Empowering Others Example

Empowering Others Example Empowering Others – Coursework Example Empowering Others Empowerment Employee empowerment is the belief that one has ability to make informed decisions and take the necessary course of action. It is also a way of delegating decision-making authority down to the lower levels within an organization and also giving employees the necessary skills and resources to use that authority effectively. Delegation by itself does not empower employees if they are not provided with additional authority. To feel empowered, employees have to feel a sense of competence, self-determination, meaning and influence. Employees perceive the sense of self-determination as a freedom to make choices, and their actions are not subject to policies, systems or managerial dictates. Providing more autonomy for employees helps them to feel a sense of self-determination. The higher the level of employee competence, the more they appreciate and succeed when given more autonomy. On the other hand, new employees within the organization that require getting n ew skills have to develop a sense of confidence in their abilities before getting empowered by the autonomy.Several researchers have shown that empowered employees are as a result of job/workplace environment and also things about the employee. In order to empower a job, one has to portray positive leadership skills (e.g. trust, support, authenticity), high performance managerial practices (recognition, training, rewards, participatory decision making), political/social support (e.g. fairness, access to resources, information sharing), and work characteristics (interesting working environment)Some of the best practices that enhance empowerment include:Self-responsibility-: employees are taking responsibility to have their team, job function, and organization the way they wish to be.Caring- organizational leadership demonstrating a tangible ways of concern for individuals where this inspires employees to give their very best effort to the organizationTrust- employees feeling safe eno ugh to take risks without fear of being put down or reprimand by the superiorsReferenceHughes, R. L., Ginnett, R., & Curphy, G. J. (2012). Leadership: Enhancing the lessons of experience (7th ed.). New York: McGraw-Hill Irwin.

