Tanning Beds Should Be Banned Essay Example | Topics and Well Written Essays - 2000 words

Tanning Beds Should Be Banned - Essay Example The tanning beds again are accessible as their popularity also enabled the growth of salons. Tanning bed salons are found in almost every area. The tanning service done indoors allows for a cosmetic tan in moderation and control of the skin form and a regulator that minimizes the danger of overexposure and sunburn. The affirmative psychological benefits of tanning can also be as a result of other factors saves for endorphins. The advantage alleged by the tanning industry with regards to the tanning indoors different from the outside tanning is the quantity of control the tanner bears. An often alleged advantage of non natural tanning is the increased production of Vitamin D. The utilization of Vitamin D offers a supplementary reliable, fair and clearly protected way to acquiring the desired Vitamin D (www.time.com, 1) Indoor tanning beds may perhaps or might not be valuable for the treatment of SAD. It is plausible that the advantage that numerous SAD patients experience is more as a result of tanning leaving a sense of good feeling in general, instead of treating the SAD itself because the tanning beds do not generate wavelength of light required for an efficient treatment of SAD. WHO on Tanning Beds and Cancer This article tackles the effects of tannin g bed as researched by The World Health Organization’s Agency for Research on Cancer (IARC). The article reports that tanning beds have hard harmful effects on populations as well cause cancer. WHO has declared tanning bed usage, a vital cancer danger. It reports that the organization ranked UV tanning beds to its highest cancer risk grouping, â€Å"carcinogenic to individuals." According to the article, the faction had previously categorized sun lamp and tanning bed application as potential â€Å"carcinogenic to humans.† It offers information connecting the indoor tanning to the lethal skin cancer melanoma which is ample and undeniable. A remarkable increase in melanoma, mostly among the youthfu l women, has been observed in recent years. Studies done imply that the past decade offers enough evidence to ascertain that, tanning bed use, has had a significant role, jointly with exposure to direct sun. A tan which excites many people who view it a sign of health are unaware of its dangers to the skin (Boyles, 1). The IARC faction met and reviewed the research on tanning beds as well as part played by ultraviolet light contact in skin cancer. They concluded that ultraviolet A (UVA), B (UVB) and ultraviolet C (UVC) radiations, all contribute in causing cancer, in animal forms. This is critical because as it contradicts the claims of the indoor tanning industry, which advocated that tanning beds were secure since the bulbs possessed more UVA radiation as compared to UVB. It is reported in the article that melanoma cases in the US have doubled between the periods of mid 1990s to 2004. The research argued that this rapid rise could not be elaborated by screening and prior detection of cancer. It was also reported that tanning before one reaches 30 years linked with an astounding 75% rise in melanoma hazard. It was also discovered that according to the article that young women suffering from cancer between 1973 and 2004 indicated tripling cases on melanoma (Boyles, 1). Reasons against tanning beds and their harm Although

Surveying Essay Example | Topics and Well Written Essays - 750 words

Surveying - Essay Example A developed sense of care for consumers and the associated convenience are factors. Customer utility and distribution, through outlet locations, are therefore important to Virgin Mega Store. The organization has few branches in the UAE and it is not planning to open new branches in other cities. This study explores the two factors with the aim of identifying possible strategies that the organization can use to increase its market share. Symmetrical types of questions were used for the study where by customers of Virgin Mega Store and customers of competitors will be asked same questions. The questions were further be a mixture of multiple choice questions, scaled responses, and questions for identifying the groups. Multiple-choice questions consisted of three to five choices, make 50 percent of the questions, and were proposed because they are fast to use. Scaled responses formed 30 percent of the questions and have the advantage of developing greater understanding into a problem. They will therefore help us to answer the research question. The remaining 20 percent of the questions aims at demographic identification. The offered possible answers are what the researchers consider possible responses. With 100 participants, different points of views were generated to inform on strengths and weaknesses of the company. The study will also help in identification of possible opportunities and threats for the company. Individuals who are between 12 and 30 years old are the study’s population. This is because young people forms a greater percentage of the population of the United Arab Emirates, than older people do, and are therefore likely to account for a significant share of the market. The nation is identified as one of the populations with the highest proportion of young people. The population is inclusive of both genders. Stratified random sampling strategy, which ensures a

