It is not a paper, it is homework Case Study Example | Topics and Well Written Essays - 1750 words

It's anything but a paper, it is schoolwork - Case Study Example For a spell, until more benefits move in you should work with a skeleton group, maybe only yourselves for the time being to develop business and your better half ought to likely keep up her office administrator position that is as of now in judgment. As per the will, you were left with $300,000 paid to you in $15,000 increases. In spite of the fact that it is proposed for your childrens school, you can choose to utilize it to begin your new business. Also, you were left with $50,000 for unequivocal and quick use. It might take for a little while for you to develop your funds to help extra staff individuals since you don't have a lot of cash to purchase gear and such. You might have the option to develop extra cash, while your significant other is grinding away to purchase and offer vehicles from closeout to flip for a benefit. This will assist you with gaining security while you are moving in the direction of a bigger overhead to have more staff. In a perfect world, you should labor for a year or two and when you feel more steady in your business, your significant other can leave her place of employment at the college and be your office supervisor in your new business. You should mull over the middle pay would be roughly $30,000 to remember as a base pay for every individual relying upon their particular employment. You will likewise need to mull over how encountered your different laborers are the point at which you consider their pay base. These proposals fall in accordance with the first arrangement in light of the fact that now, it is an occupation that Keena can dominate and move into when the business begins to get. She would then be able to begin this is a preliminary procedure in making sense of what necessities are required. This falls in accordance with the all out remuneration plan by offering serious pay base This falls in accordance with the first arrangement and gives the bookkeeper who is instructed a serious base compensation and different motivations to remain with the organization and will likewise assist you with keeping the entirety of your monies all together. This falls in accordance with the

Is Mark Twain a Racist?

Is Mark Twain A bigot? Many accept certain things about Twain's â€Å"Great American novel,† makes it a bigot book, similar to the abuse of the word, â€Å"nigger,† and the given delineation of the dark slave, Jim. In any case, there is a generous measure of proof that this book was not worked out of abhor, however with the expectation that Twain could change the goals of skin shade of the white individuals around him. The above all else question the vast majority ask when they read the novel is, â€Å"was Mark Twain a bigot? There are suspicions that as a result of Twain's utilization of restless language and writing in the perspective of racists, that he was a supremacist himself. A significant part of the article is Twain really expounding on the kind of condition and grown-ups this little fellow has been raised with, and how bigotry against the Chinese is ordinary. For instance, the Chinese are burdened twice as much as the various races to dig for gold. Additional ly, when they are found taking from a mine, they are hung. Notwithstanding, when the equivalent happens to different races, they are just approached to leave the mining camp (Galaxy).In one section, the storyteller shares, â€Å"†¦ [the boy] discovered that in numerous locale of the huge Pacific coast, so solid is the wild, free love of equity in the hearts of the individuals, that at whatever point any mystery and secretive wrongdoing is submitted, they state, â€Å"Let equity be done, however the sky fall,† and go straightway and swing a Chinaman. † (Galaxy) The motivation behind why Twain records these perceptions is to show the city of San Francisco that it isn't the kid who's to blame, in light of the fact that, â€Å"What had the youngster's training been? By what means would it be a good idea for him to assume it wasn't right to stone a Chinaman (Galaxy)? Indeed, in one piece of the article, the kid says, â€Å"†Ah, there goes a Chinaman! God won't love me on the off chance that I don't stone him (Galaxy). † With this article, Twain trusted that he could permit the grown-up of the city to perceive how absurd they have been acting towards the Chinese and it was not the kid who is acting adolescent, yet it is the men whom the little youngster turned upward to. This is a similar situation with the debate encompassing, â€Å"The Adventures of Huckleberry Finn. † In the two stories we see a little fellow who lives in a general public that is bigot against a specific race simply because they were raised that way.An case of this in, â€Å"The Adventures of Huckleberry Finn,† is one of the primary things we get notification from Huck's dad and his sentiments about dark individuals who have done well in the nation. He alludes to an African-American school teacher who wore pleasant garments and was clever. Likewise, since the man was from Ohio, he was additionally permitted to cast a ballot. It's intriguing how Huck' s dad says, â€Å"It was ‘lection day, and I was going to proceed to cast a ballot myself in the event that I warn't too alcoholic to even think about getting there†¦ (37)†.The incongruity in this is the manner by which Huck's dad, a man who is clearly ethically, monetarily, socially, and mentally second rate compared to the teacher he met, accepts he is better than the man on account of their distinction in skin hues. This affirms Huck was brought up in a supremacist domain, which implies that things Huck says or does most likely isn't out of abhor, but since that is how he's been brought up in his home and society. Something unsafe that Twain did to show others his situation on servitude and bigotry was the point at which he elected to help pay for one of the main dark understudy's educational cost at Yale University.In his letter do the Dean of the college disclosing why he needed to do this, he stated, â€Å"We have ground the masculinity out of them, and the disgrace is our own, not theirs, and we should pay for it (Fishkin). † This demonstration and statement shows that Mark Twain felt by and by struck to the heart about subjugation as an awful mix-up towards the dark society and needed to give something back to those influenced. In this manner, with all his negative encounters with slaves and prejudice, for what reason would this man compose a book that conflicts with the goals he so strongly defends?This book ought not be taken a gander at as an assault against African-Americans, however as another way Twain attempted to reimburse the obligation he believed he owed the slaves and their families (Fishkin). At the point when the book initially presents Jim, it appears that the slave is practically eccentric to the point of incompetence. In section two, Jim nods off when searching for Tom and Huck in Mrs. Watson's yard. Tom takes Jim's cap and places it on a branch over his head, and when Jim awakens he tells different slaves a ga thering of witches, â€Å"rode him everywhere throughout the world, and tired him most to death, and his back was all over seat bubbles (14). Two parts later, Jim hauls a hairball out of a bull's stomach and claims an all powerful soul lives inside (26). Numerous individuals discover Jim's notions hostile and bigot since it underlines that slaves had no expectation in having a decent life. Some accept that since the slaves were dealt with so inadequately and had minimal possibility of getting away from their sentence, they made up strange notions as an approach to escape from their savage reality. Most African-American supporters of anning Twain's tale from schools don't figure their kids ought to need to find out about a period in their family ancestry's the place so much torment, enduring and pride was lost. The way that Twain makes Jim an incredibly offbeat character, is deciphered by numerous individuals as a bigot activity (Wolfson). Nonetheless, who's to state that Jim's noti ons are not only an innovative path for him to exploit certain things for his very own benefit? It's conceivable that Jim utilized the witch story from part two since he realized he'd gain notoriety all through the slave world.It even says later that slaves made a trip from far spots to hear Jim's witch story. Similarly as with the hairball, Jim could have recently utilized it to get a brisk â€Å"buck† from Huck, or different clients who needed a few inquiries replied, since Jim imagined the soul wouldn't work except if it was paid. On the off chance that Jim's notions are seen in this light, he ought to be taken a gander at as an extremely smart person, as opposed to a sad slave, and nobody with a similar skin shading as him ought to be insulted (Fishkin). Another huge issue individuals have with the book is its apparently abuse of the word, â€Å"nigger. All through the book, the word is referenced a mind-boggling 200 and multiple times, something that many see as superfl uous, since the word accompanies such a negative, debasing ramifications in this day and age. Notwithstanding, there is a lot of discussion whether the term conveyed the kind of antagonistic implication it has today, however regardless of whether individuals used the name as an affront, there are as yet sensible clarifications with regards to why Mark Twain would utilize this word. Above all else, Twain strived to make this novel as reasonable as possible.If he had not utilized the language of his time or portrayed characters the manner in which they were in his timeframe, at that point nobody would have paid attention to his book. It's conceivable that there were different names that were less hostile that he could have utilized, however doing so would not have been as powerful in uncovering the offensiveness of prejudice as, â€Å"nigger† does. The word strengthened the book's thought that the social orders of the southern United States lived in consistent bigotry. In spite of the fact that it's indistinct whether Shelley Fisher Fishkin bolstered this thought, she says in her book, A Historical Guide to Mark Twain: †¦ â€Å"nigger†] was fundamental to the task of introducing and demonstrating a bigot society, whose ill-conceived racial chain of importance was exemplified in the utilization of that word, since it was key to sensationalizing the disappointment of everybody in that society (highly contrasting) to challenge the authenticity of the norm and of the word that solidified and fortified it, and on the grounds that the phrasing was reasonable to the time and characters. (137) The connection between, Disgraceful Persecution of a Boy, and the current novel should likewise be analyzed.The little youngster who stoned the Chinese man didn't perpetrate the wrongdoing since he detested the Chinese, he did it since that is the thing that he was instructed to do. At the point when Huck alluded to the slaves as, â€Å"niggers,† it's not out of loathe that he utilizes the word, but since he was encouraged that is exactly what you call slaves. Another issue individuals have with this book is the general portrayal of the slave's keenness. In parts of the book, it's difficult to try and comprehend what Jim is attempting to state since he hasn't been instructed. Individuals accept that making Jim sound mentally mediocre compared to each other character in the book is a bigot proceed onward Twain's part.However, when perusing the novel, the peruser should likewise understand that the writer and the storyteller are two unique voices. The creator, Twain, is a grown-up who is very against the possibility of servitude. The storyteller is a little fellow who has been raised by a general public who sees nothing amiss with subjugating dark individuals. Consequently, it isn't Twain voicing his conclusions through the manners of thinking of Huck, yet it is Twain attempting to depict an exact, chronicled perspective from a youthf ul, white kid (Fishkin). Shockingly, this little fellow has been raised with specific predispositions against slaves, and Twain must respect that bias.If he doesn't then the book would be generally wrong. Likewise, one must recollect that individuals living today were most likely not Twain's intended interest group. Twain needed to change issues in his age, and so as to make a story that applied to the peruser of his day, he would need to make the story as reasonable as could reasonably be expected. In conclusion, the most clear contention is that it just wouldn't bode well to make a slave character who was as shrewd as the white individuals. On the off chance that slaves were not permitted any conventional instruction, how practical would it be to expound on a savvy, proficient slave?Finally, toward the finish of the novel, it appears Huck is reconsidering fleeing from his home, simply because, â€Å"Aunt Sally she will embrace me and sivilize me, and I can't stand it (307). † F

