Analysis Of The Book High Price By Dr. Carl Hart

After reading Chapter 3 of â€Å"High Price† by Dr. Carl Hart, I learned he lived with his mother and father until the as halfway thru the second grade. Then got a divorce and he stayed with his father for about two week, but once his father realized that he was unable to take care, he then went to live with his Big Mama. His great grandmother was a Bahamian woman. She came to the United States when she was a young adult. His big mama was a women who believed and stressed that going school and being self sufficient was important. She believed that a black men in this society had no chance if they weren’t educated. Dr. Carl Hart’s family based their family morals off of Booker T. Washington and W. E. B. DuBois, based on the beliefs of the his grandmother and great grandmother. His great grandmother followed role of W. E. B. DuBois, because she believed that education was important and this was a way for African Americans can advance. Although his great grandmother believed that education was important, she did not believe that it would not help someone of his race in a world where racism played a big part of being successful. Carl’s father would promise to pick him up on the weekends and would never show or even showed up drunk. Although his father was an alcoholic, Carl didn’t mind it he just wanted to be around him. Being the his great grandmother loved him dearly, his great grandmother loved him and always had his back. When Carl’s father didn’t play a the role of being aShow MoreRelatedSolution Manual, Test Bank and Instructor Manuals34836 Words   |  140 PagesDear All, If you need any solution manual, testbank for testbooks from the list, do contact us anytime, we provide competitive prices and fast delivery after payment done. Contact us: smtbportal@gmail.com smtbportal(at)gmail(dot)com 2010 Corporate Partnership Estate and Gift Tax with HR Block TaxCut 4e Pratt Kulsrud Solution Manual 2010 Corporate Partnership Estate and Gift Tax with HR Block TaxCut 4e Pratt Kulsrud Test Bank 2010 Federal Taxation with HR Block TaxCut 4e Pratt KulsrudRead MoreDhl Marketing Mix22718 Words   |  91 Pagesanywhere on the globe, to choose from Express 1’s network of hundreds of carriers, to print all documentation, to track the shipment throughout its journey, and to combine all shipments on a single invoice. This paper provides a complete situation analysis on the company and its industry, a proposed market with which the company should focus, and a comprehensive marketing mix tailored specifically for this market. This marketing plan begins with a profile of Express 1, its current mission statementRead MoreEssay on Microcultures in Canada7105 Words   |  29 Pageswith regards to the different aspects of microcultures. This paper will delve into all three types of microcultures; it will look at Vietnamese, Jewish, and Vegan cultures and compare them to mainstream Canadian culture. The subsequent comparative analysis aims at finding differences in an attempt to better understand and communicate more effectively, by clarifying the common misunderstandings that arise when communicating with different microcultures, whether in business or everyday life. Vietnamese Read MoreStrategic Management Process12814 Words   |  52 Pageseconomic environment., or a new social, financial, or political environment.† (Lamb, 1984:ix) Strategic management is a combination of three main processes which are as follows Strategy formulation †¢ Performing a situation analysis, self-evaluation and competitor analysis: both internal and external; both micro-environmental and macro-environmental. †¢ Concurrent with this assessment, objectives are set. These objectives should be parallel to a timeline; some are in the short-term and others onRead MoreGame Theory and Economic Analyst83847 Words   |  336 PagesGame Theory and Economic Analysis Game Theory and Economic Analysis presents the wide range of current contributions of game theory to economics. The chapters fall broadly into two categories. Some lay out in a jargon-free manner a particular branch of the theory, the evolution of one of its concepts, or a problem that runs through its development. Others are original pieces of work that are signiï ¬ cant to game theory as a whole. After taking the reader through a concise history of gameRead MoreStrategy Safari by Mintzberg71628 Words   |  287 Pagesand walk as quickly as they can past every cage until they come to the one called WAYOUT, but the nicest people go straight to the animal they love the most, and stay there. —A. A. 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Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesOne Lake Street, Upper Saddle River, New Jersey 07458, or you may fax your request to 201-236-3290. Many of the designations by manufacturers and sellers to distinguish their products are claimed as trademarks. Where those designations appear in this book, and the publisher was aware of a trademark claim, the designations have been printed in initial caps or all caps. Library of Congress Cataloging-in-Publication Data Robbins, Stephen P. Organizational behavior / Stephen P. Robbins, Timothy A. Judge

Power And Control Within The Novel Wild Geese

In Martha Ostenso’s Wild Geese, there are many issues surrounding power and control throughout the novel. Many of these issues are because of the main character Caleb, and the control he holds over many other characters. There are three main issues associated with power and control in the novel: The power Caleb holds creates fear and hatred for him from other characters in the novel. The power he holds also causes his children to dream about things in another life and become rebellious against Caleb’s wishes. Finally, Caleb’s control and power ruins him as a character and he suffers from nemeses. These issues surrounding power and control are important to characterization, plot development, and the relationships and conflicts between characters. The first issue related to power and control in Wild Geese is the fear and hatred many characters have for Caleb because of his need to have authority throughout the novel. An example of fear for Caleb is the fear Amelia has for her husband. Amelia is scared of Caleb and what he will do to her if she challenges his power over her. â€Å"Amelia was justified in fearing Caleb if he held any damaging knowledge about her† (117). This shows that Caleb has control over Amelia, and the characters in the novel know that he will not hesitate to ruin someone’s life if he feels he needs to, no matter what the relationship is he has with them. Amelia is also the one that has the power over the children. Throughout Wild Geese she is the one thatShow MoreRelatedLove, Family, And Identity2762 Words   |  12 PagesCorinne Murdock Nolan AP Lit 23 July 2015 Love Medicine Summary Notes Title †¢ Novel analyzes definition of love, family, and identity. †¢ Novel describes numerous love affairs between different people within several families. †¢ Lipsha Morrissey tries to fix the relationship between Grandma and Grandpa Kashpaw using a love medicine, but it ends up killing Grandpa Kashpaw. †¢ The author might have chosen the title Love Medicine in order to emphasize how people try to find a way to fix a broken heartRead MoreEssay The Myopia of Dystopia3805 Words   |  16 Pagesis a difficult, if not impossible, one to forge. Novels such as Brave New World, Fahrenheit 451, and 1984 are dystopian novels, with often-satirical undertones within their pages. This works are allegories, sardonic depictions of our societies ills. Each work contain strong hard-hitting political messages with common themes such as the fine line that divides a utopia and a dystopia and the sharp contrast in the perception of the characters within the works and the reader. In Aldous Huxleys BraveRead MoreConfucianism in Journey to the West31834 Words   |  128 PagesWestern Regions to obtain the sacred scriptures is well-known among Chinese of all ages. In the 1570s, Wu Cheng’en (Ã¥  ´Ã¦â€° ¿Ã¦  ©) wrote the story’s most celebrated version, later published as the novel Journey to the West, also known as Xiyouji (è ¥ ¿Ã¦ ¸ ¸Ã¨ ® °).[1] Over the last few decades numerous television adaptations of Wu Cheng’en’s novel appeared on-screen, one of which this thesis will review: the 1986 television series Journey to the West, directed by Yang Jie (æ  ¨Ã¦ ´ ). This series is the novels most successful and mostRead MoreFigurative Language and the Canterbury Tales13472 Words   |  54 Pagesmetaphysical poets, who fashioned conceits that were witty, complex, intellectual, and often startling, e.g., John Donnes comparison of two souls with two bullets in â€Å"The Dissolution.† 17. conflict: a struggle between two opposing forces in a short story, novel, play, or narrative poem. 18. connotation: all the emotions and associations that a word or phrase may arouse; what a word suggests beyond its basic definitions; a word’s overtones of meaning. 19. consonance: repetition of consonant sounds in the middleRead MoreOrganisational Theory230255 Words   |  922 Pagesproblematic and challenging subject. This is not the case with the present book. This is a book that deserves to achieve a wide readership. Professor Stephen Ackroyd, Lancaster University, UK This new textbook usefully situates organization theory within the scholarly debates on modernism and postmodernism, and provides an advanced introduction to the heterogeneous study of organizations, including chapters on phenomenology, critical theory and psychoanalysis. Like all good textbooks, the book isRead MoreDeveloping Management Skills404131 Words   |  1617 PagesSoftware Services Printer/Binder: Edwards Brothers Cover Printer: Coral Graphics Text Font: 10/12 Weidemann-Book Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as Prentice Hall, One Lake Street, Upper Saddle River, New Jersey 07458. All rights reserved. Manufactured in the United States of America. This publication is protected

Patriot Movie Review Free Essays

The Patriot In theaters on June 30, 2000. Directed by: Roland Emmerich Written by: Robert Rodat Main Characters in the movie: Mel Gibson as Benjamin Martin, Heath Ledgar as Gabriel Martin, Tom Wilkinson as Lord General Cornwallis, Jason Issac as Colonel William Tavington The film is rated R for strong war violence. Summary: It is 1776 when the Revolutionary War began between the American Colonists and the British soldiers. We will write a custom essay sample on Patriot Movie Review or any similar topic only for you Order Now The main character, Benjamin Martin, is a veteran of the French and Indian war who wants independence from Britain, but is not willing to risk the safety of his already motherless children by going to war. It was the British who had killed his wife and he did not want to put his family in danger as he did so once before. However though he forms a militia and goes around looking for people in the colonies who are willing to fight against the â€Å"red coats† which are the British because he knew it had to be done. He did not approve of his oldest son Gabriel joining the Continental Army but Gabriel wanted to so bad that he went behind his fathers back to sign up anyway. This caused problems for him because they found him and threatened him on his own land. Benjamin Martin helped wounded soldiers both from the American side British side and because of that he was viewed as a traitor to many people. The killing of his son when the British came to his home caused him to react and want to go to war with them. The Americans and British went to war and there was a lot of loss of American soldiers and the French came to help them because they disliked the British as well and tried to stop the British from trying to take over other places. After years in the war the Americans finally won and were able to pass the Declaration of Independence. Benjamin Martin had finally gotten even and killed Tavington because he killed both of his sons. Even though a lot of people died they were free at last from British control and that’s when good things started to happen for the Americans. Benjamin Martin ends up falling in love with his dead wifes sister protects his family. He is truly considered a hero because if it weren’t for him then the Americans would have never taken it upon themselves to fight against the British. The colonies became united and it was just the beginning of a good period of time. The Patriot is a wonderful movie that not only has action and romance, but it has an important meaning. It gives us an outlook on the events that took place long ago that eventually led to our independence and the states uniting. Without it we probably wouldn’t have been the United States like we are now and it might have been longer before we would have been free from the British. I would definitely recommend everyone to watch this movie because you will definitely enjoy it regardless of your age or interests. Historical Accuracy: In the movie, the Continental Congress extends an order to slaves stating that if they serve 12 months in the Colonial Army, they would be granted their freedom and be paid 5 schillings per month served. The Congress never extended such an order in real life. – Benjamin Martin sends his children and his family friend to a slave colony after their plantation is burned down. Martin’s family is welcomed into the colony and there is much c elebration at their coming. Although a few slave colonies existed, they were very secluded and most likely would not have taken kindly to a group of white plantation owners looking for shelter. How to cite Patriot Movie Review, Essay examples

