Ptsd Paper free essay sample

Trauma, and People Kacie D. Buchanan COM/156 April 12, 2013 It has been estimated, from Michelle Rosenthal (2012), that 70% of all U. S. citizens experience some type of trauma in their life and an estimated 8% have PTSD. War veteran diagnosed PTSD have jumped up 50% in 2012, and 1 out of every five veterans that return from Irag are diagnosed with this disorder. It is sad to think of the children that go through trauma, but an estimated 15-43% of girls and 14-43% of boys will experience a traumatic event. As many as 30- 60% of these children will go through the trauma and come out with PTSD. Personal doubt has lead me to try to figure out how this disorder comes about, and if there is a way an individual can be misdiagnosed. There are many reasons an individual may have PTSD, its finding the trauma and the cause so you can then find a cure. For as long as we can remember there have been stories about the trauma that war veterans go through daily, they relive the trauma, and it can bring on PTSD. We will write a custom essay sample on Ptsd Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Post-traumatic stress syndrome in war veterans is very different than the trauma anyone else can go through, it is harder for them to cope with because of the level of trauma they have been through. Christine Stephens, Nigel Long, and Ross Flett (1998) had done a New Zealand study of 527 working police officers were given the PTSD test to show there results, their results were that police officers with military combat backgrounds had some of the highest test results of anyone tested. These victims of war have to relive the nightmare every time they hear a loud crash, bang, or pop they feel like they have to run for cover or hide because that fear has been put into their minds that if they do not save themselves they will die. In most cases military personnel have come home and have shown no sign of PTSD and passed all tests with a negative result for the disorder, it was six months to a year later that the individuals start to experience signs and symptoms of PTSD. These tests can include an officer sitting in front of a computer screen with random flashes of picture’s, there are children,  dogs sniffing blood, soldiers cowering in fear, and death. The doctor monitors stress levels and how many times the officer blinks and from that can see if the officer will most likely develop PTSD, because after all this is just a theory for military doctors trying to help soldier. Right now, we cant determine with certainty who will and who wont develop PTSD, said P aula Schnurr (2009), deputy executive director of the Department of Veterans Affairs National Center for Posttraumatic Stress Disorder. Perhaps with better measures, we can get closer. In 1980 is when the PTSD in adults came about with the war veterans, there were also numerous adults that had been diagnosed at this time but when it came to children there were no cases because it was primarily a disorder that had been focused around adults. (Kaminer, Seedat, Stein, 2005) â€Å"Studies indicate that children can develop PTSD after exposure to a range of traumatic stressors, including violent crime, sexual abuse, natural disasters, and war. Where relatively standardized assessment methods have been used, the incidence of PTSD among childsurvivors of specific disasters ranges from 30 to 60%. As yet there are no epidemiological studies of the prevalence of PTSD among children in the general population; however, community studies in the United States have consistently indicated that around 40% of high school students have experienced some form of domestic or community violence, and between 3 and 6% have PTSD. † When children develop these disorders some of the trauma can affect them ten times worse than that of an adult because children are so impressionable and delicate. With children and war veterans the symptoms are quite similar when concerning the nightmares, sleep disturbances, intrusive memories, and flashback experiences. In children however I have read that nightmares become more generalized and not specific, and also re-experiencing can take place through actual events and not only memories that can play in one’s mind. When dealing with PTSD we need to remember that children can be more delicate than an average human being, something that doesn’t traumatize you could definitely hurt a child and scar them for a life with PTSD. When I say normal human beings I mean it as a range of adults between the ages of 18 and over. The reason I give this age group is because anyone under the age of 18 are still considered a child and therefore I feel can still be influenced differently than someone who has been through the trauma, and it didn’t affect them at all. This is involved with civilians of PTSD, the different types of civilian PTSD can be defined as car accidents, death, change in home/work, or even going through a disaster such as angry Mother Nature. The problem with people nowadays isn’t PTSD as a disorder, because PTSD can be a real life disorder, it is the individuals that try to use PTSD as an excuse to be lazy and escape responsibility. One example of this is, recently in the news there was a murder case involving Jodi Arias. Jodi Arias has been accused of murdering her boyfriend, and to escape blame she has told the court that she has a disorder, PTSD to be exact. When faced with the tests from all the doctors you would think that she could get caught if she were faking it. According to her psychologist Richard Samuel whom was put on the stand to answer an array of over 100 questions and to defend his work he said â€Å"I made an arithmetic error which does not affect the utility of the test, Samuels insisted, adding that regardless of the changing scores because of his calculation errors, Arias still would have been diagnosed with PTSD. Each time that I scored it, Ms. Arias met or even exceeded the minimum criteria for the diagnosis of post-traumatic stress disorder. So when it came time to see the results we didn’t know what to believe. After all if her doctor is changing scores how to we believe that there is no disorder there. Time after time we come into contact with trauma and you have to think to yourself, Will the trauma caused affect different kinds of people differently? Well I have come to the conclusion that it does because not everyone is the same. It takes a strong individual to go through trauma and come out of the other side. Personal testimony is the best research I have done and I have been told by a close friend of mine, †You cannot let trauma stop your life, you have to learn how to get over your past and leave it there. Because after all that is where the past belongs, in the past† (Kat Brower, 2013). This individual is a very strong person, loves life and knows that there are more to worry about than past experienced, she has moved on and has let the wrong in her life make her stronger. With all of the symptoms that come with PTSD you have to be sure what you are going through, you just need to know you are not alone. Knowing whether the trauma that you have been through will cause PTSD is the biggest challenge, and also finding your cure. I have learned in doing this research that, it has helped me understand how to deal with my personal experiences in life that has made me doubt a close friend. I have decided I need to come to my own conclusions whether or not I am going to trust the disease is real or if the stories are in fact just stories. Hundreds of Americans are diagnosed with this disorder, its finding out who is using the disorder to escape the responsibility of life. References: Associated Press, (January 4, 2012), Types of Trauma: War. www. ptsd. va. gov. Retrieved on March 22, 2013. Associated Press, (November 20, 2009), Mental Health Effects of Serving in Afghanistan and Iraq. www. ptsdsupport. com. Retrieved on March 22, 2013 Kaminer, D. , Seedat, S. , Stein, D. J. , (June 2005), Post-Traumatic Stress Disorder in Children, 4(2): 121-125. www. ncbi. nim. nih. gov. Retrieved on March 24, 2013. Crimesider Staff, Tingle, T. , (March 25, 2013), Jodi Arias Trial: Expert defends murder defendant’s diagnosis of PTSD, amnesia. www. cbsnews. com. Retrieved March 25, 2013 Personal insight and quote from Brower, K. , (March 21, 2013) Rosenthal, M. , (2012) Statistics, www. healmyptsd. com, Retrieved March 30, 2013

