Acute Care Nurse Practitioner - Free Essay Example

Sample details Pages: 6 Words: 1735 Downloads: 7 Date added: 2019/02/06 Category Nursing Essay Level High school Topics: Nurse Practitioner Essay Did you like this example? To become an acute care nurse practitioner one must first earn a degree in nursing from a two to four-year program and be certified as a registered nurse (RN). They then gain experience in the acute care setting, usually two to three years, and return to school to achieve an advanced degree. A Master’s degree in Nursing (MSN) or higher education, such as a doctorate, in nursing is required. Don’t waste time! Our writers will create an original "Acute Care Nurse Practitioner" essay for you Create order The Master’s programs are given through a two-year program. About 40 credit hours of classes is required to achieve this degree, along with hundreds of hours of clinical experience (â€Å"What Acute Care†¦Ã¢â‚¬  2018). This Master’s degree must be a program specific to acute care nurse practitioners (â€Å"Your Guide to Certification† 2001). The next step is to become certified by the State Board of Nursing or through a certain agency, such as the American Association of Nurse Practitioners. When certified the new acute care nurse practitioner is able to practice based on the guidelines set by the state they are working in (â€Å"What Acute Care†¦Ã¢â‚¬  2018). Skills of Acute Care Nurse Practitioners The skills required to be a successful acute care nurse practitioner can be summarized by Susan Yeager, MS, RN, CCRN, ACNP when giving an interview for the Journal for Nurse Practitioners. Yeager described that the skills needed to be an acute care nurse practitioner build from the foundation of skills required for a registered nurse (â€Å"Acute Care Nurse Practitioner† 2010). Skills required of a nurse include flexibility, communication and humility, along with many others such as independence, integrity and compassion (Berman, Kozier, Erb, 2016). Flexibility or adaptability is a skill needed because often times a problem or change will come up and you will need to be able to adapt to that change. For example, a patient may come in with a broken leg and you begin treating the leg, but then they suddenly begin vomiting. The nurse practitioner must adapt their care plan to the immediate need of the patient, which is to stop the vomiting. Nurse practitioners also have schedules that often change and include night or weekend shifts, even shifts on the holidays. Communication is an essential skill needed for any health care professional, but an acute care nurse practitioner must be an expert. An acute care nurse practitioner will often be the leader of a health care team therefore good communication is needed for many reasons. Some of these examples include determining if a treatment is working, knowing what the patient is complaining of such as pain, and knowing what medications have been given. Another reason an acute care nurse practitioner needs good communication is because they have to communicate with the patient about their condition and the treatments they will receive. For communication to be effective, the acute care nurse practitioner must also listen to the patient. These professionals will listen to things such as the patient’s concerns, symptoms that they are experiencing, and what actions would make the patient’s care better. Humility, more specifically cognitive humility, is an important skill for any healthcare professional to have. Cognitive humility is the ability to recognize that you do not know everything. It is important because you will be approached with a problem that you will not have a solution for. It would be better to admit that you do not understand the situation, rather than pretend you know what is going on and possibly put the patient in great danger. This would provide yourself with an opportunity to bring in a more knowledgeable professional to give the patient the best care possible. This profession works in tense and demanding situations, so they experience many challenges within the workplace. Some of these include constant unplanned interruptions, heightened level of stress with an acute illness, and gathering data from a distressed patient (â€Å"Acute Care Nurse Practitioner† 2010). Unplanned interruptions within the health care setting is a normal thing to see, but an acute care nurse practitioner must be flexible and ready when they happen. Nurse practitioners will often be in the middle of a procedure or important conversation with a family and their pager will be going off with a patient in need of their assistance (â€Å"Acute Care Nurse Practitioner† 2010). When someone has an acute illness it is often painful and intense, which can increase the stress of the patient and their family. This can be a challenge because the acute care nurse practitioner must communicate to them the severity and difficulty of illness. An example of this would be having to tell a patient that they must have a risky surgery. This is would cause stress and confusion for the patient and their family (â€Å"Acute Care Nurse Practitioner† 2010). Another example would be performing an assessment on an acutely ill patient. When a patient is admitted in the hospital a health care professional must do an assessment on them. In an acute care setting this can be a challenge because the patient is usually in distress and pain. They will not be interested in answering certain questions. The acute care nurse practitioner must then use their skills to relieve some of the patient’s pain and try to get as much information as possible. Salary The salary of an acute care nurse practitioner can range depending on the facility and region they work in. The US Bureau of Labor Statistics says that the median income for advanced practice nurses, including acute care nurse practitioners, is $100,910 per year (â€Å"Career Profile† 2018). Their salary is also influenced by these professionals specialty. The 2011 National Salary Report published a number of salaries of acute care nurse practitioners based on populations and work settings they chose. Those who work in emergency settings earn the most with a salary of $103,722. Acute care nurse practitioners that specialize in pediatrics earn $82,101 per year. Those who specialize in gerontology earn $94,485 per year (â€Å"Acute Care Nurse Practitioner (ACNP)† 2018). From Their Point of View Acute care nurse practitioners have been surveyed discussing their point of view of their career choice. In 1999 Ruth Kleinpell sent surveys to those who had recently taken the acute care nurse practitioner exam. Kleinpell conducted this study to find out the role development and employment patterns of newly certified acute care nurse practitioners. The results indicated that these professionals were able to interpret diagnostic tests, examine and clean wounds, initiate discharge planning, among many other skills. Almost all of the study participants stated that they were either â€Å"very satisfied† or â€Å"somewhat satisfied† with their profession. They also said that they were either â€Å"very satisfied† or â€Å"somewhat satisfied† with collaborations with physicians and other health care professionals (Kleinpell 1999). Need and Outlook for Acute Care Nurse Practitioners Nurse practitioners in acute care settings have become a valuable part of the healthcare facilities. The need for acute care nurse practitioners has increased in past years due to the accessible high-quality care that is needed. With the growing elderly population, due to the aging â€Å"baby boomer† generation, this level of care is needed even more in the near future. This population is also primarily based in rural or non-urban areas, so there will be more need in these areas (Berman, Kozier, Erb, 2016). As stated before, acute care nurse practitioners are able to provide equal or even higher quality of care compared to physicians and physician assistants. Susan Yeager even stated that â€Å"the variety of opportunities in unique settings grow. I can envision this leading to an environment where nurse practitioners can consult nurse practitioners† (â€Å"Acute Care Nurse Practitioner 2010). Yeager goes on to predict that nurse practitioners will become experts in medical procedures and continue in providing excellent care (â€Å"Acute Care Nurse Practitioners† 2010). The role of the acute care nurse practitioner is one that is growing need and in value. It is also expanding in responsibilities. With their flexibility and willingness to learn the future of acute care nurse practitioners is exciting and unlimited. Conclusion Acute care nurse practitioners are valuable members of a health care team that provide excellent care to the patients. The profession of acute care nurse practitioner is one that is challenging and offers great reward. They are a valuable member of a healthcare team and they provide excellent care. They are able to work in a number of health care settings and provide care to all types of populations. Acute care nurse practitioners are able to provide the same level of care as other professionals with medical degrees, including physicians and physician assistants. Patients have even said that the care they received from nurse practitioners exceeds that of physician assistants. The education of acute care nurse practitioners has greatly expanded within the last 20 years. There are now programs available throughout the United States that provide excellent preparation for their career in the medical field. Certification through a test allows the new acute care nurse practitioner to practice. However, they will have to research state regulations to fully understand what they are able to do. The acute care nurse practitioner is a profession that requires many skills that will help the person to deal with different situations. These include adaptability, cognitive humility and good communication. With these skills mastered and excellent education the need and performance of an acute care nurse practitioner will be first-rate. References A Day in the Life of an Acute Care Nurse Practitioner (ACNP). (n.d.). Retrieved October 4, 2018 Career Profile: Acute Care Nurse Practitioner. (n.d.). Retrieved October 4, 2018 Fox, K. (2014). The Role of the Acute Care Nurse Practitioner in the Implementation of the Commission on Cancer’s Standards on Palliative Care.  Clinical Journal of Oncology Nursing,  18, 39–44. Haut, C., Madden, M. (2015). Hiring appropriate providers for different populations: acute care nurse practitioners.  Critical Care Nurse,  35(3), e1–e8. Horrocks, S., Anderson, E., Salisbury, C. (2002). Systematic Review Of Whether Nurse Practitioners Working In Primary Care Can Provide Equivalent Care To Doctors.  BMJ: British Medical Journal,  324(7341), 819-823. Kleinpell RM. (1999). Evolving role descriptions of the acute care nurse practitioner.  Critical Care Nursing Quarterly,  21(4), 9–15. Morton, P. (1999). A New Role: Acute Care NP.  The American Jour nal of Nursing,  99(8), 24A-24E. doi:10.2307/3472171 What Acute Care Nurse Practitioners Do. (n.d.). Retrieved October 4, 2018 Your Guide to Certification. (2001).  The American Journal of Nursing,  101(1), 40-49. Berman, Kozier, Erb, A., Kozier, B., Erb, G. L. (2016).  Kozier and Erbs fundamentals of nursing: Concepts, process and practice. Sydney, N.S.W.: Pearson Australia. Nurse Practitioner Vs. Physician Assistant. (2018, September 06). Acute Care Nurse Practitioner (ACNP). (n.d.). Retrieved October 25, 2018 Acute Care Nurse Practitioner. (2010, May). Retrieved October 4, 2018

