Implementing Immunizations Essay

Implementing Immunizations Implementing immunizations into the clinics can be challenging for the facility and the staff. There are several methods that have been implemented to monitor the methods used by the staff to give the immunizations to the patients in the clinics. There have been several obstacles and challenges that the staff and leaders have faced. As with any changes that take place in patient care within an organization methods must be set up to monitor those changes. Changes promote challenges not just to staff leaders but the organization as a whole. Communication with any changes can be challenging for the leadership and staff (Surdu, 2010). Methods to Monitor Change In implementing changes there needs to be methods to monitor those changes. The first method is to monitor the reimbursement value units per visit associated with the immunizations. The need to monitor the increase of visits, the percentage of increase of the reimbursement value units now that the immunizations that are given in in the clinic since they are ordered immunizations ordered directly by the physician and not given on protocol (Surdu, 2010). Another method to monitor the change of implementation is to survey the patients to see how they have responded to immunizations being given directly in the clinic. This can be done in a survey form either via email or sent in the mail so patients can voice their opinion on the changes that have been implemented (Helfrich, Blevins, & Smith, 2011). The leaders in the clinic can sit down with the staff to get their opinion and suggestions on how the changes of giving immunizations in the clinic are affecting their time management with patients. This can be very helpful to  leaders in adjusting the change that have been implemented because no change should never be set in stone. The input of the staff can be crucial when monitoring changes that have been implemented to determine whether they are successful or not (Helfrich, Blevins, & Smith, 2011). The final method used to monitor that immunizations are properly being implemented in the clinic setting are going to be chart audits by the leadership. This will be used to ensure that the proper immunizations are given to the patients and that patient care is not being compromised (Helfrich, Blevins, & Smith, 2011). Of all of the monitoring methods mentioned above the main issue is patient care. The â€Å"Patient Medical Center Home Model† consists of modeling the care around the patient. Ensuring that patient care is at the forefront of the facility, monitoring the changes is one way to ensure that this takes place. The quality control standards of the â€Å"Patient Medical Center Home Model† consist of upper management performing quality control chart checks on a monthly basis. These chart audits are done to ensure that the standards are being met which are determined by the Department of the Army. This is one of the main differences that a military treatment facility is held to as a standard versus a civilian facility. Therefore this can be seen to some as has bureaucratic red tape in some instances, whereas in others it does have its advantages (Marshall, Doperak, & Milner, 2011). Organizational Relationship The relationship between organizations process systems and professional roles on a staff can be essential to the success of an implemented change. The Department of the Army has specific protocols when implementing changes such as implementing immunizations into the clinic setting. Organizational process systems will provide how changes will be implemented in the facility. In the facility changes come from Western region then trickle down from the Command or another words upper management. The changes are then implemented throughout the clinics in the facility. The responsibility falls on the clinic officer in charge to implement the changes throughout each clinic (Marshall, Doperak, & Milner, 2011). In a military treatment  facility changes are implemented differently than in the private sector. In the organization upper management solely consists of military personnel while leadership within the clinic is a mixture of military and civilian personnel. The process of changes is not set in stone but guidelines are set forth from Western region. The actual written standard operating procedure for the facility is implemented and brought to the forefront by upper management. Then upper management delegates the implementation down to the clinic officer in charge for actual rollouts into each clinic (Marshall, Doperak, & Milner, 2011). The roles of the leadership in the clinics are essential to the success or unsuccessful implementation of change. The attitude of the leadership carries weight on how well the rest of the staff receives the change. Leaders on the clinic level have to accept changes whether good or bad and expect staff to challenge them. Leaders have to be strong and accept the change themselves and to support upper management. There are problems dealing with changes when issues arise between created civilian and military personnel. These issues are not easily dealt with and when changes are ensuing within a facility this causes undue stress within the organization. This is one reason that leadership needs to bring forth and implement changes within an organization as all one team because staff is well suited at picking up any rift within the management team (Marshall, Doperak, & Milner, 2011). Communication Techniques Communication techniques are one of the mainstays in addressing any issues when implementing changes in any organizational plan. There are several ways in an organizational plan change that communication can take place such as talking directly to leadership on the front lines who deal with the change or all the way up the chain dealing with upper management. Without communication problems with the changes that have been implemented will not be resolved and the changes will not be successful (Marshak. & Grant, 2011). One communication technique that can be used is that leadership can address staff that seems to have issues with the changes that have been implemented. They can speak to staff on an individual basis using a closed-door setting to try to alleviate any issues that are affecting any of the employees work.  Employees may feel more comfortable speaking with a member of the leadership team on a one-on-one basis to voice their concerns with the change. Sometimes most of the issues dealing with an employee that have issues with changes that have been implemented, the staff member has questions or does not understand why the change has been made. This issue is best addressed in a one on one sit down conversation with the employee in a closed-door situation (Marshak. & Grant, 2011). Another communication technique used to address any implementation issues with the changes can be providing specific emails to a particular person. By addressing issues to one particular person within the organization instead of problems associated with the change can be addressed centrally and immediately if necessary. If issues cannot be handled by this one person than the contact person can go to their resources and take care of the issue or issues at hand. Emails are the preferred method of communication unlike phone calls at a military treatment facility. Phone calls should only be used for emergencies, where there is an immediate response that is needed. In other words the majority of the issues dealing with the implementation of the changes that occur can be dealt with through emails. These issues are not needed to be dealt with in an immediate time frame and can be dealt with and a normal work week depending on the issue that have arisen (Marshak. & Grant, 2011). Without proper communication, the need to communicate and how the communication is to take place the change implementation may well as not have ever taken place. Communication for a successful organization does need to take place in several forms; this is in the hands of a successful management and leadership (Borkowski, 2005). Conclusion In implementing changes there needs to be several methods to monitor how those changes are affecting the organization on the clinic level and as the organization as a whole. Many times staff along with the patients; both whom are giving input on the change in which the organization is trying to improve care on how the changes are taking place. The organization must be  willing to change its process in its systems whether or how management runs a certain part of their business develops a new process or because of a change implementation downsizes a facility. In order for the change to be successfully implemented communication is essential for this to take place. There are many techniques that organizations can use to accomplish this task. The communication technique will depend on the change implemented and the structure of the organization. Staff leaders whether at the clinic level or upper management are still the main key whether the organizational plan that has been set forth if the changes that have been implemented will be successful. Reference Borkowski, N. (2005). Organizational behavior in health care. Sudbury, MA: Jones and Bartlett Publishers. Retrieved from The University of Phoenix eBook Collection database Helfrich, C., Blevins, D., & Smith, J. (2011, July). Predicting Implementation From Organizational Readiness for Change: A Study Protocol. Implementation Science , 6(76). Marshak., R., & Grant, D. (2011, Sep). Creating Change by Changing the Conversation. OD Practitioner, 43(3), 2 – 7. Marshall, R., Doperak, M., & Milner, M. (2011, Nov). Patient-Centered Medical Home: An Emerging Primary Care Model and the Military Health System. Military Medicine, 176(11), 1253 – 1259. Surdu, G. (2010, Winter). Organizational Change- Different A. Romanian Economic and Business Review, 5(4), 48-54.