Critical Review of a painting at the Jaycee Park Center Essay Example For Students

Critical Review of a painting at the Jaycee Park Center Essay The artist has also created an impression of distance as the cows in the front appear to be large in size. And clearer as compared to the two cowboys in the background. The element of a middle ground is present Which is portrayed by the cowboy With the red scarf. He appears to be positioned between the cows in the front, and the other two cowboys in the back. The artist has been able to imply the texture Of the cows skin using different brush strokes. One can see the roughness of the cows kin even Without having to touch the smooth Oil painted canvas. One cannot immediately tell the time of day when the picture was taken. This is because the background is not blue, but rather it is a grayish color, and most probably the cowboys are trying to lead the cows back to their stables for shelter before it rain. In the process of rounding up the cows, the surrounding is filled with dust resulting in the dark gold background. According to this picture, the artist is trying to indicate that there are those individuals who take a lead in controlling situation. In this case, the cowboy in the middle seems to be more in charge tot the situation than the other two cowboys in the background. Similarly, the same thing happens in reality where some people are more aggressive than others. This type of person always takes a leading role in whatever situation they find themselves, They can manage to solve their problems, and do not rely on other people around them for assistance. The lead cowboy is wearing a blue shirt which is mostly associated with people in leadership positions, His success n this situation will be achieved if he can manage to round up all the cows into the intended direction. The artist has used a combination of both design principles and visual elements that make it a catching piece of art. My first glance at this picture just reminded me Of the life experienced in such a ranch, in the countryside. One can also imagine the magnitude of noise created by the cows hoofs as they were being led towards their stables. The horses must have also been galloping, and raising their front legs in order to direct the cows towards he required direction. This kind Of work must entail a lot Of effort as it is not easy to control the direction of movement off large herd of cows. Apart from that, one cannot ignore the cowboy in the middle. Ranches always have a foreman, or the owner who is in charge of the others In my opinion, the artist was successful in illustrating both content, and composition through this painting. In life, one must stand out and take control over the situations surrounding them.

Analysis Of The Holocaust Essays - Nazi Germany, Anti-communism

Analysis Of The Holocaust Essays - Nazi Germany, Anti-communism Analysis of the Holocaust Of all the examples of injustice against humanity in history, the Jewish Holocaust has to be one of the most prominent. In the period of 1933 to 1945, the Nazis waged a vicious war against Jews and other "lesser races". This war came to a head with the "Final Solution" in 1938. One of the end results of the Final Solution was the horrible concentration and death camps of Germany, Poland, and other parts of Nazi-controlled Europe. In the aftermath of the Holocaust, people around the world were shocked by final tallies of human losses, and the people responsible were punished for their inhuman acts. The Holocaust was a dark time in the history of the 20th century. One can trace the beginnings of the Holocaust as far back as 1933, when the Nazi party of Germany, lead by Adolf Hitler, came to power. Hitler's anti-Jew campaign began soon afterward, with the "Nuremberg Laws", which defined the meaning of being Jewish based on ancestry. These laws also forced segregation between Jews and the rest of the public. It was only a dim indication of what the future held for European Jews. Anti-Jewish aggression continued for years after the passing of the Nuremberg Laws. One of these was the "Aryanization" of Jewish property and business. Jews were progressively forced out of the economy of Germany, their assets turned over to the government and the German public. Other forms of degradation were pogroms, or organized demonstrations against Jews. The first, and most infamous, of these pogroms was Krystallnacht, or "The night of broken glass". This pogrom was prompted by the assassination of Ernst von Rath, a German diplomat, by Herschel Grymozpan in Paris on November 7th, 1938. Two days later, an act of retaliation was organized by Joseph Gobbels to attack Jews in Germany. On the nights of November 9th and 10th, over 7,000 Jewish businesses were destroyed, 175 synagogues demolished, nearly 100 Jews had been killed, and thousands more had been injured, all for the assassination of one official by a Jew ("Holocaust, the." Microsoft Encarta 96). In many ways, this was the first major act of violence to Jews made by the Nazis. Their intentions were now clear. The Nazi's plans for the Jews of Europe were outlined in the "Final Solution to the Jewish question" in 1938. In a meeting of some of Hitler's top officials, the idea of the complete annihilation of Jews in Europe was hatched. By the time the meeting was over, the Final Solution had been created. The plans included in the Final Solution included the deportation, exploitation, and eventual extermination of European Jews. In September 1939, Germany invaded western Poland. Most, if not all Jews in German-occupied lands were rounded up and taken to ghettos or concentration camps. The ghettos were located inside cities, and were a sort of city/prison to segregate Jews from the rest of the public. Conditions in the ghettos included overcrowding, lack of food, and lack of sanitation, as well as brutality by Nazi guards. Quality of life in a ghetto was probably not much above that in a concentration camp. In June 1941, Germany continued it's invasion of Europe by attacking and capturing some of the western U.S.S.R. By this time, most of the Jews in Europe now lived in lands controlled by Nazi Germany. The SS deployed 3000 death squads, or "Einstagruppen", to dispatch Jews in large numbers ("Holocaust, the." Microsoft Encarta 1996). In September 1941, all Jews were forced to wear yellow Stars of David on their arms or coats. A Jew could be killed with little repercussions for not displaying the Star of David in public. Some of the first Jewish resiezce to the Final Solution came in 1943, when the process of deportation to concentration and death camps was in full swing. The Warsaw ghetto in Poland, once numbering over 365,000, had been reduced to only 65,000 by the continuing removal of Jews to camps in other lands ("Holocaust, the." Microsoft Encarta 1996). When the Nazis came to round up the remaining inhabitants of the ghetto, they were met with resiezce from the small force of armed Jews. The revolt lasted for almost three weeks

Seven elements of art essays

Seven elements of art essays There are seven elements that are used in art. These seven elements are line, shape, form, value, texture, space and color. These seven elements are used to help artists create beautiful work. In some pieces of art it may be difficult to recognize these elements, but if you look closely you can find them. Some artists only use some of the elements at a time instead of all of them at once. The first element of art is the element of line. Lines are continuous marks made on some surface by a moving point. Lines could be used to show different feelings and moods. Composition is how the elements are arranged. Horizontal lines make a piece of art seem like it is calm and peaceful. Diagonal lines are used to create a sense of movement and tension. Vertical lines create a sense of everything being in order. Horizontal and vertical lines both have different qualities in different pieces of art. The next element is the element of shape. When lines join together they form shapes. Some shapes are geometrical like squares and rectangles. All the shapes are not three dimensional or in other words flat. Shape is an area clearly defined by one of the other visual elements. They are limited to only two dimensions which are height and width. These two dimensions of shape distinguish it from form. The next element is the element of form. Form is a three dimensional shape. The form of a sculpture is symmetrically balanced. Forms consist of height, width, and thickness. Unlike shapes, forms are not flat. An example of form would be a sculpture. There are two important features to form, and they are mass and volume. Mass is a quantity or aggregate of matter usually of considerable size. Volume is the amount of space occupied by a three-dimensional object. The next is the element of value. Value is the lightness and darkness of a color. You can get different color values by mixing tints and shad ...

