The eNotes Blog Happy Birthday, Beckett! Celebrate the (Absurd) Waiting for GodotAuthor

Happy Birthday, Beckett! Celebrate the (Absurd) Waiting for GodotAuthor Samuel Beckett was a most interesting man- a fact that can be immediately  confirmed by the authors influential contributions to the Absurdist Movement (but well get to what that is in a moment). Though born and raised in Ireland, Beckett fell in love with Paris  in his 20s after graduating from Trinity College with a B.A. in modern languages and setting out on a cycling tour of  France. There  the young author befriended  and made a pseudo-father-figure of fellow author and Irishman  James Joyce, who provided a great deal of encouragement and assistance  to Beckett and his work. Throughout his life, Beckett suffered from bouts of severe depression and associated alcoholism, both of which took a toll on his writing until the midpoint of his career. Beckett began to use his pain and his experience in studying philosophy  to begin working in the style of  the  absurd. The Absurdist movement was centered on the concept that humanitys efforts  to find or define the inherent meaning of anything (say, human experience) are absurd because the qualities of communicable information in relation to reality make any such certainty impossible. Was that confusing? Yes, yes it was. More simply stated, Absurdism was founded on the belief that nothing can be truly confirmed, be it experience or relationships, and therefore who is to say what is real when what has happened cannot be proven? Okay, that was a little confusing, too,  but when we say that Samuel Beckett was a smart man, believe us- this fella not only understood Absurdism, but helped to establish it as a   literary and philosophical movement. Speaking of the Absurdist movement, we would like to (primarily) focus this Beckett b-day post on one of his most famous works,  Waiting for Godot. Sometimes referred to as one of the most significant English plays of the 20th century, this drama was and remains a highly influential piece. Arguably one of the most interesting elements of  Waiting for Godot is, for lack of more eloquent phrase, how very  weird  it is. Readers/viewers of this play are often struck by how nonsensical yet meaningful the play is, in addition to the notion that the play itself has no meaning And yet it must. The description of this play is becoming as confusing as the above attempt at defining the  absurd. For this reason, we shall now delve into detailing aspects of the drama/comedy itself, in hopes that piece by piece this moving work will become a more cohesive whole. What is  Waiting for Godot REALLY about? Arguably, the basis of the play is  desire for a purpose. This aim of having a purpose could be further extrapolated to the human condition and the desire to understand the meaning of life. Absurdism directly deals with the impossible conclusion to this  existential question, and it makes sense that Beckett would take this painful construction to bat in his works. How would you categorize this play? There are two basic genre categories  into we can place a given play: comedy and tragedy. A  tragedy can be described as a work with the philosophical view that life is tragic because it is filled with pain and suffering, and ultimately ends in death. Alternatively, a  comedy takes the view that life is ridiculous because people are foolish and harbor unrealistic expectations. It makes sense that an absurdist work such as  Waiting for Godot takes bits and pieces from both of these genres. As  an experimental play belonging to the Absurdist  movement, it  works to self-consciously break down and challenge the traditional generic conventions. What Are the Plays Themes? Any work of literature is going to feature at least one theme (and usually  more). A theme is very basically an ongoing subject/topic. You can see themes in  thoughts,  literary works, art exhibitions, etc. Waiting for Godot is a rather complex play, and  since the work is itself quite cyclical it can be argued that anything recurring is in some way a theme. In spite of this defensible stance, we are going to outline two major themes in the play: memory and time. Tied in with the themes of memory and time is the theme of uncertainty. Everything is uncertain in the play, and this is what makes it appear absurd. In watching/reading the play, the viewers and/or readers are often left as confused as the characters as to what is happening, when it happened, or if it happened at all.  Literary analysis is enough to make your head spin sometimes, but thats why were here! What Methods Did Beckett Use to Create The  Play? When we say methods, we mean what an author did to convey a desired message. In many cases, this methodology includes word choice, syntax, use of rhetoric, and more. By focusing on particular techniques/methodology, an author can decidedly skew a story in one direction or another, inflicting a particular interpretation or mood onto his or her audience. In Waiting for Godot, Becketts involvement in the theater becomes increasingly more apparent. Unlike his novels and short stories, Becketts plays are more definitely focused on theatrical outcome than literary objectives; instead of focusing on elements like grammatical structure to keep the story flowing, Beckett puts more emphasis into the action of what is occurring onstage rather than the behind-the-scenes drivers of the story (i.e.  action over  narration,) though he does  stake a lot on  the dialogue between characters. So,  What Was the  Meaning of the Play? Weve talked about what happens in the play, weve talked about its potential inspirations, and weve discussed how Beckett may have gone about the writing of the work, but what is  Waiting for Godot trying to tell us? To put it frankly, the play is pretty bleak. The whole piece details the story of two men waiting for someone or something that will potentially never arrive. This waiting for an event  that may never occur may be extrapolated to a commentary on the human condition- common in both existentialism and absurdism (though believers of one or the other would never agree to any similarities between these movements). Absurdism questions the motivations behind the human experience: if nothing can be explained or proven, then everything we do is arguably absurd. It can be argued, therefore, that the seemingly endless and repetitive waiting of the two main characters can be a metaphor for  humanity as a whole and how we are always, perhaps senselessly, awaiting  something. More on the plays meaning. Everybodys a Critic If youve ever read or written anything (and since youre on the   blog we can assume you have at least some  interest in the written word), you will know all about literary criticism- its just about everywhere. Back in the day, the only reputable source of literary criticism could be found in the work of scholars who had done targeted analysis on a particular piece. Nowadays, however, you can type in the name of any  work  and be taken to countless links to opinions (or tweets). A piece like  Waiting for Godot has been reviewed and criticized (and praised) a number of times from varying viewpoints with basis in all varieties of philosophical thought. One could wonder though what are the  critics themselves waiting for?

