The story of an hour by kate chopin essays

The story of an hour by kate chopin essays The Story of an Hour: A Brief Analysis What may come to someones mind when it comes talking about of women? What they may think is that they are someone who takes care of the children, cleans the house, cooks good food, or simply saying that she is someone who has a full time job to look after the needs of the family. Moreover, women are the unvoiced life form in the society during the 1800s. On the contrary, people rarely think about the strength of a woman behind their wide range of emotions and sensitivity. Kate Chopins The Story of an Hour reveals that women are capable of expressing strength and independence, which contradicts the societys belief about women during the nineteenth-century. The story took place during the spring season of the nineteenth-century. Chopin mentioned the tops of trees that were all aquiver with the new spring life when Mrs. Mallard looked through the window that gave a lucid picture of the spring season. The words railroad and telegram that are used in the story clearly indicates the time frame since these inventions were commonly used during the nineteenth-century. Chopin describes the appearance of Mrs. Mallards face in the story: She was young, with a fair, calm face. Mrs. Mallard is an attractive, admirable, and a simple woman as learned from the Chopins description. There stood facing the open window, a comfortable, roomy chair connotes that she has wealthy-living. Generally, Mrs. Mallard is a refined, elegant woman during the nineteenth-century that belongs to the upper-class society. At the beginning of the story, it was known that Mrs. Mallard was afflicted with a heart trouble, which labeled her as a weak woman physically and emotionally. Her sister, Josephine and her husbands friend Richards couldnt inform her directly that her husband was dead. They are wor...

GRE Sentence Equivalence Sample Questions

GRE Sentence Equivalence Sample Questions GRE Sentence Equivalence Questions Prepping for the GRE? After you secure the very best GRE prep options for yourself, youd better crack open the book, open up the app, or start chatting with your tutor about the the GRE Verbal section because it is an absolute doozy. It contains three types of questions: text completions, reading comprehension questions, and these sentence equivalence questions that will knock your socks off if youre not careful. Read on for a little bit of the basics about the sentence equivalence questions and try your hand at a few GRE Sentence Equivalence examples so youll feel more comfortable preparing for the GRE Verbal test. GRE Sentence Equivalence Basics When you crack open the GRE Verbal test and get started on one of the two sections, youll encounter these sentence equivalence questions as you go. Each question will consist of the following: 1 sentence of varying length1 blank per sentence6 answers to choose from per each question To answer, youll need to choose  two answer choices  that best fit the meaning of the sentence  AND  make sentences that are alike in meaning. Your choices, therefore, must be synonyms but must  also  make sentences that say the same thing. There will be other words that closely mirror each other, but create sentences dissimilar in meaning and thats where it gets tricky.   GRE Sentence Equivalence Examples Ready to give it a shot? Here are a few examples to get you started. After that, grab a GRE practice test or two from a reputable company and get busy making sure every second of your prep time counts! Instructions: Select the two answer choices that, when used to complete the sentence, fit the meaning of the sentence as a whole and produce completed sentences that are alike in meaning. Question 1 Although the composer quickly gained fame with his last symphony, his legacy is hardly __________ due to the superb works of other, more noticeable musicians of his time like Haydn and Mozart. (A). recognizable(B). indelible(C). prescient(D). interminable(E). memorable(F). articulated Question 1 Explanation Question 2 The vice presidents understanding of the companys broken budgeting system was so _________ that it caused increasing problems every time she got involved in the process of fixing it. (A) degenerate(B) substantial(C) paltry(D) ineffectual(E) estimable(F) limited Question 2 Explanation Question 3 When Roderick was young he _________ ideas of becoming a physician, despite his fathers interminable boasting about Rodericks eventual leadership of the family business. (A) fostered(B) thwarted(C) cultivated(D) proffered(E) aggrandized(F) elucidated Question 3 Explanation Need More GRE Sentence Equivalence Practice? So now youve seen a few examples of GRE sentence equivalence questions. But if youre ready to prepare for the entire test including Writing and Quantitative, check out these GRE prep options to ensure you make the score you really want to achieve.

Global Water Crisis Essay Example | Topics and Well Written Essays - 250 words

Global Water Crisis - Essay Example Most of the underdeveloped economies stagger under environment stresses and water thus likely to withstand the worst of global water crisis (Chellaney 17). Chellaney argues that in the contemporary world, water is unvalued and underappreciated, regardless of the latter being essential to sustain livelihoods and life. According to the author, the price of crude oil at international spot price is lower than the retail price of bottled water, and this can result to conflict, considering that unlike oil, there is no substitute for water. Additionally, the author contends that the riparian neighbors in several parts of the world are already waging water wars in diplomatic, economic or political sense hence fuelling series of mutual accusations, aggravating and breeding mistrust, which inhibits broader integration and regional cooperation. Chellaney then highlights of impending dangers such as armed conflict or further inadequacy of already energy production or stretched food if this crisis is given a cold shoulder. Using nontechnical, direct and engaging styles of writing, the author summarizes by analyzing the various linkages of the world between peace and water. To identify these linkages, the author does comprehensive research from policy fields and scientific while offering integrated remedies and holistic pictures in his