Assignment 4 Example | Topics and Well Written Essays - 250 words - 4

4 - Assignment Example The cost factor allegedly includes the monthly premiums, as well as out-of-pocket costs. It has been noted from various news items and article regarding the health care that increasing number of Americans could not avail of health insurance plans due to the exorbitant costs. Of course, if these plans could be availed at very minimal costs, most of the people would prefer to avail of plans that would provide the greatest benefits for the least cost possible. However, the type of plans that could be availed depends on the income level or earnings generated by individuals or family members. Therefore, if an individual would have excess funds after taking care of basic necessities (food, clothing, shelter), only then could portions of excess funds be earmarked for health care. Thus, inasmuch as the article provides relevant information regarding finding the health insurance plan for readers, it is actually presumed that the plan that is to be selected depending on the income level or earnings or the capacity to pay. How to find the health insurance plan that’s right for you. (2014, March 20). Retrieved from HealthCare.gov:

By reference to specific case-law and political examples, critically Essay

By reference to specific case-law and political examples, critically examine the extent to which this statement accurately reflects the development as well as the content of Public International Law today - Essay Example anda, Sierra Leone, the Democratic Republic of Congo, and Liberia in Africa; Bosnia and Kosovo in Eastern Europe; state-sponsored ethnic cleansing in East Timor in Asia and extreme violence on the North American island nation of Haiti. These were the â€Å"new wars† at the end of the 20th century. Although ethnic conflict and humanitarian crises have existed since the dawn of time, for the first time ever images of extreme bloodshed, violence and even genocide were broadcast into the homes of the viewing public through international television stations like the Cable News Network (CNN), Fox and the British Broadcasting Corporation (BBC). Images of children being slaughtered, women raped and people brutalized were beamed into the living rooms of people all over the world, for all to see. For the first time, the public was confronted, on a near daily basis, with images of carnage and humanitarian crisis. People pressed their congressmen, parliamentarians and state representatives to act and, in varying degrees, a groundswell calling for a decisive role for governments in ending these humanitarian crises and conflicts emerged. Although some wanted direct military action, often French, British or American, in ending a particular conflict, most governments have traditionally favor ed other instruments of diplomacy: political pressure, economic sanctions and imposed settlement through international bodies such as the United Nations. While support for military intervention was certainly not the operative interventionist choice for most in the cases mentioned in the introductory paragraph above – for example, how many Americans or Frenchmen before the genocide could locate Rwanda on a map? – in each case presented above, the international community did consider some type of military intervention in ending the respective crises (Boettcher, 2004). Are human rights a key determinant of foreign policy? If so, how does the protection of human rights on a global

Great Style and Clarity Essay Example | Topics and Well Written Essays - 250 words

Great Style and Clarity - Essay Example g philosopher, thereby enabling the reader to accept his point of view, which otherwise may have been difficult, since it amounts to an accusation of the reader of barbaric impulses. Such a method of explication is suited to any exploration of the mind and any psychoanalytic reading of a phenomenon, since it has the potential to disturb the mind of the reader. While this in itself is not harmful, it may dull the analytic abilities of the reader. This may cause the writer to fail in conveying the message that he had taken upon himself to discuss in his paper. King’s ability to sustain a conversational style throughout his paper enables him to hold the interest of the reader till the very end of the essay. The end of the essay, however, reminds the reader that what the paper requires thought, rather than casual reading. The flourish at the end, which reminds the reader of the need to â€Å"keep the gators fed†, reminds the reader of the parts of the mind that he is not conscious of (King). King, thus, is able to weave into his narrative the very structure of the horror movie that he writes about and this enables the paper itself to have an eerie quality to