Are AP Classes Worth It Should You Take Them

Are AP Classes Worth It Should You Take Them SAT / ACT Prep Online Guides and Tips If you're in high school, you've probably heard about AP classes. You might have even taken some already. But is all the hard work that goes into an AP class actually worth it? We think AP classes can be a great choice for students, as long as you’re well prepared, get a lot out of the class, and align your schedule to work with your college goals. However, AP classes might not always be the best choice. Keep reading to learn when AP classes are a good idea and when they're wasting your time- as well as what steps you must take to build an optimal schedule. How AP Classes Can Be Worthwhile: 4 Benefits There are several compelling reasons to take AP classes in high school. We'll discuss the different ways taking AP classes can help you discover new interests and make you a competitive applicant for college. #1: You Can Get a Challenging, Rigorous Academic Experience AP classes exist to expose high school students to college-level courses. Even though you’re taking the class at your high school, AP classes tend to have harder, more detailed curriculums than your typical high school classes do. So if you’re looking to take more difficult classes or want to impress college admissions offices with a rigorous schedule, AP classes can be a great way to up the rigor of your schedule. (As we’ve discussed in the past, AP classes are just one way to signal to colleges that you're taking the most challenging schedule available to you as a high school student.) AP classes are also useful for showing off a particular academic strength. For example, if you’re strong in math, taking AP Calculus BC and getting a 5 on the test is a concrete way to demonstrate your skills to admissions committees. #2: You Can Earn College Credit If you pass the AP test at the end of the school year (meaningyou get a score of 3 or higher), you will be eligible to receive college credit for that test. This processcan vary at different colleges. While some will grant you actual course credit, allowing you to graduate faster and therefore save time and money, others will use the AP credit to put you in harder classes as a freshman. Either way, AP credit can be very helpful! We recommend looking up the AP credit policies of schools you’re interested in to get a better idea of how the AP classes you want to take could save you time and/or money in college. #3: You Can Learn Time Management and Self-Study Skills Maybe this isn’t the most exciting reason, but taking AP classes can really improve your studying skills. Since AP classes culminate in a cumulative test at the end of the school year, you can’t just go from unit to unit as you can in other high school classes.Rather, you need to ensure you're retaining information the whole year and have a foolproof study plan for the AP test! While any good AP teacher will include review sessions in their curriculum, since there is limited classroom time, students will inevitably have to do some studying on their own. Speaking from experience, I learned a lot of my time-management and study skills by taking AP classes in high school. Every year, I made my own study schedules in the spring to make sure I was prepared for each AP test. Making study schedules and sticking to them ultimately helped me develop more effective time-management skills, which were invaluable in college! #4: You Can Explore New Interests Although some AP classes build off a typical high school schedule (particularly the math, English, history, and science classes), many others are more specialized. Taking these AP classes can allow you to explore specific fields of study as a high school student. Here are some examples of specialized AP classes: AP Micro and Macroeconomics Computer Science Psychology Art History Human Geography Statistics While you can definitely take these courses in college, taking the AP version in high school gives you early exposure and can help you discover a unique academic interest. A specialized AP class can also add a fun, interesting twist to your typical routine of math, English, science, and social studies. How AP Classes Can Waste Your Time: 5 Scenarios Taking AP classes can be helpful for a variety of reasons. But if you slack off, don't get much out of the material, or (worst of all) fail the exam, the AP program loses a lot of its benefits. In this section, we give you some reasons why the AP program might not be the best choice, and offer tips for making the most of your schedule. Scenario 1: You Fail the AP Test While an AP class isn’t a total waste if you fail the test- you still get the academic experience of a harder class, after all- it’ll be much less beneficial. As we discussed, you need a passing score in order to get college credit for an AP class.Without a passing test score, your AP class will be a lot less useful. What's more, colleges will look to see whether you passed the AP test. If you didn't pass, the AP class loses a lot of its admissions benefit. Even (or especially!) if you get an A in the class, that would just mean your class was too easy compared with those in the rest of the country. In short, how good an AP class will be for you hinges on whether you pass the exam or not. Scenario 2: AP Classes Ruin Your GPA Even if you pass your AP tests, if AP classes dramatically drag down your GPA, they won't be worth taking. Colleges want to see that you’re taking the hardest classes available to you, but they also want to see that you’re mostly succeeding and that you know your limits! This doesn’t mean that getting an A- in Calculus BC is a bad thing, though. (In fact, an A- in Calculus BC is more impressive than an A in regular Calculus.) What this does mean isthat taking four AP classes and getting Cs in all of them will not look good. As a general rule, don’t worry about an AP class knocking your usual grades down one half step- that is, an A to an A-, or an A- to a B+. But if you see a full grade drop, even in one class (A to B, B to C, etc.) that’s cause for concern. You should either make serious changes to your study schedule or, if you continue to struggle, consider dropping down to the regular course. This is why not overloading and knowing your strengths is important when signing up for classes! Scenario 3: You Don't Get Much Out Of the Class Even if you pass an AP class and the test, if you personally feel like you didn’t learn much or if the class didn’t improve your study skills, it might not have been worth it. Even if you get college credit for a particular class, it won't be worth it if you decide to take the same version of that class in college. It’s also not worth it if the class doesn’t significantly improve your studying or academic skills. Since all AP classes have a pretty big cost in terms of time, if they’re not serving to develop your academic interests or improve your skills, they’re likely not worth taking. This effect is more dramatic if you’re overloading on AP classes: the fourth AP class you take in a year might not add as much to your skills as it’s taking away from your time. For example, if you’re heading toward a humanities major in college (English, Economics, Political Science, etc.), trying to cram in AP Statistics and AP Calculus your senior year might not be helpful. You’re not likely to do a lot of deep learning in either math class if you’re also busy with college applications and other commitments. And if you don’t do well in these math classes, you might have to retake one in college anyway. Or, let's say you’re a future computer science major going out of your way to fit in an AP Human Geography class, just so you can have another AP class. This, however, likely won’t add much to your schedule, and if it’s not a personal interest, you probably won’t get much out of it. To sum up, if you're taking an AP class just because it's AP, you should reconsider taking it. You don't want to be this guy. Scenario 4: AP Classes Become Your Main Extracurricular While AP classes can be great- academically rigorous, cost effective, interesting- if they’re taking away from the rest of your schedule, those benefits begin to shrink. For example, if you neglect studying for the SAT/ACT because you’re so busy with AP classes, this can really hurt your college admission chances. We strongly recommend taking adequate time to study for the SAT/ACT, since having a high score can greatly boost your college admission and scholarship chances. Furthermore, if you stop getting involved in extracurriculars because you’re too busy studying, that doesn’t help your college applications, either. We’re not saying you need to be a perfectly well-rounded student who's in 10 clubs. But we do think it’s important to a have a few strongly developed interests- and overloading on AP classes can take away from that. In short, AP classes should enhance your schedule and indicate your academic interests- they shouldn't be your chief extracurricular. Scenario 5: You Burn Out in High School Even if you do really well in all your AP classes, you need to have the big picture in mind. If you graduate senior year completely exhausted and struggle your freshman year of college, you’re setting yourself up for a substandard college experience. Remember that the goal of AP classes- and high school in general!- is to be prepared to do well in college. Taking one less AP class but staying more sane and balanced might actually help you more in college than overloading your schedule with APs. If you’re feeling overwhelmed by your AP schedule, don’t feel bad about dropping an AP class. If dropping that class allows you to do better in your other classes and stick to your commitments, it will be better for you in the long run. You don't want to be running on empty during your freshman year of college! Next Steps: Should You Take AP Classes? As you know, AP classes can give a huge boost to your college applications, but they can also hurt your college chances if you're not careful. So how do you make sure you're getting the most out of your AP classes? Follow the steps below to make sure your AP schedule is challenging but not overwhelming. Step 1: Learn the Reputation of AP Classes at Your School Learning the reputation of AP classes at your high school can help you decide if taking certain AP classes is worth your time. There is a huge amount of variation in how AP classes are taught at different high schools. You'll struggle if an AP class is poorly taught or overly difficult. On the flipside, a well-taught class might not only help you pass the AP test, but also help you discover a new academic interest. Talk to your guidance counselor, older students, and other teachers at your school to get a sense of which AP classes have positive buzz- and which ones have a reputation of being overly hard or poorly taught. Don’t necessarily avoid a hard class, especially if it’s in an area of interest for you. Also, don’t sign up for multiple AP classes with especially tough reputations the same school year. But if an AP class has rave reviews at your school, strongly consider adding it to your schedule! Step 2: Consider Your College Goals Knowing your college goals can help you decide between AP classes or how many AP classes to take. For example, if you’re aiming for your local state school and want to complete as many general education requirements as possible during high school, you should focus on core subject AP classes, such as Calculus, Literature, Biology/Chemistry/Physics, and US History. However, if you’re trying to get into top colleges, you'll want to use AP classes to demonstrate your academic strengths. In this case, your AP classes might be more concentrated in either math/science or the social sciences/humanities, depending on your interests. Check out our in-depth guideto learn moreabout choosing the right number of AP classes based on your college goals. Step 3: Talk to Your Guidance Counselor Your counselor will be able to help you come up with a challenging but manageable schedule. She'll also have a sense of your school’s context, including how many AP classes students take on average, which teachers get the best AP test results, and how to build a challenging schedule that doesn’t overload on AP. Even if you don’t have a close relationship with your counselor, it’s her job to know about school context, and she has lots of important information.So don’t be afraid to make an appointment and talk through your AP plans with your counselor! Step 4: Remember the Big Picture Your goal in high school is to learn as much as possible and be prepared for college. Taking one extra AP class is not going to dramatically affect your future, but cultivating a strong academic or extracurricular interest will. Try to create a course load that is both challenging but reasonable, and definitely don’t hesitate to drop something from your schedule- e.g., an AP class, a sport, volunteering- if you’re feeling like you’re reaching your breaking point! What’s Next? Need more help picking AP classes? Learn about the hardest and easiest AP classes you can take. AP classes are great, but they’re not going to guarantee admission to college. Learn why a high SAT/ACT score is the best single way to improve your chance of admission to a competitive school. Studying for the SAT or ACT?Check out our in-depth study guides to the SAT and ACTfor expert tips and the best study materials available online! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Concerning the American Language by Mark Twain Essay