Executive Compensation and Employee Benefits Term Paper

Executive Compensation and Employee Benefits - Term Paper Example A company with a number of products, clear vision and unique ideas stands to lure the most competent candidates in each and every level but to maintain this momentum of better performance, it is imperative that the top executive level secures the best talent. A compensation package which is attractive to ensure these talents are maintained at the top management level of the company since they enjoy significant negotiating power and as such additional incentives up and above the compensation package can be impacting in luring an executive to join an organization. Challenging and unique opportunities do sway employees and thus in addition to an appealing compensation package, employee benefits have been applied so as to supplement it. Employee benefits has been very helpful in enhancing economic security of the employees thus curtailing labor turnover, increasing employees loyalty and improving productivity. Compensation is any kind of remuneration that is received by a person in return for his/her performance of the company's or organizational tasks. There are four common methods of compensation: performance related pay (PRP) such as commission, bonus, time rate and piece rate; fixed basic pay; non-economic benefits such as house, car etc and finally ownership benefits where employees are awarded shares (Reid, 2004). Several factors influence the wage and the salary structure, these include: pressure from trade union, lowest wage rates, existing market rates, supply and demand for a particular job, the employee's qualification and the ability of the organization to pay. Compensation in the form of wages is normally given to a worker while compensation in the form of a salary is normally given to an employee. Executive compensation refers to the way senior executives for the business corporations or firms are paid. Executive compensation comprises of the basic salary, options, shares, b onuses plus additional company benefits (Bagley & Savage, 2006). Forms of Executive compensation There are a number of types of executive compensation which offers numerous performance incentives and tax benefits. They include: Stock options -Refers to the privilege sold by a buyer to a seller that gives the latter a right rather than an obligation either to call(buy) or put(sell) the stock at an agreed price on a particular date or within a specified period (Bagley & Savage, 2006). Stock options ensures the CEOs interests are kept at par with that of shareholders since their value is subject to the price of the stock remaining above the strike price/exercise price (price upon which a stock will be sold or bought upon the exercise of the option) of the option. However stock options are open to abuse through options backdating and excessive risk seeking (Lawrence, 2002). Restricted stock - These are stocks awarded to an executive but can only be sold once a specific conditions are arrived at and it carries a similar value to the stock's market price during time of the grant. Deferred compensation -This is normally applied for taxation purposes and involves postponing compensation up to a certain future date. Executive perks compensation includes travel reimbursements, private jet and extra rewards given to the executives. Retirement packages awarded to executives following their retirement from the organization; this is open to abuse as corrupt executives can attach "golden

Patterns and trends in health among society Essay Example for Free

Patterns and trends in health among society Essay Gender Women’s life expectancy is higher than men; women typically live five years longer than men (Stretch and Whitehouse 2012. In 2002, life expectancy at birth for females born in UK was 81 years, compared with 76 years for males. This contrasts with 49 and 45 years respectively at the turn of the last century in 1901(Sikin, L undated). Another reason why women live longer could be because men tend to smoke and drink more alcohol than women in general. Men also take more risk than women; Women have less chance in getting cardiovascular disease, like heart attack and stroke. Women usually develop these problems usually in their 70s and 80s, about 10 years later than men, who develop them in their 50s and 60s (Blue, L 2008). Another reason why women live longer could be because men in their late teens and 20s go through something called ‘’testosterone’’ (Blue, L 2008). Testosterone is when the level of hormones is high and changeable, this can create dangerous behaviors. For e.g. they may not wear seatbelts; they drink alcohol and they can become aggressive. These kinds of behaviors can lead to higher death rates for males. Men also take risk more than women; expert claims that men take more risk, making them twice as adventurous and carefree than female. However in 2011 bps state that woman often takes more risk than men. Psychological Science a journal of the Association for Psychological Science has shown the reality of what type of person is prone to taking chances is more complicated than first thought. The study found that despite stereotypes, females sometimes take more risks than men and adolescents can be as  cool-headed as any other demographic. (3). they have found out that men are prone to financial gambles and women often take social risks. Another reason why women life expectancy is higher because men tend to do dangerous sports such as rugby, surfing, motorcycle racing and skiing. In 2002 statistic said that females born in the UK live up to 81 years, whereas males live up to 76 years. This contrast with 49 and 45 years respectively at the turn of the last century in 1901 (2). This is a table is from 2007-2009 about life expectancy in different parts of the UK. In the UK, males and females expect to spend more than 80 per cent of their lives in very good health or general health from birth. Falling to around 57 per cent at the age of 65 (1). In recent years males are taking care of their health more than females. However in today’s society it is believed that female’s health has improved more than males. Social class Statistic produced a biases picture. They believe that people in the lowest social class work in dangerous industries. This causes higher rates of illness. Therefore it is not the class but age and employment of people that causes high levels of illness and lower life expectancy. /http://www.statistics.gov.uk/cci/nugget.asp?id=1007 Ethnicity All ethnic minorities have higher rates of still births, perinatal moralities (death within 1 week), and neo-natal mortality (within 1 month). Ethnicity backgrounds tend to have shorter life expectancy. Children from Asian families have higher rates of getting rickets. Only Afro-Caribbeans and Pakistanis continue to show excess mortality throughout infancy (Whitehead 1992). Afro-carribeans more likely to be admitted to mental health units, men more so than women and more likely to be sectioned. Once there they are more likely to receive harsh treatment e.g.- electro-shock therapy, anti psychotics. Age Geographical location The black report Internet Blue, L (2008) Why Do Women Live Longer Than Men [online] Available at: http://www.time.com/time/health/article/0,8599,1827162,00.html http://www.ons.gov.uk/ons/rel/disability-and-health-measurement/health-expectancies-at-birth-and-age-65-in-the-united-kingdom/2008-10/index.html Sikin, L (undated) Life expectancy [online] Available at: http://www.agediscrimination.info/statistics/Pages/LifeExpectancy.aspx The telegraph (2012) Men twice as likely to take risks [online] Available at: http://www.telegraph.co.uk/science/evolution/9005552/Men-twice-as-likely-to-take-risks.html

