Literary Criticism The Free Encyclopedia - 7351 Words

Bildungsroman From Wikipedia, the free encyclopedia Jump to: navigation, search In literary criticism, a Bildungsroman (German pronunciation: [ˈbÉ ªldÊŠÅ‹s.Ê oËÅ'maË n]; German: novel of formation, education, culture),[a] novel of formation, novel of education,[2] or coming-of-age story (though it may also be known as a subset of the coming-of-age story) is a literary genre that focuses on the psychological and moral growth of the protagonist from youth to adulthood (coming of age),[3] in which character change is extremely important.[4][5] Contents [hide] 1 Origin 2 Plot outline 3 Examples 3.1 Precursors 3.2 17th century 3.3 18th century 3.4 19th century 3.5 20th century 3.6 21st century 4 See also 5 Notes 6 References 7†¦show more content†¦The genre evolved from folklore tales of a dunce or youngest son going out in the world to seek his fortune. Usually in the beginning of the story there is an emotional loss which makes the protagonist leave on his journey. In a Bildungsroman, the goal is maturity, and the protagonist achieves it gradually and with difficulty. The genre often features a main conflict between the main character and society. Typically, the values of society are gradually accepted by the protagonist and he/she is ultimately accepted into society — the protagonist s mistakes and disappointments are over. In some works, the protagonist is able to reach out and help others after having achieved maturity. There are many variations and subgenres of Bildungsroman that focus on the growth of an individual. An Entwicklungsroman (development novel) is a story of general growth rather than self-cultivation. An Erziehungsroman (education novel) focuses on training and formal schooling,[citation needed] while a Kà ¼nstlerroman (artist novel) is about the development of an artist and shows a growth of the self.[16] Furthermore, some memoirs and published journals can be regarded as Bildungsroman although being predominantly factual (an example being The Motorcycle Diaries by Ernesto Che Guevara).[17] The term is also more loosely used to describe coming-of-age films and related works in other genres. Examples[edit]Show MoreRelatedBilly Collins : An Early Age1745 Words   |  7 Pagessome of the attributes that make his work instantly recognizable (Cunningham). Collins’ ability to write poetry was evident at an early age. He wrote his first poem at the age of 12 and went on to join the literary magazine of his high school (Cunningham). Collins has earned numerous literary degrees including a Bachelor in Arts from College of the Holy Cross in Worcester, Massachusetts, and a doctorate in Romantic poetry from the University of California, Riverside, in 1971. Collins’ career beganRead MoreEssay about Huck Finn1567 Words   |  7 Pagesstand it no longer. [He] lit out† (Twain 13). Huck never did quite feel right in society, in his hometown or in any of the towns he visited during his daring journey. Only when he was in his rags and on the river by himself or with Jim did he feel â€Å"free and satisfied† (Twain 12). Even with Jim, Huck feels a sense of un easiness. His duty delegated by the culture is to turn Jim in, yet he â€Å"was helplessly involved in doing the thing which his society disapproved—freeing a slave. It was an action whichRead MoreAnd Then There Were None by Agatha Christie Essay1641 Words   |  7 Pagescharacters and will be the lost standing Agatha Christie is not one of your ordinary authors; she brings a point in the novel which is a very suspenseful view that will catch your attention. Literary analysis: style The significance of this novel title is it tells readers that this novel is an mystery of unsolved crimes, the elements that follow up with this style is irony and the tone/mood the irony with this journey is how the author breaksRead MoreJack London : The Cinderella Man Of Literature1186 Words   |  5 Pageswritings. Jack London was born in San Francisco, California in 1876 and died in 1916 at the age of 40 in Glen Ellen, California. London was able â€Å"[complete] his high school education in a year and went to the University of California for a semester† (â€Å"Encyclopedia of World Biography† 1). London was noticeably an intelligent person. London being able to complete a four year education in one year unfolds the potential of his capabilities. London’s family was so poverty-stricken â€Å"that he went to work as soonRead MoreAthanasia: Human Impermanence and the Journey for Eternal Life in the Epic of Gilgamesh1740 Words   |  7 Pageswheel of life, t o such a degree, his death serve as a representation of his reentry into the loam; the substance he was made and created. â€Å"When Enkidu suddenly sickened and died, Gilgamesh became obsessed by a fear of death† (Columbia Electronic Encyclopedia, 6Th Edition , 1). Confused, frantic, and in a panic because of Enkidu’s death, Gilgamesh is now questioning his own mortality; he soon yearn for life everlasting. 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It is a ruling of those who are free and able to provide for themselves (given good laws and institutions – which is the governments business); who therefore have their own property and have responsibility for the management of their own affairs. The role of the government should be supplementaryRead MoreThe Cask Of Amontillado By Edgar Allan Poe1575 Words   |  7 Pagesmotives of the narrator in his famous horror story. Upon examining Edgar Allan Poe’s life, one is not surprised that he chooses to write such gloomy and sinister stories. Poe’s life is far from happy and nurturing. According to the World Book Encyclopedia, Poe’s father deserts him at a very young age. Shortly afterwards, his mother dies and he becomes a ward of John Allen. His relationship with John Allen is strained because Poe was not very cordial with Allen’s wife and children (World Book 589)Read MoreThe Contribution of Marxism in Literary Criticism3206 Words   |  13 PagesTHE CONTRIBUTION OF MARXISM TO THE STUDY OF LITERARY CRITICISM It is evident that Marxism has made great contribution in the study and criticism of Literature, there is need to explain a little bit on Marxism before we discuss its contribution. Marxism is a social and political theory based on the works of Karl Marx and his followers, associated with the socialist and communist movements, these works mainly are Manifesto of the Communist Party and the German Ideology. It should be understoodRead MoreThe Color Purple Research Paper1820 Words   |  8 Pagesfeminist novel. Contrary to the much-annihilated use of the word â€Å"feminist;† however, Walker describes her novel as â€Å"‘womanist’, not ‘feminist’. A womanist is a woman who†¦prefers woman’s culture†¦ emotional flexibility†¦and†¦strength† (Contemporary Literary Criticism 422). The â€Å"womanist† culture of The Color Purple is not meant to undermine the strength of men, nor deny the positive aspects of a co-gender lifestyle and society. Walker focuses on the women’s struggles in her novel; however, to emphasize the

My Passion For Social Work - 1701 Words

My passion for social work was not initially evident to me as it came to others. In fact, I had no idea what a social worker was or what they did five years ago when I walked into Grossmont College’s counseling office trying to decipher why I was in college. I was not excited for the future my life was heading towards. Standing there, looking at all my options, I picked up a brochure depicting a social worker’s role and responsibilities. Reading the brochure intrigued me and I decided that I wanted to educate myself on it. After the introduction of my first social work classes, and enjoying them, came the start of my new internship at METRO- The Good Neighbor Center. There, I got my first taste of what I would be experiencing, if indeed, I decided to pursue social work. Initially, I started with very minimal responsibilities such as assessing and identifying client’s needs and completing intakes. Some quietly thanked me, others smiled, and a few cried. Regardle ss of what occurred during the day, I couldn’t help but sense as though I made perhaps a small but significant difference in someone s life. I left everyday anticipating the opportunity to come back the following day. For once in my life I was excited about the future. I knew the direction I wanted to take was social work and I intended to pursue it. Today, four years later, now with a Bachelor of Arts in Social Work from San Diego State University, I know a profession in social work is where I still see myselfShow MoreRelatedMy Passion For Palliative And Hospice Care Social Work761 Words   |  4 PagesWhen it came to envisioning my advanced block placement, I knew I wanted something different, something to transform the way I practiced social work for the last fourteen years. The timing ideal as my passion for palliative and hospice care social work was in transition. I seized the opportunity in preserving it by securing an international internship where I could research the cultural differences in the quality of both the tangible and intangible deliverables in providing compassionate end-of-lifeRead MoreI Have Always Had A Passion For Serving The Public And1463 Words   |  6 Pagesalways had a passion for serving the public and working with young people. Early on, I set my heart on being a juvenile attorney. Pursing this, I earned a bachelor’s degree in criminal justice but, it wasn’t until I interned with Safe Landing Youth Shelter where I realized my true calling. The satisfaction and fulfillment I felt working with the youth shelter pivoted my focus towards my new passion. My desire to help people is a simplified answer to why I want to pursue a career as a social worker,Read MorePersonal Statement On Child And Family Studies1244 Words   |  5 Pagesthat you love, you will never work a day in your life. 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The social worker goal is the improvement of society in order to ameliorate the lives of individuals in need. The primary mission of the social work profession is to enhance the well-being of people and to help them meet their basic needs, with special emphasis on the needs of the poor, and