Colonial Rule in Peru

Colonial Rule in Peru In 1533 Francisco Pizarro, a Spanish conquistador, colonized Peru in order to gain power and westernize the country, changing the dynamics of the land completely. Peru was left decimated, as the Spanish bought diseases with them, killing over 90% of the Inca population. Who Were the Incas? The Incas arrived in 1200 CE, an indigenous group of hunters and gatherers, consisting of Ayllus, a group of families controlled by a Chief, called Curaca. Most Incas did not live in cities as these were used for government purposes, only visiting on business or for religious festivals as they were extremely religious. The Incas economy can be considered prosperous as Peru contained mines producing luxuries like gold and silver and they had one of the most powerful armies at this time, using numerous weapons and recruiting every male capable of military service. The Spanish conquered Peru, with the aim to westernize the country, changing the dynamics of the land completely, similar to the intentions of the other colonial powers during the era of exploration and colonization. In 1527 another Spanish explorer commanding a Spanish ship, saw a raft with 20 Incas on board, was amazed to discover numerous luxuries, including gold and silver. He trained three of the Incas as interpreters as he wished to report his findings, this led to Pizarros expedition in 1529. The Spanish Quest The Spanish were eager to explore, allured by the prospect of a rich country. For some, like Pizarro and his brothers, it enabled them to escape from the impoverished community of Extremadura, in Western Spain. The Spanish additionally wished to gain prestige and power in Europe, previously conquering the Aztec Kingdom, Mexico in 1521 and started to conquer Central America in 1524. During his third expedition to Peru, Francisco Pizarro conquered Peru in 1533 after executing the last Inca Emperor, Atahualpa. He had been aided by a civil war occurring between two Incan brothers, sons of a Sapa Inca. Pizarro was assassinated in 1541 when Almagro was made new Peruvian Governor. On 28th July 1821, Peru became independent from colonial rule, after an Argentinian soldier, called San Martin, conquered the Spanish in Peru. Spanish colonization led to Spanish becoming the main language in Peru. The Spanish altered the countrys demographics and left their mark, for example, the Spanish coat of arms still remains a symbol for Peru after being given it by Spanish King Charles 1 in 1537. At What Price?   The Spanish brought diseases with them, killing numerous Incas including the Inca Emperor. The Incas caught malaria, measles, and smallpox as they had no natural immunity. N. D. Cook (1981) showed Peru encountered a 93% population decrease as a result of Spanish colonization. However, Incas did pass syphilis onto the Spanish in return. The diseases killed vast amounts of the Inca population; more Incas dyed from diseases than on the battlefield. The Spanish also accomplished their aim to spread Catholicism in Peru, with about four-fifths of the population of Peru today as Roman Catholic. Perus education system now includes the whole population, differing from focusing on the ruling class during colonial rule. This benefited Peru greatly, now having a 90% literacy rate, contrasting to the illiterate and poor Incas during Spanish rule, therefore not capable of advancing as a country. Overall, the Spanish succeeded in their aim to change Perus demographics completely. They forced the Catholic religion on Incas, remaining the same today and keeping Spanish as the main language. They killed vast amounts of the Inca population due to diseases from Europe, destroying the Inca population and used racial tension to create a hierarchy system with the Incas at the bottom. The Spanish also influenced Peru greatly as they gave it its name, originating from a misunderstanding of the Indian name of river.

Carter Cleaning Co. Case Study Research Paper Example | Topics and Well Written Essays - 500 words

Carter Cleaning Co. Case Study - Research Paper Example The article goes on to state that discriminatory practices could include employment decisions that are based on certain stereotypes regarding the work ability of males versus females or even in regards different ethnic groups (U.S. Equal Employment Opportunity Commission, 2009). Hence, a defense that women and minorities make up most of the company’s employees would be no solid defense at all. The company could be alleged to be restricting their hiring to women and minorities based on pre conceived assumptions about how women or minorities perform work as compared to males or non-minorities. The company could also be accused of having a misguided perception that women and minorities would be less demanding in the amount of compensation required, and hence given preferential treatment in hiring over males or non-minorities with the same qualifications. In the latter case, the Equal Pay Act could be applicable, and this law applies to all employers regardless of the size of the company or number of employees it has employed (Small Business Notes, 2009). The Equal Pay Act prevents discrimination based on sex where essentially the same job duties are performed (Small Business Notes, 2009). In addition, during employment interviews, only minorities were asked about arrest records and credit history. Also, only women were asked questions regarding childcare. The questions themselves are illegal for Carter Cleaners to ask of any applicant, but also indicates racial and sex discrimination which are in violation of Title VII of The Civil Rights Act of 1964 (U.S. Equal Employment Opportunity Commission, 2009). According to the U.S. Equal Employment Opportunity Commission (2010), it is not lawful to harass an individual, applicant, or employee because of the person’s sex. This includes unwelcome sexual advances, requests for sexual favors, or other harassment of a sexual nature (U.S. Equal Employment Opportunity Commission,

International Business Case Analysis Study Example | Topics and Well Written Essays - 750 words

International Business Analysis - Case Study Example While it provided a big number of people with an entertainment opportunity, it also offered job opportunities for various kinds of workers. Moreover, it led to the development of the area. On the other hand, though, the park contributed to the pollution of the place, especially noise pollution. 2. Euro Disney's woes started right on the opening day of the park. The grand opening received a poor attendance, owing to a number of things that went wrong. On the exact day of opening, commuter trains leading to the park went on strike due to protesting of staff and security problems. Residents in the nearby neighborhood protested over the noise from the park, while a terrorist bomb missed disabling nearby electrical facilities the night before. These were the first indicators of trouble. Was the management keen enough on the number of people attending the theme park, they would have looked into these issues from their very first time. However, they held the belief that attendance numbers w ould peak with the course time, an anticipation that did not happen. The management could have provided reliable transport to the park, to avoid public failure. The management should have taken nothing for granted on the very opening of the Euro Disney. Another thing that went wrong was France’s weather. ... Campsites, on the other, hand went for $47. These charges were high; the company should have considered revising them downwards to allow more people to attend all year round. The park’s capacity was 50,000 people. Whenever it reached this capacity, gates were closed. People had to wait until a group left the park to gain entry into the park. This was not only inconveniencing, but also frustrating. The management could have developed a waiting area for these people, a place where they could have fun whenever they waited. Alternatively, they could have increased the capacity to reach the 60,000 people attending the park daily. 3. One aspect that should have remained same in Euro Disney as was in America and Japan was the design of the theme park. By choosing a European feeling, they lost their fantasy. For instance, Snow White lived in a Bavarian village, while Cinderella lived in a French inn. 5,000 square foot of European hedge maze surrounded Alice in the Wonderland. These lo st their original meaning, a factor that might not have been very appealing to the people. They might have expected the real experience of Alice, Snow White or Cinderella. Choosing not to serve wine at the park was another element that went wrong. Although the American and Japanese parks did not serve wine, the French have a culture of wine consumption, something that people honor whenever having fun. They should have provided areas where people could have their wine. Some aspects, however, were better off being specific to Japan and America. However, some aspects were transferable to Euro Disney. Among these are the kind of entertainment provided and the actual setting. Planners should have put into consideration the individualistic nature of Europeans and, therefore, come