The Human Animal Essay -- Sociology

Several things make humans different from animals. These include burying of the dead by humans out of respect, humans evolving to stop relying primarily on instinct, humans being aware of themselves, the feeling of wrong and right sense, as well as evil and moral, complex languages and methods of communication by humans, human use of the brain in exceedingly complex ways compared to animals, and human ability to advance technology. The premise of this paper is to delve into the consequences of these differences. The paper will study moral behaviour, human uniqueness, and consciousness or lack of consciousness. The first consequence of the difference between humans and animals is human uniqueness (Levinas, 2004 p48). Any attempt to answer the question of what humanness is should involve a study of the results of seeing people as lacking or having humanness. Consequences of this question include the dehumanization of groups that are despised and the excuse making to explain ones failings as being only human. This question reveals that there exist two direct consequences of humanness: human nature and human uniqueness (Jeeves, 2011 p32). Human nature refers to the attributes seen as typically, essentially, and fundamentally human. Human uniqueness, on the other hand, refers to those attributes that distinguish an animal from a human being. Differences that lead to human uniqueness are a large brain and an erect posture (Levinas, 2004 p49). Human is the only species of vertebrates that possess an erect posture and a gait that is bipedal. While birds are also bipedal, their backbone stands horizontally rather than vertically with the exception of the penguin. Despite kangaroos being bipedal, they do not possess an erect posture, a... ...uences are freely observable, and are what make a human be referred to as so. References Cavalieri, Paola. The Animal Debate: A Reexamination† in In Defense of Animals: The Second . London: Blackwell Publishers,, 2006. Descartes, Rene. From the Letters of 1646 and 1649† in Linda Kalof and Amy Fitzgerald Eds. . Oxford: Berg, 2007. Jeeves, Malcolm A. Rethinking human nature : a multidisciplinary approach. Grand Rapids: William B. Eerdmans Pub. Co, 2011. Johnson, Clarence Sholà ©. Cornel West and Philosophy. London: Routledge,, 2003. Kant, Immanuel. Duties Towards Animals and Spirits† in Lectures on Ethics, trans Louis . New York: The Century Co, 1963. Levinas, Emmanuel. The Name of a Dog, or Natural Rights† in Peter Atterton and Matthew. London: Continuum, 2004. Nitecki, Matthew H. Evolutionary ethics. New York: State Univ. of New York Press, 2003.

Team Dynamics for Managers

|[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers |Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. PoliciesFaculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. U niversity policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn & Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resourc e Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members' communication styles?Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group.What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two c ommunication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2)Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two -part assignment enables you to reflect on your individual strengths and | | | |Rough Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines.The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |t hey have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last day of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvemen t, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks every three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed . Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles and Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discu ssion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution.In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |R ead Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motiva tion Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives w ould help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of usin g presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team membe r identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | |Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Team |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations.Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5)Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in a ccordance with University of Phoenix ® editorial standards and practices.

Meditation Worksheet

Directions: Locate two resources on the Internet that explain meditation techniques. Copy and paste the Web address into the top of the matrix. After reviewing the Web site, provide a brief summary for each source. Below your summary, list two interesting facts you learned from each site. Try the techniques you located in your Internet search. Provide a brief description of what happened in your experience. Summary of resource:Meditation is a form of stress management that will allow our mind to experience an oasis of peace and love within our heart and mind. Meditation gave me back control over my life so that no matter what was happening externally whether it was positive or negative I could still develop control over my thoughts and thus control the emotions and feeling in my mind. NO one can control eradicate adversity in life but you can master the way you respond in regards to your thinking processes. Take control now master your mind through one of the meditation techniques and you will forever be able to be the peaceful beacon in the eye of the storm of any adversity. The basis for attaining an experience in raja yoga meditation in to understand the self and the mind. The human mind is the most creative, powerful and wonderful â€Å"instrument† we possess. Using this energy called mind we have been able to search the deepest oceans, send humans to the moon and scan the molecular fabric of the building blocks of nature. But have we found our true self? We have become the most educated and civilized society in our history, but are we civil towards each other? The soul has three main faculties; the mind or consciousness, the intellect and the subconscious. by the Brahma Kumaris Raja Yoga meditation organization. Two interesting Facts: So what I have read and learned of meditation is it is a way to lift up all bad energy from one’s body and it is a way to lower ones stress level to a normal level. It is a way to make one’s mind a peaceful place and in hopes of treating others like they are human too. Not only that, but most meditations help heal the body as well. Meditation allows one’s mind to open up to a peaceful place and it allows the stress to flow right out and it does have the power to heal the mind and soul. This in turns makes you feel loving and peaceful to other around you. That is what I got out of reading the facts I found. So my understanding of this particular meditation is more focused on ones three main faculties the mind or consciousness, the intellect and the subconscious. This meditation helps the mind and the other one is more for your body and mind. What intrigues me the most about this Raja meditation is that it is ran by women. Did you know that Raja meditation is what we have discussed in our class? It talks about the brain in how it is the power of our bodies. It also talks about the conscious mind and they talk about how feelings and emotions form in accordance with the montage of thoughts flowing in the mind. Therefore our state of mind at any given moment is determined by the thoughts in our consciousness, and also with the feelings that we associate with those thoughts. What happened after you tried each technique?Well, I felt like a weight had been lifted off of my mind and body. I am able to think more clearly and see everything around me as an equal. I tried this after my daughter spit grape juice all over my floor and I found myself not being so angry about it, but now I look at it as that she is a one year old who does not know any better and I am not as mad as I was at the beginning. I like the Raja meditation because it deals with our minds. When I tried this technique I found myself in a nicer state of mind. I was able to think clearly and I was able to appreciate life a little more than I did before. I was able to focus better on my homework while drowning out the extra noise around me. With both techniques I was more pleasant to be around and I was less moody. 1.Do you think meditation leads to heightened sensation and perception? Explain why or why not. Oh yes I do think it does lead to heightened sensations because when you allow your mind to open up to a different place you can actually feel it. Say you do the first meditation that I have tried. It takes your mind to any place you want to go. So when you get there you can feel the warm breeze on your face and smell the ocean air. You are able to hear the waves crashing on the rocks and sand and hear the gulls flying around in the sky. You can actually see the blue skies and the few white puffy clouds. It is amazing where one’s mind can take you. 2.Have you considered integrating meditation into your own lifestyle? If so, list one strategy for fitting meditation into your schedule. If not, explain why. Yes I have once brought meditation in my life when I was in high school. I think I need to bring it back to my life now because it has been so stressful and depressing. I plan to put in when I get up and when I go to bed. If for some reason I need it during the day I will find a quiet place to meditate for 15 minutes then I will go back to what I was doing with an open mind. There really is no reason why I cannot put a little me time in the day. I think everyone should be able to at least do some meditation in their day. Who knows maybe it might make the world a better place if they meditate.

