Muay Thai

Muay Thai Muay Thai is well known as one of the most dangerous sports around the world. Coming from Thailand it has its roots from many ancient forms of Asian martial arts also similar to the style of kick boxing and strike force. Muay as local people call it has an old history full of great fighters. Due to the terrible economy in Thailand it never got too much attention. Instead, it has remained a national sport and part of the folklore. Muay Thai has similar rules to every non-weapon fight sport, but knees and  elbows are allowed.It is practiced in a ring. The brutality of the fights makes the sport sometimes have a critical end where fighters go out on a stretcher. Nowadays, Thailand is considered the capital of this sport, and famous fighters have moved there for long periods of time in order to perfect the techniquee. Thailand considers muay thai part of the folklore and the impact it has in society is big. Muay Thai has an old history has been known since 1700 when the Burme se troops surrounded a big group of Thais where kick boxers were and took them to Burma.The king of Burma, King Mangra, wanted to make a festival for Buddha’s religion where he included a lot of entertainment. At the end as a closing event king wanted to see who was the best between the Burmesses fighters and the Thai kick boxers. Nai Khanomtom was selected to fight against the best Burmesses fighters. At the end of the first fight, the Burmese fighter collapsed, so the king asked Khanomtom to fight the best nine fighters from Burma, beating all of them one after the other with no stopping. Muay Thai. †Ã‚  Wikipedia. Wikimedia Foundation, 21 Nov. 2012. Web. 01 Dec. 2012. . Thai Boxing is a very respectful and strict sport. The sport is linked to the Buddhist religion and the respect the fighters feel for their professors and superiors is shown by a kind of dance known as nak nmuay. This dance occurs just before the fight and it also has a sense of gratitude to their pro fessors, and what they have taught them. Since a very young age Thai ighters are playing around rings, and even though they do not know how to fight they play child games, and later on they get to know all the gear just by playing although they do not know what it is for. Nak muay, as Thai fighters are known for start training since childhood and as they grow  fights are set one after the other. Some families, dedicated to this spot, live inside the fight campus outside the city. The father, usually after being a champion, trains his child to fight and the money the child gains from winning is used to get food and pay for family things.The techniques they learned are combined with their own style, and that allows the fighters to create variations of the same kicks and punches. The ascension of king Chulalongkorn (Rama V) to the throne in 1868 ushered in a Golden Age not only for muay but the whole country. â€Å"Muay Thai. †Ã‚  Wikipedia. Wikimedia Foundation, 21 Nov. 2012. Web. 01 Dec. 2012. . Muay progressed greatly during the reign of Rama V as a direct result of the king’s personal interest in the art. The country was at peace and muay functioned as a mean of physical exercise, and recreation. â€Å"What Is Muay Thai. †Ã‚  WCK Muay Thai RSS. N. p. , n. d. Web. 01 Dec. 2012. . ) . Nowadays there are remarkable fighters well known around the world as Yodsanklai who fights for Fairtex, the biggest company of muay Thai equipment. Buakaw Pranuk a promising fighter who held the title of K1 (Japanese tournament where the winner is named the best stand up fighter in the world) two times. Knee strikes are possibly the most deadly movements a Muay Thai practitioner has.Knees are often used in the clinch, where a boxer grabs the head of the other boxer and pulls his body down while the knee is thrown upward. A good knee strike delivered in the head can exert enough force to lift a car. Knees may also be thrown to the body, or in a flying knee s trike, where the boxer jumps and throws the knee at his opponent face. A flying knee strike, when landed, will almost certainly end a fight by knockout. (â€Å"Thread: Muay Thai Essay for School. †Ã‚  Muay Thai Essay for School. N. p. , n. d. Web. 01 Dec. 2012. . ) In conclusion, this martial art is the perfect combination of every part of the body that could be used as a weapon. At the same time, it is also part of the history of Thailand. Muay Thai gyms can be found all around the world, full of fighters that believe that there is no limit between them and the sky. This martial art is finding its own path in many fighting professional leagues, as UFC (Ultimate Fighting Championship), K1, Strike force and others. I believe Muay Thai helps people not only to exercise, but to grow spiritually and mentally.

Consider Atwood’s portrayal of religion in Gilead Essay

All around us we see evidence of the way in which belief is institutionalised and abused. Consider Atwood’s portrayal of religion in Gilead Many modern day beliefs have been used as excuses for war, or as a way of suppressing groups of people. In ‘The Handmaid’s tale’ Atwood has taken abuse of belief and religion to the extreme, using it to create a worrying futuristic dystopia where all laws are based on extracts from the bible and the texts have been twisted to suit the more powerful members of society. It is impossible for handmaids, or many other members of Gilead to check the authenticity of the extracts that rule their life as they are forbidden from reading and the bible is kept locked up. In ‘The Handmaid’s tale’ free will is nothing more than a memory, different Christian branches are at war with each other. The bible is used to justify the regimes and practises of Gilead and sexuality has been suppressed into something shameful and dangerous. Chapter two offers the reader their first decent example of how religion is used within the society of Gilead. It is in the simple use of a name that Atwood is able to immediately establish a link between her dystopia and the bible. ‘Her usual Martha’s dress’. In the bible Martha is the sister of Mary who would devote herself to the housework while Mary went to hear Jesus speak. Marthas in ‘The Handmaids Tale’ are unmarried, infertile women who are expected to perform household duties for the high-ranking members of Gilead. This is the first time the reader is given an example of rank based on religion with Gilead, the reader is made aware of Handmaids and of the Commander earlier in the book but this is the first obvious biblical reference. Martha is not important in the bible, but the powers of Gilead has taken her role and expanded it so that they can justify having slaves within their society. This early example gives the reader an impression of what sort of society Gilead is and what they can expect further into the book as far as rank and religion are concerned. In Chapter eleven Offred is offered the opportunity to get pregnant by the doctor. Offred is worried about being caught having sex with someone who wasn’t the commander. Offred considers the doctors offer, she knows it is a risk ‘but they have to catch you in the act, with two witnesses. ‘ This method of convicting people is taken from Deuteronomy 17:6 ‘At the mouth of two witnesses†¦ shall he that is to die be put to death. ‘ The bible reference is saying that nobody can be convicted when it is just their word against someone else’s, this must be the same way people in Gilead practise law. Unfortunately it would be very easy for two people to get together and agree on the same story if they wanted to frame someone. It also further removes individuality and freethinking, people are already expected to travel in groups of at least two and the suggestion is that one person’s opinion is useless unless supported by someone else. It also makes things very difficult for handmaid’s who are often required to be on their own with the commander’s wife and if there aren’t any witnesses present then there is no crime and the handmaids are left in a very vulnerable position. Television in Gilead is censored, like everything else. It is clear that this society functions by keeping people ve for as long as possible, if they can’t read and their only visual entertainment in censored to suit the ideals of Gilead then they cannot really form their own opinions and would be entirely dependant on what others told them. However the information that comes from the television tells the reader about battles Gilead is involved in. The odd thing about the battles is that they are taking place with different branches of the same religion. ‘Angels of the Apocalypse†¦ are smoking out a pocket of Baptist guerrillas’. ‘Five members of the heretical sect of Quakers have been arrested’. It is possible to read more into the news reports than meets the eye. The Baptists are relying on guerrilla warfare that is commonly the form of warfare used by under-developed countries that aren’t looking for war. There is also a fair amount of irony in the sense that the report claims that the Quakers are heretical or sacrilegious when the reader knows that the society of Gilead is based on sacrilege. This may suggest that Gilead is fighting these other branches of Christianity to stop them from demonstrating to the world, and more importantly to the people of Gilead that their society is based on twisted truths.