Applied Ethics in Criminal Justice Management Research Paper

Applied Ethics in Criminal Justice Management - Research Paper Example Ethical questions and issues within the criminal justice system have become very popular. What is right and wrong, good or bad within the criminal justice system is an issue that needs to be demystified by studying and analyzing the criminal justice system. It is important for all stakeholders in the criminal justice system to be informed about issues of ethics so that high ethical standards can be maintained within the system. Criminal justice ethics is a pertinent issue in the leadership, supervision and management of the criminal justice system (Aldam, 2002). Any system or organization needs to be guided by certain ethical principles within that system, the criminal justice system being no exception. This is one sure way that can make the system effective and efficient in its functions and operations (Savelsberg, Lara & Cleveland, 2004). All the stakeholders and key player within the criminal justice system need to be made to understand ethical principles within the system and the value of ethics to the criminal justice system (Neocleous, 2004). These key stakeholders and player in the criminal justice system include the lawyers, judges, the police, investigators, parole and probation officer, correction officers, court officers, line officers and any other administrative personnel required to run the criminal justice system (Maguire, Rod & Robert, 2002). All these personnel, key player and stakeholders must be well versed in all the security, police and disaster or emergency procedures so as to help in upholding and maintaining the ethical standards required of the system (Fuller, 2005). The manager, supervisors and leaders of the criminal justice system must also be well trained in the administration of the criminal justice system so that they can effectively lead the other players towards achieving the common goals of the system