Edward Teller and the Hydrogen Bomb

Edward Teller and the Hydrogen Bomb What we should have learned is that the world is small, that peace is important and that cooperation in science... could contribute to peace. Nuclear weapons, in a peaceful world, will have a limited importance. -Edward Teller in CNN interview Significance of Edward Teller Theoretical physicist Edward Teller is  often referred to as the Father of the H-Bomb. He was part of a group of scientists who invented the atomic bomb as part of the  U.S. government-led  Manhattan Project. He was also the co-founder of Lawrence Livermore National Laboratory, where together with Ernest Lawrence, Luis Alvarez, and others, he invented the hydrogen bomb in 1951. Teller spent most of the 1960s working to  keep the United States ahead of the Soviet Union in the nuclear arms race. Tellers Education and Contributions Teller was born in Budapest, Hungary in 1908. He earned a degree in chemical engineering at the Institute of Technology in Karlsruhe, Germany and received his Ph.D. in physical chemistry at the University of Leipzig. His doctoral thesis was on the hydrogen molecular ion, the foundation for the theory of molecular orbitals that remains  accepted to this day. Although his early training was in chemical physics and spectroscopy, Teller also made substantial contributions to diverse fields such as nuclear physics, plasma physics, astrophysics, and statistical mechanics. The Atomic Bomb It was Edward Teller who drove Leo Szilard and Eugene Wigner to meet with Albert Einstein, who together would write a letter to President Roosevelt urging him to pursue atomic weapons research before the Nazis did. Teller worked on the Manhattan Project at the Los Alamos National Laboratory and later became the labs assistant director. This led to the invention of the atomic bomb in 1945. The Hydrogen Bomb In 1951, while still at Los Alamos, Teller came up with  the idea for a thermonuclear weapon. Teller was more determined than ever to push for its development after the Soviet Union exploded an atomic bomb in 1949. This was a major reason why he was determined to lead the successful development and testing of the first hydrogen bomb. In 1952, Ernest Lawrence and Teller opened the Lawrence Livermore National Laboratory, where he was the associate director from 1954 to 1958 and 1960 to 1965. He was its director from 1958 to 1960. For the next 50  years, Teller did his research at the Livermore National Laboratory, and between 1956 and 1960 he proposed and developed thermonuclear warheads small and light enough to be carried on submarine-launched ballistic missiles. Awards Teller published more than a dozen books on subjects ranging from energy policy to defense issues and was awarded 23 honorary degrees. He received numerous awards for his contributions to physics and public life. Two months before his death in 2003, Edward Teller was awarded the Presidential Medal of Freedom- the nations highest civil honor- during a special ceremony conducted by President George W. Bush at the White House.

Job Description Paper Essay Example | Topics and Well Written Essays - 750 words

Job Description Paper - Essay Example Undoubtedly, job descriptions are very essential for most individuals in the workplace since they define an individual’s role and accountability. This paper presents a human resource manager job description covering the key tasks of this position, tools and technology, knowledge, skills and abilities, and education requirements. It also describes two selection methods used to recruit qualified candidates and explaining why these methods would be most appropriate. The main purpose of a human resource manager is to maintain and enhance the organization’s human resources by planning, implementing and analyze employee relations among others. The position of human resource manager is charged with various tasks such as recruiting and selecting new applicants to occupy vacant posts in the organization so as to maintain the staff. Secondly, human resource manager is responsible for planning, developing and implementing strategies for human resource management including recruitment and selection practices, motivation of employees, and performance appraisals among others. In addition, HR manager need to ensure that all employees have been fully prepared to perform duties assigned to them effectively and this is possible through orientation and training programs. Human resource manager critically evaluates the information provided about workers’ salary, and control compensation and other benefits for all workers (Mathis and Jackson, 2008) . Tools and technology required in this occupation include desktop and personal computers, scanners, and surveillance video or audio recorders. Technologies needed are accounting software, human resources software, and document management software among others. Human resource managers need to acquire certain skills and abilities such as hiring and coaching skills; the ability to benefit the administration and manage employee performance at work. More so, human resource manager

Many high profile organisations have - through the media discussed Essay

Many high profile organisations have - through the media discussed their need to change their culture. The mining industry, p - Essay Example The managers form the largest group that spear head initialization and implementation of proposed programs in various department of any organization. Some of the roles played by the managers include provision of leadership, managing people, managing priorities and safety in the workplaces (Brown, 2004). In fact, competent managers contribute immensely to the success of a business. In relation to contextualized issue of social dynamism, the managers have a special and critical niche to occupy in a bid to achieve the overall goal of achieving a highly rated level of social diversification. Essentially, initialization and implementation of any program should follow the normal managerial process, which involves setting up the work agenda, identifying the work methods and roles, implementing management functions, applying knowledge and key management skills and organizational performance (Weidlich, 2000). A successful application of a managerial process in initializing and implementing a program or a process contributes to achievement of the intended goals. This study establishes that, mangers focus their energies through work agendas when implementing a program (Brown, 2004). ... More over, the managers should uphold high standards of managerial ethics. The aspect of social responsibility refers to the commitment of an organization to act with intent of protecting and improving the welfare of a given society. The organizational responsibility entails three key perspectives, which include invisible, and, the government and management hand (Brown, 2004). It is imperative to note that, the process of responding to any social demand requires inclusive participation of the stakeholders, which include the shareholders, employees, customers, local community, international community and the society. The bid by numerous organizations to embrace diversification in social demands and relevant response mechanisms revolve around critical societal matters related to health, education, technology, culture, environment and ways of generation of income (Hunnicutt, 2000). To define social responsibility in relation to the environment the basis of social paradigm in systems is a fundamental component for consideration. It is imperative to note that, organizations secure numerous resources and release outputs to the society in a bid to strengthen the economic and social milieu (Brown, 2004). On how to respond to the social demands through building of social response mechanism, a corporate social responsibility should take the epicenter of all events. This is the origin of the intended solutions for social demands attributed to an organization. Corporate social responsibility (CRS) can be referred to as the corporate accountability or corporate ethics. It should be noted that, the move to embrace this aspect of management is intended to establish better practices within the