Intrinsic and Extrinsic Barriers to Learning Examples, Definition

Intrinsic and Extrinsic Barriers to Learning Examples – Essay Speech about inclusive Education Good morning principal and fellow colleagues. I have been given the task to talk to you about Inclusive education and the intrinsic and extrinsic barriers to learning and development. What is inclusive education? In line with international trends, South African education is moving away from special education towards a policy of inclusion (i. e. Inclusion of learners with disabilities, impairments and historically disadvantaged in terms of access to curriculum into mainstream schools). International and South African perspectives on inclusion are closely related to wider social concerns about human rights. The new Constitution highlights respect for the rights of all, with particular emphasis on the recognition of diversity. This implies an inclusive approach to education in the sense that all learners are entitled to appropriate education. It was argued by Engelbrecht et al. (1999: viii) that this is only possible if one education system is liable for educational provision, and not two systems (i. e. mainstream and special education system). However in order for it to be effective, schools, classrooms and teachers need to be prepared to change and supported in doing so. There has never been a formal exclusion in our country. Learners with a wide variety of special education needs were and are to be found in many classrooms. The difference now is that these learners are recognised as having the right to access the curriculum and the right to a curriculum which is appropriate to their learning needs. This has implications for the nature of the school and classroom environments, the nature of the curriculum and roles of teachers, parents and communities in the education of all learners. A commitment to inclusion does not mean that all learners with special education needs will necessarily be in mainstream classrooms. There will always be a few who are better catered for in separate environments. Inclusion and education for all The 1994 report from the United Nations Educational, Scientific and Cultural Organisation (UNESCO), stated and I quote. â€Å"The guiding principle that informs this framework is that schools should accommodate all learners regardless of their physical, intellectual, social, emotional, linguistic or other conditions. This should include disabled and gifted learners, street and working learners, learners from remote or nomadic populations, learners from linguistic, ethnic or cultural minorities and learners from other disadvantaged or marginalised area or groups. † In other words, inclusion is not simply about reconstructing provision for learners with disabilities, but is a means of extending educational opportunities to a wide range of marginalised groups who may historically have had a little or no access to schooling. This is of great significance in our country, considering our past (apartheid era). There are many journals and books based on inclusive education, and how to run an inclusive school and classroom, so before going on and on, I will briefly outline occurrences of barriers to learning and development of learners. There are two groups: intrinsic factors – those located within the individual learner themselves. The learners are usually born with specific characteristics such as blindness or a missing appendage. The second barrier is extrinsic factors – those emanating from outside the learner – that is their environment, home, upbringing and teaching (Weeks, 2003: 19). If we look at: 1. Intrinsic barriers. The most prominent intrinsic factors are physical and/ or physiological impairments and personality characteristics which are caused by many factors. If I’m tired of my own voice by now, I don’t want to imagine how you may be feeling, so I will only outline a few general causes (Weeks, 2003:21). 1. 1. Genetic or hereditary factors We inherit out genetic composition in the form of chromosomes and we receive an equal amount from each parent. Just as one inherits certain characteristics of the parents, for example eye and hair colour, so too, can a physical or physiological impairment be inherited. Examples of this are poor eyesight and low levels of intelligence. Sometimes abnormal genes are not inherited, but something goes wrong with the genetic composition during the very early stages of development in the uterus. This is known as â€Å"chromosomal† or â€Å"genetic† deviations. Down’s syndrome and Turner’s syndrome may result and these learners usually have an intellectual impairment ((Weeks, 2003: 22). 1. 2. Before, during and after-birth brain damage A child may suffer brain damage before birth from various factors – radiation, measles or syphilis injections, a defective placenta, an incompatibility of blood groups, etc. During birth they may suffer brain damage if there is a complication at birth and; after birth; brain damage may be caused by accidents, diseases such as meningitis and, polio which may result in permanent muscle paralysis. Here are a few forms of physical impairments that are directly associated to brain damage: Epilepsy, cerebral palsy, learning impairments such as dyslexia or dyscalculia and certain forms of intellectual, hearing and visual impairments. Learners with these impairments require special educational methods and aids and therefore have special educational needs, for example, blind learners require Braille machines. In the past, these learners were taught in special schools but now, the new legislation includes them in the mainstream of education (Weeks, 2003:22). 1. 3. Personality problems Some learners have specific personalities that have a negative impact on their academic achievement and gives rise to barriers to their learning. These traits may be inherited or could be shaped by extrinsic factors (Weeks, 2003:23). Examples:Some learners are extremely shy and cannot assert themselves. They lack confidence to ask questions and query statements.Rebellious learners and attention seekers do not want to respect the authority of teachers. Teachers become aggravated and frustrated with them, thus ignoring and punishing them regularly.This impacts on the learners achievement in a negative way as the learner loses interest and motivation for school work. Learners with a low self-esteem do not have the perseverance to excel. The slightest negative experience is an even greater discouragement on their motivation to do well. Now I will outline the second barrier which is: 2. Extrinsic factors. Extrinsic barriers are not barriers within the learners themselves. They are perfectly normal at birth but circumstances outside or beyond are so inadequate that they adversely affect their development and learning and ultimately cause barriers to their learning. Let’s take a look at the first factor (Weeks, 2003:23). 2. 1. Environmental factors 2. 1. 1 Unfavourable socioeconomic circumstances Learners of lower socioeconomic groups face many barriers to their success in education. Many do well in school despite the difficulties faced in other aspects of their lives. However, they are much more likely than their peers of a higher socioeconomic environment to be behind in their accomplishment and to leave school earlier and with fewer qualifications, and are at far greater risk of being excluded from school. There are many reasons why learners of lower socioeconomic groups tend to have low achievement. Some face so many difficulties in their lives that schooling may seem to be of low priority to them and to the organizations providing support. Schooling is also often given insufficient priority when making and reviewing care plans. There are additional factors associated with this way of life that are not conducive to achieving good academic results on the part of the learner. The following are examples of rife conditions: Poor medical services, poor lighting, cramped, overcrowded and noisy homes makes studying difficult, limited time for study because learners are often expected to do house chores and work over the week end to supplement the family income, a lack of cognitive stimulation because there is little or no reading material at home, poor language use, a shortage of role models, a general attitude about resignation of life, Irregular and poor school attendance and lastly, a general relaxation of morals (Weeks, 2003:24). These destructive social circumstances usually initiate a chain reaction. There are few schools in these areas and when there is education it is not of a very high standard (it is related that good teachers are usually found in favourable environments). According to Reglin (1992) these learners would perform better at school if their parents and family members got involved with their school academics and social lives, which we as teachers utterly agree. 2. 1. 2. Urban and rural areas In cities, learners often grow up in apartment buildings, usually both parents and the single parent works. There is no parent supervision when learners return home from school and therefore the learner can do as he / she pleases. Young learners are confined to the flat and do not have the opportunity to play outside, whereas the older learners roam freely in malls a on the street. There is very little control over their schooling and homework and this leads to slim stimulation to scholastic achievement. Contrastingly, in rural areas, literacy is much higher than in cities. Parents who themselves are illiterate; do not always see the value of education for their children. They expect them to leave school at an early stage so that they can supplement the family’s income. These learners attend school very irregularly because they have to herd cattle and till fields (Weeks, 2003:25-26). 2. 1. 3. Prosperous areas Environments need not be disadvantaged to have a negative effect on learners’ improvement at school. In prosperous areas there are factors that give rise to barriers to learning in learners. Since these learner’s grow up without hardship, have plenty of money and their need are provided for, these learners get easily bored and seek excitement elsewhere in the form of drug and alcohol abuse. Of necessity, these learners will show deterioration in school achievement. Additionally, pressure is placed on these learner’s to achieve and this causes rebelliousness and depression. The second extrinsic factor is: 2. 2. Upbringing 2. 2. 1. Mistakes in upbringingLearners who are pressurised by parents to achieve, become hostile and negative towards school.Overprotective parents deny their children the freedom to become independent. Their decisions are made for them by their parents; hence they do not take responsibility for their work. Some parents show little interest in the activities of their children and do not encourage them to achieve academically.Poor disciplined homes allow children to do as they please. These learner’s are disorganised and are not disciplined in their studying. Disorganised homes constitute one of the main causes of learning problems in learners. These are just to mention a few mistakes, the next factor in upbringing is:2. 2. 2 Unstable and broken homes. Another factor that plays a role in acting as a barrier is:2. 3. School factors Poor teaching due to the lack of qualifications, lazy and unmotivated teachers, stereotyped teaching methods, teachers are not looked at as role mod els and teachers do not have empathy for learners.Incomplete participation on the part of learners because of domestic vices, scholastic backlogs, emotional problems and peer pressure.Inappropriate study material.Inefficient school organisation.Crowded classrooms and,At-risk schools, where learners and learners are estranged, low standards and poor quality, incomplete studies, disciplinary problems and frequent absenteeism and teachers suffer from â€Å"burnout†.And the last two extrinsic factors to barriers to learning are, a difference in language and culture and limited job prospects. The latter is a well-known fact that because of the poor economic growth in our country, very few job opportunities have been created. This means that many school leavers do not succeed in finding jobs. Consequently they lack the will to achieve. QUESTION 2 2. 1. A Hearing Impairment For a learner with a hearing impairment the following steps will be taken by me (Weeks, 2003:158):Obtain advice from a teacher trained to teach the deaf. If possible the learner should wear a hearing aid.The learner must sit in front of the class.Speak to the learner while facing the learner so that he / she may read my lips (if possible) and pay attention to facial expressions, gestures and body language.Speak clearly, naturally and at a normal pace, unless asked to slow down.If the learner is not facing me, I would gently touch him / her on the shoulder or arm to indicate that I want like to talk to him / her.Explanations will begin with concrete, example working from concrete to abstract. The use of visual aids will be most helpful since vision is the primary means of receiving information to the hard-of-hearing learner.For reinforcement, new vocabulary words would be repeated in different contexts and written in sentences, many words presented look al ike to the lip-reader.All announcements and instructions will be written.An interpreter will be used where needed.Vibrations and excessive noise will be avoided.I will not talk while writing on the chalkboard.When writing materials:Long sentences will be broken up Difficult vocabulary load will be reducedConcept density will also be reducedQuestions asked by other learners will be repeated so that the learner in question knows what I am referring to.Carbonless note taking paper can be used. The volunteer note taker needs to take eligible notes and then give the learner with the hearing impairment a copy.Obtain feedback from the learner at every opportunity as an indicator of the level of understanding.Provide an outline in advance of the lesson or activity to give to the child in advance and also list expectations. Encourage parental involvement, for example, attending speech therapy after school.2. 