Diaspora Placed By Amitav Ghosh English Literature Essay

Diaspora Placed By Amitav Ghosh English Literature Essay RECONFIGURATION OF DIASPORA IN THE CIRCLE OF REASON AND THE GLASS PALACE BY AMITAV GHOSH. Objective: To trace the the notions and feeling of diaspora placed by Amitav Ghosh in his two novels. Diaspora, etymologically derived from the Greek term diasperien where dia means across and sperien means to sow or scatter seeds, diaspora can perhaps be seen as a naming of the other which has historically refereed to displaced communities of people who have been dislocated from there native homeland through the movements of migration, immigration or exile. First used to describe the Jews living in exile from the homeland of Palestine, diaspora suggests a displacement from the homeland, circumstances or environmental location of origin and transfer in one or more nation states, territories or foreign countries. The term diaspora then has certain religious significance and pervaded medieval writings on the Jewish, to describe the plight of Jews living outside of Palestine (586BC.). Another early historical reference is the Black African diaspora, beginning in the sixteenth century with the slave trade, forcibly exporting West African out of their native land and dispersing them into the New World, parts of North America, South America , the Caribbean and elsewhere that slave labor was exploited through the middle passage. These early historical references reveal that diaspora is not always voluntary. Diaspora in, the rapidly changing world we now inhabit, speaks to diverse persons and communities moving across the globe from Kuala Lumpur to Sydney , Harare to Toronto , Paris to Marrakesh or even Calcutta to Trinidad, just as earlier in the twentieth century it mapped the movements of Palestinian refugees from Jerusalem to Amman or Beirut and Pakistani refugees from Karachi to Der-es- salaam. In thinking through the category of diaspora and its link to geographical entities such as nation states, it is thus crucial to consider the important role of nation formation and constitution during the post world war II era. While cultural and literary interrogate contemporary form of movement, displacement and dislocation from travel to exile. Mass migration movements, the multiple waves of political refugees seeking asylum in other countries, the reconfiguration of nation state, particularly in central the concept of nationhood take account of the specific geopolitical circumstances that precipitate the movement of people. The term diaspora used to describe the mass migration and displacement of the second half of the twentieth century, particularly in reference to independence to movements in formerly colonized areas, waves of refugees fleeing war-torn states and fluxes of economic migration. Diaspora has been particularly loosely associated with other terms, particularly transn ationalism, to describe the disjunction and fractured condition of late modernity, however , diaspora needs to be extricated from such loose association and its historical and theoretical specification made clear. While diaspora may be accurately described as transnationalist, it is not one and the same with transnationalism. Transnationalism may be defined as the course of citizens, thoughts, possessions and capital across nationalized territories in a way that undermines ethnic group and nationalism discrete categories of classification, money-making organization and political constitution. But there is a some what slight difference between diaspora and transnationalism, however, in that diaspora refers specifically to the movement forced or voluntary of the people from one or more nation state to another. Whereas transnationalism speaks to larger, more impersonal forces specifically those of globalization and global capitalism. Diasporic subjects are distincted by hybridity and h eterogeneity- artistic, linguistic, cultural, national and these subject are defined by the transversal of the borders demarcating nation and diaspora. Diaspora does not, however, transcends difference of race, class, gender and sexuality nor can diaspora stand alone as an epistemology and historical category of analysis, separate and distinct from interrelated categories. More complexly, diasporic scholars have suggested innovative and nuanced ways of thinking across the once demarcated terrains of identity and exploring the imbrications of ethnic and national categories, while offering insight into the cultural construction of identity in relation to nationality, diaspora, have, gender and sexuality, of course, class inflicts, if not haunts the formation of all these categories. To that end, class disrupts and complicates often in productive ways the intersection of race, gender and sexuality. Diaspora has been theorized from many diverse points of departure- East Asian, South Asi an, South East Asian, Asia Pacific, Carribean, South American, Latin American, African and Central European. Recent uses of homeland, rational ethnic identity and geographical location to deployment of diaspora conceptualized in term of hybridity or heterogeneity. While diasporic studies has emerged as an important new field of study , it is not without its critics. The term diaspora has been critiqued as being theoretically celebrated while ethologically indistinct and a historical. Some scholar, arguing that diaspora enters into a semantic field with other terms and terrains, such as that of exile, migrant, immigrant and globalization, have assented that diaporic communities are epitome of the transnationalist moment, other critics have resisted and critiqued such celebratory models of thinking diaspora, noting that such celebration are often a historical and apolitical, failing to note the different contexts allowing or prohibiting movement globally or even locally. For example, Bruce Robbins(1995) offers a close readings of four journals diaspora, boundary 2, social text and public culture that have broken new ground in stimulating and supporting work in the international area, the non specialist area beyond area studies, and each of the m see the work it publishes as in some senses adversarial(P97). In his analysis he describe diaspora as one of the four journals which has gone furtherest through never without qualification toward celebrating transnational mobility and the hybridity that results from it as simple and sufficient goods of themselves (P98). While Robbinss description of diaspora as a journal that celebrates transnational mobility is itself somewhat problematic, the article importantly as how and why do reputed academic journal contribute to and also map out terrain of intellectual engagement centering around the question of nation formation and migration within a transnational frame? And how do these journals valorize certain types of the theorization of nation specifically those centered on global mobility over others? Analogous of the problematic use of the term border within branches of area and ethnic studies in general, the term risks loosing specificity and critical merit if it is deemed to spea k for all movement and migration between nations, within nations, between cities and within cities. Some feel separated when they are out of their country while there are some people who feel separated and alienated even in their own country, and colonial power was one of the major reason for their alienation. Many Indian writers have contributed to the rich tradition of English literary studies. Writers like Mulk Raj Anand, Raja Rao and R.K.Narayan ,were the ones who made Indian English literature recognized and all were subjects of the British rule in India. Writers like Nirad. C.Chaudhari chosen the English coasts because his views were not willingly accepted in India. Salman Rushdies imaginary homeland encompasses the world over. Salman Rushdie, V.S Naipaul, Amitav Ghosh, Anita Desai, Rohinton Mistry, Vikram Seth have all made their names while residing abroad. These nonresident Indian writers have tried to discover the feelings of displacement in all of their literature. In one of his interviews, Amitav Ghosh said that I dont think migration signifies one thing. There are so many reasons why migrations take place it could be economic, social, political or even related to education. Amitav Ghosh is one of the well known face in English literature. His work received great critical acclaim: winning several awards and major nominations. His work deals with remarkable themes set against historical backdrops. His writings reveals about his subterranean connections and patterns. But his all the various ideas that inform his work are basically his characters whose life engages us and take us to some magnificent imagined places and times. Some of his novels are: The Circle of Reason (1986), Shadow Lines (1988), The Calcutta Chromosome (1995), The Glass Palace (2000), The Hungry Tide (2005), Sea of Poppies (2008). THE CIRCLE OF REASON The Circle of Reason is the first novel of Amitav Ghosh. The Circle of Reason is remarkable for many reasons. Its theme is different from traditional concerns of Indian English fiction. It challenges a direct and simple appreciation. In fact, it needs a different types of approach to be grasped fully. The book itself is sort of a paradox. It exuberates restlessness with extreme control and poise. The new thrust and lift that came to Indian English fiction duing late eighteenth and nineteenth century is partly due to this path breaking work. It is daring in its experimentation with form, content and language of the novel. The novel, although not strictly organized, is episodic in nature or we may call it picaresque. The novel is a journey in irregular. Traditionally the protagonist Alu should have gone from tama (darkness) to satwa (purity). Ghosh freely mixes a chain of thoughts. He superbly mixes past, present and future of his book. He describe one incident and if the incident links itself to any past happening, he immediately goes to that past incident. Through whole novel he played with changing consciousness. So the whole fabric of the novel keeps floating, goin backward and forward. In any case present is born out of past. So why should one not go to the great reservoir of memories, dreams and desires i.e past. The novel is crowded with characters. Alu is the only constant factor who lives by trial and error method, falls at times, stand up again and finally moves on to realize his potential, if he has any. The novel, without becoming a melancholic case history, underlines the troubled times, t hrough which all of us are living. Like a typical ended novel, it ends without providing readymade solution. There is a soothing effect at the end. Different threads seen to draw together yet there is no effort at preaching. In a typical picaresque fashion, Alu moves from Lalpukur in India to Al- Ghazira in Egypt and then to a small town in north eastern edge of the Algerian Sahara. The first section of the book contains many instances of migration. One of the instance from the book is that of Balarams birth year 1924, which forces author to think about the mass Indian migration to West. The People of Lalpukur, for example, had seen vomited out of their native soil(p 59) in the massacre connected with the partition of Indian. Within the novel people witnessed one more time that the spectacle of people being thrown miles away because of the civil war that led to the emergence of Bangladesh. The journey of Alu, although, does not bring any kind of satisfaction or success. It celebrat es the sense of unquiet wanderings. Its goes on and on searching a vision suitable for present timer. It is like chasing a phantom that ultimately vanishes into the thin air. The Circle of Reason has both historical as well as mythological elements . Mythical references have been moulded to reflect contemporary condition in a true new historicist fashion. Here ghosh nicely weaves ideas, characters and metaphors through magic and irony and develop his fictional motifs. Characters in the novel are not far from metaphors, they become metaphors. The charcters as well as different situation of the novel stand for rootlessness. Sometimes, I also wonder of our fascination about the idea of rootlessness. The present piece of work seems obsessed with his idea of migration. Migration, diasporic feeling, rootlessness and a new kind of sensibility born out of these factors what is new, typical and unique of our age is loneliness and sense of vacuum that comes with the individual migration or m igration of comparatively smaller groups. In real sense everyone is away from the roots- where have all the roots gone. There is nothing in this novel that can ordinarily be called a home. Sometimes novel seems confused and one is not sure about the city or village. Its goes back and forth from Bangladesh to Calcutta, then Middle East to Kerala. The story moves in very uncertain atmosphere. The novel can be called an eternal chronicle of restlessness, uncertainty and change. The novel basically tells three stories. The first part deals with the story of Balaram. He is rationalist and is very much influenced by Louis Pasteur. He has no involvement with people and he is equally cynical. Alu (Nachiketa), the protagonist, is a nephew of Balaram. He is a only one who survives in the family. The second part of the novel tells another tale. An earthly, zestful trader tries to bring together the communities of India and Middle East. But those efforts remain unrealistic. The third part in the story of Mrs. Verma, who, outrightly rejects the rational thinking. At the end of the novel, these three are in the search of newer horizon, unformed hopes and ideas. On an allegorical plane Alu is someone rooted in identity. But as we will see by his torturous wandering, Alu seems only to satirize his name. Ghosh divide man as mechanical man and other type of man can be easily assumed, thinking man. In this thinking, Ghosh, is talking about the Man on the loom or even furth er the idea behind on loom and not just the instrument. It is also the idea behind history. Loom united human race at times, it divides at other. It brought victories to some, subjugation to others. This passage is significant in its historical perspective, simply because the author here goes not to mere events or states of being but to themes that run then. The anti colonial note against the monopoly of hand shine cloth in obvious. There the relation of loom to computer, the most advanced achievement of Man at machine, is beautifully and factually established. Through this book Amitav Ghosh portrayed his diasporic feelings, loss of homeland and rootlessness which were clearly understandable and warmly felt. THE GLASS PALACE Tracing Indian lives in Burma, Amitav Ghoshs The Glass Palace (2000) recall Burma as a part of British India. Ghosh, who is from India, attempt to bring the suppressed history of subaltern in this novel. The Glass Palace is therefore condemned to record in exit ential dilemma. Where in the subjects is inevitably partitioned, a confused refugee never quite focus nor contained within the frame. Ghoshs characters, in this most spacious of his fiction, literally include both kings (Thebaw, Queen Supalayat, The Burmese Princess) and commoners ( Dolly, Raj Kumar, Saya John, Uma) but what unities them all is the unavoidable narrative of colonial dislodgment. If any single motif frames the grand picture, it is the occurrence of the English soldiers. That these soldiers as turn out more often that be Indian sepoys and some time ever, Indian officers- compound the puzzling effect. As Ghosh tells us , that smoke of dusts tend to hang over the imposing scenario. Whole cities are on the run and it is often impossible to see far given the apprehensive conditions. The Glass Palace of his title, it turn out, indicates both the magnificient half of mirrors which form the centre piece of the Mandalay residence of Burmese royalty are the name of a small photo studio where the books action appropriately ends. A writers business was to write and problematic values could, in his view, be interrogated as effectively in chapter sixteen. The rest of the forty eight chapters of The Glass Palace concern, during period of history both harrowing and exciting, the interaction between three families: of Dolly and Raj Kumar in Burma, of Uma and her brother in India and of say John, Raj Kumar and Matthew in Malaysia. Ghoshs novel, one can argue that coincidence represents what post modernist would call break in the logic of narration, just as post colonialism mark a disjunction from the earlier trajectory of colonialism. Migration in this book of Amitav Ghosh is the real experience: the protagonist suffer from it to larger extent as the role was assigned to him. Ghosh tries to focus on the reason of Indian involvement in imperialism and also takes in the economic perspective. Many Indians who were in the roles of businessmen and soldiers were involved and victims who throughout helped the British to conquer and sustain their empire. Other characters of the novel struggled for the Indian independence and few even revolted against the Britishers. In the light of emigration as a worldwide phenomenon it is indeed, Ghosh in his novel The Glass Palace managed to confine the past and what it must have meant to move to abroad settled down there and then be thrown out of there by war. It gives out the feeling of conquered and exploited and the terrible pressures and tensions of those people who were part of more than one ethnicity and culture, an almost usual result of the movement of people and the British empire set in motion. In his writings, Amitav Ghosh portrayed his diasporic feelings, loss of homeland and rootlessness which were clearly understandable and warmly felt while going through his work. Selected Bibliography Ghosh, Amitav , The circle of reason, publish (ravi dayal publishers) 2003 Ghosh, Amitav, the glass palace, new York, random house inc,2002 The Indian Diaspora: Dynamics of Migration,(sage publication)2004 Robbins, Bruce, Internationalism in Distress. Essays : The Imam and the Indian (2002) Exile literature and Diasporic Indian writers by Amit Shankar Saha Interviews: Migration of the reality of my times by Amitav Ghosh to India e news.