Issues in Criminal Justice

Question: Write an essay about the issues in Criminal Justice. Answer: Introduction The government of the States plays a greater role in ensuring that the citizens live a peaceful life. The security is heightened to make sure that the people are protected from crimes and other terrorist activities in every location. On the other hand, the authorities do their best to make sure that the illegal activities are not carried out by the individuals. The law is enforced by the security officials and other government agencies. It is the duty of the citizens to ensure that they follow the stipulated laws by the government for a smooth running. The government should also address the grievances of the citizens. The abuse of drugs or selling the illegal drugs is highly prohibited as it complicates the health of the individuals. The criminal activities are dealt with, and the individuals incarcerated to set an example to the others. The court of law ensures that the people follow the legislation that is outlined. The discussion describes various issues in criminal justice. Background There was a wrongful conviction of Farah Jama for rape at the federal court due to a miscarriage of justice required. He was a young Somali man who had been involved in any crime activity in his life and the evidence against was unreliable. It was alleged he had raped a woman aged forty-eight years in a particular club. The DNA evidence was presented at the court of law, and it was not that of Farah Jama. The security officials had faked it to ensure that the individual gets imprisoned due to the case and the perpetrators set free. The circumstances of the prosecution of the person raised various significant questions regarding the criminal justice system in the areas that involve the scientific expertise. The testing of the DNA results should be done in an appropriate manner without any interference. The professionals taking part in the checking the DNA match in various cases should be done without any alteration or favor of any person. Farah Jama was later imprisoned for fifteen mo nths as he was still innocent. The family of Jama was put under stress and anxiety as the case proceeded through several stages. The individual who was claiming was raped had been made to believe so by other persons. It was clear that nothing had happened to her after a long discussion about the events that occurred. The case against Farah had been based on a single particular piece of evidence that been collected during the forensic medical examination and were later discovered to be contaminated (Burns, 2009). The report most significant findings include the conviction of the innocent persons due to the presentation of fake evidence at the court of law. It was led by the contamination of the DNA results as the experts stated and it was not clear how Farah Jama was present in the forensic department. The problem is highly common nowadays where the innocent persons end up getting imprisoned for the crimes they never committed. The use of the DNA helps identify the criminals in various cases. Moreover, it can be used the wrong way when the results are contaminated, and they give false information. There should be accuracy in the results without any favor of any person who may have committed the criminal offense. The public requires that the correct procedures are followed in the identification of the DNA of the offenders. It will ensure that the innocent persons do not get prosecuted for the mistakes they have not committed. The professionals at the forensic should ensure the correct handling of the tests they carry out to ensure they come up with better conclusions. The individuals should follow the codes of conduct that are stipulated and remain ethical in their profession. The persons learn that not all the persons convicted may have committed the offenses. However, such problems regarding the DNA have been addressed, and the individuals who contaminate the tests lose their jobs or are put on probation (Eskridge, 2004). In addition to that, there was also the police involvement in the illegal drug trade by the members of the Drug Squad. The Ceja Task Force had the responsibility of ensuring that the people follow the stipulated laws by the state. It has made an important step in policing in the state of Victoria and fight against corruption. However, the Drug Squad members were corrupt in their service to the nation and led to most of them being imprisoned. They were engaging in the selling of the drugs instead of participating in ensuring that no illegal drugs were being produced and sold. Moreover, the Ceja managed to prosecute and charge several civilians on drug-related offenses. The Ceja Task Force was established to investigate the unauthorized purchase of the chemicals by the members of the Victoria Police. It was also to make investigations regarding the delivery and supply of the chemicals by the police force. It was also to determine whether the allegations of theft or fabrication of evide nce was true. It had to be transparent to the public on the issues regarding the police corruption in Victoria. The Drug Squad was formed to ensure the high level of investigations regarding the individuals who took part in the large-scale drug trafficking. It also had to track down the drug offenders and provides their expert research assistance that involved the drug laboratories. It was noted that the members of the Drug Squad who were working at the Chemical Diversion Desk had been making unauthorized purchases of chemicals and other drugs from the pharmaceutical companies. They sold them to the drug dealers for their benefit and later some had started their private chemical company to facilitate the process (Neumann, 2002). The report outlines the corruption issues in the police force, and they are supposed to be relied on by the people. It is the duty of the police officials to ensure that the illegal trafficking of drugs is dealt with and the concerned persons imprisoned for violating the law. However, it is very common that the police force engages in the corruption matters for their benefit. It is because the sale of the drugs has a lot of cash and is an easy to get rich. They use their powers to cover up various drug scandals and then later resell the drugs. They also change the obtained evidence from the crime scenes and substitute it with other elements. The drugs are then sold to the vendors at a lower price so that they can get the cash. Moreover, there is also the interference with chemical deliveries process that is used to know the individuals are engaging in the drug deals. The assigned police officers to the task also make an unauthorized purchase of the chemicals so that they can utilize them in the production of the drugs and later sell them. The persons never adhered to the code of conduct that had been stipulated for them to follow. There should also be surveillance on the individuals investigating the drug matters. In other areas, the convicts were charged and lost their jobs for not being loyal to the government and misuse of their powers (Dammer Albanese, 2011). Options There is a serious problem in the criminal justice system and also the police force that need to be rectified. The court of law should have the substantial evidence so as to make conclusions about a particular case. It will ensure that the individuals who have been arraigned before the tribunal are judged in the correct way. On the other hand, the forensic department that deals with the DNA testing should work diligently without any favor. The analyzing of the results should be done in the correct procedure to ensure there is no contamination. The contaminated results lead to the prosecution of the innocent persons at the court of law. The characters later serve many years of incarceration without anyone recognizing the truth of the matter. It is very painful for one to become a mistaken identity and serve years in prison for an offense that one never committed. The use of the DNA to solve various crimes is very useful as it is a proper method to identify the criminals who took part in the act. The individuals that are to be trusted with DNA testing should have the level of education and expertise required to perform such an action. Moreover, they should be qualified and have the experience in various cases. In addition to that, the government should provide the required facilities that will enable generate the accurate results. The machines should also be maintained from time to time to enhance their effectiveness (Geis et al, 2001). However, only the authorized personnel should be allowed in a DNA testing room. The CCTV cameras should also be installed to ensure that the activities in the area are monitored all the time in the chamber. It will make sure that no individuals with bad intentions to contaminate the results will get the chance to do so. The doors should also be protected with encryption that only allows a person's fingerprints or eye recognition systems to access. The security of the area is vital to that no unwanted persons make any changes or steal the evidence. The components to be utilized to test the DNA of the individuals should also be kept in a secure place so that it cannot be contaminated so as to provide accurate results. The experts should also maintain their ethical standards and not act for any individual. They should not accept any bribery to alter the results as it is not professional (Acker Malatesta, 2013). On the other hand, the police force should be reformed to ensure that the officials do not engage in any corruption matters. They should do their assigned duties and help solve the crime issues in the state that are affecting the people. The individuals taking part in the Drug Squad should act professionally and not engage in the drug deals. The public has noticed that most of the officers are drug dealers instead of performing their tasks of enforcing the law. The corrupt persons should be prosecuted and imprisoned for their mistakes for violating the law and lack of being competent at work. The government should ensure that the individuals are monitored as they carry out their duties to ensure they follow the rules. Moreover, the officers to be appointed to handle such cases should be loyal and show commitment to their work. They should also be honest with all the events they encounter while on duty. The corrupt officials should be sacked and new ones appointed to run the investiga tions. The seized evidence of the drugs at various scenes should be locked in the safe areas to ensure that no one can access the area unless authorized. It will minimize the cases of it being stolen and substituted with other elements by the corrupt persons. The police force directors should also appoint the individuals who they trust and have been carrying out their duties as instructed to investigate the drug deals. They should also be educated on how to maintain the ethical standards while on duty (Smith et al, 2005). Recommendation I would recommend that the criminal justice system performs their responsibilities diligently without any favor or coercion from any person. On the other hand, the DNA testing should be done by the experienced experts in the field. The contamination of the results should be highly prohibited as it will fabricate the evidence required. There should also be substantial evidence regarding a particular case for the judges to make their conclusion. The police force should also carry out their duties and responsibilities in the correct way. They should be scrutinized to ascertain their ethics to be assigned various tasks. A body should also be formed to monitor the activities of the police force to ensure they act accordingly. It will make sure that the persons perform their tasks as required. The ones that violate the law should be prosecuted at the court of law and imprisoned to set an example to the others. References American Society of Criminology., Frost, N., Freilich, J. D., Clear, T. R. Acker, J. R., Malatesta, J. A. M. 2013. Introduction to law and criminal justice. Burlington, MA: Jones Bartlett Learning. Burns, R. G. 2009. Critical issues in criminal justice. Upper Saddle River, Dammer, H. R., Albanese, J. S. 2011. Comparative criminal justice systems. Australia: Eskridge, C. W. 2004. Criminal Justice: Concepts and issues: an anthology. Los Angeles, Free, M. D. 2003. Racial issues in criminal justice: The case of African Americans. Westport, Geis, G. L., Pontell, H. N., Shichor, D. 2001. Contemporary issues in crime and criminal justice: Essays in Honor of Gilbert Geis. Upper Saddle River, NJ [u.a.: Prentice Hall.