2. A Visual Impairment Depending on the type of eye condition and the amount of resi dual vision of the learner, assistance would be given (Weeks, 2003:151).A learner with myopia (nearsightedness) or cataracts:The learner must sit in front of the class, near the chalkboard so that he / she may see better.Repeat what is written on the chalkboard to help the learner check his / her own work.A magnifying glass will be kept on my table which may be useful to the learner if the print in textbooks is too small. Also when using duplicated copies, the print would be large, dark and visible.With regard to his / her notebook – instead of using ordinary A-4 books, a blank book could be used by drawing horizontal parallel lines with a black koki – this will be more visible to the learner and it will be easier for the learner to write between the lines.Contrastingly, if the learner suffers from hyperopia (farsightedness):The learner will be placed at the back of the classSince these type of children enjoy outside play more than having an nterest in school work, con crete apparatus would always be kept for their usage.As for a learner suffering from albinism, their eyes are sensitive to light, therefore:The learner would be placed in a darker place in the classroom, away from the windows and glare.If there is no dark side, curtains will be used to regulate the amount of light coming into the classroom.Due to a lack of pigmentation that protects the skin, they are very vulnerable to skin diseases and cancer.Therefore, to avoid sunburn, their school attire should be cotton long sleeve shirts and trousers, and hats with wide brims. Additionally, they should make use of medicinal creams for the skin. Textbooks can be recorded on tape for the learner. Also doors should be kept either opened or closed because open doors can be a potential hazard. The learner could bump into them and get hurt. Passages between desks should be kept clear to prevent the learner from stumbling over stray objects (Weeks, 2003:152). 2. 3. Cerebral palsy For a learner with cerebral palsy I would support the learner by (Weeks, 2003:180):First, viewing the classroom as if I were going to have to navigate it in a wheelchair or walker. Make sure the classroom is set up to provide accessible resources for someone in a wheelchair or with a limited range of movement.See that the learner is comfortable with his / her orthopaedic aids.Take time to introduce and explain these aids to other learner’s.Build the learner’s self-esteem at every possible opportunity.Try to have a way to secure paper or moveable objects to the workspace so they can be utilized without having to be secured by another hand.Look around for areas where the cerebral palsy learner might benefit from additional support, like a handrail or ramp. Understand that the learner might require additional time to reach the classroom or get set up for the class.If the learner has difficulty with handwriting, I would make use of a type writer and tea ch the learner how to use it.Insure that I know what to do if a cerebral palsy learner begins to seizure.Insure the time allocation for taking tests and completing tasks is compatible with the cerebral palsy learner’s abilities or it could be orally.I would allow lessons and discussions to be taped.The learners would also be placed in the front of the class to help with vision or hearing problems. Use of small groups for discussion and work collaboration will encourage active listening and communication skills.Learners in the class would take turns to carry the cerebral palsy learner so that they get used to it, in case of an emergency or a need to improvise.QUESTION 3 Epileptic seizure Ease the learner gently to the floor, clearing the area of hazards and without preventing movements. Then I would place something flat and soft (like a folded jacket or a pillow that will be kept in the class) under the learner’s head. The learner would be turned to one side to keep the air passage clear. I would not try to force his/her mouth open and neither hold the tongue, nor would I put anything in the learner’s mouth. If the learner is known to have epilepsy, I would follow the parent’s instructions (a written and signed copy of instructions). When jerking movements stop, the learner will be allowed to rest. When full consciousness has returned to the learner, he/she would rest under supervision. If a seizure lasts for longer than 10 minutes or if another starts right after the first, I would call for emergency services. The parents of the child will be notified of every seizure the child has during school hours. If the learner has no history of epilepsy, the parents will be notified immediately and have an immediate check-up by a medical doctor (Weeks, 2003: 189-190; Epilepsy, South Africa, Reg. 001-912). Additionally, all learners in the class will be trained to help the epileptic learner during a seizure; however, only two specific learners will be assigned to help each time so that all learners do not leap to the epileptic learner when a seizure occurs. The rest of the class would clear and create space. QUESTION 4 4. 1. ECD Phase At any school one can witness a variety of different behaviours. Behaviour patterns are acceptable if they elicit the approval of adults and peers. However, a class can include learners who:Show aggressive behaviour and react aggressively towards others.Have a display of bullying, threatening, or intimidating behaviour.They physically abuse others.Deliberately destroy other's property.Show little empathy and concern for the feelings, wishes, and well-being of others. Show callous behaviour towards others and lack of feelings of guilt or remorse.They may readily inform on their companions and tend to blame others for their own misdeeds. The above behaviours become apparent and should be taken in a serious light when:They occur to a serious extent and over a period of time.The symptoms appear to worsen.They occur in conjunction with social aggression.They negatively impact the learner’s academic development. Furthermore, behaviour problems are unaccept able when they prevent:Other learners from participating in class activities. The teacher from managing class activities effectively. If I have a learner with the above behaviour in my class the following steps (Essa, 1995:22, cited in Weeks, 2003: 237) will be taken to support and assist the learner:Investigate the causes of the problem behaviour.Problem behaviour can stem from non-variable external factors (Essa, 1995:22, Weeks, 2003: 237) such as chronic illness, food or environmental allergies, or the child’s diet. As a result the child may feel a bit irritated, function on a generally lower level or experience a lower level of tolerance. These problems may not be removed but I as a teacher will treat such a learner with sensitivity, be supportive and try to create an environmentally friendly space for him / her.Positive reinforcement is one of the most important techniques and is used in conjunction with others to change unacceptable behaviour or encourage positive behaviour. I would show the learner approval by either smiling, hugging or saying something positive. This would be repeated regularly to achieve quick and good results.Ignoring the learner proves to be a very effective strategy.   It is very useful when learners try to secure the attention of adults through their irritating or unacceptable behaviour. But when the child acts in a positive manner then I would pay attention and praise the child and reinforce positive behaviour. Also if the child persists with the negative behaviour, all teachers would be asked to ignore him/ her.When aggressive behaviour should be stopped, the learner will be withdrawn from the group and be given a time-out. The child should be warned beforehand only when the third transgression occurs should he / she be removed from the group / class.The child will be taken to an isolated area and explained why he / she has been removed and then be left there without looking or talking again to the child. The rest o0f the class will be told that he / she needed a time-out. Only after a certain amount of time (when I feel it’s time-up) will the child rejoin the class. Positive behaviour reinforcement will begin immediately thereafter.If th e Learner is overwhelmed by the classroom activity and is over sensitive to stimulation will be allowed to move to quiet corner for a while until they feel calmer.The reason for his / her behaviour is external and therefore this strategy will help him / her to calm down.Prevention is an excellent technique, but can only work if I am aware of what leads to the problem behaviour and if I’m a keen observer. This method is effective for younger learners who do not have self-control and who do not yet have the ability to express themselves.Redirection can be used for a two year old by directing the child’s attention away from something and by giving him / her a toy to play with.Two year olds do not possess the social skills of sharing things; therefore the child will gradually learn these skills with my help. If it was an older learner, he / she will be guided to overcome social problems.A child of four or five is often willing to change problem behaviours and feels embarra ssed about an outburst. I would therefore find a quiet, calm place and discuss the situation and work with the child to find a workable solution.If I feel a learner’s problem behaviour is a result of need for attention, I would use the special time strategy.   I will set a special time which I can spend alone time with the child. Probably every alternate day or twice a week. During this time I would do what the child would like to do and fulfil his / her wishes.Another strategy that can be used is a highly visible reinforcement like a star chart.   Successful positive behaviour is reinforced in this manner and it should not be used as an indication of failure. The use of the above techniques depends on the type of problem behaviour and the child. Hyperactivity and Distractibility are manifestations of Attention Deficit Hyperactivity Disorder (ADHD). Hyperactivity is actually a surplus of motor activity where learners are over active, running around, fiddling, touching everything in their path, never quiet, pushing and kicking other children and moving about without any purpose or aim. This can be quite disturbing and irritating for both the other learners and the teacher as well. Distractibility is also known as ‘sensory hyperactivity’, refers to children that are continually moving around, on the go in terms of attention. Most things that they see or hear (sensory stimulus) catches their attention, but they are unable to concentrate on one particular thing for a long time. They are unable to control their attention, because any slight sound or movement distracts them. Due to this, they are unable to complete tasks and move from one unfinished task to another. Hyperactive and distractible learners cannot pay attention to instructions properly, often misunderstanding when spoken to, cannot wait their turn during tasks, act impulsively and therefore come across as undisciplined. These learners also seem to have temper tantrums and rapidly changing moods which makes it difficult to handle them in the classroom. This cam result in the learner having a poor self-concept because they of the many mistakes they make. It is important for teachers and learners to work together to being able to better handle these learners and this can be done by having a better understanding of this particular kind of behaviour. :- Recognising the symptoms and identifying the learners strong and weak points:-Identifying easy and difficult tasks and situationsIdentifying sills necessary for each task and situationInvestigating your own thoughts and feelingsOther people’s reactions Understanding the learner’s world:-Learn to understand the learner’s behaviourKeeping the learner’s level of development in mind Discussing problems with the learnerVerbalising the learner’s unexpressed feelingsCommunicating more than wordsAnticipating problems rather than waiting for themDistinguishing between the learner and the learner’s behaviourProviding Structure such as relationship, task and situation structure is also important as it provides the learners with safer environment where they are able to develop optimally. Therapeutic discipline is also important and is different from punishment because it shapes, corrects and reinforces behaviour. (Weeks, 2003: 239-246) Who is going to be tasked with integrating music & math? Who's going to be responsible, in any school, for joining the arts w/other subjects? IME, most elementary classroom teachers have come through public school systems whose arts have been eviscerated, so those teachers are FAR less likely to be musically literate than they might have been when I was in public school *mumble mumble* years ago. As an elementary general music sub a few years ago, I pretty much had to co-opt teaching limericks in the 4th-grade poetry unit because their classroom teachers didn't really understand, musically, the meter of the poems; even teacher-created limericks left a lot to be desired in terms of the 6/8 meter/rhythm characteristic of limericks. I find it hard to imagine that they'd be the best folks to use rhythmic or metric subdivisions to teach fractions. So will this task fall then to the music teachers? Elementary music teachers in MCPS already have their own music curricula to deliver, even wi thin the â€Å"intrinsic barriers to learning† approach of Curriculum 2.0 – and they see the kids once per week, assuming no field trips/assemblies/standardized testing/snow days/holidays, AND they have to spend time assessing what they're teaching already because â€Å"Data-Driven.† When could they possibly find time to do this in addition to what they're already tasked with doing (which is theoretically to get kids to a basic level of music proficiency in less time per week than classroom teachers have DAILY with kids in reading, so already set up to fail )? Is there going to have to be concentrated staff development to get classroom teachers to a level of musical proficiency that will enable them to add one more thing to their curricula?