Psychotherapy for Anorexia Nervosa Essay -- Health Disorders Weight Lo

Psychotherapy for Anorexia Nervosa What is anorexia? Anorexia nervosa is an eating disorder that consists of self-regulated food restriction in which the person strives for thinness and also involves distortion of the way the person sees his or her own body. An anorexic person weighs less than 85% of their ideal body weight. The prevalence of eating disorders is between .5-1% of women aged 15-40 and about 1/20 of this number occurs in men. Anorexia affects all aspects of an affected person's life including emotional health, physical health, and relationships with others (Shekter-Wolfson et al 5-6). A study completed in 1996 showed that anorexics also tend to possess traits that are obsessive in nature and carry heavy emotional reliance on other people (Herpertz-Dahlmann et al 461). Dependency, self-directed hostility, and assertiveness did not correlate highly with anorexia nervosa as assumed (Rogers and Petrie 138). In addition, anorexics tend to require constant hospitalization which incur personal and systematic costs (Shekter-Wolfs on et al 6-7). Methods of Clinical Assessment In order for a person to be diagnosed with anorexia nervosa, they must possess the two essential psychological symptoms of the drive for thinness and the body image distortion problem. According to the DSM-IV, anorexics are categorized into two categories, restricting and binge-eating/purging types. Another assessment device is the Eating Attitudes Test and the Eating Disorders Inventory. The evaluation of an affected person should be multidimensional and comprehensive because of the severity of this problem (Shekter-Wolfson et al 10). After this has taken place, a formal interview with the client is conducted. This interview consists... ...9: 101-105. Herpertz-Dahlmann, B., Wewetzer, C., Hennighausen, K., and Remschmidt, H. (1996). Outcome, Psychosocial Functioning, and Prognostic Factors in Adolescent Anorexia Nervosa as Determined by Prospective Follow-up Assessment. Journal of Youth and Adolescence. 25: 455-465. Rogers, Rebecca L., and Petrie, Trent A. (1996). Personality Correlates of Anorexic Symptomatology in Female Undergraduates. Journal of Counseling and Development. 75: 138-141. Shekter-Wolfson, Lorie F., Woodside, D. Blake, and Lackstrom, Jan D. (1997). Social Work Treatment of Anorexia and Bulimia: Guidelines for Practice. Research on Social Work Practice. 7: 5-20. White, Mark B. (1997). How Good is Family Therapy? A Reassessment. Journal of Marital and Family Therapy. 23: 93-94. Yager, Joel (1994). Psychosocial Treatments for Eating Disorders. Psychiatry. 57: 153-168.

Paradoxical Twins Case Analysis Essay

1. At the end of Part I, how would you describe the organization design of both Omega and Acme? What factors led you to this conclusion? By the end of Part I, it is clear that Acme is a more mechanistic organization focusing on efficiency and profits, while Omega aligns itself with an organic organization structure focusing on cooperation, collaboration, and integration. Acme is mechanistic with a clear vertical structure; this conclusion is reached when looking at various factors. Factors include the degree of specialization, formalization, and centralization. Mechanistic structures are highly specialized, highly formalized, and centralized similar to Acme. Specialization can be seen through narrow job descriptions with clear responsibilities, while high formalization can be seen through the well-defined organizational charts and â€Å"tight ship† management style. The high level of both specialization and formalization indicate a centralized environment, which is verified in Part I by the fact that managers wish they had greater decision-making influence (â€Å"more latitude†). Furthermore, the structure at Acme has an end goal of efficiency and cost control, similar to most mechanistic organizations. Omega, on the other hand, has an organic structural design with an emphasis on collaboration, cooperation, and employee satisfaction across and among departments. This emphasis shows Omega’s focus on effectiveness, especially in the internal process, which combined with management’s team-based emphasis on making everyone feel as if they are part of the team and taking the time to listen to suggestions (a little too much time occasionally) furthers the conclusion that the company is organic. Furthermore, CEO Rawls does not believe in organization charts or written memos indicating low formalization and a decentralized decision-making process (without organization charts, authority is less defined). Low specialization can be seen through one workers initial experience at Omega where he or she worked in two different departments within the first two days. Both facts (low specialization and formalization) are indicative of a horizontal structure that aligns with the conclusion that omega is more organic. 2. At the end of Part III, how can you explain the differences between what happened at Acme and at Omega? (Link the background facts with the behavior and problems and then to the outcomes observed, and then explain the relationships between these three elements.) At Acme, Tyler led the authority and assigned tasks to each department once the project came in, but cross-department communication was lacking. The rigid organizational structure with set rules and procedures did not allow for the departments to collaborate. Instead, departments were functional and focused only on the task for their section. Furthermore, Tyler was not being informed of the errors occurring in each department perhaps because in a large, hierarchical system it takes longer for information to reach its end destination (whether that be the top or bottom). His â€Å"hit the roof† mentality took a blame approach, which is not productive for employee morale. Read more:  Essay on Paradoxical Twins Acme The photocopier manufacturer mentioned that in this phase, speed was critical. Mechanistic structures work better in stable, known, simple environments where situations are routine and the goal is control and efficiency. This prototype production process involved greater uncertainty considering the prototype had to be produced before final designs were approved. Furthermore, the routine for this process was still being developed. Due to the unknown, changing, and non-routine nature of this project, an organic structure such as Omega was bound to due better because it is more flexible and adaptable. At Omega, Rawls immediately set up an initial meeting where all the departments heads could discuss the project together and collaborate. Though the start up time took longer this way, problems were solved up front so time was saved later, quality was improved, and bottlenecks reduced. Cross communication and collaboration is key with a non-routine process and greater interdependence level was required. The level of interdependence required proved to be a negative aspect for Acme due to the lack of cross-department communication, but worked in Omega’s favor. It is important that structure align with strategy, and in this initial case Omega’s organic, team-based structure aligned with the speed strategy that the photocopier had required. When information is shared in a quick manner, without vertical impediments, the whole process moves along much more quickly and collaboration enables efficiency. Through coordination and the team-based mentality at Omega, the company was able to take a problem-solving approach and address issues of design errors up front whereas Acme did not even realize the design flaw because of the organizations focus on high specialization. Each department focused only on what they specialize in so errors were nearly impossible to catch. Acme’s inflexible structure required the company to go back to the beginning when the new design was approved, setting the company further back. Omega, on the other hand, adjusted easily to the new design because of its adapting nature. Tyler, as a leader, made the mistake of assuming the team would work as efficiently as they have in the past considering this project was a rush priority with a different required strategy and different end goals. Tyler made it a point to communicate new developments to the photocopier company, but he did not communicate any of the issues/developments that were arising. Rawls, on the other hand, communicated instantly with the photocopier company once the flaw was discovered. Essentially, the problem was the same for both companies—certain parts could not be received on time and engineering the assembly was difficult. However, how each organization approached the problem, as led by the type of structure in place, is what led Omega to succeed and meet the speed deadline determined by the photocopier company. Omega’s organic, adaptable, collaborative structure was more efficient for problem-solving scenarios, which this project was and allowed Omega to meet the deadline 10 days before Acme and with greater reliability. Acme’s vertical structure with rigid procedures would take longer to communicate problems from the bottom to the top. It took longer time to take action with Acme’s formal, hierarchical structure. These factors combined with its inflexible nature led Acme to be outdone by Omega. 3. At the end of Part IV, how can this turnabout be explained? Ultimately, the goal for phase two, once the prototype was developed was to cut costs and ensure quality control. Given that the production process had already been created, this second phase project had a greater degree of certainty and routine. Once each company figured out how to engineer the assembly, the process became routine, which is better suited for a mechanistic structure. If your end goal is to cut costs, specialized and rigid structures are better and more efficient as Porter’s low cost strategy shows. The degree of routine allowed each functional team (department) at Acme to focus on their specialization, which eliminated the problem of quality control. There was no guessing this time of how to best assemble the product. More time could be spent on figuring out ways to cut costs. When control and efficiency are the end goal, a mechanistic structure works better than an organic, adaptable, and problem solving structure. Organic structures are contingency-based, which was not as helpful in this case because of the greater degree of certainty. Omega should have been seeking ways to reduce costs, but instead focused too much on collaboration this time and on the management philosophy of maintaining employee satisfaction. Once again we see that when strategy (low cost) does not align with structure (organic), the end result is not achieved. Omega’s lack of detailed organization charts and specific job responsibilities most likely created internal confusion as well. At Acme tasks became standardized and job roles were well defined. At Omega, job roles were not clearly defined, and it is possible that, as mentioned earlier, too much time was spent on â€Å"listening to suggestions and making sure everyone understood what was going on.† While Acme was focusing on doing things right, Omega was focusing on doing the right thing. Also, considering the high volume that needed to be produced, it makes sense that Acme received the contract in the end since the company specialized in low cost, high volume projects. 4. If you were to consult with the Presidents of Acme and Omega, what advice would you give (to each one) concerning future survival and success of their firms? Explain your reasoning. What each company should learn from this example is that it is never ideal to be too mechanistic (rigid and structured) or too organic (loose and flexible). Each has its benefits depending on the type of project and what the end goals are, but as this case demonstrates each company failed at least once and succeeded once. Acme’s president should try to integrate some organic components into their structure, and Omega should integrate mechanistic components into their structure. A hybrid system would be ideal to get the best of both structures. A matrix, in essence, would prove to be a more efficient and effective structure. Well defined authority structures are needed so that workers are not confused about what their roles and tasks are, and collaborative environments should be encouraged as well in case there are times where problem solving needs to be done. To be more specific, at Acme, instead of acting as functional teams, the teams should be cross-functional which allows for collaboration, and the managers should be given a greater level of decision-making power (increased lateral). Something needs to be done so that it does not take so long for information to travel. Tyler should consider investing in an HR department if one does not already exist and on the internal environment because satisfied workers are generally more efficient. If a worker feels like they are a part of the team, he or she will want the company to succeed and work better towards that goal. Tyler should have department heads be on the same horizontal level and ensure cross communication occurs. So that he doesn’t have to do this himself, the idea of a project manager can be introduced. Someone from the outside can be brought in to coordinate between the departments and ensure deadlines are being met and that solutions are being worked on when a problem arises. At Omega, job responsibilities should be narrowed and clearer and greater measures should be taken to maintain control. There should be some sense of an authoritative figure or two. There seems to be a lack of line authority and without unity of command, there is room for confusion. Rawls should not spend so much time listening to suggestions and can instead hire someone to do that for him. As head of the company, he should be focusing on bringing in business and not trying to micro-manage everyone. In this company, there is too great a degree of lateral structure. Instead of everyone meeting together all the time, only department heads should be meeting regularly. The heads can have greater discussion with their own team and then report back to one another. A structured flow of ideas will save time. Greater specialization and formalization is needed because if workers are unsure of what their roles are how can they be expected to perform. Broader categories can be established such a s marketing, operations, engineering, etc. Rawls should also look into written communication to ensure the company is well organized. Meetings take up a greater amount of time, and with writing there may not always be a need to physically meet. It is important to remember that structure and strategy alignment will lead to success. Therefore, the structure must be somewhat flexible to adapt to strategy, but rigid enough to address end objectives such as cutting costs and maintaining efficiency. The matrix structure is the ideal balance, combining the best of both mechanistic and organic to achieve business objectives. The best part is that it can be tailored to each organization so Acme can retain it’s vertical nature for the most part and Omega can still focus on collaboration, but elements of the opposing type are introduced to achieve greater balance. â€Å"This is my own work. I have not discussed this case with anyone, nor have I used someone else’s write-up of the case, either current or past students or from the Internet.†