The 14Th Dalai Lama Essay Research Paper Example For Students

The 14Th Dalai Lama Essay Research Paper Research PaperNovember 12, 1999The 14th Dalai Lama?Dalai Lama? literally means ocean priest. His vast followers, awestruck by his presence, cast their eyes downward, fall to the ground and weep. They cannot look directly in his eyes out of respect. The Dalai Lama realizes the magnitude of his position, but dismisses the idolatry. His people call him ?His Holiness.? He calls himself a Tibetan who chooses to be a Buddhist monk. He also was leader of a country that Tibetans say is occupied and that Beijing says has always been part of China. He is considered the reincarnation of the previous 13 Dalai Lamas of Tibet, the first born more than 640 years ago. This Dalai Lama is different from his predecessors, though. For instance, the 13th Dalai Lama was strict and formal, and most Tibetans couldnt get close to him except during public blessing ceremonies. The 14th Dalai Lama meets often with Tibetans and foreigners and never keeps people at a distance. He is among 600 Tibetan Buddhist mon ks living in Dharamsala, in northern India. About 7,000 of the 24,000 who live in this city are Tibetans, with the greatest concentration in the village of McLeod Ganj?the seat of Tibets government-in- exile. The Chinese occupied Tibet in 1950. For nine years, the Dalai Lama tried to negotiate peaceful coexistence with his people and the Chinese. When that failed, he fled in 1959 to India, where he set up Tibets government-in-exile. Lhamo Thondup was born July 6, 1935, to peasant farmers in Taktser, a poor settlement on a hill overlooking a broad valley in northeastern Tibet. Buddhist priests from Lhasa, Tibets capital, came for the boy when he was 2. Omens led them to him: from the way the head of the 13th Dalai Lama had turned in his coffin toward the childs village, to the vision of the house seen in a lake by a high priest. The boy was renamed Jamphel Ngawang Lobsang Yeshe Tenzin Gyatso and raised by monks in Lhasa in the 1,000-room Potala palace, where the fifth through the pre sent Dalai Lamas resided. As a boy, he had no idea what it meant to be the 14th Dalai Lama?the ruler of the land hidden behind the Himalayas. He was tutored in Buddhist teachings. At 15, with his country under threat from the newly communist China, he formally became head of Tibet, which is about three times the size of California. At that time in 1950, peace in Tibet was shattered when 84,000 Chinese soldiers launched an attack at six points along Tibets border. Chinese officials say communism liberated the downtrodden Tibetan people from a feudal theocracy harshly ruled by a succession of Dalai Lamas. But many Tibetans say communism never was attractive for them, and they always considered the rule of the Dalai Lama benevolent. Fearful of being captured by the Chinese and believing he would be more effective outside Tibet, the Dalai Lama fled at age 24 across 17,000-foot Himalayan passes into India. Together with the 70-man remnant of the Tibetan government, he was given political asylum. He chose India for its proximity to his homeland, and Tibetans felt a spiritual kinship with their neighbors because Buddhism originated in India. Buddhism teaches people to eliminate suffering caused by ignorance, egotism and self- centeredness. Buddhists cultivate morality, generosity, patience, energy, wisdom and meditation. They believe good actions lead to a promising rebirth. Tibet was the only place where Buddhist monks solely ruled the country. Leaders were thought to be incarnations of enlightened beings, and they taught others how to calm their minds and cultivate altruism. Tibetans say they lived peacefully until the Chinese invaded their country. Since then, 1.2 million people 20 percent of the Tibetan population?have died in combat and through massive famines from collectivized farming and diversion of Tibetan grain to China. The Chinese gutted all but 10 of Tibets 6,254 monasteries, and their treasure $80 billion in jeweled, gold, silver and bronze statues a nd other holy items?was trucked back to China and later sold in markets in Hong Kong and Tokyo. Still, the Dalai Lama, 1989 Nobel Peace Prize winner for his non-violent quest to free his homeland, doesnt hate the Chinese. He considers compassion as a means to regain Tibets autonomy. Leaders of Tibets government-in-exile have lived since 1960 in Dharamsala, a hill station in Himlach Pradesh, India, 125 miles from Tibets border. From the center of Dharamsala, theres a hair-raising climb up thousands of feet along narrow roads that twist to the village of McLeod Ganj. Tibetans live there under Indias rules, but theyre permitted their quasi-government. The Dalai Lama drafted a constitution in 1963, allowing Tibetans throughout the world to be elected representatives of the government-in-exile. He has established an independent judiciary, an auditors office and other departments. He no longer has final say on all governmental matters and can be impeached. Living in Dharamsala in the 1960 s and ?70s was difficult for the Tibetans because it was isolated. Construction of a small airport and installation of a telephone system have improved conditions, the Dalai Lama says. Up the mountain is the Tibetan Childrens Village, run by one of the Dalai Lamas sisters. It houses and educates about 1,500 youngsters, many refugees. Its branches throughout India serve 5,500 or so more children. The Dalai Lama sometimes visits the village and elsewhere, but the majority of his time in Dharamsala is spent praying, meditating and studying. He reads scriptures, studies philosophy and often prays with other Tibetan Buddhist monks. He also pores over official papers, listens to the BBC World Service on the radio and reads magazines like Newsweek and Time and newspapers such as The Times of India and The Hindustan Times. Many people told Tibetans in the 1960s that their quest for freedom was hopeless, the Dalai Lama says. With political changes in the former Soviet Union and East Germany, he believes Tibetan freedom isnt that far-fetched. Obstacles remain before Tibetans have political and social freedom in their homeland, the Dalai Lama says. The old Chinese Communist leaders are in their 80s, and he believes the first generation of revolutionaries still respect and obey the government regime. Even with no signs of political liberalization, the Communist Partys free market reforms have improved the Tibetan economy and quelled unrest. And many Chinese sympathize with the Tibetan freedom movement, the Dalai Lama says. Once the current Chinese leaders are gone, ?then I dont see any obstacle.? In 1963, His Holiness promulgated a democratic constitution, based on Buddhistprinciples and the Universal Declaration of Human Rights, as a model for a future free Tibet. Since then, the Dalai Lama has been the most vigorous advocate for the refugees own democratic experiment, while consistently reaffirming his desire not to hold political office once Tibet regains its independe nce. The Dalai Lama continues to present new initiatives to resolve the Tibetan issue. At the Congressional Human Rights Caucus in1987, he proposed a Five-Point Peace Plan as a first step toward resolving the future status of Tibet. This plan called for the designation of Tibet as a zone of non-violence, an end to the massive transfer of Chinese into Tibet, restoration of fundamental human rights and democratic freedoms, and the abandonment of Chinas use of Tibet for nuclear weapons production and the dumping of nuclear waste, as well as urging earnest negotiations on the future of Tibet. .u5de6e49fab62610a4b906fa9b89c668b , .u5de6e49fab62610a4b906fa9b89c668b .postImageUrl , .u5de6e49fab62610a4b906fa9b89c668b .centered-text-area { min-height: 80px; position: relative; } .u5de6e49fab62610a4b906fa9b89c668b , .u5de6e49fab62610a4b906fa9b89c668b:hover , .u5de6e49fab62610a4b906fa9b89c668b:visited , .u5de6e49fab62610a4b906fa9b89c668b:active { border:0!important; } .u5de6e49fab62610a4b906fa9b89c668b .clearfix:after { content: ""; display: table; clear: both; } .u5de6e49fab62610a4b906fa9b89c668b { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5de6e49fab62610a4b906fa9b89c668b:active , .u5de6e49fab62610a4b906fa9b89c668b:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5de6e49fab62610a4b906fa9b89c668b .centered-text-area { width: 100%; position: relative ; } .u5de6e49fab62610a4b906fa9b89c668b .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5de6e49fab62610a4b906fa9b89c668b .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5de6e49fab62610a4b906fa9b89c668b .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5de6e49fab62610a4b906fa9b89c668b:hover .ctaButton { background-color: #34495E!important; } .u5de6e49fab62610a4b906fa9b89c668b .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5de6e49fab62610a4b906fa9b89c668b .u5de6e49fab62610a4b906fa9b89c668b-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5de6e49fab62610a4b906fa9b89c668b:after { content: ""; display: block; clear: both; } READ: J.C. Penney Gift Certificate Concerns Essay We will write a custom essay on The 14Th Dalai Lama Research Paper specifically for you for only $16.38 $13.9/page Order now The Dalai Lama continued what he viewed as the most realistic effort to create a self-governing democratic Tibet. His proposal, made in Strasbourg, France in 1988, included the accommodation of Chinas own interests while preserving the Tibetan peoples ultimate authority in forming their government. However, the Dalai Lama faced a closed and negative attitude from the Chinese leadership in response to his efforts, causing him to declare the Strasbourg Proposal as no longer binding in 1991. His travels have taken him to Brazil, England, Switzerland and the United States, where he met with President George Bush in April 1991. That meeting ended a 30-year American boycott of the Tibetan leader. The United States never has officially recognized Tibet, considering it part of China. The Dalai Lama has met with several major heads of state as well as other senior political, religious, cultural and business leaders to speak on his belief in the oneness of the human family and the need for eac h individual to develop a sense of universal responsibility. In October, 1989, during a dialogue with eight rabbis and scholars from the United States in Dharamsala, The Dalai Lama said, When we became refugees, we knew our struggle would not be easy; it would take a long time, generations. Very often we would refer to the Jewish people, how they kept their identity and faith despite such hardship and so much suffering. And, when external conditions were ripe they were ready to rebuild their nation. So you see, there are many things to learn from our Jewish brothers and sisters. His talks in other forums focused on the commonality of faiths and the need for unity among different religions: I always believe that it is much better to have a variety of religions, a variety of philosophies, rather than one single religion or philosophy. This is necessary because of the different mental dispositions of each human being. Each religion has certain unique ideas or techniques, and learning about them can only enrich ones own faith. The Dalai Lama has received numerous honorary doctorates from Universities worldwide. In 1989, he received The Nobel Peace Prize in Oslo, Norway. The Norwegian Nobel Committee emphasized the Dalai Lamas consistent opposition of the use of violence in Tibets struggle for freedom and remarked that, The Dalai Lama has developed his philosophy of peace from a great reverence for all things living and upon the concept of universal responsibility embracing all mankind as well as nature has come forward with constructive and forward-looking proposals for the solution of international conflicts, human rights issues and global environmental problems. Despite his great achievements, the Dalai Lama remains modest, often saying I am just a simple Buddhist monk no more, no less. While fighting for peace and freedom for his people and others, His Holiness has authored many books. Some intended to teach others to tell stories. Ancient Wisdom, Modern World Ethics for a New Millennium is the latest book by His Holiness the Dalai Lama and his first major publication in recent years. In this work, His Holiness calls for a revolution not a political, an economic, a technical or even a religious revolution, but a spiritual revolution to help us through the moral maze of modern life. Awakening the Mind, Lightening the Heart is a practical instruction book on developing compassion in our daily lives through simple meditations that directly relate to past and present relationships. Cultivating a Daily Meditation includes two discourses in which His Holiness touches upon the essential points of the Dharma and provides a clear and simple method to cultivate a daily practice of meditation. He also explains how we should proceed in the effort to generate both the heart o f compassion and the expansive view of emptiness in our daily life. Dalai Lamas Little Book of Wisdom is an inspirational volume offering encouragement to anyone seeking a more peaceful and liberating way of life. Here the Dalai Lama shares his perspective on such enduring themes as love, religion, justice, human rights, poverty, cultural conflict and protection of the environment. Freedom in Exile: The Autobiography of the Dalai Lama of Tibet is an updated autobiography following the award of the Nobel Peace Prize, in which the Dalai Lama talks freely of his life and the tragic story of Tibet, and also discusses contemporary issues. .u2a8563bb09563f38b2d95449ea7404b1 , .u2a8563bb09563f38b2d95449ea7404b1 .postImageUrl , .u2a8563bb09563f38b2d95449ea7404b1 .centered-text-area { min-height: 80px; position: relative; } .u2a8563bb09563f38b2d95449ea7404b1 , .u2a8563bb09563f38b2d95449ea7404b1:hover , .u2a8563bb09563f38b2d95449ea7404b1:visited , .u2a8563bb09563f38b2d95449ea7404b1:active { border:0!important; } .u2a8563bb09563f38b2d95449ea7404b1 .clearfix:after { content: ""; display: table; clear: both; } .u2a8563bb09563f38b2d95449ea7404b1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2a8563bb09563f38b2d95449ea7404b1:active , .u2a8563bb09563f38b2d95449ea7404b1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2a8563bb09563f38b2d95449ea7404b1 .centered-text-area { width: 100%; position: relative ; } .u2a8563bb09563f38b2d95449ea7404b1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2a8563bb09563f38b2d95449ea7404b1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2a8563bb09563f38b2d95449ea7404b1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2a8563bb09563f38b2d95449ea7404b1:hover .ctaButton { background-color: #34495E!important; } .u2a8563bb09563f38b2d95449ea7404b1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2a8563bb09563f38b2d95449ea7404b1 .u2a8563bb09563f38b2d95449ea7404b1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2a8563bb09563f38b2d95449ea7404b1:after { content: ""; display: block; clear: both; } READ: Life Of Charlemagne EssayThe Dalai Lama is a man who believes and practices in world peace, happiness, inner balance, and freedom. Bringing peace and freedom to Tibet and to the world has been the Dalai Lamas life for the last many years. Writing books, visiting Presidents and officials, and lobbying for his cause has become what he is. What I believe is that His Holiness is a great man. He is a man who has lived in exile for decades but has not given up his cause of liberating himself and his people. He teaches about a global community, where all countries of our planet would live and exist with and for each other, in harmony. Compassion is another thing His Holiness teac hes, to live and care for others. I am not and may never be a practicing Buddhist, but in my heart and in myself I will always believe that the Dalai Lama is one of the greatest men ever to walk the Earth. In our world where aggression, conflict and violence breed hatred for our fellow man, how important is a man such as the Dalai Lama whose teachings involve love, compassion and peace.