A Review of the Character of Fielding and Aziz in E.M. Forster’s Book, A Passage to India

A Review of the Character of Fielding and Aziz in E.M. Forster’s Book, A Passage to India Emotional Unorthodoxy in Personal Relations Of Forster’s many declarations in his essay â€Å"What I Believe,† the most salient is that personal creeds or beliefs â€Å"stiffen† a person and render them less open-minded about everything that defies that creed. The budding friendship between Anglo-Indian Fielding and native Indian Aziz in Forster’s novel A Passage to India demonstrates the value of personal relationships over the value of creeds that generally obstruct those relationships. Forster does this in a way that highlights the unorthodox emotional and temperamental qualities of both men, suggesting that, without these, a friendship between the two who be unlikely. The relationship between Aziz and Fielding, while eventually descending out of real friendship, is based on their joined effort of overlooking the prejudices about Anglo-Indians and native Indians, respectively. However, to say that they are able to connect by ignoring prevailing prejudices is inaccurate; their ability to connect as they do is primarily because they are both of specific temperaments that allow them to be more emotionally accessible to the other. Fielding, according to the narrator, believes that â€Å"[t]he world†¦is a globe of men who are trying to reach one another and can best do so by the help of good will plus culture and intelligence† (62), and we are told that this is only because, unlike many of his fellows, Fielding has had ample time away from the â€Å"herd† of the English. He is not without prejudice or assumptions about non-English peoples. However, even when Aziz and Fielding’s emotional connection is strained by an ignorant co mment—like when Fielding implies Aziz, â€Å"an obscure Indian, had no right to have heard of Post Impressionism† (66-67)—the obvious underlying â€Å"good will† to both of their intentions softens the blow of their fumbles. If not for this perceptiveness, or indeed the willingness to perceive the character of the other as opposed to the stereotype of the other, both Fielding and Aziz could easily have written the other off as just another Anglo-Indian or just another native Indian. For his part, Aziz, who is generally unimpressed with Anglo-Indians, is eager to meet Fielding, as he perceives in Fielding a â€Å"true courtesy† and a â€Å"good heart† (60). This is unconventional for Anglo-Indians, and it is the continued emphasis on Fielding’s unconventionality and optimism about personal relations that attracts Aziz (67); Fielding is unconventionally willing to be vulnerable around Aziz—in a subtle way. Allowing an eager Aziz to assist him with his collar stud, for example, dispels a tension that might otherwise exist in a new meeting between any other Anglo-Indian and Indian. Aziz, of â€Å"so emotional a people,† appreciates and even idolizes this tendency in Fieldin g (65). While Fielding shows his prejudice by recognizing the tendency as a stereotyped action of Indians in general, he also acknowledges the tendency as useful in â€Å"[dispensing] with preliminaries† and getting right to the intimacy of friendship (65). Aziz’s openness to this unconventional Anglo-Indian and Fielding’s appreciation of Aziz’s ice-breaking emotionality paves the way for a friendship that might not exist if either had been of the mind to accept the prevailing prejudices toward each other’s â€Å"type.† While both men manage to set aside those prejudices and expectations of either’s behavior for the sake of friendship, that friendship is in constant jeopardy of collapse. By the novel’s end, the conflict borne of differences in the display of emotions and intentions finally unravels, and both Fielding and Aziz concur that the friendship they once cultivated cannot continue as it once had (316). While this is potentially a regression into their stiffening creeds, the moments when both men were able to approach the other as a person rather than as a character of India or a character of England illustrate the positive, if not completely enduring effects of personal relations over creeds and beliefs.

Theory and Development-M1A2 Q2 Essay Example | Topics and Well Written Essays - 250 words

Theory and Development-M1A2 Q2 - Essay Example In addition, firms realized that motivation contributes towards productivity and eventual profits because motivated employees possess satisfaction in their work. Besides, companies invest in motivation because satisfied employees are an ideal brand to a company. Motivational strategies of today stretch beyond monetary rewards. Modern organizations, however, ensure that employees attain monetary benefits that are commensurate to the responsibilities they handle. In addition, impressive pay is a key retention factor in a contemporary organization. Building a consultative environment is a way of making modern employees feel as a part of an organization (Gagne & Deci, 2005). Organizations currently invest in staff training as a way of making employees feel competent in their work. Besides, organizations establish autonomous human resource departments that ensure there is constant communication between the employees and management in an organization. Motivation continues to be a challenge to today’s organizations. Technology has altered the expectations of employees. This suggests that traditional methods of motivation have to adapt to technological attitudes of modern employees. In addition, intrinsic motivation is a current issue that challenges contemporary firms. In turn, organizations strive to create the environments that encourage intrinsic motivation (Michie & Gooty, 2005). Companies, therefore, have to ensure that employees engage in responsibilities that synchronize with their

D. Question Assignment Example | Topics and Well Written Essays - 250 words

D. Question - Assignment Example The first step in determining any disease or nutritional deficiencies is to perform a physical examination which encompasses an assessment of age, sex, as well as anthropometric data (the measuring of weight, height, body mass index, and waist or arm circumference). According to Fischer & Hamilton (2013), the two primary techniques for carrying out a physical exam include body inspection and palpation. In addition, these two techniques are subdivided within themselves (p. 2). Shiny hair reveals healthy and nourished body, while an unhealthy body will show vulnerability to damage of hair or stop growing altogether, for example dandruff, baldness, folliculitis, pemphigus foliaceus, hirsutism, and grey hair (UMMC, 2013). While healthy nails will be smooth and strong, have a little color and be transparent, whereas unhealthy nails will have psoriasis, beau’s lines, onycholysis, yellow nail syndrome, and trachyonychia. Examples of nutritional deficiency diseases include scurvy, pernicious anemia, intellectual disability, rickets, kwashiorkor, marasmus, vitamin k deficiency, tetany, keshan disease, growth retardation, beriberi, pellagra, goiter, biotin deficiency, ariboflavinosis, hypocobalaminemia, night blindness, and paraesthesia (Mulcahy, 2012). Poor hair condition and diseased nails are triggered by chemical and hormonal imbalances, because of aging, illness and nutritional deficiency (Academy Medical, 2011). Furthermore, nutrition deficiency is a significant cause, resulting to chemical and hormonal imbalances, as well as illness, and accounts for the majority of both hair disorders as well as nail disease. Usually where there are nutritional deficiencies, it is due to improper working digestive system, an unbalanced diet, inadequate nutritional supplements and metabolism or inflammation within the body area where energy is being redirected. As a result, other

Functional Ares of Top Shop Business Case Study

Functional Ares of Top Shop Business - Case Study Example It has over 300 stores around the world. It also has around 165 stores for men’s wear. It is the number shop in Britain when it comes to clothing, accessories and make up. This company offers high quality products at a reasonable price and it has embarked on technology to market and sell its products. THE 5 KEY FUNCTIONAL AREAS IN TOP SHOP BUSINESS Human resource: their main responsibility is to look and hire new employees who will efficiently carry out the company’s responsibilities. They also make sure that their employees are well trained to enhance efficiency in their endeavors. They should make sure that the employees have filed in all the paper work before they embark on their duties. They also determine the salary scale for each employee according to the employee’s occupation and responsibilities in the company. Marketing: this department should always give directions on what products the company should release to the market. It should always be aware of w hat is on market and what is not. They should also know the needs of their customers and be sure to meet each and every one of it. They reach these conclusions by researching through various mechanisms. They help the company to put its strategies in order so as to meet the demand of the customer. They have a responsibility to determine the price of a certain product considering the cost involved in processing it. All products should be advertised and promoted so as to educate the public on the products. This needs budgeting and proper planning. They determine the distribution channels that are going to be involved in distributing the products. The ICT and administration support: This group has always supported day to day running of the business. They involve themselves in the clerical duties, cleaning of the premise, they offer computer and technological help and they ensure people’s security health and safety. Operations: this is a department involved in producing the nice a nd appealing garments seen on the web to see that the customers are coming back for more. They are people with skill, creativity, attention to detail and informed. They use the available machinery, the building and raw materials provided to come up with products to be sold to the clients on order. Research and development: With the use of ICT, people are able to stay informed and get as much information as possible. The customers can give feedback which will inform this department on what they want. This department keeps competition on check by updating on existing designs. Customer care: (Lyon, 2012) notes that the front desk is the most critical and sensitive area. The front desk personnel should never fail to impress so as to have many clients. For every opportunity be it a phone call, an appointment honor, the excellence of the business should be seen. The front desk has always set the pace for everyone in the company to emulate and internalize. The main responsibility of this d epartment is to make sure that their customers are satisfied and their questions are well answered. They answer calls from customers, give extra information on the products or services offered and solve their customers’ problems in relation to the products they are interested in. The personnel in this department are well trained and they understand the company’s policies. Additional responsibilities include receiving of payment, handling refunds, cashing checks, and selling stamps.  

Global Human capital (case study) Essay Example | Topics and Well Written Essays - 500 words

Global Human capital (case study) - Essay Example As part of business strategy in the early 2000s, the company had to reduce the number of employees at its Tokyo based headquarters. The worker force was reduced above 5000 to the current number of 4,222. This is excludes all the employees on overseas assignments and those working for subsidiaries and offices abroad. A major success factor for the ITOCHU Company is the sound management, the robust organisational structure adopted and as well as the vast international network (Kishita, 2006). Management strategy gives ITOCHU a competitive edge as the company is able to achieve operational efficiency post impressive financials. Guided by the mid-term management plan known as Frontier-2006 the company aimed at increasing profitability in a manner that is stable. It then moved on to implement another mid-term management plan dubbed, Frontier, 2008 who goals were enhancing corporate value on the international arena and increase investor confidence through aggressive management policies. This saw the company post a net income of  ¥218.6 billion in the financial period ending March 2008 and mark the fourth year of record earnings. These are fruits of the growth strategies and hikes in natural resources prices (Rowley & Benson, 2002). In the recent economic restructuring ITOCHU has implemented a number of changes in the area of employee resourcing. Taking advantage of the shukko and haken schemes introduced by government a number of employees have been relocated subsidiaries paving way for the company to externally higher people who are more capable and experienced under the new mid-career professional recruitment system. The company’s HR retention policies have also been redesigned especially on the aspects of job allocation and training. A lot of focus currently is directed at specialisation as opposed to multi-tasking and job rotation (Ballo, 2002). Additionally ITOCHU has moved to attract young talents and foster