How Piagets theories support universal preK in the US Essay Example for Free

How Piagets theories support universal preK in the US Essay Jean Piaget is famous for developing one of the most influential theory, the theory of cognitive development. The theory is mainly concerned with the construction and emergence of schemata which comprises the schemes of how a person does perceive the world especially during the developmental stages when the children are gaining new means of mentally expressing information. The theory is considered constructivist in opposition to other theories which could be either nativist or empiricists, (Brainerd, C. 1978). The theory proposes that we do get to construct our cognitive abilities through the self-motivated action in ones world. The nativist theory on the other hand asserts that cognitive development is the unfolding of innate abilities and knowledge while empiricist theories defines cognitive development as a gradual process in which knowledge is acquired through experience, (Brainerd, C.J. Reyna, V.F 2002). For this theory, Piaget won the Erasmus prize. There are four main periods that Piaget used to describe the schemes that children make use of to understand the world, (Gallagher, J.M. Reid, D.K. 1981). Four stages as described by Piaget’s. Sensorimotor period. This occurs at the age of 0 to 2 years, (Piaget, J. 1929). According to Piaget, children are born with a congenital reflexes which permits them to float in the dense world beyond their drive to explore the world around them. The initial schemes that the children have at this stage is all based on the differentiation of their congenital reflexes. Since this is the first of the four stages according to Piaget it marks an important stage in which the child develops spatial abilities to understand the world in six different stages, (Piaget, J. 1929). These stages include; †¢ The reflex scheme stage that takes place from birth to one month. It is primarily associated with the development of reflexes. †¢ Primary circular reaction stage is the second stage that occurs from one month to four month. It is primarily associated with the development of habits. †¢ The secondary circular reactions phase forms the third stage. It occurs from the fourth month to the eighth month and is primarily associated with the development of vision and prehension coordination, (hand-eye coordination). †¢ The fourth sub stage is concerned with the development of the object permanence development. It is generally called the coordination of secondary course round modest circular reactions stage and occurs from the eighth month to the twelfth month. †¢ The tertiary circular reactions phase is what Piaget suggested to the fifth sub stage from twelve to eighteen months. This is the stage that Piaget suggested that the ‘little scientist’ is born through active creativity and experimentation. †¢ The sixth final sub stage here is characterized by the beginning of symbolic representation and it occurs from the eighteen months to twenty four months. At this stage the new found means of considering before taking an action gives the child new ways of eventually achieving a goal without having to go for the trial and error experiment, (Gallagher, J.M. Reid, D.K. 1981). preoperational stage This is the second of four main stages of cognitive development. Piaget demonstrated that a qualitative psychological functioning does occur as the child approaches the end of second year. According to Piaget, a preparatory thought is any particular procedure that promotes mental action on objects. The main hallmark in this stage is logically inadequate and sparse mental operations, (Flavell 1963). It is at this stage that the child learns to repress and use objects by words and images, that is symbolic thinking is evident. Since the child still has difficult of adopting other people’s viewpoint, thinking is still egocentric. It as it this stage that the child has the potential to classify similar objects together trough a single feature such as color or shape, (Brainerd, C. 1978). Piaget suggested that this stage which immediately follows Sensorimotor stage occurs between 2-7 years of stage. It at this stage that children develop their language skills and thus they begin expressing things using images and words. Worth noting here is the child relies more on intuition that the logical reasoning at this stage. At the beginning, there are more egocentric since they are not yet aware that other people are not thinking or perceiving things in the same way like they do. It at this time that their imaginative mind is very active and they thus associate emotions to certain inanimate objects, (Piaget, J. 1929). This stage is further broken down into Preconceptual stage and the Intuitive stage. The Preconceptual stage occurs at the stage of 2-4 years and is mainly characterized by egocentric thinking as well as animistic thought. A child with animistic thought is one who has the tendency to assign attributes of living things to inanimate objects such as the perception that a glass does feel pain when it is broken. The intuitive stage that occurs between the forth year to the seventh year is characterized by the potential child who is actively solving problems through the mental process. Though at this stage they do manage to achieve some goals, they are however unaware on how they achieved their conclusion. A simple example is when a child is able to correctly identify the majority from the minority just by the virtual of sight. An example is when a child is presented with seven dogs and maybe 2 cats and he/she is asked if there are more dogs that cats. As expected the child would respond positively but will also commit a logical error if supposedly asked the same question in the same way but differently such as if there are more dogs that animal, (Brainerd, C. 1978). The child will most likely respond by saying yes thus showing the use intuition at this stage. An important observation by Piaget is that children mainly learn through play and imitation through these first two stages, (Gallagher, J.M. Reid, D.K. 1981).. Concrete operational stage This is the third of the four stages in Piaget’s cognitive development theory. It follows preoperational stage and is suggested to occur between the age of 7 to 11 years, (Piaget, J. 1929). It is characterized by the appropriate use of logic and at this stage some of the important processes that have been identified include; †¢ Seriation, which is the ability to sort different objects based on shape, size or other characteristic. A good example is the potential to differentiate color gradient. †¢ Classification-the ability of the child to identify and name sets of objects based on size, appearance as well as other characteristics that may suggest that one object may include another. †¢ Decentering-this is a process where the child is able to take into account multiple aspects of a problem towards solving it. An example is the change in perception where a child will no longer will no longer hold the perception that an exceptionally wide yet short cup will hold less amount that one that is normally tall and wide. †¢ Reversibility-where the young one is able to comprehend that objects and numbers can be altered and eventually returned back their original state. Thus the child will be able to comprehend that since 3+3= 6, then 6-3=3. †¢ Conservation- the ability to understand that length, quantity or number of items is basically mot related to their appearance or arrangement. †¢ Elimination of egocentricim- this is the ability of the child to