Ambrose and brinkley abstract essays

Ambrose and brinkley abstract essays The essays from Chapter 9 of Major Problems focus on the impression of the World War II on the country and the soldiers. Stephen Ambrose writes about D-Day, when the Axis launched surprised attack to seize the Omaha Beach, and the military strategy and the tragedy that went into the landing at Omaha Beach. Also, it illustrates what soldiers had to face when their boats came to rest at Omaha Beach. In contrast, Alan Brinkley discusses the effects of WWII on the home front of the United States. Where he says, the war helped end the great depression and changed the roles of the African Americans and women during and after the war. I found Ambroses idea more effective, because the events in his essay give an account of military strategy and what soldiers had to face when they reached Omaha Beach with the actual event. I believe that Brinkleys essay is efficient in the sense that WWII did end the great depression, and bring about many changes for women and African Americans. However, looking at it from the soldiers perspective, they did not go to the war to change things in United States. They went to war because they were attacked by Japan at Pearl Harbor in Hawaii. Many women performed jobs long considered the exclusive province of men. Well, since most of the men were in Europe and the Pacific, there were vacancies in the factories and offices. Besides, those factories and offices required them since; the men at war will need all the food, weapons, vehicles, clothing, shoes etc. during their stay there. Ambrose on the other hand, draws a picture of how terrified soldiers took over the Omaha Beach. They were not thinking about what needed to be done to bring change at home, but they were thinking how to escape the shower of bullets and stay alive. All along the bluff, German soldiers watched the landing craft approach, their fingers on the triggers of machine guns, rifles, arti ...

Definition and Examples of Inflections in English Grammar

Definition and Examples of Inflections in English Grammar Inflection refers to  a process of word formation in which items are added to the base form of a word to express grammatical meanings. The word inflection comes from the Latin inflectere, meaning to bend. Inflections in English grammar include the genitive s; the plural -s; the third-person singular -s; the past tense -d, -ed, or -t; the negative particle nt; -ing forms of verbs; the comparative -er; and the superlative -est. While inflections take a variety of forms, they are most often prefixes or suffixes. They are used to express different grammatical categories. For example, the inflection  -s  at the end of dogs shows that the noun is plural. The same  inflection  -s  at the end of  runs  shows that the subject is in the third-person singular (s/he runs). The inflection -ed is often used to indicate the past tense, changing walk to walked and listen to listened. In this way, inflections are used to show grammatical categories such as  tense,  person, and number. Inflections can also be used to indicate a words part of speech. The prefix en-, for example, transforms the noun gulf into the verb engulf. The suffix -er transforms the verb read into the noun reader. In The Frameworks of English, Kim Ballard writes, When considering inflections, it can...be helpful to use the notion of a  stem.  A stem is what remains of a word when any inflections are removed from it. In other words, inflections are added to the stem of a word. So  frogs  is made up of the stem frog  and the inflection  -s, while  turned  is made up of the stem  turn  and the inflection  -ed. Inflection Rules English words follow different rules for inflection based on their part of speech and grammatical category. The most common rules are listed below. Part of Speech Grammatical Category Inflection Examples Noun Number -s, -es Flower → FlowersGlass → Glasses Noun, Pronoun Case (Genitive) -'s, -', -s Paul → Paul'sFrancis → Francis'It → Its Pronoun Case (Reflexive) -self, -selves Him → HimselfThem → Themselves Verb Aspect (Progressive) -ing Run → Running Verb Aspect (Perfect) -en, -ed Fall → (Has) fallenFinish → (Has) finished Verb Tense (Past) -ed Open → Opened Verb Tense (Present) -s Open → Opens Adjective Degree of Comparison (Comparative) -er Smart → Smarter Adjective Degree of Comparison (Superlative) -est Smart → Smartest Not all English words follow the rules in this table. Some are inflected using sound changes known as vowel alternations, the most common of which are ablauts and umlauts. The word teach, for example, is marked as past tense by changing its vowel sound, producing the word  taught (rather than teached). Likewise, the word goose is pluralized by changing its vowel sound to produce the word geese. Other irregular plurals include words like oxen, children, and teeth. Some words, such as must and ought, are never inflected at all, no matter the context in which they appear. These words are considered invariant. Many animal nouns share the same singular and plural forms, including bison, deer, moose, salmon, sheep, shrimp, and squid. Conjugation The inflection of English verbs is also known as conjugation. Regular verbs follow the rules listed above and consist of three parts: the base verb (present tense), the base verb plus -ed (simple past tense), and the base verb plus -ed (past participle). For example, following these rules, the verb look (as in, I look around the room) becomes, in both the simple past tense and the past participle, looked (I looked around the room, I have looked around the room). While most verbs follow these conjugation rules, there are over 200 words in the English language that do not. These irregular verbs include be, begin, bid, bleed, catch, deal, drive, eat, feel, find, forget, go, grow, hang, have, hide, leave, lose, meet, pay, prove, ride, ring, seek, send, shall, shine, show, sing, spin, steal, take, tear, wear, and win. Since these words do not follow the rules for most English verbs, their unique conjugations must be learned on their own. ​Sources S. Greenbaum, The Oxford English Grammar. Oxford University Press, 1996.R. Carter and M. McCarthy, Cambridge Grammar of English. Cambridge University Press, 2006.Kim Ballard, The Frameworks of English: Introducing Language Structures, 3rd ed. Palgrave Macmillan, 2013.A. C. Baugh, A History of the English Language, 1978.Simon Horobin,  How English Became English. Oxford University Press, 2016.