Quitting Smoking and Weight Gain

Quitting Smoking and Weight Gain Addiction Nicotine Use After You Quit Print Why You Gain Weight After You Quit Smoking By Terry Martin facebook twitter Terry Martin quit smoking after 26 years and is now an advocate for those seeking freedom from nicotine addiction. Learn about our editorial policy Terry Martin Updated on January 31, 2020 James Darell / The Image Bank / Getty Images More in Addiction Nicotine Use After You Quit How to Quit Smoking Nicotine Withdrawal Smoking-Related Diseases The Inside of Cigarettes Alcohol Use Addictive Behaviors Drug Use Coping and Recovery Most people who quit smoking worry about gaining weight. It seems to go with the territory. While a small gain is normal, excessive weight gain when you quit smoking can create new health problems and erode your determination to stay off cigarettes. Lets take a look at what you can do to keep your weight under control as you go through the process of recovery from nicotine addiction. Why People Gain Weight When They Quit Smoking increases metabolism slightly: Smoking burns up to 200 calories a day in a heavy smoker.Because smoking burns calories, metabolism is boosted (increased) slightly.Nicotine is an appetite suppressant. When you quit smoking, a gain of between 5 and 10 pounds during the first few months of cessation is normal. If your eating habits have remained the same as they were when you smoked, the weight should come back off within a few months. Add some exercise to your daily regimen like a brisk 30-minute walk, and youll help speed the weight loss along or perhaps avoid it altogether. Why You Want to Eat More Smoking cessation throws our bodies into shock initially. Increased appetite is a side effect of quitting tobacco for most people. Cigarettes as an appetite suppressant: Smokers often avoid between-meal snacking by lighting up. Nicotine is a stimulant, and may also interfere with the release of the hormone insulin. Insulin controls glucose levels in the blood. When this function is blocked, a person will become slightly hyperglycemic, and as a result, the body and brain may slow down the hormones and other signals that trigger feelings of hunger.Food as a replacement for smoking: Early on in a persons quit, the urge to smoke is frequent and uncomfortable. Most of us feel the loss of the hand-to-mouth action of smoking acutely, and food often seems like a reasonable replacement. This can lead to overeating and weight gain though, so its better to find a healthier substitute for smoking.Dopamine and the urge to snack: Nicotine and food share a common chemical reaction in our brains: the release of dopamine. Dopamine is called the feel good hormone because it creates a sense of well-being. When nicotine is no longe r in the picture, many of us to turn to food for that boost. The emotional comfort food gives us is a result of this chemical reaction in the brain. Exercise also releases dopamine, so consider using it as a way of improving your mood and minimizing cravings. It will have the added benefit of helping you to speed up a sluggish metabolism and avoid weight gain as well; a win every way you look at it. Studies have shown that women are at greater risk than men for returning to smoking as a way to avoid weight gain. Understanding what happens to our bodies when we quit smoking and what we can do to alleviate discomfort in constructive ways will help us stay on track and keep weight gain at a minimum. There are a number of choices you can make to minimize weight gain. Exercise As mentioned above, exercise releases dopamine and is a great way to stave off cravings to smoke. It can also help you keep your weight stable. Shoot for at least a half hour of exercise, 5 days a week. It doesnt have to be a high-intensity aerobic workout; a brisk 30-minute walk around your neighborhood will work wonders for your body, mind, and soul. Healthy Snacks Put snacks together ahead of time so that when the munchies hit, youve got good food choices within easy reach: Vegetable sticks: Celery, carrotsLean meat and a small amount of cheeseSeeds and nuts: Choose those that you have to remove the shell.  Gives your hands something to do and helps you eat less.94% fat-free popcornTrail mixWater: Drink lots of itHard candies to suck onFresh fruitLow-fat yogurtHerbal teasHot cocoa made with nonfat milkFrozen grapesFat-free fudgecicles If youre concerned about weight gain, do yourself a favor and remove tempting, high-fat foods from your home. If you have a strong craving for a decadent dessert, its better to go out to a restaurant and indulge in a single serving, rather than have an entire cake sitting on the counter calling your name every time you walk through the kitchen. Avoid Alcohol Not only is alcohol high in calories, but it is also often an intense trigger to smoke. Additionally, alcohol tends to relax our inhibitions, and for an ex-smoker, that can spell trouble. Avoid the empty calories in alcohol, but more importantly, dont put yourself at risk of relapse by drinking early in your quit program. One Challenge at a Time People who quit smoking often decide its time to clean their lives up in other areas as well. Thats great, but be careful. If you try to do too many self-improvement projects at once, you run the risk of failing at all of them. Keep these points in mind: Be good to yourself. Quitting tobacco is a huge accomplishment, and you should reward yourself for your progress often. Dont underestimate the magnitude of what you are doing.Be patient. Quitting smoking is a process that takes time. It doesnt happen overnight, but in comparison to the number of years most of us smoked, recovery from nicotine addiction is short. Give yourself the time you need to heal.Accept yourself. You are a wonderful person just as you are right now. If you gain a few pounds while going through the process of quitting tobacco, so be it. The benefits will affect your life as well as those who love you in more positive ways than you can imagine. You can quit smoking without gaining a lot of weight. Dont let the fear of weight gain keep you chained to an addiction that will kill you, given the chance. Weight can be lost, lungs cannot.

The Battle of Alam Halfa in North Africa During WW II

The Battle of Alam Halfa was fought from August 30 to September 5, 1942, during World War IIs Western Desert Campaign. Armies Commanders Allies Lieutenant General Bernard Montgomery4 divisions, XIII Corps, Eighth Army Axis Field Marshal Erwin Rommel6 divisions, Panzer Armee Afrika Background Leading to the Battle With the conclusion of the First Battle of El Alamein in July 1942, both British and Axis forces in North Africa paused to rest and refit. On the British side, Prime Minister Winston Churchill travelled to Cairo and relieved Commander-in-Chief Middle East Command General Claude Auchinleck and replacing him with General Sir Harold Alexander. Command of the British Eight Army at El Alamein ultimately was given to Lieutenant General Bernard Montgomery. Assessing the situation at El Alamein, Montgomery found that the front was constricted to a narrow line running from the coast to the impassable Qattara Depression. Montgomerys Plan To defend this line, three infantry divisions from XXX Corps were positioned on ridges running from the coast south to Ruweisat Ridge. To the south of the ridge, the 2nd New Zealand Division was similarly fortified along a line ending at Alam Nayil. In each case, the infantry was protected by extensive minefields and artillery support. The final twelve miles from Alam Nayil to the depression was featureless and difficult to defend. For this area, Montgomery ordered that minefields and wire be laid, with the 7th Motor Brigade Group and 4th Light Armoured Brigade of the 7th Armoured Division in position behind. When attacked, these two brigades were to inflict maximum casualties before falling back. Montgomery established his main defensive line along the ridges running east from Alam Nayil, most notably Alam Halfa Ridge. It was here that he positioned the bulk of his medium and heavy armor along with anti-tank guns and artillery. It was Montgomerys intention to entice Field Marshal Erwin Rommel to attack through this southern corridor and then defeat him in a defensive battle. As British forces assumed their positions, they were augmented by the arrival of reinforcements and new equipment as convoys reached Egypt. Rommels Advance Across the sands, Rommels situation was growing desperate as his supply situation worsened. While he advance across the desert had seen him win stunning victories over the British, it had badly extended his supply lines. Requesting 6,000 tons of fuel and 2,500 tons of ammunition from Italy for his planned offensive, Allied forces succeeded in sinking over half of the ships dispatched across the Mediterranean. As a result, only 1,500 tons of fuel reached Rommel by the end of August. Aware of Montgomerys growing strength, Rommel felt compelled to attack with the hope of winning a quick victory. Constrained by the terrain, Rommel planned to push the 15th and 21st Panzer Divisions, along with the 90th Light Infantry through the southern sector, while the bulk of his other forces demonstrated against the British front to the north. Once through the minefields, his men would push east before turning north to sever Montgomerys supply lines. Moving forward on the night of August 30, Rommels attack quickly encountered difficulty. Spotted by the Royal Air Force, British aircraft began attacking the advancing Germans as well as directing artillery fire on their line of advance. The Germans Held Reaching the minefields, the Germans found them to be much more extensive than anticipated. Slowly working through them, they came under intense fire from the 7th Armoured Division and British aircraft which exacted a high toll, including wounding General Walther Nehring, commander of the Afrika Korps. Despite these difficulties, the Germans were able to clear the minefields by noon the next day and began pressing east. Eager to make up lost time and under constant harassing attacks from 7th Armoured, Rommel ordered his troops to turn north earlier than planned. This maneuver directed the assault against the 22nd Armoured Brigades positions on Alam Halfa Ridge. Moving north, the Germans were met with intense fire from the British and were halted. A flank attack against the British left was stopped by heavy fire from anti-tank guns. Stymied and short on fuel, General Gustav von Vaerst, now leading the Afrika Korps, pulled back for the night. Attacked through the night by British aircraft, German operations on September 1 were limited as 15th Panzer had a dawn attack checked by the 8th Armoured Brigade and Rommel began moving Italian troops into the southern front. Under constant air attack during the night and into the morning hours of September 2, Rommel realized that the offensive had failed and decided to withdraw west. His situation was made more desperate when a column of British armored cars badly mauled one of his supply convoys near Qaret el Himeimat. Realizing his adversarys intentions, Montgomery began formulating plans for counterattacks with the 7th Armoured and 2nd New Zealand. In both cases, he emphasized that neither division should incur losses that would preclude them from taking part in a future offensive. While a major push from 7th Armoured never developed, the New Zealanders attacked south at 10:30 PM on September 3. While the veteran 5th New Zealand Brigade had success against the defending Italians, an assault by the green 132nd Brigade collapsed due to confusion and fierce enemy resistance. Not believing a further attack would succeed, Montgomery cancelled further offensive operations the next day. As a result, the German and Italian troops were able to retreat back to their lines, though under frequent air attack. The Battles Aftermath The victory at Alam Halfa cost Montgomery 1,750 killed, wounded, and missing as well as 68 tanks and 67 aircraft. Axis losses totaled around 2,900 killed, wounded, and missing along with 49 tanks, 36 aircraft, 60 guns, and 400 transport vehicles. Often overshadowed by the First and Second Battles of El Alamein, Alam Halfa represented the last significant offensive launched by Rommel in North Africa. Far from his bases and with his supply lines crumbling, Rommel was forced to move to the defensive as British strength in Egypt grew. In the wake of the battle, Montgomery was criticized for not pressing harder to cut off and destroy the Afrika Korps when it was isolated on his southern flank. He responded by stating that Eighth Army was still in the process of reforming and lacked the logistical network to support the exploitation of such a victory. Also, he was adamant that he wished to preserve British strength for a planned offensive rather than risk it in counterattacks against Rommels defenses. Having shown restraint at Alam Halfa, Montgomery moved to the attack in October when he opened the Second Battle of El Alamein. Sources Defensive Military Structures in Action: Historical ExamplesBBC: Peoples War - Battle of Alam Halfa

Analysis Of Raymond Carver s Cathedral, A Man And His...