Health and safety in schools Essay

There are several key pieces of legislation that impact on how schools manage the health and safety of both their employees, and others who come into contact with the school. This will include pupils, visitors, support workers and parents. Health and Safety at Work Act 1974 defines original structure and authority for the enforcement of workplace health, safety and welfare within the UK. It is the primary piece of legislation covering occupational health and safety in UK. The HSE/local authorities are responsible for enforcing the act relevant to the working environment. This act places the responsibility of ensuring the health and safety and welfare of employees, with the employer. The main ways that this is usually implemented in a school setting are: Ensuring that there is an effective way of reporting any hazards to the appropriate person so that any required action can be taken. Every school is required to carry out regular risk assessments of the premises and activities to iden tify any hazards in advance, but all members of staff should also be aware that risk assessment is an ongoing process, and that they must remain cautious and report any potential hazards to the Health and safety officer. Each school must put in place its own Health and safety policy and ensure that all staff are trained in its contents. All staff should take ownership for, not just their own safety, but also ensuring that their actions, or lack of action, does not cause harm of danger to others, for example if a staff was using a equipment that is for adult use only, it must be used and put away safely and if the staff can see a potential hazard with the item they are using, it must be reported appropriately. If safety equipment is provided, then staff must ensure it is used at all times. For example if goggles were provided for using hazardous materials in science, then they must be worn at all times till the experiment is over and put away. All equipment used within schools should meet recognised standards of safety. This can usually be checked by ensuring that the product displays on of the following safety symbols, the Kitemark shows that the product has been tested and meets the appropriate British Standard. The headteacher is to take overall responsibility for the implementation and monitoring of the school, t hey should ensure: Allocating sufficient resources to meet health and safety priorities Ensuring attendance on appropriate health and safety training courses Liaising with  the employer [OCC] over health and safety issues and the Health and Safety Trade Union Representatives Regularly checking the Health and Safety website Ensuring good communications by including health and safety issues in Staff briefings, bulletins and meetings Organising and implementing termly inspections in consultation with Trade Union Safety Representatives and Governors Overseeing the completion of the arrangements and â€Å"Risk Assessment† for all on and off site activities Ensuring that health and safety is a criteria for performance management and appraisal scheme Formulate and implement a policy for the management of critical incidents How health and safety is monitored and maintained in the setting The Headteacher will develop an effective management safety monitoring system to oversee the operation of this policy. On a daily basis the head does a walkabout to check for anything that can cause harm to the staff and children. All the staff will monitor their classroom so that any issues that occur can be reported. These will include: Inspections Direct observations of staff compliance Managerial reports monthly/termly/annually [as necessary] Surveys Tours Investigations of good practice/incidents/documents Record keeping â€Å"Risk Assessment† – The Trade Union Health and Safety Representatives together with the Governor responsible for Health and Safety will carry out a â€Å"Risk Assessment† once a term and record their findings Performance Monitoring – This school expects full co-operation from all staff at all times Every school will have policies and procedures for everyone in the setting. As well as staff or any adults visitors who come to the school will be following the health and safety procedures. Children will be taught the basic about health and safety – washing their hands, blowing their nose, so  they understand what to do and they will have the school rules to follow related to their safety e.g not to run inside the building as there isn’t must space and they can trip, slip or fall over anything and that there is plenty of room when playing outdoors. They will be taught how to stay safe through age appropriate talks and stories, crossing the road, not running off, how to protect themselves if they feel vulnerable. Practitioners will have training- ongoing and refreshers, in-house training and staff meetings etc. Staff may hold first aid certificates/handling food certificates; hold regular fire drills to make sure they are working and ensuring all electrical appliances are checked annually. The headteacher will ensure that everyone knows their role and responsibilities to ensure that every health and safety precaution/procedure is followed. All staff should check/monitor that everyone/thing is safe. Child Illness – Making sure if the child can attend school, if the illness is contagious or not. If a child falls ill during school hours, you must follow the procedure of the first aid policy. Risk assessments are carried out daily as well to make sure that staff and students are safe at all times. E.g Check that the outdoor area is safe from ‘unknown objects’ and that all gates are locked during school hours so no one can come in or go out without signing in and out. Visitors will have to sign in and out at the main reception. Policies and procedures should be checked on a regular basis (at least annually) to ensure that everything is in order – or added to adapted or changed as and when needed. How people in the setting are made aware of risk and hazards and encouraged to work safely Information and instructions on health and safety matters are available at reception for parents, visitors. The information will be given to teachers, non teaching staff, pupils, governors and visitors as follows: Staff are informed about all existing information held on site by regular updates at staff meetings / induction packs Health and Safety Act on display in staff room Fire drill / evacuation procedure on display around school Use of white board in the staff room Texts – messaging eg for snow days, emergency closure The Health and Safety Policy is signed by staff Deputy updates staff handbook annually and staff provided with regular updates re: health and safety Health and safety monthly item on the staff meeting agenda Will make a suitable and sufficient â€Å"Risk Assessment† for all its activities where a significant risk is identified Will take the necessary preventative and protective measures to adequately control risk Will comply with the other requirements made under this and other Health and Safety Regulations Personal Safety – Members of Staff are reminded that they must not stand on tables or chairs when putting up or taking down displays, there is a step ladder in the hall for this purpose. Personal Property – Handbags etc. should be locked away. Money and valuables should not be left unattended. A lockable cupboard space is available to all staff Responsibility for personal items rests with the individual member of staff Visitors and contractors are informed of any health and safety arrangements which may affect them. It is the responsibility of the teachers to ensure that pupils are aware of existing and new health and safety information via PSHC, class/whole school assemblies, verbal instruction, and demonstrations on use of equipment, class rules/behaviour protocol, signage eg do not run, yellow hazard cones. Fire Risk Assessment can be found in the deputy head’s office. Identify the lines of responsibility and reporting for health and safety in the setting Everyone working in the setting should be aware of the health and safety policies and that they have a responsibility for the safety of the children and staff, in their setting they should know who to report to if they had any concerns regarding any health and safety issues. Statutory Health and Safety responsibilities fall on the LEA and on the headteacher and staff. Headteacher has overall responsibility for the school, she will, in practice, be responsible for enforcing the Health and Safety policy day-to-day. The deputy head acts as the Health and Safety Officer on Site and staff Trade Unions or other safety representatives may be nominated. The governing body, as the management body, should ensure that school staff and premises comply with the LEA’s health and safety policy and practices. The governing body, having control of the premises, must take reasonable steps to make sure that the buildings, equipment and materials are safe and do not put the health of persons at risk whilst they are on the premises. The Medication is administered by office staff and has a designated person assigned. Designated First Aid Area is by the main office, so if anything occurs during play /lunchtime the children know where to go. There are First Aiders around the school as teachers and T.A’s are trained, the First Aid boxes are located all round the school. Play Equipment – Visual inspection made formally by caretaker and informally by staff on duty at lunch /playtime PE co-ordinator checks equipment regularly, she follows current policy and practice ICT technician – this is outsourced and someone approved comes in to deal with any faults Governing Body: The governing body shares with the Local Education Authority, the overall responsibility for health and safety. For its part the governing body will:- Ensure health and safety has a high profile. Ensure adequate resources for health & safety are made available. Consult with staff and ensure relevant training is carried out. Monitor & review the health and safety arrangements Headteacher: The Headteacher is responsible for day to day health and safety performance and will:- Develop a safety culture throughout the school Take day to day operational decisions Draw up safety procedures Ensure staff are aware of their responsibilities Update governors Monitor effectiveness of procedures Site Manager and Cleaning Staff: Take responsibility for the security of the premises. Ensure the safe condition of the floors. Store potentially dangerous cleaning materials safely Ensure play and external areas are safe and clean from debris Ensure cleaning staff are aware of safe working practices and the school health & safety policyRecognise and respond to emergency situations In the classroom where children are being supervised, it is common to have child illness and some minor injuries from time to time. As a teaching assistant you may find that you are first to respond to an emergency situation and you may have to give emergency first aid. You will be expected to follow the correct procedures until help arrives. It is vital that you send for help as soon as possible, this should be a qualified first aider/trained member of staff and they should call for an ambulance if necessary. Emergency situations include: Accidents Illness Fire Security incidents Missing children or young people If you are not trained in first aid, and if you are unsure about what to do, you should only take action to avoid any further danger to the casualty and others. First aid: There will always be a designated first aider who will have a responsibility to contact emergency services if required and they will regularly check the first aid kit and ensure everyone knows they are individually responsible to let the first aider know when an item has been used and they will know about training opportunities and if asked be able to check the first aid training status of other employees. First aid kit: Know where it is Familiar with what it contains Do you know how to use items appropriately Fire policy: Fire alarms get tested once a term and they are recorded in a fire alarm booklet signed and dated by the headteacher, caretaker and fire officer. Where the fire exits are, they will always be clear of obstruction and there will always be the evacuation routes where all the children learn the routine to come out without panicking and in an ordinary manner. There will be a designated fire assembly point for everyone to meets; the teachers will have the responsibility to take the register for their class to check names to ensure everyone is outside, present and safe. Sickness policy: The purpose of this policy is to: To ensure that sick children are appropriately and correctly identified. To ensure sick children are cared for appropriately. To protect children and adults