Business Fundamentals Essay

This course will provide the student with information about business operations and business vocabulary and it will help direct the thinking of each student to the field of business best suited for her/his interest and talent. Subject matter includes an analysis of the specialized fields within the business organization. The course covers concepts of business, management functions, organizational considerations, and decision-making processes. This course is beneficial to business majors and non-business majors. There is no prerequisite. (If you are trying to make a decision as to the course you should take next, Principles of Management is a good choice for business majors. ) PUBLISHER’S WEBSITE This book also has a website that is first rate! I encourage you to use all the materials that are available to you especially this website. The student site is located at: www. mhhe. com/ub9e PREREQUISITE Working knowledge of the use of computers, email and the internet. COURSE REQUIREMENTS 1) Complete the orientation quiz and Biz game for 5 extra credit points added to the avg of your exam scores for each!. 2) Read the text book chapters. 3) Complete the stock project and the Biz Game. 4) Students are highly encouraged to keep up and on schedule. Homework or extra credit projects may be graded for extra credit or as a sign of effort (at the discretion of instructor). Each extra credit assignment is worth 5 points on an exam. 5) Students are required to get the help they need in a timely fashion (do not wait till the end of the semester). If for some reason, your messages are not returned in a timely manner, it is up to you to follow up and get help. Make sure you include your name, section number and the name of your class in all communications. Sometimes my schedule is hectic so don’t waste time waiting, contact again if you don’t get the help you need. READING It is important to read the chapters. Also, all the test questions come from the textbook. EXAMS All tests will be given at the testing centers. All of the exams are multiple choice. The student will be allowed to use pencils, scantron, and ruled paper. Since this is an introductory course, many of the exam questions will be definitions. There will also be several theory questions on each exam and not much history. My plan is to ask a lot of easy questions about almost everything. Exams are scored as the percentage correct. It is up to the student to check that the grades are posted correctly. Please keep your copy of your test scores as they have been known to disappear. On some exams short answer or essay questions might be available for extra credit. These are NOT open book exams, and you will NOT be able to use notes for these exams. Late Exams It is extremely rare for a student to be successful in the course once they get behind. To ease your scheduling, I will list the week you should take the test to stay on schedule. If you take an exam after the assigned time and date, 2 points may be deducted from your test score for everyday after the exam date that you take it. **TESTING CENTERS The tests may be taken at any of the following ACC testing centers: Rio Grande Campus Riverside Campus Eastview Campus Northridge Campus Round Rock CampusCypress Creek Campus Pinnacle Campus Fredericksburg Campus San Marcos High School The testing centers in bold above are able to administer the exams via computer which will automatically give you your grade as well as feedback when the exam is completed. You may use the others but realize that until I receive the exam from the testing center, I cannot post your grades. Check with the center you are interested in for their hours and allow 1 1/12 hours to take the exams. You will need a student identification (or fee receipt card) and a picture identification (drivers’ license works great) to take the exams in the testing centers. You can get student identification at the Bursar’s Office at any of our main campuses. Extra Credit Completion of the orientation quiz and information sheet is worth 5 extra credit points to be added to your exam scores. Completion of the Biz Game is another 5 points. Additional extra credit opportunities are in the assignment section. COURSE GRADE FINAL AVERAGE GRADE ASSIGNMENT A 90 – 100 Percentage correct on exams EXAM 1 17%B 80 – 89 EXAM 2 17%C 70 – 79 EXAM 3 17%D 60 – 69 EXAM 4 17% F Below 60 EXAM 5 17% STOCK PROJECT 15% TOTAL 100. 0% WITHDRAWALS You are responsible for withdrawing by the withdraw date. Failure by you to withdraw from the course or successfully complete the course may result in a grade of â€Å"F†. INCOMPLETES An incomplete (I) grade will only be given if the student has substantially completed the course with a passing grade. A student must have completed all exams and assignments to date, be passing, and have circumstances that prevent course completion that occur after the deadline to withdraw with a grade of â€Å"W†. All work to complete the course must be completed before the end of the following semester for the granting of an appropriate grade. Failure to do so will result in a failing grade for the course. The instructor must be notified before the end of the semester if the students need an incomplete and all work must be made up as soon as possible. Incompletes are not recommended as students will miss the extra credit for finishing on time and many incompletes are never completed. Also see departmental policies below. ACADEMIC PROGRESS A student who is not meeting course objectives may be withdrawn from the course at the discretion of the instructor. It is the student’s responsibility to consult with instructors and seek support services when course objectives cannot be met. The student may appeal instructor-initiated withdrawals within 10 days. RULE OF THREE – NEW Per state law, effective spring 2006 any student taking a class for the third time or more may be charged an additional $60 per credit hour unless exempted. Visit the â€Å"Rule of Three† web site for additional information http://www. austincc. edu/admiss/ruleofthree/ Rule of 6 W’s – NEW Per state law, students enrolling for the first time in fall 2007 or later at any Texas college or university may not withdraw (receive a W) from more than six courses during their undergraduate college career. Some exceptions for good cause could allow a student to withdraw from a course without having it count toward this limit. Students are encouraged to carefully select courses. CALCULATORS The use of a calculator is strongly encouraged. Use them during exams and when completing homework. Any basic hand-held calculator will do – just be sure you know how to use it. A square root function is most helpful. COMMENTS FOR SUCCESS You are responsible for all assigned readings and assignments. Students are strongly encouraged to meet with the instructor for assistance whenever needed. Refer to my office hours listed above. If these are not convenient for you, I will be happy to schedule appointments at other times. Many resources are available to help you succeed in this course – you need only ask for help. The material starts at a very easy level but quickly gets harder. Remember as the semester progresses, things inevitably come up so keeping on pace will make your life much easier. This is a demanding course and everyone must work hard to succeed. Students can significantly improve their chances of success by using the following tips: Do not panic! Although this is a demanding course, it is a procedural process to learn the material and if you put in the effort you will do fine. There is nobody in this class that is unable to learn and fulfill your grade expectations! Use the textbook web site comes with the course Read all the text chapters carefully: Do anything you can to improve your reading skills. You will spend much of your college and professional career reading and anything you can do to improve your ability is time well spent. If you are not reading straight down the page than you are not reading fast enough! After you read the material, take a breath and think how the material might apply to your world! If something does not make sense make a note and ask a  fellow student or your instructor to help you understand the concept. Complete all assignments. ask questions, you are probably not the only one who has that question. If you miss something, be able to explain to yourself or someone else why you missed the answer. Again relate the information to your life. Use the student CD that comes with the book. Ignoring it is to lose a great tool for the course. The most important thing to remember about answering questions is to READ the Questions Carefully. Make sure you understand what the question is asking. Eliminate extraneous data you might be given! Check on the Blackboard site regularly. Get in a study group if possible. Work together and prepare for exams together. Take advantage of the free help available at ACC and contact the instructor if you have any problems Free tutoring is available at all the major campuses The web sight for all our campus tutoring is: http://www. austincc. edu/tutor/HELP If you are having any problems contact your instructor right away. Don’t sit and spin your wheels. If it is slowing you down I take it seriously. If for some reason you don’t hear from me contact me again or contact my assistant. I need to get you back on track Policies for Incompletes, Attendance, and Withdrawal are as follows: Incomplete Policy: An incomplete (I) will be granted to a student in rare circumstances. Generally, to receive a grade of I, a student must have completed all examinations and assignments to date, be passing, and have personal circumstances that prevent course completion that occur after the deadline to withdraw with a grade of W. Withdrawal Policy: It is the student’s responsibility to withdraw from a course. Instructors are allowed to withdraw students for non-attendance and lack of academic progress but students must not rely on their instructor to withdraw them if they wish to withdraw. Austin Community College policies for Academic Freedom, Scholastic Dishonesty, Student Discipline, and Students with Disabilities are as follows: Academic Freedom Statement: Each student is strongly encouraged to participate. In any classroom situation that includes discussion and critical thinking, there are bound to be many differing viewpoints. These differences enhance the learning experience and create an atmosphere where students and instructors alike will be encouraged to think and learn. On sensitive and volatile topics, students may sometimes disagree not only with each other but also with the instructor. It is expected that faculty and students will respect the views of others when expressed in classroom discussions. Scholastic Dishonesty Statement: Acts prohibited by the College for which discipline may be administered include scholastic dishonesty, including but not limited to cheating on an exam or quiz, plagiarizing, and unauthorized collaboration with another in preparing outside work. Academic work submitted by students shall be the result of their thought, research or self-expression. Academic work is defined as, but not limited to tests, quizzes, whether taken electronically or on paper; projects, either individual or group; classroom presentations, and homework† (Student Handbook). Penalties for scholastic dishonesty will depend upon the nature of the violation and may range from lowering a grade on one assignment to an F in the course and/or expulsion from this institution. Student Discipline Statement: Classroom behavior should support and enhance learning. Behavior that disrupts the learning process will be dealt with appropriately, which may include having the student leave class for the rest of that day. In serious cases, disruptive behavior may lead to a student being withdrawn from the class. ACC’s policy on student discipline can be found in the Student Handbook. Students with Disabilities Statement: Each ACC campus offers support services for students with documented physical or psychological disabilities. Students with disabilities must request reasonable accommodations through the Office for Students with Disabilities on the campus where they expect to take the majority of their classes. Students are encouraged to do this three weeks before the start of the semester†. WEEK  Due Dates and Chapter Titles CHAPTER ASSIGNMENT 1 Start of course January 17 Introduction to Course and Orientation Orientation quiz and information sheet Managing within the Dynamic Business Environment: Taking Risks and Making Profits P, 1 2 Week of January 23 How Economics Affects Business: The Creation and Distribution of Wealth Competing in Global Markets 2, 3 3 Week of January 30 Demonstrating Ethical Behavior and Social Responsibility Exam I over Chapters 1,2,3,4 4, Test 4 Week of February 6 Choosing a Form of Business Ownership Entrepreneurship and Starting a Small Business. 5, 6 5 Week of February 13 Management, Leadership, and Employee Empowerment Adapting Organizations to Today’s Markets 7,8 6 Week of February 20 Producing World-Class Goods and Services 9 7 Week of March 5 Exam II over Chapters 5,6,7,8,9 Motivating Employees and Building Self-Managed Teams test,10 8 Week of March 12 SPRING BREAK!!! 9 Week of March 19 Human Resource Management: Finding and Keeping the Best Employees Dealing with Employee-Management Issues and Relationships 11, 12 *Schedule Might Change. Be sure to check Blackboard for Announcements and changes to schedule.