Inter professional Team Working Risk Management Resuscitation department

Inter professional Team Working Risk Management Resuscitation department This assignment focuses on teamwork and the management of patients requiring emergency treatment. In health care, teamwork or inter-professional collaboration is an essential component of safety. As breakdowns in teamwork can lead to poor patient safety, I aim to critically evaluate and defend the importance of inter-professional collaboration in the resuscitation department. Example scenarios of patients that were brought into the resuscitation department requiring immediate care management will illustrate different team approaches to working, barriers to effective team working, and leadership of teams. The nurses role in the maintaining patient safety via risk management strategies will also be explored. This is important because the resuscitation department is a fast paced environment potentially vulnerable to risks. I intend to conclude how each scenario was managed and from these, draw up recommendations for streamlined nursing care and inter-professional team working in a resus citation department. A reference list is included. Introduction In the Accident and Emergency (AE) department, a key function is to receive asses and treat injured or sick people quickly at any time of the day or night. Anything can appear in an AE department; from patients with cuts, sprains and limb fractures, to patients with more serious life threatening conditions such as cardiovascular emergencies, gastrointestinal problems, neurovascular emergencies and traumatic injuries. Due to the nature of work in this environment, nursing care and management often occurs as a rapid sequence of events commencing with the recognition of life-threatening needs (Etherington 2003). Patients attending AE are seen immediately and there needs for treatment assessed. This initial assessment is a process known as triage designed to allocate clinical priority (See appendix). The Manchester triage group set up in 1994 is the most widely used triage method in the UK. The system selects patients with the highest priority first and works without making any assumptions about diagnosis. This is deliberate as AE departments are largely driven by patients presenting with signs and symptoms (Mackaway-Jones 1997). Once patients are triaged they are categorised according to a scale of urgency. The triage scale is colour coded for example: patients requiring immediate resuscitation and treatment are coded red, and would normally be met by a team standing by after prior notification by the ambulance service (Crouch and Marrow 1996). People presenting with serious injury or illness require a skilled team who follow recognised life support protocols within agreed roles (Etherington 2003). This assignment will focus on red coded patients brought into a resuscitation department requiring immediate care management for the preservation of life. Effective management of these patients is pivotal in reducing mortality rates and a skilled team is of great importance. In health care, teamwork or inter-professional collaboration is an essential component of safety. Research suggests that improvement in patient safety can be made by drawing on the science of team effectiveness (Salas, Rosen and king 2007). However, literature regarding emergency teams suggests that human factors such as communication and inter-professional relationships, can affect a teams performance regardless of how clinically skilled the team members are (Cole Crichton 2006, Lynch and Cole 2006). Ineffective teamwork can lead to errors in diagnosis and treatment (Salas, Rosen and king 2007) and is apparent in the many accusations of poor care and inadequate communication evident in malpractice lawsuits (Gro ff 2003). As breakdowns in teamwork can lead to poor patient safety, I aim to critically evaluate and defend the importance of inter-professional collaboration in the resuscitation department. Example scenarios of patients that were brought into the resuscitation department requiring immediate care management will illustrate different team approaches to working, barriers to effective team working, and leadership of teams. The nurses role in the maintaining patient safety via risk management strategies will also be explored. This is important because the resuscitation department is a fast paced environment potentially vulnerable to risks. I intend to conclude how each scenario was managed and from these, draw up recommendations for streamlined nursing care and inter-professional team working in a resuscitation department. Throughout this essay, I will adhere to confidentiality as stated in the Nursing Midwifery Councils Code (2008) and no identities regarding the patients or the trust shall be named. I acknowledge that some reference sources used in this assignment are dated, however they are still commonly cited in much up-to-date literature. The resuscitation room and the nurses role The resuscitation room is designed for the assessment and treatment of patients whose injury or illness is life-threatening (Etherington 2003). Anything can emerge with little warning (Walsh and Kent 2000) however, departments often receive prior warning of a patients arrival which allows the preparation of the resuscitation area and the team (Etherington 2003). All team members should be appropriately prepared to care for the patient in a systematic manner. AE nurses are vital components of the team (Hadfield-Law 2000) because they are usually among the first team members to meet patients and typically remain with them throughout their stay within the department (OMahoney 2005). A nurse with advanced life support (ALS) training is best placed to care for patients in the resuscitation room (Etherington 2003). This is where their training can be best utilized and this assists the inter-professional team to practice mutual working skills modelled on evidenced based protocols (DH 2005). Successful resuscitation depends on a number of factors, many of which can be influenced by AE nurses such as the environment and the equipment. Patient (2007) highlights various elements of AE nurses role in the preparation for patient arrival. This would include preparing the area, having equipment in ready and working order and having a team on stand by. These tasks underline the risk management strategies involved in maintaining a safe environment such as checking and cleaning everything on a regular basis (Etherington 2003), a practice which I observed is routinely carried between patient occupancy. The importance of carrying out such checks contributes to teams being prepared with equipment ready and working to treat patients safely. Once the patient has arrived, other roles and tasks the AE nurse might undertake include: maintaining a patients airway, patient assessment, taking vital observations, monitoring intravenous therapy, managing wound care, pain management, keeping rubbish clear to maintain a safe working environment, catheterisation, and communication and liaison between patients, relatives and the inter-professional team (Patient 2007, Etherington 2003). McCloskey et al., (1996) cited in Drach-Zahavy and Dagan (2002) describe this linking role of nursing as glue function as it is nurses who maintain the holistic overview of the care given to the patient by all members of the inter-professional team. From the literature (Patient 2007, Etherington 2003, McCloskey et al., 1996), it is evident that nurses working in the resuscitation area must be able to integrate with the inter-professional team and not only maintain the safety of the patient, but also everyone working in that environment. It is the nurses responsibility to manage the resuscitation room which incorporates preparing the environment and ensuring equipment is in working order. Investigation into the resuscitation room and the nurses role within that area has highlighted that nurses have many important management roles to carry out. For the purpose of this assignment, focus will be upon the nurse working as part of the inter-professional team, and the risk management strategies that take place to support that team. I had the opportunity to observe how inter-professional teams worked together to benefit the patient and ensure safety. Two examples of patients brought into the resuscitation department within the same week will now illustrate different team approaches to care management. Example 1 10:00 Saturday morning, the department receives a call from ambulance control warning that they have a patient with cardiac arrest on the way in approximately ten minutes. Immediately the lead nurse of the emergency department informs the two nurses managing the resuscitation department of the patient en route. The Nurses put a call out to the emergency inter-professional team to stand by and prepared the area by having the defibrillator in position, the oxygen mask ready and the adrenaline at hand. The emergency inter-professional team start flooding into the area and there is a mixture of bodies standing around in rubber gloves and aprons. The team consisted of three nurses, an anaesthetist, a physicians assistant, two junior medical students, two nursing students, a registrar, and a consultant equating 11 people. The ambulance crew arrived and they rushed the patient in promptly transferring her over from stretcher to trolley. The paramedic commenced a detailed handover to the team. The patient was a 69 year old woman who was found unconscious and not breathing at a holiday camp. The ambulance crew had been doing cardiac pulmonary resuscitation (CPR) for 45 minutes from scene to hospital. The patient was still not breathing. During the time of this handover, it was observed by the nurse that there was a short hesitancy between continuity of CPR. After the ambulance crew transferred the woman over to the trolley, no one took the lead of directing the team or continuing CPR. After this brief hesitancy a nurse took the lead by suggesting someone start CPR. Another nurse then stepped forward and commenced chest compressions whilst the anaesthetist placed a bag and mask over the patients airway. The team crowded around and the consultant stepped forward and started making orders loudly in relation to current advanced resuscitation guidelines. The defibrillator was attached and the team was advised by the nurse operating it to stand clear. Shocks were delivered without success. The team took it in turn to do chest compressions for fifteen minutes whilst other members gathered around obtaining intravenous access. The