Questions On The Usa Patriots Act - 1386 Words

Question 1 According to the USA patriots act, the practice of detaining aliens that are close associates with terrorism is not a good idea. The decision by the court can be said not to be the best because it included even people who are close to the groups that practise these heinous activities. The criteria for deportation and detention that covers the plotters or the actual implementers of the terrorist act and the other people that are related or are close affiliated with the groups linked to these individuals go against the rights and freedoms of individuals. The action is against the human rights because all individuals have a right not to detention without trial. Detaining people is against their right to liberty, and it must†¦show more content†¦The law should be rational to include and look for ways of accommodating such cases. Question 2 Establishment of strong and efficient defensive measures influences the selection of sites to target by the terrorists. Good defense also enables terrorists to craft other method new methods to attack their targets, but it does not totally prevent the terrorists from committing their terror attacks. Terrorists are groups that wage war against the weak points of the society, and they are never out to fight but to cause destruction. Terrorists attack the innocent people as a way of articulating their ideology and communicating to the government. Realization of security beep sets terror to a less secure place where they lodge their attacks. However, security effectiveness does not prevent terrorists from committing their terror attacks. Most of the people members of these groups are even ready to die, and they will use any method to cause destruction. Some will even swallow bombs and go to public places where a lot of people gather (Kamien G. D, 2006). The terrorist also com es up with other methods of administering their wrath when they realize that the security is tight. These methods include the use of weapons that can easily get ported without causing much attention like guns instead of bombs and also recruiting members of the target country to their group. With the innovations, the terrorists can commit to series of attacks on

School Based Assessment for Learning Free Essays

School Based Assessment for Learning: A report: Assuring Fairness in the assessment component of school based assessment practice in Brunei Abstract This article describes a research project study in depth carried out with 3 self-selected ‘educators’ teaching English language subject in one of the secondary school in Brunei. All are supporting standardized task provided requires flexibility to cater the students’ need individually. The paper explores the educators’ conceptions of and approaches to school based assessment in relation to their teaching. We will write a custom essay sample on School Based Assessment for Learning or any similar topic only for you Order Now It sets the discussion in the context of ‘assessment for learning’ and the literature on students’ learning in general and raising students’ achievement in particular. Drawing out a number of key themes arising from the study, I compare and contrast these with the existing literature. Finally I examine some implications of this assessment for learners’ development, and ways in which we could support learners in fostering their learning to achieve the aims of the education system of the 21st century. The researcher is seeing at different perspective of school based assessment for learning and if assessment is made for learners it should cater with different needs of each learner. Keywords: School-Based Assessment for Learners, Brunei Common Assessment Task, pedagogy, standardized 1. Introduction: School Based Assessment School Based Assessment for Learning (SBAfL) is an assessment for learning tool which focuses on obtaining feedback on individual student’s development and performance in the four important domains highlighted in SPN21. Brunei is moving towards the changes as learner is seen as a main player in education, hence to support the changes towards assessment for learning; Brunei Common Assessment Task (BCAT) is implemented. The idea of the introducing BCAT is to make a transition or pedagogical shift between the old system to a new format SBAfL ‘School-Based Assessment for Learners’ instead ‘of learners’. In order to ease the transition, the curriculum department introduced BCAT, standardized SBAfL test. This paper therefore examines / aims to highlight significant aspect of school based assessment or learning and the lapses in existing practices. â€Å"Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. † Assessment Reform Group (2002) 2. 1 Objectives or purposes of SBAfL The rationale behind school-based asses sment We first can start by looking at the overseas. Internationally, particularly in the West, many countries and almost all the examination boards have introduced school-based assessment. In fact, some countries, SBA contributes to 100% of the total assessment of the students. Typically, however, in countries such as Australia and the UK, it contributes about 50%. So, you must ask that: why have these countries and increasingly, why are other countries now following this example and introducing SBA? First of all, the reason is to improve validity. It is to ensure that we can assess the full range of outcomes relevant to our subject. And this is to ensure that we are assessing those things that we are really value. But, there is another side of it; people often think that there is a bit of a trade-off between validity and reliability. Actually, what we know is that when school-based assessment is done properly, it can also contribute to reliability too. In other words, it can be ensure that the student has a more accurate assessment of their ability. Sometimes more accurate than can be obtained from a one-shot examination. So these are some of the reasons why we move to school-based assessment. 2. Review of Related Literature The main research question is ‘to what extend school based assessment help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? Does standardized task could be used for all students? ’ The main theme identified from the previous introduction is the rationale of school based assessment. In literature part, I intended to review the significant of school-based assessment towards students’ learning. Prior to gathering the literature, I produced a list of necessary references and resources to cite from. These resources include library books, internet, journal articles, magazines and electronic books. The first step was a big step because it was not easy to locate the literature. In researching the literature, attention was drawn to the keywords: assessment task, assessment for learning, and standardised assessment. 3. 2 Assessment tasks Assessment and schooling go hand in hand. The assessment of learners and learning is a regular practice in education and are used to determine how far learners have learnt or mastered an educational task or knowledge or how well an educational process has addressed its set objectives. Anikweze (2005: 2) precisely refers to Assessment as â€Å"the process of investigating the status or standard of learners’ attainment, with reference to expected outcomes that must have been specified as objectives† when it concerns learners’ output. Njabili, Abedi, Magesse and Kalole (2005:2) add that â€Å"The fundamental role of Assessment is to provide authentic and meaningful feedback for improving student learning, instructional practice and educational options† which means that Assessment is not and so should not be seen as an end it itself but a means to a justifiable end of learning†. the student’s point of view matters because of its effect on learning. From the student’s point of view, classroom assessment information is not merely information â€Å"about† himself or herself. Rather, it forms a major part of his or her learning life, becoming part of the lessons he or she is expected to learn, the relationship he or s he has with the teacher and the subject matter, and relationships with peers. (Brookhart, 2003, p. 6) 3. 3 Fairness in School Based Assessment Among recent trends around the globe, is the concern on fairness in matters concerning the various issues in education. In some contexts, Fairness and Equity are used synonymously. Fairness or equal opportunity in assessment relates to two issues: â€Å"†¦ fairness in . . . comparison: in essence, have the groups †¦ being tested had the same opportunity to learn? † (Uwakwe, 2005: p4). Teachers are professional and know their students best. So they can compare their students’ work done inside or outside the classroom. Then they can authenticate whether the students themselves have done the work. In this way the authenticity of SBA is guaranteed and students’ abilities can be accurately reflected. Assessment and grading procedures had the effect helping some students succeed now must serve to help all students succeed. The ‘Including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. â€Å"Assessment ‘as Learning’ is a Professional Obligation in a previous system. Assessment for learning (AfL) should be Celebration of Learning – students should involve not abundant process† (Rick and Doug, 2008). 3. Research Design It will generally give the overview of the research design, methodology, method, selection of research participants, and data collection. The details of data account will be presented in the later part of this report. I had outlined a research focus and constructed the main research question aligned with the qualitative methodology. I had chosen semi-structured interviews for my data collection because it suited with the nature of my study. Three participants were recruited for the research. I developed understanding of the issues which emerged in the research from the coding frame after analysing the data collected using the grounded analysis procedures. Finally, I presented the extracts based on the participants’ transcripts. . 4 Main Research Question: The Brunei Common Assessment Tasks (BCATs) currently implemented in schools are formal, standardized and moderated assessment tasks that familiarise teachers and students with Assessment for Learning (AfL) best practises. Over time, teachers are expected to develop their own SBAfL tasks to better cater to the varied abilities and needs for their students. The m ain research question is ‘to what extend ‘SBAfL help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? 4. 5 Choice of Methodology The methodology that I selected and employed throughout the research is qualitative. I chose qualitative because it is fundamentally different from quantitative methods. This qualitative research methodology puts my research in a good position because I want to gain meaning and understanding of teachers’ experience stored, improved and implemented for future practices. This methodology I used requires special equipment to record and transcribe to gather and analyse the data in-depth. Therefore, the qualitative perspective emphasises on the ‘depth of the understanding’ of the study. 4. 6 Sampling The sample involved 3 teachers who taught English language in one of the secondary schools in Bandar Seri Begawan. Considering their background of teaching experience, each teacher has taught English language at different length/duration in experience of teaching. Three teachers which I recognise as teacher A, teacher B who has taught 13 years in English language and teacher C which is a new experience teacher taught English subject. 4. 7 Limitation of Study There are shortcomings, conditions or influences that cannot be controlled that place restrictions on the methodology and conclusions that I have chosen. Even though the report finished on time, it does not mean that I did not face any problem in doing this research. Initially, I intended to interview some students to see the overview, real-classroom situation. However, with school activities these students had to involved, it was difficult to gather these students to willingly involve in this study within the constraint time. Another difficulty I faced was, no permission was given in collecting students’ mark as the academic staff seen this as case sensitive. The idea was to view the overall and breakdown results of a chosen class as a reason to see students’ progress and development when onducting assessment. 4. The Account In line with the research question to investigate the students’ learning with the implementation of Brunei Common Assessment Task (standardized task) in supporting assessment for learning, teachers were asked their views and experiences in conducting school-based assessment. Figure 1: This fi gure shows Coding Frame which indicates issues arise during the grounded analysis study. Two nodes were highly discussed; teacher’s view on school based assessment and impact of standardised Brunei Common Assessment Task (BCAT) for learners. The figure indicates number of times by which it is frequently mentioned by the participants, on both teachers’ view and the implication of the standardised task. When linkage as I observed it seems that the standardised BCAT is unconstructive for low achievers and all samples were agreed the assessment practice is quite summative. To make it easier to see account frequently mentioned by each participants, I breakdown the findings into Teacher A, Teacher B, and Teacher C. See graph: From the findings, all participants mentioned that assessment for learning (AfL) are beneficial for the learners. From the graph, it says AfL are helpful for higher achievers, and could improve group of average students in their learning: â€Å"The feedback of the assessment helps them in improving. The weak students for some help them. For others it’s still struggle. † Teacher B On the other hand, another participant describes that standardized BCAT is unconstructive for low achievers: â€Å"My comments on this may not affect the whole scenario, because my year 7K, very special class that can’t read and can’t write so I’m struggling with them. So, standardized BCAT is not for them. It is wonderful test paper, the middle set and the top set is more relevant to them. If SBAfL, teacher are given freedom to do their own SBAfL, it will be much better, for me and for my students because I know their level and I know what to prepare for them. But the rules said it must be standardized, I couldn’t do anything†¦. So, BCAT wasn’t really helpful for them, for particular class. â€Å" Teacher A The participant seems to relate that standardized BCAT or assessment practice is quite summative and less helpful to cater students’ need: â€Å"In the test or during the test, I have to help them, as most of them will get zero. The student and the teacher couldn’t cope the extensive syllabus. The syllabus is so huge, even by selecting few pieces in the textbook didn’t help because by the end of the day I have to go to the basic spelling, writing, reading, and the teacher had to forget about the grammar, spelling first. We need to focus on the other skills. Teacher A 5. Discussion Following, the details of data account will be analysed, interpreted and discussed. There are two significant points that emerged from these findings. I integrate the key issue into one significant aspect which deal with the obstacles that the teachers face in conducting ‘assessment for learning’ in relation to standardised BCAT for learners as to answer the main research question 5. 1 Discussion of assessment for learning in supporting lower achiever While the literature review gave a general picture on the roles of assessment, the finding have revealed that the challenging questions of how teacher conducting common assessment task. Since SBA is a new mode of assessment, education policy provides teachers with the assessment criteria and a series of examples to illustrate the standards. They also provide training for teachers. All these measures will ensure standardization among teachers. Teachers know their own students, but may not know the standards of students in other schools, there may be discrepancies in the assessment of a student’s performance by teachers from different school. The participants argued that there are reasons why assessment and grading procedures had the effect only helping some students succeed. Assessment for learning should not be seen as a professional obligation for the students if we want to achieve the aim of the education system. A view expressed by a participant shows that ‘including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. Common assessment task shows very little indications what students could actually do in real world or situation; content-based assessment task less constructive in promoting critical thinking and skills needed by the nation. Hence, project-based does necessary happen and performance-based assessment. Conclusion If we are serious about raising student achievement, we have to change what happens in the classroom to enable all learners to access relevant skills, knowledge and understanding at an appropriate level. Schools may select content from or any key stage within the curriculum and use it flexibly, together with the skills framework given. In order to provide a meaningful relevant and motivating curriculum for their learners, meet the specific needs of their learners and further their all-round development. Recommendation: the need of flexibility It is recommended that flexible assessment activities is needed to cater the needs of different students and allow them to be assessed effectively. I would like to take this one step further and suggest that, there is a need of flexibility in assessing students’ task by considering level of the students, settings/schools must work to provide an inclusive curriculum which offers opportunities for all learners to achieve and contribute to today’s multi-ethnic. Arrangements for monitoring and evaluating the curriculum should be set out in school policy documents. The full range of professionals, learners and parents/carers can play a part to evaluate the effectiveness of the whole curriculum in the longer term. Standardization is helpful to cater some groups of students, however with the extensive syllabus; weaker students could not cope with too many common assessment tasks. Therefore there is a need to reduce number of common assessment task to be beneficial for access relevant skills, knowledge and understanding In order to provide a meaningful relevant and motivating curriculum for all learners. Reference: * Black, P. and William, D. (2001). Inside the black box. Raising standards through classroom assessment. http://www. pdkintl. org/kappan/kbla9810. htm * Black, P ; Wiliam, D 1998, ‘Assessment and Classroom Learning’, Education: Principles, Policy and Practice, March, vol 5, no 1, pp 7-74. * Educational Leadership February 2000 Number: What Do We Mean by Results Using Rubrics to Promote Thinking and Learning Volume 57 Pages 13-18. Retrieved February 1, 2013, from http://www. pbs. org/teacherline/courses/rdla230/docs/session_2_andrade. pdf * Glasson, T. (2009). Improving Student Achievement. A practical guide to Assessment for Learning. Curriculum Corporation, Victoria, Australia. * Hong Kong Assessment and Examination Authority (HKEAA). Introduction to School-Based Assessment. Retrieved February 3, 2013, from http://www. hkeaa. edu. hk/en/SBA/ * Hong Kong Assessment and Examination Authority (HKEAA), http://www. hkeaa. edu. hk/en/SBA/ * Jim Tognolini (2007). Standards-based assessment: a tool and means to the development of human capital and capacity building in education. Australian Journal of Education, Vol. 51, No. 2, 2007, 129-145 * Phelps, Richard P. , Standardized Testing Primer. (New York, NY: Peter Lang, 2007) How to cite School Based Assessment for Learning, Essay examples