Hot Cross Bun Formulation

Hot Cross Bun Formulation The purpose of this study is to reflect on the package of care offered to a client and to critically evaluate the evidence base for the model which might be considered best practice for a specific client problem, or issue. This entails identifying a particular clients presenting issues while describing the evidence that is available for a suitable therapeutic approach, or model which would promote best practice. The study will reflect on a client who has been diagnosed with post- traumatic stress disorder (PTSD) as a result of a road traffic accident (RTI) and concentrates on the use of imaginal exposure therapy (IET) for the treatment of symptoms. Triggers and maintenance factors contributing to the clients deteriorating well-being will be explained using formulation as well as the protective and predisposing elements that were explored in therapy. Relevant literature will be cited throughout and appropriate research articles that have been critically reviewed will be discussed. Pre sentation, referencing and informed consent are consistent with the School of Health and Social Cares guidance and have been adhered to throughout this assignment. Introduction PTSD is an anxiety disorder that can develop after exposure to one or more terrifying events, in which grave physical harm occurred or was threatened. It is a severe and ongoing emotional reaction to an extreme psychological trauma. The trauma may involve someones actual death or a threat to the individuals or someone elses life. The PTSD sufferer is affected to a degree that usual psychological defenses are incapable of coping. Reports of battle-associated stress appear as early as the 6th century BC. PTSD-like symptoms have been recognised in many combat veterans in many conflicts since. These symptoms have been called shell shock, traumatic war neurosis, and Post-Traumatic Stress Syndrome (PTSS). The modern understanding of PTSD dates from the 1970s, largely as a result of the problems that were still being experienced by Vietnam veterans. The term Post Traumatic Stress Disorder was coined in the mid-1970s. Early in 1978, the term was used in a working group finding presented to the Committee of Reactive Disorders of the American Psychiatric Association. The term was formally recognised in 1980 in the third edition of the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association. Although a controversial diagnosis when first introduced, PTSD has filled an important gap in psychiatric theory and practice. From an historical perspective, the significant change ushered in by the PTSD concept was the stipulation that the etiological agent was outside the individual him or herself (i.e., the traumatic event) rather than an inherent individual weakness (i.e., a traumatic neurosis). The key to understanding the scientific basis and clinical expression of PTSD is the concept of trauma. DSM-IV-TR criteria for PTSD In 2000, the American Psychiatric Association revised the PTSD diagnostic criteria in the fourth edition of its Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR)(1). Diagnostic criteria for PTSD include a history of exposure to a traumatic event meeting two criteria and symptoms from each of three symptom clusters: intrusive recollections, avoidant/numbing symptoms, and hyper-arousal symptoms. A fifth criterion concerns duration of symptoms and a sixth assesses functioning. PTSD is unique among other psychiatric diagnoses because of the great importance placed upon the etiological agent, the traumatic stressor. In fact, one cannot make a PTSD diagnosis unless the patient has actually met the stressor criterion which means that he or she has been exposed to an historical event that is considered traumatic. Clinical experience with the PTSD diagnosis has shown, however, that there are individual differences regarding the capacity to cope with catastrophic stress so that while some people exposed to traumatic events do not develop PTSD, others go on to develop the full-blown syndrome. Such observations have prompted a recognition that trauma, like pain, is not an external phenomenon that can be completely objectified. Like pain, the traumatic experience is filtered through cognitive and emotional processes before it can be appraised as an extreme threat. Because of individual differences in this appraisal process, different people appear to have different trauma thresholds, some more protected and some more vulnerable to developing clinical symptoms after exposure to extremely stressful situations. Although there is a renewed interest in subjective aspects of traumatic exposure, it must be emphasised that exposure to events such as rape, torture, genocide, and severe war zone stress, are experienced as traumatic events by nearly everyone. The National Institute for Clinical Excellence (NICE) has published guidance to help the National Health Service (NHS) recognise and treat people who develop PTSD after traumatic events. Recommendations include psychological treatment in the form of trauma-focussed cognitive behavioural therapy (CBT) and/or a course of anti-depressant medication while receiving therapy. Trauma-focussed CBT focuses on a persons distressing feelings, thoughts (or cognitions) and behaviour and helps to bring about a positive change. In trauma-focused CBT, the treatment concentrates specifically on the memories, thoughts and feelings that a person has about the traumatic event. Imaginal exposure therapy (IET) is a component of trauma-focused CBT and involves revisiting the traumatic memory or memories in a safe and controlled environment so that the intensity of the individuals anxious and fearful reactions (thoughts, emotions, physical sensations and behaviours) is reduced. Clients are exposed to the trauma memory by repeatedly describing the events of the trauma aloud until the anxiety response is reduced. This process is referred to as habituation. The treatment aims to eventually eliminate the fearful responses so that the client can face a feared situation without experiencing anxiety or fear. The goal IET is to process the trauma memories and to reduce distress and avoidant behaviours that the traumatic memory evokes. CBT, as we know it today, is a result of a group of modern related therapies that have empirical psychological support. There have been two main influences to modern CBT and these are behaviour therapy (BT), as developed by Wolpe, Skinner and others in the 1950s and 1960s and cognitive therapy (CT) as developed by Beck and others in the 1960s and 1970s (Westbrook, et al. 2011, p2). Freudian psychoanalysis had dominated the psycho-therapeutic world since the late 1800s, but in the 1950s, Eysneck and others in the psychological community questioned the lack of empirical evidence to support psychoanalysis. As a result, BT developed within the academic and scientific psychology community, basing its methodology on observable events between stimuli and response. Despite the success of BT, there was still some dissatisfaction with what was seen as the limitations of a purely behavioural approach (Westbrook, et al. 2011, p3). Beck and others were developing ideas about CT as early as the 1950s; these ideas focussed on mental processes such as thoughts, beliefs and our interpretation of events, and continued to maintain an empirical approach to validate its theory to the psychological world (Westbrook, et al. 2011, p3). Although Beck was not the first to link faulty behaviour with irrational thought and unhealthy emotions, his work revolutionised the psychology world a nd continues to be used today. Background to the Client Throughout this assignment the client will be referred to as T. Protecting the clients identity complies with the British Association for Counselling and Psychotherapy (BACP) and the British Association of Cognitive and Behavioural Psychotherapies (BABCP) guidelines regarding client anonymity as described in the Ethical Framework for Good Practice and fulfils the requirements of the Universitys School of Health and Social Cares policy on confidentiality. T was seen in a primary care setting with a counselling service that offers short to medium term therapy for clients over the age of 16 years. She was referred to the service by her GP. She is a 25 year old female who is married with two boys aged 7 and 5 years. She is currently unemployed and lives in social housing with her husband who works in a local factory. T was raised and lived in an area where the 2007 Index of Deprivation (ID2007) indicates deprivation is 110.6% higher than the national average. There is a higher proportion of the working age population claiming incapacity benefit than the County average (Area Action Partnership). T first went to her GP shortly after being released from hospital after an RTA. She was a front seat passenger and received injuries to her face, arms and legs which included severe bruising, cuts and a temporal mandibular joint (TMJ) injury. Three months after the accident T continued to experience nightmares and flashbacks. The GPs letter to the service noted the clients deterioration and the original diagnosis of acute stress disorder (ASD) that had been diagnosed in the first month following the accident was amended to PTSD. Several studies have provided convincing evidence that early CBT treatment of ASD reduces the possibility of the development of PTSD (Moulds, et al. 2009, p16). ASD was introduced into the fourth edition of the diagnostic statistical manual (DSM) in 1994. The diagnostic criteria for ASD (Appendix A) are similar to those of PTSD, but differ in two fundamental areas. Firstly, ASD can only be diagnosed in the first month following the traumatic event and secondly, ASD includes a greater emphasis on dissociative symptoms (American Psychiatric Association, 1994). During their consultation, the GP noted that T had become withdrawn and distanced from her family and friends, she reported feeling like she was watching the world from inside a bell jar, this dissociative symptom is described as derealisation, and is common in ASD patients (Simeon and Abugel, 2006, p86). The GP assessed T using the Patient Health Questionnaire (PHQ 9) and the General Anxiety Disorder Assessment (GAD 7) which resulted in scores of 15 and 19 respectively. These scores indicate that T was suffering with moderate to severe anxiety with depression. T was seen over a period of 13 sessions. The duration of each session lasted between 1 hour and 90 minutes. Longer sessions were included to provide sufficient time for sharing the trauma history and allow time for anxiety levels to decrease (Leahy and Holland, 2000, p197). The contract between the counselling service and T was explained. This included informed consent to tape sessions, confidentiality and its limitations and an evaluation of risk. Evaluation of risk is an important part of the therapeutic process and is done throughout therapy. It involves assessing the client, the environment and also the therapists own personal and professional limitations (Mueller, et al. 2010, p 65). CORE OM was used to calculate a risk score and also to assess Ts suitability for therapy. The Cognitive Therapy Rating Scale as developed by Safran and Segal was not available to the therapist during the first session, but subsequent reviewing of the scale indicated that T was a suitable candidate for cognitive behavioural interventions. CORE OM score is shown below in figure 1. Prior to developing a treatment plan, the therapist socialised the client to CBT explaining the evidence that supported using CBT interventions for PTSD. (Bryant, et al. 1999) and (Westbrook, et al. 2011, p81-83). First session therapist notes detailed Ts past history, the development of problems and the protective factors in her life (Appendix B). T was clear about what she wanted from therapy. Her problems fell into three main areas: (1) Nightmares, poor sleep, anxiety around bedtime, which resulted in an increased irritability with others; (2) Avoiding travelling in any form of transport, which resulted in her relying on others to take her children to school and other social or sporting events; (3) Withdrawing from friends and family, which led to her isolating herself socially. She believed that if she avoided all forms of transport and stayed inside, she would reduce the chances of experiencing any flashbacks or getting very panicky which she found extremely distressing and frig htening. T and the therapist created a Problem and Goal form to capture this information (Appendix C) and agreed to discuss the problems and goals again when the treatment plan was formulated. The specific client issue selected is Post Traumatic Stress Disorder (PTSD). PTSD is defined as a common anxiety disorder that develops after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened (DSM-IV-TR: 463). The DSM-IV-TRs criteria are precisely written as: exposure to a traumatic event, persistent re-experience of the event, avoidance of the stimuli, persistent avoidance of increased arousal, duration of disturbance and impairment of social occupational or other important areas of functioning. Within the criteria there are subsets portraying greater detail of the types of symptoms that may be experienced by the client (Appendix A). T was seen over a period of 13 sessions. The duration of each session lasted between 1 hour and 90 minutes. Longer sessions were included to provide sufficient time for sharing the trauma history and allow time for anxiety levels to decrease (Leahy and Holland, 2000, p197). The contract between the counselling service and T was explained. This included informed consent to tape sessions, confidentiality and its limitations and an evaluation of risk. Evaluation of risk is an important part of the therapeutic process and is done throughout therapy. It involves assessing the client, the environment and also the therapists own personal and professional limitations (Mueller, et al. 2010, p 65). CORE OM was used to calculate a risk score and also to assess Ts suitability for therapy. The Cognitive Therapy Rating Scale as developed by Safran and Segal was not available to the therapist during the first session, but subsequent reviewing of the scale indicated that T was a suitable candidate for cognitive behavioural interventions. CORE OM score is shown below in figure 1. Prior to developing a treatment plan, the therapist socialised the client to CBT explaining the evidence that supported using CBT interventions for ASD. (Bryant, et al. 1999) and (Westbrook, et al. 2011, p81-83). First session therapist notes detailed Ts past history, the development of problems and the protective factors in her life (Appendix B). T was clear about what she wanted from therapy. Her problems fell into three main areas: (1) Nightmares, poor sleep, anxiety around bedtime, which resulted in an increased irritability with others; (2) Avoiding travelling in any form of transport, which resulted in her relying on others to take her children to school and other social or sporting events; (3) Withdrawing from friends and family, which led to her isolating herself socially. She believed that if she avoided all forms of transport and stayed inside, she would reduce the chances of experiencing any flashbacks or getting very panicky which she found extremely distressing and frigh tening. T and the therapist created a Problem and Goal form to capture this information (Appendix C) and agreed to discuss the problems and goals again when the treatment plan was formulated. The therapist asked T if she could recall her most recent experience of a flashback (Figure 2a). T reported that the pattern of events leading to feeling panicked or experiencing a flashback were the same. She would make an effort to do a certain activity, but flashbacks and panic were triggered by (in particular) smells or sounds that could not be avoided. The hot cross bun formulation in figure 2a tracks events from leaving the house, hearing cars and smelling petrol, which was the trigger point. On this occasion T reported having a clear memory of being trapped in the car (which was also her recurring nightmare), she could remember smelling petrol and hearing the screeching of brakes. Her brain misinterpreted these signs for an actual threat, creating distorted thinking: Ive got to get home something terrible is going to happen, hostile emotions; fear, anxiety and terror, unpleasant physiological reaction; heart pounding, shaking, feeling nauseous, which led to her avoidant behavi our to reduce her anxiety and escape her perceived fearful situation. Flashbacks are defined in DSM IV as a recurrence of a memory, feeling, or perceptual experience from the past (American Psychiatric Association,1994). Another example of a flashback involved T sitting in her garden when a neighbour was mowing the lawn with a petrol engine lawn mower. T could smell the petrol and this triggered a flashback to the events of the RTA. The therapist encouraged T to follow the formulation and create her own diagram based on her experience in the garden (Figure 2b). T and the therapist were able to look at both diagrams and see that the pattern was similar. A sound or smell was identified as the trigger in both examples. Her thought process, affect and physiology were similar, but crucially, this led again to her avoidant behaviour. Hot Cross Bun Formulation Event/Trigger: Walking to the shop to buy milk, hearing the cars and smelling petrol Flashback of being trapped in the car Thoughts: Im going to die, Ill never see me children again Ive got to get away from here Ive got to get home, something terrible is going to happen Behaviour: Emotions: Escape the situation Fear Tearful Terror Anxiety Physiology: Heart pounding, Nausea, Tense, Sweating, Shaking Based on Hot Cross Bun (Padesky, 1993) Hot Cross Bun Formulation (originally hand drawn by client) Event/Trigger: Sitting outside in the garden, having a cup of tea Hearing neighbour start up his lawn mower Smelling petrol from the lawn mower Flashback of fear of being burned alive Thoughts: Oh God! Its happening again Ive got to get inside the house. Ill be safe there Behaviour: Emotions: Tearful Fear Needing to get inside the house Terror Anxiety Physiology: Heart pounding, Nausea, Tense, Sweating, Shaking, Based on Hot Cross Bun (Padesky, 1993) T and the therapist discussed the process of recording details in this format and agreed that it gave them both a greater understanding of Ts situation. This collaborative approach is characteristic of CBT and was necessary when working towards a treatment plan for factors that needed to be targeted in therapy and homework setting. Padesky and Greenberger (1995, p6) explain the importance of the client and therapist working as a team, particularly as clients may have an expectation that the therapist is going to fix them. Milton (2009, p104) agrees adding that the therapist also plays the role of a trainer, encouraging the client to become an observer of themselves in order to challenge their thoughts, feelings and beliefs. Westbrook et al (2011, p238) cites Kazantzis et al (2002) in providing evidence of greater improvement in those clients who complete homework. T was keen to monitor any anxiety provoking scenarios at home using the hot cross bun model. She was aware that if her se cond goal was to be achieved (Appendix C) she needed to reduce and eventually eliminate her avoidant behaviour (Wells, 1997, p49-50). A treatment plan was discussed and agreed with T based on her problem list and goals for therapy (Appendix C). The treatment plan included the following elements: Pyscho-Education Grounding and Safety Work Imaginal Exposure Therapy Cognitive Restructuring Relapse Management The session on psycho-education gave T the opportunity to learn about her symptoms, and to recognise and anticipate them for effective management. Fisher, (1999) states that psycho-education is an essential element for stabilising a trauma client. Briere and Scott (2006, p87) agree, adding that psycho-education provides the client with accurate information about the nature of their trauma, which gives them a greater understanding of their situation. Psychoeducation involved justification of use of IET, a history of our learning experience and the fight or flight response. Regular reference was made to the clients formulation so that she could understand how and why her threat response had been activated. Once T understood her anxiety response in relation to her experiences, she felt ready to continue onto the next stage of therapy. Grounding and safety work was completed prior to IET. Herman (1997, p155) argues that the central task of the first phase of trauma therapy must be safety. The client needs to feel safe within themselves; learning grounding and safety skills gives the client the opportunity to manage potential uncontrolled flashbacks. This also formed part of Ts relapse management in the later stages of therapy. Once safety and grounding work was completed, the therapeutic process moved onto the trauma itself using IET. Throughout therapy there were opportunities to explore Ts present situation and past events. This information was initially written down in a mind map format and shared with T during the session. As additional information was gathered in subsequent sessions this was written in longitudinal format (Figure 3). From the information gathered, the client recognised how and why she had always been the rescuer in the family. This included an age inappropriate responsibility when her father had left the family home and T had taken on the role of carer to her distraught mother and siblings. She suffered an emotional breakdown at the age of 14, over whelmed by the pressure of doing well at school so that she could get a good job and support the family. T recognised how this belief system developed after her father left and how it was effecting how she saw herself in the present. During therapy T and the therapist discussed the importance of this belief and how it had allowed her to cope during those years growing up. The therapist asked what purpose this belief served in her life now when she was happy with her family and well supported by her husband. She no longer needed to be the rescuer. T and the therapist explored how this belief may be affecting what was happening to her when she was fearful of having a flashback. T concluded that she needed to add I must always cope to her beliefs in Figure 3 and I cant cope to her thought process. T recognised the contradiction between this thought and her rescuer belief. Longitudinal Formulation Early Experiences 5 years old, Dad leaves family home Oldest of four children, Takes on a helping role Later supports mother through depression Breakdown at school aged 14 years due to self- imposed pressure Met future husband aged 16,Pregnant at 17 years and married at 18 years old Beliefs Its my responsibility to take care of everyone and make things right I must always cope Assumptions and Rules I must be perfect and do everything right, otherwise I will let everyone down If something goes wrong it will be my fault Critical Incident Car Accident Activation of Beliefs Its my responsibility to save everyone Automatic Thoughts I should have got B out of the car. I didnt do everything I could have I failed. I cant cope with this Behavioural Emotions: Avoidance Fear Social withdrawal Anxiety Fearful to go outside Guilt Fearful to travel in any transportation Worry Physiology Poor Sleep Tense Heart Pounding Sweating The goal of IET is to expose the client to the memory of the trauma rather than to relive the trauma itself. Ts therapy involved her retelling the story initially in the past tense and then in the present tense. An important part of the healing process was encouraging T to bring those traumatic memories to mind, in a safe and trusting environment, while remaining in the present. The client learns through repetitive description, that the memory of the event is not dangerous and will also allow habituation to take place (Zayfert and Becker, 2008, p127). T decided that she would record the sessions on the voice recorder section of her mobile phone and listen to the recordings at home as part of her homework. Zayfert and Becker (2008, p130) emphasise how critical listening to the tapes at home is as the repetition is vital if the exposure is going to be successful. The therapist explained that T would be asked to close her eyes and describe the events of that day. Leahy and Holland (2000, p 198) suggest breaking the clients story down into smaller parts if there are a series of traumatic events. T was asked to recall the events of that day in terms of chapters; several chapters were listed (Appendix D). Ts experienced anticipatory anxiety at the thought of retelling the story and this was discussed. The therapist reassured her she would be experiencing the memory, that the RTA was not happening right now and that she was safe in the room and could open her eyes at any time. T began at a point in time when she felt safe and ended the narration at a point in time when again she felt out of danger. The therapist explained the Subjective Units of Distress (SUDS) Rating Scale and then T began narrating her story in the past tense and was allowed to do this uninterrupted; the therapist only intervening to check on Ts anxiety. Ts SUDS score was noted for each chapter (Appendix D col A). At the end of each session, T was given time to process her experience before leaving. T gave the therapist feedback on how she felt sessions had gone, and what, if anything she had learned. The next session involved the client narrating the story, but this time in the present tense. T found this difficult at first and often resumed the past tense. T and the therapist had discussed the likelihood of this happening and T agreed that the therapist would prompt her to return to the present tense. SUDS scores were again noted (Appendix D col B). T reported being surprised at the change in scores from the previous week. There were certain sections of the story that T found very difficult to narrate; these sections were narrated without much detail. After discussing this briefly, T and the therapist listened to the recording of the present tense narration. T recorded SUDS levels herself (Appendix D col C) and once complete, the three SUDS scores were examined and discussed. T noted how scores had both increased and decreased from first narration to second narration, but that all scores had reduced on her first listening to the tape. T was then asked to grade the chapters and chose five (the most anxiety provoking) to work on. The five chapters were listed chronologically (figure 4) and then in order of their anxiety rating (figure 5). For the next five sessions each chapter was narrated and listened to repeatedly until Ts SUDS rating had dropped; starting with the least and working towards the most anxiety provoking. The therapist asked questions relating to the clients senses and emotions and physiology so that her memories were fully activated (Leahy and Holland, 2000, p197). To Ts surprise, narrating in the present tense and sensory questioning produced additional memories that T had not remembered in the previous narrations. Figure 4 Chronological Order 1Â  Car flips over upside down smell of petrol 2Â  Wood coming towards the car 3Â  The car door wont open (Ts recurring nightmare) 4Â  B is not moving 5Â  G is screaming at T to get them out of the car Figure 5 Order of Severity Least to Worst 5 4 3 2 1 Wood coming towards the car Car flips over upside down smell of petrol G is screaming at T to get them out of the car The car door wont open (Ts recurring nightmare) B is not moving The therapist noted the five chapters as hot spots (Figure 6) and asked T what her thoughts were when she brought the scene to mind. These were also noted together with the emotion that went with them. The therapist was able to challenge Ts distorted thoughts through cognitive restructuring which included her rescuer belief that she was somehow responsible for getting everyone out of the car that day. Once SUDS levels had been reduced for all five chapters Appendix E), T was able to say out loud her re-evaluation statement for each chapter accepting and believing it. Fig 6 Re-Evaluation of Peak Experiences Hot Spot Thought Belief Emotion Re-Evaluation The car has flipped Ive survived the crash Fear I did not burn to death. Over onto its top; there but now Im going to burn I did not die, I did survive Is a smell of petrol to death the experience and I am safe now. Its over. THIS IS A FACT Wood from a fence is The wood is going to hit Fear The wood did not hit me or anyone else. Flying towards the car me. Ill never see my boys I did survive the experience. I am safe. again. My children are safe. Its over. THIS IS A FACT The car door wont open. Its not going to open, Terror I was not trapped. I did get out of the car. It just wont budge at all Im trapped. I am not trapped now, I am safe now. Its over. THIS IS A FACT B goes limp and his head Oh my God! B is dead Terror B did not die. He did survive the accident Falls forward He is safe now. Its over. THIS IS A FACT Sister G screams to T to I must break the window. Fear We all got out of the car. We did not die. Get them all out of the car I have to get us all out. We are all safe now and its over. If I dont break the window THIS IS A FACT Were all going to die Outcomes and Personal Reflection Ts post therapy CORE score of 31 (figure 7) represents a mean score of 0.912 (9.12) and falls within the healthy range of the Core measure. As there is a mean difference of over 5, this, according to CORE measurement indicates a clinical and reliable change (CORE ims). Fig. 7 Core OM Results Pre and Post therapy Pre Post Well Being 14 06 Functioning 21 05 Risk 02 00 Problems 42 20 Total 79 31 Ts presentation improved in the finals stages of therapy. Her cuts and bruises had healed well and she was no longer suffering with TMJ. T reported healthier sleeping patterns, but still with occasional dreams. She believed that she had spent so much time listening to her chapter on being trapped in the car that she became fed up of listening to it, rather than it provoking any anxiety. She was able to travel as a passenger in a car, and also to drive the car herself, but did not feel ready to drive on her own in the car. As a result understanding her an