consultant then suggested that they stop. The team stood back and started to disperse out of the resuscitation room leaving the nurses to continue care and management of the patient and her family. The patient was disconnected from the defibrillator and a nurse cleaned the resuscitation area. Example 2 At 02:30 ambulance control report that they have a patient involved in a road traffic collision (RTC) on route due in approximately twenty minutes. The lead nurse informs the two nurses running the resuscitation area who then inform the inter-professional team to stand by. The resuscitation area is prepared and a team of seven including two nurses, a registrar, an anaesthetist, a physicians assistant, an orthopaedic doctor, and a nursing student await the patients arrival. The team pre-decided on who is to do what tasks. The ambulance crew arrive with the patient on a spinal board. The crew hand over the patient, a 42 year old male who was intoxicated with alcohol and overdosed on analgesics, had been involved in a high-speed police chase and sped off the road overturning his car and going through the windscreen. The patient had recently discovered that his wife was having an affair and this was the suspected cause of his actions. The police awaited outside the resuscitation department. The patient was semi conscious maintaining his own airway. The registrar took the medical lead advising calmly who to do what. The anaesthetist took the management of the airway, a nurse provided comfort and reassurance to the patient whist taking observations. Another nurse cut the patients clothes off him and covered him with sheets. The protocol used for patients involved in trauma is the Advanced Trauma Life Support (ATLS) system (American College of Surgeons 1997) which is a widely adopted management plan for trauma victims. Initial assessment consists of preparation, a primary survey, resuscitation, secondary survey and definitive care phase which is the ongoing management of trauma. Because the ATLS involves medical and nursing staff, they encourage inter-professional learning. This occurs when two or more professions learn with, from and about each other to improve collaboration and the quality of care (DH 2007). Most AE departments use the ATLS protocols (Etherington 2003) as this system of managing the severely injured has now become part of best practice (Royal College of Surgeons 2000). The registrar and the nurses all appeared highly familiar with ATLS protocol and a primary survey, secondary survey followed by definitive care phase was carried out systemically and smoothly. The team anticipated each others actions and care management resulted in the patient being able to maintain his own airway, breathing and circulation. Other team members that became involved in the care management of this patient included the radiographer, lab technicians and the police. The nurses liaised with all these people and acted as a mediator of communication between the team. This reinforces Drach-Zahavy and Dagans (2002) concept of glue function as it is nurses who maintain the holistic overview of the care given to the patient by all members of the inter-professional team. It is worth noting that these examples are comparatively different in relation to the time of day they occurred, the teams that attended, and the age and presentation of the patients. These factors will be taken into consideration during discussion of the two examples. Inter-professional team working Nurses are obliged to adhere to the NMC Code which in relation to team working, clearly states that nurses must work effectively as part of a team and respect the skills, expertise and contributions of colleagues (NMC 2008). The importance of inter-professional working has been emphasised in a succession of government white papers addressing care (Hewison 2004) which call for more team working, extended roles for professionals and the removal of hindrances to collaboration (DH 2000a/b, 2004, 2005). During a critical care emergency, effective teamwork, prioritising and speed of care delivery may mean the difference between life and death (Denton and Giddins 2009). National Patient Safety Agency (NPSA 2008) and National Institute for Health and Clinical Excellence (NICE 2007) agree that healthcare professionals are required to be able to respond appropriately in emergency situations. This entails an up-to-date knowledge of current evidence-based resuscitation guidelines (Resuscitation Council 2005, 2006) and the need for a team approach to care management of acutely ill individuals (Denton and Giddins 2009). An exploration of inter-professional team working in a resuscitation area will now follow, using the above examples to appraise the importance of inter-professional collaboration. Teams and team effectiveness will be discussed as this is essential in identifying the mechanisms of teamwork involved in patient management and safety (Salas, Rosen and King 2007). The DH (2005) recognise that outcomes of health care services are a product of teamwork and, the use of the word team is a broad spectrum term aimed to include all healthcare professionals working inter-professionally. Mohrman et al., (1995) definition includes individuals who work together to deliver services for which they are mutually accountable and, integrating with one another is included among the responsibilities of each member. Leathard (1994) depicts inter-professional practice to refer to people with distinct disciplinary training, working together making different yet complementary contributions to patient focused care. The philosophy of care in the local AE department incorporates these definitions stating; professionals aim to promote team spirit with support to each other and encourage relations with other disciplines (Trust AE nursing philosophy 2008). Salas, Rosen and King (2007) suggest effective teams have several unique characteristics including: a dynamic social interaction with significant interdependencies, a discrete lifespan, a distributed expertise, clearly assigned roles and responsibilities, and shared common values and beliefs (Wiles and Robinson 1994). These characteristics require goal directedness, communication and flexibility between members (Webster 2002). From these definitions, it is apparent that in healthcare a common and vital feature in teamwork is shared values and goals (Salas, Rosen and King 2007, Wiles and Robinson 1994). This serves as the teams focus point and appears to be at the pinnacle of what members strive towards. In example 1, shared values and goals are evident in the ALS protocols that the team followed. However, individuals roles were not clearly recognised and the team did not seem to be familiar with one-another. In example 2, the team again demonstrated shared values and goals by following agreed protocols (ATLS). This was further demonstrated in how the team interacted with each other and anticipated one-anothers actions. Pre-agreed tasks were organised by the team and they demonstrated mutual understanding of one-anothers roles. When members of trauma teams are given pre-assigned roles, they can perform a practice known as horizontal organisation which refers to the ability of performing several interventions simultaneously (Patient 2007 and Cole 2004). Taking on pre-agreed roles and responsibilities can influence patient outcomes, limiting resuscitation times and lowering mortality rates (Lomas and Goodall 1994). Salas, Rosen and King (2007) advise teams take time to develop a discipline of pre-brief where the team clarifies the goals, roles and performance strategies required. Example 2 demonstrates how, this preparation is proven to amplify performance levels when functioning under stressful conditions (Inzana et al., 1996 cited in Salas, Rosen and King 2007). A team approach in resuscitation has proved highly effective in reducing mortality rates (Walsh and Kent 2000). However, evidence suggests that human factors such as poor communication and lack of understanding of team members roles can breakdown team effectiveness leading to poor patient safety. (Xyrichis and Ream 2008, Atwal and Caldwell 2006). In relation to example 1, there were many team members present; nobody knew clearly who was who. To understand what makes an effective team, barriers inter-professional teams face and what can be done to overcome these obstacles shall be explored. Barriers to Inter-professional team working We have established that emergency care management involves many professionals each with their own discipline, knowledge and skills. Due to this diversity, professionals may have limited knowledge of each others roles and so undervalue the contribution of care delivered to patients, making inter-professional team working difficult (Spry 2006). Also, the way which individuals work together depends greatly on personalities and individual compatibility (Webster 2002). If personalities clash, this is a barrier to team effectiveness. In example 2, the team were familiar with one another and had evidently worked together in many trauma care situations as they seemed to trust and respect each other. This team were on their 3rd consecutive night shift working together therefore they had built a rapport with each other. Similarly in Cole and Crichtons (2006) study exploring the culture of a trauma team in relation to influencing human factors, many respondents described an amity and familiarity. They argued that teams work when people know their roles, have the required technical expertise and are knowledgeable about trauma. Cole and Crichton (2006) interviewed a consultant team leader who reports; you can have the most gruesome scenario where you have a new surgical SHO and a new anaesthetic SHO, no-one knows each other and its atrocious! Teams made up of individuals who are familiar with each other work with greater efficacy than teams composed of strangers (Guzzo and Dickson 1996 cited in Cole and Crichton 2006). This report illustrates the challenges that team unfamiliarity poses. In Cole and Crichtons (2006) study, focused ethnography was used to explore the culture of a trauma team in a teaching hospital. Many ethnographic studies focus on a distinct problem amongst a small group. This method is appropriate when focussing on the meanings of individuals customs and behaviours in the environment in which they are occurring (Savage 2000). Six periods of observation of trauma teams attending trauma calls was undertaken followed by 11 semi-structured interviews with purposively chosen key personnel. Their findings are based on the trauma teams working in one