Exit Through The Gift Shop documentary film Essay

Exit Through The Gift Shop documentary film - Essay Example Grierson developed a conviction that motion pictures could play a central role in promoting this process.† (Alternative Perth History online source). In other words, Grierson believed that films have the power to communicate problems in society to a wider audience and can inspire them to get involved with social and political issues. In the case of Exit Through The Gift Shop, this would mean that after seeing the film, an audience wouldn't 'fall into the trap' of a false street artist like Guetta and would not buy any of his merchandise or promote his work any further to be 'art'. In my critical analyses essay I argued that Banksy used his documentary film to disclose Thierry's unethical exploration of street art as he showed to an audience that Thierry is ‘no real artist’- as Banksy and other street artists state in the film. I believe Banksy’s goal was to make the audience realize that Thierry stole his ideas so that in the future they won’t buy his copycat art any more. The film also encourages us to look closer at art and be more critical in judging its value- and the artist's originality. The film's overall message was that what counts is the original idea of the artist. But at the same time I argue that Banksy also had a selfish reason why he made this film: to promote himself and his art. Hence, my thesis is that Banksy used Exit Through The Gift Shop as part of his self-promotion strategy that is based on mystery. For the purpose of this argumentative essay, I identify my audience to be cinemagoers who I want to convince that Exit Through The Bookshop is not just a documentary, but also an indirect promotional advert for Banksy and his art that is 'disguised' as a documentary. Having read numerous online reviews of Exit Of The Giftshop by film-critics and newspapers, the general opinion of journalists agrees with my statement that Banksy also used the film to promote himself. However, there are some critics who have over looked Banksy's self-promotion in the film, or don't give it much importance. For example, film critic Devin Faracu refers to this issue just to be 'self-mystification' and doesn't call it 'self-promotion'. Instead, Faracu chooses in his review to focus on the important message about street art the film communicates: ‘Exit Through the Gift Shop works on a lot of levels – as a history of the street art scene, as a look at a very strange Frenchman and his weird life, and as a conversation starter on what is good art and what is bad art. It seems to be a conversation that’s especially relevant to the street artists, as they’re working in a medium that’s illegal, looked down upon and usually the province of disaffected 14 year olds. They’re obviously doing something bigger than simple graffiti – one look at Banksy’s astonishing and moving work on the West Bank Barrier proves that.' But I argue that the film can't just be analyzed re garding what it has done to raise the profile of street art generally, but also that the film needs to be analyzed with baring in mind that it is also an advert for Banksy himself. There are several indications that Banksy carefully constructed the film as part of his self-promotion strategy: 1) He

Mental Health- Young Adults and depression Essay

Mental Health- Young Adults and depression - Essay Example It is estimated that about 5.8 % of males and 9.5 % of females in the world experience a depressive episode every year (WHO 2001). Depression is a condition that should be differentiated from the normal feeling of sadness and decreased mood that is normal event in everyday’s life. There are several psychiatric conditions classified by the diagnostic and statistical manual of mental disorders (DSM IV TR) that are characterized by depressed mood also called mood disorders. All of them can be characterized in two broader groups depending if person had manic episodes which are major depressive disorder and bipolar disorder. There are many subtypes of these conditions, but they are all characterized with episodes of depressed mood, diminished sense of pleasure and interest, feelings of guilt and low self esteem, feeling of low energy and worthlessness, insomnia, changes in appetite with weight loss or weight gain and other symptoms that can be a major cause of disability in the nor mal functioning of one person and other symptoms (Sadock et al 2002). ... ity to think or concentrate; indecisiveness - Recurrent thoughts of death, suicidal ideation, suicide attempt, or specific plan for suicide (Kendler and Gardner 1998). Major depressive disorder is a condition without exact known pathopfisiology. Based on some clinical and pre - clinical trials it is suggested that disbalance of the serotonin, norepinefrine, dopamine and other neurotransmitters is the major etiological factor for depression. These conclusions are based mainly on the efficacy of serotonin reuptake inhibitors (SSRI’s) and other specific antidepressants in treating the symptoms of major depression (Nutt 2008). The mechanism of action of these drugs is more complex than simply elevating the levels of serotonin for example, because other substances like cocaine for example that cause only short elevation of the neurotransmitter levels are not effective in controlling the symptoms of depression on a longer terms and can even cause depressive episodes (Viggiano et al. 2004). Also it is known that several weeks of treatment with antidepressive drugs are necessary in order to achieve changes in the symptoms (Quitkin et al. 1996). This suggest that the mechanism of action of antidepressants is more complex where antidepressants after the initial effect on neurotransmission trigger subsequent neuroplstic changes in the brain that will result in a longer-term in the psychologic behavior of the individual. This only suggest that other factors than serotonin levels, like social, psychological, environmental and other are important in the development and treatment of depression (Robert and Frazer 2002). Other theory that tries to implement more integrative approach in understanding the etiology of depression is Diathesis-stress model that concludes that depression

How to achieve HR Operational Excellence in Global Corporations Research Paper

How to achieve HR Operational Excellence in Global Corporations - Research Paper Example In order to survive in this tough competitive world it has become essential to achieve organizational excellence. Organizational excellence is a broad term and encompasses excellence in every department of the organization including finance, marketing HR and operations. In order to achieve excellence it is absolutely essential to have an integration of key departments of an organization. This has been aided by use of high end technology in business processes which include functional integration packages like an ERP which help in linking the different departments of an organization under one single unit. Organizations are also employing different efficiency techniques like TQM and Six Sigma in their operations which have helped them in creating competitive advantage in the business markets. Operational excellence has become the buzzword for business organizations across the globe. Multinational organizations like Wal-Mart and UPS have developed expertise by employing technologies whic h has helped in integration of departments as well as generation of organization efficiency. Wal-Mart is a classic example which has set benchmarks in the retail industry by adopting an efficient ERP program which has helped in creating large scale competitive advantage as well as generation of economies of scale and scope which have helped in creating entry barriers for organizations trying to capture the market share in a consumer market. This assumes considerable importance considering the fact that organizations need to have efficiencies so as to sustain the level of competition. Adoption of efficiencies also assumes significance considering the fact that business organizations operate in rapidly changing situations which demand greater flexibilities form the organization. This is only possible when an organization adopts innovations in operations and operational excellence as a part of its business strategy. Operational and organizational excellence includes three essential com ponents. Firstly it requires the top management of an organization to have the vision so as to identify the crucial factors at an appropriate time; these factors should be such that they help in adding value to the organization as well as to all the stakeholders including the customers of an organization. Secondly, organizational efficiency also calls upon organizations to achieve excellence and other necessary technological machinery so as to achieve large scale efficiencies in the organization. Thirdly organizational excellence and efficiencies also requires organizations to have the ability to ensure continuous betterment of business operations and its sustainability in the long run. Innovations are also crucial for organizations in their quest for organizational excellence as they not only generate organizational excellence but also help in generating competitive advantage in the form of cost savings and value addition to the product offering. Adopting innovations in processes l ike procurement help in generating cost advantage for an organization whose benefits could be passed on to the consumers to add value and affordability in the product offer

Cultural and Communication Self-Assessment Paper Essay

Cultural and Communication Self-Assessment Paper - Essay Example In this case, it is justified to argue that the culture of Indonesia is an amalgamation of varying cultures, ranging from Hinduism, to Islam. On another point of view, Purdey (pp.6) indicates that the origin of the Indonesians is from China. The people of Indonesia migrated from China; thus, the origin of Indonesia is attributed to China. Others have been indicated to have migrated from the Indies and eastern part of Asia. The number of immigrants into the country, from the Chinese origin as a result of population increase indicated an escalating trend. The studies carried out by Suryadinata (pp.125) and Sneddon (pp.37) indicate that in the course of imperialism, the number of persons from China to the country increased. In fast statistics from the census carried out in the year 2010 portray that the number of Chinese citizens from the country are above eight million. The population of the country that is purely Indonesian stands at 3.7 million. This is an elucidation of the fact that the country is made up many Chinese citizens (Tong, pp.147). Belief, in simple terms, can be described as the acceptance of something or a practice as factual (Blackburn, pp.39). Beliefs have in one way or another been indicated to hold a very important place in the minds of individuals. Through these beliefs, human beings have been made to claim a position in the societies they live in, through their conceptions. With mental conception and conviction on the values and beliefs of the truth, the population is bound to develop a routine that governs their way of life. In Indonesia, serving a meal to numerous guests is a symbol of hospitality and status in the family (Brouwer, Hartog & Staveren, pp.27).This is evident most specifically during the month of Ramadan when relations and friends converge for feasts. This symbolizes compassion and virtues of sharing in the society. The relations are

The Guest Essay Example | Topics and Well Written Essays - 500 words

The Guest - Essay Example In this case, the French did not consider the conflict created by ordering Daru to bring a fellow countryman, albeit an alleged criminal, to French authorities. Desolation is symbolized by Daru's character. He is from the impoverished region, and as a school teacher there, he was ". . . satisfied with the little he had . . ." (373) and, "Everywhere else, he felt exiled" (373). Camus closes the story saying, "In this vast landscape he had loved so much, he was alone" (383) A greater meaning was that Daru followed his conscience, instead of following orders, by not delivering the Arab to the authorities. This reflects his contempt for being under the French government's authority; he made it clear to Balducci by saying, "I won't hand him over" (376). However, it was "with heavy heart" (383) that he sees the Arab walking in the direction of prison instead of possible freedom, after Daru shows him the two different directions, gives him provisions for two days and leaves him. This, according to Thomas Arp, is a demonstration of ". . . the unpredictability of the consequences of human choices in unfriendly conditions" (386). Overall, the characters are believable and the plot is realistic; it is well crafted fiction. Its success stems from its historical setting, just before the Algerian War, 1954-1962, when Algeria rebelled against French rule and won independence.