understand and view things from another perspective even though they may think incorrectly. Formal operational stage This is the fourth and the final stage in cognitive development according to Piaget’ theory. It starts at around 12 years of age soon after the Concrete Operational stage and continues all the way to adulthood, (Ashurst 1985). It is the stage that is characterized with the ability to reason logically, think abstractly, and be able to draw conclusions from the available information. It is at this young adult stage that one is able to understand such aspects as logical proofs, love and values. Some biological factors can be traced during this stage as it occurs during puberty thus marking the entry into adulthood in cognition, physiology, moral judgment (Kohlberg), psychosocial development (Erikson) and psychosexual development (Freud). It is estimated that approximately two-thirds of all the people fail to develop this type of reasoning fully for it to become their normal cognition mode and thus they remain as operational thinkers even as adults, (Flavell 1963). The above four stages have some general observation. One is that though they may vary in time, sequence does not change, (Brainerd, C. 1978). The stages also apply to thought and not to children and they universal thus they cannot be associated with any culture. Shortcoming to Piagetian stage theory. There are several challenges that have been put froth against Piagetian theory some of which even Piaget himself has noted such as the fact that development does not have to progress in such as the smooth manner that his theory has proposed. His theory is a general one since it suggests that cognitive maturation occurs across different aspects of knowledge such as logic, mathematics, language among others, (Gallagher, J.M. Reid, D.K. 1981). Application of Piagetian theory Most of the educators as well as psychologists do manage to receive piagetian theory training during their professional training. A piagetian assessment is more likely to be a familiar concept among the psychologists who work in those districts that carry out alternative assessment of cognitive ability on regular basis. A good example are the psychologists at the Southern California Diagnostic Center who do make use of the Ordinal Scale more in depth during a Piagetian assessment. For most of these psychologists, a Piagetian assessment is like a departure from the standardized intelligence testing. The standardized intelligence tests that are available usually diagnose the student’s academic achievement expectancy and it may usually take considerable amount of time and thus may not be done for more than one year. This thus limits the tests for use during short term interventions such as pre-test or post-test. More to this is that standardized cognitive tests quantify a students power or strength of abilities or processing but unfortunately the quantification does not precisely predict the intervention method that are most likely applicable or useful, (Flavell 1963). A curriculum-based measurement (CBM) can be done several times within a year by the school psychologists as a pretest or post-test on how effective the intervention is. Unfortunately, CBM does not provide details of why the intervention may or may not be successful nor does it serve as a diagnostic tool for the instructional modifications. On the other hand, Piagetian screening can be useful in giving instructional interventions especially incases to do with comprehension or math concepts, (Piaget, J. 1929). Piagetian theory gives the stage wise development of qualitative means of developing thinking from one stage to the next. Through this understanding it is possible to understand more easily why students experience learning difficulties. Thus Piagetian screening does provide an avenue of quickly estimating a student’s cognitive development level, (Ashurst 1985). In a summary thus, one can point to Piagetian tasks as signposts that indicate the level or stage that a child of a particular age is functioning. Thus it is important to understand that teaching   a child certain specific tasks does not in any way change the development stage of the child. Thus these signpost are useful when developing accommodations and modifications that do support a match between a Childs a curriculum with his/her cognitive processing ability. Necessary interventions for a child curriculum especially at the age of 4. Most of the children usually do encounter difficult math problems. Piagetian theory can be used to explain the appropriate interventions that can be adopted and especially at the age of four. For a student to effectively understand the mathematical concepts of simple subtraction and addition, there is need for him/her to acquire the concept of conservation of numbers. A child who is yet to attain conservation of number concept can still be able to perform, state or memorize various procedures such as subtraction or addition but may most likely be confused with the same concepts weeks, days or even hours later. The main reason for this is that information is stored as verbatim representations and the gist representations, (Brainerd, C. 1978). The modern theories of memory suggest that memory is stored as verbatim (exact input), or gist (concepts) and these representations of   memory   are accessed independently. Thus a child who has not yet attained the conservation of number rarely has the conceptual framework that is needed for a one-to-one correspondence since they lack the conceptual framework, (Gallagher, J.M. Reid, D.K. 1981).. At a later time when the child is not able to accurately carry out math operations, an impression of memory deficit may most likely be the first impression. But the main problem maybe that the child has not yet attained the developmental stage that is required to understand the mathematical concepts. It is in such circumstances that the child may only store verbatim memories and fail to do the same for the conceptual knowledge, gist memory. Necessary interventions in this case suggest that one ought to be very sure that the concrete operations level is emerging. If this is not the case, the child may most likely be in the pre-operational thinking stage which is also the intuitive level. The necessary interventions can be aimed at helping the child accelerate moving from intuitive stage towards the concrete stage. A good example is at the age of four, which is generally regarded as the stage of ‘why’ where the course-effect thinking is learnt in details. Worth noting is that some of the primary school-age children whom have not yet attained the level of being intuitive thinkers usually get on to ‘why stage’ one or two years later and may thus have not had the opportunity of having the questioning behavior reinforced, (Flavell 1963). Students are also known to experience problems with comprehension. The frequent complaint are usually at the 4th grade all the way to the eighth grade. The difficult maybe complex but with the application of Piagetian theory it is possible to determine whether the student did manage to attain the necessary developmental stages to be able to comprehend different concepts that do involve   some partially overlapping sets of information. Though the international model age for attaining classification task as age 9, an upward variance is usually observed. Most of the upper elementary science, literary concepts and social sciences involve also mental manipulation. Usually students gain the attention of the school psychologists due t issues that are associated social behavior.