Policy-making process Essay Example | Topics and Well Written Essays - 500 words

Policy-making process - Essay Example At this stage, the makers select the policy tools to use to address the problem after the enactment (Birkland 26). The enactment implies the passage of the law and issuance of regulation that take a particular course to solve the problem. Reaching the formal decision leads the implementation stage. Publicizing the policy is critical in the implementation stage. The policymakers create statements that consist of clear parameters including the targets, conditions, and restrictions (Birkland 27). Evaluation is the last stage in the policymaking process, and results of the assessment provide feedback to the process. The members can decide to change or create a new policy. The Immigration Policy in the United States typifies the five stages of policy-making policy. The policy has attracted spirited debates, and key citizens, including the president call for changes in immigration policy. The formation of the Immigration Policy dates back in 1924 although various reforms have taken place after the evaluation stage of the policy-making process. The policy-makers identified that illegal immigrants of African and Asian origin were getting into the United States in enormous numbers (Renwick and Lee). The natives were extremely hostile towards the immigrants. Hence, the identification stage intended to control the influx of the immigrants. After the identification of the immigrants menace in US, the policymakers brainstormed on the methods to control the entry of the immigrants to the US. The proponents suggested that the immigrants provided cheap labor while opponents contended the aliens posed a threat to the job market. The policymakers set restrictions on the immigrants and established methods of banning the immigrants from the Asian continent. The policymakers settled for the enactment of the laws to govern the immigration. The best alternative imposed limits on the influx of immigrants, especially

Coping with Stress (SLP) Module 3 (BHS400) Stress Management Essay

Coping with Stress (SLP) Module 3 (BHS400) Stress Management - Essay Example The journal also reviews a couple of OSM programs showcasing their applicability to the clinical environment as well how cost-effective an effective OSM is to employers. Edward and Burnard (2003) in this source take an in-depth research aiming at identifying stressors, moderators, and all possible and actual outcomes of stress. In their study, Edward and Burnard include measures of stress, burnout, and satisfaction at the work place. With a sample size of 2000 people, the research is relevant in stress management as it identifies the possible causes of stress as well the specific outcomes of different types and levels of stress. In this case, the source provides a background information useful in crafting a stress management program. In this journal source, Murphy (1984) takes into consideration the merits of OSM as he compares studies within the dimensions of work group type, format and the orientation of programs, methods of managing stress, non-specific effects, and the maintenance of skills and benefits on the long run. With reference to worksite stress management programs, Murphy identifies that research connecting the above mentioned factors is fragmented and does not quite satisfy the question, ‘how effective are OSMs with regards to work group-type, format and the orientation of programs, methods of managing stress, non-specific effects, and the maintenance of skills and benefits on the long run. However, his conclusion, that OSMs are effective in aiding employees to cope with stress, merits the relevance of the source with respect to stress management. Employee appraisals to stress at the workplace are the focus of this journal source as Murphy (1996) examines a number of stress management interventions and their effectiveness. With a research approach, Murphy employs a variety of interventions to stress management as appraises their effectiveness from his sample responses. In this case, the source provides credible information linking stressful

Ethnicity and Culture in Disease Prevention Essay Example for Free

Ethnicity and Culture in Disease Prevention Essay Importance of addressing race, ethnicity, and culture when developing programs for prevention of disease Name: Subject: Instructor: Date: The campaigns against diseases have a number of times botched as a result of non-recognition of environmental, biological and behavioral factors as major determinants as of individual health. In public health, the three terms (ethnicity, race and culture) are often used interchangeably. The implementation of disease prevention programs in a community requires full knowledge of the health status of its members. With this regard, racial and ethnical categories often define populations in a manner that is meaningful to their health status (Nnakwe, 2009, p. 337). The concept of race, ethnicity and culture plays a significant role in understand human behavior. Thus it is rational to incorporate the aspect of race, culture and ethnicity a when designing disease prevention programs in communities. For instance, designing a disease prevention program require the use of social ecological framework. The framework focuses on interactions between an individual’s physical, cultural and social setting and thus it may be the only necessary move in a fight against disease in an ethnic group. In this case, the knowledge about a disease should not only be transferred but also needs to be cultivated thought peer support, supportive social norms and cultural values. Consider a case where the government decides to put up a facility for provision of free condoms at the core of a very conservative community as part of a program for prevention of HIV/Aids. Will such a program receive support from the community? Of course not as this will be taken as a violation of the community’s cultural values since it may lead to moral decay among its members. Therefore cultural values of a community must be addressed and prevention programs should be aligned with those values. Health care providers need to train on cultural competency in order to understand barriers and influence of culture and society on health behaviors as well as the use of behavior change tools that are culturally sensitive. Ethnicity /race may also affect, directly or indirectly, the success of a disease prevention program in a community, e. . cultural beliefs about HV/Aids (Edelman Mandle 2005, p. 48). For example the risk of obesity starts at a person’s prenatal period. Race/ethnicity may therefore affect the prevention of obesity since it influence the timing of pregnancy, number of pregnancies together with intervals between pregnancies. In conclusion, the public health approach towards prevention of disease must into consideration culture, race and ethnicity within a social ecological framework as an effort towards sustaining a disease free society.

sleepy dog :: essays research papers

â€Å"Sleepy Dog†   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   I remember many important reading experiences in my life. I was interested in reading at a very young age. While most young children despised reading, and preferred coloring pictures or hot wheels, I was fascinated with reading from the start. I used to observe my parents at the kitchen table while they read the newspaper. I was always interested in what was going on. I would always walk over to them and I would ask them what all the different articles said. The only things I could identify were the pictures. I can remember many experiences when I think about it. There is one experience that sticks out in my mind.   Ã‚  Ã‚  Ã‚  Ã‚  I was about 5 years old. My mom ordered the book from the school, one of the book order deals that was sent home. My parents used to let me order books I thought I would be able to read. The name of the book was Sleepy Dog, by Harriet Ziefert and Norman Gorbaty. My mother read the description of the book to me, and I loved the picture of the dog on the cover. I couldn’t wait for the book to come in. This process was always a great surprise too. When I finally got the book, I never remembered ordering it, so it was a great surprise to just receive a book when I went to school.   Ã‚  Ã‚  Ã‚  Ã‚  Sleepy Dog was a book for beginners. I was still working toward reading, being I was only 5 or 6 years old. The book was great. I needed help the first few times I read it because there are always new words to learn. Of course I probably didn’t learn to read it, I probably just memorized the lines and pretended I could read it. Sleepy Dog was a great bedtime story and it is still very popular today. The cover of the book also grabs your attention when you‘re at that age. How can you go wrong with a big sleepy dog, a cat, and some stars? When you’re that young, pictures definitely matter, much more than the words. The pictures were big and animated. There was only a sentence or two per page. The book was easy to read and not too long, which made it perfect. The book was about a dog and cat that went to sleep and shared playful dreams until they woke up in the morning.