Coursework3 Essay Example | Topics and Well Written Essays - 500 words

Coursework3 - Essay Example However, according to some, the U.S. benefits the most from globalization (Weber et. al.). New businesses have a much greater earning potential under globalization, as they are able to immediately reach both a potential workforce and potential customers from a much larger, global population. There is the possibility that with increased interests and partnerships in another country, this may act as a deterrent to attacking or invading that country; but the opposite scenario may also become more likely, where nations act militarily to defend their interests. The disadvantages of a global economy include corporate policies that do not take into account the best interest of developing countries they do business in. There have been many protests against globalization and its exploitation of cheap labor in third world countries. There may also be a negative effect on the environment when businesses race to obtain the cheapest materials, and are not subject to legislation and regulations overseas. The increased travel to foreign countries also increases the emission of greenhouse gases. There are also new dangers associated with globalization. A global economy that increasingly utilizes the internet can also quickly spread extremist ideologies (Weber et. al.). Greater international trade can also lead to greater distribution of illegal drugs. And the increased travel associated with globalization can speed the transmission of disease. These new dangers of globalization have become the new challenges of the post-Cold War world. Weber, Steven, Naazneen Barma, Matthew Kroenig, & Ely Ratner. â€Å"How Globalization Went Bad.† Foreign Policy. January/February 2007. Carnegie Endowment for International Peace. 15 April 2007 http://en.wikipedia.org/wiki/The_Global_Economy One of the pictures that is the most moving is the fourth picture in â€Å"The Berlin Wall: A Pictorial History.† This picture is of an East

United States industrial relations Research Paper

United States industrial relations - Research Paper Example The government ensures a peaceful coexistence of employers and employees and their representatives for a peaceful society. The management on the other hand, ensures business prosperity by managing labor costs, company profitability as well as productivity. In maintaining such goals, employers often conflict with employees regarding work conditions and it is the duty of worker representatives or trade unions to ensure the rights of workers are not infringed. They therefore fight for; safe work conditions, wages and benefits and against unfair labor practices. Industrial relations have a long history which is the basis of the current labor environment in the United States. Several labor movements or trade unions have developed over time from craftsmen associations to amalgamated unions and international unions and continue to fight for workers rights to date as work environment changes due to globalization. Change in government leadership also affects industrial relations. Various presidents and congressmen have different views regarding labor issues; some are sympathetic to workers plight while others are less concerned hence numerous legislations have been passed which dictate the nature of relationship between employers and employees and their representatives. These legislations have a bearing on the current labor environment in the United States. ... They deal with employees of a certain locality or region. The national unions on the other hand, handle labor issues at a national level. The local unions serve as branches of the national union. The national unions are broader in nature in that they incorporate workers of all regions. The local and national unions fall under the labor federations; they incorporate all the unions. They control the activities of all unions hence give the labor movement direction. Sometimes unions cross the boundaries and unite with unions worldwide due to globalization to deal with international labor issues (Budd, 2006). Fuller (2011) also notes that the number of unionized staff has been declining over the years. He attributes this to; management attitudes towards unions move from manufacturing to service jobs which don’t require skills as well as increase in part-time jobs which make organization of labor difficult. Budd (2006) attributes the decline of union membership to the introduction o f management friendly practices such as the human resource management which emphasize on worker empowerment through participation and involvement in management practices such as decision making and workplace flexibility which is achieved through team work instead of job designations. Unions are also encouraged to work in partnership with management so as to achieve efficiency. The government also restricts union growth by passing labor laws which protect the rights of workers hence reducing the importance of unions. Workers need not to join trade unions to achieve their rights. Labor in early America was characterized by the existence of European immigrants, African slaves, long working days, low wages, control of the industry by craftsmen and journeymen. Skilled

What are three reasons why students fail university-level classes 3 Essay

What are three reasons why students fail university-level classes 3 reasons why they pass - Essay Example If they love their course enough, they will study that hard, or even discover more things in order for them to learn more. This means learning must have become the primary concern for them. Students who aim for higher learning are making it good especially in their class performance (Hunt 83). Second, those students who pass university classes are setting for themselves vital goals for them to achieve. This means that it will be harder for them to be involved in some sort of distractions, as going to school and learning things have become their primary considerations why they are in school in the first place. Another potential reason why students pass university classes is because they have the specific level of intelligence required to understand and pass the course. With this in mind, they will be able to pass exams, actively participate and be involved in class discussions and so

Shakespeares Othello Essay Example for Free

Shakespeares Othello Essay Shakespeares Othello, as a tragedy, offers a plot and theme which are so closely connected that one can only be interpreted in regard to the other. For example, Othellos pride is explored through the use of irony while, during the course of the play, Iago manipulates Othello (along with the other characters) into progressively more damaging and violent acts of self-destruction. Iago realizes, as the audience realizes, that Othellos prideful nature along with his professional and temperamental propensity for violence will probably end in blood-shed. This realization which the audience enjoys is not known to Othello himself and that is where Shakespeares use of irony is both brilliantly executed and highly expressive of the plays deepest theme: that of self-knowledge. Although it may be somewhat of an oversimplification to suggest that the entirety of Othello is based around the idea of self-knowledge, such a suggestion is, in fact, born out by the play itself due to the aforementioned tight link between the plays plot and theme, which can be taken together as the expression of Othellos character development. In other words, Othellos internal state is mirrored thorough the action of the play and both the plot nd dialogue give the alert audience member or reader many clues as to exactly how Othellos character development has contributed to the outward manifestation of action in the play. For example, Othello’s famous monologue in Act 5, Scene 2, where he addresses Gratiano, after murdering Desdemona demonstrates his (and by extension, a universally human) self-reflective capacity. The passage is both introspective and ironic. The impact of Othello’s predominantly militaristic orientation to the world; hence, a primarily masculine perception of the world, has collided tragically with the more delicate, ambiguous and feminine domestic sphere of love and sexual monogamy. For Othello, force is the most applicable tool for confronting crisis, or had always been; but through the rising tension of his monologue in Act 5, Scene 2, the once-great general realizes his current enemy is himself: and that enemy must be dispatched by force. So, the monologue is, in effect, a self-eulogy. By looking deeply into the construction of this pivotal scene, including the prosody, imagery, and diction of the lines, a sort of microcosm of the plays them can be extracted. Othellos monologue opens: Behold, I have a weapon; (256). in a smooth iambic pentameter and later â€Å"broken† by anapests, spondees, and dactyls, is a powerful blank verse, with admirable modulation in both meter and imagery. Behold, I have a weapon; A better never did itself sustain Upon a soldiers thigh (256-58) A basic iambic meter is established with a markedly powerful use of alliteration: the â€Å"s† sound of â€Å"itself sustain/ Upon a soldier’s thigh† creates a sense of onomatopoeia with the sword be drawn from its scabbard. Or slicing to the â€Å"heart. † The next phrase â€Å"I have seen the day (V, ii, 258) begins Othello’s descent into self-realization, lines 258-260 follows through with several technical elements, notably a rhyme between â€Å"day† (258) and â€Å"way† (260) which implies a particular fatalism and also the continuation of the anthropomorphization of the sword, begun in the use of the word â€Å"sustain† (257). This is an extension of irony, suggesting that Othello’s former glory as a soldier has passed to his sword alone, or that his noble characteristics have devolved there. I have made my way through more impediments Than twenty times your stop: but, O vain boast! (260-261). These lines are anchored powerfully by the â€Å"O vain boast! † spondee, a tremendous precursor to the dominant â€Å"O† vowel-assonance that carries the breadth of the thematic and aesthetic weight of the monologue in its latter half. The sense of fatalism is extended in the following lines: â€Å"Who can control his fate? / ‘Tis not so now. Be not afraid, though you do see me weapon’d;/ Here is my journey’s end, here is my butt,/ And the very sea-mark of my utmost sail† (262-265). Interestingly, the rhyme on â€Å"here is my butt† and â€Å"of my utmost† lend a sense of grim finality, although the monologue here reaches its midpoint. The extension â€Å"beyond doom† now creates dynamism in the use of extensive alliteration, built on the â€Å"O† vowel. â€Å"Where should Othello go? / Now, how dost thou look now? O ill-starred wench! / Pale as thy smock! When we shall meet at compt,† (268-270). The continuation of this motif is hypnotic and rings as though the speaker and audience are being simultaneously initiated into the deepest, most dire expression of human despair, essentially that of self-confrontation, or self-realization. One might readily observe the letter â€Å"O† itself as not only a sight-rhyme, but an almost concrete expression of this self-confrontation ro realization, as a symbol of wholeness, unity and perfection. This unity is applied in ironically – in tragic consequence – reflecting not only Desdemona’s essential purity, but now longed for wholeness of Othello’s former self: â€Å"Cold, cold, my girl! / Even like thy chastity. O cursed slave! † (272-273). The invocation to â€Å"ye devils† to â€Å"blow me about in winds! / roast me in sulphur! / Wash me in steep-down gulfs of liquid fire! † (275-277) crescendos into the despairing refrain of â€Å"O Desdemona! Desdemona! dead! / O! O! O! † (278-279). Othello’s monologue, based thematically on the two central tensions of irony and self-realization, is carried forward technically by an iambic meter which is out through torturous variations featuring the use of pyrotechnical spondees, dactyls, as well as the use of the refrain, the use of onomatopoeia, internal rhyme, sight rhyme, and controlled imagery. This is basically an illustration in poetic form of the inner-chaos which has taken over Othellos mind and for all intents and purposes his body. The utter irony and self-destruction which has been building throughout the play is at last released through Othellos murder of the innocent Desdemona. The mood of the monologue is despairing, building from a level iambic rhythm to the broken spondees of the closing lines. The jarring, indelible alliteration of â€Å"O Desdemona! Desdemona! dead! † demonstrates the essentially nihilistic or tragic essence of Othello’s monologue. The central irony of the passage is that Othello discovers his tenderness in his despair of Desdemona’s death, but he realizes this too late. This ironic realization, along with the rising crescendo of the poem’s meter and diction creates a powerful aesthetic tension, framing a bridge to Othello’s death later in the play. The idea that Othello could have recognized what was actually going on earlier in the play and in doing so prevented both his own and Desdemonas death is an interesting idea, but it is specious because the whole point of the play Othello is to demonstrate that character is destiny. In other words, Othello was destined to self-destruction so long as he retained the magnificent fault of pride, coupled with violence, which was, in fact, the center of his personality. Asking whether or not the tragedy could have been prevented involves not merely the capacity for Othello to enact self-realization earlier in the play, but for his entire personhood to be reconfigured in order that he not possess the destructive pride and violence which brought about the tragedy depicted in the play.

