Tooth and Claw

â€Å"Disguises† Every character and their relationships between them in â€Å"Tooth and Claw† by T. Coraghessan Boyle, disguise themselves in many ways, both consciously and unconsciously, all for different purposes. The author introduces us to four major characters in this story that all interact with each other and have some sort of mask over themselves hiding their true identities and motives. The main character James Turner Jr. as recently moved to California â€Å"So that I could inject a little excitement into my life and mingle with all the college students in the bars†¦Ã¢â‚¬  he lives by himself in an apartment which his aunt pays for even though he has a full time job. This apartment is extremely messy and unorganized. It seems to me that James is not living up to his full potential, he is running away and maybe even hiding from something the apartment is perfect example of just that. James has a full time job but was recently told to take some time off and now he does not know what to do with his free time. James is drawn to a bar named â€Å"Daggets,† â€Å"Daggets is the only place I feel comfortable. And Why? Precicely because it was filled with old men drinking themselves into oblivion. It made me think of home. Or feel at home, anyway. † James has moved halfway across the country to â€Å"Mingle with the college students† yet he frequently visits a bar that is surrounded with â€Å"old men. † He has been eyeing a waitress at â€Å"Daggets† named Daria, but â€Å"hadn’t worked up the nerve to say more than hello and good-bye to her. â€Å"Daggets† may serve as another mask that James is hiding beneath, it reminds him of his father (who died sixth months earlier) and he can also relate to Daria because of how close in age they are. A mysterious man enters the bar named â€Å"Ludwig† who begins to show falsehoods right from the start. He begins to flirt with Daria and orders two raw eggs from her, everyone believes he is going t o eat them but he does not. After James has had a few drinks Ludwig convinces James to play him in a game of dice but doesn’t tell him what they are playing for. Ludwig surprises everyone and brings in a large cage with an African wild cat nside it, to everyone’s surprise this is what they will be playing for. James doesn’t have the courage to back down and â€Å"I couldn’t back out without feeling the shame rise to my face—and there was Daria to consider, because she was watching me, too. † It seems as though Ludwig sort of a con artist, he brings an exotic animal that he wants to get rid of to a bar where almost every person in there is judgment impaired. This was Ludwig’s plan, go to a bar, convince some drunk people to play a game, and dump this animal on them and leave. James is intoxicated enough to fall right into his plan, not knowing what hit him until it was too late. James wins the game of dice, winning the cat and immediately after Ludwig disappears and James is trying to figure out what has just happened. Daria witnesses this and immediately shows interest, excitement, and curiosity. â€Å"Daria rose and came to me with a look of wonder. ‘Don’t do a thing till I get off, O. K.? ’ and in her favor she took hold of my arm. ‘I get off at nine, so you wait, O. K.? ’† Daria is falsely identifying herself to James (unconsciously or consciously) she begins to lead him on. James believes she is interested in him but she is really interested, excited and curious about the cat and the moment, she is in for the ride. Daria has her own motives, it seems she does not really care about James. They go shopping together to buy essentials for the cat, Daria in control of the situation and in complete disregard for James. â€Å"I watched Daria march up and down the aisles seeking out kitty litter and the biggest cat pan they had†¦Ã¢â‚¬â„¢I’ve only got ten bucks,’ I said†¦she reached back to slip the band of her ponytail so that her hair fell glistening across her shoulders, a storm of hair, fluid and loose, the ends trailing down her back like liquid in motion. She tossed her head impatiently. ‘You do have a credit card, don’t you? ’† Daria is subtly flirting with James; she is leading him on again so that she will get what she wants. She does not care whether he has any money; she is so interested and curious about the animal that she will do anything to get what she wants. The next two days Daria stays at James’s house and they occasionally talk and have long conversations but becomes clear that she is only there for the concern and interest in the cat. The first day she leaves and says â€Å"Take care of our cat now, O. K.? † It seems as though she is implying that they are together and the cat is both of theirs. This seems to confuse James, he doesn’t know exactly what she meant by that. Replying to this he shows another falsehood by not showing exactly how he feels, â€Å"I shrugged in a helpless, submissive way, the pain of her leaving as acute as anything I’d ever felt. ‘Sure,’ I said. † She then pulls him in for a kiss and calls him â€Å"sweet. Every time she enters the apartment she goes right to the cat and every time she wakes up she immediately says â€Å"We have to feed the cat. † Soon Daria’s ride is over, her interest is lost in the cat and in James (if there was any real interest to begin with) and so is her curiosity. She soon figures out James’s real personality, how he is basically a loser and whatever interest she may have had with him, has been lost. After she has spent the last three days with him she ends up telling him that she has a boyfriend and that she doesn’t want to give him the wrong â€Å"impression. Whether she realizes it or not she leads him on this entire time and already did give him the wrong impression, she was falsely identifying herself and her actions towards James. James does not know what to do with himself after what Daria informs him. He formed a dependence on her, â€Å"I felt lost without her. † He becomes angry and hostile with the manager at â€Å"Daggets,† his boss, and himself. After he is asked to leave the bar for drinking too much and insulting the bartender, James faces the cat and essentially attempts to commit suicide. He goes back to his apartment, â€Å"Pulled open the door, and slipped inside. And then—and I don’t know why—I pulled the door shut behind me. † Every character in this story misrepresents themselves in one way or another with the way they act towards each other and with what they have people believe. Even the giant African cat misrepresents itself, it does not belong in a bar, nor does it belong in an apartment. The characters in this story hide behind masks, physically or theoretically all to gain something or to hide something.

Judgment and no conscience Essay

In Mary Shelley’s Frankenstein; the monster is not Frankenstein’s creation, the so-called monster, but rather Frankenstein the creator.  Society views monsters as ugly beasts that are a sigh of destruction and commonly depicted as having no since of judgment and no conscience.  However, not all monsters fit this common description.  Some monsters can hide beneath seemingly normal physical appearances.  In, Frankenstein, it is the creator who is the monster and not the creature.  The creature is a reflexion of the creator. Frankenstein is the monster for many reasons: first, he goes to charnel houses and searches around for body parts to create a perfect monster â€Å"Now I was led to examine the cause and progress of this decay, and forced to spend days and nights in vaults and charnel houses.† (56).  He was searching through body remains, he seems unbothered by the dead people that surround him, and in fact he almost is happy â€Å"suddenly a light broke upon me brilliant and yet so simple†(56). He’s happy finding the parts for his creation. Once Frankenstein has created his being he is appalled by it, † I had selected is features as beautiful. Beautiful! Great God†(60). He seems to finally see what he was creating and have become aware of the vast differences that common man will see in the creature. So, astonished by his creations grotesqueness he abandons it â€Å"Unable to endure aspect of the being I had created, I rushed out of the room, and continue the longtime traversing my bedchamber unable to sleep.† (61) Rather then Frankenstein being a normal parent he is monstrous and abandons his creation, he isn’t like human parents that don’t betray their babies they take care and nurture them. Killing is also trait of monsters. Frankenstein has a dream that he is talking to his father, â€Å"I’m not mad, I cried energetically; the sun in the heavens that was viewed my operations, and bear witness of my truth. I’m the assassin of those most innocent victims; they died by machinations.† (160). In Frankenstein’s dream he talks to his father about the killing he’s had to do to rescue the human race the room his own creation. When Justine was being framed for a murder she didn’t compete it was Frankenstein that new the true character. However he didn’t help her and as a result, she was sentenced to death. Frankenstein was a monster for not only abandoning his creature but for also killing, and picking through the remains of people. It is his hideous behavior that doesn’t resemble human nature; only a monster could be as monstrous as Frankenstein. Frankenstein’s creation the â€Å"monster† is grotesque looking ; he fits the commons monster description in terms of appearance, made up of dead peoples’ remains. The quote seen here just as Frankenstein created the creation â€Å"his yellow skin scarcely covered the work of muscles and arteries beneath; his hair was of luscious black, flowing; his teeth of pearly whiteness; but these luxurious only formed more horrid contrast with his watery eyes, that seamed almost of the same colors the dun white sockets in which they were set, his shriveled complexion and straight black lips.† (60). Later in the story he sees a little girl playing and when she starts to slip he saves her â€Å"Her foot slipped, and she fell into the rapid stream. I rushed from my hiding place; and with extreme labor from the force of the current, saved her, and dragged her to shore.† (125) He tries to save the little girl, however his act of kindness is taken as though he’s trying to kill the girl. And he is even shot at by the girl’s father. Because of this incident the monster becomes enraged that his efforts not only will go on praised but also will be shot out for them. Because his creator has abandoned him, the creature starts to take revenge on all of man, for being so cruel to him. The creation begins to take on more and more behavior that could be interpreted as monstrous, though it is not his fault. Frankenstein’s creation kills Frankenstein’s little brother, however it is not an act of a monster it is an act of a creature that has had no guidance and the fault of his killing belongs to Frankenstein, because he was the creator and should be the teacher in the guide is well. Frankenstein’s creation though it is called a monster isn’t the monster in Mary Shelley in the book Frankenstein that she was writing about. Frankenstein’s creation is no monster. He knows the difference between right and wrong. We can see this because he feels guilty when he does something that is wrong â€Å"No, guilt, no mischief, no malignity, no misery, can be found comparable to mine† (188). The creation also knows the difference between good and bad. This is seen in his final statements â€Å"Am I to be thought the only criminal, when all of human kind sinned against me?†(188) The monster also feels human traits such as hunger, and thirst. Feeling these traits is typically a and aspects of all humans. â€Å"Oh, that I have for ever remained in my native would, you’re known nor felt beyond the sensations of hunger, thirst, and heat!† (109). This is no monster, this is a creature created without guidance, which sees his way through books, and the watching of others. While some people would look at the creation and see him has a monster only for his grotesque nature, it is not his fault that he was made from dead corpses, which Frankenstein found at charnel housed and vaults. The monster is always trying to do well; he does not want to be shunned from society he wants to be accepted. The creature lives in the forest in the woods near a cottage and was resting when, â€Å"Her foot slipped, and she fell into the rapid string. I rushed for my hiding place; and, with extreme labor from the force of the current, saved her, and dragged her to shore.† (125) A being that is a monster would never try to save a life. Yet we see here Frankenstein’s creation saving a little girl. He’s no monster, for monsters don’t have the will to save, the will to keep life alive. This is not the only instance where we see the creation trying to help trying to make others happy. The monster though out the novel feels allot of sorrow and other human emotions, as he learns more he reflex on his own self in comparison to society. â€Å"I cannot describe to use the agony that these reflections inflicted upon me I tried to dispel them but sorrow only increased with knowledge blow, that I have for ever remained in my native would, you’re known nor felt beyond the sensations of hunger, thirst, and heat.† (109) Here Frankenstein’s creation is talking to us about sorrow he feels. He feels the sorrow because he knows he’s not accepted into society. A being that knows the difference between acceptances and non-acceptance cannot be a monster for monsters are hideous creatures that don’t know; they simply do. Frankenstein’s creation never simply does without thinking about the consequence, he feels guilty. â€Å"No guilt, no mischief, malignity can be found comparable to mine.† (188) Frankenstein is the true projection of what a monster is. He continually displays monstrous behavior. Picking though corpses isn’t something that someone who isn’t a monster would do. Frankenstein also abandons life that he creates; this is something that no parent would do. He also kills people; this is a true sigh of a monster. Although his body does not look like that of the typical â€Å"monster† he creates a reflexion of his inner monstrous identity though his creation. Frankenstein is thus trying to create the perfect depiction of him, a monster that is so great he will be able to have strength and also brains.