Increasing Effective Communication in Healthcare

Increasing Effective Communication in Healthcare Abstract Efficient communication is necessary in the healthcare sector. Health practitioners are working collaboratively in order to enhance their success in handling vital medical matters. This paper critically analyzes the provisions of communication in providing quality patient-centred healthcare services.Advertising We will write a custom research paper sample on Increasing Effective Communication in Healthcare specifically for you for only $16.05 $11/page Learn More This occurs with reference to existing literatures, government policies, various publications, released reports, and other relevant health frameworks meant to enhance inter-professional collaborations. It is crucial to agree that increasing effective communication in healthcare is vital when scrutinized critically. The essence of communication in the healthcare context is to promote inter-professional relationships and consolidate varying experiences in order to enhance efficiency, reliabili ty, and effectiveness in the delivery of healthcare services. Patient-centred healthcare is a crucial provision in handling the sick. Effective communication allows numerous physicians to execute their obligations with precision. It indicates that the concerned health practitioners will attain higher levels of proficiency in their work. They receive support from other experienced medics hence enhancing the professional relationships indicated earlier. Precisely, it is crucial to collaborate in the health matters through effective communication in order to be successful (Wilson Rockstraw, 2012). Statement of the Business Scenario King Faisal Specialist Hospital and Research Centre (KFSHRC) is a leading referral hospital in Riyadh, Saudi Arabia. Evidently, the hospital has enacted various aspects of communication and change including electronic health record (EHR) in order to realize its current performance and efficiency success despite the challenges. There are various barriers to inter-professional healthcare endeavors. One such factor is inadequate communication provision among the concerned professionals. Other barriers include occupational cultures, prejudice, resource allocation, interpersonal differences, large number of participants, poor coordination, ignorance of multi-professional benefits, political issues, and other relevant concerns. Others include leadership ambiguity, apathy of team members, and lack of commitment.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More In order to minimize such barriers, it is proper to enhance interpersonal communication, form a fully constituted team, avoid personal differences, minimized devastating occupational cultures, coordinate, cooperate, and form a team with considerable number of professionals. For example, after realizing that lack of effective communication can have adverse effects on the performa nce within King Faisal Specialist Hospital and Research Centre (KFSHRC), the organization has opted to reorganize its communication processes (Jelena, 2007). Recently, the organization has instituted the compliance and quality control departments. It pursues strategies that determine the nature of training considered suitable for its employees. Though such initiatives are innovative, the establishments of such communication improvement strategies have resulted into increased efficiency. As such, companies have been able to produce high quality product and services. However, the process of offering cost reduction initiatives has compromised such companies’ competitiveness. Lack of sufficient and reliable information linking training to workforce performance is a serious problem to corporations intending to implement such strategies. Further, institutions have been unable to establish specific communication attributes that may facilitate improved workforce performance. Neverthe less, such employees are required to perform different functions. Analysis of the Organizations and Business Processes It is possible for patients to achieve quality services when handled by multiple professionals in the healthcare context. Interdisciplinary communication helps in enhancing healthcare by augmenting coordination of services, especially for multifaceted medical complications. In case a patient has a complex and acute health condition, collaborative healthcare will help in enhancing the speed of handling the case and other lucrative provision in the very situation. Speed is crucial in every circumstance. It helps in executing duties with precision and promptness, a fact that is demanded considerably in the healthcare sectors (Couch 1998). It is possible to attain quality patient-centred care when healthcare processes are executed with efficiency and speed. This is helpful in attaining the demanded success. Critically, it is vital to collaborate in order to attain the d emanded rapidity, efficiency, and medical competence. Additionally, it is feasible to integrate healthcare facilities for a vast range of healthcare complications and needs.Advertising We will write a custom research paper sample on Increasing Effective Communication in Healthcare specifically for you for only $16.05 $11/page Learn More This is practicable since various specialists will come together to handle various complications with promptness (Enthoven Vorhaus 1997).  Lord Darzs report indicates that healthcare experts emerging from varying medical fields habitually collaborate in order to advance treatment processes (CSIP 2008). This indicates why communication is quite lucrative in the medical context and to patients in particular. The overall output of such caregivers will increase tremendously. Accordingly, this provision might enhance job satisfaction among the health practitioners. It is crucial to augment such healthcare provisions in order t o remain relevant in the industry and perform the required duties with precision. Collaborative services in healthcare are crucial following their considerable contributions to quality and precision in patients. For example (in the hospitalized patients), the coordination between nurses and physicians is very crucial in executing the desired medical processes. There are situations that demand the interventions of physical therapist, respiratory therapist, or a medical practitioner in order to stabilize a given condition in the patient. Such specialists, when working together, are able to attain the required success in the entire treatment processes. In the publication named â€Å"Valuing Peoples†, communication is able to enhance professional development in the realms of skills and knowledge. According to NHF standards related to mental wellness, the essence of this is to embrace collaborative healthcare provisions (Department of Health 1999). This conforms to the demands of attaining proficient and successful healthcare practices. When health practitioners from different disciplines come together to solve a given medical case, it is possible to succeed prominently since each of them might bring a different idea helpful in the case (Drinka Clark 2000). This supports the aspects of communication in healthcare. Crucially, it is advisable to attain critical medical concepts in such provisions hence conforming to the alleged developmental issues. This is a critical stipulation in the healthcare context. As mentioned earlier, it is possible to attain efficiency and rapidity when executing various healthcare tasks (Jones 2005). This is possible since every physician in the concerned task will endeavour to accomplish his or her obligations with precision and promptness. Consequently, each participant is able to develop skilfully and knowledgeably. Communication in the patient-centred healthcare helps in empowering patients during their treatment periods. Addi tionally, it is crucial to collaborate on critical health conditions that require expertise from different specialists (Wilson Rockstraw 2012). This helps in motivation various patients as they battle their illnesses. Physicians from varying healthcare disciplines can come together to handle complicated health conditions.