Differences Between Trait And Psychodynamic Theories Psychology Essay

Differences Between Trait And Psychodynamic Theories Psychology Essay Personality theories concentrate on how traits are developed and how behaviour is generated. Personality traits are durable dispositions of behaviour that occur across a variety of situations. They are like tendencies; a persons predisposition to react in a certain way in various different situations. Trait theories focus on indentifying the characteristics we possess and the degree to which we possess them. However trait theories are starting to address concerns such as how behaviours are developed, how traits are generated and how our goals and motivations affect the development of traits and the degree to which we possess them (Mischel, 1996). On the other hand, psychodynamic theories of human behaviour assume that human lives are ruled by internal unconscious forces and that these forces; which may be images, opinions, or feelings are the chief determinants of who they are and what they do (Kaslow, Magnavita Patterson, 2002).This essay will relate trait theory in comparison to p sychodynamic theory. Gordon Allports trait theory views personality as a combination of stable internal characteristics that an individual displays in a given situation. Conversely, Sigmund Freuds psychodynamic approach emphasizes the interplay of unconscious irrational forces struggling for control in shaping ones personality. Freud believes that human functioning is influenced by three basic structures of the mind: the id, the ego, and the superego, which emerge developmentally. The id, as stated by Freud, is present at birth and works on the pleasure principle. The ego operates on the reality principle and attempts to satisfy the id while obeying societys rules. The emergence of the ego for Freud symbolizes the origin of consciousness and he refers it as the superego; which is the internalized rules of parents in society (Bernstein, Penner, Clarke-Stewart Roy, 2011). On the other side of the coin, Allport argues that varying strengths of many qualities or traits actually determine the personality of a person. Allport had three categories of traits: the cardinal traits, the central traits, and lastly the secondary traits. The cardinal traits govern and shape a persons behavior. Central traits are characteristics that others use to describe another individual. Secondary traits are circumstantial. More recently, trait theorists have indentified five main factors that make up personality; Openness, Conscientiousness, Extraversion, Agreeableness, and Neuroticism (Pastorino Doyle-Portillo, 2012).Thus one can assert that traits are relatively stable predispositions to behave in a certain way whereas psychodynamic theory deals with unconscious motivations and conflicts in ones head. Allport uses the concept of personal disposition and the idiographic approach which focuses on studying one person at a time to explain that every human being possesses unique traits that create a personalised type of behaviour in a particular situation. He also specifies that traits are exclusive characteristics to a particular person alone which generates consistent and specific behaviour patterns (Carducci, 2009). On the contrary, psychodynamic theorists focus on group behaviour and making comparisons between people while describing dynamic interactions between individuals (Jarvis, 2004). Thus one can affirm that the trait approach to personality focuses on predicting a specific individual behavior whereas psychodynamic theories centre on predicting typical behaviour of a group of people. Psychodynamic theorists believe that many of our actions depend on hidden beliefs and emotions. These unconscious forces can bring a change in an individuals behaviour and personality. When a person meets other individuals; he involuntarily experiences a must to act as they do so as not to be rejected. Thus, he represses more of his tendencies to be more compatible with the norms of society (Collins ORourke, 2008). In contrast, an individuals behaviour is likely to stay relatively consistent across a broad range of situations over the course of time due to the enduring and stabilizing impact of traits (Mischel, 1996). Hence one can argue that trait theory focuses on constancy in personality while psychodynamic theory hints at change in personality. Trait researchers usually study the processes behind the behaviour related with a specific trait. For example, some psychologists are keen in examining the underlying concerns of shy people which keep them away from the social world (Burger, 2010). Nonetheless psychodynamic theories stress upon the importance of early childhood experiences, the significance of repressed feelings and internal disputes between the conscious and unconscious forces that manipulate our thoughts and behaviour (Plotnik Kouyoumdjian, 2010). Therefore one can state that trait theory focuses on indentifying the mechanisms underlying behaviour while psychodynamic theory emphasizes on describing personality and predicting behaviour instead of explaining why people behave the way they do. Early research has shown that natural physical endowment is more important than environment in determining personality in the sense that it is not simply likely to produce a light or superficial impact on the image that an individual projects vis-Ã  -vis others in the society but rather it is the prime factor which decides whether he or she will be favourably or unfavourably perceived by others in the community. However ownership of a specific trait does not guarantee success in a specific field; for example, honesty, self-confidence and the ability to motivate others are some of the few characteristics which determine leadership. More recent research study showed that an individual possessing the traits mentioned above does not necessarily score high on leadership performance. Combination of both the leadership traits and management skills are needed to create effective leaders (Novick, Morrow Mays, 2007). On the other hand, Freuds psychodynamic theory emphasize hugely on the disp utes between conscious and unconscious forces that manipulate our views and actions (Plotnik Kouyoumdjian, 2010). Thus one can claim that trait theories integrate both the nature and nurture approach when shaping personality while psychodynamic theories rely mainly on the conscious and unconscious forces when predicting an individuals behaviour. To conclude; trait theorists are more concerned with indentifying individual characteristics which when combined can be used to describe personality. Proponents of the psychodynamic theory rely heavily on the dynamic forces of the subconscious to explain the perceptions, and behaviours of individuals. These behaviours can lead people to behave in ways that are ineffective and even self-destructive (Mischel, 1996).