HRM Essay Example | Topics and Well Written Essays - 2000 words - 4

HRM - Essay Example Focusing on this aspect, the essay discusses about the role of stakeholders in the Indigenous employment program implemented by Rio Tinto. The essay further considers contribution of human resource functions to the implementation of the program along with the witnessed strategic challenges. Stakeholders Involved and Their Roles in Indigenous Employment Program of Rio Tinto Since its establishment, Rio Tinto has strived to increase the number of indigenous employment opportunities in the business operations. It is the vision of Rio Tinto to establish strong regional economies where local communities and the organisation itself perform cooperatively. Indigenous employment program provides several advantages to the business of Rio Tinto as well as the entire community. This program permits native people to involve in the progress of mainstream economy and to get benefited from wealth generation (Rio Tinto plc 2011). For Rio Tinto, the major stakeholders of Indigenous employment program comprise local employees, communities, traditional owners & local government and other organisations such as banks and educational institutions. These stakeholders play a vital part in the Indigenous employment program of Rio Tinto (Rio Tinto plc 2011). Employees are considered as the major stakeholder in the Indigenous employment program. Employing local indigenous people in the business operation is a method of Rio Tinto to distribute the wealth created through its operations. Therefore, involvement of employees helps to provide sustainable economic as well as commercial benefits to the organisation. Rio Tinto also aims to establish mutually beneficial relationship with the traditional owners and the government. Their involvement in the program helps to set forth a shared vision for regional economic growth. The indigenous employment program summarises an opinion for the future and states a mutual acknowledgement of tasks of traditional owners which are related with mining fields. On the other hand, the business of Rio Tinto is related with several agreements and Acts with respect to mine improvements, land accesses and land uses among others. Therefore involvement of the government helps to uplift these agreements and Acts and as a result, provide support to the Indigenous employment program. Furthermore, government and traditional owners also support for the involvement of native people in the workforce of Rio Tinto (Rio Tinto Limited n.d.). Banks and educational institutions also play a vital role in the indigenous employment program. Banks help to provide funding support for the employment program in order to develop the capabilities of indigenous people. Furthermore, in regional areas, the employees require preparation for performing their tasks in the factory. Therefore, involvement of educational institutions helps to establish a beneficial platform by school tutoring and support arrangements. Rio Tinto focuses on an all-inclusive method in order to e nsure that possible indigenous employees are prepared to perform. Contextually, mining operations can be unfamiliar and overpowering for new

Sexual harrassment Essay Example | Topics and Well Written Essays - 2000 words

Sexual harrassment - Essay Example The victim-blaming, the apathy, the indifference, and sometimes contempt and hostility women face from police, from family members, from teachers, from hospital personnel, and from judges and juries are informed by women's social identities, locations, and histories. The mostly negative responses to women who experience violence are often as hurtful as the incidents because they reinforce the messages that women are to blame, that women deserve to be abused, that women accept oppression, and that women are unworthy of social justice. Sexual harassment is defined as "unwelcome behavior of a sexual nature" (Dobrich 2002, p. 4). It is common for female employees to be subjected to unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of a sexual nature. Although not illegal per se, such behavior is illegal when it is used by managers and supervisors to decide whether to hire or fire someone; when it is used to determine pay, promotion, or job assignment; and when it creates a hostile, or offensive work environment. "Examples of verbal harassment could include sexual comments, suggestions, jokes, or innuendos; nonverbal harassment could include suggestive looks, leering, or ogling; and physical harassment could include accidentally brushing against someone's body, 'friendly' pats, squeezes or pinches, and forced exual relations" ( Webb, 1981, p. 5 cited Howard 2007, p. 7). In the last thirty years, the feminist struggle to end sexual harassment against women has sought to creat e language to describe, to protest, and to transform the conditions of our lives. Activists created and redefined terms such as "battered woman, " "wife battering, " and "sexual harassment, " among others, to clarify the social and political ramifications of interpersonal/institutional violence against women. Yet this language often gets incorporated into a social landscape that pathologizes women rather than critically analyzes the social underpinnings of the violence. As bell hooks says of the term "battered woman" (Vivian and Pharm 1998). Signs of sexual Harassment Sexual harassment involves the victimization, the isolation, the lack of support, the pain of betrayal, or the despair of battery and rape in women's lives. Women continue to live in communities where intimate, intragroup abuse and violence are not recognized and it's necessary to describe their painful realities. If we are in denial of the ways in which we have been victimized, then personal change and social transformation are impossible. Speaking out about the harm done and labeling the experiences as battering, rape, incestuous assault, and/or attempted murder are essential components of healing, recovery, self-determination and social change (Howard 2007). However, identifying women who've experienced abuse as only or predominantly victims and survivors of abuse, violence, battering, and rape eventually reinforces our status as victims by reducing us to what someone else did to us. When we only describe the individual damage to each other and when we solely seek validation and s upport for the individual pain endured, it can lead to depression and despair (MacKinnon 2003).

In a number Of crimes (the) function (of criminal law) is simply to Essay

In a number Of crimes (the) function (of criminal law) is simply to enforce a moral principle and nothing else Lord Devlin (19 - Essay Example Over four thousand years ago, prior to Abrahamic times, there is documentary evidence that morals and laws were seen as the same thing and morals and laws were seen to have the backings of the gods (Bottero, 1992). This therefore implies that peoples in prehistoric times derived their moral, religious and ethical authority from the supernatural, in that the rules and systems of these communities were considered to be something that originated from the spirits that backed the society. In modern times, where most people are influenced by the central principles of Judaism, which is the Torah given to Moses, most people believe that the Law is something that was ‘given’ (Hart, 1994). This is because Exodus 19 indicates that God spoke directly to Moses and the Israelite nation at Mount Sinai and gave them the rules and commandments that find its way to Christian, Jewish and Islamic Laws which form the foundations of most legal systems around the world. This therefore indicate s that the evolution of legality is strongly connected to religion and legality. Criminal laws and codes are no exceptions because in most cases, actions are criminalized because they are morally wrong rather than just legally outlawed. Alter et al 2007 indicate that â€Å"criminal conviction consists of two pre-requisites, the actus reus (criminal act) and mens rea (criminal intent)†. In other words, for the law to criminalise an individual, the prosecution must prove beyond reasonable doubts that the accused person had an intention to commit a criminal act and he actually committed the criminal act. However, what is a crime and what is not, is deeply connected to the moral structures of a given society. This paper examines the popular arguments that merge the concepts of legality to morality and also, contrary views that makes them distinct and unconnected disciplines. Origins of Legal Structures â€Å"Law arises as a social technique which co-actively imposes ways of solv ing conflicts, protecting fundamental values for a society’s co-existence.† (Marina, 2000). From prehistoric times, people have always seen the need to live together as social units. First of all, every family has a head which is often a father. As part of his duty, a father is supposed to protect the family and make sure everyone does what is expected of him or her in the family. In more complicated situations, where a number of families lived together in a given social setting, there was the need for all the members to have a leader and other social structures that ensured that people could interact with each other with little friction and disagreements. Leadership and social structures varied widely. Leaders were usually chosen based on the pressing needs at the time. A community could chose a leader based on military yardsticks whilst another could chose a leader based on intellectual or productivity qualities. As pointed out by Bottero (1992), most of these early s ocieties had religious beliefs and systems that linked them to the spiritual realms. Religious and spiritual establishments also had custodians who automatically joined the leadership of the community to regulate and maintain social structures with spiritual guidance and directions. Thus for leaders of a community to regulate the life of members of the community, there is the need for a body of

Strategic Analysis report on pharmaceutical sector company - Essay

Strategic Analysis report on pharmaceutical sector company - GlaxoSmithKline (gsk) - Essay Example GlaxoSmithKline Plc. (GSK) is a British pharmaceutical multinational corporation dealing in various drugs, biologics and vaccines. The company has its headquarters in Brantford, London. In the year 2014, GSK was ranked number six among the world’s largest pharmaceutical company. It only trails Johnson & Johnson, Hoffmann La Roche, Novartis, Sanofi and Pfizer. This ranking was done in terms of revenue, making it one of the largest corporations in Britain. GSK came into existence in the year 2000 following a merger between SmithKline Beecham Plc. and Glaxo Wellcome (Anon, 2003). While disruptions in manufacturing and the unfavorable market conditions in key geographical areas have affected its performance, it has always taken necessary steps and strategies to ensure future success. The UK pharmaceutical market is the sixth largest in the world. The market is driven by over 35,000 general practitioners. This implies that it is an open market. However, the leading companies like GSK have stronger presence compared to the smaller companies. According to Towse (2014), the growth in the market has been decelerating in the last three years. Despite this trend, there is still a high worldwide demand for versatile and quality products. Climate has emerged to be a key issue in the industry, with stakeholders striving to come up with products that do not have detrimental impacts on health and the environment. Being an open market, little regulation is usually witnessed. The main economic regulation, however, comes through the Pharmaceutical Price Regulation Scheme (PPRS), which limits the rate of returns associated with medicine sales. The intended rate is that which is equal to the overall UK rate. The pharmaceutical industry has generally performed well and managed to preserve various incentives to invention. There are, however, some current issues that are facing the industry and having an impact on the overall performance. Being a dynamic sector, various