Kristoffer LaMantain Sandiford ENG 1-B E-6 10 December 2015 Spouses for Humanity Humanity’s potential to develop interpersonal relationships is fundamental to their growth and can be detrimental to society if not maintained. Focusing on a relationship between two spouses; it is traditionally presumed to be mutually beneficial. It is this mutual benefit where a healthy relationship can contribute to an individual’s attainment of goals, moral construction, and perception of society. â€Å"Interpersonal relationships have traditionally been regarded as one of the major determinants of health and well-being† (Paat). But what constitutes a healthy relationship? In Raymond Carver’s â€Å"Cathedral† a man and his wife on the surface have a rocky relationship that seems to be teetering on the husband’s impartiality to his wife and the wife’s resentment towards her husband’s impartiality. However, Brewer-Davis states that, â€Å"loving someone sometimes seems to appropriately override impartiali ty†¦Ã¢â‚¬ . The ties that this couple has established and the healthy communication of their moral standing is the key to their growth. Although the husband is considered sort of a ‘bad boy’ and the wife is characterized as a sweet, caring individual; it is this difference in personalities that brings them together as the husband receives emotional stimulation that he could not otherwise get by himself. Consequently, the wife receives a reality check from her husband’s partiality and rational demeanor. PaatShow MoreRelatedMinimalism by Raymond Carver Essay3013 Words   |  13 PagesCriticism Minimalism by Raymond Carver English 210 P. Fishman Research Paper Literary Criticism on Minimalism by Raymond Carver Raymond Carver was a master of the short story during the mid nineteenth century due to his unique minimalistic style. Carver has his own artistic signature when it comes to writing, he tells his stories using the leastRead MoreDo We See The Same Way That We Think?1312 Words   |  6 Pagesbegin, â€Å"Cathedral† by Raymond Carver is a true example of how literature not only shares the outer view of humans, but also what is going on in their minds. This story moves along with its powerful theme and variety of characters within it. You cannot simply look at the surface of something to truly understand the full details of it because what you see or think is on the outside, may not be what is on the inside. This is considered to be the main theme of â€Å"Cathedral†. The narrator’s wife invites

Discuss the history, geography and ecology of the rabbit invasion in Australia Free Essays

Numerous studies have been contacted on the Rabbit in Australia (Parer,I.(1977),Twigg, E.L. We will write a custom essay sample on Discuss the history, geography and ecology of the rabbit invasion in Australia or any similar topic only for you Order Now , Lowe, J.T., Wheeler, G.A., Gray, S.G., Martin, R.G. Barker,W.(1998), Wheeler,H.S. King,R.D. (1985),   Rolls,E.C. (1969)), covering issues such as it’s population ecology, dispersal, survival and the efficiencies of the various control methods that have been used up to date. In the early stages of the rabbit plague, fences were erected to prevent dispersal or slow the rate of dispersal, but these proved to costly and ineffective. The fifties saw the introduction of the biological control agent, myxoma virus. This had great success initially but unfortunately the government failed to capitalize on the success, with continued control. The Rabbit Calcivirus Disease (RCD) was introduced (albeit accidentally) in the early 1990’s. A highly infectious disease, spread by direct contact or by vectors (mosquito) with a mortality rate between 50-90%. However young kittens are not as susceptible as older rabbits. (Linton 2001) and when the female goes on to breed they are able to pass on maternal antibodies to their young. In determining whether or not the complete eradication of the rabbit in Australia is a feasible concept, one needs to study or be aware of certain aspects of their ecology. Such as their breeding and dispersal patterns and from this weaknesses might become evident, which would then aide in the eradication of the rabbit. Read also History Quizzes The Rabbit made its’ first appearance is the Eocene in Asia and North America, arriving in Europe during the Miocene period. Two sub species from Southern France and Spain were identified O.cuniculus cuniculus and O.cunniculus buxteyi. The first named sub species from France was frequently released on islands as a food source for sailors that might become shipwrecked. The image of the rabbit had some bearing on its’ dispersal and protection. In that it provided the people with their main source of food during times of hardship or depression and therefore they attained a rather prestigious image. This in turn further aided their rapid dispersal. The arrival of the 1st fleet in 1788 saw the introduction of the rabbit in Australia. However, it was Tasmania that had the first recording of a feral rabbit population in 1827. Mainland Australia remained rabbit free until 1859, when a grazier and sportsman arranged for the shipment of twenty-four rabbits from England. Thomas Austin released the rabbits on his property in Geelong, Victoria around Christmas of 1859. Ten years from this initial release, 14,253 rabbits were shot for sport on this same property. This illustrates the high fertility and dispersal rates of the rabbit. By the year 1910, two-thirds of Australia was inhabited by the rabbit (Parer (1982) for Ratcliffe 1959). With a dispersal rate of approximately 70km/yr (Parer 1982), the rabbit went to colonise Queensland within 30 years and reaching Western Australia within 40 years of its release. Stodart and Parer suggest that it has the fastest dispersal rate of any colonising mammal in the world. The introduction of the rabbit had an enormous impact on the native wildlife, displacing many small-medium sized native mammals; the greater Bilby, Bettongia Leseur are but a few. The displaced was largely due to competition for food and the altering of their ecosystems. With the enormity of their population, widespread impacts were inevitable: depletion of native vegetation, competition for space, resulting warrens and burrows of native animals being overtaken by the rabbit. Predators such as foxes increased in numbers as a direct result of the high number of rabbits to prey on. Unfortunately when the rabbit numbers declined due to drought, etc the foxes would turn on the small native mammals. The economic implications were also enormous; Sloane etal (1988) puts the impact at approximately $90 million in lost production and a further $20 million on the control. The European rabbit has an extremely high fertility rate together with a relatively short gestation period of approximately 30 days. They are able to fall pregnant immediately after giving birth. Their litter size fluctuates between four to seven kittens. Although small at birth, weighing about thirty-five grams they are able to increase their birth weight by a staggering 600% by the time they are ready to leave the warren, generally at about 21 days of age. They will be capable of breeding when they reach an age of 3-4 months (Parer 1977). The prolificacy of their breeding season is regulated by rainfall and hence the availability of food. When the rainfall is in short supply or during the occurrence of a drought, the breeding season will be short, litter sizes will be smaller and fewer females will breed (Twigg et al 1998). The warren provides the newly born and the young kittens with shelter from the harsh elements and protection from predators. This is especially so in the open, cleared grazing land where there is little, if any, shelter or protection provided by natural vegetation (Parer 1997). Linton (2001) supports this by stating that the rabbit lowers it chances of survival outside the warren and that the warren is the centre of the rabbit’s life. This therefore seems to suggest that the destruction of the warren would facilitate in the long term eradication of the rabbit. â€Å"Rabbit control is the (artificial) imposition of mortality. It is generally assumed that, under normal circumstances, 100% mortality as a result of control is unlikely† (Wheeler and King 1985:224). They continue by suggesting that since complete eradication is not possible, one needs to ascertain when the best time of impact would be. The best time would seem to be when the rabbit is in its’ most vulnerable state, i.e. when it is a kitten. Wheeler and King (1985) argue that by targeting the young kittens, resources are increased for those that survive and for the litters born later in that year. They suggest that targeting the adults just at the commencement of their breeding season would impact more on the actual population size. That is, there would be a reduction in the total number of kittens or litters born during that breeding season. Linton (2001) argues that the greatest influence on the control of the rabbit is the actual rabbit habitat itself. That is a habitat which has a high rabbit population will always be highly susceptible to re-establishment. Linton (2001) continues by suggesting that a control program which concentrates on those components of the habitat that make it susceptible to rabbit infestation, would then greatly reduce re-establishment of the rabbit. Twigg etal (1998) suggest that the rabbit problem needs to be addressed on a regional basis, not as an Australian wide problem, even though it is. Parer (1982) supports this but, suggests that in it infancy a control program aimed at isolated populations would be more beneficial. Parer puts this down to the reduced invasion by immigrants due to its location and therefore the reduced population would be kept at low densities by resident fa cultative predators. It would seem that the complete eradication of the rabbit in Australia is insurmountable due to the enormity of our country and its’ varied landscape. However with a management plan the targets individual regions, a reduction in the population density of the rabbit is achievable. This would involve a combination of control methods which would incorporate environmental, biological, economic factors (Linton 2001, Twigg etal 1998.Parer 1982). The biological controls still have an effect on the rabbit, so this together with mechanical controls and timing would beneficial to the overall problem. Mechanical controls such as warren ripping is an important element in the long term plan and the commencement of this should be when the rabbit population is low (Linton 2001). Therefore the likelihood of re-colonisation is reduced. Follow up procedures of fumigation; poisoning might be necessary to ensure that the population has been eradicated from within that area. The timing of these methods seems to play an intricate role in the rabbits’ demise. Perhaps with time and proper management the eradication of the rabbit is feasible, but not without the financial support and backing of both regional and commonwealth governments. The key seems to be to start on a small scale and work up to larger regional control or eradication. How to cite Discuss the history, geography and ecology of the rabbit invasion in Australia, Papers