hospital; therefore this study is quite narrow. Cole and Crichton acknowledge that this method of study can be criticized for producing only one snapshot in time, potentially reducing its credibility. Taking these limitations into account, I believe their findings could be used to inform best practice where if the opportunity existed teams could be facilitated to practice working together. This would allow me mbers to become familiar with each others personalities and roles. Teams operating within an emergency medicine context face complex, dynamic and high-stress environments (Salas, Rosen and King 2007). However Denton and Giddins (2009) suggest staff in these areas become experienced in managing emergencies, know each others roles and have developed close team-working skills. Example 2 shows evidence to support this. Conversely, in example 1, the team seemed disjointed and nobody seemed to know each other. They assembled for the resuscitation but a lack of role perception hindered the teams ability to work effectively together. Research into inter-professional team working and resuscitation attempts is limited (Denton and Giddins 2009). However, a small study of cardiopulmonary resuscitation conducted in a trust hospital by Meerabeau and Page (1999) found that, although team members of a resuscitation attempt may have a common goal (to resuscitate the patient) and some of the attributes associated with effective teams, many features may not be present . These features encompass regular interaction and clear roles as their evidence concludes, CPR teams generally did not work together nor practice their skills together. These findings support Cole and Crichtons (2006) results and could be applicable to example 1 indicating that; although CPR teams trained specifically to react in CPR situations, factors such as regular interaction and clear roles influence team effectiveness. If integrated inter-professional working is to become a reality, it is fundamental that people have opportunities to work closely together to build up personal relationships and understand others roles (Hewison 2004). Professional education needs to play a vital part in supporting this (Webster 2002). The DH actively encouraged initiatives in the NHS and in higher education institutions to encourage greater role awareness amongst health professionals and support effective team working (DH 2007, 2004a, 2000b). This allows team members to devise precise expectations of their team mates actions and requirements during high-stress work episodes (Salas, Rosen and King 2007). This is a logical solution but like Salas, Rosen and King (2007) note, teams come together for a discrete lifespan and depend upon who is on duty and time of day. Consequently having opportunities for developing personal relationships and understanding each others roles becomes a challenge. A lack of specialist skills required to manage the care of critically ill patients is a potential barrier to delivering effective team care as this could escalate into inter-professional conflict. This is when nurses skills and doctors expectations of these skills differed (Tippins 2005). This barrier highlights the relevance of the ATLS training. Patient (2007) confirms that individuals who have undertaken the ATLS course claim they have gained an insight into each others roles and resultantly, can communicate with one another better (Hadfield-Law 1994). The number of staff available varies between departments and is influenced by time of day (Etherington 2003). Example 1 took place on a busy Saturday morning and the department was bustling with staff. The team that attended to the patient was large and appeared disorganised. There were 11 members to this team, 4 of which were students who were perhaps encouraged to attend and observe the situation. The team that attended the patient in example 2 was comparatively smaller and appeared more organised. In an article by Tippins (2005) exploring nurses experiences of managing critical illness in an AE department, one nurse describes how the nature of the experiences depended on the size and dynamics of a team: Because it was such a big trauma, there were so many people there, actually you feel its not managed very well because there were so many people. It was just a bit chaotic really. This example along with example 1 demonstrates that large numbers of people can make inter-professiona l working difficult. The ideal number of team members in a resuscitation team is uncertain (Patient 2007). Etherington (2003) reinforces that effective teamwork is possible with just 3 people present providing leadership, trust and collaboration are achieved. Relating back to example 2, leadership, trust and collaboration was evident. There was also a strong awareness of roles and task distribution as opposed to example 1 where the team appeared to gather in an unorganised fashion. These examples demonstrate that the size of a team does not reflect quality. It is influencing factors such as role perception, communication and good leadership that make an effective team. Within inter-professional teams individuals also need emotional intelligence to work effectively with colleagues and patients (Mc Callin and Bamford 2007). According to Goleman (1998), someone with high emotional intelligence is aware of emotions and how to regulate them and use this data to guide their thinking and actions (Faugier and Woolnough 2002). Self-awareness, social awareness and social skill are central to emotional intelligence. This is the heart of effective teamwork and influences excellence and job satisfaction (Mc Callin and Bamford 2007). The team in example 2 displayed emotional intelligence in their interactions amongst each other and the patient. For example, the registrar and the nurses constantly communicated with the patient recognising his distress. Team members also displayed horizontal organization demonstrating their awareness and anticipation of one anothers roles and task allocation. Breakdown in communication has been highlighted a root cause of serious incidents (National Patient Safety Agency 2006) and trauma resuscitations are especially vulnerable. Heavy workload and constantly changing staff can inhibit communication between team members and so affect adversely patient outcomes for example; medication errors or amputation of wrong limbs (Lynch and Cole 2006). Salas, Rosen and King (2007) highlight how communication often breaks down in the inherently stressful nature of responding to crises which can consequently result in clinical errors during decision making. Paradoxically, this is when communication needs to be at its finest (Haire 1998). Many examples of high-quality nursing practice in managing critically ill patients involve good communication skills between staff, patients and relatives (Tippins 2005). Good communication begins and ends with self (Dickensen-Hazard and Root 2000). This relates back to the concept of emotional intelligence and awareness where every person, particularly the leader, should have a clear picture of self, of what is valued and believed and how that blends with the organisation served. Overall, clear, precise and direct channels of communication need to be in place to enhance patient outcome, team functioning (Haire 1998), patient safety and quality care. Leadership The concept of inter-professional team working and the barriers that hinder team effectiveness has been discussed. Now an analysis on team leadership will follow. Leadership is defined as a particular form of selected behaviour that manages team activity and develops team and individual performance (Lynch and Cole 2006). There is a strong focus on leadership within the health service as a resource for delivering quality care and treatment. This is noted in the NHS plan (DH 2000b) which states: Delivering the plans radical change programme will require first class leaders at all levels of NHS. By having visible leaders at all levels contributes to setting high standards and amending errors efficiently. Consequently this contributes to maintaining a safe environment. A resuscitation team needs a visible leader who has the knowledge and communication skills to direct team members (Etherington 2003). In relation to example 1, there was no immediate visible leader who took the task of preparing the team. Only later did the consultant take the lead. As suggested earlier, resuscitation teams are effective when team members adopt specific, pre-agreed roles, which can be carried out simultaneously. The consultant was unable to prepare the team as he arrived only seconds prior to the patient. In the AE department, effective leadership is of prime importance due to the fast paced nature of the environment, which lends potential for staff to feel threatened by the perceived chaos. The leader needs to foster an environment where care delivery has some structure, and staff have guidance and security (Cook and Holt 2000). This role of team leader is pivotal for the effective functioning of the team (Cole and Crichton 2006). The consultant in example 1 and the registrar in example 2 were the identified team leaders. There are few recommendations made about the education necessary to become a team leader other than experience and seniority. The Royal College of Surgeons (2000) report that the team leader should be experienced in emergency management from either an emergency, intensive care or surgical specialty and have completed an ATLS course (Cole and Crichton 2006, American College of Surgeons 1997). From observation of leadership in the local resuscitation department, it appears that the most senior team member takes the lead. Etherington (2003) argues that many AE nurses perform the leader role as well as their medical colleagues. Meanwhile, Gilligan et al., (2005) argue that in many emergency departments AE nurses do not assume a lead role in advanced resuscitation. Their study investigated whether emergency nurses with previous ALS training provided good team leadership in a simulated cardiac arrest situation concluding that, ALS trained nurses performed equally as well as ALS trained emergency Senior House Officers (SHOs). This study was conducted at five emergency departments. All participants went through the same scenario. Participants included 20 ALS trained nurses, 19 ALS trained emergency SHOs, and 18 emergency SHOs without formal ALS training. The overall mean score for doctors without ALS training was 69.5%, compared with 72.3% for ALS trained doctors and 73.7% for ALS trained nurses. The evidence drawn from Gilligan et al., (2005) suggests it may be