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More This can be a critical psychological and physical motivator to patients. Empowering patients can enhance their recovery rates as evident in various medical contexts. Hence, by performing a collaborative healthcare practice, a patient might get optimistic thus boosting his or her immunity, mental, and physical conditions for quick recovery. Interdisciplinary communication is effective in healthcare following its merits with regard to medical provisions. This is relevant since there are different disciplines in the medical field, which must be integrated (professional collaboration) in order to attain the desired medical success on the concerned patients. For example, sharing the progress of a patient within team members (whether on improvement or deterioration) is crucial. The move helps in formulating appropriate measures to be taken on the patient to enhance the aspects of high quality patient-centred care. This indicates the importance of communication in the context of healthcare as well as other viable sectors. The matter is equally applicable on acute instances where patients need immediate attention from the concerned physicians. From this argument, it is evident that collaborative healthcare provisions provide the demanded efficiency within the healthcare context. This conforms to the argument that viable communication (professional collaboration) is paramount in providing high quality patient-centred care (Taylor Lessin 1996). The fact that communication brings different but experienced personalities together indicates its potentiality in the healthcare perspective.  Concurrently, another aspect of communication that allows it to bestow quality patient-centred care is its ability to permit the concerned practitioners to learn new skills and novel medical approaches meant for different health complications. This will promote quality healthcare practices since the concerned healthcare practitioners will have vast knowledge in multiple fields hence sup porting the aspects of professional collaboration. This is helpful in serving patients with varying health complications. Precisely, communication helps the concerned medical practitioners to share expertise in various fields in order to attain an ultimate success (Liff, 2011). For example, a practitioner knowledgeable in neurosurgery can gain considerably in haematology if a patient under treatment required multiple medical attentions.  In the publication â€Å"No Decisions about Me minus Me†, it is crucial to recognize that patients are active partners in the healthcare provision (Thornton, 2011). They also need to make their preferred choice on who, how, and when to treat them despite the barriers. Inter-professional healthcare provision allows patients to work with medics they prefer with respect to confidentiality. Calming patients psychologically and encouraging them through various medical processes is helpful in achieving quality patient-centred care. It means that the patient is highly valued, and his or her health is prioritized. Similarly, this contributes to the improvement of the patient’s safety and confidentiality (Forman, 2011). Collaborative healthcare practices focuses on the wellbeing of patients and quick recovery from the concerned illnesses. Ability to induce cooperation from the patient is a credible provision worth consideration. Discussion of Healthcare Application System Solutions The advantages and disadvantages of the solution discussed against a set of weighted objectives, established in the previous section and supported from current literature are critical. Brilliant communication is quite beneficial in the healthcare context. Considerably, health practitioners can gain a lot with regard to efficient communication. They have a chance to appreciate the merits that collaborative healthcare provisions can offer to the concerned healthcare practitioners. Obviously, communication enhances the aspects of communication b etween health practitioners and patients (Guo 2009). Since patients play critical roles in the healthcare processes, this is a considerable benefit. It is crucial to enhance communication between the two parties for a maximized quality patient-centred care. Additionally, collaborative communication grants multiple communication approaches to medics. It helps in eradicating stigma that might hinder courage and quality healthcare provisional aspects. Whenever team members work collectively, it is advisable that they communicate effectively in order to enhance their understanding on the concerned medical condition. Contextually, it is crucial to note that stigmatization can interfere with the processes of healthcare. According to Lord Liams Report, it is advantageous if team working can eradicate such stigmas. This is helpful in overcoming learning barriers. Another evident benefit is that team working fosters enjoyment and apprehension of other disciplines, a fact that helps in eradic ating interdisciplinary conflicts among health practitioners through efficient communication. In addition, collaborative team working helps students to strategize for future practices, enhance their participation in learning, and challenge incredible cultures practiced in other disciplines. In order to achieve such benefits, interdisciplinary professionals must abide by the medical ethics and virtues proclaimed in the healthcare provisions. Recommended Solution and Implementation Issues NHF standards related to mental wellness indicate that most governments strive to protect the health of their people; thus, they have established supportive plans to ensure that the available healthcare facilities provide quality and patient-centred care. This has necessitated the provisions of effective communication within the healthcare system. All health practitioners are expected to cooperate with each other in order to increase efficiency, effectiveness, and productivity required in the healthc are industry. This is a critical phenomenon in various contexts. It is crucial to agree that collaborative healthcare provisions will enhance the aspects of quality patient-centred care to the sick. Most of the government policies promote the provisions of collaborative healthcare delivery. This is meant to enhance the experience of various health practitioners enabling them to be resourceful in their careers (Kelly, 2012).  