Comparing A Cow In Apple Time and There Are Roughly Zones Essay Example For Students

Comparing A Cow In Apple Time and There Are Roughly Zones Essay It is interesting in Frosts poetry how we can have a contrast of two completely different themes, but yet, deep down in the layers of his poetry we find that they are actually very similar. This is found in the poems The Cow in Apple Time and There Are Roughly Zones as we are reintroduced to Frosts much favoured theme of the barrier. We have experience the theme of barriers through poems like Mending Wall where the wall is built directly to keep things out rather than to keep animals in. It shows the ignorance of neighbours and how a shared task like wall building ironically results in a greater separation between neighbours. The barrier is used in The Cow in Apple Time similarly however the idea of temptation and the deepest desires of living things are connected to this theme. The cow has been fenced but on this day the cow has been inspired to rebel and escape its barriers, To make no more of a wall than an open gate. The cow treats the wall as if it was invisible as it ignores the fact that it is being restricted; the wall no longer is seen as a restriction because it is an open gate to the cow and an easily triumph over the barrier. The desire in this poem is that of the apple being the temptation and reason for the rebellious behaviour of the cow. The image of the apple constantly is the temptation through biblical references of Eve eating the forbidden fruit hence reinforcing that the apple is an image of attraction. Also the alliteration in sound of cider syrup almost forces us to remember it making it much more appealing. A cows life can be seen as very regular as they do not adapt very well to changes as they must be milked, fed and cleaned at the same times each day. It is important that they stick to a schedule otherwise their udders will dry up therefore disabling them to provide milk to their young or the farmers. The importance of a schedule in the cows life is reinforced by the rhyming pattern Frost uses in this poem. It is of great relevance as it emphasises how devastating a sudden difference in life can be. The rhyming pattern is regular through rhyming couplets up to the last three lines where we have a rhyming triplet. The significance of this is to echo that there has been a great change for the worse, as through these few moments of luxury, ultimately, Her udder shrivels and the milk goes dry. This difference in the cows life has been spoilt as it has destroyed the gift to produce such milk. It is arguable to say that this short story is an extended metaphor for human nature and the problems of change. If we see a temptation in life we will more than likely take it without thinking of the consequences.  The image of the apple also makes it appropriate to Frost as he discusses the consequence of luxury in life. Rather than write great poetry he could have lived a wild life drinking alcohol regularly to make his life vivacious and exciting. However the consequences of this would be that he will not have achieved anything and not have expressed his views universally to the world. Therefore the poem shows us that through luxuries and temptations in life there are always problems in choosing them. This belief is similar of that in the poem Birches where he looks back on life and argues whether he should have lived a young wild life or gone through education and that he is better off in choosing the latter. .ue0f317f4988f0edc7cbf3f3e01d517d6 , .ue0f317f4988f0edc7cbf3f3e01d517d6 .postImageUrl , .ue0f317f4988f0edc7cbf3f3e01d517d6 .centered-text-area { min-height: 80px; position: relative; } .ue0f317f4988f0edc7cbf3f3e01d517d6 , .ue0f317f4988f0edc7cbf3f3e01d517d6:hover , .ue0f317f4988f0edc7cbf3f3e01d517d6:visited , .ue0f317f4988f0edc7cbf3f3e01d517d6:active { border:0!important; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .clearfix:after { content: ""; display: table; clear: both; } .ue0f317f4988f0edc7cbf3f3e01d517d6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue0f317f4988f0edc7cbf3f3e01d517d6:active , .ue0f317f4988f0edc7cbf3f3e01d517d6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .centered-text-area { width: 100%; position: relative ; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue0f317f4988f0edc7cbf3f3e01d517d6:hover .ctaButton { background-color: #34495E!important; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .ue0f317f4988f0edc7cbf3f3e01d517d6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue0f317f4988f0edc7cbf3f3e01d517d6:after { content: ""; display: block; clear: both; } READ: Play of social criticism EssayThe poem There Are Roughly Zones uses the barrier image to a similar effect in respect to the barriers in which we must stay in. However, rather than the barrier being a physical property it is shown as an abstract noun; barriers are rules that we should follow. The poem is anecdotal as Frost describes an attempt to grow a peach tree. Weather is rough, cold and unforgiving to nature. But the house will survive through the weather as it has long been tried. Then in line 5 it says, Well know, we say, that this was the night it died. The line is very interesting has frost has chosen to rearrange the structure of the sentence by penetrating the line with the subordinate clause of we say highlighting the fact that they made the decision to grow the peach in the rough zone. However the next subordinate clause is more authoritive in we admit to show that they admit they should never have attempted to grow the peach tree in the rough zone. The use of the pronoun we indicates the fact that men will not accept that they are solely responsible for their actions; therefore, the blame is shared across all of the men. The poem states that it is difficult to teach men to follow instructions and stay confined to rules, to no limits or bounds can he stay confined. Men are always trying to find ways of breaking the barriers and to further extend the reach. However men cannot control nature as, like men, it is forever so hard to teach. We cannot manipulate nature to do as we wish however the men in this poem seem to think that they can be omnipotent. This is shown as the men feel betrayed by nature making is personified to be like a human; under this impression we would think we could bend the rules of nature through personification however this is not possible. We know that there are roughly zones to where you should grow a peach tree and that is in hot exotic locations. The image of fruit is important in the poem as a peach tree has barriers to where it can be  grown. The rhyme pattern is interesting as it is quite irregular as there is no consistency. However, there is a rhyming couplet as it says, What comes over man, is it soul or mind- / That to no and bounds he can stay confined. The importance of this change in rhyming pattern is to make the sentence bolder and more powerful so that the rhetorical question stays in the mind of the reader. It leaves the reader with a question as Frost tries to share his views on human nature. The image of barriers is vital in Frosts poetry because it shows us how we will always try to break them; the cow running away and eating plenty of apples and the men failing to grow a peach tree in harsh whether conditions. Both poems state that if we bend the boundaries or barriers we take a risk and regularly will eventually fail. However, it is optimistic to say that part of human nature is to keep taking risks and if we fail we always try again so the determination and ambition in nature is and optimistic point of Frosts poetry.

