partnership SLAC/ DisLAC to discuss, address, and plan the following: 1. Issues and Concerns in Teaching Reading 2. Reading Lesson Plans 3. Development of Teaching/Learning Materials Monitoring and Evaluation Provision of additional technical assistance Respective divisions All Division Education Program Specialist for Mother Tongue, Filipino and English School Manager of the Selected School 1 Teacher/Mentor/Learning Partner 20% of the 1.1M 220,000.00 (support to School-based Mentoring/Learning Partnership Program – SLAC) Ecarp Funds Total Budget Allocation 1.1 Million

Inca Empire Significance

What made the Incan Empire so historically significant? Rachael Cardenas Block 6B From 1438 to 1535, the Incan Empire made a historical impact. The Incan Empire was located in South America on the western coast in the present countries of Peru. (Tagle. ) Three-fourths of the Empire was located within present day Peru. Since the rule of the Empire did descend through familial ties, the ruling emperor was chosen on account by his family dynasty. (Hutagalung. ) The empire of the Incas merits importance and note due to its contributing factors of roads, agriculture, and medicine.The Incas’ construction of roads was the most impressive contribution of public works than any other ancient culture. The roads in total were estimated to be 14,000 miles of paved roads and bridges. What made the building of the roads so remarkable was the diversity of the land such as swamps, mountains, valleys, snow, and deserts. Since the area surrounding the roads by the coast was dusty, the Incas buil t them on causeways to keep them free from sand being blown or pegging out. (Baudin. ) Likewise, the roads near the swamps were built on stone viaducts.In high regions where there was high rain or snowfall, the Incas paved the roads with cobblestones or flagstones. Also, the steep slopes were stabilized by means of steps, which cut into living rock. The accomplishment of these different types of roads was significant to history because it demonstrates that the Incas were able to maintain proper road structure throughout the Empire despite the obstacles each region’s natural environment presented. (Hutagalung. ) There were two main roads which connected the north and south territories along the coast and along the Andes Mountains.These two main roads were linked to a shorter network of roads within each of the two territories. However, later there was another major creation of roads that was called the Andean Royal road; this road was over 3,500 miles long, which is longer tha n the longest Roman road. This road extended from Quito, Ecuador in the north, passed through Cajamarca and Cusco, and ended close to Tucuman, Argentina. (Baudin. ) Some of the smaller road networks as well as the Andean Royal road were used so often that they became permanently part of the landscape.As a result, these roads remain critical, modern-day arteries of transportation. A noteworthy fact about the Incan roads was that the roads never experience the roll of a wheel or the stomp of a horses’ foot because the Incas did not know the existence of the wheel and there were no horse natural to the area. (Martin. ) For the transportation of goods from one part of the empire to another, the Incas used llamas. The llamas also assisted Incan travelers in their travels between the north and the south territories.The roads of the Incan empire were a key factor in communication between territories. Throughout the Empire, messengers, or chasquis, carried information using these ess ential road networks. These messengers were chosen from the fittest and strongest men of young males. (Kruschandl. ) They lived in cabins, or tambos, in groups of four to six. If one was tired and needed to rest, another one would meet him and try to memorize the message; in this way the tired one could rest in the cabin, or tanpu, while the other continued the messages’ delivery to its final destination. (Baudin. Since these messengers lived on the roads, the tanpu always had food and clothing available for the messengers. A chasquis would travel more than 300 miles every day. Communication of important messages and transportation of essential goods flowed easily due to the combination of the well-constructed roads and logically developed messenger system. (Hutagalung. ) Also, because the military commanders of the Empire could easily move troops, they could quickly bring control where there was trouble. Priests, herders, or leisurely travelers are other examples who used th e Incan roads.In brief, the roads of the Incan Empire were not only a great benefit to its people who made use of it every day, but also to the Incan ruling class who demonstrated the power of the Incan state. The agriculture of the Incan Empire included every type of environment imaginable. The Incas developed an agricultural system so that plants could grow in such assorted surroundings. They were able to grow enough food to feed 15 million people with ancient technology and as well to have a 3 to 7 year surplus. In this way, the Incas grew a diverse set of plants compared to current systems of agriculture. Martin. ) The Incan farmers were great farmers; farming a dozen root crops, such as three grains, three legumes, and more than a dozen fruits. The three staple crops were potatoes, corn, and quinoa. In this case, the seeds of quinoa were used to produce flour, soups, and cereal. Similarly, corn was special to the Incas and used in religious ceremonies. In fact, they also used t he corn to make a drink called chicha. (Baudin. ) More importantly, the Incas were the first civilization to harvest and plant potatoes. The Incas produced over 200 hundred potatoes; a remarkable harvest for a type of plant.This allowed the Incas more choices of what to plant; so the Incan people can feed their families which the wealth of the Empire kept flowing. In addition, the Incas were able to grow tomatoes, avocados, beans, peppers, squash, and coco leaves to make chocolate. These plants, as well as others, were grown and sold in markets in the Andes Mountains by Indian, rural peasants. Correspondingly, several of these crops were exported to European countries: some of the crops were potatoes, peppers, lima beans, and tomatoes. (Martin. However, since a majority of the Incan crops were not exported, many of these crops were unknown outside of the Andes Mountains. (Baudin. ) The planting and harvesting of all of the crops supported the Incan Empire through an established, thr iving