Technology Negatively Affects Children Essay -- Electronic Games, Text

The current generation of children is completely different than the preceding ones. They are living in the digital age. â€Å"Technology has blended in with daily activity to become a way of life and children today take for granted all of which is automated. It is hard for kids nowadays to imagine a world that existed without all of the gadgets, electronics and seamless operations that computer technology provides.† (3) â€Å"Children in the United States devote some 40 hours a week to television, video games and the Internet.† (12) Many psychologists and researchers are concerned about the impact that technology has on children. Children, tomorrow’s future parents and leaders, are being consumed by the negative effects that technology had on their development (3). The use of modern technology impairs children by weakening social, emotional, physical, and cognitive development. (paragraph) Technology affects social development in children in many different ways. Children acquire electronic games, personal computers, and cell phones at ever-younger ages. â€Å"Surveys indicate that about 82% of children are online by 7th grade and experience about 6.5 hours per day of media exposure. Most children communicate more through electronic devices and spend less face time with family members and peers. Text messaging and emails provide limited of no access to other people’s emotions, and the rich language of non verbal communication that in real-time interactions is lost. The quality of family time is compromised if children are using technology. The family would not be able to talk very much during dinner time because of distractions like watching television, listening to music, checking email, answering the phone, and text messaging (7). (paragr... ...aine. The problem is that release means there is less dopamine available when the child needs to perform other, less enjoyable tasks, such as homework. Video games are not like cocaine, but your brain things they are cocaine. (13) (paragraph) â€Å"In days of yesteryear, kids lived a more carefree life than those growing up in today’s automated world. Today’s constant access to news feeds showcases a plethora of the bad and unfortunate events happening across the globe and as a result, it seems parental fear is heightened.†(3) All over the internet and television there are awful news stories that could make children scared about their security. It will make them not able to trust the world and they will have a more cynical view on the world as a whole. (paragraph) Most people do not think about how technology affects a child’s physical development and well being.