from preventable infection. To enable staff and parents to be clear about the requirements and procedures when children are unwell. Recognising illness: When anyone has difficulty breathing, high temperature, fever, blueness around the lips, cold extremities, pale or clammy skin – floppy, unresponsive or unconscious. Conditions to be aware of would be epilepsy , asthma, allergy, diabetes. Situations to be familiar with: Bites and stings, bleeding, burns and scalds, choking, electric shock, extreme effects of heat and cold, eye injuries, poisoning, suspected fractures, caring for the unconscious person. Follow the setting’s procedures for dealing with emergency situations All schools need to ensure that they take measures to protect all adults and children while they are on the school premises and undertaking off-site visits. This means there will be procedures in place for a number of situations that can arise. These include the following: Accidents: There should be enough first aiders in schools or on the trips at any time to deal with accidents. First-aid boxes should be checked regularly and replenished regularly, and there should be clear information on what has happened so that accidents are recorded correctly. If you are off site you should always have a first aider with you, along with a first-aid box and any medications that are required to any child who is with you for eg their inhaler. Illness: School will deal with incidents of sickness by sending pupils to the sick room or first aid room for an initial assessment. However, sudden illness may require you to take action yourself while waiting for a first aider. The casualty should be made comfortable and insure that they are warm; there should be no attempt to carry out any further first aid. All staff should be aware of allergic reactions and intolerances to foods such as wheat, nuts and gluten. All staff should identify these children and have clear instructions available on how to deal with each case. Supervisors at lunch time will need to be kept informed. The lunchtime book contains photographs, contact numbers and information about pupils with food intolerance. Care should be taken with book due to confidentiality. Fires: The school may need to evacuate in emergencies for example bomb scare, fire, floods or other emergencies. Security Incidents: Staff should challenge any unidentified people in the school, if you are on outside duty and notice anything suspicious you should always send for help. Missing Children: On school trips you should check the group and keep an eye on children being supervised by helpers. If a child goes missing, raise an alarm straight away making sure you follow the policy. Disabled Children: Wheel chair users should assemble at specific fire assembling point. Oxygen tanks should not be moved, no naked flames in school. Teacher’s assistant should accompany all disabled children to fire assembly point where necessary. Give reassurance and comfort to those involved in the emergency When an emergency arises, they would call one of the main first aider to come and evaluate the injury. There are three main first aiders in school, one in  each area of school. Foundation, Key stage 1 and in Key stage 2. All TAs have undergone St. John’s Ambulance ‘First Aid’ training. Also all staff has undergone ‘Basic’ first aid training. When there is an emergency, all the details of the incident will have to be logged, signed and dated by the main first aider that is dealing with the incident. If the incident is major then the main first aider after judging it will have to call the emergency services to come and treat the injured wound and then decide whether to take the child to the hospital or not. Reassuring the child is very important so the child doesn’t get stressed, acting calm around the child is very important as it promotes a calm atmosphere and is reassuring that everything will be ok. The first aider moves the child to the sick room or first aid room of the school where all the other children can’t see the injury and stress the child even more. Comfort the child depending on the injury, for example if a child bites their inner cheek and was showing signs of distress due to losing lot of blood, the first aider should act in a professional manner showing no signs of distress. If a child has a bump to the head and is showing signs of concussion then the child’s parents should be informed and invited to school to come and see the child. Also if the child has to go with the emergency service’s they would ask the parents if they would come along as it would make the child feel more comfortable. If there is a more minor injury that still needs medical assessment they would take the child in a member of staff’s car to the hospital/walk in – if it would be appropriate. Also other times they would call the parent to come and collect the child. On the way they would reassure the child that it is only to make sure that they are okay. Also when travelling to the hospital they would take a record of what first aid was given to the child at school, or they take the main first aider that dealt with the injured child. Also making sure that other children are okay and safe is also important, maybe taking a buddy for the injured child would help them to be comfortable because then they have a buddy to take to while the first aid is happening or if the buddy could distract the child from the injury. Give other people providing assistance, clear information about what happened In a school placement they have good communication with all the people that provide assistance. For example an incident that happened in the school a couple of months ago that involved all three main first aiders, staff, emergency services, health and safety officer, head teacher, health and safety governor, governors, parents and Tameside. The incident happened after play time when the child has put his fingers in the door even though they had finger guards on already. The member of staff that was on the playground at the time was the first aider for that area of school and they had tried all they could to remove the fingers but was unable to do it alone, so they provided clear information on to the other main first aider so they were able to understand how this has happened. Also trying their best the fingers would not move, while this was happening they had three other members of staff that were providing the correct information onto the parents, emergency services, and one of the m kept the child calm and reassuring them. Once the parent came they comforted the child till the emergency services came and released the fingers from the door, once they were released the parents and the first aider went to the hospital with the child to make sure the fingers were not damaged. The first aider went along to pass on the information as to what happened to the child and this was passing on the clear information to the nurse/doctor that was assisting the child. After the correct information was passed on to the health and safety officer, and the health and safety governor they later went to the door where the child’s fingers were trapped and assessed what could have prevented it from happening. They and the governors from the school came together and after passing on the information they came to an agreement to have rear finger guards fitted on all the doors in school so this wasn’t to happen again. After the incident the correct, clear and detailed information was later sent as an email to Tameside via the head teacher (safety officer) who suggested to Tameside to email all schools to have rear finger guards fitted on all doors in every Tameside school so this would prevent any child to have the same thing happen to them. Once the rear finger guards were fitted the governors of the school went and assessed the interior and exterior of the building to make sure there was not anywhere where this could happen again. Follow the procedures of the setting of reporting and recording Reporting and recording is important even if you are not a first aider you still need to know how to report and record any information. You should know the correct procedure for reporting and recording injuries and incidents in your school placement, as you may be called upon to do so. When reporting or recording any type of injury, emergency, or even a minor incident then this must still be recorded step by step as to what happened and what member of staff is present at the time. Also dated, signed and reported to a senior member of staff. Recording any type of illnesses in a record log is important so all members of staff that need the information has this to relay back too if the child ever falls ill or becomes irritable. Also in some cases this information will have to be passed on to the local authority The office should have signs and posters showing what signs and symptoms of some illnesses that children may have or may show to have. Recording concerns is important so all staff are alert of the concerns that you are having. Recording illness and having information with the record is important, for example you have a child with sickle cell and it is recorded then with this you would have information about sickle cell so all staff then can read and understand what the procedure is when this certain child is looking to have these symptoms or signs. Also in a school setting if a child is having behaviour issues having a home and school diary would also help the parents understand what is happening with their child in school hours. With the class teacher writing in this diary at the end of ever lesson explaining step by step how the child was and then making sure that parents are receiving the information asking them to sign the diary every night so they know that they have read it. An example of how we do it in the afterschool/breakfast club is we write ALL information in a purple book that is left on the side, recording all information like: What children are attending the club morning or after school Who has cancelled What injuries/incidents have happened during the club, who has dealt with the incident If there is any unusual behaviour by a child Messages from parents to teachers or teachers to parents. Many more piece of information that need recording and passing on, which is dated and signed by the member of staff who wrote it. This is later signed by a parent to say that has been passed on, if it information from the club or if its information from the teacher – information from parents to teachers we make sure teachers sign to say that they have read the information. Describe Risk Assessment and associated documentation in your placement. A risk assessment is an assessment that is carried out of the risk to children or adults at the school setting. Risk assessments carried out once a year and also carried out when on school trips or when doing a lesson that may involve a rick for the children/adults in the classroom. They follow 5 basic steps when they risk assess a situation: 1 Look out for the hazards and identify them. 2 Decide who may be harmed and how they can be harmed during the trip/lesson. 3 Evaluate the risks and consider how they can cause any kind of harm and decide whether precautions have to take. 4 Record any findings around the location that can cause harm. 5 Review assessments and revise it if it is necessary. Risk assessments are important because it makes the adults more aware of what could happen and they have to be aware of how we can overcome the risks. Risk assessments contain the hazard, which may be affected by the hazard and how you can overcome the risks. Risk assessments can be carried out on children with broken limbs, school trips, lessons that can be dangerous, for example in class we made hot air balloons and it was important to do a risk assessment because it involved fire and the children/teachers could get harmed. When assessing the risk the steps to follow would be: What are the possible consequences of the risk / hazard? What is the chances that the risk or hazard will occur? Shall provide the appropriate resources to reduce the risk, taking appropriate steps and making sure that it reduces the risk and doesn’t make it more of a risk. All the staff will know the risk assessment policy if  they have under gone the health and safety training. In the mornings the head teacher and the care taker going around the school premises and make sure that there are no risks for when the children enter the premises. For example if there was a few twigs on the path then they would be a risk for when the parents and children walk down the path this means that they would then remove the twigs. When they get back into the building they write on a chart all the different areas of school and if there was a risk and if there wasn’t. This is a type of risk assessment that they do every morning.