Entrepreneurship Assignment Question 1 (2000 words) Breaking up the Essay

Entrepreneurship Assignment Question 1 (2000 words) Breaking up the market into segments by the Entrepreneur can be the - Essay Example Table of Contents Executive Summary 2 Introduction 4 Literature Review 5 Critical Analysis 7 Conclusion 10 Reference List 11 Introduction The early definitions of entrepreneurship given by economist are seen to emphasize on risk, ownership, supply of financial capital and co-ordination of various factors. However, entrepreneurship is seen as the efforts made by an individual that goes against every odds towards converting a vision into successful business enterprise. Entrepreneurship is the search for some discontinuous opportunities that are involved towards creation of an organization or sub organization in the expectation of creating value for the participants. Entrepreneur is a person or a group of individuals who identifies opportunities, collects necessary resources and makes effort towards the performance of the organization (Gungaphul and Boolaky, 2009). In order to make a business venture successful the entrepreneurs need to choose a proper target market (Crane, 2007). Targe t market is defined as the specific group of customers towards whom the marketing effort created by the firm is directed. It is selected as a part from the whole market. Defining the target market correctly is a critical element in creating a successful marketing strategy. It may be a disaster if marketing plans are made to cater to wrong target customers. Employees and manager are seen to focus on providing value to the well-defined segment of target customers (Gitman and McDaniel, 2008). Entrepreneurs with exciting ideas and innovative product and services often forget about focusing towards right customers. This study focuses on critical analysis of the importance of choosing right target market for success of entrepreneurs. Literature Review Defining target market Business firms and entrepreneurs tempted to describe the target in the broadest and best possible way in which they look for including a large set of customers who can be huge potentials in using the services and produ cts. By doing this they get a huge comfort by the sense that they have a huge market to exploit. But in reality this is seen to provide very little genuine information based on which business decisions will be made. This insists the need for identifying a particular market segment that would provide a more exact description of distinct and meaningful components of the overall market which in turn helps in identification of target market of the business based on certain specific characteristics (Abrams, 2003). However, while defining the target market certain criteria needs to be met, like it needs to be definable which signifies that specific characteristics should be identified based on the requirement and needs of the customers that are in common. It has to be meaningful, which signifies that the characteristic should be as such that it is related to the decision of purchase made by the clients. The target market needs to be sizable which signifies that the target market needs to be large enough so that it can help the profitably sustain in the market (Barringer and Ireland, 2008). The target market should be reachable which signifies that the size and definition should be as such

Market analysis, market segmentation analysis and break even analysis Case Study

Market analysis, market segmentation analysis and break even analysis - Case Study Example The goals for the market analysis are: Demand The product depends on the income of the consumers. From the recent past, I can note that there has been a high demand for the product and thus need to increase the productivity. This will enable me compete for the some market space with my competitors so that I stand out to win the trust of my customers. At his very point, the marketing concept applies effectively because when I respond to demand of my customers, I am in a position to establish a positive relationship with them. It is the only way I am going to make long-term profits from the sales of my stock. Audience of the product Knowing the audience of my product will enable me make effective marketing segmentation. By this, I will be in a position to channel the right products to the right consumers. As Mr. Millar, I will segment my market into four parts: new residential, modernization, replacement and light commercial segment. This is because my company deals with different type s of customers. As Millar, I will analyze all the segments to identify their needs. The new residential segment accounts for 55% of all sales. Unfortunately, I realize that this segment is very competitive and the sales can only be effective if they are done simultaneously. These are some of the problems that the Scotts Company faces. The light commercial segment will include restaurants, schools and churches. This is because they are good uses of air conditioners. As for the modernization segment, the good news is that it outshines the new residential segment. This is the where the future of the company lies and thus the appropriate segment that can be used to capitalize on the investments. Price models I know that every company has its own way of determining it prices. It all depends on the model in use. As Millar, the best price model is the Chinese feint trick. With this, the company may announce a price increment in a trade press but delay the implementation. The Scott’s company has the problem of implementing the prices immediately thus will lose its competitive advantage in the market. However, using alternatives will save the company great loses. Basing my argument on the market definition and dynamics concept, I recommend that my market share be made clear so that when am making pricing issues, I do not base on what others are offering. I know that Ben Millar is at crossroads because the company has failed to identify its market share. It is currently missing opportunities because it looks at its market narrowly. I see at tough time for the Scott’s company in future because of the competition that is currently prevailing in the market. In this case, the new residential segment will exist since very little consideration is given. What-If Scenario 1 Sales $112,000,000.00 FC Manufacturing $20,363,636.36 *Fixed Sales Force $3,000,000.00 *Fixed Communications $1,300,000.00 *Fixed R&D $1,200,000.00 *Fixed Materials $61,600,000.00 *Lowered to 5 5% Bottom Line $24,536,363.64 Return on Sales 21.9% Doubling of cumulative production vastly increases profitability The above table reveals that a volume of $ 61,600,000 will enable the company realize its profitability and that the sales force will give the company a good opportunity of ensuring that the sales are very high. Identifying paths to reach customer segments These paths will help my

Comparing Films About The Christopher Columbus Movie Review

Comparing Films About The Christopher Columbus - Movie Review Example This restraint is not felt by those individuals seeking new stories or new ways of telling old stories through the bright lights of Hollywood as a means of gaining consumer dollars. Approaches to historical subjects vary widely depending upon the motivations of the filmmakers in the creation of their film. This can be seen most clearly when comparing those films, typically classified as documentaries, that aim to educate rather than entertain and those films, appropriately labelled entertainment, whose primary function is to entertain an audience and bring box office dollars into the producer’s pockets. While each may contain significant similarities as the entertainment film is based upon fact or the documentary strives to keep its audience’s attention, there remain significant differences between the two types of film. Comparing A&E’s biography of Christopher Columbus with the 1992 Hollywood production entitled â€Å"Christopher Columbus: The Discovery†, significant differences can be found in style, reporting of sources, adherence to and limitation by verifiable facts, overall presentation and inclusion of created elements. Because of their different target audience, each type of film approaches their subject in its own unique style. The documentary presents its facts as snippets of individual interviews held with a panel of ‘experts’, presenting both the information and the credentials at one and the same time. The storyline is based upon a step by step relation of facts regarding Christopher Columbus’ life supported by a similarly open and straightforward style. Lighting is kept bright, allowing little or nothing to hide in the shadows. Tricks of the camera are kept to a minimum as well, typically focused from a stationary spot within the expert’s office or panning slowly across a picture or sketch.

Psychology and Care Plan Essay Example for Free

Psychology and Care Plan Essay Questions 1 – Be able to assess the development needs of children or young people and repare a development plan. 1.1 – Explain factors that need to be taken into account when assessing development. * Progress * Improvement * Behaviours * Look at goals within care plan are they on track? * What activities they are partaking in and how well are they dealing with them. * Whether they are interested, compliant and accepting or not. 1.2 – Assess a child or young person’s development in following areas :- physical, communication, intellectual/ cognitive, social, emotional and behavioural and moral. A) Please see attached sheets of evidence (Daily session record and behaviour tick sheet) 1.3 – Explain the selection of assessment methods used. A) These methods are used to monitor mood, behaviour, what the young person has been doing during that session also the date and time of the session, so we can monitor if something is a regular occurrence on or at a certain time of day (looking for patterns). 1.4 – Develop a plan to meet the needs of a child or young person in the work setting. A) Please see attached care plan 1 – Be able to promote the development of children or young people 2.5 – Implement the development plan for a child or young person according to own Role and responsibilities, taking into account that development is holistic and interconnected. * Monitor the care plan on a daily basis to be aware of any changes and implement if necessary. * If I notice certain areas of the care plan are not working efficiently to meet the needs of the young person and could be improved upon it is my responsibility to report this back to the correct senior member of staff, so they can review and update if necessary. * When working with the young person if I notice any changes/ unusual behaviours to report to senior. 2.6 – Evaluate and revise the development plan in light of implementation. A) In reading the care plan since it was last reviewed I would advise it does need an update in regards of :- * The YP’s getting up in the morning as states that he is not good at getting up, but now is a lot better and tends to get straight up and for a shower with no issues and with little prompting. * The care plan states what the YP likes for breakfast but does not state that he also likes to make it himself. * Again stating the YP is getting better at going out and likes to go out, but doesn’t state specific preferences as he particularly likes to go to the park on the swings. * In the care plan I have noticed it doesn’t make aware that the YP finds his PECS strip useful at times instead of verbal communication and also avoids confusion with the YP * All others areas of the care plan remain unchanged at this time but will continue to review and monitor, so that any changes can be implemented asap to enable improvement and progress for the YP. 2.3- Explain the importance of a person centred and inclusive approach and give examples of how this is implemented in own work. * To meet the INDIVIDUAL needs of the Young person to ensure they are gaining all the positive effects and influences around them and developing at their individual pace. * Individual care plans of which the Young person has input * Following and adhering to the care plans * Residential meetings – asking the young people if they are happy with surroundings, if not what they would like to change. * Giving the YP’s choices of meals, activities and clothing to show individuality and personality 2.4– Observation 2.5 – Encourage children or young people to actively participate in decisions affecting their lives and the services they receive according to their age and abilities. * Residential meetings * Asking likes and dislikes * Giving choices around personal hygiene/ dietary needs * Giving choice in social activities * Choice of clothing for personal identity * Supporting in finance matters, giving them a choice what to spend their personal finances on. * Given as much choice and inclusion in decisions to meet individual needs 2 – Be able to respond to inappropriate behaviour 3.7 – Explain the features of an environment or service that promotes the development of children and young people. A) Within the service to be aware through care plans of the trigger points of YP’s that initiate the inappropriate behaviour B) To be aware through the care plan how best to respond to the individual to defuse inappropriate behaviour C) Use positive reinforcement and praise when individual responds well and behaviour improves, hopefully enabling young person to develop and recognise themselves that the inappropriate behaviour is not rewarded or acceptable, hopefully making the occurrence of inappropriate behaviour less often. 3.8 – observation 3 – Understand how working practices can impact on the development of children and young people. 4.9 – Explain how own working practice can affect children and young people’s development. * My different approaches and attitude can affect the YP’s mood, behaviour etc as if I appear abrupt or aggressive in manner it may cause the YP to become aggressive themselves or non-cooperative and act out. * If I do not follow care plan this may have an effect on the YP as I am not meeting their specific needs which may cause agitation as they may not be getting what they need. * If I follow the care plans and have a happy positive attitude towards the YP it is more likely they will be content. 4.10 – Explain how institutions, agencies and services can affect children and young people’s development. A) They can have a positive effect on development by setting guidelines and standards to follow that are suitable for the individuals needs and ensuring reviews are done regularly to keep up to date with any changes and ensuring all the services etc are working with one another with a clear exchange of information to be able to work towards a common goal for the best outcome for the individuals development. B) If the above did not happen it would have a negative effect on the individual as no one could assure them that the quality of standards and individual needs are being met and this would have a negative impact on their development as structure and communication is key. 4 – Be able to support children and young people’s positive behaviour 5.11 – observation 5.12 – Evaluate different approaches to supporting positive behaviour. A) When using different approaches such as verbally praising and positive actions to reinforce positive behaviour, this encourages positive responses and outcomes enabling them to complete set tasks and activities within their care plan. 5 – Be Able to support children and young people experiencing transitions 6.13 – Explain how to support children and young people experiencing different types of transitions. A) Being aware of the YP’s fears and concerns of the transition by communicating with them. B) Explaining the reason to the YP of why transition taking place C) By providing initial support and on-going if required D) Accompany them during transition E) Make others aware of the concerns/ support needs the YP may have F) On-going discussions with the YP to allow them to express any fears or concerns with an on-going transition.