Additionally, healthcare communication policies support innovation by health practitioners. This promotes the achievement of credible results in the realms of quality patient-centred healthcare provision. Communication is known to confer this provision as indicated earlier. Governments have the mandate to empower health practitioners by establishing viable policies helpful in promoting the aspects of communication in order to promote substantial healthcare provisions. The nature of policies enacted and embraced by a government can actually dictate the healthca re provisions indicated earlier (Frampton Charmel, 2009). Communication among the health practitioners enhances professionalism, promotes competence, and diversifies expertise in various healthcare disciplines. It is evident that different governments have varying regulations meant to enhance quality and patient-centred healthcare provisions indicated before. The benefits of communication (with regard to healthcare provisions) are evident when considered critically. It is imperative to provide the sick with a quality patient-centred care as conferred by communication. Concurrently, the named communication equally helps in providing the sick with critical and quality healthcare provisions. The incorporation of expertise from different disciplines is helpful in endorsing patients with the required quality patient-centred healthcare provisions mentioned earlier. There are various benefits gained in the communication. Firstly, it promotes the success of all medical operations while enh ancing the aspects of job satisfaction and expertise among the concerned healthcare practitioners (Debisette Vessey, 2011).  It is central to consider the stereotypes of inter-professional provisions in healthcare sectors. Having studied the benefits of collaborative communication provisions (with respects to patient-centred cares), it is recommendable to uphold the virtues of this issue between patients and healthcare practitioners. Managing to uphold the mentioned benefits is substantial in the healthcare context. Additionally, communication promotes maximum use of resources and facilities (Branine, 1998). When healthcare practitioners come together to work on a particular medical case, the aspects of efficiency, proficiency, and rapidity will obviously maximize the use of the available resources and facilities within the healthcare context. There are also issues of negative professional stereotypes as alleged before. With the adoption of effective communication, King Faisal Sp ecialist Hospital and Research center will take advantage of opportunities as they come along. Thus, the delivery of healthcare services will be timely. It aims at ensuring that there is efficiency. Operating an effective inventory management, information on market dynamics, supplier’s power and the costs of goods should be undertook, there is also need to have all procurement departments integrated in the system for proper communication among them. Consequently, this ensures that there is enhanced communication between loading and unloading of goods (Kinsella 2003). King Faisal Specialist Hospital and Research center had no option other than maintaining good business relationship and effective communication provisions with its suppliers. This will assist in making sure that there is reliability in the supply of materials. Effective communication offered the platform through the system that aimed at enhancing the relation that prevails. The relationship means that suppliers w ere getting more concerned on demand from medical facilities like King Faisal Specialist Hospital and Research center. They also aimed at fulfilling the demand in quality and quantity; suppliers have crucial information that they can give to the company, and assist in making strategic decisions in order to take advantage of market opportunities. King Faisal Specialist Hospital and Research center needs to look into its database for effective communication. Some suppliers have supplied satisfying equipment leading to better provision of medical care services. Using effective communication, the company has been able to maintain a pool of data detailing these times for future decision-making. Effective communication ensures the company has adequate supplies at any one point in time (Wilson Rockstraw, 2012). Appendix A Strategic Information Systems Grid Business Challenges: Inadequate communication provision among the concerned professionals Occupational cultures Prejudice Improper resource allocation Interpersonal differences, large number of participants, poor coordination Ignorance of multi-professional benefits, political issues, and other relevant concerns Management Issues: Recently, the organization has instituted the compliance and quality control departments. It pursues strategies that determine the nature of training considered suitable for its employees. Information Systems Solutions: This conforms to the demands of attaining proficient and successful healthcare practices. When health practitioners from different disciplines come together to solve a given medical case, it is possible to succeed prominently since each of them might bring a different idea helpful in the case Technology Issues: Computerized Physician Order Entry (CPOE) Electronic Medical Records (EMR) Electronic Health Records (EHR) Business Benefits: Efficiency, Profitability Expansion Promptness Professionalism Organization Issues: It is central to consider the st ereotypes of inter-communicational provisions in healthcare sectors. Having studied the benefits of collaborative communication provisions (with respects to patient-centred cares), it is recommendable to uphold the virtues of this issue between patients and healthcare practitioners. Appendix B Comparison of Solutions Objectives Weight of Objective Option 1 Build Community on Yahoo Option 2 Establish own Internet Site Option 3 Pilot Community at CIGNA.com Avoid Privacy/ Security Risk .20 Low Medium High Full Automation .25 Low High Medium Ease of Implementation .10 High Medium Medium Ease of Use .20 Low High Medium Cost .15 Low Medium Medium Time to Market .10 High Medium Low References Branine, M. (1998). The logic of job-sharing in the provision and delivery of health care. Journal of Health Organization and Management. 12(1), 63-72. Couch, J. (1998). The health care professionals guide to disease management, Maryland: Aspen Press. CSIP (2008). A summary of Lord Darzi’s Review of the NHS. Web. Debisette, A. Vessey, J. (2011). Nursing workforce issues. New York, NY: Springer. Department of Health. (1999). National service framework for mental health: modern standards and service models. Web. Drinka, T. Clark, P. (2000). Health care communication: interdisciplinary practice and teaching. Connecticut, CT: Auburn Press. Enthoven, A. Vorhaus, C. (1997). A vision of quality in health care delivery. Health Affairs Journal. 16 (3), 44-57. Forman, H. (2011). Nursing leadership for patient-centred care: authenticity, presence, intuition, expertise. New York: SPRINGER. Frampton, S. Charmel, P. (2009). Putting Patients First Best Practices in Patient-centered Care: Epub Edition. Hoboken, NJ: John Wiley Sons. Guo, K. (2009). Effective communication in health care: Strategies to improve communication skills for managers. The Business Review, Cambridge’. 12(2), 8-17. Jones, R. (2005). Oxford textbook of primary medical care. Oxford : Oxford University Press. Kelly, P. (2012). Nursing leadership management. Ohio, OH: Cengage Learning. Liff, R. (2011). Promoting cooperation in health care: Creating endogenous institutions. Qualitative Research in Organizations and Management. 6(1), 46-63. Taylor, R. Lessin, L. (1996). Restructuring the health care delivery system in the united states’, Journal of Health Care Finance. 22(4), 33-60. Thornton, S. (2011). No decision about me without me: making it happen. Web. Trofino, J. (1995). Transformational leadership in health care, Nursing Management. 26(8), 42-52. Wilson, L. Rockstraw, L. (2012). Human simulation for nursing and health professions. New York, NY: Springer.