buy custom Soldiers Deployed in Iraq essay

buy custom Soldiers Deployed in Iraq essay The Posttraumatic Stress Disorders among the Soldiers Deployed to Iraq According to the studies conducted on the recently returned service members, it is estimated that the rate of the posttraumatic stress disorders among the United States Iraq War soldiers exceeds 12 percent. It is also estimated that 16 percent of these soldiers examined one year after their return from war face the posttraumatic stress disorders. Also, the recent study of the combined US service done on its members that were deployed to Iraq revealed an estimate of around 14 percent of the soldiers facing the PTSD, with fresh cases exceeding the 7 percent mark among the combat-exposed personnel, which is also consistent with the previously indicated outcomes from the past wars. The key attributes of the deployment factors that are associated with PTSD are combat duties, noncombat deployment stressors, and the war threat appraisals. This study was carried out due to the concerns of the increased cases of PTSD cases as a result of the combat activities. The understanding of the PTSD symptoms connected to the subsequent stressors caused by deployment is of much importance to the service members, particularly in the context of repeated wars. The occurrence of such PTSD symptoms, especially in the first-time war deployments, is of considerable concern. The careful study of these symptoms and the stressors may help in coming up with a more scientific way of curbing these cases. Thus, the primary aim of this research was: a) to establish whether PTSD symptom levels have changed due to the effect of deploying the soldiers to Iraq war, and b) to come up with well examined associations on the pre-existing PTSD symptoms and the deployment-related stressors following the pre and postdeployment of the soldiers into the war front. This research procedure is based on sample experiments done on the participants. The targeted population for this study was male and female US Army soldiers who served in the Iraq war from April 2003 up to September 2006. This study involved the deployed and the non-deployed to Iraq soldiers across the two sessions, namely Time 1 and Time 2. The participants were then categorized as either deploys or non-deploys for Time 2 due to their deployment status on Times 1 and 2. The units which were not deployed were assessed at close time intervals to their deploying units. At the Time 1 sample group, the participants, regardless of the future outcomes, were functioning under the increased demands that were secondary to the anticipated deployment, because of the looming intensive desert training that they were to go through and also because of the idea of temporary geographic relocation and the separation they were to get from their families and friends (Vasterling et al., 2010, p. 42). The measures used in the study were interviews and also the written surveys, which were verified by the service records. The stress exposures and PTSD symptoms were investigated through the use of questionnaires. The written surveys were only conducted among the small groups during the military installations as the principal study that indeed targeted the neuron-cognitive functioning. It was found out that Time 2 participants did not differ much from the Time 2 non-participants that were from the ethnic minority or had the marital status. Other measures used in tabulating the results were the use of PTSD screening casernes, the prior stressful life events, the use of some medications that are prescribed as psychoactive, and also the existence of psychiatric/alcohol disorders. The participants of Time 1 sample were kind of not well represented on the side of women and commissioned officers. The results showed that the deployed and the non-deployed participants of sample Time 1 did not differ much on the baseline variables, but the deploys served longer periods in the Army, and thus, were slightly older than the non-deploys. On the other hand, the results obtained from sample Time 2 on the deployed soldiers indicated higher levels of PTSD as compared to the non-deployed soldiers. The main reason of this disorder is continuous participation in the war-front, especially if the soldiers were receiving hostile fire and had concerns about homes and their families. In conclusion, the prospective study found out that military deployment to the Iraq War is associated with the pre- and post-deployment and is causing increased cases of post-traumatic Stress Disorders, even after the US government adjusted the baseline levels of PTSD symptoms. Non-deployed soldiers, however, failed to show any symptoms of PTSD increases, thus suggesting that the pre-deployment and the post-deployment increases could not be only attributed to some nonspecific factors that are inherent in the military life. The findings also provide the strong evidence that deployment of the soldiers to the contemporary war zones results in the adverse health issues, and these consequences cannot be explained well through looking at the preexisting symptoms. The Ethno-Racial Variations in Acute PTSD Symptoms Before the research was conducted, the prior investigations have reported cases of increased risks of the posttraumatic stress disorders (PTSD) in the ethno-racial minority populations that have been recently associated with exposure to trauma, lack of access, and also engagement in the mental health treatment procedures, the medical morbidities, among other factors. The various factors related to the ethno racial minority status are being explored to shed light on the differential effects it has on the Post trauma stress disorders. The main affected population here is the African American one, with higher occurrence of the depression disorders, with double likelihood of the violence exposure, and also the higher rates of assault cases being reported as compared to their white counterparts. The US Department of Justice, under the Bureau of Statistics, did some research on the most common cases of misdiagnosis and the under-diagnosis of the mental health disorders and did found out th at the African Americans were the ones that were most affected. The American Indians, on the other hand, had higher cases of trauma exposure as compared to the national samples, as they tend to experience and witness more accidents and violence cases. The substantial percentage of the survivors who are admitted to the United States hospitals due to the injuries is the ethno-racial diverse patients. Exposure to the traumas that are coupled with many physical injuries leads to the increased risks of the development of post-trauma stress disorders (PTSD). According to the Centre of Disease Control (CDC) report of 2009, 29.5 million cases of emergency visits were recorded with primary injury diagnosis, while 1.9 million cases had resulted into inpatient admissions. The greater levels of post-traumatic emotional distress, also including the PTSD symptoms, have been linked to increasing risk factors of a person developing the PTSD after the injuries. More hypothesized investigations show that the African American, the Asians, the American Indians, and the Latinos who are victims of injuries report the higher levels of the acute PTSD symptoms as compared to their white counterparts. So as to investigate this idea, some regression studies were conducted to assess the independent associations between the ethno-racial minority status and the acute PTSD symptoms through doing some adjustments on the relevant injury, clinical as well as demographic characteristics, which included the pre-injury trauma theory. The methodology used in this research procedure was choosing the participants who could speak English and also survivors of accidents or various violence-related injuries. The sample population was also above 18 years and lived within some 50 to 100 miles from the trauma centre. There were 9409 injured patients that were admitted to the Harborview Trauma Center at the time of research. 8454 people out of this figure were not approached in the survey, since they lived far than the stipulated distance or they were discharged from the centre before the approach, etc. The measures used in this research included the checking of posttraumatic symptoms using the Posttraumatic Stress Disorder Checklists. Another measure used was classifying the participants according to the ethno-racial groups, whereby the participants were asked to report their views according to their ethical identification. The last measure used in the study was the posttraumatic stress predictors, in which the participants were requested during the interview to designate their education years and household incomes on the various ranging scales provided. The results ended up showing that the African American and the American Indian patients were less educated than the whites, and also the African Americans had the higher percentage of the uninsured status. Asian patients were reported to have higher household incomes, while a bigger percentage of old patients was recorded among the white patients. It was also the African Americans and the American Indians who recorded higher levels of some previously established risk factors that cause PTSD. From these established results, it can be concluded that the investigation did explore the ethno-racial variations of the acute PTSD symptoms and more relational characteristics of large injury survivors analyzed in the single US trauma centre. These analyses were done through the use of SPSS 16.0 by comparing the clinical and the demographic characters of the patients who were sampled. The regression analyses were finally done to assess the independent association of ethno-racial heritage and the acute PTSD symptoms through adjusting other injury, clinical, and also demographic characteristics. In conclusion, the research has identified that racial variations indeed lead to the high levels of reported Posttrauma StressDisorder factors in the US. This is evident since the research found out that the African American survivors of trauma were the ones who showed the highest level of acute PTSD symptoms. After the accounting of various PTSD-related cases, it was also reported that the American Indians were the ones with highest burdens of the cumulative past trauma. The ethno-racial minority injury survivors also recorded more positive alcohol and drug toxic screens on their admissions to the hospitals as compared to the whites, hence coming to a conclusion that ethno-racial variations contribute to the PTSD. Trauma Exposure and PTSD Symptoms among Homeless Mothers: Predicting Coping and Mental Health Outcomes The study was done on seventy homeless mothers, who gave information about the traumas they had gone through and who were examined for the signs of posttraumatic stress. The study was undertaken 15 months after the events had taken place. High levels of PTSD were observed in this sample. PTSD is a key potential consequence of the exposure to trauma. Its symptoms may also lead to increase of comorbid mental fitness conditions. Since not all people who have faced trauma develop negative outcomes, there is increased interest in this area as researchers try to find out factors that can protect individuals who face trauma from this disorder. To some extent, exposure to trauma and PTSD depend on how the individual copes with stress that occurs later in life, as this relates to mental health in the future. Although previous study shows that facing life stress increases coping behavior, some types of coping generally lead to significant adjustments. On the other hand, avoidant methods of coping with trauma such as drug abuse and denial lead to individual being more depressed and to higher levels of PTSD symptoms. Researchers have proposed that previous trauma history and PTSD symptoms may affect the manner in which one copes with stressful experience later in life. Empirical evidence shows that individuals who faced previous trauma are less adaptive to highly stressful situations in future than those who did not have trauma experiences in the past. Research also shows that women who are homeless report more psychological distress than their low-income housed counterparts as[E1] a result of victimization from the society and other stressful issues in life. This study investigated the potential relationship between previous trauma and PTSD symptoms process of coping in response to other causes of stress later in life, and subsequent results in a group of seventy homeless mothers. The researchers hypothesized that homeless mothers who experienced life time traumas and showed a lot of PTSD symptomatology at baseline are likely to show worse adjustment at 15 months. Moreover, they hypothesized that previous trauma exposure relationship with PTSD symptomatology and the later adjustments can be mediated using avoidant and active coping. The data used was collected using Connecticut Homeless Families Program. The data used for this investigation was from 12 sites, which included programs giving shelters to the homeless. The participants in the program were recruited through street outreach, program that provided shelter to the homeless, and drop-in-centers. The program referred the study participants to the research team. The research staff then screened the study referrals. The participants were selected according to the following characteristics: (1) Currently without homes; (2) Had a child aged less than 16 years and parental rights of that child; (3) Had substance use disorder history in the past year. Structured research interviews were conducted by interviewers from Connecticut Department of Mental Health and Addiction Services Research Division, who had been trained to collect data. Initial interviews were face to face, and follow ups were conducted after every three months until 15 months, most of which were face to face and sometimes through telephone when there were geographical difficulties. Each participant was paid for each completed interview and for keeping their first schedule appointments. Each participant was required to complete a contract during the baseline interview to facilitate follow-up. These contracts were regularly checked. Data included demographics, current trauma symptoms, and trauma history. Measures taken during the study included: 1. Prior trauma and posttraumatic stress symptoms; 2. Most stressful event; 3. Psychological symptoms. Results confirmed that participants had experienced high levels of trauma in their lifetime. 