Mill vs kant Essay

The writings of John Stuart Mill and Immanuel Kant present very different ideas concerning the Ethical Problem. Mill’s ideas are referred to as Utilitarianism. In this system of thought, the basic belief is that happiness is the greatest goal and actions should be judged by their ability to provide the greatest happiness to the greatest number of people. Kant, the Deontologist, believed that it is not the result of the action that is important, but the action itself. He advocated a moral rule based on reason. The basic ideas found in these philosophers’ writings lead me to see Mill’s argument as the more plausible solution to the ethical problem. He believed that morality is associated with happiness and his idea that greater happiness for the greatest number of people should be the ultimate goal appears to be a worthy ambition. This would contribute to social order and supports our accepted ideas that actions such as murder are wrong. There are two definitions included in his writing which explained his ideas more clearly to me. The first was â€Å"The Greatest Happiness Principle, which was defined as actions are right in proportion as they tend to promote happiness, wrong as they tend to produce the reverse of happiness† ( ) Happiness is defined as â€Å" pleasure and the absence of pain†( )Based on my own experience it is plausible to believe most of us are seeking pleasure and attempting to avoid pain; if these attempts are designed to provide the most happiness to the most people, it would appear we are attempting to be moral. This also seems to be common sense, pleasure is good and pain is bad; regardless of other beliefs most people do accept this. The effects on a society, where people are attempting to provide the most pleasure for the most people, cannot be overlooked. This type of society would be more fair and peaceful since everyone must consider the needs of others equal to their own. This idea that morality of an action is based on the amount of happiness it produces for the most people can be understood and possibly studied. It appears that if sociologists or psychologists could determine what makes people happy, we might be able to design social policies that would benefit society by increasing the happiness of a larger number of people. Mill recognizes that â€Å"some kinds of pleasure are more desirable and more valuable than others† ( 37 text) and feels it would be ridiculous to think that pleasure should only be measured by quantity and that his pleasure principal would turn humans into unhappy irrational animals only interested in less valuable pleasure. ( text ) The deontological moral theory of Kant is very different from the Utilitarian theory of Mill, and in my opinion much more difficult to read and understand. He believes that whether or not an action is right or wrong, moral or immoral â€Å"does not depend on the consequences but on whether they fulfill our duty. † (3) This was based on his belief that there was a supreme principle of morality that he referred to as the Categorical Imperative. (4) This philosophy also required that two questions be asked before any action is taken. They are:† Can I rationally will that everyone act as I purpose to act? â€Å"There is only one categorical imperative. It is: Act only according to that maxim by which you can at the same time will that it should become a universal law. † (Text) I believe he is arguing . if you don’t think everyone should take this action, you should not. â€Å"Does my action respect the goals of human beings rather than merely using them for my own purposes? (5) He also felt that the motivation for your actions determined if you were acting as a good and moral person. It is the motivation based on morality which is important not the consequences of the action. To Kant giving money to charity because it is deductable on your income tax is not a moral action; Mill would consider it moral because the happiness of some people is increased. Kant believed duty was more important than happiness and unhappiness should not affect your willingness to do your duty. The things he believed and the questions he asked were based on the idea that moral rules are based on reason. I also have difficulty accepting his idea that if two people reasoning logically they will arrive at the same conclusion, if we don’t arrive at the same conclusion who is moral? These ideas led him to create a very ridged view of morality. Things `that violate the categorical imperative are always wrong, no acceptations, and things that are good are always good. I cannot accept the idea that we become moral as the result of reasoning particularly when he indicates that at some point we stop any type of reasoning and accept absolutes. It is difficult not to realize that much of what we view as moral is the result of what we have been taught by our parents and institutions in our society. He gives no consideration to any differences in societies. When I compared the ideas of Kant and Mill, I find Mill’s work more plausible. I find Kant’s the idea that we become moral through reason very hard to accept particularly when you consider how differently societies define morality. Mill bases his ideas on the very simple idea human seek pleasure and attempt to avoid pain; therefore if your actions contribute to providing the most pleasure to the greatest number of people you are moral. Kant claimed not to be against happiness, but saw it as of much less importance than duty.

Ib Chemistry Experiment- Calculating Enthalpy Change

Chemistry Internal Assessment: Determining the Enthalpy Change of a Displacement Reaction AIM: To determine the enthalpy change for the reaction between copper(II) sulfate and zinc. BACKGROUND THEORY: Bond breaking is endothermic while bond forming is exothermic. The reaction between copper(ll) sulfate and zinc is exothermic as the energy required to form the bonds of the products is greater than the energy required to break the bonds of the reactants. In an exothermic reaction, heat is given off to the surroundings; thus, temperature of the surroundings will increase. By measuring the change in the temperature and using the formula Q= mc?T, we can calculate the enthalpy change of the reaction. Equation 1: CuSO4 + Zn ? ZnSO4 Ionic Equation: Zn (s) + Cu2+ (aq) ? Cu (s) + Zn2+ (aq) MATERIALS/APPARATUS: * 1 insulated Styrofoam cup * Copper(II) sulfate solution * Zinc Powder * 1 Thermometer * 1 Stopwatch * Weighing Boat * Electronic Balance VARIABLES: Independent| Dependent| Mass of zinc powder and concentration of copper(II) sulfate solution used. | Temperature of the solution| PROCEDURE: 1. Use a pipette to measure 25. 0cm3 of 1. 0 M copper(ll) sulfate to the insulated container. 2. Record the temperature every 30 seconds for 2. 5 minutes 3.Add the excess zing powder (6g) at exactly 3 minutes 4. Stir and record the temperature every 30 seconds for the following 10 minutes. DATA COLLECTION AND PROCESSING: Time (s)| Temperature (Â °C)| Time| Temperature (Â °C)| 30| 25| 390| 62| 60| 25| 420| 61| 90| 25| 450| 60| 120| 25| 480| 59| 150| 25| 510| 58| 180| 25| 540| 56| 210| 45| 570| 55| 240| 52| 600| 54| 270| 56| 630| 52| 300| 60| 660| 51| 330| 61. 5| 690| 50| 360| 62| 720| 49| Therefore, based on the graph shown above (representing the raw data), the change in temperature if the reaction had taken place instantaneously with no heat loss: ?T= 70. 5Â °C ? 25Â °C 45. 5Â °C The volume of the copper(II) sulfate solution used was 25cm3, thus the mass of the solution is 25g. Given that the specific heat capacity of the solution is 4. 18 J/K and the temperature change is 45. 5Â °C, as calculated above, thus, the heat, in joules, produced during the reaction can be calculated using the formula: Q = mc? T =mass of solution ? specific heat capacity of solution ? temperature change = 25 ? 4. 18 ? 45. 5 = 4754. 75 J In the experiment, 25cm3 of 1. 0 mol dm-3 copper(II) sulfate solution was used. Thus, number of moles of the copper(II) sulfate solution used: n(CuSO4) = (25? 000) ? 1. 0 = 0. 025 mol Therefore, the enthalpy change, in kJ/mol, for this reaction is: ?H = Q ? n(CuSO4) = 4754. 75 ? 0. 025 = -190. 19 kJ/mol Theoretical value/ Accepted Value= ? 217 kJ/mol Thus, percentage error = [(? 217+190. 19) ? (? 217)] ? 100 = 12. 35% CONCLUSION Thus, based on the experiment, the enthalpy change for the reaction is -190. 19 kJ/mol. However, as we can see from the above calculations, the percentage error is 12. 35%. This means that the result is inaccurate fr om the theoretical value of -217 kJ/mol by 12. 35%.From the graph, we can also see that once zinc is added to the solution (at exactly 3 minutes), the temperature of the solution increases until it reaches the terminal or maximum temperature of 61Â °C. Then, the temperature of the solution gradually decreases until it reaches room temperature again (temperature of the surroundings). EVALUATION (WHAT CAN BE DONE TO IMPROVE THE EXPERIMENT? ) An assumption made for this experiment is that none of the heat produced by the exothermic reaction is lost to the surroundings and that the thermometer records the temperature change accurately. However, this is very unlikely to appen in reality, which would explain the percentage error. Thus, to improve the experiment, we can try to minimize the heat loss to the surroundings. This can be done by place a piece of cardboard (or any other insulated material) on top of the cup to cover the top of the cup. A hole can then be made in the cardboard fo r the thermometer. Another measure that we can take is to ensure that our eye is level with the thermometer when reading the temperature off the thermometer. We can also repeat the experiment a few times and get the average of the results recorded. This would allow us to obtain a more accurate value.