Definition and Examples of Persiflage in English

Definition and Examples of Persiflage in English Definition Persiflage is a light, flippant, and/or mocking manner of speech or writing. Also called banter, idle chatter, or small talk. Philip Gooden describes persiflage as a variant on banter. It doesnt add much to that word or other English equivalents and has a slightly twee or over-literary quality (Faux Pas: A No-nonsense Guide to Words and Phrases, 2006) See Examples and Observations below. Also see: ConversationParodySarcasmSnarkVerbal Irony EtymologyFrom the Latin, whistle talk   Examples and Observations Persiflage is speech or writing with tongue in cheek. It combines irony, levity, and paradox, treating trifles as serious matters and serious matters as trifles.(Willard R. Espy, The Garden of Eloquence: A Rhetorical Bestiary. Harper Row, 1983) Lord Chesterfield on Persiflage- There is a certain jargon, which, in French, I should call un Persiflage dAffaires, that a foreign Minister ought to be perfectly master of, and may be used very advantageously at great entertainments, in mixed companies, and in all occasions where he must speak, and should say nothing. Well turned and well spoken, it seems to mean something, though in truth it means nothing. It is a kind of political badinage, which prevents or removes a thousand difficulties, to which a foreign Minister is exposed in mixed conversations.(Philip Dormer Stanhope, Lord Chesterfield, letter to his son, January 15, 1753)- Persiflage. Lord Chesterfield, in a letter of 1757, was the first to use this word in English. Upon these del icate occasions you must practice the ministerial shrugs and persiflage. Hannah More in 1779 presented the feminine attitude toward the cold compound of irony, irreligion, selfishness, and sneer, which make up what the French . . . so well express by the word persiflage. Carlyle, in Heroes and Hero-Worship (1840), said of Voltaire: They felt that, if persiflage be the great thing, there never was such a persifleur.(Joseph T. Shipley, The Origins of English Words: A Discursive Dictionary of Indo-European Roots. John Hopkins University Press, 1984) Persiflage in Women in LoveI think you are very silly. I think you want to tell me you love me, and you go all this way round to do it.All right, he said, looking up with sudden exasperation. Now go away then, and leave me alone. I dont want any more of your meretricious persiflage.Is it really persiflage? she mocked, her face really relaxing into laughter. She interpreted it, that he had made a deep confession of love to her. But he was so absurd in his words, also.(D.H. Lawrence, Women in Love, 1920) The Persiflage of Bruce WillisI remember when they told Sylvia Plath, Hey, Syl, cheer up! I remember when they told e. e. cummings, e, baby; use caps! But did ol e listen? No. Little n. Little o.(Bruce Willis as David Addison in Moonlighting, 1985)Hans Gruber: I thought I told all of you, I want radio silence until further . . .John McClane: Ooooh, Im very sorry, Hans. I didnt get that message. Maybe you shouldve put it on the bulletin board. Since Ive waxed Tony and Marco and his fri end here, I figured you and Karl and Franco might be a little lonely, so I wanted to give you a call.Karl: How does he know so much about . . .Hans Gruber: Thats very kind of you. I assume you are our mysterious party crasher. You are most troublesome, for a security guard.John McClane: Eeeh! Sorry Hans, wrong guess. Would you like to go for Double Jeopardy where the scores can really change?Hans Gruber: Who are you then?John McClane: Just a fly in the ointment, Hans. The monkey in the wrench. The pain in the ass.(Alan Rickman, Bruce Willis, and Alexander Godunov in Die Hard, 1988) Barbershop PersiflageBuddy Litethe barbershop barfly who’s still lounging in his porkpie hat and violating the rule posted on a sign stating No jibber jabberpauses the persiflage to become sentimental.You see, what John doesn’t tell you is that all this is the sideshow, he says. The real museum here is the people.(Luke Jerod Kummer, In Pennsylvania, a Haircut to Remember. The Washington Post, February 25, 2011) Persiflage in FilmExcessive stylistic devices offer possibilities for shifting the status of the film narrative when the plot becomes secondary to persiflage, parody, and/or self-reflexive commentary. Only by recognizing the possibility of such a shift can stylistic devices such as excessive use of voice-over or pompous referencingwhich seem annoying because they hamper the progress of the storybe properly evaluated.(Peter Verstraten, Film Narratology: Introduction to the Theory of Narrative. Trans. by Stefan Van Der Lecq. University of Toronto Press, 2009) Pronunciation: PUR-si-flahz