Why has United Nations been more successful than League of Nations Essay

Why has United Nations been more successful than League of Nations - Essay Example Any comparison between the two international bodies as League of Nations and United Nations can be done only by tracing their origin.In order to amply answer the thesis question, one needs to analyze in details the prevailing world situation when these two bodies were formed. One needs to appreciate that both the bodies were formed in the aftermath of World Wars that ravaged a large part of the developed world when nations tired of war were thinking of some permanent solution to banish war for ever from the face of the earth. The nations thought of creating some international supervisory body that would mediate and diffuse tensions that might brew between nations and ensure that such tensions never spill over into full fledged armed conflict. The bane of war was very much realized by all the combatants what with European economy in tatters after the savagery and mindless destruction that was unleashed during the two World Wars. It seemed that all parties concerned had come to their s enses and have realized the hard way that war can never be a solution; one war inevitably leads to other wars more savage and more ferocious than the previous one. The stage was set, as one would assume, for the creation of one such international body at the end of First World War. This body would, or at least those who took leading part in its formation thought so, would be an international mediator that would diffuse the glowing embers of a potential armed confrontation before it turned into an uncontrollable inferno (Knock, 1995). Inception of League of Nations By mid-December 1918 World War I was practically over, the shooting part, that is, and USS George Washington was approaching French coastline with US President Woodrow Wilson on board. The President was buoyant with notions of setting up a world order that would usher in everlasting peace in world. The idea and mission was surely a laudable one but little did the President know of the pitfalls that lay ahead in implementin g his grandiose and eminently lofty plans that would prevent forever any war from erupting into a frenzy of genocide and destruction. This effort of his earned him the Nobel Prize for peace in 1919 but Wilson was perhaps not aware that his allies were determined that Germany atone for her sins by paying heavily and were in no mood to forgive and forget and start afresh. But why blame only the European nations? Many Americans also feared that the birth of any multinational body like the League of Nations would take on the role of a global monitor and prevent member nations from pursuing their independent foreign policies. This strain of isolationism had pervaded foreign policy relations of United States right from its arrival on the international scene as a power of consequence. This trait perhaps had a direct link with its geographical location being bound on either sides by oceans and thus not having to share boundaries with equally powerful nations as most European countries had t o. Canada on the north and Mexico on the south were so inferior in military and economic strength as compared to itself that United States had never faced the predicament of dealing with a prickly and potentially dangerous neighbor. Hence, the general feeling among American public was not favorable towards the formation of an international body. They, instead, felt their independence in charting their foreign policy course to be much more important than engaging in some sort of understanding and compromise with fellow developed countries so that a World war is never repeated. League of Nations thus started its journey amid much misgivings and mutual distrust and was doomed perhaps even before it was formally brought into being (Lerner, 2004).

Western australia demand and supply Essay Example | Topics and Well Written Essays - 500 words

Western australia demand and supply - Essay Example These estimates use the 2006 Census base for the population benchmarks. Details of further rebenchmarking of the Labour Force estimates, including the 2011 Census-based rebenchmarking, are included in the feature article  Rebenchmarking of Labour Force Seriesin this publication. The ABS will commence a trial of on-line electronic data collection of labour force data from households in December 2012. The trial will be conducted on one rotation group of the Labour Force Survey (i.e. one-eighth of the survey sample). As part of this trial, respondents in this rotation group will be offered the option of completing their labour force survey questionnaire on-line instead of a face-to-face or telephone interview. Information about the trial will be included in the December 2012 issue of this publication, due for release on 17 January 2013. The trial will continue for a number of months prior to a decision on rolling out an electronic collection option progressively to the full sample of the Labour Force Survey. The estimates in this publication are based on a sample survey. Published estimates and the movements derived from them are subject to sampling variability. Standard errors give a measure of sampling variability. The interval bounded by two standard errors is the 95% confidence interval, which provides a way of looking at the variability inherent in estimates. There is a 95% chance that the true value of the estimate lies within that interval.   For further information about these and related statistics, contact the National Information and Referral Service on 1300 135 070, email client.services@abs.gov.au or Labour Force on Canberra (02) 6252 6525, email

Summarize the article, Essay Example | Topics and Well Written Essays - 250 words

Summarize the article, - Essay Example The time for the study was four weeks, which was the estimated duration for each treatment application to the sample population. The research on phase III trial of patients contributed in gaining additional evidence that patients with bone metastases and breast cancer would be treated effectively with denosumab than with zoledronic acid. Such aids in maintaining quality of life, preventing hypercalcemia of malignancy and delaying bone radiation, as well as SREs (Martin, Bell and Bourgeois et al., 2012). Denosumab treatment also aids in minimizing renal toxicity risks, all forms of acute-phase reactions and establishing a convenience of the subcutaneous administration. These outcomes of denosumab are also evidenced in preventing skeletal based complications among patients that have bone metastases and breast cancer. As such, the study was able to identify the effective treatment, which breast cancer patients should be given for better

Research Paper NT1430 Essay Example for Free

Research Paper NT1430 Essay When it comes to IPv6 there are a lot of topics that can be discussed. It will change the Internet forever as we know it. IPv4 is the fourth version of protocol using a 32 bit address space whereas IPv6 will be using 128 bits of hexadecimal addressing to allow for drastically more addresses. Currently IPv4 allows roughly 4,294,967,296 possible addresses and with the current allocation practices it limits the number of public address to a few hundred million. In contrast, the 128 bit address space that IPv6 uses can provide roughly 3. 4 x 1038 possible addresses. The sheer size of the IPv6 address allows for the subdividing of the address into a hierarchical routing structure that in turn can reflect the current topology of the Internet. This will provide great flexibility for the addressing and routing in the future where the IPv4 obviously lacks in comparison. It would hard to imagine a world where we do have anymore Internet addresses to go around. This should hopefully solve that problem, at least for a while to come. When configuring DHCP on Linux to use IPv6 one must be sure that they have everything in order. The two most used means of auto configuration IPS are on the router advertisement and dhcpv6. When you are using the RA a server daemon needs to advertise a network prefix which is typically a /64, gateway and sometimes a DNS server. Then the Client machines can auto configure their IPv6 addresses when they have initialized a bootup based on their current MAC address using EUI64. When addressing the same situation with dhcpv6, dynamic or static addresses can always be assigned to the current client machines. Unfortunately the gateways cannot be assigned due to the design of the dhcpv6 protocol. If you must use dhcpv6 you have to use RA. You can configure RA to advertise only the gateway leaving the IP and DNS server configuration all up to the dhcpv6, or only the DNS servers. In order to run dhcpd in IPv6 mode you  need to add a -6 argument. The arguments should define the configuration file and lease file. Here is an example of a startup command; /usr/sbin/dhcp -6 –cd/etc/dhcpd6.conf –lf/var/state/dhcpd6.leases eth1. The -6 enables the IPv6 mode and the –cf defines the IPv6 configuration file. Here’s an example of the dhcpd6.conf; # dhcpd6.conf authoritative; option dhcp6.name-servers 2001;db8;1;1;;200; option dhcp6.domain-search ‘internal.1an’; In conclusion, I hope that after this you understand why IPv6 is such a game changer and why it is so important for our world going forward. Without it our planet would cease to exist and everything would stop. Obviously IPv4 is still around and will be for a few more years, but the days of thinking that IPv4 would last forever or definitely over and it’s time for something new will hopefully last a little longer. References http://technet.microsoft.com/en-us/library/cc780310(v=WS.10).aspx //www.cisco.com/web/about/security/security_services/ciag/documents/v6-v4-threats.pdf http://linux.ardynet.com/ipv6setup.php

Using a PC Correctly and Safely Essay Example for Free

Using a PC Correctly and Safely Essay Born in 1812 the second child of a Navy Pay officer, life was never going to be easy for Charles Dickens. In his infant years Dickens had his fair share of bad luck. He knew how it felt to be cold, miserable, poor and altogether unhappy. Soon Dickens father was in debt and was sent to Marshalsea Prison, London. This unfortunate turn meant a 12 year old Dickens had to go and work in a shoe-blacking factory. This embarrassed him for all his life and he felt it was humiliation. Born in 1812 the second child of a Navy Pay officer, life was never going to be easy for Charles Dickens. In his infant years Dickens had his fair share of bad luck. He knew how it felt to be cold, miserable, poor and altogether unhappy. Soon Dickens father was in debt and was sent to Marshalsea Prison, London. This unfortunate turn meant a 12 year old Dickens had to go and work in a shoe-blacking factory. This embarrassed him for all his life and he felt it was humiliation. Dickens was determined not to be the same as his father and managed to get work as a solicitors clerk, and then moved onto a form of journalism for the political debates. Dickens successfully managed to convey what he felt about Victorian England in his books; often they featured under privileged children (Oliver Twist), and other aspects of being poor and needy. Dickens tried hard to let people know about the people working in the workhouses and the terrible conditions they worked in (David Copperfield). He tried to make the more noble class respect the less fortunate and be kinder to the homeless and needy. In his lifetime Dickens influenced the English and worldwide public with his moving stories and made a lot of money for his family in the process. Dickens is well remembered for books like A Christmas Carol but he wrote many others like, Nicholas Nickleby, A Tale of Two Cities, Hard times and of course Great Expectations. Once you turn the first page of A Christmas Carol you are struck by Dickens amazingly detailed descriptions, long sentence structures and incredible vocabulary he uses incredibly intricate words to describe things which really livens up your imagination. Scrooge is introduced to us as a miserable old miser; he hates Christmas and the poor. He dislikes giving and is generally a nasty person who, we as a reader are not meant to have any sympathy for. Dickens sets him up with phrases such as a squeezing, wrenching, grasping, scraping, covetous old sinner. . Scrooges nephew, Fred, who is full of Christmas spirit, visits him and is nice about the poor, life and Christmas. Scrooge replies every idiot who goes about with a Merry Christmas on his lips should be boiled with his own pudding this is insulting to the Christian faith and a lot of peoples beliefs. Scrooge sees the figure of his 7-year dead partner Marley morph onto his doorknocker. He goes in and lights a candle Darkness is Cheap! . Marley visits Scrooge in the night and warns him that three spirits that will change his ways will haunt him. Marley trails a Ponderous Chain which is made of ledgers, moneyboxes and other money related objects that Marley was obsessed with, much like Scrooge. From this we can see Dickens is trying to tell us that money is not everything and the chain Marley wears acts as a symbol that Scrooge and us as a nation have to take notice of. When the Ghost of Christmas Past arrives at Scrooges place of residence, Scrooge is taken on a journey through his prior years as a schoolboy. He is shown as lonely and unloved until his sister comes to pick him up. Here Dickens is showing us that family is important and can bring happiness; she addresses him as dear, dear brother. When Scrooge is taken to his old work he is reminded of how wonderful Christmas used to be. He is given the night off with a, Yo-ho reminding him of how mean he was to his clerk when he told him it was a, poor excuse for picking a mans pocket every 25th of December. This implies that we leave our mark on society; Fezziwig would leave a good one, Scrooge would not be so lucky. When Scrooge is transported to the scene of him and his fianci e together he is reminded of how he chose money over love something Dickens proves to be wrong What idol has displaced you he rejoined a Golden one. The fianci e knows Scrooge is totally in love with money and frees him from the contract they have she departs with May you be happy in the life you have chosen. This shows us as a reader that Scrooge is mean and still takes money over his life we feel sadness for the fianci e and more bitter towards Scrooge. Next Scrooge sees the ghost of Christmas Present and a throne of wonderful food to form a kind of throne, were turkeys, geese, game, poultry This shows Scrooge how wonderful Christmas can be and the amazing food that could be available to him. The people who were shovelling away on the house tops were jovial and full of glee. . Dickens shows us that if Christmas is kept in out hearts we can be warm and happy whatever the circumstance. We then read about Christmas at the Cratchits, an incredibly poor family where Bob, Scrooges clerk, is the father of several children. We read about the extreme lack of money they have and how poor Tiny Tim is supported by an iron frame. They have very little; a small pudding for a large family but they do not mind as they are with each other and that is what is important to them; the family, not the money spent. Scrooge asks about tiny Tim and finds out he is likely to die, however, the ghost quotes Scrooge saying decrease the surplus population exactly what Scrooge had said to two men collecting for the poor and needy. Scrooge begins to feel bad about what he has done and is ashamed of his prior beliefs he realizes money is not everything and you can be happy without it. Scrooge is whisked through three scenes of people celebrating Christmas joyfully even though there conditions are appalling. Scrooge then goes to his nephews party; here he sees how others interpret him, an old miser. He feels sad then Fred makes a toast to him and this brings a tear to Scrooges eyes. He is loved and knows family is important which is what we must recognise. The spirit then produces two children. One is want the other is ignorance, Dickens is trying to say we have major faults in our society that need to be corrected. People want so much, yet are ignorant about other peoples faiths or beliefs. Scrooge now sees the last of the spirits, the Ghost of Christmas Future. We first travel through the streets to a building of business to see men discussing an unnamed mans death and how they wouldnt go to his funeral unless a lunch is provided. Here Dickens is trying to say that if you live a lonely life then you will die lonely. Scrooge then travels through filthy back streets to a dingy hole where women are getting money for things they have accumulated. One of the women has taken down bed curtains from the dead mans bed you dont mean to say you took em down, rings and all, with him lying there? Yes I Do! . Dickens shows that if you die a lonely, unloved and hated person, in your death your shirt will be literally ripped off your back, like the washer women did to Scrooge. Scrooge and the spirit go to a graveyard where no mourners are present here Scrooge finds his neglected grave and realises it was his body they saw in the room and the people were talking about. Scrooge now realises all the wrong doings he has done, He sees he needs to change his ways. Dickens shows we need to be charitable and to change our ways if we are to keep the true meaning of Christmas alive. Scrooge learns many valuable lessons, from which we can learn to, the spirits transform him from this hideous hook nosed demon to a Christmas loving human all in the course of one night. He learns the true meaning behind Christmas and things like family, charity and good will. He sees his ways are wrong, his obsession with money, much like most people who fight over who has the best this and the fastest that but dont see themselves as a Scrooge. He gives money to poor people and is happy with his life finally. This world acclaimed novel has been made into many films, as it is still highly relevant and can be learnt from still. His literary genius conveys, feelings emotions and other amazing literary devices authors recently seem to have lost touch with.