The Use of Force Against Afghanistan by the U.S

Definition and Examples of Determiners in English

Definition and Examples of Determiners in English In English  grammar, a determiner is a word or a group of words that specifies, identifies, or quantifies the noun  or noun phrase  that follows it. It is also known as a  prenominal modifier. Basically, determiners come at the start of a noun phrase and tell more about what comes after it (or them, in the case of a phrase that has more than one determiner before the noun). Determiners include articles  (a, an, the),  cardinal numbers (one, two, three...) and ordinal numbers (first, second, third...), demonstratives  (this, that, these, those),  partitives  (some of, piece of, and others),  quantifiers  (most, all, and others), difference words (other, another), and possessive determiners  (my, your, his, her, its, our,  their). Authors Martha Kolln and Robert Funk describe them this way: Determiners signal nouns in a variety of ways: They may define the relationship of the noun to the speaker or listener (or reader); they may identify the noun as  specific  or  general; they may  quantify  it specifically or refer to quantity in general. (Understanding English Grammar,  5th ed. Allyn and Bacon, 1998) A Slippery Grammatical Label Determiners are functional elements of structure and not formal  word classes, because the group of words contains some items that are nouns, some that are pronouns, and some that are adjectives. Authors Sylvia Chalker and Edmund Weiner explain: Determiners  are sometimes called  limiting adjectives  in  traditional grammar. However, they not only differ from the class of  adjectives  by  meaning,  but also must normally precede ordinary adjectives in  noun phrase  structure. Further, among determiners  themselves  there are co-occurrence restrictions and fairly strict rules of  word order. (Oxford Dictionary of English Grammar. Oxford University Press, 1994) Rules on Multiple Determiners English has rules on word order, such as when there are multiple adjectives in a row modifying the same noun (quantity before age, before color, for example). The same goes for when you use multiple determiners in a row.   When there is more than one determiner, follow these useful rules:a) Place all and both in front of other determiners.E.g. We ate all the food. Both my sons are at college.b) Place what and such in front of a and an in exclamations.E.g. What an awful day! Ive never seen such a crowd!c) Place many, much, more, most, few, little after other determiners.E.g. His many successes made him famous. They have no more food. What little money I have is yours.​   (Geoffrey N. Leech, Benita Cruickshank, and Roz IvaniÄ , An A-Z of English Grammar Usage, 2nd ed. Longman, 2001) Count and Noncount Nouns Some determiners work with count nouns, and some dont. For example,  many  attaches  to count nouns, such as The child had  many  marbles. In contrast, you would not use  much  to attach to count nouns such as  marbles  but noncount nouns such as  work,  for example in, The college student had  much  work to finish before finals week. Other determiners work with either one, such as all: The child had  all  the marbles and The college student had  all the  work to finish before finals week.

Strategic management Essay Example | Topics and Well Written Essays - 500 words - 6

Strategic management - Essay Example partake periodically in personal development plans in order to ensure that they remain relevant to the organization and hence support its changing/ advanced goals and mission. To begin with, the personal development plan will focus on bridging the gap between the current skills of a leader and the leadership development requirements identified in the skills audit (Mackey and Livsey, 2006). Therefore, constructing the personal development plan entails devising a methodology for empowering the leader with skills, knowledge or competencies that he/ she does not presently posses but they have been identified as necessary in the skills audit. This can be achieved by undertaking various modes of learning but since it is a personal development plan, the most appropriate method of learning is self-learning whereby the leader will undertake self-training by either relying on written materials, watching tutorial videos, or working under a mentor who will train him or her on certain set of skills (Tobin, 2000). Besides self-learning method, the leader can as well undertake traditional training by attending classes at reputable learning institutions. According to Irby and Brown (2000), the personal development plan has to be specific in regards to the skills it intends to improve or instill on the leader. Secondly, the plan has to be measurable in the sense that one is able to gauge whether the objectives of the plan have been achieved or not. Thirdly, the plan has to receive consent from relevantd stakeholders i.e. it should not create any controversy. Fourthly, it should be realistic as well as time-bound. As stated in the previous section, the personal development plan should be measurable and one practical method of assessing the outcome against personal work objectives is by assessing the speed and accuracy at which the leader achieves personal work objectives. For example, if the personal development plan was aimed at improving the negotiating skills of a leader then

Under non-ideal conditions, it is necessary to trade off between Essay

Under non-ideal conditions, it is necessary to trade off between relevance and reliability when estimating future cash flows. Critically appraise this statement - Essay Example In this regard, the reliability of accounting information as an apparatus for forecasting future cash flows require accreditation from the actual source to ascertain its relevance to the study of future trends concerning cash flows (Gandevani 74). For accounting information to be relevant in the estimation of future cash flows, it must be in accord with the established international accounting principle. Financial analysts argue that accounting transactions that are not supported by the reality in contextual market are defective and misleading, and their reliability is irrelevant in predicting future cash flows (Gandevani 73). In fact, failure to incorporate both reliability and relevance in decision making will always lead to unprofitable returns. For instance, unreliable information might lead to overestimation or underestimation of future cash flows, and this may result in poor planning of activities. It is important to recognize that accounting conservatisms is pro relevance at the expense of reliability which means that relevance of accounting figures and transaction is a vital tool for estimation of future cash flows. In summary, both reliability and relevance must be put into consideration when estimating future cash f lows for an

Property law Essay Example | Topics and Well Written Essays - 750 words

Property law - Essay Example Therefore, for purposes of this brief essay, this author will attempt to engage and analyze the level to which property rights play a defined and equitable part of our current society as well as seeking to define and comment on the issues associated with the recent problems regarding the understanding of â€Å"eminent domain†. The United States was founded upon a free market economy which has doubtless served to make it the wealthiest nation on earth. Whether or not one can completely agree with the way in which capitalism works, it is inarguable that the benefits of such a system have worked to raise a standard of living and overall economic power within the United States that is not represented elsewhere in the global system. Naturally, one of the prime determinants of this success is the strong belief in and adherence to the concept of â€Å"personal property†. After breaking away from the British Empire, the colonies sought to differentiate themselves from the exces ses that the British had visited upon them. One of the main reasons in the Declaration of Independence was the fact that the British Crown could commandeer and control any colonial asset in the name of the King for any reason at any time. This served as a very strong sore spot within the colonial shareholders and was no doubt a prime reason why the rebellion began as well as a prime reason that each of the states as well as the loosely confederated government above them sought to rigidly define property rights in terms that would be most beneficial to the owner. Fundamental changes to property rights began to be effected in and around the dawn of the 20th century as jurisdictions began to tax these properties as a way to generate revenue for the requisite entity in question. Although opposed by many, this form of tax became more or less standardized throughout the United States by the middle of the century. Although not all citizens appreciated this new trend, the taxes went to supp ort the economic development of an increasingly advanced society. To such an end, the revenues from taxable land have been primarily used for infrastructure improvement, support and development of key community services (to include fire, police and EMS), and providing useful shareholder investment into a region’s educational development. Some have argued that the existence of such a form of taxation necessarily reduces the overall level of ownership that the individual is able to enjoy. However, it is the belief of this author that taxation of land and other real investments, although taking a degree of ultimate ownership away from the individual, serves an extraordinarily important role in seeking to develop key infrastructure assets that necessarily add to the net value of the property in question. Lastly, the right of â€Å"eminent domain† is an issue that has dominated many news headlines of late. Broken down to its purest form, â€Å"eminent domain† refers to a subset of property laws that state that if requisition by a given public entity is in the best benefits of a broader group then such can be accomplished with or without the agreement of the ultimate property owner providing that notice is given (Blake 12). This is naturally a bit of a deviation from the original understanding and intention of personal property; however, such an interpretation is needed in extreme cases where infrastructure improvements hinge upon the sacrifices of a few key shareholders. Like any