Theories of Emotional Intelligence (EI)

Theories of Emotional Intelligence (EI) Discuss how intelligence and emotion are linked and refer to the differing theories that unite these features in order to assess their relevance for adults. Introduction In 1990, Mayer and Salovey wrote, ‘Emotional Intelligence‘[1] (E I) which gave rise to this concept as a medium of individual assessment that accurately describes the attributions for responses to successes and failures in life. In 1995, Daniel Goleman wrote his popular follow-up to this work, entitled, â€Å"Emotional Intelligence, Why it can Matter More than IQ. †[2] Here Goleman, expanded upon this concept and provided it with an often criticised[3] and lay version of the earlier notions of Mayer and Salovey. This paper, concentrates largely on the works of Mayer and Salovey and Goleman as a tool to establishing the inherent link between emotion and intelligence. This paper will therefore begin by giving an overview of the origins of the concept of Emotional Intelligence and how these two attributes of the human condition are linked. There will be a description and critique of the meaning, distinctive nature and importance of E I. Following this, there will be exploration of Mayer and Salovey’s four areas of E I, which are assessed on the basis of the MSCEIT ability test. These four areas will be compared with the five areas stated by Goleman and each will be critically assessed. Finally there will be a discussion of the practical applicability of E I to the education of adults and its relevance in various genres of the workforce. A. The Origins of E I 1. Emotion Mayer and Salovey stated that the traditional image of emotion is as a vice of human nature that is to be controlled as it was perceived to have the capability of fully possessing the individual to create â€Å"a complete loss of cerebral control,[4]† thus depriving him of his rationality. This was then turned on its head with the new concept of emotion as the motivating force which for the first time gave insight into emotion as an integral function of the human condition. Emotion is therefore a response mechanism whereby the appropriateness of its intensity has been determined through natural selection. 2. Intelligence The same professors then turned their attentions to intelligence, which they acknowledge the definition provided by Wechsler, which describes intelligence as: â€Å"the aggregate of global capacity of the individual to act purposefully, to think rationally, and to deal effectively with his environment. [5]† 3. Emotional intelligence The concept of emotional intelligence was therefore created by Mayer and Salovey as a means of identifying types of intelligences that go further to identify the social context of intelligence beyond that of the conventional IQ intelligence. They did this because they noticed that the two concepts are not wholly separable but their work was largely unnoticed at the time of its publication in 1990. Indeed, it was not until Goleman’s publication in 1995 when the E I concept finally gained popular recognition. The reason for this was the appeal of everyday life, and adult referencing to the E I concept, which provided it with a more workable model for the lay person. B. The Link between Emotion and Intelligence 1. What is E I? Salovey and Mayer define E I as a subset of social intelligence, namely, the ability to understand, manage and manipulate the responses of others[6]. E I is a sub-set of this concept that is defined as the ability for the individual to understand ones own feelings and the feelings of those around them: â€Å"the ability to monitor one’s own and others feelings and emotions, to discriminate among the and to use this information to guide one’s thinking and actions. †[7] The ability itself is a measurement of how an individual is able to make decisions based on their own and other’s personal, emotional responses throughout life. Goleman noticed profound differences in test groups of children in relation in simple temptation exercises when he referred back to his subjects fourteen years after the initial tests[8]. The result was a profound tangent of social maladjustment in those who acted on impulse and profound social adjustment in those who were able of overcome emotional urges. [9] 2. The Distinctive Nature of E I Unlike the conventional IQ concept, E I deals with emotion, which is given driver status as a key element to the personal influences that affect our lives. In contrast, the conventional IQ deals specifically with intellectual abilities such as dimensional perception, numerical ability, literacy and problem solving. Unlike emotional intelligence, the vital social dimension is not provided for. This means that IQ, although accurate in the determination of intelligence, provides no indication of success in life and emotional intelligence is a more complete picture[10]. 3. The Importance of E I Goleman’s writing on the subject of Emotional Intelligence has found its way into the main curricular of schools in deprived areas of the USA. An example is that of the New Haven, Connecticut Public Schools[11] with large scale unemployment and poverty. The result is an inherent need to diffuse the types of social problems that depressed areas such as these can create. The ability to understand ones own emotion, those of others around you and make decisions rationally based on these responses is vital to social wealth. This expands throughout all human, emotive concepts such as self esteem and confidence to interact with others, which inherently lead to improved abilities in leadership and teamwork. C. The three Areas of E I according to Mayer and Salovey in 1990 In order to fully understand the origins of E I, it is essential to draw upon the original three branch model of firstly, appraisal and expression, secondly, regulation and thirdly, utilization of E I that are present in the 1990 paper[12]. In 1997[13], these concepts were re-devised to encompass identification, use, understanding and management of emotion but they came after the publication of Goleman’s book, â€Å"Emotional Intelligence,† and contain the same broad concepts of the original 1990 paper. Another reason for scrutiny of the earlier work is that the 1990 text was the primary inspiration for Goleman. Explanation of the 1990 categories below does refer to the four branch model devised in 1997. 1. Appraising and Expressing Emotions in the self and others This is a double pronged notion of firstly identifying emotions in oneself and others and then using them to achieve a specific goal, which are facilitated through verbal and non-verbal communication. To understand others, perception is facilitated through body-language and empathy, all of which are key social skills. Mayer and Salovey state that clear communication of emotion is necessary in order to effectively convey feelings as well as be able to decipher emotive responses. The verbal version of clarity is therefore the use of coherent language as a way of expressing emotion. The non-verbal version of emotive expression is as far more widely used tool in emotive expression and appraisal as our specie is well adapted in the art of producing many facial expressions. E I is a recognition of the assessment level in ability to both express and empathetically decipher this non-verbal method of emotive communication. Empathy in particular is regarded by Mayer and Salovey as one of the most base and essential tools in any social specie[14]. 2. Regulating emotion in the self and others This is the process of understanding emotions in order to, ‘monitor, evaluate and regulate,’ them[15]. Mayer and Salovey also refer to the longer lasting ‘mood’ as a key facet of the emotional spectrum that also requires regulation. Moods and emotions tend not to be conscious decisions but are states of minds that the individual can learn from in order to ascertain for the future the precise environments and situations that will bring about these moods. This results in conscious efforts to either avoid or seek the behaviour that will trigger the mood. The complexity of this model is added to by further notions of social association so as to avoid jealousy and promote pride and also to more prominently recall positive mood stimulants as opposed to negative ones[16]. Further to this is the inherent desire to know full sorrow, which although somewhat baffling, is in its own right an educator as to the potential extent of profound joy[17]. Regulation of emotions in others is an essential tool for the workforce as it is key to the employer’s ability to pick out the best employees. This is determinable from indications such as appearance and grooming in the workplace, attention to work ethic, punctuality and contribution to the working environment[18]. 3. Utilization Utilization relates to the management of emotions and in the self. Mayer and Salovey refer to the varied ability in us all to ‘harness emotions in order to solve problems. ’[19] The mood that we are in will draw attention to different solutions that are dependent on a requisite mood as inspiration. This has the result that multiple moods create varied solutions that give way to skills in creativity, flexibility of planning and motivation. 5. The Meyer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) In 1999, Mayer and Salovey’s 1997 four branch model of Emotional Intelligence was developed from an earlier test to measure performance tasks that assessed the ability to perceive the intensity of emotion. The test takers are required to answer questions relating to the outcome of increased intensity of emotion and changes in mood and the predominant task is to therefore select the correct course of action in a given situation. This is the E I equivalent to the IQ test and is a clear indication of the technical stance of Mayer and Salovey. D. The five Areas of E I according to Goleman 1. Self Awareness This is very similar to Mayer’s observation of the identification of emotion in oneself. Goleman points to the maxim of Socrates, â€Å"know thyself[20]† as a major key to the fulfilment of life. ‘Metacognition’ or ‘Self Awareness,’ are essential in order for us to be able to recognise our emotions and, more importantly, the thoughts that these generate: â€Å"being aware of our mood and our thoughts about that mood,† Goleman, accurately draws upon the profound spectrum of differences that are inherent among us in our ability to be self aware. He states that, on the one hand, some of us can be engulfed by our emotive responses and others can be accepting of them but neither of these groups is active in the pursuit of escape from emotional extremity[21]. On the other hand, the self aware individual applies rationality to the emotion in order to aid in its diffusion[22]. 2. Self Regulation An awareness of the self is a fundamental requirement towards self regulation which will allow us, not only to ‘know ourselves,’ but also regulate or control our emotive responses. The afore mentioned, self aware group, who actively rationalise their emotions are the most sophisticated self regulators. Plato himself made the definition between, ‘passion’s slave’ and sophrosyne[23] or: â€Å"care and intelligence in conducting one’s life; a tempered balance and wisdom,[24]† The ability to temper such emotions as rage is regarded as the forefront emotions to which escape is sought. [25] 3. Motivation Positive thinking is a further sophistication of E I that extrapolates from Mayer and Salovey’s notion on seeking specific moods. Goleman uses the concept of ‘hope,’ whose intensity in the individual will determine the outcome following a failure[26]. In simple terms, the defeatist will be utterly demoralised whereas students of a high hope will have the will power to motivate themselves to try harder. High commitment to motivation through hope will most certainly yield a positive outcome. In addition, the status of flow, which Goleman describes as the ’zone[27]’ between boredom through lack of personal stimulus and overwhelming sensations intrinsic to acute difficulty is the exact wavelength that teachers should seek in order to obtain optimum motivation. The problem however is that this is profoundly difficult in large classrooms where the state of ’flow’ is different for each student. 4. Empathy This is one of the most fundamental of emotive skills[28]. This represents his designation of the attributes that Mayer and Salovey described in their account of the ability to recognise the emotions of others. Empathy is the awareness to register the pains and the joys of others, which Goleman determines as essential for the development of ability to caring for the feelings of others and solidifies relationships between family, friends and partners. Without empathy, serious deficits of human compassion are noticeable and these can manifest in sociopath behaviour, child abuse and other acts that are inherent in a lack of empathy. 5. Social Skills The ability to determine the social structure of ones surroundings is a key skill in the development of knowing the emotions of those around us and being able to shape them. Goleman refers to the specific model of an argument between two toddlers and their mother as an illustration of sophisticated handling of emotional perception in others at extremely young ages[29]. This is related to Mayer and Salovey’s concept of appraising, expressing and regulating the emotions in others in order to achieve a specific goal. The adult counterpart is what Goleman describes as the ‘mastery’ of being able to diffuse the extreme emotions of others. E. Critical Assessment of the works The concept that Goleman adds little to the insights of Mayer and Salovey is to ignore the importance of creating a general work that is accessible to the lay individual. Emotional Intelligence is a scientific study of the interaction of the emotional and rational portions of the brain and any attempt to communicate such study and findings to the general public is surely the ultimate goal of the social science of psychology! Education in this field provides the individual with a greater understanding of how they think and react to life and it is essential that such knowledge become just as integral to the well being of basic fundaments of life as are the more practical skills of reading and writing. Further to this, the concept that Goleman is suggesting that we ‘be nice’ is an overly simplistic summary of his writings. Goleman describes intricate flaws that can occur in the neurological communication between the emotive and rational portions of the brain. He accurately describes the effect that long or short term deficits in either emotional or rational awareness can have on the personality and social, interactive skills of the individual. Meyer and Salovey argue profusely that there is more to E I than the simple feature of being nice and far from being contradicted by Goleman, he extrapolates upon this point. This is accurately illustrated by Goleman’s constant reference throughout the five elements of E I to the subjective decision making that is determined by dominance by the mind of either the emotional or rational brain portions. The result is that an argument to be nice contradicts the internal and external factors related to awareness of emotion in ourselves and others that lead to profound differences in displays of characteristics such as niceness. Goleman argues that a normative balance and sophisticated grasp of the above five skills will lead to the most positive response to a given situation and lead to the greater success in present and future life. These positive responses are not confined to displays of nicety. This is merely a common fiction that results from external perception of constant nic eness in individuals who in reality are highly attuned to their E I and reserve negative emotions for extreme situations. F. The Practical Application of E I as it applies to the education of adults The application of good E I in the work place is of fundamental importance. All five elements of E I contribute to a rounded perception of both the self and others that ensures a sophisticated navigation through the roadmap of social interaction, in which sophisticated levels of E I act to facilitate successful completion of the task in hand. The following are two key examples of how this operates in adult life. 1. Military Sophistication the Canadian Armed Forces Livingstone, Nadjiwon-Foster and Smithers prepared a on the use of Emotional Intelligence in the leadership skills of the Canadian Armed Forces[30]. The Forces are an ideal premise from which to analyse E I as they draw upon the two key areas of social interaction that are dependent on E I, namely, leadership and teamwork but that such skills are essential in all adult groups. Livingstone, Nadjiwon-Foster and Smithers draw upon Mayer and Salovey’s later four branch model of E I and identified key uses for leadership such as idealized influence of the role model and inspirational motivation that create the role model and encourage teamwork under the proficient and respected leader. Further to this, individualised consideration through attention by the leader to the individual skills and needs of each team member are fundamental to the utilization of the full potential of a company of soldiers. The intellectual stimulation required in the location of ‘flow’ and tran sformational leadership as a tool for the creation of job satisfaction are also fundamental to efficient armed forces that thrive on teamwork and leadership. 3. Sales Sales instils a third prong of skill sourced from E I and is highly useful for the adult world. This is the power of persuasion. In no other profession is the skill of establishing fast rapport and engaging in emotional sale through the rapid identification of a buying need more profound and acute than in the sales environment. This is because the hard sale technique, unlike the widespread application of E I for teamwork and leadership, requires the sales person to utilize persuasion in order to harness the emotional impulse. This carries with it a more passionate and more definite decision to make a purchase. Conclusion Analysis of both Mayer and Salovey and Goleman have revealed two outcomes. Firstly there are two versions of the E I concept of which the former is both intellectualised and scientific and the latter, by Goleman, is simplified and popular with greater reference to real scenarios as a tool to illustration. Secondly, it is emphasised that both schools are in harmony and each fulfil the two different yet essential goals for the use and teaching of E I, namely, a technical framework from which to develop further intellectual discourse in the highly relevant application of E I to adult life and secondly, a popular outreach those same adults which facilitates them with the opportunity to soul search their own personal endeavours with Emotional Intelligence. Bibliography Articles Mayer, J. D. , DiPaolo, M. T. , Salovey, P. (1990). Perceiving affective content in ambiguous visual stimuli: A component of emotional intelligence. Journal of Personality Assessment, 54, 772-781. Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185-211. D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) N. Cantor and J. F. Kihlstrom, â€Å"Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) 15-33 Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence) Salovey, P, C. , Mayer, J. D. (1993). Emotional intelligence and the self- regulation of affect. In D. M. Wegner J. W. Pennebaker (Eds. ) Handbook of mental control (Pp. 258-277). Englewood Cliffs, NJ: Prentice-Hall. Mayer, J. D. , Stevens, A. (1994). An emerging understanding of the reflective (meta-) experience of mood. Journal of Research in Personality, 28, 351-373. Salovey, P. , Mayer, J. D. , Goldman, S. , Turvey, C, Palfai, T. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed. ) Emotion, disclosure, and health (pp. 125-154). Mayer, J. D. , Salovey, P. (1995). Emotional intelligence and the construction and regulation of feelings. Applied and Preventive Psychology, 4. 197-208. Mayer, J. D. , Salovey, P. , Caruso, D. R. (2000) Models of emotional intelligence. In R. J. Sternberg (Ed. ). Handbook of Human Intelligence (2nd ed), pp 396-420. New York: Cambridge. Mayer, J. D. (2000). Spiritual Intelligence or spiritual consciousness? Journal of Psychology and Religion, 10, 47-56. Text Books D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. Steve Hein, â€Å"E Q For Everybody† (1996) Full text available at http://eqi. org/eqe96_1. htm Video Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) Footnotes [1] Imagination, Cognition and Personality, 9 185-211 [2] (Bloomsbury, 1995) [3] See Steve Hein’s article at http://www. eqi. org/hrcom1c. htm [4] Salovey, P. Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, at p187 [5] D Wechsler, â€Å"The Measurement and Appraisal of Adult Intelligence,† (Williams and Wilkens, Baltimore, 1958) [6] ibid 4 at p 190 [7] N. Cantor and J. F. Kihlstrom, 2Social Intelligence: The Cognitive Basis of Personality, in Review of Personality and Social Psychology, 6P (Shaver, 1985) at pp 15-33 [8] D Goleman, â€Å"Emotional Intelligence, Why it can matter more than IQ† (Bloomsbury, 1995) chapter 3 [9] ibid [10] ibid chapter 6 at pp 80-83 [11] See â€Å"Daniel Golemen Presents: Emotional Intelligence: A new vision for Educators (Video) (National Professional Resources Ltd, 1996) [12] ibid 1 [13] See Salovey, P. , Sluyter, D. J. (1997). Emotional development and emotional intelligence. New York: Basic Books and Mayer, J. D. Salovey, P. (1997). What is emotional intelligence? In P. Salovey D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books. [14] ibid 1 at p 192 [15] ibid 1 [16] ibid 1 at p 195 [17] ibid 1 at p 196 [18] ibid [19] ibid 1 at p 199 [20] See Goleman chapter 4 [21] ibid p 48 [22] ibid [23] See Goleman at p 56 [24] Quoted from the translation of the ancient Greek by Page DuBois. See Goleman at p 56 (ch 5) [25] Goleman at p 59 [26] Goleman at p 89 [27] Goleman at pp 93-95 [28] Goleman at Chapter 7 [29] Goleman at pp 111-113 [30] Holly Livingstone, Maria Nadjiwon-Foster Sonya Smithers â€Å"Emotional Intelligence Military Leadership, Prepared for: Canadian Forces Leadership Institute (March 11, 2002, as represented by the Minister of National Defence)