Dangers of Escalation of Commitment in Accounting

Dangers of Escalation of Commitment in Accounting This report analyses the issue of escalation of commitment to a course of action from the perspective of the pharmaceutical industry. Escalation can be defined as a situation where a failing venture is supplied with additional resources beyond the point of feasibility. As such, escalation carries substantial dangers for organisations by generating avoidable economic losses. The report inquiries into the generic causes of escalation by examining subject literature. Accordingly psychological, social, organisational and project-specific factors are identified as common escalation activators. Exploration into the particulars of the said industry categorises profitability issues, market performance concerns, maturing products portfolio alongside development pipeline conditions as features amplifying pharma companies vulnerability to escalation. The point is supported by real-life case examples located in the appendix. Appreciation of escalation causes allows for development of effective prevention policies. The report suggests preventive measures aimed at reducing the occurrence of escalation triggers, such as challenging the individual and social causes. Approaches for reducing other factors impact on decision-making are outlined in the form of strategy alteration as well as process management policies. The report finalises with suggestions on escalating situations management. Statement of Reference The aim of this 2000-word report is to inquiry the causes and dangers of escalation of commitment to a course of action from the perspective of pharmaceutical companies. This report is to assess the dangers of escalation of commitment to a chosen course of action through the perspective of pharmaceutical companies. In order to achieve the aim set, the paper first analyses the definition and threats arising from the phenomenon of escalation. Next, following the framework proposed by Ross Staw (1993) generic causes of escalation are summarised. Subsequently, the report looks at industry- and drug development-specific escalation triggers in an attempt to identify why the pharmaceutical companies are particularly vulnerable to the dangers of escalation of commitment. Then, escalation prevention provisions organised around tackling previously identified triggers are outlined. The report concludes with suggestions concerning the issue of escalating situation management. Escalation of commitment: Definition and dangers Escalation can be defined as a situation where an individual over-commits resources to a failing venture after receiving negative feedback on its performance. Having an option to discontinue, the decision-maker forgoes rational behaviour and devotes more money, time or effort in a false belief that greater involvement will bring the project to successful completion (Staw, 1981). Some examination suggests that escalation as such should not be automatically assigned negative connotation. Low level of employee commitment is also damaging to organisational performance; background factors might justify over-commitment (Heath, 1995). Another view assumes escalation to be a natural feature of the business decision-making that should be treated as an unavoidable expense (Bowen, 1987). The dominant notion supported by extensive research suggests that escalation of commitment should be acted against (Brockner, 1992) because of carrying dangers of: Ultimately leading to multiplication of avoidable losses; Introducing irrational decision-making; Undermining the basic premise of business activity: to maximise gains with minimal costs; Generating substantial opportunity costs Consuming unrecoverable resources, such as time. Appreciation of escalation triggers allows for development of efficient prevention methods aimed at reducing the occurrence of such factors, subsequently protecting the company from the aforementioned detriments. Generic causes of escalation Psychological Initial research suggested that escalation arises primarily from the natural incline of the human being to self-justify behaviour. Supplying the course of action with additional resources serves as unconscious defence technique: the individual reassures him/herself that the original decision made was rational (Staw, 1976). Self-justification need is heightened if the decision-maker holds responsibility for the resource allocation (Staw, 1981), which is typical for investment decision setting. Prospect theory applied to escalation suggests that self-justification is not vital prerequisite for its occurrence. Escalation is induced by the decision-maker using a frame to make decisions under conditions of uncertainty of results. The decision-maker views subsequent decisions in reference to outcomes of initial judgements in order to produce a coherent frame. The negative feedback on the initial resource allocation results in the subsequent distribution being viewed as a choice between definite and possible loss, or a negative frame. Subsequently individuals are prone to escalation by becoming risk-seeking: failing to accept a definite loss even at the cost of incurring greater in the future (Whyte, 1986). How the decision-maker perceives incurred costs, constitutes another escalation trigger (Garland Newport, 1991). Following prospects theory, the sunk costs effect suggests that costs incurred viewed in relation to the total expenditure induce a negative frame, leading to escalating behaviour. Linked with that, the dislike of waste provides another motivation to supply the course of action further, rather than face a definite loss (Arkes Blumer, 1985). Interestingly, excitement about the project outcomes (Schmidt Calantone, 2002), and sunk-time effect ­ (Navarro Fantino, 2009) aid escalation occurrence. Social Importantly, the aforementioned need to justify the correctness of behaviour is not limited to the individual and applies to the wider social context (Staw, 1976). Maintaining an image of a consistent decision-maker among peers proves equally, or more, important to meeting self-justification needs. The desire to obtain social approval is exacerbated under insecurity of the social status in the group, or in a presence of an adverse crowd (Staw, 1976). In such instances the individual is likely to model his/her behaviour to reproduce the model endorsed by the audience (Brockner, 1992). As the group replicates leader stereotypes that emphasize the need for decision-makers to be consistent in actions in order to be perceived as competent (Staw Ross, 1980), the individual aspiring to achieve consistency with the stereotypical image will over-commit not to distort others belief in their leadership potential, and to reaffirm position in the group structure. Intra- or inter- group competition can indicate escalation. The focus is shifted away from objective assessment of the possible outcomes of a chosen decision onto the motivation to win. The need to do whatever it takes to get a step ahead of the competitors introduces scope for irrationality and escalation as such irrational behaviour is common to both of the parties involved (Bazerman, 2006). Organisational Projects receiving strong organisational support are prone to escalation (Pfeffer, 1981 in Ross Staw, 1993), as the decision-makers identify them with the existence of organisation itself. Furthermore, the centrality of the project to organisational values and its entrenchment in the organisational structure account for the projects being continued despite reservations (Goodman et al., 1980 in Ross Staw, 1993). Unwinding the supporting infrastructure might threaten the very basis of working organisational structure; induce change that is often associated with risks and dangers. The costs of acceptance of status quo are perceived as minor to the potential dangers of modified environment. Maintaining reputation and consistency between values and actions prove to constitute forces inducing over-commitment from organisational perspective (Ross Staw, 1993). Companies having publicly announced success might be more hesitant to admit failure and discontinue with the course of action. Project-specific High development costs and risky market performance of the finished product, the acceptance of failures and losses as a feature of the RD process, and reluctance of decision-makers to emotionally detach from the prolonged projects account for greater escalation exposure of RD projects (Schmidt Calantone, 2002). Low potential reusability (Staw Ross, 1993) of the generated output results in reluctance to discontinue the venture in order to avoid waste. Negative framing induces the perception of exit costs, such as compensation packages as definite waste, leading to escalation. The advancement of the project on a timeline constitutes another threat due to sunk-cost effect (Navarro Fantino, 2009). Projects reaching advanced stages of development would be discontinued reluctantly because of accumulation of used resources, including time, and the perception of imminent availability of the anticipated gains. Industry-specific Escalation Triggers Profitability issues Recent data suggests that pharmaceutical companies are to face decline in profit figures in forthcoming years (Datamonitor, 2010). This can be attributed to steadily increasing drug development costs: the costs producing the final product exceed $1 billion, with as few as 20% of successful product entries achieving the break-even point (Innovation.org, 2010). Estimates suggest that pharmaceutical companies should launch two to four drugs annually to maintain steady profit margins (Gassmann Reepmeyer, 2005). However, due to high attrition rates the overall success of organisations strategy is often reliant on the success of a single project (Kola Landis, 2004). These factors pressurise the companies to continue with projects and disregard arising reservations to maintain profitability. Maturing product portfolio The reduction in new component approvals can be partially attributed to strengthening drug registration requirements. Other explanation lies in the controversial innovation deficit experienced by the industry (Schmid Smith, 2004). Lower innovation figures account for pharmaceutical companies being faced with maturing product portfolio. Consequently, the companies engage in a variety of innovative projects overly-optimistically assessing their