Mayan Essay Example For Students

Mayan Essay Architecture and Burials in the Maya and Aztec Plundering and carnage were the overlying results of the Spanish conquest of MesoAmerica beginning in 1519. The ensuing years brought many new visitors, mostly laymen or officials in search of wealth, though the Christianity toting priest was ever present. Occasionally a man from any of these classes, though mainly priests would be so in awe of the civilization they were single handedly massacring that they began to observe and document things such as everyday life, religious rituals, economic goings on, and architecture, which was the biggest achievement in the eyes of the Spaniards. That is how the accounts of Friar Diego de Landa, a priest, were created, giving us rare first per-son historical accounts of the conquest and the people it effected. To archaeologists monumental architecture is more important than an inscribed stelae listing names and dates. There is so much more to learn from a building than a slab of stone usually seethi ng with propaganda. In most societies they are what remains after conquest, usually for their beauty or ability to withstand the elements. Landa was amazed by what he found. There are in Yucatan many edifices of great beauty, this be-ing the most outstanding of all things discovered in the Indies; they are all build of stone finely ornamented†¦ (Landa, 8). If it were a commoners domestic dwelling we would learn through the study of remaining artifacts and middens what objects were used on a daily basis and also the standard of living, helping us to construct an accurate view of the long neglected commoner. According to Landa steepled roofs covered with thatch or palm leaves protected the habitat from rain. Homes were often divided into two sections, a living section, customarily whitewashed, and a domestic area where food was prepared and inhabitants slept (Landa, 32). In Aztec societies commoners often lived in calpolli, a residential area segregated by occupation, usually sur rounded by walls for protection (Smith, 145). If it were a domestic dwelling for a noble it would be larger than a com-moners dwelling, and usually consisted of more than one large structures occasionally located on a platform near the center of the town. The high status is obvious by the in-clusion of more elaborate and ornamental objects and frequently frescos adorned the walls. Monumental Architecture of public and private buildings are one of the best indi-cators of the size and importance of a site. The size of the structure has direct corrolation to the power held by the leader, in his ability to conduct peasants to construct the build-ing. Temples and plazas were the main objects of monumental construction and often rival the pyramids of Egypt in quality and size. Temples were often pyramid like struc-tures that were built, facing east, over the cremated remains of a priest or ruler. With each acceding ruler the temple was made larger by building over the previous, thus the l ayering effect so often uncovered. Different styles of decoration and construction were used by each culture during different periods. In contrast to earlier Mesoamerican pyramids with a single temple built on top and a single stairway up the side, the pyramids built by the Early Aztec peoples had twin temples and double stairways (Smith, 43). There are several complexes of Esperanza architecture at Kaminaljuyu†¦these are stepped temple platforms with the typical Teotihuacan talud-tablero motif†¦ (Coe, 84). Then in less than three hundred years there was a completely different style of architec-ture in the area, Characteristic of Puuk buildings are facings of very thin squares of limestone veneer over the cement-and-rubble core; boot-shaped vault stones†¦and the exuberant use of stone mosaics on upper facades, emphasizing the usual monster-masks with long, hook-shaped snouts, as well as frets and lattice-like designs of criss-crossed elements (Coe, 157). Mesoamerican architecture has withstood the test of time, many of the structures not destroyed during the conquest still stand today, whereas numerous Spanish buildings do not. In pre-modern history, throughout the world burials have been customarily simi-lar, irregardless the distance. Whether this is coincidence or not will be determined at some point in the future, but for now I am of the opinion that since many cultures wor-shipped similar gods many of their customs will be comparable. For example many cul-tures, including the Aztecs and the Maya buried bodies in the fetal position facing east. More often than not various foods and goods were placed in the grave to accompany the deceased in the next life. Burials usually followed some ritual and occurred near the home, which would be abandoned soon after (Landa, 57). If they were not cremated the body would be wrapped in a shroud and buried in the temple (Coe, 76). It is believed that many Aztec adults, though commoners, were cremated, mainl y because of the lack of adult burials found (Smith, 142). Nobles and priests were cremated and placed in an urn or hollow statue and if the person was of great importance they would be buried in a tem-ple or have a temple erected over their burial site. Foreign lords of the Esperanza phase chose the temple platforms themselves as their final resting-places. As with the earlier Miraflores people, each platform was actually built to enclose the rulers tomb, a log-roofed chamber usually placed beneath the frontal staircase, successive burials and their platforms being placed over older ones†¦Surrounding him were rich funerary vessels, undoubtedly containing food and drink for his own use†¦ (Coe, 84-85). Unlike the Maya who believed that everyone went to Xibalba, the cold Maya un-derworld, the Aztec believed there were several underworlds depending on the method of death. Soldiers who died in battle and sacrificial victims went to an eastern solar realm†¦women who died i n childbirth went to a western solar realm†¦people who died by drowning or other causes related to the rain god went to the earthly paradise of Tlalo-can. Most people, however went to one of the nine levels of Mictlan, the underground realm of death (Smith, 141-142). Funerals of Aztec nobles were often attended by peo-ple of importance throughout the empire, usually bringing jewels or other gifts such as slaves. Although a Spaniard, Landa was one of the most important historians of his time in regards to Mesoamerica. His accounts may be less than scientific and a bit biased to-wards his own culture but at the same time show an awe of the primitive societies they were attempting to civilize in the name of Christ. He was ignorant and therefore in my mind is not to be blamed much, at least he tried to preserve information on their culture, though he did burn most manuscripts written by the natives. Bibliography:Bibliography Works Cited Landa, Diego de. Yucatan Before and After the Conquest. Dover Publications Inc. New York City, New York, 1978. Smith, Michael E. The Aztecs. Blackwell Publishers. Oxford, UK, 1996. Coe, Michael D. The Maya. Thames and Hudson Ltd. London, 1999. Works Cited Landa, Diego de. Yucatan Before and After the Conquest. Dover Publications Inc. New York City, New York, 1978. Smith, Michael E. The Aztecs. Blackwell Publishers. Oxford, UK, 1996. Coe, Michael D. The Maya. Thames and Hudson Ltd. 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Negotiation Analysis Paper