Ecology :: essays research papers

In the original Greek "oikos" means, "house". So ecology is "the study of the house" the place where you live, or the environment which technically includes all those factors, both nonliving and living, that affect an organism. Ecology then is the study of the interactions of organisms in their environment includes both the living (biotic) and physical (abiotic) factors of the environment. It's also the science, which formulates and tests hypotheses about environment. Ecology is the relationships, identification and analysis of problems common to all areas. Ecology studies the population and the community, evaluates cause and effects of the responses of populations and communities to environmental change. POPULATIONS The population is defined as an assemblage of individuals of a single species that live in the same place at the same time. Also, biologists add an additional condition: the individuals in a population must interact with each other to the point of being able to interbreed. Population is important to understanding many important ecological and evolutionary phenomena. Ecologists can use information from population ecology to predict the success of a given species or assemblage of species. One attribute of populations that is observed in nature is their dispersion, or the way in which individuals are distributed in a given area. Typically, biologists refer to three types of dispersion: - Clustered (aggregated), Regular (evenly spaced), Random (irregularly spaced) Populations showing a clustered pattern are common in nature and are found among many different types of organisms. Clustered dispersion patterns are often due to environment heterogeneity. Regular dispersion patterns are relatively rare in nature and occur when a resource is scarce. A good example of regular spacing occurs in animals that exhibit territoriality, a phenomenon in which animals establish an area for themselves and fight off all other individual seeking to invade that area. Regular dispersion patterns can also be observed in plants. Random patterns can be found in a variety of organisms (trout in lake or maple trees in a forest). Regardless of which organisms, the number of births almost always has the potential to be greater than the number of deaths. In other words populations of all species have the capacity to grow. That property is crucial importance to the success of all species. However, all species will not increase under all circumstance, but instead they can, given appropriate conditions. There are two models of population growth: the exponential model and the logistic model. One of the most basic models of population biology is the exponential growth equation, which is: )N/)t = rmaxN This equation states that, in a growing population, the rate of change in population size is determined by the maximal intrinsic rate of increase (rmax) multiplied by the number of individuals in that population (N). Ecology :: essays research papers In the original Greek "oikos" means, "house". So ecology is "the study of the house" the place where you live, or the environment which technically includes all those factors, both nonliving and living, that affect an organism. Ecology then is the study of the interactions of organisms in their environment includes both the living (biotic) and physical (abiotic) factors of the environment. It's also the science, which formulates and tests hypotheses about environment. Ecology is the relationships, identification and analysis of problems common to all areas. Ecology studies the population and the community, evaluates cause and effects of the responses of populations and communities to environmental change. POPULATIONS The population is defined as an assemblage of individuals of a single species that live in the same place at the same time. Also, biologists add an additional condition: the individuals in a population must interact with each other to the point of being able to interbreed. Population is important to understanding many important ecological and evolutionary phenomena. Ecologists can use information from population ecology to predict the success of a given species or assemblage of species. One attribute of populations that is observed in nature is their dispersion, or the way in which individuals are distributed in a given area. Typically, biologists refer to three types of dispersion: - Clustered (aggregated), Regular (evenly spaced), Random (irregularly spaced) Populations showing a clustered pattern are common in nature and are found among many different types of organisms. Clustered dispersion patterns are often due to environment heterogeneity. Regular dispersion patterns are relatively rare in nature and occur when a resource is scarce. A good example of regular spacing occurs in animals that exhibit territoriality, a phenomenon in which animals establish an area for themselves and fight off all other individual seeking to invade that area. Regular dispersion patterns can also be observed in plants. Random patterns can be found in a variety of organisms (trout in lake or maple trees in a forest). Regardless of which organisms, the number of births almost always has the potential to be greater than the number of deaths. In other words populations of all species have the capacity to grow. That property is crucial importance to the success of all species. However, all species will not increase under all circumstance, but instead they can, given appropriate conditions. There are two models of population growth: the exponential model and the logistic model. One of the most basic models of population biology is the exponential growth equation, which is: )N/)t = rmaxN This equation states that, in a growing population, the rate of change in population size is determined by the maximal intrinsic rate of increase (rmax) multiplied by the number of individuals in that population (N).

History of Healthcare and Economics

This paper will discuss the history and evolution of healthcare economics and healthcare funding timelines. In the 21st Century healthcare has proven to be one the largest industries world. The healthcare industry has changed dramatically in the last hundred years. As changes and progression are examined, it becomes clearer that healthcare and the economy it has created, is an important part of American life. The way the funds flow in the healthcare system allows financial managers to track the money through the health care system. The initial flow of funds has drastically changed throughout the years. The economics of healthcare, â€Å"the study of how scarce resources are allocated among alternative uses for the care of sickness and the promotion, maintenance and improvement of health, including the study of how healthcare and health-related services, their costs and benefits, and health itself are distributed among individuals and groups in society†, according to The journal of Mental Health Policy and Economy (2006). There are records as early as the turn of twentieth century that show that healthcare providers charged for services including surgeries such as tumor removal, appendectomies and gynecological operations. Services may have been exchanged for items such as livestock, food items, or cotton. The patient or his or her family may have exchanged services for patient care. No form of health care insurance was available; prices were not set by any organization or person. Physicians of the early twentieth century were tradesmen and essentially businessman. Patients paid the full price for the medical services offered by the physician. According to PBS (n. d. ), in the 1910’s some reformers argue that there should be some sort of health insurance. Although the idea seemed to have some support, many physicians and other interest groups did not approve. War World One took place in 1917 and for the moment healthcare reform was put on the back burner. The lack of technology and inadequate health centers raise the amount of cost needed for medical care. The current economic and war state of the country took priority over healthcare reform. General Motors offers life insurance for 180,000 workers through Metropolitan Life. The same time doctors’ wages increased. During the Great Depression, it became apparent that there should be some sort of benefits for individuals as they reached retirement age. Instead of health insurance, the Social Security Act was passed. During the Roosevelt Administration, many reformers pushed for health insurance again, but conflicts within the country once again pushed for health care insurance. Blue Cross started offering private insurance for hospital care in many states even though it was considered a bad idea by many insurance professionals. The timeline from the PBS (n. d. ), website in the 1940’s a radical reformation took place. War World Two wages were capped and controlled on American employers. Companies began offering health benefits to compete with other employers. This idea has sparked the employer-based system that is used by employers today. A Universal Healthcare plan is introduced by President Truman, but is never used. The American Medical Association (AMA) believes the plan is Communist in nature. As the Korean War approached, healthcare reform was once again a low priority. The government established a policy that would make the federal government responsible for sick poor. Many people in 1950’s can no longer afford health care insurance, especially those who do not work. The price of hospital care doubled. President Johnson signs Medicare and Medicaid into law. During the 60’s, more than 700 insurance companies are selling health insurance. During the 1980’s Medicare begins charging insurance by the diagnosis and not the treatment of the patient. Technology, vaccinations, medications, and a rise in hospital expenses raise healthcare costs tremendously. Medicare’s high expenditure rates and rapid inflation of the economy also affected the higher cost of healthcare. Health care has seen many changes over the past years, but all the changes have created the health care system and the economics of the system to this point. As the gross domestic product (GDP) , which is the total market of healthcare, started to increase annually, the private sectors of healthcare, government controlled entities, and insurance companies profit and change policies, which in turn increases the (GDP). An increase in population, aging population and communicable diseases such as Hepatitis, HIV, AIDS, and Tuberculosis has increased the cost of health care even in recent years. Small deductibles, low copayments, and employer-based healthcare insurance have molded the idea in many patients’ minds that the patient should use medical services often to â€Å"get what they pay for. † This has created an imbalance of supply and demand. There are numerous reports that there is a shortage of providers. Rapid training of Physician Assistants and Nurse Practitioners are being educated and trained to help fill the gap of the numerous amounts of patients that need medical attention. The elasticity in health care has forced changes to be made in healthcare billing and insurance. The increased amounts of patients that need medical attention have increased the amount of providers needed. The increased costs of healthcare, technology, research, drugs, and lack of funds available for Medicare have forced a price increase for patients. Many employers find it more difficult to provide costly insurance to employees. Elasticity of services might normally demand a decrease in price, but prices have been inelastic in nature. Elasticity can also have a direct impact on when the government intervenes to set a fair price for services according to Tutor2U (2006). The insurance companies play a huge role in determining the amount of money that is needed for medical care. Supply and demand differ so greatly in the health care community than any other service or industry, making supply and demand a very different story than simply buying milk or a computer. Macroeconomics is the branch of economics that deals with the economy as a whole, such as unemployment rates, deflation and inflation. Microeconomics deals with the insurance companies and other health care related aspects that are affected by the economy fall into a more specific category known as microeconomics. As the whole economy changes, families, patients and individuals must choose to make decisions based on the economy. Healthcare decisions within communities and household are examples of microeconomics. As advances in healthcare are introduced, government regulations are introduced and the economy faces multiple challenges in the future, healthcare will likely see more changes to come.