Concerning the American Language by Mark Twain - Essay Example Although the history shows that the American language came from the English language, it is still unfair to consider the English language as the correct language and the American language is incorrect. According to the author’s point of view, there is no point of comparison since American language evolved from English language and developed its own identity as proven by 250 years of existence as the English language spread in the American region. As it spread, the meanings, pronunciation and other words also change. The language evolution was greatly affected by geographical locations and culture of people in certain regions. Despite of the changes in the language, the New England is still somehow heavily influenced by the England itself. The Yankees are the small population about four million people residing in the New York area. This was the region where the Englishmen planted English language in the American region. Although time has passed by, English dictionary like Webst er’s dictionary still calls the language as English language instead of American language. The basis for the language is still English language that causes the dilemma to the identity of the American language which is the very soul of the American people.

A South Affican Investment Essay Example | Topics and Well Written Essays - 1000 words

A South Affican Investment - Essay Example They argue that this profit would then be used to help move blacks into positions of management. Indeed, CalTex could show that they had moved 40% of their black work force into positions once only held by whites. They also showed that their operations had moved blacks into 22% of their lower management positions. They also were paying a higher than average wage to their black workers, resulting in improved living conditions. The argument against the utilitarian benefits of CalTex continuing to refine oil did not negate the political realities of South Africa. None of their black workers were able to unionize, vote or even travel into â€Å"white† areas without special permission. The negation of these basic human rights counteracted any good that CalTex was providing to the black community through job opportunities, improved wages or slight upward mobility. Building the plant would give tax revenue to the government and imply cooperation with the regime. I believe that it is more important for the corporation to not expand because without basic human rights, a better job doesn’t really make life much better. I believe that as a stockholder I should have voted for CalTex to suspend operations in South Africa. This first proposition was the best way to set a good example of moral corporate governance. I would know that I would surely lose money if the other stockholders voted with me, but I would feel better about the future profits of the company. CalTex is an international company and pulling out of South Africa would not have a long-term effect. The refinery could have been sold and the corporation could have withdrawn. As to the second proposition of not selling to the military, I believe that I would not have voted for this proposition. The simple fact is that South Africa had passed a law specifically against such actions. My feeling is that if a corporation is going to do business in a given country, they should obey the laws