Antiquated Schmantiquated †Keep the Records Coming :: Personal Narrative Writing

Antiquated Schmantiquated – Keep the Records Coming I get by because of the people who make a special effort to shop here Saturdays†¦young men who seem to spend a disproportionate amount of their time looking for deleted Smiths singles and â€Å"ORIGINAL NOT RERELEASED† underlined Frank Zappa albums. ~Nick Hornby, High Fidelity As I walked into Second Coming Records in Cambridge, Massachusetts on a cloudy, humid June afternoon I was thrilled to find that one of the guys behind the counter had put on an album by the Vibrators, a band I adore. I excitedly told my older brother Jeff, whom I was visiting, about how they had played in State College twice, how I had been in the front row at both shows, and especially how I got to hang out with the band at a party after the second show. Jeff didn’t seem to really appreciate the fact that I’d hung out with a band that had shared a stage with the Sex Pistols. Nevertheless, I was inspired to see what Second Coming’s Vibrators section contained. I still had some cash left from my very recent twenty-first birthday and I was ready to spend it. I located the white plastic separator in the V section with â€Å"The Vibrators† handwritten on it and began to flip through the records, each protected by a clear plastic sleeve. I was surprised to come upon a copy of Pure Mania, their first LP. I had been looking for a good vinyl copy of this for about a year. The price sticker was marked $19.99 and I wondered why a used record was priced so high. I carefully removed the record itself from its sleeve and angled the black shiny vinyl so that the inadequate overhead lighting fell at just the right angle across the disk. Etched into the vinyl on the border of the label I found what I was looking for: 1A (records are marked with different codes to identify each successive pressing). An original, first-pressing Pure Mania! This was more than I had hoped for. Still, twenty bucks was something to think about. I examined the surface of the record, checking for any scratches or warping that would infringe on the playing. It appeared nearly perfect. I ended up buying that record, and that day I spent over six hours and two hundred dollars shopping for records. I’m considered to be a lightweight by many.