Teaching Ethics

School for scandal? Business schools turn their attention to ethics education This case examines the role of the business school in encouraging corruption in business, and looks at the potential impacts that business ethics training might have on students. It offers the opportunity to explore the significance of the individual and their education and experience for understanding ethical decision-making. It also provides a context for investigating the specific role, purpose, and impact of business ethics courses on business behaviour.When it turns out that the key figures in some of the most infamous cases of fraud and corruption in business are alumni from leading business schools, it is perhaps not surprising that the business schools themselves might come in for some criticism. After all, if people like Andrew Fastow, the convicted chief financial officer at Enron, or his boss Jeffrey Skilling, could have got MBAs from two of America’s premier business schools (Northwestern and Harvard, respectively) and , then it is inevitable that questions will be raised about what kinds of principles and practices business school students are being taught.In the last few years, a number of business gurus and commentators have publicly condemned business schools in general, and MBA programmes in particular, for their perpetuation of ‘misguided’ amoral theories and techniques, and the lack of attention to ethics in the curriculum.For example, Henry Mintzberg, the Canadian management expert has famously condemned the MBA model, suggesting that it ‘trains the wrong people in the wrong ways with the wrong consequences’, whilst Sumantra Ghoshal, the late London Business School professor has argued that the ‘worst excesses of recent management practices have their roots in a set of ideas that have emerged from business-school academics over the last 30 years. Ghoshal’s ire is directed to typical theories taught at business schools s uch as agency theory and Porter’s ‘5 forces’ model, which he claims perpetuate an idea that everyone is self-interested, managers cannot be trusted, business is a zero-sum game, and shareholder value is the only legitimate aim of business. The perpetuation of such assumptions, he suggests, leaves business school students devoid of any sense of moral responsibility. These criticisms have received a lot of attention in academic debates, but have also been readily recounted in the media and the business community.For instance The Economist ran a 2005 article headlined ‘Business schools stand accused of being responsible for much that is wrong with corporate management today’ which brought the arguments from Ghoshal, Mintzberg, and others to a wider audience – albeit in a context where the magazine rather predictably mounted a strong defence. After all, as The Economist argued, there are plenty of examples of corporate crooks who have not had a bu siness school education, so there are clearly other aspects to consider too.Nevertheless, whatever else the debate has done, it has certainly helped refocus the attention of business schools on their curricula, and especially on the provision of courses on ethics and social responsibility. At one level, this debate is simply about whether more business schools should be encouraged to introduce such courses into the curriculum. Whilst some schools have long included ethics in their curricula, others have tended to focus more on areas such as strategy, innovation, marketing and finance, whilst others have even dropped ethics courses due to low enrolments or political manoeuvring by sceptical colleagues.As one Wall Street Journal article put it, ‘MBA students and professors bristle at ethics requirements. Some faculty members resent being forced to squeeze ethics lessons into an already jam-packed syllabus, while students grumble that ethics classes tend to be preachy and philoso phical. ’ In this context, the evidence on the scale of ethics teaching is revealing. A recent survey of US schools found that 34 per cent required an ethics course at undergraduate level whilst only 25 per cent did so on MBA degrees.In Europe, the figures are if anything a little lower for compulsory courses, but more than 50 per cent of business schools report having an optional module on ethics or responsibility at undergraduate level and more than 30 per cent at masters level. Essentially, though, most business students can still complete a degree having had hardly any exposure to these subjects in the classroom – a situation that some are now trying to change. One development comes from the US, where a long running campaign by business ethics professors has been trying to make courses on ethics and responsibility compulsory for business students.Over 200 professors offered support to the campaign, but the AACSB (the body responsible for accrediting business degree programmes) appears, so far, to be unconvinced. A recent redraft of their guidelines for accreditation did not bow to the campaigners’ demands, and business ethics remains outside of their list of accredited subjects. Diane Swanson and Bill Frederick, the campaign leaders responded by condemning the AACSB’s arguments for excluding ethics as ‘desperate and out of date against the backdrop of unprecedented corporate scandals, increased public distrust of business, and a virtual sea change in corporate governance. However, some leading schools have moved towards greater attention to ethics. Harvard Business School, for instance, introduced a compulsory course on ‘Leadership and Corporate Accountability’ for all first year students in 2004 – a development that the school claimed represented ‘the most far-reaching course we’ve ever introduced on this subject’. In Europe, the situation is also changing, and in fact there appears to be significantly more support than in the US from European accrediting bodies.The Association of MBAs for example, has issued new criteria for the accreditation of MBA programmes that stipulate that the curriculum ‘should pay attention to ethical and social issues’, while the European Foundation for Management Development (EFMD) is also considering ways to integrate CSR into its EQUIS accreditation. New academic departments and centres have also sprung up in universities to lead ethics and responsibility teaching, such as the Business and Society Management department at Rotterdam School of Management and the International Centre for Corporate Social Responsibility in Nottingham University Business School.Whilst there is still a long way to go before schools successfully infuse ethics education across all of their courses, such developments certainly point to an increased emphasis over the past decade. Ethics and corporate responsibility feature far more prominently in the prospectuses of business schools than they did even a few years ago. Questions remain though about how ethics should best be integrated into the curriculum, and even whether exposure to the subject really has a positive effect on the decisions made by managers.While some maintain that a stand alone course on ethics is necessary to develop a suitable understanding of the subject and to consolidate its importance on the curriculum, others argue that this raises the prospects of generating an ‘ethics ghetto’ unconnected to mainstream business subjects such as finance and marketing. And the jury is still out on just how much of an effect any form of ethics training is likely to have on individuals. Various objections have been raised over the years, including the suggestion that students’ morality is already fixed and cannot be improved, and the accusations that ethics teaching is abstract, mbiguous, subjective, and little more than indoctrination from self-r ighteous ideologues. Of course, the extent to which some of these accusations are true will vary from course to course, and on the goals of any specific programme. In the main, evidence suggests that courses are rather better at enhancing students’ recognition of ethical issues, stimulating their moral imagination, and developing their analytical skills rather than improving students’ moral development or changing their values.As one business ethics professor puts it, ‘I do not want to teach moral standards; I want to teach a method of moral reasoning through complex issues so that students can apply the moral standards they have. ’ This highlights another growing debate among business ethics professors about the very purpose of business ethics education – and even what a business ethics course should consist of. Whilst one camp retains belief in the established practice of teaching moral philosophy to develop better normative thinking among student s, other camps have started to emerge.Some business school professors see more need to focus on practical management concerns, such as managing the corporate reputation or preventing accounting fraud, whilst others point to the need to understand ethics within wider social, political, and economic structures. One recent business ethics textbook (by Jones et al. 2005) was even introduced by the authors with an admission that they were ‘not particularly fond of business ethics’ because ‘business ethics in its present form is at best window dressing and a worst a calculated lie’!Ultimately then, developments in the field of business ethics education suggests that business schools and accreditation bodies may be beginning to take the subject more seriously, especially in Europe where something of a momentum appears to be building. However, the future direction of business ethics remains in some doubt. Not only will its integration into the curriculum remain pro blematic for some time yet, but as the subject expands and develops, the approach to teaching business ethics will probably shift quite considerably into new conceptual territory.Whatever the outcome, business ethics will have to go a long way before it presents a completely convincing antidote to corporate wrongdoing, and misconduct in the workplace. Questions 1. What are the main factors encouraging business ethics education and what are the main barriers to its further development and expansion? 2. To what extent can business education cause or prevent ethical infractions in business? Give arguments for and against. 3. Given the importance of situational factors in shaping ethical decision-making, what are the limitations posed by business ethics courses that focus on individual students?How would you design a course to focus primarily on situational issues? 4. Consider the aims and approach of the business ethics course that you are currently studying. What are these, and how ef fective is the approach for achieving these aims? What would you like to see done differently? Sources Alsop, R. 2005. At MBA programs, teaching ethics poses its own dilemmas. Wall Street Journal, 12 April. wsj. com. Boston Globe. 2003. Harvard raises its hand on ethics. Boston Globe, 30 December. Ghoshal, S. 2003.Business schools share the blame for Enron. Financial Times, 18 July. Ghoshal, S. 2005. Bad management theories are destroying good management practices. Academy of Management Learning and Education, 4 (1): 75–91. Jones, C. , Parker, M. , and ten Bos, R. 2005. For business ethics. London: Routledge. Lacy, P. 2005. From the margins to the mainstream: corporate responsibility and the challenge facing business and business schools. Business Leadership Review, 1 (2) (April): 3. Matten, D. and Moon, J. 2004.Corporate social responsibility in Europe. Journal of Business Ethics, 54: 323–37. McDonald, G. M. and Donleavy, G. D. 1995. Objections to the teaching of busi ness ethics. Journal of Business Ethics, 14: 839–53. Mintzberg, H. 2004. Managers not MBAs: a hard look at the soft practice of managing and management development. Harlow: FT Prentice Hall. Swanson, D. and Frederick, W. 2005. Campaign AACSB: status report, January. www. pitt. edu/~rorst6/sim/aacsb. The Economist. 2005. Business schools, bad for business. The Economist, 17 February. Teaching Ethics School for scandal? Business schools turn their attention to ethics education This case examines the role of the business school in encouraging corruption in business, and looks at the potential impacts that business ethics training might have on students. It offers the opportunity to explore the significance of the individual and their education and experience for understanding ethical decision-making. It also provides a context for investigating the specific role, purpose, and impact of business ethics courses on business behaviour.When it turns out that the key figures in some of the most infamous cases of fraud and corruption in business are alumni from leading business schools, it is perhaps not surprising that the business schools themselves might come in for some criticism. After all, if people like Andrew Fastow, the convicted chief financial officer at Enron, or his boss Jeffrey Skilling, could have got MBAs from two of America’s premier business schools (Northwestern and Harvard, respectively) and , then it is inevitable that questions will be raised about what kinds of principles and practices business school students are being taught.In the last few years, a number of business gurus and commentators have publicly condemned business schools in general, and MBA programmes in particular, for their perpetuation of ‘misguided’ amoral theories and techniques, and the lack of attention to ethics in the curriculum.For example, Henry Mintzberg, the Canadian management expert has famously condemned the MBA model, suggesting that it ‘trains the wrong people in the wrong ways with the wrong consequences’, whilst Sumantra Ghoshal, the late London Business School professor has argued that the ‘worst excesses of recent management practices have their roots in a set of ideas that have emerged from business-school academics over the last 30 years. Ghoshal’s ire is directed to typical theories taught at business schools s uch as agency theory and Porter’s ‘5 forces’ model, which he claims perpetuate an idea that everyone is self-interested, managers cannot be trusted, business is a zero-sum game, and shareholder value is the only legitimate aim of business. The perpetuation of such assumptions, he suggests, leaves business school students devoid of any sense of moral responsibility. These criticisms have received a lot of attention in academic debates, but have also been readily recounted in the media and the business community.For instance The Economist ran a 2005 article headlined ‘Business schools stand accused of being responsible for much that is wrong with corporate management today’ which brought the arguments from Ghoshal, Mintzberg, and others to a wider audience – albeit in a context where the magazine rather predictably mounted a strong defence. After all, as The Economist argued, there are plenty of examples of corporate crooks who have not had a bu siness school education, so there are clearly other aspects to consider too.Nevertheless, whatever else the debate has done, it has certainly helped refocus the attention of business schools on their curricula, and especially on the provision of courses on ethics and social responsibility. At one level, this debate is simply about whether more business schools should be encouraged to introduce such courses into the curriculum. Whilst some schools have long included ethics in their curricula, others have tended to focus more on areas such as strategy, innovation, marketing and finance, whilst others have even dropped ethics courses due to low enrolments or political manoeuvring by sceptical colleagues.As one Wall Street Journal article put it, ‘MBA students and professors bristle at ethics requirements. Some faculty members resent being forced to squeeze ethics lessons into an already jam-packed syllabus, while students grumble that ethics classes tend to be preachy and philoso phical. ’ In this context, the evidence on the scale of ethics teaching is revealing. A recent survey of US schools found that 34 per cent required an ethics course at undergraduate level whilst only 25 per cent did so on MBA degrees.In Europe, the figures are if anything a little lower for compulsory courses, but more than 50 per cent of business schools report having an optional module on ethics or responsibility at undergraduate level and more than 30 per cent at masters level. Essentially, though, most business students can still complete a degree having had hardly any exposure to these subjects in the classroom – a situation that some are now trying to change. One development comes from the US, where a long running campaign by business ethics professors has been trying to make courses on ethics and responsibility compulsory for business students.Over 200 professors offered support to the campaign, but the AACSB (the body responsible for accrediting business degree programmes) appears, so far, to be unconvinced. A recent redraft of their guidelines for accreditation did not bow to the campaigners’ demands, and business ethics remains outside of their list of accredited subjects. Diane Swanson and Bill Frederick, the campaign leaders responded by condemning the AACSB’s arguments for excluding ethics as ‘desperate and out of date against the backdrop of unprecedented corporate scandals, increased public distrust of business, and a virtual sea change in corporate governance. However, some leading schools have moved towards greater attention to ethics. Harvard Business School, for instance, introduced a compulsory course on ‘Leadership and Corporate Accountability’ for all first year students in 2004 – a development that the school claimed represented ‘the most far-reaching course we’ve ever introduced on this subject’. In Europe, the situation is also changing, and in fact there appears to be significantly more support than in the US from European accrediting bodies.The Association of MBAs for example, has issued new criteria for the accreditation of MBA programmes that stipulate that the curriculum ‘should pay attention to ethical and social issues’, while the European Foundation for Management Development (EFMD) is also considering ways to integrate CSR into its EQUIS accreditation. New academic departments and centres have also sprung up in universities to lead ethics and responsibility teaching, such as the Business and Society Management department at Rotterdam School of Management and the International Centre for Corporate Social Responsibility in Nottingham University Business School.Whilst there is still a long way to go before schools successfully infuse ethics education across all of their courses, such developments certainly point to an increased emphasis over the past decade. Ethics and corporate responsibility feature far more prominently in the prospectuses of business schools than they did even a few years ago. Questions remain though about how ethics should best be integrated into the curriculum, and even whether exposure to the subject really has a positive effect on the decisions made by managers.While some maintain that a stand alone course on ethics is necessary to develop a suitable understanding of the subject and to consolidate its importance on the curriculum, others argue that this raises the prospects of generating an ‘ethics ghetto’ unconnected to mainstream business subjects such as finance and marketing. And the jury is still out on just how much of an effect any form of ethics training is likely to have on individuals. Various objections have been raised over the years, including the suggestion that students’ morality is already fixed and cannot be improved, and the accusations that ethics teaching is abstract, mbiguous, subjective, and little more than indoctrination from self-r ighteous ideologues. Of course, the extent to which some of these accusations are true will vary from course to course, and on the goals of any specific programme. In the main, evidence suggests that courses are rather better at enhancing students’ recognition of ethical issues, stimulating their moral imagination, and developing their analytical skills rather than improving students’ moral development or changing their values.As one business ethics professor puts it, ‘I do not want to teach moral standards; I want to teach a method of moral reasoning through complex issues so that students can apply the moral standards they have. ’ This highlights another growing debate among business ethics professors about the very purpose of business ethics education – and even what a business ethics course should consist of. Whilst one camp retains belief in the established practice of teaching moral philosophy to develop better normative thinking among student s, other camps have started to emerge.Some business school professors see more need to focus on practical management concerns, such as managing the corporate reputation or preventing accounting fraud, whilst others point to the need to understand ethics within wider social, political, and economic structures. One recent business ethics textbook (by Jones et al. 2005) was even introduced by the authors with an admission that they were ‘not particularly fond of business ethics’ because ‘business ethics in its present form is at best window dressing and a worst a calculated lie’!Ultimately then, developments in the field of business ethics education suggests that business schools and accreditation bodies may be beginning to take the subject more seriously, especially in Europe where something of a momentum appears to be building. However, the future direction of business ethics remains in some doubt. Not only will its integration into the curriculum remain pro blematic for some time yet, but as the subject expands and develops, the approach to teaching business ethics will probably shift quite considerably into new conceptual territory.Whatever the outcome, business ethics will have to go a long way before it presents a completely convincing antidote to corporate wrongdoing, and misconduct in the workplace. Questions 1. What are the main factors encouraging business ethics education and what are the main barriers to its further development and expansion? 2. To what extent can business education cause or prevent ethical infractions in business? Give arguments for and against. 3. Given the importance of situational factors in shaping ethical decision-making, what are the limitations posed by business ethics courses that focus on individual students?How would you design a course to focus primarily on situational issues? 4. Consider the aims and approach of the business ethics course that you are currently studying. What are these, and how ef fective is the approach for achieving these aims? What would you like to see done differently? Sources Alsop, R. 2005. At MBA programs, teaching ethics poses its own dilemmas. Wall Street Journal, 12 April. wsj. com. Boston Globe. 2003. Harvard raises its hand on ethics. Boston Globe, 30 December. Ghoshal, S. 2003.Business schools share the blame for Enron. Financial Times, 18 July. Ghoshal, S. 2005. Bad management theories are destroying good management practices. Academy of Management Learning and Education, 4 (1): 75–91. Jones, C. , Parker, M. , and ten Bos, R. 2005. For business ethics. London: Routledge. Lacy, P. 2005. From the margins to the mainstream: corporate responsibility and the challenge facing business and business schools. Business Leadership Review, 1 (2) (April): 3. Matten, D. and Moon, J. 2004.Corporate social responsibility in Europe. Journal of Business Ethics, 54: 323–37. McDonald, G. M. and Donleavy, G. D. 1995. Objections to the teaching of busi ness ethics. Journal of Business Ethics, 14: 839–53. Mintzberg, H. 2004. Managers not MBAs: a hard look at the soft practice of managing and management development. Harlow: FT Prentice Hall. Swanson, D. and Frederick, W. 2005. Campaign AACSB: status report, January. www. pitt. edu/~rorst6/sim/aacsb. The Economist. 2005. Business schools, bad for business. The Economist, 17 February.