Information Technology Essay

Write a 200- to 300-word short-answer response to the following: How is information used in the modern enterprise? How does this use affect IT systems? Information technology has become spreading widely throughout our society. We live in a modern world with Internet access from our home, fast food chains, offices, schools and on our mobile devices, such as iPhones, iPods, Blackberries and Android Phones. Nowadays, the use of internet became essential to communicate distantly and the use of social medias for interactions as well as businesses through online marketing or other called as the e-commerce. The rapid advancement of this system has elevated the importance of the IT function. Information technology in the modern enterprise has developed gradually from a back-office component to a most important operational constituent that could improve businesses performances and increases shareholders value. Enterprises such as marketing, sales and finance are now cooperated by information technology. The core success of an organization is information technology because it serves daily operational support and enables enterprise wide change. Since information technology is essential in a modern enterprise it is sometimes serve as a threat in today’s organization. One of the examples is the personal information which can be sending through the use of systems and it can be a threat if this information consolidated from banks and accounts pertaining to financial aspects. In these cases, applying triad could be helpful that is Confidentiality, Integrity and Availability. The protection of the information from disclosure to unauthorized users is confidentiality while integrity refers to protecting information from being modified by unauthorized users. Ensuring that authorized users are able to access the information when needed is availability.

My personal narrative Essay

My personal narrative is developed by using the questions posed by McGoldrick and Gerson (1985) in the chapter titled â€Å"Constructing Genograms† (pp. 32-7) as a guiding framework. I am the only child of Neil aged 57 and Dorothy aged 53. Because I am much closer to my father’s side of family, I will begin with his description and his family of origin. My father was born in 1946. He is the second child in the family of four children, starting with Eve who is 60 and followed by Rene and Toby who are 52 and 47 respectively. Because he is physically handicapped, my father has not worked for many years. He met my mother while she was working at a restaurant that he frequented in 1977 and they were married the following year. However, when I was eight years old, my parents were divorced in 1985 when my mother, who could not cope with her alcoholism, left my family permanently. Since then, my father has been a constant source of support for me. After my parents’ divorce, we moved in with my paternal grandmother, Ruth, who died in 1998 at the age of 82. At that time, my paternal grandfather who suffered from heart disease had been dead for four years. A wise, warm and loving grandmother, Ruth more than compensated for my mother’s unexpected departure from my life. Apart from my father who has supported me in all my endeavors, my grandmother was an influential person in my life who encouraged me to realize my ambitions, while cultivating my desire to help others.

Basic Unix Commands (1) Essays - System Administration, Passwd

Basic Unix Commands (1) Essays - System Administration, Passwd Jiang Li, Ph.D. Department of Computer Science CSCI 211 UNIX Lab Basic Unix Commands (1) Dr. Jiang Li Jiang Li, Ph.D. Department of Computer Science Todays Focus System login Directories and files Basic commands (directory and file related) id, passwd ls, chmod man cd, pwd Jiang Li, Ph.D. Department of Computer Science Logging in Connecting to a remote machine: Well connect to the Linux Server via SSH (available in putty) The servers address is 138.238.148.14 After connection, you are presented with a login prompt Input your username and password to login After logging in, youre placed in your home directory(where your personal files are located) Jiang Li, Ph.D. Department of Computer Science Putty Connection Interface Input the servers address in Host Name text box Choose SSH as the connection type Use the default port number 22 Click Open button to connect to the server Jiang Li, Ph.D. Department of Computer Science The Command Prompt After you login, you will see the command promptat beginning of each line You can type your commands after the command prompt A command consists of a command name and some option(s) called flag(s) In Unix and Linux, everything (including commands) is case-sensitive. Command promptCommand(optional) flags(optional) arguments Jiang Li, Ph.D. Department of Computer Science idCommand Users and Groups Linux is a multi-user/group system Each user belongs to one or more groups Each group contains one or more users id Get the information of the login account Users id, username, group id and groups names that the user belongs to Example [prompt] $ id uid=51931(hguo) gid=14082(cgroup761) groups=14082(cchome761),16207(admin_nonprod),16210(admin_ prod) Jiang Li, Ph.D. Department of Computer Science Setting a Password passwdcommand You can use passwdto change/setting a password for your account You need to input your old password for authentication, then input your new password two times Example [prompt] $ passwd Changing password for hguo. Enter login(LDAP) password: New password: Re-enter new password: Jiang Li, Ph.D. Department of Computer Science Directories In Unix, files are grouped together in places called directories, which are analogous to foldersin Windows Directory paths are separated by a forward slash: / Example: /home/scs/howard The hierarchical structure of directories (the directory tree) begins at a special directory called the root, or / Absolute paths start at / Example: /home/robh/classes/sycs211 Relative paths start in the current directory Example: classes/sycs211(if youre currently in /home/robh) Your home directory ~ is where your personal files are located, and where you start when you log in. Example: /home/yourusername Jiang Li, Ph.D. Department of Computer Science Directories (contd) Following symbolshave special meanings you need to know ~: Your home directory ..: The parent directory .: The current directory Jiang Li, Ph.D. Department of Computer Science Files File is a logical unit used to store users and/or system data Ultimately, Linux is a collection of files stored on the hard disk Filename Unix filenames are much like the filenames on other OS. But unlike Windows, Unix file types (e.g. executable files, data files, text files) are not determined by file extension (e.g. foo.exe, foo.dat, foo.txt) Many file-manipulation commands use only 2 letters e.g., ls, cd, cp, mv, rm, nl, etc. Jiang Li, Ph.D. Department of Computer Science List the Content lscommand One of the most frequently used command LiSts the contents (and their attributes) in a specified directory (or the current directory if no arguments are specified) Syntax: ls [args> ] Example: ls backups/ List the contents in backups directory Jiang Li, Ph.D. Department of Computer Science The lsCommand with -l ls l This command gives more information about the files present in the current directory. Jiang Li, Ph.D. Department of Computer Science Notes on access permissions Example: (a) drwxrwxr (b) -rwxr-x- First character: directory (d) or file (-). Then, 3 groups of 3 letters (total 9 letters) Owners permission, Group members, Others Within each group Readable (r) / Writable (w) / Executable (x) No permission is represented by a dash (-) Jiang Li, Ph.D. Department of Computer Science Notes on access permissions Example -rwxrwxrwx Everybody can read, write and execute the file Lowest security, highest accessibility -rw- Only the owner can read and write the file Highest security, lowest accessibility Jiang Li, Ph.D. Department of Computer Science chmod-Modify Permissions Syntax: chmod [OPTION] mode FILE/DIR Examples: chmod u+rwx myfile chmod go-w mydir Remove write permission on group&others for mydir directory r: readable w: writeable x: executable u: user g: group o: others +: assign -: remove Jiang Li, Ph.D. Department of Computer Science The lsCommand with -a ls a Using (-a) flag shows allfiles/sub-directories, including visible files and invisible files Invisible files filename start with dot sign e.g.: .profile, .bashrc, ., .. Jiang Li, Ph.D. Department of Computer Science Getting help with man man(short for manual) documents for commands man cmd> retrieves detailed information about cmd> man kkeyword> searches the short descriptions and manual pages for keyword(faster, and will probably give better results) fiji:~$ man k password Passwd (5) -password file