Essay example --

This literature review will examine the leadership theories of Contingency leadership and Blake and Mouton’s Leadership Grid. In this case study, it will help to analyze the leadership theory of the two leaders that played a part failed to avoid the genocide war in Rwanda. Leadership Style Blake and Mouton’s leadership grid is studying of the degree of task-orientated against people-orientated. It helps to identify the leadership style of the leaders according to the way that they handle the situation. Under task-orientated leadership, the leaders are focusing on the production and efficiency on the output and plan ahead on how to complete it within the timeframe. While under people-orientated leadership, the leaders are focusing on the needs and interest of the members. The leader will break into parts according to their abilities. There are five leadership styles that are under this theory which are country club leadership, team leadership, impoverished leadership, middle of the road leadership and produce or perish leadership. This theory is able to explain the way of the leader of the work. Based on Blake and Mouton’s leadership grid, Romeo Dallaire fits into country club leadership style which is referring to care for the needs of the members and making everyone contented in the team. By doing so, it caused the output to be low and lack of direction to do the task. Case study showed that Dallaire took his responsibility to take care of his troops. In case study, it stated that there were severe shortage of resources such as lodging and food but being turned down due to budgetary reasons. In order to solve this matter, he managed to think of sharing the supplies together with his fellow officers and his share. Another examp... ... of a method to persuade them to stay at the tents. Another example, Booh rejected his plan for get hold of the weapon cache. He should have kept convincing to let his officer to understand his point of views. Morse and Lorsch (1970) suggested that how well a leader can lead his followers are based on the various circumstances. Dotlich & Cairo (2003) stated that an ineffective leadership can be produced based on the behavior, the way of handling task, characters and qualities. Booh Booh did not use his authority to assist and resolve the problem due to his fear. From the case study, Booh Booh watered down Dallaire’s report regarding the help from UN so in the end, Dallaire did not get any help from UN. Another example would be Dallaire commended to snatch the weapon caches but Booh Booh rejected due to his fear of the relationship of UN forces and the government.

How Groups Can Influence People in Negative and Positive Ways Essay

How groups can influence people in negative and in positive ways. By definition a group is a number of people who are regarded as a unit. They are united by a shared interest or belief, be that religion, sport, or politics. All groups have their own identity, we as people have multiple ones. From a social perspective, an individual is often defined by who they are and what they do; a parent, a child or a friend, and by what line of work or study they are in. Cultural identity is defined by ethnicity, and group identity comes from having a sense of belonging, having a ‘them and us mentality’. This essay will look at how different roles and identities can influence social behaviour when belonging to a group, both in a negative and a positive way. Tajfel and Turner (1979, cited in spoors et al. , 2011) developed the social identity theory, a theory that describes how belonging to a group forms a significant part in the individual group member’s self-concept. Having a ‘we’ rather than an ‘I’ concept. They suggest there are three key stages to joining a group. The first being social categorisation; this is for the individual to be given a label; Christian, gay, snob, Geordie, disabled are a few examples. The next stage is social identification; where the individual takes on the group’s characteristics and becomes defined by the group’s behaviour. The final stage is social comparison; members of a group view it from a positive point of view, often forming an elevated opinion of the group they belong to. People can take on defined roles when involved in group activity; influence on these roles can be from observing other members of the group’s behaviour, or a personal representation of the defining role. Zimbardo (1971, cited in spoors et al. , 2011) conducted an experiment to determine how roles within a group can influence people’s behaviour. During the experiment participants were given a ‘guard’ or a ‘prisoner’ role. The experiment ended prematurely as participants took their roles to extremes, ‘guards’ became increasingly aggressive, and ‘prisoners’ became withdrawn and emotionally distressed. This could be an example of how people’s expectations of a role they have no experience in can influence behaviour. They may have been influenced by other member’s actions, or by a stereotypical character portrayed by the media, leading them to have behaved negatively and ‘out of character’. Kondo (1990 cited in spoors et al. , 2011) is a Japanese/American student. In her personal account of living in Japan, she writes how she finds the roles and expectations of her by the Japanese family she is staying with became quite challenging and disturbing. She felt her own identity was slowly being replaced with the obligation to act appropriately to whichever role she was playing, be it guest, daughter, student or a Japanese woman. During a traditional tea ceremony Kondo received high praise from her Japanese teacher for her performance. She states she was ‘inordinately pleased’ by the praise but did feel she had to ‘escape’ before she changed completely, this shows both negative and positives to social conformity. Kondo feeling pressured into conforming to set standards and rules can also apply to some group behaviour. In 1997 the ‘heaven’s gate’ cult lost thirty nine members to mass suicide. They believed their souls would be transferred to a spaceship. These members may have become too dependent on the group, maybe so fearful of their leaders to not go ahead, or the sense of belonging and comfort they felt being part of the group; they had such conviction in their beliefs they carried the suicide through. This is group conformity to the extreme, and in this case had a negative outcome, but some form of conformity is necessary in society so it can be a benefit to the majority. Belonging to a group can lead to an in-group out-group culture. With groups being defined and identified by their roles, beliefs and behaviour, comparisons are often made between one group’s identity and others, be it sports teams, gangs, social groups, religion, or different cultures. Having an inflated opinion of the individuals group can encourage them to view any other group as inferior; this can lead to competition and conflict between groups. A good example of a ‘them and us’ situation is the robbers cave experiment conducted by Sherif (1961 cited in spoors et al. 2011) A group of boys staying at summer camp were split into two groups, and a tournament was set up. The good sportsmanship of the group quickly turned into aggression and prejudice. Although once given tasks where the two groups had to work together, they boys worked positively and cooperated with each other. In-group traits can occur even where there is no history of involvement between the grou ps involved. Taifel (1971 cited in spoors et al. , 2011) conducted an experiment where a ‘virtual’ group situation was set up. Participants were given a task believing they were part of a group, but were in fact working as an individual. In-group favouritism was still present. Loyalty and cooperation is a positive outcome for the in-group mentality, but it has its negative traits in the hostility and aggression it can provoke towards the out-group. Emotional values are given to the individual depending on the behaviour of the group; anti-social behaviour would define them in a negative way, just as being seen to belong to a ‘good’ ‘kind’ or ‘charitable’ group would have a positive emotional effect on the individual. To conclude, evidence shows there are many positives to belonging to a group. The individual gains a sense of identity, both within the group and in society. Self-esteem, self-worth and sense of belonging are increased. Close bonds are formed with others who share similar characteristics. Having an elevated sense of status within the group can lead to positi ve behaviour. Self-confidence is increased due to a feeling of safety. Support, praise and encouragement from other group members have a positive impact on behaviour. There are also many negative aspects to group behaviour, members may be influenced to behave ‘out of character’ from their usual identity through controlling methods within the group dynamic, in some cases separating the group entirely from accepted behaviour within society. Prejudice, violence and discrimination can also be a result of the ‘us and them’ situation. The ‘heavens’ gate example could be viewed as both positive and negative, depending on the perspective, the group members and society would have conflicting views.