Communication and Professional Relationships with Children, Young People and Adults

Effective communication is important in developing positive relationships with children, young people and adultsEffective communication creates positive relationships. You have to model excellent communication skills with the children and adults you work with on a daily basis. You should always think about how you approach people and how you respond back, doing so in a positive manner will help you achieve more information and communication in the long run because you are beginning to build a positive relationship with that child/person and this benefits them.We must always think about how we communicate and always make sure it is for the good of the pupil and the school. Always set a good example by behaving the way you would expect your pupil to. If you do not communicate effectively it can break down and that’s where misunderstandings occur and this can lead to negative feeling.When you use effective communication this creates a strong and positive relationship and your pup ils will benefit fully from that given situation.Explain the principles of relationship building with children, young people and adultsThe main principle of relationship building is to make others feel comfortable and at ease, if they are, they are more likely to communicate effectively. It is very important to be respectful and courteous and to listen to what they have to say. Always respect the views of others, especially if they have different cultural beliefs or values.Take the time to listen to others, this is not always easy when you are so busy but it is extremely important to build a positive relationship, always show that you are interested in what they have to say, they may need to confide in you.Have a good sense of humour, when appropriate this lightens peoples perception of you and can help people who are feeling stressed, laughter is a good way of relaxing.Always be clear on the reason you are communicating, giving people mixed messages does not create a good working r elationship, a good way of making sure people have received clear information is by asking them to repeat what is expected of them.Being considerate is a must as you may be working with a child or adult who is under strain due to work or home matters. If you are being considerate in that situation this will help you understand if they respond out of character and you may be able to help.Explain how different social, professional and cultural contexts may affect relationships and the way people communicateIt is important that you adapt your communication in different situations and always consider the context in which you are working. It is extremely important how we dress and present ourselves to others, if you are going into a formal meeting with managers and parents wearing jeans and trainers for example, this would not give a professional image of you or the school you work for.It is important if you say to either a child or an adult that you are going to get back to them with an answer, you do so as efficiently as you can, this also applies to how we respond to letters and messages and always make sure you check your spelling and grammar.Try to increase your knowledge of different cultures, as the way they behave or respond maybe different to you for example it is not polite to look another person in the eye when speaking to them in some cultures.Explain the skills needed to communicate with children and young peopleThere are certain skills needed and these skills must be used everyday in order to communicate effectively and to make the child/adult feel valued.Always make eye contact when a child is speaking to you, if you say you are listening but continue to write or look at something else it shows you are not really interested in what they have to say, giving your full attention shows that you are engaged and listening.Bring yourself to the level of the child this is less intimidating than towering over them. Always smile and react positively, use posit ive body language, don’t sit there with your arms tightly folded or your shoulders tense this can create tension, express your face when responding to what they have said this shows you are listening.A good way of showing that you are listening is to repeat what they have said and this can extend their communication by telling you more or you may need to comment on incorrect use of words to help them for next time.Always give a child an opportunity to speak this will help with their confidence and their need to express themselves and encourage them to ask questions, this will help them build conversation skills.Explain how to adapt communication with children and young peopleThe age of the child or young personDifferent ages require different levels of attention. You may need to use more physical contact to reassure very young children then as the children become older you can help talk through their concerns, you will always listen and react positively choosing correct vocab ulary.The context of the communicationDepending on the situation you need to be aware that you may need to change your verbal communication accordingly, always make sure the children are focused and pre-empt any distractions and get ready to deal with them with as little interruption as possible or if you are having general chit chat in the playground, use humour to respond to difficult questions such as Where do you live, What is your first name etc..Communication differencesMake yourself aware of the children with communication issues and always be sensitive to them by giving them more time so they do not feel pressured when speaking or signing. Some children can be very anxious so it is important to make them feel comfortable in the setting. It is important if a child has a stammer or speech impediment you do not speak for them, you cannot guess or assume you know what they wanted to say and this can create anger and stress. Do not be afraid of asking for additional training if y ou are working alongside children who use signing to communicate, for example – Makaton.Explain the main differences between communicating with adults and communicating with children and young peopleAlways remember that certain things stay the same such as being courteous and respectful and showing that you are interested, however, you must remember that if you are in a school setting and you are dealing with a child or young person you maintain that carer/child relationship and responsibility. You should not offer physical contact with children. Always be clear in what you say and what is expected of them and adapt your vocabulary accordingly.Explain how to adapt communication to meet different communication needs of adults.You must be sensitive when communicating with other adults, try and find out as much as you can beforehand, you may find they have communication difficulties, they maybe hearing impaired so always make sure you are facing them and speak clearly so they ca n lip read or the person may speak another language or very little English, make sure you have plans in place if required.Explain how to manage disagreements with children, young people and adultsA lot of the time disagreements are due to a lack of communication in the first instance and the best thing to do is to sort things out very carefully so the bad feelings do not persist. You must always respond with a positive attitude and polite manner and be sensitive to the other person’s feelings, if you feel the disagreement is spiralling out of control you may need to call in a mediator this being another member of staff who can maybe help sort things out, but hopefully if you are using the correct communication this should not be required unless you were somehow in a disagreement with a child, always seek advice from your line manager if this is the case.The best way to resolve disagreements is to find the cause and then decide on a course of action together. Offer encourageme nt and support.Summarise the main points of legislation and procedures covering confidentiality, data protection and the disclosure of informationData protection act 1998 – To provide a safe environment for our children we as a school are able to obtain certain information which is relevant such as, health and medical information, records from previous schools, records for children who have special educational needs. All this information is confidential. Parental consent would be required if this information was requested by another source.Every child matters (England 2003) – stresses the importance of sharing information between professionals, communication between us, is the key to help prevent tragic cases.You should not pass on information about the school or the children without being 110% certain you can, do not feel pressured to do so, always seek advice from your line manager if you are unsure.Explain the importance of reassuring children, young people and adul ts of the confidentiality of shared information and the limits of thisIt is extremely important that you communicate and explain fully your reasons for requiring the confidential information, you would make sure that you followed correct procedures and ask for consent if required, you also need to promote a professional image so people trust you to deal with the confidential information with the utmost respect that is needed. By doing this the children, young people and adults feel reassured their confidential information is handled appropriately and used effectively.Justify the kinds of situation when confidentiality protocols must be breached.If a child, young person or adult confides in you and you suspect child abuse or they are at risk or danger of someone or something never promise to keep it a secret you would have to tell the child, young person or adult that you are unable to keep it confidential for this reason and then you must tell and seek advice from your safeguarding point of contact.