6 Strategies to Successfully Pass a School Bond

6 Strategies to Successfully Pass a School Bond A school bond provides a financial avenue for school districts to meet an immediate specified need. These specified needs can range from a new school, classroom building, gymnasium, or cafeteria to repairing an existing building, new buses, upgrades in classroom technology or security, etc. A school bond issue must be voted on by the members of the community in which the school is located. Most states require a three-fifths (60%) super-majority vote to pass a bond. If the school bond passes, property owners in the community will foot the bill for the bond issue through increased property taxes. This can create a dilemma for voters in the community and is why many proposed bond issues do not receive enough â€Å"yes† votes to pass. It takes a lot of dedication, time, and hard work to pass a bond issue. When it passes it was well worth it, but when it fails it can be extremely disappointing. There is no exact science for passing a bond issue. However, there are strategies that when implemented can help improve the chances that the bond issue will pass. Build a Foundation The district superintendent and the school board are often the driving forces behind a school bond issue. They are also responsible for getting out into the community, building relationships, and keeping people informed about what is happening with the district. It is vital to have good standing relationships with powerful civic groups and key business owners within a community if you want your bond to be passed. This process should be continuous and ongoing over time. It should not happen just because you’re trying to pass a bond. A strong superintendent will make their school the focal point of the community. They will work hard to forge those relationships that will pay off in times of need. They will make community involvement a priority inviting members into the school not only see what is going on but to become a part of the process themselves. Potentially passing a bond issue is just one of the many rewards that come with this holistic approach to community involvement. Organize and Plan Perhaps the most crucial aspect of passing a school bond is to be well organized and to have a solid plan in place. This begins with forming a committee that is as dedicated to seeing the bond passed as you are. It is necessary to note that most states prohibit schools from using their own resources or time to lobby on behalf of a bond issue. If teachers or administrators are to participate on the committee, it must be on their own time. A strong committee will consist of school board members, administrators, teachers, advisory councils, business leaders, parents, and students. The committee should be kept as small as possible so that a consensus can be reached easier. The committee should discuss and create a detailed plan on all aspects of the bond including timing, finances, and campaigning. A specific task should be given to each committee member to carry out according to their individual strengths. A school bond campaign should start approximately two months before the vote is scheduled to occur. Everything occurring in those two months should be well thought out and planned in advance. No two bond campaigns are the same. It is likely that parts of the plan will have to be abandoned or changed after realizing that the approach is not working. Establish a Need It is essential to establish a real need in your bond campaign. Most districts have a list of projects that they believe need to be completed. When deciding what you are going to put in the bond it is vital to look at two factors: immediate need and investment in your student body. In other words, put projects on the ballot that will resonate with voters who understand the value of education and show them there is a need. Make those connections apart of your campaign and bundle things where appropriate. If you are trying to build a new gymnasium, package it as a multipurpose facility that will not only serve as a gymnasium but as a community center and auditorium so that it can be used by all students and not just a select few. If you are trying to pass a bond for new buses, be prepared to explain how much money you are currently spending to maintain your bus fleet that is outdated and run down. You can even use a deteriorated bus in your campaign by parking it in front of the school with information about the bond. Be Honest It is essential to be honest with the constituents in your district. Property owners want to know how much their taxes are going to go up if the bond issue is passed. You should not skirt around this issue. Be direct and honest with them and always use the opportunity to explain to them what their investment will do for students in the district. If you are not honest with them, you may pass the first bond issue, but it will be more difficult when you try to pass the next one. Campaign! Campaign! Campaign! When campaigning begins it is beneficial to keep the message simple. Be specific with your message including the voting date, how much the bond is for, and some simple highlights of what it will be used for. If a voter asks for more information, then be prepared with more details. Campaigning efforts should be holistic with a goal of getting the word out to every registered voter in the district. Campaigning occurs in many different forms, and each form may reach a different subset of constituents. Some of the most popular forms of campaigning include: Build a Website – Create a website that gives voters detailed information about the bond issue.Campaign Signs/Posters – Put campaign signs in supporters’ yards and posters in high traffic locations such as the post office.Speaking Engagements – Schedule speaking engagements with civic groups in the community such as the Senior Citizen Center, Masonic Lodge, etc.Organize a Voter Registration Drive – A voter registration drive allows you to recruit newcomers and potential supporters who might not vote otherwise.Door to Door Canvassing – Simple word of mouth campaigning may make the difference especially in reminding voters to get to the polls.Telephone Committee – A simple way to poll voters in the community as well as to inform them about the bond issue and to remind them to vote.Direct Mail – Send flyers highlighting the bond issue out a few days before the vote.Media – Use the media to get the message out when possible. Focus on Uncertainty There are some constituents that have their minds made up on a bond issue before you even decide to do it. Some people always vote yes, and some people always vote no. Do not waste time on trying to convince the â€Å"no† votes that they should vote â€Å"yes†. Instead, focus on getting those â€Å"yes† votes to the polls. However, it is most valuable to invest your time and effort on those in the community that have not decided. Visit with those on the fence 3-4 times throughout the campaign to try and sway them to vote â€Å"yes†. They are the people who will ultimately decide whether the bond passes or fails.

Social Phobia or Social Anxiety Research Paper Example | Topics and Well Written Essays - 1250 words

Social Phobia or Social Anxiety - Research Paper Example According to researchers people suffering from social phobia do have some family history or medical history or any incident that has caused social anxiety and social phobia to be inherent in them. One of the studies clearly shows a survey done on patients who had symptoms of social anxiety according to the results; social phobia patients have somatic symptoms, e.g. weakness in limbs, difficulty in breathing in public dizziness and faintness, etc. These symptoms showed that they already had some biological/physical weakness which was avoided by parents, but has caused strong social anxiety to them. Â  Social phobia patients were also studied in a way of conduct; how they have been conducted or treated in the family. Adolescents were asked about their relationship with their parents. Many of the patients said that they had a strict and a male dominant family; their fathers had a central role and were of the authoritarian nature, and they had an unsatisfactory relationship with their p arents, especially fathers. Â  Also, the study included patients having social phobia who had someone in their family already suffering from it, which showed that it is sometimes inherited, but not true in every case. Thus, we can conclude from the study that social phobia usually starts from mid-teenage and adolescents who are shy and are afraid of socializing are particularly at risk of developing social phobia later in their personality. Children having clingy behavior, crying, aggressiveness and excessive timidity point towards temperament that can possibly put a person at risk of developing social phobia. Some people, having social phobia, point the development of the condition to be ill-treated or socially embarrassed or humiliated. An example of it is students being bullied at school in early ages. Family environment was also a major issue discussed in the development of social phobia. Generally, anxiety disorders run in the family and certain disorders may come from a famil y history of having anxiety disorders or lean attitude or maybe, behavior from family members (Amies, Geldrand and Shaw 1983).

Research paper Example | Topics and Well Written Essays - 750 words - 5

Research Paper Example They may also re-live the terrifying situations they underwent even years after the actual incidence took place. There are many veterans who return from wars in which they were exposed to terrifying situations and were expected to act in inhumane ways. They are consequently unable to fully re-adjust to civilian life. This is because there are not enough facilities that look to address this issue. The Preferable Research Design The qualitative research method is the best for studying the decision-making process in determining financial assistance for PTSD sufferers. This research design allows for information to be acquired through open ended questions in interviews. Creswell presents the main traits of five methodologies that concern qualitative research in health science literature. He also addresses the importance of using mixed methods when conducting researches that have to do with public health matters. Mixed methods allow researchers to be able to understand issues from differe nt perspectives in order to develop and further enrich the gist of any singular perspective. Mixed methods used in healthcare research also allow the researcher to contextualize information by adding information about participants like the victims of PTSD to the views of workers at the United States Department of Veterans Affairs Hospital. Using both qualitative and quantitative data is important because it allows for the researcher to be able to comprehend the existing problem better. The researcher can compare facts after verifying them in order to offer reasons for existing trends. Using both research methods also allows for having one database based on another. When a quantitative research stage is used to succeed a qualitative research stage, the intent of the researcher may be to generate a survey instrument that is based on qualitative findings. Moreover, when the qualitative research stage follows the quantitative phase, the researcher may be wanting to establish the best ra tionale with which to explain the system used to garner the quantitative results (Osborne, 2008). Problem Statement Even though the subject of PTSD cases among war veterans is openly addressed in today’s society, this still does not help all soldiers suffering from this illness to be able to access treatment when they need it. There is a need to use mixed methods in research in order to enhance the quality of information gathered in a research. There are different types of problems facing the public health dispensation of services such as the provision of treatment for PTSD. Purpose of the Study The purpose of this study is to develop a design for using a mixed method study that will seek to evaluate the decision-making processes that are used to decide eligibility for funds from the United States Department of Veterans Affairs Hospital for war veterans with PTSD are verified. Part 2: Each student is to turn in a two page paper describing the research design selected suitable to address the problem and purpose of the study. Also, include a comparison chart between qualitative and quantitative data. Also, include the different qualitative approaches and their explanations. In addition, include the different quantitative approaches and their explanations. (Two pages) Qualitative method Quantitative method Instances whenResearch type is conducted Includes interviews, entries and open-ended questions Data is numerically documented Analysis style It is harder to

Argument Assignment Example | Topics and Well Written Essays - 500 words

Argument - Assignment Example This is because as long as cannabis may have the best chemical components to cure such disease, its’ negative effects are far much greater to be used as medicine (Affeld, 2013). Marlene bases her arguments on several medical researches indicating that, when marijuana mixed with special oil and applied on to the cancer patient, then its potentials to mitigate the growth and spread of such diseases work out. She makes conclusion that, this method is far much better than the use of chemotherapy. However, she has not given specific scenario where accurate evidences can be found. Besides, there is no adequate statistics showing the number of survivor who have since used such methods and succeeded. Similarly, the article has indicated that marijuana.Com, a website that steer-head the use of this drug posted that marijuana contains ingredient that cure cancer. More to the contradiction in this report is that, researches only indicate the confirmation based on research organizations such as the National cancer institute and Virginia commonwealth university department of pharmacology. However, there is no appropriate evidence where it has been used as an extract for medicine (Affeld, 2013). The state research institute (NIC) is also supportive towards the use of marijuana for medicinal functions. I dismiss this point, as outdated research since the right procedure to launch medical research analysis such as government involvement was not followed. For this reason, the federal government has maintained its stand that cannabis is still illegal in the United States (Affeld, 2013). While I do not support Marlene’s research concerning marijuana medicinal value, I may not agree to the fact that there are better drugs that are better alternative to marijuana. Legalizing such drugs in the United States may lead to initiation of groups that are always credible avenue to criminal dens. If marijuana can