La creatividad

La creatividad Introduccion La creatividad es la llave que abre la puerta del desarrollo individual y colectivo, razà ³n por la cual las naciones que han alcanzado un alto grado de desarrollo tecnolà ³gico, industrial, econà ³mico y social invierten grandes cantidades de recursos para mantenerse a la vanguardia, ya que innovar constantemente les asegura, no sà ³lo el bienestar de sus habitantes, sino incluso la supervivencia misma. Esta necesidad de ofrecer alternativas nuevas, viables y oportunas a las distintas problemà ¡ticas que plantea nuestra sociedad globalizada, nos motiva a enfocar nuestro interà ©s de estudio en la creatividad, desde la perspectiva del individuo creativo e innovador, pues es el sujeto, el principal protagonista de estos cambios, quien utiliza esta herramienta interna para aportar los elementos que promueven el avance y crecimiento. En este sentido, el presente trabajo de grado se propone â€Å"dibujar† el perfil psicolà ³gico de personas creativas en Repà ºblica Dominicana, a partir de la descripcià ³n de sus rasgos de personalidad. Igualmente nos esforzamos en entregar un perfil social, tomando como marco de referencia el universo relacional de los individuos estudiados: familiar, social, educativo y econà ³mico; con la finalidad de encontrar en estas perspectivas externas los elementos o situaciones que facilitaron la manifestacià ³n concreta de su actividad creativa, asà ­ como aquellas circunstancias que representaron importantes obstà ¡culos en la consecucià ³n de sus metas. Esta investigacià ³n es el primer estudio de este gà ©nero realizado en nuestro paà ­s, hecho que le reviste de gran importancia ya que las conclusiones arribadas aportarà ¡n valiosos beneficios en diferentes à ¡reas. Este estudio abarca diversas zonas de nuestra geografà ­a nacional, donde nuestros sujetos de investigacià ³n han expuesto parte de sus talentos. Mediante pruebas psicomà ©tricas realizamos la exploracià ³n caracterolà ³gica, mientras que el perfil contextual es abordado a travà ©s del uso de cuestionarios y entrevistas semi II estructuradas. Indagamos asà ­ el ambiente que fue capaz de impulsar, aunque no de propiciar, el genio creativo de estos ciudadanos como mecanismo de adaptacià ³n y supervivencia a sus propias carencias. Iniciamos esta propuesta investigativa definiendo el concepto creatividad y sus antecedentes, exponiendo las teorà ­as planteadas por diferentes personalidades del haber cientà ­fico; quienes, a pesar de estudiarla desde diferentes aristas, coinciden en afirman que la creatividad es una capacidad integral de todos los seres humanos, incluso hay quienes la califican como una â€Å"actitud personal†; este potencial lo que requiere es ser fertilizado, a fin de broten sus frutos en todos los à ³rdenes. En el capà ­tulo uno, definimos las personas creativas desde la à ³ptica de diversos investigadores, a partir de una serie de caracterà ­sticas cognoscitivas, afectivas y volitivas especà ­ficas que poseen. De igual modo las perfilamos mediante su auto descripcià ³n. Es de nuestro interà ©s abordar la motivacià ³n tanto intrà ­nseca como extrà ­nseca que impulsan sus proyectos creativos, pues estas personalidades sobresalen mà ¡s por su deseo de dejar huellas en el mundo que por su puro poder intelectual. Sin dejar de lado el aspecto de la inteligencia, ya que hay autores que incluso la desvinculan del proceso creativo.. En el capitulo dos nos ocupamos del contexto creativo tratando de exponer el papel que juega el proceso de socializacion en el desarrollo y expresià ³n de la capacidad creativa. Los estudios de casos realizados nos permiten concluir que las caracterà ­sticas que definen los sujetos estudiados son las siguientes†¦ III II. PLANTEAMIENTO DEL PROBLEMA II.1 ENUNCIACIÓN DEL PROBLEMA De los individuos creativos depende el desarrollo y sostenimiento del progreso humano, gracias a la incorporacià ³n de sus ideas originales, innovadoras y eficaces. Por lo tanto, es imprescindible detectar y cultivar las cualidades de personalidad que los caracterizan. De ahà ­ la relevancia que alcanza la presente investigacià ³n, pues entregamos un perfil psicolà ³gico y social de personas creativas en Repà ºblica Dominicana, estudio pionero en su gà ©nero. La creatividad es considerada un bien social, pues el avance de la sociedad dependerà ¡ cada vez mà ¡s de la inventiva y de la capacidad de las jà ³venes generaciones1. En los à ºltimos 50 aà ±os, ha sido estudiada por muchos autores como elemento componente de la personalidad (Guilford, 1960; Sternberg, 1988; Mitjà ¡ns, 1995; Csikszentmihalyi, 1998; Goà ±i, 2003). El procedimiento utilizado consiste en identificar las personas creadoras a partir de sus realizaciones o utilizando criterios de jueces, datos autobiogr à ¡ficos, etc. y estudiar, generalmente mediante tests, los rasgos de personalidad, buscando relaciones que evidencien cuà ¡les caracterizan a las personas creadoras y las distinguen de las no creadoras.2 Tradicionalmente las investigaciones han sido enfocadas en poblaciones especà ­ficas: cientà ­ficos y artistas de todo gà ©nero; llegando incluso a considerar la creatividad como una propiedad cuasi exclusiva de estos grupos; sin embargo hay autores que la plantean como un atributo comà ºn a todos los seres humanos, distinguiendola como ordinaria, cuando el individuo la utiliza en su cotidianidad para adaptarse al medio y sobrevivir, y grandiosa cuando es responsable de los logros y progresos de la sociedad humana.3 En un principio el estudio de la creatividad se limitaba al contexto individual, posteriormente se han tenido en consideracià ³n tambià ©n otros factores de carà ¡cter 1 Saturnino De la Torre. Persona y proceso creativos. Creativitat, comunicacià ³ i mercat, 2000. http://tdd.elisava.net/coleccià ³n/17/de-la-torre-es. 2 Albertina Mitjans. Creatividad, personalidad y educacià ³n. Cuba, Editorial Pueblo y Educacià ³n. 1995, p.3 3 Federico De Tavira. Introduccià ³n al Psicoanà ¡lisis del Arte. Sobre la Fecundidad Psà ­quica. Mà ©xico. Plaza y Valdà ©s Editores. 2007, p. 46 IV social, que forman parte del escenario en el que se desenvuelve el individuo: la familia, la red social, el ambiente cultural y educativo, los adelantos tecnolà ³gicos de la à ©poca, etc. Anne Roe, una de las pioneras de la psicologà ­a moderna, considera que a veces las instituciones culturales y el ambiente reprimen el potencial creativo en vez de estimularlo. â€Å"El problema no es sà ³lo encontrar la gente que de algà ºn modo han logrado oponerse a estas presiones, sino tambià ©n el encontrar formas de cambiar la cultura†.4 II.2 FORMULACIÓN DEL PROBLEMA Estos à ¡ngulos de acercamiento y comprensià ³n de la creatividad en la relacià ³n individuo-entorno, nos llevan a formular las siguientes preguntas:  ¿Cuà ¡les carà ¡cterà ­sticas de personalidad predominan en las personas creativas?  ¿Cuà ¡les rasgos de carà ¡cter comparten los individuos estudiados?  ¿Cà ³mo se definen asà ­ mismos los creativos? (autoconcepto)  ¿Cuà ¡les factores de carà ¡cter interno y/o externo lo motivan a crear?  ¿En quà © ambiente familiar se desarrollà ³ como individuo?  ¿Cuà ¡l es la red social que le ha servido de apoyo en sus proyectos?  ¿Cuà ¡l es el nivel de escolaridad alcanzado?  ¿Cuà ¡les circunstancias econà ³micas han sido predominantes a lo largo de su vida?  ¿Proporciona nuestra sociedad (Repà ºblica Dominicana) el ambiente propicio para el desarrollo y exposicià ³n del potencial creativo en sus ciudadanos? 4 Alexandra Goà ±i. Desarrollo de la creatividad. Costa Rica. Editorial Universidad Estatal a Distancia (UENED). 2003, p. 94. V III. JUSTIFICACIÓN Identificar y describir a las personas creativas a partir de sus rasgos de personalidad, asà ­ como la relacià ³n que ha tenido el contexto familiar, social, econà ³mico y educacional con la expresià ³n y realizacià ³n creativa de los mismos, constituye un campo de investigacià ³n hasta ahora no explorado en Repà ºblica Dominicana, de ahà ­ se desprende la relevancia de este estudio, resultando à ©ste el primer abordaje de esta temà ¡tica en nuestro paà ­s. Las conclusiones arribadas reportan importantes beneficios en los siguientes tà ©rminos: Psicolà ³gicos: proporcionan un inventario caracterolà ³gico de los sujetos creativos estudiados, el cual se podrà ¡ utilizar para futuras investiga- ciones que amplà ­en el espectro de estudio de la creatividad y la influencia del ambiente en la produccià ³n creativa. De igual modo, motiva a los estudiosos del comportamiento a fijar su interà ©s en las potencialidades humanas, cà ³mo descubrirlas y fomentarlas, mà ¡s que en las patologà ­as manifiestas en la conducta. Educativos: el manejo de esta informacià ³n nos permite rediseà ±ar la enseà ±anza, a fin de que à ©sta promueva y fomente dichas cualidades de personalidad en las futuras generaciones. Gracias a esta reorientacià ³n podremos contar con individuos capaces de generar nuevas propuestas y de producir los cambios que necesita nuestra sociedad para asegurar la ruta hacia el desarrollo sostenido, rompiendo el esquema de que los estudiantes sean simples acumuladores y repetidores de informacià ³n que otros han aportado. Esta revolucià ³n educativa convertirà ¡ los salones de clase en verdaderos centros de formacià ³n de là ­deres emprendedores, al permitirseles la expresià ³n de su libre pensamiento y la concrecià ³n de sus ideas. VI Sociales: evaluar el contexto familiar, social y econà ³mico nos permite inferir cuà ¡les circunstancias externas han sido proveedoras de està ­mulos y cuà ¡les han sido inhibidoras del talento creativo. Este es uno de los aspectos mà ¡s importartes a considerar, ya que el individuo, como ente biopsicosocial, trae una dotacià ³n biolà ³gica que le antepone y supone la expresià ³n de sus cualidades, sin embargo no escapa a la externalidad: es en el ambiente que lo circunda donde ha de expresar estas virtudes, siempre y cuando este entorno le sea favorable. Es una constante en esta investigacià ³n la reflexià ³n respecto a este punto. Culturales: Aunque somos considerados paà ­s â€Å"tercermundista†, pueblo en và ­a de un desarrollo que no acabamos de alcanzar, en nuestro territorio se han formado y expresado indviduos con alta capacidad creativa, aà ºn cuando las circunstancias les han sido adversas. Este ejemplo, enseà ±a a la presente y futura generacià ³n a cultivar l a autoconfianza y trascender las limitaciones que impone el espacio que nos rodea. Promovemos asà ­ la cultura de la autodeterminacià ³n de nuestra nacià ³n. Empresariales. En este à ¡mbito, el perfil caracterolà ³gico del creativo ayuda a identificar aquellos individuos con iniciativa, inventiva, capaces de generar las ideas innovadoras a mayor ritmo, asegurando el progreso y el desarrollo en tà ©rminos productivos. Incluso hay sociedades, como la japonesa, donde ser creativos es una verdadera obligacià ³n del empleado. Esta investigacià ³n es viable pues se dispone de los recursos necesarios para su realizacià ³n. VII IV. ALCANCE Y Là MITES DE LA INVESTIGACIÓN Este estudio de caso se llevarà ¡ a cabo durante los meses agosto-octubre del aà ±o 2009; està ¡ limitado a estudiar seis personas dedicadas a diversas actividades, con diferentes niveles educativos, cuyas edades oscilan entre los 20 y 55 aà ±os de edad, las cuales està ¡n ubicadas en diversas localidades de nuestro paà ­s (Repà ºblica Dominicana). VIII V. OBJETIVOS V.1 GENERAL Describir el perfil psicosocial de personas creativas en Repà ºblica Dominicana, dedicadas a diversas ramas tà ©cnicas y artisticas, cuyas edades oscilas entre 20 y 55 aà ±os de edad. V.2 ESPECà FICOS Identificar los rasgos de personalidad de estas personas creativas Establecer un perfil caracterolà ³gico del creativo Exponer cà ³mo se describen a sà ­ mismos (autoconcepto) Establecer la relacià ³n del entorno social y familiar en el desarrollo y expresià ³n del talento creativo de estos personajes Exponer la formacià ³n acadà ©mica de los casos estudiados Identificar las circusntancias econà ³mica en las cuales se han desenvuelto Investigar las motivaciones intrà ­nsecas y extrà ­nsecas de sus creaciones IX VI. METODOLOGà A VI.1 TIPO DE INVESTIGACIÓN La presente investigacià ³n se define como un estudio de caso, enmarcado en el enfoque cualitativo, fundamentado en una perspectiva interpretativa de los datos recolectados. VI.2 TIPO DE ESTUDIO Realizamos un estudio descriptivo, debido a que nuestro objetivo principal es describir al individuo a partir de sus rasgos de personalidad, haciendo à ©nfasis en comprender la relacià ³n de su expresià ³n creativa con el ambiente que lo circunda, ya sea en tà ©rminos familiares, sociales, educacionales y econà ³micos. Es asà ­ mismo un estudio exploratorio, ya que esta temà ¡tica es planteada por vez primera en nuestro paà ­s como objeto de investigacià ³n, constituyà ©ndose asà ­ en un punto de partida para estudios posteriores. VI.3 MUESTRA La muestra estuvo conformada por seis personas, cuatro hombres y dos mujeres, dedicadas a distintas ramas u oficios, con diferentes niveles educativos, cuyas edades oscilan entre 20 y 50 aà ±os de edad. El criterio de seleccià ³n està ¡ basado en el conocimiento previo del aporte realizado y desarrollado por las personas en cuestià ³n. Los mismos està ¡n localizados en diferentes ciudades de nuestro paà ­s. (Aà ±adir el carà ¡cter sujetivo de la seleccià ³n, explicar esto.) X VI.4 TÉCNICA DE RECOLECCIÓN DE DATOS Para el logro del objetivo se utilizaron los siguientes instrumentos: a. El Test de 16 Factores de Personalidad de Raymond B. Catell (16 FP de Catell), el cual se basa en el anà ¡lisis factorial y mide 16 dimensiones de la personalidad. Cada uno de los factores posee un significado psicolà ³gico segà ºn el cual ha de interpretarse la calificacià ³n obtenida por el sujeto para su perfil de personalidad. b. Entrevistas semi-estructuradas mediante las cuales exploramos la relacià ³n persona-ambiente en sus diferentes vertientes: social, familiar, econà ³mica y educativa. VI.5 MEDIOS Y FUENTES DE INVESTIGACIÓN 1. Libros 2. Revistas electrà ³nicas 3. Internet 4. Perià ³dicos 5. Entrevistas XI VII. MARCO TEÓRICO La creatividad es la habilidad para dar existencia a algo. Francis Barron VII.1 ANTECEDENTES HISTÓRICOS DE LA INVESTIGACIÓN VII.1.1 LA CREATIVIDAD La creatividad està ¡ vinculada a todos los aspectos de la vida psicolà ³gica y social, cuyo abordaje requiere un tratamiento interdisciplinario. Es el tema central de investigacià ³n de cientà ­ficos, psicà ³logos, educadores, filà ³sofos, etc., ya que representa el factor competitivo mà ¡s determinante y sustentador de los grandes cambios que experimenta la sociedad del siglo XXI. VII.1.1.1 Definicià ³n Creatividad significa crear; implica dar vida o sentido a algo nuevo, construir, hacer crecer (en latà ­n crescere), desarrollar, aportar un sentido diferente en la solucià ³n de problemas, orientado a satisfacer los requerimientos de la sociedad en tà ©rminos constructivos. La creatividad no es sà ³lo un proceso personal de satisfaccià ³n de necesidades, sino tiene una dimensià ³n social, pues es en el contexto externo donde ha de tener repercusià ³n el resultado del proceso creativo: el producto creado. VII.1.1.2 Antecedes histà ³ricos del tà ©rmino En 1971 la Real Academia de la Lengua discutià ³ acerca de la incorporacià ³n de la palabra creatividad al diccionario de la lengua espaà ±ola, pues consideraban XII injustificable la utilizacià ³n de un anglicismo (â€Å"creativity†) cuyo significado, a juicio de los acadà ©micos de la à ©poca, era ambiguo y polisà ©mico, argumentando ademà ¡s que existà ­an otras palabras que tenà ­an significados similares. Esta anà ©cdota de carà ¡cter histà ³rico nos muestra el vertiginoso crecimiento que ha tenido un concepto que en sà ³lo tres dà ©cadas se ha transformado en una herramienta inseparable del desarrollo y de la actividad cientà ­fica, tecnolà ³gica, cultural y educativa de nuestros pueblos.5 El reconocimiento del tà ©rmino creatividad, como elemento activo en todo ser humano, ha recorrido un largo camino, en el que podemos seà ±alar las siguientes etapas: Edad Antigua: el artista no crea, sino que se limitaba a imitar la realidad; Edad Media y la Moderna Cristiana: el acto de crear era solamente atribuible a Dios. Siglo XIX: el tà ©rmino creador es sinà ³nimo de artista. 1950: este aà ±o marca el inicio de la investigacià ³n cientà ­fica de la creatividad como una capacidad intrà ­nseca humana. En esta à ºltima etapa se destaca el psicà ³logo Joy Paul Guilford, quien incorpora el tà ©rmino creatividad al vocabulario habitual de la psicologà ­a al pronunciar su conferencia Creativity ante la American Psychological Association en 1950, marcando con este hecho un antes y un despuà ©s en la investigacià ³n cientà ­fica sobre esta cuestià ³n. Aunque regularmente se considera a Francis Galton (1869), con su obra Hereditary genius, como el punto de partida al plantear el tema del carà ¡cter hereditario de los genios y creadores. Fue el primero en ocuparse de estudiar la personalidad creadora mediante un mà ©todo cientà ­fico, aunque hoy dà ­a no son sostenibles sus conclusiones. VII.1.1.3 Conceptos afines A partir del famoso discurso que pronunciara Guilford en 1950, comienza a relacionarse la creatividad con conceptos como la fluidez, la flexibilidad, la 5 Hugo Cerda. La creatividad en la ciencia y en la educacià ³n. Colombia. Edit. Magisterio. 2006, p.13 originalidad y el pensamiento divergente, pues anterior a ese momento histà ³rico se estudiaba bajo el tà ­tulo de imaginacià ³n, invencià ³n, ingenio, nià ±os dotados y superdotados o en su defecto se le consideraba un signo distintivo de la inteligencia general.6 De acuerdo a Guilford â€Å"los individuos muy creativos pueden generar ideas a un ritmo rà ¡pido (fluidez), romper lo establecido a fin de atacar los problemas desde una perspectiva nueva (flexibilidad) y generar ideas nuevas y genuinamente diferentes (originalidad)†7. OTRAS FUENTES REVISTAS ELECTRONICAS Altuve, Ubaldina. Educacià ³n y desarrollo de la creatividad. CONHISREMI, Revista Universitaria de Investigacià ³n y Dià ¡logo Acadà ©mico, Vol. 5, No. 1, 2009. http://www.iuttol.com.ve/varios/nuevos_articulos/ARTICULO_UAltuve.pdf. Consultado el 14/07/09 Chacà ³n, Yamileth. Una revisià ³n crà ­tica del concepto de creatividad. Revista Electrà ³nica â€Å"Actualidades Investigativas de Educacià ³n. Volumen 5, Nà ºmero 1. Aà ±o 2005. http://revista.inie.ucr.ac.cr/articulos/1-2005/articulos/creatividad.pdf. Esquivias Serrano, Marà ­a Teresa (2004). Creatividad: definiciones, antecedentes y aportaciones. Revista Digital Universitaria. 31 de enero de 2004. Volumen 5, nà ºmero 1. ISSN:1067-6079. http://www.revista.unam.mx/vol.5/num1/art4/portada.htm# Consultado 25/06/09 Getzels, Jacob M.; Csikszentmihalyi, Mihaly. Encontrar problemas y creatividad. Revista electrà ³nica Estudios de Psicologà ­a, ISSN 0210-9395, N º 18, 1984 , pags. 69-80. http://dialnet.unirioja.es/servlet/articulo?codigo=65910. Consultado el 02/07/09 Graà ±a, Nelly. La creatividad en la escuela. Aula, Montevideo, 2003. http://www.geocities.com/aulauy/creatividad.htm Consultado el 02/07/09 4 Martà ­nez-Otero, V. (2005). Rumbos y desafà ­os en Psicopedagogà ­a de la Creatividad. Revista Complutense de Educacià ³n, Vol. 16 Nà ºm. 1 (2005) 169 181, ISSN 1130-2496 http://revistas.ucm.es/edu/11302496/articulos/RCED0505120169A.PDF Mitjans martinez, Albertina.  ¿Como evaluar la creatividad?. Rev. cuba. psicol. [online]. 1993, vol.10, no.2-3, p.104-121. http://pepsic.bvspsi. org.br/scielo.php?script= sci_arttextpid=S0257- 43221993000200003lng=ptnrm=iso. ISSN 0257-4322. Consultado 02/07/09. Penagos, Julio Cà ©sar; Aluni, Rafael. Creatividad, una aproximacià ³n. Revista Psicologà ­a (online). Ed. Especial aà ±o 2000. http://homepage.mac.com/penagoscorzo/creatividad_2000/creatividad6.html Consultado 02/07/09. Sà ¡nchez Manzano, Esteban. Imaginacià ³n creativa y personalidad: estudio experimental sobre las relaciones de la creatividad y la introversià ³nextraversià ³n. Revista Complutense de Educacià ³n Vol. 1 (1)- 121-135. Edil. Univ. Complutense. Madrid. 1990. http://revistas.ucm.es/edu/11302496/articulos/RCED9090130121A.PDF. Consultado 02/07/09. Sternberg, R.; OHara, Linda. Creatividad e Inteligencia. Cuadernos de Informacià ³n y Comunicacià ³n. 2005. revistas.ucm.es/inf/11357991/articulos/CIYC0505110113A.PDF. Consultado el 05/08/09 Velasco Tapia, Lucà ­a. Desarrollo del Pensamiento Creativo. Universidad de Londres. Papeles del Psicà ³logo, 2006. Vol. 27(1), pp. 3-8. Enero-abril, 2006. http://www.cop.es/papeles. consultado el 12/05/09 Velasco Barvieri, Patricia. Psicologà ­a y Creatividad: Una revisià ³n histà ³rica. (Desde los autorretratos de los genior del siglo XIX hasta las teorà ­as implà ­citas del siglo XX). http://books.google.com/books?id=rDfiEDyWjAYCpg=PA60dq=teoria+gestaltica+ de+la+creatividadei=dQhoSoKSOovgyQSx37i0BAclient=safari. Consultado el 14/07/09 Ziegler, M. (2000). Creatividad, aula y arte. Revista de Educacià ³n, 15. http://educar.jalisco.gob.mx/15/15Ziegle.html, Consultado 27/06/09 5 INTERNET Breve Historia de La Creatividad. http://www.scribd.com/doc/14237127/Breve- Historia-de-La-Creatividad, Consultado 10/05/09 Castillo Balcazar, Dania R. Creatividad y uso de desechos como material educativo en la educacià ³n universitaria. Lima, Perà º 2007. http://www.cybertesis.edu.pe/sisbib/2007/castillo_bd/pdf/castillo_bd.pdf Consultado el 11/07/09 De la Torre, Saturnino. Persona y proceso creativos. Creativitat, comunicacià ³ i mercat, 2000. http://tdd.elisava.net/coleccià ³n/17/de-la-torre-es. Consultado el 29/06/09 Garcà ­a Tenorio, Marà ­a Josà ©. Definicià ³n empà ­rica de los factores de fluidez ideativa, originalidad y creatividad: relaciones con la personalidad. http://www.ucm.es/BUCM/tesis/psi/ucm-t25704.pdf. Madrid, 2002. Consultado 10/05/09 Gardner, Howard. Un retrato del creador Ideal. Revista Psicologà ­a (online). Edicià ³n Especial aà ±o 2000. http://homepage.mac.com/penagoscorzo/creatividad_2000/creatividad3.html. Consultado 02/07/09. http://apuntes.rincondelvago.com/psicologia-de-la-creatividad.html. Consultado 02/07/09. http://ineedfile.com/download_file_i.php?qq=psicologiafile=2010997desc=Aprendi zaje+Y+Creatividad+-+Psicologia+Cognitiva+.doc Huidobro Salas, Teresa. Una definicià ³n de la creatividad a travà ©s del estudio de 24 autores seleccionados. Universidad complutense de Madrid. Facultad de psicologà ­a. http://www.ucm.es/BUCM/tesis/psi/ucm-t25705.pdf. Madrid, 2002. Consultado 10/05/09 Là ³pez Pà ©rez, Ricardo. Diccionario de Creatividad. Conceptos y Expresiones Habituales de los Estudios sobre Creatividad. http://www.scribd.com/doc/6733423/Diccionario-de-Creatividad. Consultado 10/05/09 Là ³pez Pà ©rez, Ricardo. Prontuario de la Creatividad. http://www.scribd.com/doc/6562037/Prontuario-de-La-Creatividad. Consultado 10/05/09 Quià ±ones Rodrà ­guez, Maria Aracelly. Creatividad y resiliencia. Anà ¡lisis de 13 casos colombianos. Universidad Autà ³noma de Madrid. Madrid, 2006. Consultado 10/05/09. http://digitool-uam.greendata.es:1801/view/action/singleViewer.do? dvs=1242032832751~67locale=es_DOframeId=1usePid1=trueusePid2=true Rogers, Carl R. Hacia una teorà ­a de la creatividad. UNIDAD 3 Teorà ­as del proceso creativo. http://www.angelfire.com/ego/cedelacultura/unidad3.htm. Consultado el 15/05/09 Rom Rodrà ­guez, Josep; Sabatà © Là ³pez, Joan. La creatividad antes de Guilford. Universitat Ramon Llull. http://congressos.blanquerna.url.edu/spucp/Pdfs/Rom_MaqCong05.pdf. Consultado el 04/06/09 Yentzen, Eduardo Teorà ­a General de la Creatividad. http://www.scribd.com/doc/6952795/Yentzen-Eduardo-Teoria-General-de-la- Creatividad, Consultado 10/05/09 www.gestiopolis.com/canales8/rrhh/psicometria-como-ciencia-del-comportamientoy- los-recursos-humanos.htm DICCIONARIO Diccionario de la Real Academia Espaà ±ola (Online). Vigà ©sima segunda edicià ³n http://www.rae.es/rae.html ENTREVISTA Entrevista a Robert Sternberg realizada por Eduardo Punset. http://www.rtve.es/tve/b/redes/anteriores.htm 1 Robert Sternberg. Inteligencia creativa. http://www.rtve.es/tve/b/redes2007/semanal/prg217/frcontenido.htm