Critical Incident Analysis Nursing Assignment

Critical Incident Analysis Nursing Assignment Reflective Analysis of a Critical Incident This paper recounts a critical nursing incident and reflects on the associated professional, moral and legal issues. The objective is to critically reflect on what happened with a view to distil key lessons to improve my future practice and provision of care. No personally identifiable details about the key players or context are included, thereby assuring their confidentiality. This incident was selected because it demonstrates the ways in which individual errors can compound and translate a relatively simple matter into a grave crisis with fatal results. It goes to the heart of nursing practice, and requires introspection into the ways we discharge our responsibilities. Description of Critical Incident I was a Registered Staff Nurse completing the final phases of a 12-month midwifery program in the labour ward of a 500 bed teaching hospital. The ward comprised sections for admission, stage 1 room (active labour), hypertension (pre-eclamptic) room, delivery room and a post-delivery observation area (temporary holding. My objective was to gain skill marks (by completing 40 deliveries and suturing) to complete the program. This particular day I enquired about deliveries and heard of a case that was just endingthe resident doctor was suturing the patient. I was hopeful of participating in the final stages to earn marks so I went to assist. Upon entering the delivery room I saw a lot of blood on the floor, so I asked the doctor what was happening. He stated everything was okay. I observed the patient lying on the bed, and asked her if she was fine. She replied yes. The patient looked pale and weak-more so than the stress of just delivering. I left the room and called the consultant who was doing ward rounds on another ward with students. I also informed the charge midwife about the situation. The charge midwife went to ascertain what was happening. The doctor again asserted that everything was fine, and there is no problem. I assessed the patients vital signs, and found them to be abnormal. Right then, the consultant came into the room and started an intervention. The patient was taken to the operating theatre for exploration to stop the bleeding. After two hours of transfusing blood products and packing the uterus, the patient was transferred to the intensive care unit. She passed away three hours later. The husband was told that there was a complication, and all efforts to stop haemorrhaging were unsuccessful. Hospital policy states that a midwife should assist doctors with any procedure being done in the labour ward. This was not the case. The baby was delivered by a midwife. The doctor was asked to do the suture because of suspected difficulties (cervical lacerations). This situation was not considered to be life threatening. The midwife left to attend to other patients on the busy ward. The doctor was asked to call if and when he needed help. The doctor acted on his own, and twice refused to acknowledge the worsening situation. The patient died, and the family suffered as a consequence. The information given to the family did not reflect all the facts of the incident. The hospital reprimanded the doctor and he was not allowed to see patients without supervision. He eventually completed his specialization course and now practices obstetrics and gynaecology in another jurisdiction. Stakeholders Involved Merriams dictionary defines a stakeholder as person(s) entrusted with the stakes of bettors or someone who is involved or affected by a course of action. In this case, a range of persons were directly and indirectly involved, and a family will have to live with the loss of a loved one. The patient expected to deliver a healthy baby, be with her family, and raise her child. She is no longer with them. The resident doctor made choices, and has to deal with the consequences of those decisions on a personal (moral and ethical) and professional basis. We cannot be sure what options were deliberated, nor the process used to arrive at the final choices. The consultant obstetric/gynaecologist juggled different tasks and ultimately intervened, but without success. The charge midwife and the midwife who delivered the baby are also a party to the incident: they attended other matters on the ward-no doubt also considered urgent and important. This incident raises various professional, ethical and moral dilemmas. The actions of these persons raise questions about the duty of care provided, and the professionalism that guided the choices and judgements they demonstrated. My objective at the time was to earn skilled marks. My view is that the hospital itself can also change from this experience. No one expected the outcomes that manifested. Hospital policy was contravened. The family accepted the paraphrased version of events. The doctor received a reprimand. I do not recall any action for the breach of policy. Theoretical Context A critical incident is one that can cause a person to pause and contemplate events that occurred, and in so doing, give them some meaning. This can be positive and experiential, and is a potential source for self, group and institutional learning and improvement (Gibbs 1988, Duffy 2007). Thinking critically requires us to identify problems and base assumptions and clarify the issues involved. Subsequently, we may raise questions; whose answers may result in changes (Vacek 2009). Critical incident analysis challenges us to evaluate the main facts and use these to gain a deeper understanding of what happened (Fornasier 2008). In so doing, we deconstruct the whole incident into its component parts. Reflection is a thoughtful, deliberative process to gain deeper understanding of what happened by encouraging us to challenge how we feel, think and behave. This is the basis for individual change and improvement (Andrews et al, 1998; Merriam Webster). Using a critical incident as a way of reflecting involves the identification of behaviours that may be helpful or unhelpful in a given situation. This process of structured debriefing can help the institution and the health care providers to identify incidents, prevent their reoccurrence, and enhance the standard of care delivered to the public (Gibbs 1988). Key Issue: Professionalism A profession is a chosen, paid occupation requiring prolonged training and formal qualification (Webster). A number of professionals are involved in this case. For myself, at first, I did not know what to do: I was just thinking about the patients safety when I saw the enormous amount of blood of the floor. In the moment, I forgot about the chain of command: I bypassed the charge nurse and called the consultant directly. Reflecting on the incident, I should have called the charge nurse and she may have better handled the situation as it unfolded. Further, I assessed the vital signs after leaving the room to communicate with the consultant. It could be argued that I should have completed a fuller assessment of the patients vital signs before progressing through the chain of command-rather than taking the patients perspective that all was okay despite a gut feeling that something was wrong. Was the patient making a rationale statement? Did she have enough information and the capacity to objectively weigh the situation? Did I, in that moment misread the gap in understanding of what I saw and what the patient said? I would maintain that my actions were well intentioned and had the desired impact: to bring additional resources to remedy the situation and preserve her life. Clearly, the ability to remain calm under stressful circumstances is a valuable characteristic. This cannot be taught or learnt in the classroom, and certainly not through a fatal trauma. The patient is no longer with us. Did she have enough information to make an informed decision about the quality of care she was receiving? Could the patient be reasonably expected to be informed or to request a different type of intervention in the circumstances? We will never know. The resident doctor was asked to suture a suspected lacerated cervix alone-and to ask for help if needed. Doctor maintained all was under control even as I assessed the situation was worsening. Questions may be asked about the doctors assessment of the initial and unfolding circumstances; and, the information communicated to the patient, who related she was fine. I have no doubt the doctors objective was to assist the patient, and, within the wording and spirit of the Hippocratic Oath, to use their own ability and skill to help the woman in the best way. However, did the doctor fail at his/her duty: to recognise an emergency, a worsening situation, and the limitations to their skills and capabilities? In so doing, did the doctor do more harm than good? In the final analyses, was the doctor acting in the patients best interest? The consultant did what was (probably) most the critical thing: an initial intervention and then emergency surgical exploration with a full team of specialists to ascertain the problem and contain the situation. Could the consultant have done more? This is unlikely in the circumstances. Yes, the consultant could have been called earlier, but that is not their fault. Did the charge midwife and midwife err in leaving the Doctor to complete the suture alone? How does one balance the need for a small amount of midwives to attend to different patients at various stages of labour, when a potential danger is at hand with a post natal mother? How do we reconcile these resource constraints with hospital policy (requiring a midwife to be present at all times)? In this situation, how do we make a decision about providing quality care and attention to labouring women, versus attending to a recovering mother? Is it less or more professional to leave labouring women unattended to care for a mother with what is considered to be non-life threatening wound? The Hospitals official explanation of what happened was maternal complications. This lacked credible details that are covered in the legal discussions below. Key Issue: Morality Was the hospital truthful in its communication with the patients family? To the outsider, the answer seems a resounding no! Does being a teaching hospital bring higher levels of risk to patients-by virtue of having younger and less experienced doctors? Does this lessen their responsibility to the patient? Or does it require a higher standard of care and greater precautions? In this situation, did the hospital fail in its duty to the public by having a higher ratio of patients to staff? Is it unreasonable to expect the nursing cadre to reasonably and safely provide a high quality of care to the number of patients on the ward at that time? Did the institution and its team fail by attempting to provide service for too many patients at this time? Did the policy foresee and cover these matters? Do these issues put the nurse and their professional obligations at odds with hospital and public policy? Does this conflict put the nursing (and other members of the medical team) at a disadvantage? What of the publics rights and responsibilities? How do we honour and respect these charters in the circumstances described? Each patient wants to be seen, receive a high quality of care, with minimum chances of complications-certainly not death. How does the Midwife make based a decision about who to treat and how to allocate scare human resources? In a high stress understaffed environment, can we reasonable assess who is at greater risk and more deserving of care? Can we reasonable assert that honesty, justice and respect for the patients rights can lead us to a determination of where our duty lies? It is my view that the while some parties in this case may be able to justify their actions (midwives, consultant), others would find it a deontological challenge (resident, institution). In this case, the outcome of the incident dictates that the actions of key caregivers at critical decision moments were not optimal (wrong/unethical) because the consequences do not match the means/process. Key Issue: Legality No known legal proceedings arose from this incident. However, it may be argued that a judicious reading of the circumstances by a family predisposed to litigation could have asked many questions about the unfortunate circumstances referenced in this incident, and maybe have a case in a court of law. For example, it could be argued that the patients legal rights were not met, regarding professional standard of care provided by the resident doctor and the absence of a midwife throughout the procedure. Further questions may be raised about the quality, experience, judgement and capability of the first attending doctor. And ultimately, questions could be asked about the checks and balances (levels of safety) within the institution that compounded the situation. Additional issues may arise in considering whether or not the patient was reasonably informed about the unfolding circumstance, associated risks, and given the opportunity to legally consent. It could be argued that the doctor acted unilaterally (paternalistically) to the patients disadvantage. Alternately, the patient could not have reasonably rejected treatment in the circumstances. Therefore a detailed test would be required of what a reasonable professional would do in this situation. The hospital reprimand is an indication that the resident doctor could/would have failed the Bolam Test of respectable medical opinion thereby paving the way for litigation. The above could also lead to the question about the initial consent, and whether or not there was a full explanation of risks and likely treatments in the event of complications. In a legal context, the issue is whether or not the key stakeholders acted professionally and morally, and more importantly, in the course of their duty, whether they neglected or failed to provide a reasonable care of duty to the patient. Summary and Discussion My view now-I was not asked or debriefed at the time, nor did I reflect critically then-is that the circumstances and outcomes dictate that the team and members thereof acted less than professionally, and their judgements and actions were not finely balanced, leaving them in a an unethical and morally compromised position. The patient was owed a duty of care, which was not provided by all involved at the critical moments after delivery. So although all parties worked from a position of beneficence, obliging to do good for all patients at the time, there is a deontological failure in justifying their actions. On this occasion, hospital policy was not adhered to, and there was reasonable cause for this. The outcome reinforces the view that the consequences do not match the means. But this has to be balanced with the contending demands on the team. The midwives, in leaving the doctor to attend to the patient, expected to be called if needed. They were professionally and morally obliged to give reasonable care to the other patients. It would be difficult to squarely blame them for an act of omission that caused/worsened harm for the patient. This is not to ascribe blame squarely at the resident doctor. There are factors at play that would have influenced their action-in keeping with training-while endeavouring to contain and manage the situation. Maybe, for example, there was consideration of the human resource constraints and not wanting to burden fellow colleagues. Maybe the doctor was confident in knowing what was required in the circumstance. However, the rapidly deteriorating situation was soon beyond the doctor, and there was no recognition or acceptance of the need for additional help. Surely, if the final outcome was positive, the consequences would have justified the means. However, in this case, the means and end were weak links. The circumstances and situation in the ward on that day were unfavourable to the team: too many needs, and too few hands. The staffs were in a compromising position by having to deal with too many situations. This should never be the case if we are to deliver a reasonable duty of care in circumstances where humans can never fully assure medical outcomes in certain emergencies. In this incident, on this day, a number of factors compounded a bad situation and led to fatal outcome-which never had to be the case. The midwife made a decision to leave the doctor to suture the lacerated patient; the doctor attempted to do the job without recognising or seeking help. My actions quickened the intervention of the consultant, who ameliorated the situation, but to no avail. Conclusion and Reflection Having participated in this course, I can now reflect critically on this incident and confirm the ways in which a variety of professional, legal, ethical and administrative policy must work together in order to deliver assured quality healthcare. This is especially important in high stress environments where critical decisions must be quickly made-with the potential for unforeseen results. As professionals we must strive to be calm when things take a turn for the worse. This is not a reason to abandon or lose the ability to think critically, and stay true to our ethical, moral and professional duty while meeting the expectations of our employers. Indeed, we will at times find ourselves in situations that test this resolve, and require us to make rapid decisions and attempt to innovate to meet circumstances. This latitude is welcomed, but must be used with caution to ensure that the final outcomes can hold up to the scrutiny of our peers. Finally, it is critical to reflect and analyse our actions and experiences in order to evaluate what works, what does not work, the reasons for these, and the ways to manage future events should they recur. This is useful whether or not one is reprimanded or at the end of litigation case (institution). It is from these collective experiences and learning that we can improve policy, and enhance the profession.