93% reported having undergone at least one traumatic event in their lifetime, while 73% endorsed multiple traumatic events in their lives. From the results, an intercorrelation between the study variables and meditational analysis was drawn. The results confirmed that the homeless mothers faced high levels of trauma in their lifetime (93% reported). Most of them experienced multiple traumas. Being homeless was one of the stressing factors for over one third of them. This supports Goodman et al. (1991) view that being homeless can be traumatizing. Relationship between various variables showed that the number of previous traumas is related to PTSD symptom severity. The study supports the researchers hypothesis that prior trauma and PTSD symptomatology affect subsequent general adjustments to stressors. From the study, it appeared that some of the harmful impacts of trauma exposure and distress are mediated via avoidant coping and not diminished approach coping. No relationship was observed between trauma experienced previously and active coping. The results are consistent with others done on previous studies, such as those of sexual assault victims. Researchers faced limitations such as: 1. Limited sample size; 2. Potential method bias (mostly due to the fact that the sample was drawn from those women who were receiving services or who were connected with the shelter system); 3. Ability to determine the causal relationship was limited by the correlation nature of the study; 4. The nature of most of the stressors reported by the participants did not correspond with the criterion of traumatic events. The study supports the need to consider the effects of trauma when designing interventions to enhance the outcomes for this vulnerable group. This study encourages future studies on testing the mechanisms through which trauma history and previous PTSD symptoms may affect psychological adjustment in the future within the less privileged populations. This would be beneficial in comprehending the complex relationship between these factors. How Type of Treatment and Presence of PTSD affect Employment, Self-regulation, and Abstinence This study was conducted to investigate the effects of substance use, self-regulation, and unemployment on people with and those without PTSD who had moved to the community from substance use treatment centers. The participants who had been recruited from substance abuse treatment centers (150 and 32 of them) had been diagnosed with lifetime PTSD. In the second year of follow up, individuals with PTSD in the normal after care condition illustrated significant lower levels of self-regulation as compared to the ones in the Oxford House condition having or not having PTSD. These results emphasize the need of settings that support abstinence after substance use treatment, especially for those people with PTSD. According to Najavits (2009), Posttraumatic stress disorder is associated with the increased use of substances. Previous studies have shown that poor substance outcome leads to PTSD and high psychiatric distress related to comorbid disorders. Theorists claim that substance use by individuals is a coping technique for depressed people. Patients diagnosed with PTSD, according to the report, were more likely to be affected by depression levels as opposed to individuals without PTSD. PTSD is characterized by intense feelings of anxiety and fear, which may make victims to withdraw from the society and circumstances that may depress them. Impairments of self-regulation character are also a major symptom of PTSD. This results in a decline in persons capacity to logically control responses to priorities, aims, and environmental requirements. And this leads to severe emotional distress, phases of dissociation, lack of faith in relationships as well as loss of meaning of life. The cognitive structures of these exposed individuals become impaired over time, since their bodies have experienced a lot of stress; hence, they become too dependent on substances. These structures are responsible for running emotional responses. Reticence o f cognitive regulation processes may influence how individuals make decisions and their impulse control, which also results into substance abuse. On the other hand, individuals who have high self-control have less problems of impulse related character. High self-control is also related to improved psychological adjustment. Employment also positively affects individuals with PTSD and S.U.Ds. Work appeared to be a satisfying and meaninngful method to broad the economic and social networks for individuals suffering from psychological disorders. However, despite the economic and mental merits that are associated with being employed, it is difficult to find a job when one is having PTSD. Having PTSD status significantly reduces the chances of employment. Oxford House is one of the settings that increases abstinence levels and promotes employment. In Oxford House, residents learn behavior and skills that will let them get back to normal, independent settings after sustaining abstinence. Members of the Oxford House also attend programs that help them abstain. This house has shown both effectiveness and practicability of self sustaining recovery environments. When individuals in Oxford House condition were compared with the ones that underwent usual after care, the ones in Oxford House showed lower levels of substance use. This study used two treatment groups, i.e. usual aftercare versus Oxford House, to analyze participants based on their self-control scores, substance use, and levels of unemployment. The researcher hypothesized that those individuals with posttraumatic disorder who were members of usual aftercare programs would experience the worst outcomes of substance use coupled with higher unemployment levels as well as lower self-control scores compared to those individuals who were not diagnosed with this disorder in this kind of aftercare program and those who were enrolled in Oxford House. The researchers also suggested that the ones with PTSD in the Oxford House are likely to show similar outcomes of substance use, employment, and self control levels to the ones without the disorder in this institution. Data was collected in a span of four years (from 2002 till 2005). There were 150 participants who were recruited. These participants were selected from residential treatment centers of substance abuse located in the northern regions of Illinois. The participants of the study were approached at the treatment centers, where discussions with participants were held and the written consents were obtained after the discussion. Each participant was given incentives for baseline participation and an equal amount on each subsequent interview. Chi square and independent sample t-tests were used; they indicated no key differences between situations on socio-demographic variables. Measures undertaken in the study included: 1. Diagnostic Interview Schedule-IV (D.I.S-IV); 2. Self-Regulation; 3. Addiction Severity Index (ASI). To test the studys hypotheses, the researchers examined the variations in self-regulation, levels of unemployment and substance use effects among individuals with and without PTSD. These individuals were either assigned to the Oxford House or to the usual aftercare conditions. This study found that there was a key distinction in self control scores among the four groups. The PTSD group in the usual aftercare condition had the least self-regulation levels as compared to the two Oxford House groups. The findings of this study imply that settings that support abstinence are important for the individuals with PTSD. It is argued that stability and responsibilities associated with Oxford House help people control emotions and behavior. From this study, Oxford House is an appropriate environment for individuals in recovery from substance abuse as well as those with comorbid PTSD and SUD. The study had a limited sample; therefore, the researchers suggest that future study should include larger groups. Future studies should also try to assess other variables such as mental health treatment that is carried out after discharge from substance abuse treatment settings. Considering PTSD from the Perspective of Brain Processes: A Psychological Construction Approach Posttraumatic stress disorder (PTSD) refers to a complex psychiatric disorder where symptoms from various domains are experienced, and they appear to be a consequence of a combination of several mechanisms. Although legitimacy of PTSD as a key diagnosis has been confirmed and has led to a lot of critical insights into how this disorder works, there is a lot of controversy that remains. The key unresolved issue is the core features of this disorder. This disorder is currently classified as an anxiety disorder by DSM. In both human and animal PTSD neuroscience models, the common hypothesis is that the amygdale (a significant fear circuitry factor) is hyperactive to incoming stimulus, and this hyperactivity is said to lead to fearful responses coming from a constant interruption in homeostasis. Both Etkin and Wager noted that fear may be a feature of specific phobias and social anxiety disorder associated with a wider range of emotion regulation dysfunction. The aim in this study is to investigate if dysregulated fear is the most beneficial and productive approach to deducing the existing brain proof in psychological terms. The questions raised are whether PTSD is a Fear-Based Disorder and whether amygdala is specific to the emotion fear in PTSD. Amygdala is generally broadly accepted as a part of the brain that is extremely crucial in establishing fear. Fear, in animal research, is defined as the behavioral adaptation that makes animals and man sense threats and responds to them promptly (LeDoux, 2008). Behavioral adaptations can be inherited as well as actions performed by a creature in order to survive. Past studies have confirmed that amygdala has a vital role in various behavioral adaptations that organisms use to respond to a threat. Previous studies show that the amygdala is not constantly activated at the time of fearful experiences at a rate greater than the one expected by chance. Even though a rise in amygdale activation was constantly observed in other emotional experiences like sadness and anger, the studies of fear experience did not constantly report a rise in amygdala response. The opinion of fear was constantly associated with a rise in amygdala activation, although this is not proof that the amygdala is a requirement for the sensitivity of fear. Hyper responsiveness in the amygdala is a fundamental feature of PTSD, although this does not imply that PTSD has an anomaly in fear. Does the Prefrontal Cortex Inhibit a Subcortical Fear Circuit? One factor in the hyperreactive, under regulated fear hypothesis is that PTSD signs arise from lowered regulation capability associated with hyperesponsivity of paralimbic cortical regions, such as the ventromedial prefrontal cortex in the medial orbitofrontal cortex, and immediately posteriorly, the subgenual anterior cingulate cortex. The fact that the cortex restrains subcortical regions is frequently taken as a proof that more evolutionarily recent cognitive parts of the brain control the more ancient emotional parts, and any disruption of this control leads to psychopathology such as observed in PTSD. Mammalian nervous systems share the same basic architecture in which the cortex modulates subcortical target regions. This is achieved by a complex set of cascading projections. These projections either excite or subdue subcortical activity. These multiple descending pathways from cortical areas to subcortical autonomic regions in the hypothalamus, periaqueductal gray, and brainstem produce a complex pattern of autonomic regulation that results into the counterintuitive hypothesis that in PTSD, the cortex might be selectively enhancing automatic reactivity. This article aims to bring in the psychological construction approach as a method of understanding the brain basis of PTSD and at the same time give new interpretations and insights for research in the future. Even though this approach is not common in psychology, it is consistent with a lot of unified approaches that try to find out biological and psychological processes that are common to several forms of psychopathology. This approach also corresponds to the present neurotransmitter models of anxiety, which show that various neurotransmitters and receptors provide multiple and frequently contrasting functions in the modulation of nervous states, depending on the exact cerebral circuits they interact. When combined with trans-diagnostic approaches to mental illness, this approach perspective assists in recognizing the present psychiatric diagnostic areas, such as other complex psychological areas like e.g. emotions, which are heterogeneous, and also the results of more general causes that may lead to other mental disorders. In addition, psychological construction approach can help explain the rising realization that psychiatric groups, just like other complex psychological category, are not natural types. Psychological construction offers a different approach to description and causes of PTSD and also suggests significant results of neuroimaging studies of PTSD. Previous approaches to understanding the brain basis of psychopathology have been typically focused on finding out the neural basis of a particular process by use of a specific task to isolate that process. There has been an increased recognition over the past few years that ful understanding of the neural networks and interactions among these vital networks that produce a mental state also requires examining data across multiple tasks. The researchers suggest that comparing PTSD to other disorders will prevent researchers from making declarations about the specificity of regions in the brain or PTSD networks that are also visible in other disorders. Buy custom Soldiers Deployed in Iraq essay