revenue potential, failing to discontinue when reservations arise. Eventually, the companies face greater losses as the projects fail to generate anticipated revenues, but incurring avoidable losses (Appendix: Dimebon case). Concerns for market performance The pressure to persist is further reinforced by the need to be consistent with companys vision (Ross Staw, 1993). Endorsing the projects demonstrates consistence with the mission statement; reaffirms the reputation as well as reassures the market and investors on following the profitable trail. However, forgoing ethical and safety aspects of drug delivery over concerns for market performance and cost-cutting proves detrimental (Appendix: GSK Puerto Rico Plant). Development pipeline conditions The specificity of the drug development pipeline further adds to the vulnerability to the dangers of escalation of commitment. The drug development time is estimated to surpass 10 years, with the costs amplifying as the project progresses (Accenture, 2007). This suggests heightened emotional attachment and excitement towards results, as well as existence of supporting infrastructure as powerful motivators of escalation. Attrition figures reveal that escalation is common in the industry as the most projects are withdrawn after reaching the most cost intensive stage of advanced clinical trials that precedes the registration process; or are recalled after reaching the patient due to safety concerns that have been ignored earlier on (Kola Landis, 2004) (Appendix: Avandia case). Escalation: how to prevent it? Tackling individual and social causes Perhaps introduce appraisal procedures emphasizing ones ability to build on past actions, rather than progression of the project. This will reduce managers fear of negative consequences if the project fails. Confidential treatment of sensitive matters, such as personal failures, will reduce the reputation retention motivation for escalation (Simonson Staw, 1992). Consider developing positive leader stereotypes supported by convergent organisational values emphasizing the rationality of decision-making. Furthermore, introducing panel decision-making procedures contribute to preventing escalation by reducing individual responsibility for the decision taken (Simonson Staw, 1992; Schmidt Calantone, 2002). Inviting members of relevant departments allows for assessing the projects success potential from a variety of angles limiting scope for escalation to arise. Ponder developing neutral decision frames by rotating managers in charge of the project so that different individuals held responsibility for initial and subsequent resources allocations (Simonson Staw, 1992). Additionally, foster for emotional detachment from sunk costs by introducing training in mental budgeting (Heath, 1995). Project evaluation and management Clear and achievable targets should be set out at the project initiation alongside exit points at various stages of progression (Schmid Smith, 2004). Measuring projects performance against set aims; assessing the efficiency with which resources yield results at the selected points allows for early estimation whether the project is following the anticipated pathway, thus allowing to avoid greater losses. Consider adopting attrite early strategy (Schmid Smith, 2004) as companys motto. Consider participation in multi-stakeholder analysis projects evaluating the potential value of innovative drug projects at early stages of development such as the consultations conducted within the European Healthcare Innovation Leadership Network (AstraZeneca, 2010). Ponder involving external parties in the project (Schmidt Calantone, 2002). Perhaps engage auditors to assess the success projects success potential at its outset or to devise effective contingency planning. This will ensure objectivity and independence of organisational politics. Consider outsourcing the project to subcontractors to avoid its institutionalisation in the organisational structure. Alternating middle-to-long-term strategy Consider renewing existing product portfolio and engagement in me-too drug developments. This ensures steady revenue generation from inelastic demand segments (Ganuza et al., 2009) and carries less risk comparing to reliance on anticipated gains from innovative compounds. Estimations suggest that involvement in drug-related sectors or focusing on advancement in licensed compounds constitute a potentially profitable alternative (Schmid Smith, 2004). Consider GSKs involvement in healthcare brands as an example. Managing Escalation Suppose the escalating situation arises, consider replacing the project manager or establishing panel assessment in order to remove the negative thinking frame, rid off the potential self-justification needs and assess realistically projects success potential (Simonson Staw, 1992). Consequently, ponder engaging external consultants to develop plausible solutions and introduce other point of view independent of the political and organisational influence. Otherwise, evaluate potential salvage value of the project towards establishing uses other than the initial one anticipated (Appendix: Viagra case). Furthermore, consider whether external financial support for advanced research is available; and if is feasible to use towards accomplishment of the projects aims. Otherwise, ponder engaging in partnership with a company undertaking research in similar compound in order to combine knowhow and reduce costs. Appendix Avandia case Recent withdrawal of GSKs highly innovative and best-selling diabetes drug, Avandia, in EU was caused by the linkages with deaths by heart failures among the patients on the medication (FT.com, 2010b). Allegedly, the company was aware of the severity of adverse effects, however launched the drug to the market (Avandia Recall News, 2010). Estimations suggest that GSK could face between $1.1bn and $6bn in compensation costs (FT.com, 2010a) that could have been avoided had the company ceased the project when safety concerns were brought to light. Additionally, bad publicity incurred after the allegations surfaced resulted in fall of GSK share prices, and the company facing negative profit accounts (FT.com, 2010c). Dimebon case Pfizer has recently withdrawn from advanced clinical trials (undertaken in partnership with Medivation) of highly anticipated Alzheimers disease cure, Dimebon, after the drug exhibited no promising therapeutic results (MedScape Medical News, 2010). The reservations about the curative properties of the compound have been raised at early stages of the process. It is assumed that the logic behind Dimebons miraculous effects was never properly investigated. Furthermore, similar compounds failed in previous trials (ABC News online, 2010). Escalating behaviour in such case could be linked to Pfizer losing patent rights the currently marketed Alzheimers treatment, Aricept and was in need of a profitable replacement. As a result of failure to investigate and evaluate promptly, Pfizer has incurred $725 million in RD costs (the Economist.com, 2010). GSK Puerto Rico Plant case GSK is reported to pay $750m in penalty payment to US government and other claimants following allegations on manufacturing malpractice and failure to adhere to safety standards in production plant in Puerto Rico. The allegations regarding mal-adjusted doses of active ingredients and ineffectiveness of drugs submitted to government programmes were revealed by a former employee and resulted in the company being charged with a criminal offence (Wall Street Journal Law Blog, 2010). Viagra case Initially Viagra was developed as a cordial drug aimed at decreasing blood pressure and preventing cardiac arrests. Clinical trials unexpectedly revealed potentially exploitable and marketable properties of the drug: high effectiveness in fighting erectile dysfunction in men. In the six months following its launch as a revolutionary treatment, in 1998 Viagra worldwide sales have exceeded  £300 million (BBCnews.com, 1999).

Seventeenth Century Jewish Individualism :: Essays Papers

Seventeenth Century Jewish Individualism The seventeenth century not only marks an important era in Jewish history, the arrival of Jews in the New World, but it marks a shift in Jewish ideology as well. Traditionally, in the Old World prior to the Inquisition, Jews did not live as individuals but rather as a part of a social network or community that worshipped together, studied together, at times lived together, and had the same set of beliefs. During, and for sometime after the Inquisition, some secret Jews were part of an underground community but other secret Jews chose not to be part of any Jewish community, secret or not, out of fear. It was not until the seventeenth century that there was a conscious break in the tradition of being part of a community and some Jews chose the path of individualism, because they were dissatisfied with the confines of their current Jewish community or they were forced to abandon their community and worship individually. When Jews began to move from the Old World to the New World they were forced with the challenge of figuring out how they were supposed to practice Judaism when there was no current Jewish framework in place. When Portuguese Jews arrived in the New World they were forced to live outside of the traditional community because there was no Jewish community to greet them in New Amsterdam. In the seventeenth century, it was not the norm for a Jew to live outside of the Jewish community, but it was possible; one’s willingness or necessity to live outside of the community depended upon one’s geographical location, fear, or personal convictions. In fear of being persecuted for their faith during and after the Inquisition, many Jews took on secret identities and were referred to as â€Å"Crypto-Jews (Gerber 121).† In an effort to escape persecution or murder many Crypto-Jews kept themselves isolated from the openly Jewish community; it was not until many generations after the Inquisition that numerous Crypto-Jews who moved north to The Netherlands were introduced to other Jews and even, â€Å"†¦ a random encounter with a Jew visiting from abroad could inspire the Iberian converso to reconsider his identity (Gerber 187).† Before rediscovering his true identity as a Jew, the Crypto-Jew was not a part of an open community, nor did he have any concept of what it was like to be a member of an openly Jewish Community.