One Day In The Life Of Ivan Denisovich - Analytical Essay

Russia, has a lowest ever temperature of –44 ºC, and an average of 104 days a year above 0 ºC and a yearly average of 261 days below 0  ºC. It is the second coldest continent in the world only behind Antarctica, it snows on average 111 days of the year. It is dark, gloomy, freezing and miserable in the winter, and in the summer, cold, dark, and gloomy. Camps for political prisoners seemed even colder, especially with no real heating and limited clothes to wear on these wintriness days. The camp which was the bases of Aleksandr Solzhenitsyn’s novel A Day In The Life Of Ivan Denisovich was initiated by Stalin, leader of the Soviet Union from 1953 until 1956. Stalin, which means â€Å"man of steel†, constructed one of the tightest and toughest communisms in history. He is such a dominant figure in Russian history, even though he will always be remembered to heavily contributing to bringing Russia down. This was no general camp, but a so called â€Å"special† camp for long term prisoners. Shukhov was a political prisoner, in fact not one of these prisoners were common criminals. Stalin had established many camps like this, full of spies, prisoners of war, and those who rebelled against his system of government. The camps were in poor condition, the government spent as little on them as possible, all the repairs and erections of new buildings was all done by it’s inhabitants. The primary theme in this nobel prize winning novel is the endurance of humanity and fight for survival. Survival is a fight every human must take part in, although ones fight is much easier than anothers. The fight for survival is tough in the camp especially under the severe conditions, the cold and the brutality of the guards and camp life. The author has paid special and close attention to the weather, the bitter cold, it is not made an extremity, but the facts. A prisoner had 1 grubby blanket, covering his mattress, which incidentally was made of sawdust, this blanket was supposed to help them keep warm through those winter nights. â€Å"No one ever took his wadded trousers off at night- you’d grow numb with cold unless you wore them under your blanket.† The amount of work the prisoners were required to do was enough to keep them going, but then to have to worry about the cold, and completing the task to the captains expectations, man life for prisoners was tough. Although prisoners maintain the... ...as all over other parts of the camp. The camp has no real source of heating, and if you are lucky a bit of heat may be thrown your way. The work was labor intensive, with all of it one by hand. The days where a lot of work was done, when it was warm, when the team worked together were the good days, they were the easy days where the stolen time didn’t seem so bad. However the days when it was miserable cold and the jobs weren’t completed to satisfaction were the long days, the hard days to survive. Although at the end of each day, there was dinner, a time where each prison had a few scared minutes to himself, and was only concerned for himself. The significance of a piece of bread and a bit of kasha was extraordinary. This novel is living proof of the struggle of survival for prisoners in communist countries. It illustrates problems we all face in our everyday lives, especially cultural and religious conflict. It was published to awaken the world to the horrendous conditions Stalin put these prisoners in, and shows what kind of man he really was. The novel consists of cold hard facts about Stalin’s prisoner camps, and a story of courage and hope despite the conditions and odds.