Global Market Entry Modes

Access to distribution network Contact with local suppliers and government officials Lack of control Lack of trust Conflicts arising over matters such as strategies, resource allocation, transfer pricing, 8. WHOLLY OWNED SUBSIDIARIES Greater control and higher profits Strong commitment to the local market on the part of companies Allows the investor to manage and control marketing, production, and sourcing decisions Risks of full ownership Developing a foreign presence without the support of a third part Risk of nationalizationIssues of cultural and economic sovereignty of the host country 9. Strategic Alliances Greenfield Operations Offer the company more flexibility than acquisitions in the areas of human resources, suppliers, logistics, plant layout, and manufacturing technology. Types of Strategic Alliances Simple licensing agreements between two partners Market-based alliances Operations and logistics alliances Operations-based alliances The Logic Behind Strategic Alliances Defe nd Catch-up Remain Restructure Cross-Border Alliances that Succeed:Alliances between strong and weak partners seldom work. Autonomy and flexibility Other factors: Commitment and support of the top of the partners' organizations Strong alliance managers are the key Alliances between partners that are related in terms of products, technologies, and markets Similar cultures, assets sizes and venturing experience A shared vision on goals and mutual benefits 10. Timing of Entry International market entry decisions should also cover the following timing-of-entry issues: When should the firm enter a foreign market?Other important factors include: level of international experience, firm size Mode of entry issues, market knowledge, various economic attractiveness variables, etc. Reasons for exit: Sustained losses Volatility Premature entry Ethical reasons Intense competition Resource reallocation 1 1 . Exit Strategies Risks of exit: Fixed costs of exit Disposition of assets Signal to other m arkets Long-term opportunities Guidelines: Contemplate and assess all options to salvage the foreign business Incremental exit Migrate customers

Patterson Surname Meaning and Origin

Patterson Surname Meaning and Origin The common surname Patterson  most often originated as a  patronymic name meaning son of Patrick. The given name Patrick derives from the Roman name Patricius, which meant nobleman in Latin, denoting a member of the patrician class or Roman hereditary aristocracy. In County Galway, Ireland, Patterson was a surname often taken by bearers of the Gaelic name Ó Caisà ­n, meaning descendant of Caisà ­n  from the Gaelic casn,  or little curly-headed one. ​Surname Origin: English, Scottish, Irish Alternate Surname Spellings: Patrickson, Paterson, Patersen, Pattersen, Batterson Famous People James Patterson - American best-selling authorCarly Patterson - 2004 Olympic All-Around Gymnastics ChampionJohn Patterson - American manufacturer who helped popularize the modern cash register   Genealogy Resources If youre interested in connecting with others who share the Patterson surname or in learning more, the following resources can help: Most Common U.S. Surnames and Their Meanings: Smith, Johnson, Williams, Jones, Brown... Are you one of the millions of Americans sporting one of these top 250 common last names from the 2000 census?Patterson DNA Project: An annual publication issued under the authority of the Barnes Family Association. Several volumes are available for free viewing from Internet Archive.Patterson Family Genealogy Forum: Search this popular genealogy forum for the Patterson surname to find others who might be researching your ancestors, or ask your own question about your Patterson ancestors.FamilySearch: Discover historical records and lineage-linked family trees posted for the Patterson surname and its variations.Patterson Surname and Family Mailing Lists: RootsWeb hosts several free mailing lists for researchers of the Patterson surname. Sources Cottle, Basil. Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Menk, Lars. A Dictionary of German Jewish Surnames. Avotaynu, 2005.Beider, Alexander. A Dictionary of Jewish Surnames from Galicia. Avotaynu, 2004.Hanks, Patrick and Flavia Hodges. A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick. Dictionary of American Family Names. Oxford University Press, 2003.Smith, Elsdon C. American Surnames. Genealogical Publishing Company, 1997.