Economic and Social Development in Post-Independence Jamaica and Barbados Essay

Jamaica and Barbados have socially and economically advanced since their independences. Each country has been able to economically sustain itself without the assistance of Britain, which used to govern the two as territories. But despite the two countries’ self-regulation and reliance, both of the nations are quite poor, and are considered third world countries. Jamaican and Barbadian History Both of the two nations were originally colonized by Great Britain (after being discovered by the Spanish) under the mercantilism policy, which encouraged European colonization of other areas. This was because the policy showed that a nation’s prosperity could be determined by its adequacy in trade, and exports were far more valuable than imports under the policy. So European nations that could not produce particular products on their own would colonize other areas that could, so they could use the goods, and export them to other nations that did not have the means to acquire those particular goods on their own. So many of the Caribbean islands that Britain colonized were exploited because of their warm climates, which allowed them to grow certain crops, such as sugar. This crop was one of the main reasons that Britain had colonized such territories as Jamaica and Barbados. Jamaica’s Independence and its Economic Enterprises Thereafter It was in 1962 that the United Kingdom’s parliament granted Jamaica its independence, after which the nation ceased to be regulated by its European founder. After its independence, the Jamaican government arose, and began sponsoring employment opportunities, though many jobs arose in the private sector. Sugar and bananas were the original crops grown in Jamaica, and exported to locations worldwide, and the cultivation of these crops serves as a major source of employment on the island. The nation’s tropical climate makes it a suitable location for the growing of these crops, which cannot be grown in the United States or Europe, so some of the sugar and bananas in those areas come from Jamaica. Jamaican Exports and Recent Economic Problems Jamaica also has a natural supply of bauxite, which is a source of aluminum ore, and is therefore a valuable product, which employs many people as miners. But recently, the economic status of the island has been declining. Periods of unfavorable weather have led to a sharp decrease in the production of sugar cane and bananas over the last decade, and inflation has been plaguing the island. The recent lack of favorable agricultural activity has been so extreme that the nation has been forced to import products that, if conditions were better, Jamaica could produce itself. But lately, coffee has been another profitable crop that can be grown around the island’s blue mountains area, when sugar and bananas cannot, and it serves as a primary export, and source of national income. Other Industries in Jamaica Jamaica also has an industry concerned with the rearing of domestic animals, and a dairy industry. But that has also been declining, and the nation has actually been importing milk, butter, and cheese from elsewhere. Other smaller cash crops of the island include citrus fruits, such as oranges, and cocoa, but the industries concerned with those crops are considerably smaller than that of the sugar sector. Mining employs a small number of citizens, as does fishing, and foresting, as loggers are able to export lumber to countries that do not have access to the same tropical woods. Also in Jamaica is the manufacturing industry, which usually accounts for just under 20% of the nation’s GDP annually. Tourism has also proved to be a profitable market for the nation, and it serves as a social and economic boost for the nation, but since the turn of the century, tourism has been slower in Jamaica. Barbados’ Independence and Its Trade History Barbados achieved its independence from the United Kingdom in 1966, after which the nation began governing and regulating itself. Since that time, sugar cane has proved to be the greatest contribution to the nation’s employment, and it serves as Barbados’ most significant export. In 1961, five years before the country’s independence from great Britain, Barbados opened the Deep Water Harbour port, located in Bridgetown, which serves as the nation’s main port, and allows large container ships and freighters to export sugar and manufactured products Barbados’ Manufacturing Sector Although sugar was for some time the main source of income for the nation, recently, manufacturing and tourism has been increasing in Barbados. The manufacturing sector began in the 1980s, and continued to be a profitable investment in the country into the 1990s, as certain companies exploited the nation’s cheap labor to save money on manufacturing in the United States and Europe. The United States has proved to be the main trade partner of Barbados, which also relies on certain imports from the United States. â€Å"The United States remained Barbados’ leading trade partner in 1987 with transactions valued at $189 million ($128 million in U. S. exports and $61 million in U.  S. imports),† an article for Business America, entitled Barbados: economy relies on U. S. for products, investment – Business Outlook Abroad reported of the trade status in 1988. â€Å"Moreover, Barbados continued to welcome American investment in virtually all sectors of the economy. In addition to direct investors, in recent years Barbados has attracted a sizable number of American captive insurers, international business companies, and foreign sales corporations largely through a bilateral double taxation agreement. This means that at an earlier time, the economy of the nation was stabilized by foreign investments, and exports that served to preserve trade relations between the United States and Barbados. Trade Alliances and Foreign Investments And with Barbados’ good terms with the United States came the tourism industry. American, Canadian, and European tourists provide the nation with a stable tourism industry that serves as a main source of income on the nation. Foreign interests in the nation that led to the tourism industry was somewhat of an atypical event for a Caribbean country, as most nations in the area have not been able to capitalize on the industry, or attract foreign investors in its markets as Barbados did. Major tourism projects, such as resorts and cruise adventures continue to benefit the nation’s tourism industry, and satisfied tourists keep the industry alive. Federal and Private Programs in Barbados Recently, government-regulated ventures in the nation have been turning into privatized corporations. The government of the nation is not satisfied with the high unemployment rate, so it is trying to encourage small businesses to form, and stabilize themselves, because this should lead to the creation of jobs. But lately, nationally sponsored programs such as offshore banking enterprises, and foreign exchange moderation by Barbados have proved to be effective ways of earning the nation capital. Most manufacturing and sugar cane production, however, is done in the private sector, and is not federally regulated. This allows small businesses and farmers to have steady employment, and the steady production of crops allows the nation to not only export the crops, but use them itself, which decreases Barbados’ reliance on imports from other nations. Both Jamaica and Barbados have been able to maintain themselves to some degree, economically and socially since their independences from Britain. The development of Jamaica, however, was much more typical for a West Indian nation than was the development of Barbados, because Jamaica was not able to draw foreign investors and establish particularly coordinated trade patterns like Barbados was. In this aspect, Barbados was much more successful than were most West Indian nations, as it was able to maintain exports even when economic times were difficult. The Jamaican economy has been experiencing more problems than that of Barbados, and inflation in Jamaica is causing serious problems. Barbados, however, unlike most Caribbean nations, has been able to rebound, and it has a very high rate of tourism, which provides the nation with a steady rate of foreign income.

How Is Mr Utterson Presented in Dr Jekyll and Mr Hyde Essay

Although Utterson witnesses a series of shocking events, the character is presented as an unenthusiastic and pessimistic Victorian man, and is evident from the very first page of the novel. The text notes that Utterson has a face that is ‘never lighted by a smile’ and only speaks when necessary. In addition Stevenson describes Utterson as ‘dusty and dreary’ and ‘yet somehow lovable,’ which is noticeable in the close relationships he has with his friends. His strong relationships with his friends may perhaps be because ‘his friends were of his own blood or those whom he had known the longest’ meaning his friendships are based on similar personalities and on longevity. His monotonous life is represented in the routine in which on ‘Sunday, when his meal was over’ he would ‘sit close by the fire’ and read his bible until the ‘church rang out the hour of twelve’ when ‘he would go gratefully to bed.’ Yet Stevenson presents Utterson as ‘dreary’, he also gives the lawyer many good qualities, such as his loyalty to his friends. This is evident when he suspects his friend Jekyll of committing criminal activities of blackmail and the sheltering of a murder; however he decides to sweep away what he has learnt and tells a clerk to ‘not speak of this note,’ instead of ruining his friend’s reputation. Another quality Stevenson presents to Utterson is his willingness to care more about those in trouble, rather than to reprimand them for being immoral: ‘At the high pressure of spirits involved in their misdeeds, and in any extremity inclined to help rather to reprove.’ Furthermore Stevenson presents the theme of duality of nature to Mr utterson, which is evident when ‘his blood ran cold in his veins’ at the time when he suspects his friend Henry Jekyll of ‘forging for a murderer.’ The phrase ‘his blood ran cold in his veins’ suggests a possible primitive and animal side to the character, which is later discovered to be possessed by Dr Jekyll as well when Stevenson reveals that Mr Hyde is in fact Dr Jekyll. In addition Mr Utterson is presented as a character who throughout the novel constantly uses rational thinking perhaps due to his occupation of being a lawyer. His rational thinking and denial of the supernatural is especially noticeable when ‘he attempted to protest again’ after being told that his friend Dr Jekyll was also in fact Mr Hyde, who Utterson sees as an inhuman and grotesque creature. In conclusion Mr Utterson is presented as the perfect Victorian gentleman who does not gossip, constantly seeks to preserve order and decorum, and guards his friends’ reputations as though they were his own.

Larkin’s use of language Essay

The poems that I have chosen to comment on from the collection The Whitsun Weddings by Philip Larkin are Here, Nothing to be said and Faith Healing. I have chosen to write about these three because they are all very different in terms of theme, language, verse form and Larkin’s message and purpose. Here is the opening poem of The Whitsun Weddings. It locates the reader in Larkin’s England and centres around a journey the protagonist is making from London to Northumberland via Larkin’s hometown of Hull. Larkin uses a range of language and writing devices to express his feelings and at times his prejudices through his poetry and he does this especially well in Here. The first stanza begins with â€Å"swerving east†. The word â€Å"swerving† suggests a dangerous movement and a lack of control from the person or thing that is swerving. When someone swerves it is usually to avoid something so by using the word â€Å"swerving† Larkin is immediately presenting the reader with a sense of avoidance and lack of control. Larkin then goes on to say that the fields are â€Å"too thin and thistled to be called meadows†. This shows that he is passing through an area of land, which cannot quite be classed as countryside but is not quite urban. This could possibly be a representation of how Larkin is feeling at the time about life because even the countryside is not genuine; therefore Larkin may be commenting on the falsity of life because of its in-between state. The words â€Å"Thin† and â€Å"thistled† are harsh sounding words that make up alliteration. This alliteration may have been used to mimic the gentle hissing sound of the train or can moving along the track or road. The harsh sounding words are probably applied as a vent for Larkin’s disdain on a philosophical level for the falsity and lack of true meaning in life and on a smaller level for the land he is passing through that is not quite beautiful enough to be countryside. A technique that interests me is used in the line â€Å"harsh-named halt†. This phrase uses a repetition of the /h/ sound, which is quite a hard sound to pronounce and therefore actually halts the reader’s rhythm. This includes alliteration of the /h/ sound but also a kind of onomatopoeia because the word â€Å"halt† is actually a word that sounds like a stoppage or halt and actively brings the reader to a momentary pause. The word â€Å"harsh† is actually a harsh word, which adds more emphasis to the phrase. This technique is very effective because it immerses the reader in the journey of the protagonist as it actually halts their flow when the protagonist’s train comes to a halt. Larkin uses a lot of alliteration in Here, an example of this occurs in the first stanza when alliteration occurs four times in the space of two lines: â€Å"Swerving to solitude of skies and scarecrows, haystacks, hares and pheasants†. There is a repetition of the word â€Å"swerving† which reiterates the lack of control of the protagonist. It also shows the part of the journey that is taking him through the countryside and he is â€Å"swerving† east away from the towns and towards the countryside. The repetition of the /s/ hissing sound gives a sense of speed and also replicates the sound of the train or car moving. The /s/ sound runs throughout two lines which links them together and helps demonstrate the onward movement of the protagonist and the passage of time. The actual shape of the letter /s/ is flowing and therefore mimics the journey flowing onward. In the last line of the first stanza Larkin describes the entrance to a town by saying â€Å"the shining gull-marked mud gathers to the surprise of a large town†. â€Å"Gull-marked mud† can be used as a comparison to â€Å"harsh-named halt† a few lines previously and demonstrates the difference between town and country. The comparison between â€Å"harsh-named halt† and â€Å"gull-marked mud† can also be drawn through the hyphen between the first two words (which could be used to show the onward motion of the journey) and the alliteration used of the /h/ and /m/ sounds.