Introduction Over the past two decades, there has been a rise in the number of issues facing firms in different economic sectors. According to Gitman and McDaniel (2008, p.34), changes in the external and internal business environments affect the ability of businesses to achieve their objectives.Advertising We will write a custom term paper sample on Negotiation Analysis Paper – Verizon Wireless specifically for you for only $16.05 $11/page Learn More Human resource managers face diverse challenges in an effort to deal with changes emanating from the external business environments. This arises from the fact that they do not have control over external business environment. However, human resource managers can be able to control issues emanating from the internal business environment. Firms’ management teams attain this through formulation and implementation of effective human resource management practices. Some of the human resource manageme nt practices that organizations implement relate to development of an environment conducive for working. There are numerous ways through which an organization can attain this. One of these ways entails ensuring fair compensation to the employees. According to Durai (n.d, p.538), organizations must avoid any form unfair labor practices. Examples of such practices include unfair dismissals of labor union members and unfair employees’ disciplinary actions. Additionally, organizations management teams should not also undermine the employees’ collective bargaining rights. There has been an increment in the number of labor disputes that organizations experience over the past few decades. Considering the fact that human capital is one of the most important organizational assets, it is paramount for management teams to ensure that disputes are effectively resolved. One of the ways through which organizations can achieve this is through negotiation. Spoelstra and Pienaar (1999, p.3) define negotiation as the process through which different parties interact with the objective of reaching an agreement or resolving a conflict. Lewicki, Saunders and Minton (1999), assert that there are different strategies that organizations can use to resolve conflicts. Lewicki, Saunders and Minton (1999) further assert that conflicts within can be beneficial if they are resolved effectively.Advertising Looking for term paper on labor law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Spoelstra and Pienaar (1999, p.3) assert that negotiation entails exchange of information. There are four main characteristics of negotiation. These include a common interest, conflicting interest, compromise and a common standard for the agreement to hold. In an effort to develop a comprehensive understanding of the concept of negotiation as a human resource management strategy, the researcher considered evaluating the concept with regard to its appli cation by Verizon Wireless. Current issue at Verizon Wireless Company Verizon Wireless is one of the largest telecommunication companies in the United States. The firm is the leader in provision of wireless services. Currently, Verizon Wireless is facing a labor dispute. Approximately 45,000 of the firm’s employees who work at the firm’s wire lines division who are represented by the union are considering striking. Some of the unions that represent the firm’s employees include International Brotherhood Electrical Workers (IBEW) and Communications Workers of America (CWA). One of the issues that these unions are advocating for relate to an increment in the hourly wages. Additionally, the unions are also advocating for the betterment of Verizon Wireless employee’s pension and health care benefits. Over the past few years, Verizon Wireless has experienced a significant growth in its performance with regard to profitability. For example, over the past four ye ars, Verizon Wireless profit has increased to $19.1 billion. As a result, the firm has continuously increased the financial benefits received by the firm’s top executives in terms of annual salary increments and bonuses. Employees within the lower employment levels in Verizon Wireless are not treated the same with the top level employees despite the fact that the fact that they are the ones who undertake most of the operational tasks that contributes to the firm’s profitability. Durai (n.d, p. 538) asserts that organizations should ensure that the unionized employees receive fair salaries and wage increment and other career development opportunities. However, Verizon Wireless remuneration to lower level employees has not been fair. Additionally, Verizon Wireless fires employees unfairly (Campbell, 2011, para. 5). For example, Verizon Wireless fires employees who join the workers union. The firm also conducts captive audience meetings in an effort to discourage employee s from joining the employees union.Advertising We will write a custom term paper sample on Negotiation Analysis Paper – Verizon Wireless specifically for you for only $16.05 $11/page Learn More In an effort to diminish the powers of the employees unions, Verizon Wireless is considering influencing employees who are not union members to remain un-unionized. To achieve this, Verizon Wireless is discouraging its employees from signing Union Cards. According to Durai (n.d, p.538), organization management teams should not engage in unfair staffing process in an effort to discourage its employees from becoming members of the employees union. Additionally, organization’s management teams should also avoid preventing its employees from forming an employee union unfairly. However, in the case of Verizon Wireless Company, it is the firm’s objective to destroy the union. The poor payment to the firm’s employees has made their living sta ndards to deteriorate. This indicates a high level of unfair treatment to the employees. Negotiation processes Kochan and Lipsky (2003, p.15) asserts that the process of negotiation is made up of four main sub-processes which include distributive bargaining, integrative bargaining, intra-organizational bargaining and attitudinal structuring. Distributive bargaining tactic According to Kochan and Lipsky (2003, p.15), distributive bargaining entails a negotiation strategy whereby the parties involved are in a conflict. The initial stage of the negotiation process is characterized by a gap between the conflicting parties. Kochan and Lipsky (2003, p.16) further assert that the bargainers have a particular target and resistance point in their mind. These points affect their offers and counteroffers. The target point represents the most-favorable goal for each stakeholder. On the other hand, the resistant point depicts the least desirable outcome. According to Lewicki, Saunders and Minton (1999), distributive bargaining as a negotiation process is most appropriate when one of the negotiators’ interests is expressly opposed. During the bargaining process, the parties involved struggle to establish a compromise. According to Kochan and Lipsky (2003, p.16), existence of a huge gap between the two points leads into an impasse.Advertising Looking for term paper on labor law? Let's see if we can help you! Get your first paper with 15% OFF Learn More This impasse is likely to be manifested by a strike during the negotiations. For example, in the case of Verizon Wireless, the strike by the firm’s employees is an indication of an existing gap between the employees’ labor demands and the firm’s top executive desire. During the negotiations, the union representatives pulled out of the negotiations since the firm’s management team was not willing to give the employees their desires despite making it known to the management team. According to the union representatives, the firm’s management took a hard-line position hence limiting the effectiveness of the bargaining process. The union representatives further said that the Verizon Wireless was willing to disregard the collective bargaining process which had been established within the firm for over fifty years. In such a situation, the union members should consider integrating distributive bargaining. According to the firm’s management team, Ve rizon Wireless have established a contingency plan whose objective is to ensure minimal disruption in the firm’s operation by the strike. The plan entails training a sufficient number of retirees and management employees who will take the positions of the union workers who go on strike. This indicates a high level of disregard of the employee’s rights. Instead of developing a contingency plan, Verizon Wireless and the unions’ representatives should emphasize on developing a positive contract zone. According to Kochan and Lipsky (2003, p.16), establishment of a positive contract zone increases the probability of the parties reaching an agreement. Additionally, there is an increment in the level of motivation with regard to negotiation amongst the parties involved. By establishing a continuing interdependent relationship between Verizon Wireless management team and the union representatives, there is a high probability that no employee strike would occur. This mea ns that both the employees and firm would not be adversely affected since they are dependent on each other. Integrative bargaining This negotiation strategy is also referred to as cooperative negotiation. The process entails negotiating with the objective of achieving a mutual gain. According to Guasco and Robinson (2007, p.66), it is the objective of the parties involved to create a value that will be shared by the two negotiating parties. Integrative bargaining is only successful if the negotiating parties avoid exploitation during the initial stages of the negotiation. Additionally, the negotiators must accept an anti-competitive premise. One of the ways through which the negotiators can achieve this if they are negotiating for establishment of a shared gain is by developing a mutually satisfying deal. This is referred to as the win-win negotiation (Guasco Robinson, 2007, p.66). Integrative negotiation is aimed at developing a situation whereby both negotiators attain what they need. For cooperative negotiation to be successful, a high degree of patience is required. Kochan and Lipsky (2003, p.18) assert that in the event of a mixed-motive situation, the negotiations must identify a trade-off that will contribute towards ensuring that the both parties are better off. In the case of Verizon Wireless, the employees were motivated to strike because of unfair treatment by the management team in a number of ways. For example, the lower level employees were poorly remunerated while the top level managers were highly remunerated. Additionally, in their negotiation with the firm’s management teams, the union representatives are also pressuring Verizon Wireless to increase their employees’ pension and health care benefits. However, Verizon Wireless is not willing to compromise on its reserved profits by increasing the employees’ financial benefits. This is despite the fact that it is the lower level employees who have worked hard to ensure that the firm remains profitable. Verizon Wireless management team should strive to ensure that the lower level employees also benefit from their hard work. Intra-organizational bargaining The objective of this strategy is to resolve internal conflicts such as the labor disputes within Verizon Wireless Company. It is aimed at establishing consensus between the employees and the management teams. Kochan and Lipsky (2003, p.18) appreciate the fact that most negotiators do not act in their own individual capacity. However, they act as representatives of a particular group of individuals. Within organizations, the union representatives are the ones who are mostly involved in the negotiation process. For example, in the case of Verizon Wireless, the employees are interests are advocated by unions which include CWA and IBEW. The representatives have an obligation to report to their constituents. Due to existence of a large number of individuals, there is a high probability of conflict of inte rest as a result of diversity in their views. Therefore, there is a high probability of differences amongst the union members. Prior to the representative engaging in the negotiations, the union should reconcile internally with the members of the group so as to eliminate any differences. This means that there has to be an intra-organizational bargaining which entails undertaking negotiation within the particular teams. The resultant effect is that there is a high probability of the negotiations succeeding. Attitudinal restructuring Organization’s management teams should not only emphasize on distributive and integrative bargaining, however, they should also consider attitudinal restructuring in their negotiation process. According to Lewicki, Saunders and Barry (2010), the negotiators perception of each other affects the outcome of the bargaining process. The negotiators should develop strategies on how to positively influence each parties approach in an effort to attain thei r needs. The resultant effect is achievement of a mutual benefit. Attitudinal restructuring in negotiation entails developing trust between the parties. Lewicki, Saunders and Minton (1999), assert that development of trust aid in effective conduction of integrative negotiation. According to Kochan and Lipsky (2003, p.18), the negotiation process may result into development or a decline in the level of trust between the parties depending on the treatment received. The union members have developed a negative attitude towards Verizon Wireless. This is due to the unfair treatment that the firm subjects to its employees. This may have adverse effects on future relationship between the firm and its employees. Context of negotiation There are a wide range of contexts which compose the negotiation process. One of these contexts relate to relationships. Lewicki, Saunders and Barry (2010) assert that the relationship between the negotiators affect the outcome of the negotiation. During intern al conflicts, the parties involved must assess the effect of negotiation on the future relationship established. In order to manage negotiations, human resource managers promote positive emotions amongst the parties. Organizations should also ensure that they address the issues they are facing with justice and fairness. The negotiation process is also composed of an audience. The audience may be composed of different parties such the team or the group members. According to Lewicki, Saunders and Barry (2010), the audience in the negotiation puts more pressure to the negotiators to be more tough and unyielding. As a result, the negotiators usually advocate their audience’s position (Asherman Asherman, 2001, p.207). In the case of Verizon Wireless, the union representatives have an obligation to advocate for the needs of the firm’s employees. According to Asherman and Asherman (2001, p.207), there are two main rules that guide negotiators when there is an audience involv ed. The first rule relates to flexibility whereby the negotiators make proposals and compromises that may seem undesirable to the audience initially. On the other hand, a win-lose negotiation compels the negotiators to adhere to the audiences’ position which means that they should not concede so easily. In an effort to fight for their rights, Verizon Wireless employees are using CWA and IBEW to negotiate with the management. Additionally, the employees should also consider incorporating agents in their negotiation process. The agent is required to act in accordance with the needs of the audience. In the event that the agent makes a concession that is not desirable, the principal can withdraw. Asherman and Asherman (2001, p.207) asserts that using agents in the negotiation process can be advantageous since they are not intensely involved psychologically in the negotiation. In addition, the probability of emotions interfering with the negotiation process is limited since the ag ents do not have their ego at stake. On the other hand, multiparty negotiation, entails a large number of parties whereby each party is either concerned with achieving their own ends or a group consensus. Multiparty negotiations are also characterized by formation of coalitions. The coalitions contribute towards the strengthening of the weaker parties thus enabling them to push for their needs and to block any unacceptable decisions (Harvard Business School Press, 2005, p.59). According to Lewicki, Saunders and Barry (2010), assert that coalitions may be dissolved during the negotiation process. There are two main forms of coalitions in multiparty negotiation. These include natural coalition and a single-issue coalition. Natural coalition is characterized by one or more allies who have a wide range of universal interests. For example, in negotiating for their rights, Verizon Wireless employees are represented by two parties which include IBEW and CWA. The objective of the two labor unions is to fight for the employees rights within the telecommunication industry. On the other hand, a single-issue coalition is composed of two of more parties whose interests differ but unite on others. Negotiation and culture Culture has a significant effect on the outcome of the negotiation process. According to Brett (2007, p.280), cultural differences exist in the negotiation process. This is due to the fact that the principals and the representatives have different priorities, interests and positions. These positions are influenced by different factors which emanate from social, economic, and political contexts. Additionally, the negotiators have diverse motives which include individualistic, competitive and cooperative motives. The parties involved in the negotiation process in the case of Verizon Wireless should have a comprehensive understanding of the existing cultural differences. This will play a vital role in ensuring that the negotiation is successful. For example, i n a collectivist culture, negotiators tend to avoid any form of direct conflict or its manifestation. For example, when Japanese is negotiating with an American and he or she is not comfortable with proposal; the Japanese may say that he will look further into the issue. This may be a tactic of saying no which the American does not understand (Trevino Nelson, 2011, p. 406).On raising the issue later, the Japanese may be direct and say no. This may make the American to perceive the negotiation process as being unfair. When resolving conflicts, understanding the culture is also critical since it aids in determining the most effective conflict resolution strategy to use. For example, some cultures prefer mediation as the best method of conflict resolution. Negotiation and gender Numerous studies have been conducted to establish the relationship between gender and negotiation. These studies were aimed at establishing whether various demographic characteristics such as age and race affe ct the outcome of the negotiation process. This is due to the fact that negotiation is an interpersonal process. According to Moffitt and Bordone (2005, p.136), gender as an individual attribute plays a vital role in the negotiation process. Moffitt and Bordone (2005, p.136) assert that women are more sensitive and tend to nurture a long term relationship. Therefore, women involved in a negotiation process are more likely to consider the negotiation process as a long term relationship. As a result, they are likely to be more concerned with ensuring that the process is fair. On the other hand, men are more individualistic. In addition, they regard the negotiation process to be a one time event which does not have any direct consequences with regard to future interactions. Moffitt and Bordone (2005, p.137) are of the opinion that women are less aggressive in that they do not feel that they are entitled to receive the same salary as their male counterparts. Findings by researchers reve al that women are likely to accept relatively low salaries. They also feel less confident in the negotiation process. On the other hand, men are more offensive which makes them to succeed in the negotiation process. However, when women are negotiating for others as agents, they tend t o be more effective compared to when they are negotiating for their own demands. In order to reach a consensus with Verizon Wireless management team, the labor union should ensure that both genders are considered in the selection of negotiators. Individual differences; personality and abilities According to Griffin and Moorhead (2009, p. 395), personality traits such as authoritarianism, self-esteem, Machiavellianism, tolerance to ambiguity, risk taking, and locus on control affect the negotiation process. Griffin and Moorhead (2009, p.395) assert that the two parties involved in a dispute should ensure that they select the right negotiators. The success of Verizon Wireless employees in negotiating for their rights is dependent on the effectiveness of selecting negotiators from the union to represent the members. Griffin and Moorhead (2009, p.395) asserts that the selection of a negotiator with the right personality is critical factor in the negotiation process. This arises from the fact that the negotiation process is both personal and interactive. Managing negotiation difficulties According to Lewicki, Saunders and Barry (2010), there is a high probability of negotiations failing due to different reasons. In the case of Verizon Wireless, the negotiations stalled as a result of the firm’s management team failure to change its initial proposal regarding the employees’ demands to have a fair employment contract. This motivated the firm’s employees to resort to strike as an alternative to address their concerns. Lewicki, Saunders and Barry (2010) assert that integrative bargaining may fail in the event of the negotiators failing to establish a mutually benefici al option. Additionally, negotiations may also fail if one of the parties to the conflict has adopted an integrative negotiation strategy while the other party has adopted a distributive strategy. Failed negotiations can result into the parties involved incurring significant cost. In order for the negotiation process to be successful, the parties must develop effective strategies aimed at ensuring that an impasse does not occur. One of the ways through which they can achieve this is by ensuring that there is effective communication amongst the negotiators. In the case of Verizon Wireless, it is important for the firm’s management team and the union representatives to ensure that there is effective communication between the parties. The strike by Verizon Wireless employees may affect the firm’s profitability. As a result, it is vital for the firm’s management team to incorporate enticing offers. In addition, the negotiators should strive towards developing a comm on ground. To manage negotiation difficulties, the parties involved must undertake effective preparations prior to the negotiation. Conclusion The analysis illustrates the importance of negotiations in resolving conflicts within organizations. In its operation, Verizon Wireless Company is experiencing an internal conflict between its employees and the management team. The current dispute between the management team of Verizon Wireless and its employees relates to labor issues. The employees union is advocating for better employment terms which the management team is not willing to offer. In order to resolve this labor dispute through negotiation, there are different negotiation processes that negotiators can adopt. However, the choice of the negotiation process to adopt is dependent on the existing situation. Some of the negotiation processes to consider include distributive bargaining, integrative bargaining, intra-organizational bargaining and attitudinal restructuring. Additional ly, the research also evaluates the diverse contexts which compose the negotiation process. These contexts include the various relationships in the negotiation, agents, audiences, coalitions, and constituents. Additionally, the negotiation process may be composed of multiple parties. During the negotiation process, the negotiators must also have a comprehensive understanding of the existing cultural differences. Other factors that the negotiators must consider relate to gender, individual differences and abilities. This is due to the fact that these factors influence the outcome of the negotiation. The research has also appreciated the fact that there are a number of difficulties that can affect the success of the negotiation process. Therefore, to ensure that negotiations do not fail, effective strategies should be implemented. Some of these strategies relate to ensuring effective communication, establishing a common ground and effective planning. Reference List Asherman, I. Asher man, S. (2001). The negotiation sourcebook. Amherst, Mass: HRD Press. Brett, J. (2007). Negotiation globally; how to negotiate deals, resolve disputes and  made decisions across cultural boundaries. San Francisco: Jossey Bass. Campbell, T. (2011). CWA/ IBEW Verizon strike is more than just a labor dispute;  unions draw a line in the sand; make stand for all working people. Web. Durai, E. (n.d). Human resource management. Sydney: Pearson Education India. Gitman, L. McDaniel, C. (2008). Future of business; the essentials. New York: Cengage. Griffin, R. Moorhead, G. (2009). Organizational behavior; managing people and  organisations. Oxford: Oxford University Press. Guasco, M. Robinson, P. (2007). Principles of negotiation; strategies, tactics,  techniques to reach agreements. New York: Entrepreneurship. Harvard Business Press. (2005). The essentials of negotiation. Boston: Harvard Busines School Press. Kochan, T. Lipsky, D. (2003). Negotiations and change; from the workpla ce to  society. Ithaca, NY: ILR Press. Lewicki, R., Saunders, D. Barry, B. (2010). Negotiation. Ohio: Ohio State University. Lewicki, R., Saunders, D. Minton, J. (1999). Negotiation. Boston: Irwin McGraw- Hill. Moffitt, M. Bordone, R. (2005). Handbook of dispute resolution. San Francisco: Jossey Bass. Spoelstra, H. Pienaar, D. (1999). Negotiation; theories, strategies and skills. Kenwyn: Juta. Trevino, L. Nelson, K. (2011). Managing business ethics; straight talk about how to  do it right. New York: John Wiley. This term paper on Negotiation Analysis Paper – Verizon Wireless was written and submitted by user Javion E. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Student Financial Aid Professor Ramos Blog