Dead Poets Society John Keating Essays

Dead Poets Society John Keating Essays Dead Poets Society John Keating Paper Dead Poets Society John Keating Paper I deeply remember the English teacher He is really a great teacher. His new teaching method brought vitality Mr.. Keating. To the old school. I still remember that he said, Even though it may seem sill or wrong, you may try. I wont forget he made the students tear some pages of their books on which he thought what the author said was wrong. He told the students that, Now when you read, dont Just consider what the author thinks, consider what you think. Boys, you must strive to find your own voice. I wont forget that he stood on the desk ,Why do I stand here? To feel taller than you? I stand on my desk to remind myself that we must constantly force ourselves to look at things In a different way, The world looks different from up here. If you dont believe It, stand up here and try It. All of you, take turns. I wont forget at the end of the movie the students who love him so much that they dont want him to leave stood on their desks, called him, Oh. Captain, my captain' The death of Nell make me feel sorrow. HIS father loved IM, but not in the right way. If he could listen and understand the thought of Neil, maybe the tragedy wont happen. It is Mr.. Keating who teaches the students to follow their dreams and to be creative and individual. We really need teachers like Mr.. Keating. I know from him that it is important to stand ones ground no matter how hard it may be. l went to the woods because I wanted to live deliberately I wanted to live deep and suck out all the marrow of life To put to rout all that was not life And not when I came to die, discover that I had not lived This story takes place in 1959 at Walton School, a prep school for boys. John Keating, a former student at the school, begins working in the school as an English teacher. With his unique teaching methods he inspires his students to be themselves, and act like individuals. He teaches them to think for themselves and to *Seize the day* With the boys having a new way of viewing life, they follow there thoughts, and form a new Dead Poets Society. Mr.. Keating classes drew a lot of attention from the administration. Eventually Neil commits suicide, and the school investigates into why this happened. The boys were then intimidated into saying that Mr.. Keating was a bad influence to Neil, and he was forced to leave the school. MR. passion, 95, Keating, fatty , NORM Eating Dead Poets Society -John Keating By Nancy on the desk do I stand here? To feel taller than you? I stand on my desk to remind myself that we must constantly force ourselves to look at things in a different way. The world looks different from up here. If you dont believe it, stand up here and ray it. All of you, take turns. I wont forget at the end of the movie the students who love him so much that they dont want him to leave stood on their desks, called him, Oh, captain, my captain! The death of Neil make me feel sorrow. His father loved maybe the tragedy wont happen. It is Mr.. Keating who teaches the students to follow wanted to live deep and suck out all the marrow of life! Like individuals. He teaches them to think for themselves and to Baize the day. MR. Keating?+Effie, passion, DEED IDLER Eating

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