Disaster in Franklin County Essay

The Role of Health Personnel and the Public Health Nurse Public health personnel and public health nurses have many responsibilities in a disaster that are essential to a successful outcome for the community. Their primarily focus is on the safety and health of the public. The health personnel will assess the community’s available resources by providing the necessary assistance and identifying their specific needs related to the disaster. The health care personnel also have the role of educating the community and addressing any physical or psychosocial needs the community might have (Disaster in Franklin County: A Public Health Simulation, 2006). The health personnel will collaborate with the local health department to assemble resources that are required during a disaster and coordinate with community services to ensure the public’s basic needs are met. These services involve social services, volunteers and rescue workers (Disaster in Franklin County: A Public Health Simulation, 2006). The health personnel issue health advisories and allocate resources to match the needs of the disaster. This could include providing transportation to remove people from their homes during a flood. It is also essential that the health personnel communicates effectively with the public and media to provide updated information on how to obtain help, how to obtain basic necessities, potential health hazards and to reassure the people of Franklin that they are safe (Disaster in Franklin County: A Public Health Simulation, 2006). The public nurse’s role during a disaster involves helping patients in the emergency shelter for first-aid skills and administering medication. However more emphasis is being placed on population-based public health and disaster preparedness. Public health nurses have gained an increased knowledge about the community’s baseline health status, demographics, environment and exciting resources. Public health nurses now have an awareness of vulnerable populations in the community, who may be at risk in times of disasters. This includes the elderly, disabled, mental illness and non-speaking English residents (Berman, Erb, Kozier, & Synder 2006). The public health nurse will conduct door to door interviews. This is performed to complete a community assessment to determine who requires medical attention, who has any special needs, such as essential medications and medical equipment (oxygen, nebulizer, and dialysis) and if the community has sanitary food and water. The nurse must also provide imperative education to help keep the public safe, such as providing information about the local crisis call centers for additional care and support and local shelter. The nurse can refer them to proper resources such as social workers, counselors and shelters (Disaster in Franklin County: A Public Health Simulation, 2006). Chain of command The chain of command that was used in the Franklin County simulation includes the Incident Commander, Operations Section Chief, Medical/Health branch director, Public Health Groups, Public Health Nursing Supervisor and the Public Health Nurse. The Incident Commander is the decision- making final authority. The Operations Section Chief has the  responsibility for managing all operations, supervising organizations in accordance with the incident action plan and directs its execution. The Operation Section Chief also directs the preparation of operational plan, requests resources, makes expedient changes to the action plan when necessary and reports such to the incident commander (Wikipedia, 2013). The Medical/Health branch director will direct, supervise and evaluate work activities of medical and nursing. Public Health Groups will monitor health status and identify health problems, by investing health problems and health hazards in the community. They will evaluate the effectiveness, accessibility and quality of personal and population-based health services. Public Health Groups also develop policies and plans and enforce laws and regulations to protect the health and safety of the community. The Public Health Nursing supervisor is responsible for providing direction and assistance to the Public Health Nurse and evaluating their work (Wikipedia, 2013). The Public health nurse communicates directly to the County Public Health Director who is Zachary Burke. Zachary Burke works under the Operation Section Chief who is Rebecca Brower. Rebecca Brower directly speaks to Chris Newhouse, who is the EOC Commander. The Public Health Nurse will also collaborate with other specialists such as epidemiologists, biostatisticians, environmentalists, social workers and such during a disaster (Disaster in Franklin County a Public Health Simulation, 2006). The Community Nurse has many available resources to the Franklin community when he or she encounters a problem that is not within her scope of practice. A social worker can help individuals who are experiencing problems associated with housing, unemployment and finances. A social worker can also  refer individuals suffering from emotional distress to a counselor. An environmental Health Specialist can help maintain a safe environment by identifying potential environmental problems such as a gas leak or chemical spill. They can help educate the community on safety hazards and find solutions to eliminate any threat to the public by monitoring any possible dangers or environmental threats to the community (Disaster in Franklin County a Public Health Simulation, 2006). The American Red Cross can provide many resources that can help ease the community’s suffering caused by a disaster. The American Red Cross offers a great deal of emergency assistance such as shelters, cleaning supplies, comfort kits, first aid, food, clothing home repairs, household items, medical supplies, emergency transportation and etc. The American Red Cross can also provide referrals to the government and other agencies providing disaster assistance. Another resource that could benefit the community is the Federal Emergency Management Agency. This organization provides disaster assistance to individuals or families whose property has been damaged or destroyed and whose losses are not covered by insurance. Actions by the Public Health Nurse The first residence that the nurse performed a door to door interview was a man named Matt Westlund. Matt Westlund begins to tell the Public Health Nurse that his basement is flooded and the shelf in his shed had collapsed which caused all types of chemicals to spill. Mr. Westlund is seeking help on how to clean this chemical mess up. The public Health nurse responsibility is to seek help from an Environmental Health Specialist (EHS). The EHS will assess and determine the most appropriate way to clean up the house held hazards waste. The nurse must insist that Mr. Westlund does not attempt to clean up this mess and to wait until the Environmental Health Specialist arrives. The Public Health Nurse must provide Mr. Westlund  with information regarding how to clean a flood up (Disaster in Franklin County a Public Health Simulation, 2006). The second resident is women named Susan Fuhr. Susan is extremely frustrated and annoyed. This household is currently lacking the basic supplies such as electricity, diapers, water and baby formula. The Public Health nurse can give Mrs. Fuhr the option for her family to stay at a shelter for a few days where there are hot meals, electricity and plenty other supplies. If Mrs. Fuhr refuses to go to the shelter she can then refer them to social services. A social worker can help provide the Fuhr family with the proper resources to help Mrs. Fuhr take care of her newborn baby and the Public Health Nurse can provide them with one week of supplies (Disaster in Franklin County a Public Health Simulation, 2006). Rosario Alvarez is a Spanish speaking woman who was unable to answer the nurse’s questions because of a language barrier. Mrs. Alvarez requires Spanish materials on safe food, water and a generator. At this time there is no urgent matter that needs to be addressed. The  Public Health Nurse can arrange for a translator to make a visit with this family within a week to address safety regarding food, water and the generator (Disaster in Franklin County a Public Health Simulation, 2006). Jason Fugate has a history of hypertension and currently ran out of blood pressure medications. The Public Health Nurse’s priority is to find out Mr. Fugate’s medical history and to take his blood pressure. If his systolic blood pressure is greater than 150mmHg, Mr. Fugate will be advised to leave his home and go to the shelter where his antihypertensive medication can be administered. Since Mr. Fugate blood pressure is 112/73, I would arrange his medication to arrive by the next day (Disaster in Franklin County a Public Health Simulation, 2006). It is important that Mr. Fugate is informed on his  options and allows him to make his own decision. Mr. Fugate must be educated on the signs and symptoms of hypertension and when to seek medical attention. The public nurse must also make sure that he has the basic essentials such as clean water, food, electricity and a working phone line in case of an emergency. It is important that the nurse will follow up with all residents to make sure their issues were addressed. Addressing the community’s fears After the disaster, the community nurse must be willing to provide physical and emotional comfort to all the residents of Franklin County. The residents will suffer from anxiety, fear, sorrow and post-traumatic stress disorder. The community will be mourning the loss of their  loved ones and the loss of their valuables such as their homes and treasured items such as pictures. It is important that the community nurse offers guidance and support to these families by offering resources and making referrals specific to each family’s needs. The key to any recovery from a disaster is providing the community with the appropriate resources to help them rebuild their life. The basic resources include food, shelter and safety. Other important resources are family and friends. The community nurse can educate the community members on how to cope, use others for support and how to get further help if needed. It is essential that the community nurse reassures them that they are safe and in good hands. The community nurse must allow them to verbalize their concerns, opinions, and needs to help them with the healing process. The nurse must be calm, compassionate, and confident in order to help this community move forward and feel safe. Nursing personnel preparedness The first priority of the nursing personnel is to understand what his or her role is during an emergency crisis. They must be competent with their nursing skills and have the appropriate knowledge regarding an emergency response plan. The nurse must be educated on disaster preparedness and protocols to be able to respond adequately to a large disaster (Berman, Erb, Kozier, & Synder 2006). The Nursing personnel must also be aware of their community disaster plan and the warning signs associated with natural disasters in that specific area. It is important that they learn the local and state resources, so that they can make referrals to people when a disaster strikes. It is extremely important that the nurse is able to problem solve, critically think, and be able to work independently under stressful situations with very little resources and equipment (Berman, Erb, Kozier, & Synder 2006). The nursing personnel must understand the chain of command, the lines of authority, and communication during an emergency. They must be familiar with the potential health conditions that could develop during and after a disaster. Nurses must take an active role in participating in a disaster training program and emergency drills. They must be aware of standard personal protective equipment and when it is required. An extensive knowledge of infection control and barrier precautions will help the nurse prevent the spread of infection (Berman, Erb, Kozier, & Synder 2006). The nurse should first form a task force that includes a civil defense officer, private relief organizational representative, city/county officials, political leaders and media representatives. Together, the task force should involve the American Red Cross who has the expertise in guiding and developing the disaster plan. The disaster plan should include supplies, equipment, transportation, shelter, human resources, government officials, emergency and disaster specialists, weather specialists, recovery, evacuation plan and supportive care (Berman, Erb, Kozier, & Synder 2006). Nursing personnel must also be able to implement the four phases of the emergency management when a disaster occurs. This includes preparedness, response, recovery and mitigation. Nurses need to use nursing judgment to make decisions such as, where resources will be used and triaging patients to the appropriate level of care. The nursing personnel could be prepared to help in responding to large scale emergencies by taking Incident Command System (ICS) certification courses. These are provided by the National Incident Management System (NIMS) and the Federal Emergency Management Agency (FEMA). The ICS provides education to nursing personnel regarding emergency preparedness, incident management, and emergency response during a disaster. This is an excellent opportunity for the nursing personnel to gain knowledge and skills needed to serve their community efficiently and effectively during a natural or man-made disaster (Emergency Management Institute, 2013). Nurses can also benefit from taking the Integrated Emergency Management Course (IEMC), offered by the Emergency Management Institute (EMI) branch of the FEMA. This course provides emergency related scenarios that help test the nurse’s knowledge, awareness, flexibility, leadership, decision-making, and interpersonal skills under extreme pressure in the Emergency Operations Center (EOC) environment. After completion of the IEMC training for emergency preparedness, nurses will be able to apply their new skills, abilities and knowledge when a disaster strikes. This will also allow nurses to respond effectively under stressful situations (Emergency Management Institute, 2013). Another program that can benefit nursing personnel is the National Fire Academy (NFA). This course provides education and training in hazardous materials, emergency response to terrorism, arson prevention, detection, community risk reduction, fire prevention and protection (Emergency Management Institute, 2013). In addition, the National Disaster Management System also developed an organization, which is called the National Nurse Response Team (NRRT). This was established to provide additional resources during a disaster. This program is made up of a team of volunteer nurses that help during an emergency. Nurses within this program are certified and must stay current with training in order to provide help during a disaster. The training includes bioterrorism, biologic warfare, and disaster response (Public Health Emergency, 2009). Nurses that are not interested in becoming certified for disaster preparedness should then consider continuing education units (CEU) disaster relief training. This will at least provide a nurse with the basic knowledge to help serve their community if an emergency situation does occur. References Berman, A., Kozier, B., Erb, G., & Synder, S., J. Fundamentals of Nursing Concepts, Process and Practice. (2006). Upper Saddle River, New Jersey. Disaster in Franklin County 12 Disaster in Franklin County a Public Health Simulation. 2006. Retrieved from: https:// cpheo1.sph.umn.edu/fcs/index.asp Emergency Management Institute. 2013. Retrieved from: http://training.fema.gov/IS/NIMS.aspx Public Health Emergency. 2009. Retrieved from: https://www.phe.gov/Preparedness/responders/ ndms/teams/Pages/nnrt.aspx Wikipedia. (2013). Incident Command System. Retrieved from: http://en.wikipedia.org/wiki/ Incident_Command_System