Student Financial Aid I would like to acknowledge an issue numerous of students experience with financial aid. There have been countless issues involving lack of financial aid for college students. Even though many schools do provide financial aid to students at their institute, not all of them qualify. â€Å"Over the past decade, the price index for college tuition grew by nearly 80%, a rate nearly twice as fast as the overall consumer price index during the same period† (Godek et al 255). Colleges and Universities should offer their students with multiple forms of financial aid. There should be alternatives available for students who do not qualify. An article written by James Day recognizes some of the struggles that colleges are facing with financial aid. Day provides four in depth strategies that suggest how schools should spend their funds to help their institute. This information can allow the readers to understand that there has been thoughts put into wanting success for both the schools and students. James Day is suggesting to keep using their method of leveraging, but to take advantage of it by providing aid for students so that the institute will benefit from it as well (Day). It’s basically a win-win situation that would be going on here. The students will benefit from this type of strategy because they will be receiving financial aid, as well as helping the school with student enrollment on their campus. The information in an article â€Å"Playing the Numbers HARD CHOICES† is set from 2003 to 2008, reviewing students’ tuition based on their income and how much financial aid they receive. It shows that higher level of education that students pursue, the less quantity of money will be provided to pay for their tuition and fees. The author discusses the amount of financial aid students receive based on the type of school those students are attending and the types of degrees they choose (Doyle 51). Also, William Doyle mentions that the students who attend four year institutes receive a smaller coverage amount from financial aid than the two year institutes. There are chart shown to allow the readers to see that the cost for schools rise as their education level does (Doyle 53). This given information is perfect to support the students’ point of view when they apply for financial aid. It can also bring up opposing view like on how schools need to carefully choose what necessary requirements are needed for students to be eligible for financial aid. As a student who could not receive any form of aid when I first applied to a two year college, the article by Timothy Hulsey helped me understand some of the reasons why I may have not been able to get any assistance. In his article, Hulsey goes over some of the complications that public institutes in the United States are experiencing from 2000 to 2010. Some of the issues are because of the decreasing tax revenues which force institutes to reduce their spending on higher education (Hulsey). The only source they have left that is reliable for funding their school is by increasing the tuition, leading to more issues on student loans. Mullin’s article covers information about eligibility for financial aid and how changes have been made. Also providing a chart to have a better understanding about all tuitions and fees involved and how much is covered from aid programs (Mullin 119). There is a figure provided in Mullin’s article showing how tuitions, fees, books, and supplies relative to the maximum grant amount in 2011 to 2012. The chart demonstrates comparisons from public institutes, private institutes, and profit schools. Most of the schools do not cover all of the tuitions except for public two year colleges, but that is if they to receive the maximum amount of financial aid. This chart gives a great visual on how much aid programs will actually cover for school expenses. This is one of the reasons why there should be more alternatives for financial aid for college students. Some students may not be able to afford their education independently and might not get to pursue a higher education. To sum up, colleges should keep in mind that if students are not eligible for financial aid it can potentially decrease their student enrollment. If students stop enrolling it can affect their school or campus. College tuition increases frequently and based on students income their financial aid may not even cover half of their fees. It should be mad aware that student financial aid is a problem that is still occurring today and that schools should acknowledge these issues to find an alternative way to help their students pursue their higher education. Works Cited Day, James. â€Å"The Future of Financial Aid Leveraging.†New Directions for Student Services, vol. 2007, no. 118, Summer 2007, pp. 31–38.EBSCOhost, doi:10.1002/ss.238. Doyle, WilliamR. â€Å"Playing the Numbers HARD CHOICES.†Change, vol. 41, no. 6, Nov. 2009, pp. 50–54.EBSCOhost, doi:10.1080/00091380903316954. Godek, John, et al. â€Å"The Effect of Tuition Increases on Business Student Decisions.†Journal of Education for Business, vol. 90, no. 5, July 2015, pp. 255–259.EBSCOhost, doi:10.1080/08832323.2015.1034066. Hulsey, Timothy L. â€Å"The Cost of, and to, Public Higher Education.†Phi Kappa Phi Forum, vol. 90, no. 1, spring 2010, p. 24.EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=a9hAN=48736481site=ehost-live. Mullin, Christopher M. â€Å"Evolving Practices and Emerging Innovations in Community College Finance.†New Directions for Community Colleges, vol. 2014, no. 168, Winter 2014, pp. 115–125.EBSCOhost, doi:10.1002/cc.20125.

Art history Essay Example | Topics and Well Written Essays - 250 words

Art history - Essay Example According to Hamilton, Richard Foster and Martin (35), pop art became so dominant and popular in London and New York in the mid 50s, the same time Richard made this painting. Jan van Eyck’s Arnolfini Portrait (Northern Renaissance) on the other hand, is a proof of the coming and birth of contemporary fashion as suggested by the woman in the portrait who is holding high her brightly colored dress. â€Å"The Arnolfini is filled with complex symbolism and interesting details,† (Seidel and Linda 21). Evidently, Jan’s painting is a Flemish painting from the bright colors used as it is commonly associated with the renaissance, which usually means re-birth. Re-birth was started in Florence and Italy, the same place where the particular painting is based on. The painting was done in 1434 by Jan van Eyck as one of the pioneers of oil painting. In Italy there are a lot of details of wealth from the same place like the rare species of the dog present in the painting, the wealthy clothes and the gleaming brass chandelier on the wall. The ornate Latin signature on the wall near the clock also has some resemblance of the modern day graffiti, which proves more of the birth of contemporary culture. There are several differences between Richard’s painting, â€Å"just what is it that makes today’s homes so appealing?† and Jan van Eyck’s Arnolfini Portrait in that, Richards painting is a true depiction of modern pop art with modern true day to day life among people like the free and liberal partnership between man and woman as depicted in the picture .Richard’s painting also narrows down the difference between fine and contemporary art while Jan’s painting depicts marriage, fidelity ,and wealth of the fourteenth century as mentioned by Bedaux and Ben( 43) These paintings are similar in style, in that they are bold, colorful interesting to look at and catchy. However, Richard’s

Faxed Essay Example | Topics and Well Written Essays - 3000 words

Faxed - Essay Example Traditional methods of teaching and assessment are increasingly being questioned in the light of self efficacy – a factor that has not been taken into consideration previously in assessing learning outcomes but which is becoming more and more relevant in today’s educational context. According to Fullan (2001), â€Å"leading in a culture of change is about unlocking the mysteries of living organizations.† On this basis old and established systems of education are increasingly being found in need of reform. Structural reforms have been mooted in the educational system, in order to bring about changes in teaching and learning practices (Cohen, 1995). The E 2020 computer program has been designed for the use of special education students in high school. It consists of computerized lessons and tests and each student works individually on these programs. The use of technology as an aid to learning, especially for high school, career oriented students has been shown to result in positive payoffs in terms of enhancing student achievement at several high schools.(Readers Digest 2002). The use of computers enables students to take responsibility for their own learning and thereby enhances their self efficacy, producing better results in terms of achievement. These aspects must be taken into consideration by teachers in order to enhance self efficacy of students and maximize the potentially beneficial effects of using the E 2020 computer program to enhance student achievement. The first aspect identifies the importance of addressing the concerns of the minorities within a majority setting in order to ensure that they are able to develop self efficacy. This would require that differences need to be accounted for and addressed. As an example, the theories of Michael Gurian have highlighted the fact that boys are not faring well under the current educational systems and