About Architect Steven Holl, Time, Space, and Light

About Architect Steven Holl, Time, Space, and Light I was in the Washington, DC convention center when Steven Holl accepted the 2012 AIA Gold Medal, the highest honor bestowed by the American Institute of Architects. I listened to Holls watercolor-like speech over the loudspeakers, as I rushed through the hallways, running late.   Architecture is an art bridging the humanities and the sciences, Holl said. We work bone-deep in Art- drawing lines between sculpture, poetry, music and science that coalesce in Architecture. That, I thought, is architecture. Steven Myron Holl is known for his strong viewpoints and his beautiful watercolors. He is constantly painting, both in words and with brushes. He also is known as the thinking mans architect, an intellectual philosopher who connects disciplines. Background: Born: December 9, 1947, Bremerton, Washington Education: 1971, BA, University of WashingtonPostgraduate study in Rome, Italy and the Architectural Association School of Architecture, London, UK Professional Experience: 1976-present: Steven Holl Architects, stevenholl.com/; Twitter at stevenhollarch1981-present: Tenured Professor of Architecture, Planning, and Preservation, Columbia University, NYCChris McVoy, Senior Partner at Steven Holl Architects, co-designs with Holl in addition to his pracitce with Beth ONeill, ONeill McVoy Architects Design Philosophy: Rather than imposing a style upon different sites and climates, or pursued irrespective of program, the unique character of a program and a site becomes the starting point for an architectural idea. While anchoring each work in its specific site and circumstance, Steven Holl Architects endeavors to obtain a deeper beginning in the experience of time, space, light and materials. The phenomena of the space of a room, the sunlight entering through a window, and the color and reflection of materials on a wall and floor all have integral relationships. The materials of architecture communicate through resonance and dissonance, just as instruments in musical composition, producing thought and sense-provoking qualities in the experience of a place. - About Steven Holl Architects, website at www.stevenholl.com/studio.php?typeabout, accessed September 22, 2014 Selected Architecture Projects 1991: Void Space/Hinged Space Housing, Fukuoka, Japan1996: Makuhari Bay New Town, Chiba, Japan1997: Chapel of St. Ignatius, Seattle University, Washington1998: Kiasma Museum of Contemporary Art, Helsinki, Finland2002: Memorial Square by Meier, Eisenman, Gwathmey/Siegel, Holl , unrealized proposed design to redevelop Ground Zero, Lower Manhattan2002: Simmons Hall, Massachusetts Institute of Technology, Cambridge, Massachusetts2007: Lewis Center for the Arts, Princeton University, New Jersey2007: The Nelson-Atkins Museum of Art Bloch Building Addition, Kansas City, Missouri2009: Linked Hybrid, Beijing, China2009: Vanke Center Horizontal Skyscraper, Shenzhen, China2009: Knut Hamsun Center, Hamarà ¸y, Norway2012: Expansion Project, John F. Kennedy Center for the Performing Arts, Washington, DC2012: Danish Natural History Museum, Copenhagen, Denmark2013: Campbell Sports Center, Columbia University, New York2014: Reid Building, The Glasgow School of Art, Glasgow, Scotland2014: Beirut Mar ina at Zaitunay Bay, Beirut, Lebanon 2016: Visual Arts Building, University of Iowa, Iowa City, Iowa2016: Institute for Contemporary Art, Virginia Commonwealth University, Richmond, Virginia2017: Expansion of the Kennedy Center for the Performing Arts, Washington, DC Furniture: A2-Chair, 2013A-Chair, 1980, 2005Riddled Table, lasercut, 2006, 2007 Awards: 2014: Praemium Imperiale International Arts Award, Japan Art Association2012: Gold Medal, American Institute of Architects (AIA)2010: Jencks Award, Royal Institute of British Architects (RIBA)2009: BBVA Foundation Frontiers of Knowledge Award1998: Alvar Aalto Medal, Finland1998: La Grande Medaille dOr, Academy of Architecture, France1990: Arnold W. Brunner Memorial Prize, American Academy of Arts and Letters In the Words of Steve Holl: From the Five Minute Manifesto, 2012 The essential power of Architecture is PARALLAX: the horizontal and vertical movement through forms and light over time, as we- our bodies- pass by, walk up, go inside, walk through inspired space. The joy and ambiguity of SCALELESSNESS excites the imagination through Mysteries of Proportion like Fibonaccis - 0, 1, 1, 3, 5, 8, 13, 21 †¦ - which wakes us to Geometrical Feeling. Forget mono-functional buildings! Make Hybrid Buildings: Living Working Recreation Culture Make a New Fusion of landscape, architecture, and URBANISM, a fusion of luminosity and porosity into Cities of Matter with spirit. Make New Cities- our greatest artwork- with the same urgency as we restore the natural landscape and biodiversity. Selected Writings and Paintings by Steven Holl: Anchoring, Princeton Architectural Press, 1989Edge of a City, Pamphlet Architecture 13, Princeton Architectural Press, 1991Parallax, Princeton Architectural Press, 2000Written in Water, Lars Muller Publishers, 2002House: Black Swan Theory, Princeton Architectural Press, 2007Steven Holl: Architecture Spoken, Rizzoli, 2007Urbanisms: Working with Doubt, Princeton Architectural Press, 2009New Haiti Villages, Pamphlet Architecture 31, Princeton Architectural Press, 2010Scale, Lars Muller Publisher, 2012Horizontal Skyscraper, William Stout Publishers, 2011 Who is Steve Holl? Holl is viewed as assertive by people who are trying to be complimentary, and as a bull in a china shop by people who aren’t, comments architecture critic Paul Goldberger in The New Yorker magazine. Arguably, Holls Vanke Center in China is the architecture that fulfills his philosophical vision. Imagine the Empire State Building on its side, with giant piers cradling the structure several stories above a ground prone to natural disasters. The multi-use horizontal skyscraper incorporates sustainable design and urban planning. Mr. Holl has designed a building that pushes its users to stop and think about the world around them, says Nicolai Ouroussoff in The New York Times. It is an architecture that opens doors to new possibilities. The answers he supplies in all of his designs draw from architecture, of course, but also from engineering, science, art, philosophy, and literature, writes Zach Mortice, Managing Editor of AIArchitect. Holl is the rare architect who can combine these gentlemanly pursuits (he often develops designs by painting them in water colors, for example) and use them as source material and method for buildings that aggressively push the edge of what’s possible. Sources: Lenses on the Lawn by Paul Goldberger, The New Yorker, April 30, 2007; Five Minute Manifesto, Steven Holl, Washington, D.C., AIA Gold Medal Ceremony, May 18, 2012 [accessed October 31, 2014]; Steven Holl, 2014 Laureate in Architecture, The Japan Art Association at www.praemiumimperiale.org/en/component/k2/item/310-holl [accessed September 22, 2014]; Turning Design on Its Side by Nicolai Ouroussoff, The New York Times, June 27, 2011 [accessed November 1, 2014]

Underlying depression in orthopedic patients Essay

Underlying depression in orthopedic patients - Essay Example Depression in orthopaedic patient are overlooked and seldom treated because of the misconception that it will eventually recovered by the patient itself.Depression occurs not only in adult orthopaedic patients but with children as well. The purpose of this paper is to identify the role of nurses, doctors, and other healthcare providers in the orthopedic department with regard to how we identify depression, and what needs to be done to thoroughly recognize these cases and initiate the appropriate treatment. Identifying such issues is important because it is vital both to their recovery and to the healthcare provider. How do we effectively detect depression during the assessment and carry out proper intervention in treating their depression as well as their medical illness. As part of the patient safety goal campaign of Hoag Hospital, should we change how we systematically assess our patients at the bedside and routinely screen for depression and / or suicide These are the problems that we consider because of the severity of the case that it may lead if the depression in an orthopeadic patient will be taken for granted.There are researches and study that elderly recovering from an orthopaedic surgery is normal to experience depression. According to some doctors, some depressions are caused by some of the medicines they are taking; some are the non acceptance of their situation mostly in amputated legs or arms. According to Baker and Ashbourne of Children's Mental Health Ontario (2002) on e is considered to be depressed if they have the following symptoms: depressed appearance, anxiety, irritability and frustration, lack of interest, lack of cooperation, change in appetite and sleep patterns, weight loss and gain, loss of energy, withdrawal from family and friends and others. Patients are not aware that they are having the said depression resulting in the misconception of the doctors and medical staff that the patient is recovering. The physicians and other medical staff overlooked the fact that depression may originate from the lack of communication with the patient. Doctors and nurses are ignoring the fact that orthopaedic patient may have depression during recovery. Involved medical staff should be aware of the signs and symptoms of depression in order to prevent the further development of it. The older orthopaedic patient with depression usually experience severe pain thus prolonging their rehabilitation. There are also some factors from the situation of the orth opaedic patient that may cause their depression. Since surgery is usually costly they may have financial problems causing the patient to severe depression. The patient may tend to isolate themselves from others causing a great sadness that leads to depression. There are some cases wherein patient would have any complications such as diabetics causing the patient to feel helpless. These are the common factors that causing the orthopaedic patient to feel depressed. Solution Generation The first thing to do in treating depression in an orhtopedic patient, is understanding what is depression Herbalmedicine.com (2007) defined depression as a mood disorder that is often triggered by a chemical imbalance or stressful situations. People suffering from depression experience ongoing sadness, low energy, irritability and general disinterest in daily activities. Depression is a medical condition and should not be considered a personality flaw or weakness of character. It is best to determined first if the patient is having the said condition before admission in the rehabilitation ward. As the physician you must be aware of the possibilities that your patient might have this condition because of the signs and systems that is present in the patient's attitude. Usually depression is associated with