distribution system. The Incas are responsible for two main inventions. The Incas invented the first freeze-dry method of storage. The Incas first left their food out in the cold to freeze. Second, they stamped on the frozen food to squeeze out the water. Lastly, they left their stamped on food in the sun to dry.This freezing method worked; if they wanted to use dehydrated foods, they just added water to the foods. This type of freezing method assisted the Incas greatly because they were able to save their food without risk of it going bad. (Martin. ) Terrace gardening was another development that the Incas invented. The Incas carved steps of flat land up on the side of the mountain to create flat land for farming use. This allowed the terraces to keep rainwater from running off and also reduced erosion. As a result of this success, the government built aqueducts to carry water to farmlands for irrigation purposes. Baudin. ) These agricultural inventions and successes increase d productivity and resulted in the farming of the Incas to expand to the farming areas. Above all, the agriculture of the Incas allowed the economy to keep flowing with trade and commerce. In terms of medicine, the Incas made many discoveries. Felipe Guaman Poma, or known best as Huaman Poma, was a man born in 1550 in Peru. (Tagle. ) He wrote the complete historical manuscript of information of the medicine practice in the Incan civilization. Today scholars now know that the Incan medicine was a complex ix of different medical treatments and specialties. The Incas considered that the cause of all the sicknesses were by the act of supernatural forces. They also believed that sins against the gods, lies, as well as breaking Inca laws were enough reasons to become ill. The cures for the sicknesses were combinations of minerals and herbs, followed by magic spells and prayers. The Incan medicine was known to treat sicknesses in the immune system effectively. (Tagle. ) The Incan people ha d treatments which allowed the increase of natural production of white cells; including the end of the progress of some diseases.The Incas were able to cure their people with this knowledge that they had of medicine. (Kruschandl. ) The Incas had three types of doctors who worked in partnership. The first type of doctors was known as Watukk. The job of Watukk was to find out the cause of the sickness; he did this by researching the daily life of the patient. He explored the emotional, physical, and pathological health of the patient. The Watukk was responsible for pinpointing the correct diagnosis of the patient’s illness. The second type of doctor was known as the Hanpeq, who would then apply his medical knowledge about the diagnosed disease.He would combine and connect the properties of herbs and minerals treat the patient. He also paid special attention to ensure that the post-treatment was accurate and enabled the patient to become healed. Today, the Hanpeq is what we call a Shaman: a religious, mystical, and natural medicine doctor. The last type of doctor was known as the Paqo. He was known to treat the soul of the patient. The Incan doctors believed that the soul lived in the heart of the patient. His major obligation was to harmonize the spiritual health with the physical health.In addition because a patient’s body could have varied reactions to a treatment, the Paqo monitored the patient’s treatment. Generally speaking, the Paqo was responsible for minimizing any possibility of a negative reaction to the patient. (Kruschandl. ) The Incan Empire also had other individuals and doctors who would help patients through the use of supernatural means. Incan medicine had so many complexities: it classified and treated sadness, anxiety, depression, anger, regret, just to name a few. Some Incan medicine addressed psychological illnesses such as insanity, madness, dementia, or grief.Incans also performed skull surgeries. The patient had a rem arkable 90% chance for survival, which is extraordinary due to the materials and knowledge of the Incan doctors. When in the surgeries; the Incan doctors performed maneuvers in the wounds that were so precise that hardly any cases of infection were documented. Scholars today have few manuscripts that explain how the Incan doctors worked; however, most of the precious Incan knowledge has been destroyed. (Tagle. ) The text The History of the Incas portrays how a doctor’s knowledge was passed from father to son.If the son was skilled enough, the family would send him to gain education in an Incan school of medicine in the city of Cusco. As a student could go to medical school in present day today, the scholar back then would learn advanced techniques and gather the knowledge of Incan medicine taught by the Amautas. The Amautas were people who dedicated their entire lives in search for answers so that they could pass down knowledge and wisdom to the next generations. (Tagle. ) Th erefore, the Incan Empire was advanced in medicine due to their medical discoveries and accomplishments.Aiding in the Incan medical advancements, a medical student would go to an Incan medical school for three to five years, depending on the skill level of the student. The education was rigorous, as the scholar had to learn and use herbs and mineral properties. The scholars would then learn the correct quantities of cures needed for cures. (Kruschandl. ) The professors taught the students how to discover the sicknesses and how to cure them. When the student finished medical school, he had to spend various years in practice before he was considered ready to be a doctor.Because of the rigorous process an Incan doctor had to endure, Incan medicine made great advancements during its time. (Tagle. ) All in all, the Incans were able to achieve a variety of inventions in the fields of road construction, agriculture, and medicine. The Incan Empire’s had many accomplishments and disco veries helped to create a noteworthy empire, despite not having as many resources as the Roman Empire. MLA Works Citied Section Baudin, Louis. â€Å"Incan Roads. † World History: Ancient and Medieval Eras. 12 April 2012: n. page. Print. .Hutagalung, Michael. â€Å"Inca Roads and Chasquis. † discover Peru: Peru Cultural Society. July 2005: n. page. Print. . Kruschandl, Nelson. â€Å"Inca Medicine. † THE INCAS. 2007: n. page. Web. 18 Apr. 2012. . Martin, Phillip. â€Å"The Inca Empire-Terrace Farming. † Incredible Incas. 2008: n. page. Web. 18 Apr. 2012. . Tagle, Alex. â€Å"Inca Medicine. † Peru Travel Confidential. 2009: n. page. Print. .