Healthcare Training in Simulated Environments

Healthcare Training in Simulated Environments Simulation Introduction â€Å"Clinical simulation is pretending for the purpose of improving behaviors for someone elses benefit (Kyle Murray, 2008, p.xxiv).† All respiratory therapists are trained to manage the airway of an unconscious patient. Endotracheal intubation is the most effective method of securing the airway but is a complex psychomotor skill requiring much practice. Historically, endotracheal intubation had been taught on patients, cadavers or animals, but this was not ideal. Mannequin training is one of the best options for instructing large numbers of students in a variety of skills (Gaiser, 2000) therefore the Respiratory Therapy program at TRU has adopted training on mannequins as a core component of their courses. Intubation trainers have been used for over 30 years (Good, 2003) but there is little published information on the relative merits of the available airway and intubation trainers. A variety of airway trainers with differing features are now commercially available from the low fidelity, part task trainer, that TRU respiratory therapy program utilizes, to the high fidelity, whole patient simulator that is becoming increasingly popular today. Training health care practitioners in a simulated environment without actual patients is a potential method of teaching new skills and improving patient safety (Issenberg et al, 1999; Devitt et al, 2001; Lee et al, 2003). pt safety Simulations are defined as activities that mimic the reality of a clinical environment and are designed to demonstrate procedures, decision-making, and critical thinking through techniques such as role-playing and the use of devices such as interactive videos or mannequins. A simulation may be very detailed and closely simulate reality, or it can be a grouping of components that are combined to provide some resemblance of reality. (Jeffries, 2005) definition of simulation Computer based simulations and part-task training devices can provide a certain degree of real-world application. These focus on specific skills or selected areas of human anatomy. High-fidelity patient simulators can provide real physical inputs and real environmental interactivity. To recreate all elements of a clinical situation, a full-scale or high fidelity simulation would be used. Costs of simulators will vary widely depending on purchasing costs, salaries, how faculty time is accounted for, and other factors. (Jeffries, 2005) simulators, high fidelity, costs Modern technology, such as high fidelity simulation offers unique opportunities to provide the â€Å"hands-on† learning. High fidelity simulation offers the ideal venue to allow practice without risk and there are an infinite number of realistic scenarios that can be presented using this technology. As an example, life threatening cardiac arrhythmias can be simulated on a life like fully computerized mannequin. Mo nitors, identical to those used in the clinical situation can replicate the arrhythmia and corresponding changes in vital signs. The ‘patient can be fully and realistically resuscitated with technical and pharmacological interventions. Viewing of videotaped performances allows personal reflection on the effectiveness of the case management. Morgan et al, 2006 example of use of high fidelity sim. High fidelity simulation provides a venue to teach and learn in a realistic yet risk free environment. The ‘patient is represented by a computer-controlled mannequin who incorporates a variety of physiological functions (e.g. heart and breath sounds, pulse, end-tidal carbon dioxide). An instrumentation computer network can replicate situations likely to be encountered in an emergency room, critical care environment or operating room. A second person controls the mannequin and the monitors. The simulator mannequin will respond on an accurate way to induced physiologic or pharmacologic interventions. The ‘patient will respond according to pre-set physiological characteristics (e.g. a young healthy adult or a geriatric patient with severe emphysema). In addition, the ‘patient has the ability to speak, move his arm, and open and close his eyes and has pupils that can dilate and constrict. The simulation room can be set up to appropriately reflect the environment, either an emergency room, a recovery room, or a fully equipped operating room. Attached monitors respond to a medical intervention. Feedback from participants in the simulated environment has attested to the ‘realism of the environment (Morgan Cleave-Hogg, 2000). Morgan et al, 2006 set up of HPS A simulator replicates a task environment with enough realism to serve a desired purpose and the simulation of critical events has been used instructionally by pilots, astronauts, the military and nuclear power plant personnel (Gaba, 2004). The fidelity, or the â€Å"realness†, of simulations can vary in many ways, such as the use of simple case studies, utilization of human actors to present clinical scenarios, computer-based simulations, and the use of high-fidelity patient simulators that respond to real-world inputs realistically (Jeffries, 2005; Laerdal, 2008; Seropian, 2003). Recently, literature has described that using full-sized, patient simulators are a way of creating â€Å"life-like† clinical situations (Fallacaro Crosby, 2000; Hotchkiss Mendoza, 2001; Long, 2005; Parr Sweeney, 2006). While simulation has been used by the aviation industry with flight training for years (Gaba, 2004), the use of a rudimentary human patient simulator in the health care fiel d was first introduced in 1969 to assist anesthesia residents in learning the skill of endotracheal intubation (Abrahamson, Denson, Wolf, 1969; Gaba DeAnda, 1988). The more realistic human patient simulators were not created until 1988 and were used primarily to train anesthesiologists (Gaba, 2004). Defining simulation in health care education The literature on human patient simulation has tried to define several of the terms used in this study. However, there is no general consensus on many of these terms, including a debate on whether the simulator is a mannequin or a manikin (Gaba, 2006). One key term that requires specific definition for this study is high-fidelity mannequin-based patient simulator. The term â€Å"fidelity† is used to designate how true to life the teaching experience must be to accomplish its objectives (Maran Glavin, 2003). Using this definition, fidelity becomes a scale where if given the objectives, a single piece of medical simulation equipment may be able to provide a â€Å"high-fidelity† experience for one objective but be â€Å"low-fidelity† for another objective. An example would be the insertion of a radial arterial catheter. If the objective were to only teach the psychomotor skills required for inserting the catheter, a relatively simple arterial blood gas access arm, part-task simulator would be adequate and provide a high-fidelity experience. But if the objective were expanded to include communication with the patient and members of the health care team, then the same device would suddenly become low-fidelity, as there is no feedback being delivered with catheter insertion and communication with the patient is not possible. Beaubien Baker (2004) noted that the term ‘fidelity is frequently documented as a one-dimensional term that forces a static classification of simulation devices. Individuals with this view would have difficulty agreeing with the use of the terms as explained in the previous paragraph. Maran and Glavin (2003) offered this definition: â€Å"Fidelity is the extent to which the appearance and behaviors of the simulator/simulation match the appearance and behaviors of the simulated system (p.23).† Yaeger et al (2004) broke fidelity down into three general classifications: low-medium-and high-fidelity and explained that low-fidelity simulators are focused on single skills and permit learners to practice in isolation while medium fidelity simulators provide more realism but lack sufficient cues for the learner to be fully immersed in the situation. High-fidelity simulators, on the other hand, provide adequate cues to allow for full immersion and respond to treatment interventions. For the purposes of this study, the following definitions will be used: 1. High-fidelity patient simulator A full-bodied mannequin that replicates human body anatomy and physiology, is able to respond to treatment interventions, and is able to supply objective data regarding student actions through debriefing software. 2. Low-fidelity simulator A part task trainer or a full-bodied mannequin that replicates human anatomy, but does not have physiologic functions (including spontaneous breathing, palpable pulses, heart and lung sounds, and voice capabilities), does not have a physiologic response to treatment interventions, and does not have a debriefing software system. Use the next two statements at the beginning of other sections on simulation: * â€Å"Simulation is a training and feedback method in which learners practice tasks and processes in lifelike circumstances using models or virtual reality, with feedback from observers, peers, actor-patients, and video cameras to assist improvement in skills (Eder-Van Hook, 2004, p.4).† * â€Å"Simulation is a technique†¦.to replace or amplify real experiences with guided experiences that evoke or replicate substantial aspects of the real world in a fully interactive manner (Gaba, 2004, p.i2).† When we are looking at the use of high-fidelity patient simulators in health professions education, we have to be aware of and not confuse the simulator with the simulation. As Gaba (2004) described, â€Å"Simulation is a technique not a technology (i2).† The mannequins or other devices are only part of the simulation. Dutta, Gaba and Krummel (2006) noted a gap in the research literature, stating, â€Å"A fundamental problem in determining the effectiveness of surgical simulation has been an inability to frame the correct research question. Are the authors assessing simulation or simulators (p.301)?† Simulation has many applications. The teaching of psychomotor skills seems an obvious use for simulation but there are other areas that simulation can be utilized effectively. Rauen (2004) listed several areas in addition to psychomotor skill training where simulation has been used. Her list included teaching theory, use of technology, patient assessment and pharmacology. Rauen (2004) notes that the â€Å"emphasis in simulation is often on the application and integration of knowledge, skills, and critical thinking (para 3).† History and Development of Simulation in Healthcare education The history of simulation in healthcare has been well documented by several authors including Bradley (2006), Cooper and Taquito (2004), Gaba (2004) and Rosen (2004) and began with the use of models to help students learn about anatomical structures. Although the use of mannequins as the simulation model is relatively new (Bradley, 2006), simulation using animals as models dates back over 2000 years. Mannequins were utilized as models in obstetrical care as early as the 16th century (Ziv, Wolpe, Small, Glick, 2003). The more modern medical simulators originated in the 1950s with the development of a part-task trainer called ‘Resusci-Anne that revolutionized resuscitation training (Bradley, 2006; Gaba, 2004). Part-task trainers are meant to represent only a part of the human anatomy and will often consist of a limb or body part or structure. These low fidelity modesl were developed to aid in the technical, procedural, or psychomotor skills, such as venipuncture, catheterization and intubation (Kim, 2005), allowing the learner to focus on an isolated task. Some models provide feedback (visual, auditory or printed) to the learner on the quality of their performance (Bradley, 2006; Good, 2003). Another general classification of patient simulators that combines some of the elements of both three-dimensional models and task-specific simulators is partial or part task simulators (Kyle Murray, 2008). Issenberg, Gordon, Gordon Safford, and Hart (2001) used the term procedure skills simulator for this type of device. Maran and Glavin (2003) stated, â€Å"part-task trainers are designed to replicate only part of the environment (p.24).† and replicate anatomy and physiology of a single portion of the human body. As described by Beubien and Baker (2004), the skills taught with part task simulators â€Å"segment a complex task into its main components (p. i53).† Rather than creating complex scenarios commonly done with high fidelity patient simulation, part task trainers permit students to focus on individual skills instead of more comprehensive situations. Examples would be an arm with vascular structure to teach arterial blood gas procedures or a head with upper airw ay anatomy to practice advanced difficult airway procedures. The second wave of modern simulation, with the development of full-scale, computer controlled, mannequin based patient simulators started in the 1960s with the development of Sim One (Bradley, 2006; Gaba, 2004; Good, 2003). SimOne had many of the features found on the high-fidelity mannequin-based patient simulators used today. SimOne was quite lifelike, and fitted with a blood pressure cuff and intravenous port. SimOne was able to breath, it had a heartbeat, temporal and carotid pulse and a blood pressure (Abrahamson, 1997). Patient simulators have become very sophisticated over the years and now allow a wide range of invasive and non-invasive procedures to be performed on them, as well as enabling teamwork training (Davis, Buono, Ford, Paulson, Koenig and Carrison, 2006). When they are set up in a simulated and realistic environment, they are often referred to as high-fidelity simulation platforms (HFSP) or human patient simulators (HPS) (Kim, 2005). Components of the human patient simulator (HPS) include a mannequin and computer hardware and software. The HPS has characteristics expected in patients such as a pulse, heart and lung sounds, and blinking eyes with reactive pupils. The mannequin also supports invasive procedures, such as airway management, thoracentesis, pericardiocentesis and catheterization of the bladder (Laerdal, n.d.). Medical Education Technologies, Inc. (METI) introduced the Human Patient Simulator (HPS) in 1996. It has subsequently followed with PediaSim in 1999, a simulator utilizing the HPS software but scaled down to mimic a child. In 2005, BabySim was introduced. While being the first to enter the market with a full-bodied mannequin for patient simulation purposes in resuscitation with the Resusci Anne in 1960, Laerdal Medical did not introduce a high-fidelity patient simulator until 2000 with the introduction of SimMan. This device does not possess all the high-level functionality of METI HPS, but does provide adequate fidelity for many medical emergency situations. The Laerdal Medical SimMan also differs from the others in that it does not operate on mathematical models for simulator responses. Instead, it operates on instructor controls combined with script-based control logics. The Laerdal Medical SimMan patient simulator is the device to be used in this study. Details of the simulators functions are found in appendix ____. Aside from high-fidelity mannequin based patient simulators, there are many other types of simulation used in healthcare provider education and training. Collins and Harden (1998), Issenberg, Gordon, Gordon, Safford, and Hart (2001), and Ziv, Small and Wolpe (2000) discussed several other forms of simulation. The list includes animal models, human cadavers, written simulations, audio simulations, video-based simulations, three dimensional or static models, task specific simulators and virtual reality simulation. (Add VR reference?) Perhaps the next step in the evolution of health care teaching modalities is virtual reality (VR) simulation. Commercial VR simulators now exist to teach various trauma skills (Kaufman Liu, 2001). In a study of the effectiveness of using a VR bronchoscopy simulator, students quickly learned the skills needed to perform a diagnostic bronchoscopy at a level that was equal to those who had several years of experience (Colt et al, 2001). Simulation has been used for many years in the aviation and nuclear power industries and other highly complex working environments in which the consequences of error are costly (Bradley, 2006). A simulator designed to mimic the anesthesia patient was first developed in 1988, and since then, the number of hospitals and universities buying simulators for educational purposes is increasing (Henrichs, Rule, Grady and Ellis, 2002). The human patient simulator is used in health care education because it is a high-fidelity instrument that provides both educators and students with a realistic clinical environment and an interactive â€Å"patient† (Feingold, Calaluce and Kallen, 2004). The cost of simulation is related to the level of fidelity and the technology being used. For high fidelity patient simulators, purchase costs can range from $30,000 for the Laerdal Medical SimMan or the METI ECS to over $200,000 for the METI HPS. Optional equipment available for these simulators can make the purchase costs even higher. In addition to the simulator, it is important to create a learning environment that replicates real-world settings, complete with appropriate medical equipment. Halamek et al. (2000) stated, â€Å"The key to effective simulation-based training is achieving suspension of disbelief on the part of the subjects undergoing training, ie, subjects must be made to think and feel as though they are functioning within a real environment (para 15).