FIN444 Case Study Example | Topics and Well Written Essays - 750 words

FIN444 - Case Study Example He spent about a quarter an hour throwing rocks and hit a several vehicles. Daniel threw a chunk of concrete weighing almost three pounds at a Navistar tractor pulling two trailers driven by William. It broke the windshield and hit him in the forehead causing brain injuries. He lost control of the truck and it hit the sound wall. Daniel was convicted of three counts of assault with a deadly weapon or with force likely to cause great bodily injury and sentenced to 12 years in prison. William and Barbara brought suit against Navistar (The manufacturer) and the State of California. They sued Navistar for product liability, claiming the trucks windshield was defective because it failed to protect William from the rock. They also sort other punitive measures on the grounds that the manufacturer knew the truck was defective. Plaintiffs offered two alternative windshield designs. They insisted the windshield should have been made of bi-laminated glass known as glass-plastic instead of it being a single windshield glass. Second, plaintiffs. They also contended the rake angle of the windshield should have been a safer more swept-back in design, to act as a deflector of the rock. The manufacturer of the windshield and the supplier of the glass, moved for summary judgment, asserting federal law preempted a state tort action for products liability. The manufacturers demonstrated that the windshield in the truck had a bonded plastic between two layers of glass. They asserted that it was manufactured in accordance with Federal Motor Vehicle Safety Standard 205 (FMVSS 205). fn. 4 FMVSS 205 also authorized the use of glass-plastic in windshields. The trial court granted both motions for summary judgment, finding the plaintiffs claims were preempted by federal law. In light of these rulings, Navistar moved in limine to exclude any evidence of glass-plastic windshields. The trial court granted the motion. It is also noted that the insurance

Predictors of Sexual Satisfaction Essay Example | Topics and Well Written Essays - 1000 words

Predictors of Sexual Satisfaction - Essay Example This study constitutes an important first step, and invites other researchers to explore the topic further. The methodology was entirely through self-reporting, measuring the participants' sexual satisfaction and their perceived self-image in relation to body, fitness, and activity level. Two hundred and ninety women and one hundred and eighteen men participated in the study; all were voluntary participants enrolled in an undergraduate health class at a university. The majority of the class was white, with other races nominally represented. The respondents completed a questionnaire which included demographic information, "An 11-item modified Derogatis Sexual Satisfaction Scale (Young et al., 1998)" (Penhollow and Young "Predictors" par. 12) and a "A 13-item body image self-consciousness scale (Wiederman, 2000)" (Penhollow and Young "Predictors" par. ... their satisfaction with everything from individual body parts, the quality of their orgasms, and how satisfied they were with their level of physical activity. This allowed researchers to draw very specific conclusions about which aspects of body consciousness affected sexual satisfaction. All the data was compiled and statistics reached using a Statistical Analysis System, and multiple regression analysis was run with sexual satisfaction as the independent variable (Penhollow and Young "Predictors" par. 15) The study succeed in its goal to identify the variables in self-esteem and body image that most affected sexual satisfaction. The researchers found that: For females, the three most important variables were concerns about being nude, fitness level, and exercise frequency. Together these three variables accounted for 44% of the variation in sexual satisfaction. For males, the three most important variables included strength and build, exercise frequency, and concerns about being nude. Together these three variables explained 21% of the variation in sexual satisfaction.(Penhollow and Young "Predictors" par. 20) Thus, the variables for sexual satisfaction and body image were established, but the link is as yet uncertain as to causation; this study, like many important and informative scientific studies, opens more questions than it answers. Do people suffering from mild to moderate depression generally report both low sexual satisfaction and heightened insecurity about their body image Does exercise create better self-image, better sexual satisfaction, or both Could an experiment be conducted where participants exercise and then self-report sexual satisfaction and body image, to more fully understand this correlation Does the media influence people (especially