American medical care Essays

American medical care Essays American medical care Essay American medical care Essay These early immigrants survived the rough times and hard American clime every bit good as the wilderness on crude basic inherent aptitudes. The early colonies were frequently ravaged by famishment and disease. During the colonial epoch. doctors’ instruction was informal. Most were literate. but some who were raised outside of New England were non. A adult male who wanted to pattern medical specialty did non necessitate any type of enfranchisement. Most did hold a period of apprenticeship with an established doctor. but even this was non a demand. Up until the late nineteenth century. really few physicians had a college instruction. Medical installations were unofficial. Most patients were treated in their places. However. even the smallest towns had poorhouses. where destitute people could populate and have limited medical attention. The few infirmaries that opened in North America during the colonial period were opened in topographic points like Quebec and New Orleans. Public wellness was unknown in North America at this clip. Towns and metropoliss did non hold boards of wellness except during times of epidemics. Because most topographic points did non hold public H2O or sewer systems. most Americans got their H2O from pumps and used privies until good into the nineteenth century. There was no trash aggregation so the streets became a genteelness land for all types of disease. There were a few efforts to act upon public wellness. For illustration. when smallpox inoculations were developed in the eighteenth century. many little town physicians had groups of people that had to remain quarantined for a few yearss to do certain they merely developed a mild instance of variola. Remedies may hold killed more people than the diseases themselves. The populace developed a really disbelieving attitude towards regular physicians. In the early nineteenth century. the bash it yourself attitude of many Americans was popular. These people freely gave medical advice. emphasized the participant of the patient in his or her ain intervention. However. other medical treatments were available besides. Probably snake oil is best remembered. Andrew Taylor Still started the pattern of osteopathy. Osteopathy incorporated bodily uses. similar to those seen in modern chiropractics. In osteopathy. these uses affected the magnetic flow of energy in the organic structure. Osteopathy discouraged usage of medical specialties. but did non prohibit them. Another reaction against epic medical specialty was homeopathy. A university-trained German physician named Samuel Hahnemann started it. Heinemann said that physicians were giving their patients excessively much medical specialty. He believed that bantam sums of drugs should be diluted in H2O before being given to a patient and that practicians should take really thorough medical histories of each patient. Quackery was a manner to gull people into believing they were being cured while doing money from them. Quackery had even been licensed in London. but it was wholly ignored by the America authorities for 100s of old ages. Hydropathy was another particular instance. The mending power of H2O. hydrotherapy indicated the value of the remainder remedy. importance of holding like-minded people around. the utility of light exercising and the fact that adult females who wore baggy vesture by and large felt better and had fewer physical ailments than the 1s who did. Another particular instance is the full issue of faith-only healing. While empirical grounds in favour of faith-only healing is missing. anecdotal grounds suggests that some people who pray do experience self-generated lessening of certain diseases. The late nineteenth century saw major alterations in medical specialty in the United States. Medicine went from being mediaeval to integrating many elements of modern scientific discipline. The progresss in chemical science. and biological science had major impacts on medical specialty. As medical practicians began to understand that the organic structure was comprised of basic chemicals and non cryptic wits. effectual interventions for diseases and hurts were developed. As medical specialty became more scientific. physicians needed both preparation and licensing. In 1847. Dr. Nathan Davis founded the American Medical Association ( AMA ) in Philadelphia to assist make professional criterions for physicians and put minimum educational demands. Medical colleges opened up across the state. increasing demands from a few months without any college background to a figure of old ages with a college grade. However. these colleges provided an highly unpredictable degree of medical instruction. with some of them a sheepskin and others provided a to notch medical instruction. As American metropoliss exploded in size during the nineteenth century due to in-migration from Europe. public wellness became more of an issue. With many 100s of 1000s of people populating in metropoliss: highly crowded. insanitary conditions ; TB was frequently at epidemic degrees in the metropoliss. During the nineteenth century. people understood that TB was non caused by miasma. but was caused by bacteriums. Peoples with TB were sometimes sent out of the metropolis to topographic points in the state. where the cleaner air seemed to assist their recovery. It was obvious that people needed clean H2O for imbibing. and bathing. So metropoliss started monolithic cloaca undertakings to assist convey clean H2O into the metropoliss while taking effluent from the metropolis. Dead animate being remains and refuse littered the street until the late 1800s when metropoliss started sanitation crews to take the rubbish out of town and mopess to travel the waste to. Many metropoliss started dispensaries so the hapless could have intervention and medicines for low cost. With the urban population detonation. the poorhouses ( likely today’s HMO Urgent Care’ ) became even larger and harder to pull off. With new medical progresss. people needed to be in large metropoliss to have certain types of intervention. Americans began to construct infirmaries across the state in the nineteenth century. The new infirmaries were by and large cleaner than the old poorhouses.