13 Ways to Screw Up Your College Interview

'13 Ways to Screw Up Your College Interview' 13 Ways to Screw Up Your College Interview is a short, ensemble-driven, one-act play written for student actors. Two college interviewers are tasked with finding just one more suitable applicant to admit for the fall semester. Faced with a deadline, they open up the dreaded â€Å"waitlisted† application folder and subsequently meet with a magician, a practicing vampire, a stoner, an aspiring reality TV star, what may be a time-traveling serial killer, and  more. Whats Great About  Ã¢â‚¬â€¹Ã¢â‚¬â€¹13 Ways to Screw Up Your College Interview An ensemble production like 13 Ways to Screw Up Your College Interview offers a great opportunity for many student actors to have sizable roles. This play also provides ample chances for casts to work on acting skills: Reacting in the moment. The interviewers must listen and demonstrate appropriate reactions within the confines of the situation, no matter how absurd it is.Raising the stakes. The play opens with a clear and defined mission. These two interviewers must find an acceptable applicant for the fall semester or they will both be fired.Committing. The applicants are strong characters that cannot be served by actors who shrink into the background. The student actors need to have strong emotions and make big choices to pull these characters off.Concentration. The actors cast as applicants are tasked with some truly crazy antics. They will need strong concentration to play their scenes without breaking character. Minimal sets, ​costumes and props are needed for this one act play. The focus of the production should be placed on the actors and their character development. There are negligible content issues. About the Cast and Characters Cast Size: This play can accommodate 16 actors. Male Characters: 6 Female Characters: 7 Characters that could be played by either males or females: 3 (Note: The playwright and the publisher are flexible on allowing the gender of characters to be changed to accommodate your cast.) Roles Interviewer 1Interviewer 2Harold has a chronaquestimixidous disease - a condition that renders a person unable to hear a question correctly. As a result, he answers the question he thinks he heard instead of the question he is actually asked.Kimberly is an up-and-coming reality TV star. Even though she is a perfectly normal girl and would be an excellent applicant for the college, her aspirations make her behave otherwise.The Producer is there to film Kimberly’s college interview and coach her to appear as obnoxious as possible.Maria is extraordinarily sick and nervous. Hopefully, Interviewer 1 has a strong stomach.Brett is a very busy man. He is overconfident and believes the world revolves around him and his life.Lily is emotionally scarred by minor events in her life. She almost saw someone drown, she almost had a fight with her friend, and she almost had therapy once.Melvin can play the song â€Å"Wipeout† on his stomach.Kelly believes that no GPA, no SAT scores, an d a recommendation from a hand-drawn cat will get her into school. Jeff aspires to be in a coma one day.Eve has brought two songs and a few monologues to audition. She is loud and proud of her performances.Elizabeth plays volleyball, soccer, and basketball, volunteers at a soup kitchen, teaches sailing and is a practicing vampire.Ben may be a time-traveling serial killer. He knows far too much about the upcoming interviews and is far too insistent about being admitted to this college.Jason is a fledgling magician.Emily is perfect for the college until that Ivy League school calls and offers a full ride. 13 Ways to Screw Up Your College Interview is licensed by Playscripts, Inc. It also appears in the book Random Acts of Comedy: 15 Hit One Act Plays for Student Actors. Playwright Ian McWethy has also written 14 More Ways to Screw Up Your College Interview as a sequel that may be used to add additional scenes to 13 More Ways to Screw Up Your College Interview and increase the cast size. Directors may swap scenes between the two plays or perform them together for a longer, even more outrageous theatrical experience. Source Pizzarello, Jason (Editor). Random Acts of Comedy: 15 Hit One-Act Plays for Student Actors. First Edition edition, Playscripts, Inc., August 23, 2011.

Alexis de Tocqueville, Democracy in America Vol II, Part 1, Chap 1-11 Essay

Alexis de Tocqueville, Democracy in America Vol II, Part 1, Chap 1-11 - Essay Example Alexis believes that the doctrines and methods of Descartes, Luther and Voltaire are applied best in America (Gutenberg). Although Americans are more liberal in thought and practice yet Christianity holds a mystical power; with politics or laws not affecting change on the religious beliefs (Gradesaver). Alexis regards that Americans are deep rooted in their ideology because they have not gone through any democratic revolution, thus no major shift in their ideological concepts has resulted (Tocqueville). Alexis says that societies only prosper when they have thoughts, ideas and actions that they have in common, and commonalities result from common belief systems and not following individual paths (Gradesaver). Tocqueville suggests that man does not have enough time to define and explain all the truths on his own and thus has to believe already established truths, which have either been established by people of superior intellect or by societies (Gutenberg). He thinks that every man’s intellect complies with the higher authority to a varying degree; no mind can be completely independent and free of all authority (Gradesaver). American people are more apt to believe in religion due to the majority of society believing in it, as the majority of people are believed to have equal capability of believing the truth thus; religion finds its strength based in public opinion (Tocqueville). Alexis believes that the tendency of American people to investigate every truth independently; unconsciously leads them to reverting to the behavior and attitudes of mankind and thus a generalization of views emerges (Tocqueville). Americans believe in equality which gives birth to generalization; the English are more inclined towards an aristocratic way of life, thus leading to particularity and negating individuality (Gutenberg). On the other hand, according to Tocqueville, Americans do not revert to

Analysis the case Assignment Example | Topics and Well Written Essays - 750 words - 1

Analysis the case - Assignment Example Getting new workers requires the company to advertise for positions, interview candidates and also train successful candidates in the business of the organization. It would be less costly to the organization if a manager talked to the incumbent workers about what deliverables the company expects and how to improve their performance to meet the targets. Shaer explains that reprimanding employees regarding their performance may erode their morale and ego (27). Managers must thus navigate these scenarios in a professional manner. Counselling is one of the ways that managers can â€Å"fix† underperforming workers. However, they have to consider several issues so as to maintain the integrity of the results of the exercise. While counselling workers, managers must assure employees that they are an important part of the organization and that their performance is acceptable. The point means that managers should approach the issue as a mere act of enabling an employee reach the optimal performance to avoid demoralizing workers. Managers must be willing to go extra miles to ensure that employees benefit from counselling (28). They must also offer support and understanding as the employees try to adjust to the changes. The workers need to know the importance of the exercise and an assurance of support in the process. The managers should explain to the employee the nature of the exercise, the areas they need to improve, and the period that they are required to make the changes. The workers need to understand the consequences of not adapting to the new conditions. All these aspects must be outlined with absolute clarity (27). Acceptance with a â€Å"but† is a common response. Employees admit that they may not be performing in one area, but claim to contribute more in other sectors in the organization (Shaer 23). The claims are often unsubstantiated and may not be measurable. Thus, they cannot be used to show the performance of