A Reflection Paper of Mumbaki film Essay

The film Mumbaki is about the conflict of modern and folk beliefs being faced by an Igorot named Joseph (played by Reymart Santiago). He was given the opportunity to study Medicine in Manila. The problem here is caused by the different socialization or culture that occurs in the Philippines. There came the time that the lead character has to choose between his dream to work in other country together with his girlfriend, Nancy (played by Rachel Alejandro), or fulfill his duties as a member of his tribe. It is clearly seen in the film, the opposite socialization that occurs in the Philippines. The simplest manifestation of this is the type of clothing worn by characters in the film: the city has grown to wear jeans, polo, t-shirt, etc. while in the mountains, they wear the traditional â€Å"bahag† or barely bold. Also the difference between the alcohol from the city and the once that came from the mountain is shown in the film. Furthermore, the use of modern and indigenous methods of treatment is also shown in the film. The methods of treatment studied in the city are using antibiotics to stop the spread of epidemic illness in the Igorots while the indigenous method is praying to their gods/baki or to their so called ‘mumbaki’. The last is, what is ought to be followed by the main character: the vengeance for his tribe or to use his knowledge in medicine. I agree on the decision that the main character applied to his problem. As one of the member of his tribe, he chose to fulfill his responsibilities to his tribe to take revenge to the opposing tribe yet he made it to sustain his profession by putting up a health center up the mountain to support the medical needs of the tribal people. Joining two different cultures is a big deal and it is hard for them to do that, yet the group still managed to help each other to resolve their problem and create a new different culture out of it†¦.

Dr. Randy Pausch Essay

Dr. Randy Pausch was an American professor of computer Science and human-computer interaction and design at Carnegie Mellon University in Pittsburgh, Pennsylvania. He learned that he had suffering from the pancreatic cancer in September 2006, and in August 2007 he was giving a terminal diagnosis:†3 to 6 months of good health left.† He gave an upbeat lecture titled â€Å"The Last Lecture: Really Achieving Your Childhood Dreams.† On September 18, 2007, at Camegie Mellon University. On the stage that day, Randy was youthful, energetic, handsome, often cheerfully, darkly funny. He seemed invincible. But this was a brief moment, as he himself acknowledged. If you knew you were going to die and you had one last lecture. What would you say to your students? For Dr. Randy Pausch, there’s an elephant in the room and the elephant in the room is that for him it wasn’t hypothetical. It has now come back after surgery, chemotherapy, and radiation and the doctor to ld him there’s nothing to do and he has months to live. These are his most recent CT scans. The pancreatic cancer has spread to his liver. They’re approximately a dozen tumors. Even though he don’t like this but he can’t do anything about the fact that he is going to die. The Last Lecture by Dr. Randy Pausch on Oprah was about childhood dreams. His childhood dreams were being in the National Football League. This is one of the childhood dreams he didn’t achieve and it’s very important to know that, if you don’t achieve your dreams, you can still get a lot by trying for it. Experience is what you get when you don’t get what you wanted. Dr. Randy Pausch’s second dream is to become a Walt Disney Imaginary. When he was eight, his family took the Pilgrimage to Disneyland in California and it was this incredible experience. The rides and the shows and the attractions and everything and he said, gosh, I’d like to make stuff like that when he get older. So he graduated from college and he tried to become an Imagineer. T hese are the people who make the magic. He got a lovely rejection letter and then he tried again after graduated school and he have kept all of these rejection letters over the years as an inspiration. But then the darndest thing happened. He worked hard and worked hard and he became a junior faculty member and he specialized in doing certain kinds of research. He developed a skill that was valuable to Disney and he got a chance to go there. Finally, he become a part of an Imagineering team and they worked on something called Aladdin’s Magic Carpet  Ride and it was incredibly cool however it took him over 15 years to do it and lots of tries. What he learned from that the brick walls that are in our way are there for a reason. They are not there to keep us out. They are there to give us a way to show how much we want it. Dr. Randy have a good relationship with his parents. His father is an incredible guy and he fought in World War II. He was clearly part of the greatest generation. Sadly, his father passed away a little over a year ago and when his mother was going through his thing that was when she discovered that in World War II, he was awarded the Bronze Star for valor. His mother was always there to keep him in check. Dr. Randy believed his parents encouraged him to cultivate his creative talents by letting him paint rockets on the walls of his house. When he got older and he bought his first car and he was so excited. According to Dr. Randy, people are more important than things. He just emptying a can of soda onto the back seat of his car when his sister was explains to his niece and nephew so they will not get his car dirty. He explain to her sister about it’s just a thing. Dr. Randy know he will dying soon so he choose to have fun today, tomorrow, and every other day he have left. If you want to achieve your dreams, you better work and play well with others. For him, a good apology has three parts, I’m sorry, it was my fault and how do I make it right? Most people skip that third part. Dr. Randy show his gratitude to the group of kids who helped him gets his dream job by brought them to Disney world. When people asked ‘How could you do it?’ and he said ‘How could I not do it?’ Gratitude is a very simple thing and it’s a very powerful thing. If you lead your life the right way, the karma will take care of itself. The dreams will come to you. If you live properly, the dreams will come to you.

Refuge From The Concrete Essays - Leash, Livestock, Park

Refuge From The Concrete Essays - Leash, Livestock, Park Refuge From The Concrete Travis Anderson English 101 Essay#2 After starting school recently, my life became overloaded with responsibility. A typical day starts at six thirty as a screaming alarm summons me from bed. I leave my house at seven o'clock. I will not be back home for another twelve hours. School and work have imposed a rather tight schedule on me. I have trouble making time for necessary relaxation and meditation. At times, I get overwhelmed with responsibility. This is when I throw a leash on my dog and head out in search of more spiritual surroundings. After my dog drags me down Coal then across University, I start to see the collage of treetops that would be my destination. I find it ironic that such a concentration of vegetation flourishes in this urban surrounding. With each block I traveled, I grew in anticipation. My eye's perception of the foliage grew clearer as I neared. I was close now and could read the generic wooden sign that reigned over most Albuquerque parks. Carved into the sign were the words "Roosevelt Park". Under the wooden sign, I found a list of the park's rules and regulations. I proceeded to ignore them and let my dog free from her leash. She took off immediately to join in with the rest of the dogs perusing the park. Roosevelt Park is situated below the level of the street. This gives it a more isolated feeling than other Albuquerque parks. The grass flows in waves over the many hills and knolls that are throughout the park. Some hilltops possess peculiar metal poles with chains dangling down from them. These function as holes for a frisbee golf course. There is a variety of different trees speckled through the park. Some of them tall and strong, shooting up three story's high. Some are young and fragile, reaching for my knees. Weaving in and out of the trees you can find various evergreen bushes and shrubbery. Roosevelt Park has an abundance of plant life to enjoy. The people are what I find to be most interesting. I spot a few couples making out on hillsides and ducking behind bushes. The park benches and tables are overrun with vagrants napping and families eating fast food. There is a variety of high school students sitting at the far end of the park suspiciously puffing a joint. Above them joggers are making their laps. Frisbee players are flinging their discs towards the metal poles. Meanwhile dog owners are observing the collection of dogs playing in the middle of the park. I find watching these people do their park activities can be as entertaining as television. Roosevelt Park is full of life and activity in the middle of a cold concrete community. When I am spiritually drained, I go to the park to escape from my asphalt surroundings. I am there every weekend for an hour of vacation. The park permits me the opportunity to clear my head and meditate. Something I do not have time for during the week. I leave the park refreshed with newfound peace of mind.

TNA - Navy Federal Credit Union Part II Essay Example | Topics and Well Written Essays - 1250 words

TNA - Navy Federal Credit Union Part II - Essay Example It was also identified that employees struggle with situations where they need to inform inquiring customers of information about the company that they least know about. This kind of unexpected performance can be associated with the lack of certain working techniques that are expected of employees servicing any financial institution. After research and extensive study, it was identified that an objective training program could instrumentally work towards generating desired worker qualifications at the federation. Allison Rossett and Lisa Schafer-2012 in Job Aids and Performance Support, cite objective training as a possible solution for under-performance of otherwise qualified employees (Rossett & Schafer, 2007). The actual performance of employees dictates the overall performance of a company. However, there is a set level of individual performance that is expected of employees at a company. This expected level of performance is rarely achieved. When the Actual performance is lower than the expected performance at whatever level of delivery, a performance Gap that is relatively more specific is normally created. This performance gap is a measure of the difference between the expected performance and the actual performance levels of a company. On an average scale, most of the tellers at Navy Union are giving in lesser input per day and this can be associated with customer relations and PR conditions at the company. The company’s Money’s and customer relations training program w ill work toward increasing the referrals of the tellers and generally raising their confidence levels when dealing with customers that creates an expected â€Å"good† name of the company (Blanchard& Thacker, 2010). After the identification of the performance gap and settling on training as a solution, the Navy Union could now provide its employees with a set of expected outcomes of the training so that when they go into the training program, they are aware

Descriptive Report Essay Example | Topics and Well Written Essays - 500 words

Descriptive Report - Essay Example Texas State Fair is a festive event that presents colors, forms, foods and many entertainments drawing people to visit the place, from children to adults. It is a busy place where everyone has somewhere else to go and something else to do, making people busy as they stay and enjoy the warmth and joy of the festivity. As people have different interests, the fair offers a wide variety of fascinating events to attract people from all walks of life. However, the greatest and perhaps the most-loved and most visited is the food offered in the fair. There are a lot of experimental victuals, unique, exquisite and creative although most of them are not healthy because of they are served with so much grease. Deep fried Oreo cookies, deep fried peanut butter, deep fried Twinkies, deep fried pork ribs, fried cheese cake and deep fried butter are just some among the cholesterol-filled foods available at the fair. The most recent introduced deep fried food is the deep fried beer by chef Mark Zable which attracted many curious spectators to try it, and it won the creator the ‘most creative’ award for the fair in 2010. This sort of tease keeps the people curious, wondering and expecting more from what is offered at the fair. As this year’s Texas State Fair nears, it is becoming a buzz and everyone is really getting excited to see the opening of the most awaited event in Dallas. Businessmen flock to this prestigious event and take part in sponsoring the affair and advertising their company and products. Competitors for the different categories surely have been busy preparing for the fair, expecting something good to come out from this year’s State Fair. One of the attractions that welcomes audiences to the fair is Big Tex, a tall cowboy mascot symbolizing the event, having a hinged jaw making him appear to be the one speaking as the activities are announced. He is clothed with the red, white and blue colors of the flag and has a single star