† Creating this environment adds additional costs to setting up a simulation-based medical education program. Advantages of using simulation in health care education Patient simulation of all types, including high-fidelity patient simulation, is becoming more common in many aspects and levels of healthcare provider education (Good, 2003; Issenberg, McGaghie et al., 1999; leblond, Russell, McDonald et al, 2005). The reasons behind the increased use of patient simulation include the advancement of medical knowledge, changes in medical education, patient safety and ethics. For new healthcare providers it is also important to consider the changing student demographic, as todays students are more comfortable with technology. Issenberg, McGaghie et al. (1999) pointed out several advantages to the use of patient simulators, stating â€Å"Unlike patients, simulators do not become embarrassed or stressed; have predictable behavior; are available at any time to fit the curriculum needs; can be programmed to simulate selected findings, conditions, situations, and complications; allow standardized experience for all trainees; can be used repeatedly with fid elity and reproducibility; and can be used to train both for procedures and difficult management situations. (p. 862)†. Advancement of medical knowledge Medical knowledge is continually growing with new tests, medications, and technologies that all bring about innovative understandings and expertise. The problem with educating health care providers with this new knowledge is that their curriculum is of a finite length therefore innovation in the curriculum is needed in order to prepare future health care providers. Issenberg, Gordon, Gordon, Stafford, and Hart (2001) made the following comments: â€Å"Over the past few decades, medical educators have been quick to embrace new technologies and pedagogical approaches†¦ in an effort to help students deal with the problem of the growing information overload. Medical knowledge, however, has advanced more rapidly than medical education†¦Simulation technologies are available today that have a positive impact on the acquisition and retention of clinical skills. (p.16) Changes in medical education Healthcare provider education has typically been taught using a lecture/apprenticeship model (McMahon, Monaghan, Falchuk, Gordon, Alexander, 2005) that relies on observation and repetition (Eder-Van Hook, 2004). Halamek et al. (2000) noted the traditional model of medical education has three components: the learner performs a reading of the literature, the learner observes others with greater experience, and then the learner develops hands-on experience. This is the traditional medical model of education that has been in use for over 2,000 years (Current state report on patient simulation in Canada, 2005). In relation to the traditional model, Issenberg, Gordon, Gordon, Stafford and Hart (2001) observed, â€Å"This process is inefficient and inevitably leads to considerable anxiety on the part of the learner, the mentor, and at times the patient (p. 19).† McMahon, Monaghan, Flachuk, Gordon, and Alexander (2005) stated this model â€Å"is inefficient in promoting the highest level of learned knowledge, as reflection and metacognition analysis occur independently, often without guidance and only after extended periods of time when students are able to piece together isolated experiences (p. 84-85).† Customarily, this format is often referred to as the â€Å"See one, do one, teach one† model of medical learning (Brindley, Suen Drummond, 2007; Eder-Van Hook, 2004; Gorman, Meier, Krummel, 2000; Yaeger et al., 2004). Halamek et al. (2000) identified several problems with the current medical education model which includes; 1. Reading of the literature does not produce competency. More active rather than passive participation in the learning experience is needed; 2. Learners may have difficulty determining if their model for observation is a good or poor model. Just because the model may be senior does not mean they are competent. 3. The variability of experiences in the apprenticeship model is high, therefore learners experiences will not be equal, and 4. Many training settings do not fully represent the complexity of the real world resulting in an inability of the learners to adequately practice their decision-making skills in a â€Å"real† environment. Yaeger et al (2004) reinforced these points stating that healthcare education rely on two fatally flawed assumptions. The first assumption is that all clinical role models are effective and skilled, and all behaviors demonstrated by these role models are worthy of replication. The second assumption is that the end of the training period implies that a trainee is competent in all the skills necessary for successful clinical practice (Yaeger et al, 2004). Yaeger (2004) also noted that in the apprenticeship model, there is a need for a preceptor but this preceptor may not have the necessary skills to be an effective educator. Patient safety A predominant theme in many discussions of high-fidelity simulation is the concept of patient safety. In the education of healthcare providers, there are sometimes conflicting goals. As Friedrich (2002) commented in quoting Atul Gawande, â€Å"medicine has long faced a conflict between ‘the imperative to give patients the best possible care and the needs to provide novices with experiences (p. 2808).† When looking at the broader topic of medical simulation, the concept of patient safety is a frequently mentioned subject (Bradley, 2006; Cleave-Hogg Morgan, 2002; Ziv, Ben-David, Ziv, 2005). Much of the incentive behind the focus on patient safety relates back to the Institute of Medicine 2000 report To Err is Human: Building a Safer Health system (Kohn, Corrigan, Donaldson, 2000). This study reported over 44,000 people and possibly up to 98,000 people die each year in United States hospitals from medical errors. The total annual cost of these errors is between $17 billion and $29 billion. Even more alarming is the fact that these findings represent only the hospital sector of the healthcare system. The number of lives affected would be even higher if other parts of the healthcare system were included such as long term care facilities and Emergency Medical Services. In its summary of recommendations, the report specifically mentions simulation as a possible remedy, stating â€Å"†¦establish interdisciplinary team training programs for providers that incorporate proven methods of team training, such as simulation (p.14).† In Canada, it was estimated there were 70,000 preventable adverse events in Canadian hospitals with an estimate of deaths associated with those errors ranging from 9,000 to 24,000 (Current state report on patient simulation in Canada, 2005). The Canadian Patient Safety Institute supports the use of simulation as a means of improving patient safety in Canadian hospitals. In the conclusion of its report on patient simulation, the institute stated: Growing awareness of adverse events in Canadian hospitals, combined with increasing emphasis on patient safety, has changed the traditional â€Å"learning by doing† approach to healthcare education. Anecdotal evidence reveals the promising potential of simulation to fundamentally change the way healthcare professionals practice and further hone their skills, interact across disciplines, and manage crisis situations. (Current state report on patient simulation in Canada, 2005, p.23) Ethical perspective One of the strongest statements made regarding the ethical perspective of simulations was presented by Ziv, Wolpe, Small and Click (2003). Under the title â€Å"Simulation-Based Medical Education: An Ethical Imperative†, the authors presented an argument that not using simulation was more than just an education issue, it was an ethical issue. As they report, there is often an over reliance on vulnerable patient populations to serve as teaching models when other resources exist that would provide adequate and possibly, more superior replacements. The education of healthcare providers requires a balancing act between providing the best in patient care while also providing learning opportunities for the healthcare professions student (Friedrich, 2002). To protect patient safety, actual patient contact is often withheld in the healthcare provider learning process to a later period in their education. One of the principle reasons patient simulation is being indicated as a partial remedy for the medical errors crisis is its ability to impact on a particularly vulnerable time in the learning process. As Patow (2005) cited, the â€Å"learning curve† faced by many healthcare professions students is a source of medical errors. He continued, stating that the realism of many of the currently available simulators is quite high and allows for procedures to be practiced to mastery prior to being tested on real patients. But simulations offer much more than just practice. Since medical errors often result from ineffective processes and communication, simulation allows teams â€Å"to reflect on their own performance in detailed debriefing sessions† (Patow, 2005, p.39). This opportunity to review, discuss, and learn from the simulation is an important step in the learning process. The use of patient simulation in the training of healthcare providers is not limited to new students. There is also a need to maintain education in the health professions and simulation can be utilized effectively in this area as well (Ziv, Small Wolpe, 2000). As in other reports, Ziv, Small and Wolpe (2000) restated the shortcomings of the traditional model and explained that simulation was not just for the beginner but also for the expert who is expected to â€Å"continuously acquire new knowledge and skills while treating live patients (p.489).† These authors feel simulation, when used across the range of health professions education, can make an impact on patient safety by removing patients from the risk of being practiced upon for learning purposes. Gaba (2004) pointed out there are also many indirect impacts of patient simulation on patient safety. These areas of impact include improvements in recruitment and retention of highly qualified healthcare providers, facilitating cultural change in an organization to one that is more patient safety focused, and enhancing quality and risk management activities. A final point on patient safety is the ability to let healthcare providers make mistakes in a safe environment. In real patients, preceptors step in prior to the mistake being beyond the point of recoverability or if the mistake occurs (particularly for those healthcare providers who are not longer students), there is a very limited instructive value to the case. Ziv, Ben-David, and Ziv (2005) stated, â€Å"Total prevention of mistakes, however, is not feasible because medicine is conducted by human beings who err†¦[Simulation Based Medical Education] may offer unique ways to cope with this challenge and can be regarded as a mistake-driven educational method (p.194).† They continued stating that Simulation Based Medical Education is a powerful learning experience for students and professionals where â€Å"students are permitted to make mistakes and are provided with the opportunity to practice and receive constructive feedback which, it is hoped, will prevent repetition of such mistakes in real-life patients. (p.194)†. Ethical Use of Simulation (incorporate these paragraphs into previous on pt safety) Health care educators, whether from nursing, respiratory therapy, or medicine, find themselves in similar situations in deciding how to teach patient management to their students. Bioethicists have long condemned the use of real patients as training tools for physicians (Lynoe, Sandlung, Westberg, Duchek, 1998). Unfortunately there have been times in which the student learning has occurred to the detriment of patients (Lynoe et al, 1998). However, with the advent of high-fidelity human patient simulation approaches to learning, it may be time to adopt this method of instruction in the development of interprofessional education. The Institute of Medicine (IOM) recently issued a report on medical errors and recommended the use of interactive simulation for the enhancement of technical, behavioural and social skills of physicians (Kohn, Corrigan Donaldson, 1999). Numerous accounts are found in the medical literature touting the use of human patient simulation in the education of health care personnel at all levels, from student to attending physicians. Patient simulation is used for training personnel in several areas of medical care such as trauma, critical care, surgery and anaesthesiology, mainly due to the extensive skill required to perform adequately the procedures and techniques relevant to these areas. Several researchers have demonstrated the effectiveness of simulation in the skill development of medical personnel (Morgan et al, 2003; Lee, Pardo, Gaba, Sowb, Dicker, Straus, et al., 2003; Hammond, Bermann, Chen Kushins, 2002). In areas with low technology, such as internal medicine and in acute care areas providing less procedural skills but greater decision making requirements, the use of simulation in the education of its clinicians has progressed (Ziv, Wolpe, Small Glick, 2003). Despite the growing support for the use of simulation in health care education, there is not yet enough evidence to support its use. Simulation Research in Medical Education In 1998, Ali, Cohen, Gana Al-Bedah studied the differences in performance of senior medical students in an Adult Trauma Life Support (ATLS) course. This course uses simulated scenarios to both teach and evaluate students performance in trauma situations. The students were divided into three groups; 32 medical students completed a standard ATLS course, 12 students audited the course (without participating in the sessions or taking the written exam) and a control group of 44 matched students who had no exposure to ATLS. Of note is that some participants from all three groups were doing clinical hours in trauma hospitals during this study while others were not. The participants were observed while managing the standardized (live) patient in simulated trauma and non-trauma scenarios. The participants management of the sessions was scored on