Announcing Daily Writing Tips Pro

Announcing Daily Writing Tips Pro Announcing Daily Writing Tips Pro Announcing Daily Writing Tips Pro By Daniel Scocco When we launched Daily Writing Tips back in 2007, our goal was a simple one: to help people improve their writing skills. Over 2,000 articles later, we believe we have achieved that goal. Today, we are launching a new section called Daily Writing Tips Pro. Our plan is to provide more features and tools for our readers who are serious about improving their English. Below, youll find some questions and answers that explain how everything works. What features are included in Daily Writing Tips Pro? Pro subscribers will have access to: 1. full articles delivered via email seven days a week. 2. writing exercises delivered via email seven days a week. 3. exercise archives with over 100 interactive exercises on a wide range of topics. 4. writing courses with lessons delivered weekly via email. 5. an aggregator of online writing jobs, updated daily. What if I am already an email subscriber? Current email subscriptions will keep working. The only change is that instead of the full articles, you will now receive an excerpt of each article. In order to read the full article, just click on the link to our website. If you want the full articles via email, youll need a Pro subscription. What about access to the website will it change? Not at all. We will keep publishing all our articles on the website as we have always done, and accessing them will remain completely free. Will the exercises be available on the website? No. Exercises are available only to Pro subscribers. Once you become a member, youll start receiving them via email, and youll be able to log in to the members area to access the exercise archives. What is the cost of the Pro subscription? The subscription costs $9.90 per month if you decide to pay monthly, or $6.70 per month if you pay yearly. We will increase the price in the future, but if you sign up today youll be locking your subscription fee, so you wont be affected by future changes in the price. Which writing courses are included? Right now, the Freelance Writing Course is available. Registration used to cost $97, but youll get access to all the lessons as a Pro member for no additional cost. We plan to add one new course every quarter, and youll get access to those as well without paying anything extra. Can I try it free before deciding? Absolutely. When you sign up for a Pro account, the first 15 days are free. Youll need to set up a PayPal subscription, but you wont get charged a dime during the trial period. If you decide its not for you, simply email us, and well cancel your subscription on the same day. Ready to try it? Click here to get to the Daily Writing Tips Pro page, where you can read all the details and sign up. Youll even be able to test-drive some of our exercises, so check it out! Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:20 Computer Terms You Should KnowDeck the Halls5 Ways to Reduce Use of Prepositions

Macroeconomics- comparing classical economic theories and keynesian Essay

Macroeconomics- comparing classical economic theories and keynesian economic theories - Essay Example ion, 1930s and General Theory of Employment, Interest & Money, published in 1936 is acknowledged as the best one of his life time efforts (Skousen, 2001). This essay makes an attempt to compare the classical economic theories and Keynesian economic theories. The essay takes a descriptive approach where economic theories of two different periods are compared and contrasted from three angles, namely beliefs, theories and policies. Firstly on the basis of beliefs-Malthus, one of the classical economists believed that, if increase in population was not enough to depress the rate of long term growth it would affect the diminishing returns. And also believed that to ensure growth the government should adopt laissez faire approach which included free trade and free markets. In addition to this, Adam Smith, the Father of Economics who introduced the notion of invisible hand supported the economic activity and led to optimum equilibrium (Stoft, 2002). They also viewed if there is disequilibrium between leakages and injections then the price would adjust to restore equilibrium. In spite of these beliefs they were not much happy in the initial periods but later they had confident with them that their approaches will lead to success in the market. But all this beliefs were strongly opposed by John Maynard Keynes in his Keynesian theory. He argued that the market will not reach to equilibrium at full employment but woul d reach at any level of unemployment. And also argued that need for government was not essential to interfere in the market to manage level of demand and it was the level of output restored the equilibrium and made the leakages and injections equal through his multiplier effect. Secondly on the basis of theories-the classical economist views that free trades and free markets should be adopted to encourage growth in the market. And the government should handle the situation if there is any imperfection that prevented free workings in the market by using supply

Personal Strengths, areas to develop more fully, 2 important Statement - 1

Strengths, areas to develop more fully, 2 important accomplishments - Personal Statement Example e grouped into four categories: social competence, problem solving, autonomy, and sense of purpose, which recent studies believed to transcend borders and cultures. Social competence or interpersonal intelligence, such as responsiveness, communication, empathy and caring, and compassion, altruism and forgiveness, is the ability to form positive relationship with others. Problem-solving skills or good intellectual functioning, which involves planning, flexibility, resourcefulness, and critical thinking and insight, is the ability to figure things out and find a solution to it. Autonomy, constituted of positive identity, internal locus of control and initiative, self-efficacy and mastery, adaptive distancing and resistance, self-awareness and mindfulness, and humor, is the ability to act independently and to take control of one’s own life. And, a sense of purpose, which includes goal direction, achievement motivation, and educational aspirations, special interest, creativity, an d imagination, optimism and hope, and faith, spirituality and sense of meaning, is the belief that one lives not only to breathe but to fulfill a mission. (13-35) Assessing my strengths based on the four categories stated above, I think I have strengths in all of them, specifically communication, planning, resourcefulness, critical thinking, self-efficacy and mastery, goal direction, and optimism. These aggregate of strengths help me reach my position today. However, there are areas that I have to develop more fully to further my success in life and to achieve satisfaction. Most of these fall on the category of sense of purpose. One of these is educational aspirations. This is so because though I am achievement motivated, I did not bother to further my studies. In fact, from being a market analyst of a multinational company, I have progressed to regional manager in a matter of six years, yet I lack post-graduate and relevant special studies as well to further my career. I think taking a