Princess Diana Essay example -- essays research papers fc

Princess Diana was born The Honorable Diana Frances Spencer on July 1, 1961. She was the third female child to Viscount and Viscountess Althorp. Diana had two older sisters, Sarah and Jane and one younger brother, Charles. Her family was well off and Diana had a privileged childhood. The Spencer’s made their money as successful sheep traders in the 15th century. With their fortune they built Althorp House in Northamptonshire and acquired a family crest and motto – "God defend the right" (Morton 10). The Spencer’s occupied various offices of State and Court. When Diana’s was born her father was disappointed she was a girl. He was hoping for his third children to finally be a male heir to carry on the Spencer name. Diana’s father and the rest of the family wanted to know why her mother was only producing girls. Because of this, her mother was sent to a clinic for tests (Morton 10). She was only 23 at the time. This is ironic because today we now know the sex of the baby is determined by the father. Even though she was too young to understand, Diana believed she was to blame for her father’s disappointment. Finally, a few years later her mother delivered a boy to carry on the Spencer name. Although Diana had a beautiful christening at Sandringham Church with well-to-do Godparents, her brother Charles’s christening was a major event at Westminster Abbey. The Queen was the principal Godparent. The Spencer children were privileged but not snobbish. They were taught to accept people for what they are and not their position in life. The children never understood their titles until they went to school. Occasionally one of the royals would make a visit to the Spencer home and once in a while they would play with Princess Margaret’s sons, Princes Andrew and Edward. Diana remembers not liking to go to the Royal home, because it was big and spooky. Diana’s mother’s family, the Fermoy’s, w ere responsible for acquisition of Park House, Diana’s childhood home. King George V granted Diana’s grandfather Park House which was originally built for overflow guests from the Royal Sandringham House. It was a spacious property with an outdoor pool and a tennis court. (Morton 11). Diana loved to swim and play tennis at a child. The Spencer’s were linked by blood to King Charles II. They are also said to be linked by blood to seven American Presidents including Fra... ...eral on television. Her brother, Earl Spencer gave a tearful eulogy for Diana. His closed the eulogy by saying "Above all we give thanks for the life of a woman I am so proud to be able to call my sister, the unique, the complex, the extraordinary and irreplaceable Diana whose beauty, both internal and external, will never be extinguished from our minds" (Davies 304). The Princess was buried in sanctified ground on an island in the center of an ornamental lake in the Spencer home at Althorp. Her grave faces east, towards the rising sun (British Royal Government website). Princess Diana will be missed not only by her two sons but also by many around the world. Perhaps the best lesson she taught was all people, even those in high positions such as hers are able to help make a difference in the world. She will be missed. Bibliography Works Cited British Royal Government Website. . Davies, Nicholas. Diana, The People’s Princess. New Jersey: Carol Publishing Group, 1997. Morton, Andrew. Diana, Her True Story. New York and Great Britain: Simon & Schuster, 1992. Morton, Andrew. Diana, Her True Story, In Her Own Words. New York: Simon & Schuster, 1997.

The Young Offenders Act Debate :: Free Essay Writer

Under fire from the date of its creation, the debate over the validity of the Young Offender’s Act continues. Should the YOA remain in its current form as a part of the Canadian legal system? An examination of the reasons it is seen as being ineffective, the need for change, and the suggested amendments and substitutes will provide an accurate picture of the situation from which a conclusion can be drawn. The young offenders act in its current form is nearly optimal. However, there enough reasons for its alteration that a serious consideration of amendments should be considered. There are a number of reasons why the YOA has been seen as ineffective. There is, in the public, a widespread perception that the YOA is not working at all. This is due to the large amount of misinformation that is sensationalized ruthlessly by the media (Good 1998 7). High profile cases of violent offenders leak, and, lacking details, the media presents an incomplete account of details to the public. As a result some people think that there are kids who know how to â€Å"beat the system† and are now out committing crimes with no fear of being seriously reprimanded. But, as one analyst and researcher reports â€Å"There are virtually no data †¦ that would permit an examination of this assumption† (Peterson-Badali and Koegl 1998 p127). Since once of the functions of the act is to protect the public, their fears are one a problem that needs to be addressed in any amendments that may go forward. There is, however, debate over the need for change. Some say the current act is much too easy on youths and that they’re getting away with too much. There are reasons situations, such as these misinterpreted ones, have come about. The YOA was designed keeping youth protection in mind, and experts in the area tend to refer to the fact that â€Å"†¦repeated studies have shown that it is not the severity of punishment which deters crime, but the certainty of it† (Daunt 1998 7). Therefore it is not surprising that thousands of good kids have been helped, and not hindered, by the current legislation on their way to a productive life (Good 1998 171). As well, the current YOA does have serious consequences for violent offenders, many of them ending up in adult court (Daunt 1998 7). One may also begin to see a bit of a trend: The introduction of the YOA in 1984 was to assuage the publics perception of a weak Juvenile Delinquents Act and promised increased penalties for you th offenders (Daunt 1998 7).

Government and Politics - Time to Stop Lying Essay -- Argumentative Pe

Time to Stop Lying A great number of young adults have lost interest in the political system of this country. It is really quite simple- the power structure is not working in our favor, we see no great future achievements in legislation or politics, and we would much rather put our energies towards more fulfilling ends. The nature of politics in this country has progressed to a corrupt web of lies and deception that clearly favors the white male who spends his life working nine to five and has given his voice, his freedom, his manhood over to his government. Â   Those of us who refuse to succumb to this lifestyle find ourselves constantly battling to maintain even a base level standard of living. We have not chosen to close our eyes to the social conditions that surround us, and we have not chosen to be pretentious suburbians living life in a bubble of our own creation, fooling ourselves into believing that words and legislative acts will solve the many problems of these times. Â   We do not have much faith in the legislative system in America. We study our history, and realize that nothing has really changed, despite numerous amendments, acts, and programs. We find these to be simple attempts to pacify the masses in a scheme of the largest proportions to launder our riches and our wealth. Â   You ask why we do not vote or participate actively in politics. I ask why should we choose betwee... ...ve us some skills to enter into this rat race you have started. Give us computers, teach us to use them, and help us in our individual pursuits. Stop sucking us dry with taxes and fees, and give us financial assistance to start our independent pursuits. Repay the descendants of slaves and repay the Native Americans. Find some justice for the people of this country. Educate us on truth and the world. Don't shut us in a box, ignorant of the world community, perpetrating white supremacy and western "democracy." Give us something worthwhile to vote for and we might start showing up at the polls. Don't be afraid to admit the wrongs of the past and present; that is the only way to grow and move into the future. Â  