Leukemia :: Cancer Research Health Essays

Leukemia Leukemia is a disease characterized by the formation of abnormal numbers of white blood cells, for which no certain cure has been found. Leukemia is also conditions characterized by the transformation of normal blood-forming cells into abnormal white blood cells whose unrestrained growth overwhelms and replaces normal bone marrow and blood cells. Leukemias are named according to the normal cell from which they originate, such as Lymphocyte Leukemia. Lymphocyte Leukemia is where a Lymphocyte cell is transformed into a Leukemia cell. Another example of Leukemia is Myelocytic or (Granulocytic Leukemia). This forms when a Myelocytic cell is changed or transformed into a Leukemia cell. Different Leukemia's are located in the microscope and by how much protein they contain. These Leukemia's are usually very severe and need treatment right away. The present incidence of new cases per year in the United States is about 25 to every 100,000 persons. The danger to the patient lies in the growth of these abnormal white cells, which interfere with the growth of the red blood cells, normal white blood cells, and the blood platelets. The uncontrolled growth of the abnormal white cells produces a tendency to unstop bleeding, the risk of getting serious infection in the wounds, and a very small possibility of obstruction of the blood vessels. Treatment of these Leukemias include chemotherapy with alkylafing agents, or antimetabodies that suppress the growth of abnormal white cells. Another treatment of some kind would be the x-ray or the administration or radioactive substances, or radiophosphorus, may be used. After treatment these diseases may last for many years. Age of the person diagnosed with Leukemia does play an important part in how that individual responds to any treatment. The older the person the less response he may have to treatment. Leukemia in Animals white blood cells is much less common as Leukemia in humans white blood cells. Today's treatment mostly includes chemotherapy and or bone marrow transplantation supportive care, where transfusions of blood components and prompt treatment of complicating infections, is very important. Ninety percent of children with Acute Lymphocyte Leukemia have received chemotherapy and fifty percent of theses children have been fully cured of Leukemia. Treatment of AML or Acute Myeolcytic Leukemia is not as successful but has been improving more and more throughout the 1990's. Scientists that study the cause of Leukemia have not had very much success lately. Very large doses of x-rays can increase the efficacy growth of Leukemia. Chemicals such as Benzene also may increase the risk of getting Leukemia. Scientists have tried experiments on Leukemia in Animals by transmitting RNA into the body of the Animal. Interpretation of these results in relation with human Leukemia is very cautious at this time. Studies have also suggested that family history, race, genetic factors, and geography may

Ken Keseys One Flew Over the Cuckoos Nest Essay -- Ken Kesey Flew Ov

Ken Kesey's One Flew Over the Cuckoo's Nest Ken Kesey's use of symbolism in One Flew Over the Cuckoo's Nest transforms the novel and the hospital within the novel a microcosm of society, a battle between the sane and insane, the conformist and the non-conformist. Randle McMurphy's arrival influenced the lives of almost every person, whether patient or employee. Whether or not his motives and actions were moral or good-hearted is difficult to conclude, however. On one hand, he undoubtedly saved the patients from losing their souls, so to speak, to Nurse Ratched and her ward. Without him, they would not have been able to stand up for themselves or grow a sense of self-appreciation and competence. On the other hand, there was a price to pay for these freedoms. McMurphy's and Billy Bibbit's deaths showed just how much control The Big Nurse had on her patients. The role each character plays in this showdown symbolizes the realistic confrontations between the mentally unstable and the rest of society that has been going on for centu ries. Randle Patrick McMurphy is a powerful, intelligent man, a true non-conformist. He comes to the mental institution to avoid the tedious work forced upon him at the prison he was assigned to. His playful, jolly attitude towards the patients surprises them since they have not seen such contention since they came to the ward. It is obvious from the beginning of the novel as to McMurphy?s most superficial motives. He is a con man, constantly making bets with naà ¯ve, mentally ill men. The fact that he never tries to outsmart or cheat them, however, makes him respected and admired by the patients. McMurphy?s tattoo, a poker hand with ace?s and eight?s, the ?dead man?s hand?, symbolizes both his obsession with gambling and his eventual death. Despite his consistent attempts to make a profit, McMurphy?s main concern is the welfare of his new friends in the hospital. He sees how they can no longer think for themselves or demand their civil rights. Even beyond that, he cannot fathom the fact that many of the patients voluntarily checked themselves into the ward, and may leave at any time. McMurphy starts out as somewhat conceited and self-absorbed. As the novel progresses, he becomes a role model for the other patients, showing them how to take control of their own destinies and rebelling against the overwhelming power of the ?Combin... ...ever, Ratched seems to accept it and sets out to beat him. In the end, Ratched does win by giving McMurphy a lobotomy. This perhaps symbolizes the thousands of deaths of men and women rebelling against the system, doing whatever it takes to win their freedom. Nurse Ratched symbolizes several different things. First and foremost, she portrays the control of society over what is normal and acceptable. Any resistance to this order will be ?fixed?, using any means necessary to force him to concede. She also represents the views of the author on women. A consistent theme of misogyny exists throughout the novel. Women are seen as either submissive prostitutes or controlling ogres. Whether it be Chief Bromden?s cutthroat mother, the Big Nurse, or Candy, women are never seen as equals to men or even remotely affable. McMurphy and Nurse Ratched go through a finely crafted and strategic battle of good against evil, man against woman, the individual against society. Although it seems that the individual will never beat society, the sacrifices made by brave people like McMurphy are never forgotten. Works Cited: Kesey, Ken. One Flew Over the Cuckoo's Nest. London: Pan, 1973.

“Hunters in the Snow” by Tobias Wolff Essay

In many walks of life, people believe that humanity is one with nature ranging from plants to animals, and when the outer shell dies, the spirits that were within them become abstract images of individual creatures. We have the same instinct as animal just a few adaptation and the ability to reason. In the short story â€Å"Hunters in the Snow† by Tobias Wolff, the use of symbolism and imagery to show contradistinction between humanity and the natural world. Wolff brings such a correlation between being human and also being a beast that it’s difficult to differentiate which one is who. Tobias is consistently showing the true nature of Tub, Kenny and Frank by relating them to hunting deer, but hunting the secrets that they concealed within themselves. Tobias makes claims to the sensitive nature of man by trepidation that fills a void in the three characters. â€Å"In Hunter’s in the snow,† Wolff is indirectly elucidating the symbolism between Tub, Kenny, an d Frank with their snowy environment, showing how tyrannical they have become and the symbolism of the deer. The first brush of snow is sweeping the landscape. The deep dark clouds and brisk winds stabbing Tub coat. The ground painted with the circles of footsteps as cars pass by like a shooting star. â€Å"Tub had been waiting for an hour in the falling snow.† Tobias Wolff (page) Tub, the first character, is the most soft-spoken of the trio. He was much heavier than Kenny and Frank but kinder at heart. In retrospect to Tub, the first line of the story gives evidence to his demeanor, showing an explicit representation of Tub’s personality; like the falling of the snow, he is very soft, and fluffy in appearance. Wolff also gives the illusion of the hunters as they try and hunt for deer, but the deer symbolizing the truth that’s within themselves. â€Å"He paced the sidewalk to keep warm and stuck his head out over the curb whenever he saw lights approaching.† (page) Wolff drew a connection with Tub as a deer pacing the snowy covered ground poking his head out like a deer in a sniper scoop. â€Å"The snow was light but the drifts were deep and hard to move through.† (page) Tub noticed the smooth, undisturbed snow to bring the deception of himself and the struggle  he goes through with his weight. Kenny helps create these deep drifts by targeting Tub, which hindered him from overcoming his low s elf-esteem, but Tub mentally has to push through. Wolff then makes the exact nature of the guilt inside of Tub transparent. Wolff shows how effortlessly Kenny and Frank were walking upon the snow while Tub strenuously tried to keep up but kept sinking in the soft snow. Tub surrendered to the snow, sits down and began to forego on the things that’s eating him inside. The snow is changing in size. The sky is getting darker by the minute. The wind is increasing in intensity. The footprint of deer disappears as their animal instinct begins to make way. Kenny is the leader of the pack and is the bitter cold winter himself with a frozen heart and a crystal core. As they hiked deeper into the woods, Kenny attitude progressively became as thick as the snowy landscape. Kenny first taunted an old dog, shot a post, then a tree and then the old dog dead center in the eye. Like a hurricane, peace lies in the center of the eye. â€Å"The clouds were low and heavy-looking and the wind blew in shrill gusts. There was a screen loose on the house, and it banged slowly and then quickly as the wind rose again.† Kenny then turned to Tub. â€Å"I hate you† (page) Tub with no hesitation shoots Kenny from the waist throwing him against the fence. The events of the snow picking up showed the growing tension in the story, the clouds low and heavy-looking described Tub and the position of the rifle. The banging of the screen door simulated the gunshot that hit Kenny in the stomach. The pellucid event had turned the tables around. The snow starts to breaks; the wind started to whisper, and the lifeless snow became white. Kenney the cold harden anarchy began to subdue slowly to his frozen soul as the freezing winds covered his body spilling not red but a bluish blood on the crimson ice. Wolff, prudently shows that the deer and Kenny, at the tavern, they stopped to warm up with the other group of deerstalkers. Kenny tied to a post, covered with the warmth of his blood waiting to be nailed to the wall like the brothers that are there. Tub and Frank pay little care to the severity of his situation. An iceberg, floating peacefully only showing the outer nature of his stability. The water is slowly breaking down the composites leaving way to the truth inside. Frank representing an iceberg, through all the shooting he stood still, as if in shock of what he sees. He gives the outward app earance of an ordinary guy tagging along to whomever more favored or had the  authority. Like an iceberg, his actual intention lies beneath the skin; flaky like the snow on their clothes. â€Å"The snowfall lightened, and the clouds began to roll back off the fields, but it was no warmer and after a time both Frank and Tub were bitten through and shaking.†(page) The tension between the friends died down like the wind, but the coldness was still prevalent because they were aloof to Kenny situation. Frank who has a wife and kids seem to have a good family but holds a dark secret. The story goes deep into the imagery of the snowy environment, and the deer only to reveal the deepest secret frank is in love with his fifteen-year-old babysitter. In this incredible piece that show claim to the true nature of the humanity and how uncaring and ruthless society can become. Within this short story, â€Å"Hunters in the Snow,† the relationship of the men corresponds with the snow and as tensions builds, so does the weather. Wolff creates this magical illusion tying us to a winter storm and how certain winter objects we can be related to. The symbol of a deer that re present life and death but also shows the hunters Tub, Kenny and Frank what’s is hunting them inside. Word Cited â€Å"Hunters in the Snow–Tobias Wolff – Classic Short S.† Insert Name of Site in Italics. N.p., n.d. Web. 30 Sept. 2014 .