Deming Case Study Essay Example for Free

Deming Case Study Essay 1Introduction 1.1Microsoft Background Microsoft Corporation is a multinational computer technology corporation that develops, manufactures, licenses, and supports a wide range of software products for computing devices. Its most profitable products are the Microsoft Windows operating system and the Microsoft Office suite of productivity software. Microsoft was co-founded by Bill Gates and Paul Allen in 1975.Microsoft rose to dominate the home computer operating system market with MS-DOS in the mid-1980s, followed by the Windows line of operating systems. One of Microsofts original mission was a computer on every desk and in every home, running Microsoft software. The company also markets both computer hardware products such as the Microsoft mouse and the Microsoft Natural keyboard, as well as home entertainment products such as the Xbox, Xbox 360, Zune and MSN TV. 1.2The Aim Of Report The aim of the report is to do an analysis on Microsoft corporation on how the Deming’s 14 point would impact the Company Performance. It will focus on: * Company existing practice  * Qualitative degree of Conformance against the 14 points 2.Quality Chain Reaction 3.The 14 Deming’s Point 1st Point Create Constancy of purpose toward improvement of product and service Plan for quality for the beginning for long-term commitment by continuously provides top quality product or even exceeding it. The organization should always predict and prepare for the any future challenges that are to come. Microsoft is currently applying this practice in their Organization. In the 1980 they come up with MS-DOS the earlier version of their Operating System which evolves to Window 95.Here is where the window-line operating system keeps on evolving until year 2012 with the introduction of Window 8.Every operating system it comes with an improvement. Since the emergence of Apple in the PC industry Microsoft now are having a stiff competition in the area where they used to be dominating since 1980’s. Microsoft needs to maintain this system in order to remain competitive in the PC industry. 2nd Point Adopt the New philosophy. Organization need to implement quality not only to its product but to the whole organization process. Rather than reacting to competitive pressure, an organization should focus on the customer need, what exactly they want. The employee of Microsoft been used to all the benefit working with Microsoft such as high speed internet and tend to forget the outside world doesn’t have the luxury they are experiencing and expect the gadget there are using will have the same impact to the outside world. Problem arises when their product are not well accepted by the public since its unsuitable to them since they are lacking the facility to fully used it, Microsoft need to understand what the people needs first before deciding and producing the product. Produce a product that everyone can use and it needs to be the best product and in good quality. Resource http://www.qbrundage.com/michaelb/pubs/essays/working_at_microsoft.html 3rd point Cease dependence on inspection to achieve quality. Deming emphasize that organization need to stop depending on inspection. It is costly and unreliable in the long-run. It function don’t actually improve quality but to find lack of quality. Therefore organizations need to build quality from the beginning of process till its end. Microsoft need to take this into consideration because during Microsoft Surface tablet launching the device crash during its presentation, thus show the incapability’s of its device. If they had implement Quality in the beginning this would had happen. Microsoft should learn from this experience and not depend on inspection during the production. They should ensure any possible problems are eliminated during the production itself from earlier stage by making the sure top quality products are done from every step of the production. 4th point Move toward a single supplier for any one item on a long-term relationship of loyalty and trust. By having lesser supplier, an organization can focus on the quality of their output. Other than price, quality is another priority when looking for a supplier. Microsoft need to motivate supplier to improve on their quality and when they achieve it look at them as a partner in quality rather than a business connection. Software and application developer need to provide the very best service so that Microsoft can depend on them to even produce a good product themselves. 5th Point Improve constantly and forever the system of production and service, to improve quality and productivity and this will lead to decrease in cost. An organization need to continuously improve their system and process. Deming encourage the use of Plan-Do-Check-Act approach to do analysis and find ways of improvement. The Organization should emphasize on training and education so everyone can perform better in their jobs to reduce waste, improve productivity, effectiveness and safety. Currently employee in the RD department is given the freedom to be creative and innovative in creating Product as long is benefiting the organization. In 2010 spend $9.5 billion for research and development. Microsoft wanted to its employee to be able to find new ways to improve their current product and service. This can be done  through training, providing seminar and outsourcing it employee to perform better. 6th point Institute training on the job By providing a consistence training toward the people an organization will be able to reduce variation. By providing training on the job they will be able to build a foundation of common knowledge. This allows the worker to understand their roles. Encourage staff to learn from each other. In some department of Microsoft some employee are lacking the motivation to improve themselves, these employee lack interest to outperform. Microsoft needs to institute training for them in order to improve their capabilities by encouraging them to attend seminar and courses. This would better prepare the Microsoft for any difficulties since these employees will be able to solve the problem with having to consult the top management. This will also improve the quality of their work since they have the knowledge and the expertise to do so. 7th point Institute leadership-Done The aim of leadership is to make supervisor and managers to understand their staff or worker and the process they are using. The leader should not only supervise but also give guidance rather than punishment. A leader should know what needed to make the individual work at their best. Microsoft actually had a touch-screen e-reader developed in 1998, but Bill Gates ignored it because he didn’t like the user interface and didn’t represent Microsoft. The team that developed the reader was told to stop coming up with new ideas and instead work on software for Microsoft Office which is their comfort zone. Only now after touch screen getting so much coverage they start giving it attention. The top management should be encourage those staff who came up with innovation to pursue their invention. If they were to pursue the idea in the beginning, they would be still dominating the gadget industry. 8th point Drive out fear, so that everyone may work effectively for the company By eliminating fear its throw away people worry and concern of making mistake thus making them able to perform at their best. The organization needs to let its people them know the management will not place blame if mistakes occur. Ensure those who are supervising the worker are approachable. Encourage open communication between manager and employee to make them feel comfortable in expressing their problem. An article mentions Bosses at Microsoft screams at employees and blaming them for everything, whether it was their fault or not. This creates fear to employee to be cautious when they are working and even driving them to move out of the company. This will have an impact of the quality productivity. Microsoft needs to establish a friendly relation with its employee to ensure their commitment and motivation to perform at the highest level. High morale employee will produce good productivity and service. Resource http://www.businessinsider.com/microsoft-is-filled-with-abusive-managers-and-overworked-employees-says-tell-all-book-2012-5?op=1#ixzz25ZMiHdwh 9th point Break down the barrier between departments Each department need to recognize each other department function so they can understand which department depend on which. Rather than Departments trying to compromise, they should focus on collaboration and build a shared vision to achieve this. This would improve teamwork and reduce adversarial relationships. For this point it’s trying to say that there were cases in Microsoft that there are boss of each department at times will be only thinking of their department. Only to maximize the performance of their own department without consulting with other department of how they are progressing. It would impact the outcome of the product. Microsoft need to ensure each department will be able to collaborate with each other to achieve their goal to attain top quality outcome. 10th point Eliminate slogan and target for the work force -Done The management need to let its subordinate what they want and not making them  to guess. An unclear slogan such as â€Å"Excellence in service† confused people which area or what kind of excellence are the organization are pointing at. It would be much clearer if it states â€Å"You Can Do Better If You Try†. An earlier mission statement of Microsoft is A computer on every desk and in every home. This doesn’t really tell a clear intention of Microsoft. Soon after a few year the Mission statement changes to a computer on every desk and in every home, running Microsoft software .This clearly indicates the intention of Microsoft of providing Microsoft application and software to every computer. This would motivate its worker to work on Microsoft software. Microsoft should now make a clearer message rather than specific Slogan to ensure all it employees understood where the Organization goal and what they wanted to achieve. 11th point Eliminate management by Objective The management needs to see how the process is being carried out, not just on achieving its numerical target. Normally an organization production target produces high output but low on quality. Provide them with support and resource so that high qualities of production are achievable. Microsoft has tried this before with the Zune, which was an attempt to compete with iPod. Microsoft Corporation launches the Zune Mp3 player when Apple iPod was in its Prime. This attempt result in failure as Apple product are way better compare to their. Here Microsoft needs to know it not necessary to try to compete with other but focus on the quality which will meet with the consumer preference than they would have a higher chance of success rather than trying to rival its competitors. Resource http://betanews.com/2011/03/14/ipod-didn-t-kill-zune-microsoft-did/ 12th point Remove barrier to pride of workmanship These points concentrate of the people whose doing the work. It means to allow everyone to be proud of their achievement without being compared from one another. Treat all workers with the same treatment to eliminate competition amongst worker for any rewards. â€Å"If you were on a team of 10 people, you walked in the first day knowing that, no matter how good  everyone was, 2 people were going to get a great review, 7 were going to get mediocre reviews, and 1 was going to get a terrible review,† says a former software developer. â€Å"It leads to employees focusing on competing with each other rather than competing with other companies.† This is taken from a former employee of Microsoft, their clearly indicates there are favoritism in Microsoft Top management. This encourages rivalry amongst its own staff. Remove this, and then employee will then be able to focus on their job and produce quality product and service. 13th Point Implement education and Self-Improvement With this point, the management should focus on improving the current skill of its employee. By encouraging them to learn new skill and knowledge it will better prepare them for future challenges and changes In Microsoft Corporation they are lacking the motivation to be more innovative nowadays. They are more concern to preserves their existing product such as extending their office application, Window Operating system and increasing server software window server. Microsoft is not too fond of taking risk into making new product and service. It took them years to come up with Microsoft surface tablet when other developer such as Samsung and Apple’s been doing it for a few years already. They need to implement the 13th point so that its employee will be able to improve their ability and knowledge so that the organization can cope with changes in the future. 14th point Make Transformation everyone’s Job Everyone in the organization have to make changes, the organization will improve overall by having each person in the organization is motivated to produce better quality. To achieve this management will need to make changes in the management principle by applying the Deming’s 14 point into their system. Microsoft needs to analyze each small step and understand how these steps contribute to better quality. Everyone from the lower ranking worker to the top ranking should be able to contribute to their fullest. 4.Conclusion To conclude all Microsoft corporation need to implement the 14 Deming point to ensure its survival in its industry which it previously dominate. For the research done on Microsoft corporation , there are some major area that they need to gives attention too and Deming 14 point will be able to provide a solution if it is to be applied in the proper way. The success of this method will depend on the top management to its lower ranking worker of how well they can adopt to Deming philosophy. 5.Reference Book Mary. Walton (1986) ,The Demings Management Method Dennis F. Kehoe (1997) The Fundamentals Of Quality Management 2nd Edition Website †¢ Hci.com.au (1960) Demings 14 points. [online] Available at: http://www.hci.com.au/hcisite2/articles/deming.htm. [Accessed: 29 August 2012]. †¢ Deming 14 points Philosophy. Available at http://www.mindtools.com/pages/article/newSTR_75.htm. [ Accessed: 27th August 2012]. †¢ Deming’s approach is summed up in his famous 14 points. Available at http://www.1000advices.com/guru/quality_tqm_14points_deming.html. [Accessed: 30th August 2012]. †¢Information of Microsoft available at: http://www.winsupersite.com/article/windows-server/microsoft-just-like-ibm http://www.about-microsoft.com/ [Accessed:25 August 2012] †¢Information for Microsoft Surface available at: http://psynixis.com/blog/2012/06/surface-the-problem-with-the-microsoft-tablet-vision †¢Information on former employee complain http://betanews.com/2010/02/09/why-former-employees-say-microsoft-can-t-innovate/ [Accessed:25 August 2012] http://www.businessinsider.com/microsoft-is-filled-with-abusive-managers-and-overworked-employees-says-tell-all-book-2012-5?op=1 [ Accessed:25 August