Why Is Media Effects Important

16 CHAPTER 1 paradigm† (Gitlin, 1978), more powerful, yet subtle effects, such as social control, manufacturing of consent, and reluctance to challenge the status quo, are unable to be studied; so they are ignored. WHY IS IT IMPORTANT TO STUDY MEDIA EFFECTS With all these questions about the existence and substance of media effects, why is it important to continue to study them? Students in introductory mass communication courses are often reminded that mass communication is functional in society (Wright, 1986) and an important field of study because of its role as a major societal institution.Mass communication is an important economic force in the United States. In 1993, the entertainment industry alone (movies, music, cable television, and home video) brought an estimated $50 billion into the U. S. economy. Network television advertising added an additional $30 billion (Warner, 1993). Mass communication is also an important political force, acting as a watchdog over official actions and as the platform for political information and activity. The Watergate scandal, for example, was brought to light by the Washington Post and the Pentagon papers were first published by the New York Times.Political campaigns are now built around television. In 1992, the Republicans spent two-thirds of their budget on television advertisements for George Bush. Talk shows and news program coverage are crucial to campaigns. Our political leaders contact the public primarily through the mass media—press conferences, political talks. Ronald Reagan noticed that there was little political news that was made during the weekends, so he (an old radio announcer, himself) began to make radio addresses about various issues on Saturday mornings.These addresses got so much news coverage (Martin, 1984), in part because there was so little else happening, that Saturday morning radio talks are a current presidential practice. At the same time, mass media are a major source of entert ainment and the main source for news for most people. In 1995, a majority of people in the United States turned to media for news: 70. 3% were regular viewers of local television news, 67. 3% were regular viewers of network television news, and 59. 3% read a daily newspaper. In INTRODUCTION 17 addition, 48. % listened regularly to radio news and 31. 4% read a news magazine regularly (Stempel & Hargrove, 1996). Beyond the importance of mass communication in society, there are two main reasons for continuing to study media effects. The first reason is theoretical. Although most scholars acknowledge that mass media effects can occur, we still don’t know the magnitude and inevitability of the effects. That is, we don’t know how powerful the media are among the range of other forces in society. And, we don’t know all the conditions that enhance or mitigate various effects.Most importantly, we don’t understand all the processes by which mass communication can l ead to various effects. Research in media effects must continue to add to our knowledge. A second reason for studying media effects is practical and policy oriented. If we can elaborate the conditions and understand the various processes of media effects—how media effects occur—we can use that knowledge. At a practical level, understanding the processes of media effects will allow media practitioners to create effective messages to achieve political, advertising, and public relations-oriented goals.Additionally, agencies will be able to formulate media campaigns to promote prosocial aims and benefit society as a whole. That is, understanding the processes of media effects will allow media practitioners to increase the likelihood of prosocial media effects. Most importantly, understanding how media effects occur will give parents, educators, and public officials other tools to fight negative media effects. If we understand the processes of media effects, we will also un derstand how to mitigate negative effects.No longer will changing or restricting media content be the only methods to stop media effects. We will be able to mitigate negative media effects by also targeting aspects of the process of impact. WAYS TO CONCEPTUALIZE MEDIA EFFECTS: DIMENSIONS OF MEDIA EFFECTS Over the years, scholars have suggested that it is useful to analyze media effects along specific dimensions (Anderson & Meyer, 1988; Chaffee, 1977; McGuire, 1986; J. M. McLeod, Kosicki, & Pan, 1991; J. M. McLeod & Reeves, 1980; Roberts & Maccoby, 1985).Some of the dimensions delineate the type of effect; other dimensions elaborate the conditions of media impact. 18 CHAPTER 1 Cognitive-Affective-Behavioral Dimension Media effects are commonly described along a cognitive-affectivebehavioral dimension, which marks a distinction between acquisition of knowledge about an action and performance of the action. Mass communication scholars have been greatly influenced by persuasion models t hat see human action as logical and driven by cognition (e. g. , McGuire, 1985).This dimension is important in keeping scholars from assuming that knowledge and attitudes translate directly into action. Persuasion research during World War II, for example, found that although media content may be quite effective at teaching information, it had less influence on attitude formation and motivation to act (Hovland, Lumsdaine, & Sheffield, 1949). The Theory of Reasoned Action (Fishbein & Ajzen, 1975) posits that, although knowledge and attitudes have some impact on behavior, their influence is mediated (or eliminated) by social constraints.Micro- Versus Macrolevel Another dimension that describes the type of effect is one that focuses on the level of media influence: micro- versus macrolevel. Most concern about media effects focuses on impressionable audiences and has been grounded in psychological approaches. So, there is a wealth of research on media effects at the individual, or micro level. It is a fallacy, however, to assume that all media effects are accumulations of individual-level effects.Scholars recognize that a focus solely on individual-level media effects can obscure more subtle societal-level effects. Research on the effects of Sesame Street, for example, showed that children of all socioecomic status (SES) classes learned from the program. But, that learning led to another, unintended effect: a widening gap in knowledge between higher and lower SES groups. Although all children learned from the program, children from higher SES families learned at a faster rate (Cook et al. , 1975).So, individual knowledge gain may lead to greater inequities in society. Another area in which an accumulation of individual-level effects might conceal more macrolevel effects is news learning. Although many researchers have uncovered various media-related influences on public-affairs knowledge (e. g. , J. P. Robinson & Levy, 1986, 1996), these studies cannot assess the c ompleteness, accuracy, or objectivity of media’s presentations about public affairs. Several scholars argue that larger influences on news gathering and reporting may make INTRODUCTION 19 ndividual-level knowledge effects inconsequential because news sources and practices present only limited public affairs information to the public (e. g. , Gitlin, 1980; Herman & Chomsky, 1988; Tuchman, 1978). So, knowledge gain by individuals may not necessarily be functional for society. Several important effects of mass media maybe at the societal, institutional, or cultural level. Over the years, for example, the expanding telecommunications revolution has changed, and no doubt will continue to affect how political campaigns and the workings of govern-ment are conducted.Clearly, scholars need to consider various levels of media impact. Intentional Versus Unintentional Another dimension of media effects directs scholars to consider whether the effects are intended versus unintended planned for or accidental. Although this dimension is a descriptive one, it also offers some insights in the processes of media impact. For example, the development of knowledge gaps between high and lower SES children who watched Sesame Street is generally considered an unintended effect of the flow of media information. So, cholars and media policymakers study ways to close accidental knowledge gaps by increasing access to a variety of sources of information, by making information more relevant to lower SES groups, or by increasing the motivation of lower SES audience members to seek additional information. The identification of these knowledge-gap effects as accidental, then, has led scholars to focus on how knowledge is carried by the mass media, how audiences access that knowledge, and how people use media-delivered information. Another example of the relevance of the intended versus unintended dimension is one effect of television violence.The cultivation hypothesis suggests that one, often overlooked, effect of television violence is that it affects social perceptions of heavy viewers and leads those groups who are victimized in television drama to feel fearful, alienated from society, and distrusting of others (Gerbner & Gross, 1976; Gerbner et al. , 1994). If scholars believe that these effects are unintentional due to the conventions of television drama production, they might advocate certain remedies to help mitigate these effects, such as television program ratings to help fearful people avoid certain programs or to help parents screen what their children watch.If, on the other 20 CHAPTER 1 hand, scholars believe that cultivation is an intentional effect designed to reinforce the existing power structure in society by structuring reality for women and minorities so that they avoid involvement in political affairs, possible solutions would be quite different. Those scholars (at the very least) would be less trusting of television program ratings af fixed by television producers and probably not advocate that sort of solution to cultivation effects. Studying unintended effects can be a way of increasing media effectiveness.Dramatic story lines in soap operas and telenovelas have been found to not only captivate their audiences but bring about knowledge gain and some prosocial attitudinal effects (e. g. , Singhal & Rogers, 1989). So this dimension of media effects directs scholars to search for a range of effects, beyond those planned for the media producers. Content-Dependent Versus Content-Irrelevant The content-dependent versus a content- irrelevant distinction reflects the impact of specific classes of media content as opposed to the impact of media use itself.The most visible media effects research has focused on the effects of specific media content, such as stereotypes, violence, and pornography. This research assumes that specific content is linked to specific effects. As J. M. McLeod and Reeves (1980) paraphrase the nut ritional analogy, â€Å"We are what we eat†: We are what we watch. So, one way to reduce aggressive behavior in children would be to reduce the amount of violent media content that they read or watch.Or, one way to reduce sexual aggression against women would be to reduce access to media content that depicts violence against women. Although there is a good deal of evidence of the effects of specific media content, scholars should also be aware that some effects are due less to specific media content, and more to the form of the content or the act of media use. Displacement effects are a commonly identified content-irrelevant effect. Lazarsfeld and Merton (1948) suggested that political involvement could suffer if people become politically â€Å"narcotized. That is, public affairs media use might replace real political action and some people might be informed, but politically apathetic. Watching television has been attributed with lower academic achievement because children a re replacing homework and study with television watching (Armstrong & Greenberg, 1990; Hornik, 1978). INTRODUCTION 21 Other content-irrelevant effects maybe due to the form of the media presentation. Tavris (1988) is one writer who has suggested that television’s regular commercial interruptions has led to shorter attention spans.Scholars (Shannon & Weaver, 1949) investigating how information theory is relevant to media effects have found that the randomness of television’s formal features are connected to aggressive responses (Watt & Krull, 1977). Kozma (1991) speculated how the form and use of different media lead to different learning styles and outcomes. And there is a good deal of evidence that arousing media content, whether it is violent, pornographic, or suspenseful, can lead to similar excitation effects (Zillmann, 1980, 1982).In order to understand how media effects occur, we need to uncover, first, if they are content-relevant or content-irrelevant. Short Te rm Versus Long Term Media effects can be long or short term. This dimension is not only a descriptive one, but also helps describe the process of media effects. When we examine media effects, we need to question how long the effect is theoretically expected to last. Some effects, such as increased arousal (or relaxation) are relatively short term, and disappear quickly. Others, such as agenda setting, may last somewhat longer, but may disappear as the media agenda changes.Still other effects, such as the social learning of aggressive behavior, are expected to be fairly enduring, especially if the aggressive behavior, once performed, is rewarded. Some theories do not specify the persistence of their effects. Do the stereotypes that children learn from television persist even as children watch less and less television as they get older? How long do the effects of televised political ads (and their associated voting intentions) last? What are the possibilities that new ads (and new inf ormation) will change voting intentions?And what are the implications of differing periods of influence? Clearly, short-term effects can have a profound impact. If, for example, a short-term arousal effect of a violent film leads someone to get involved in a fight, permanent injury could result. But, if agenda-setting effects last only as long as an issue stays near the top of the media agenda, what long-lasting impacts can result? Media effects scholars should be clear in specifying the duration of the effects that they study. 22 CHAPTER 1 Reinforcement Versus Change A final dimension of media effects is that of reinforcement versus change.Does media exposure alter or stabilize? The most visible media effects studies focus on how media content or exposure changes the audience (or society or culture). For example, we are concerned how placid children might be changed into aggressive ones by watching violent cartoons. Or that respectful men will change into uncaring desensitized oafs through exposure to pornography. Or that voters might have their political values adjusted through exposure to political ads. Or that ignorant citizens will become knowledgeable through exposure to public affairs news.And so on. There is evidence, though, that communication’s strongest effect, overall, is reinforcement and stabilization. Selective exposure leads people to prefer media messages that reinforce their preexisting views. Selective perception points out that people interpret media content to reinforce their attitudes. Because it is often easier to observe change than reinforcement, we often neglect media’s power to stabilize. Advertisements that keep supporters active in a political campaign and keep them from wavering in support yield important effects.Media content that reinforces the already existing aggressive tendencies of a young boy may be an even more important influence than prosocial messages that have little impact. We must be careful not to equa te reinforcement effects with null effects. CONCLUSION The study of media effects is grounded in the belief that mass communication has noticeable effects on individuals, society, and culture. Evidence for these effects, though, is problematic. On one hand, despite consistence findings of effects, the variance accounted for is typically small.Moreover, the strongest effects are usually relegated to laboratory settings, which are highly artificial settings. There are, however, several reasons to expect that research underestimates media effects. Our models, theories, and methods are still imprecise; we still cannot offer complete explanations for media effects. The study of media effects remains important so that we can increase understanding of the role mass communication plays in shaping our lives. Awareness of the process of media effects will allow us to use mass communication effectively—to maximize desirable outcomes and minimize negative effects.