Obligation Definition Essay Example for Free

Obligation Definition Essay The question presented in this discussion is definitely one that has no easy answer. I will start by saying, a obligation is defined by what a person is bound to from either tradition or law. If I took a relative approach I would say that morals and ethical obligation are subjective. I personally believe that to a extent humans do have a obligation to animals. To go out of your way to depict cruelty to any creature illustrates a flaw in your own character. However, humans dont have to have a diet that includes meat but most do. Even in these cases the way that the livestock is going to be treated does not have to be treated cruelly, or put in discomfort. I remember watching a show in which the farmer said, that his cows tasted so good because they lived a happy life. In many ways he treated the cows akin to a pet, by feeding them properly, making sure their living quarters are clean, and showing them affection. His belief was that by doing this his cows meat was more tender, then if he hadnt done these practices. Do I believe this maybe, maybe not. However, this does illustrate that the livestock that we consume does not have to be treated in a cruel manner. Yet, in theory in our society animals do not perform any function but companionship and food, which means humans really dont have a obligation to them. However, I feel it is boorish to depict cruelty to any creature or anyone.

Stealing Home :: Essays Papers

Stealing Home Can you imagine living somewhere all your life, and then having a stranger tell you to move? What about having you home taken away from you because you live differently then others? Or even yet, can you imagine having someone move in next door to you, and you die from a sickness that they brought with them? Native Americans have lived this way since the days of Christopher Columbus. As they were shuffled around and pushed westward, the crowd followed, until there was nothing left for them. American Indians roamed the lands of America long before settlers from Europe even dared to travel across the oceans. They lived from and with nature, respecting the laws of life, and cherishing every aspect of their civilization. They hunted and fished, using each part of their prey, wasting nothing. Bones were used for weapons; hides, for clothing and shelter. They lived simply. It was impossible to tell that their worlds would be turned upside down. When settlers first arrived in America, they were greeted by Native Americans. They helped the settlers learn to live the way they did – to use nature to its fullest and to respect it. Meanwhile, millions of Indians were dying from the diseases brought over from Europe. Indian villages were burned to stop the spread of disease. The settlers were scared of these diseases that no one seemed to understand. They blamed the Native Americans for deaths of settlers that were due to the diseases. This blind blame would be seen later in history, as the railroad invaded the territory of the Native Americans, and they were again blamed for death and warfare. Between the beginning of the Civil War and the Gold Rush of 1849, thousands of emigrants had been crossing the plains in search of gold. The Indians of the North-west generally accepted the government policy that the land west of the Mississippi River was theirs, and they expected settlers to stay out. Of course, the pioneers needed to cross that territory, which the Native Americans considered sacred hunting grounds (Schmitt 2). The Native Americans first learned of the railroads by runners – those who ran the land to learn of gold seekers and settlers moving across the territory. They called the railroad the "iron horse on the iron track," and as it moved across the Mississippi, it was evident to them that once again, their land would be taken (Schmitt 6-7).

Quantitative Critique

The title is specific and concise, it is representative of the research report. From the title the focus of the study is understood including what was studied, who was studied, and where the study took place. It is also accurate and unambiguous. The title also described the study design, therefore the reader was not mislead on the data presented. Researcher credibility Each of the three researchers credentials and affiliations are disclosed on the first page of the article. All of the researchers have credentials in nursing research, however none of them disclosed any information on their expertise in the area of depression, interventions to decrease depressive symptoms, or working with incarcerated women. According to Coughlan, Cronin, & Ryan (2007) â€Å"an authors qualifications and job title can be a useful indicator into the researchers knowledge of the area under investigation and ability to ask the appropriate questions. The first author held a clinical position in the institution, this was not disclosed until further into the article, I feel that this information could have been disclosed sooner in the article. This could possibly hold a conflict of interest, especially if the incarcerated women were familiar with the first author. The first authors clinical position in the prison enhances the study findings as he has worked with the population. However, this could be conflict of interest since he is an employee of the institution. Abstract The abstract is concise and summarizes the whole study. Also read this  Critique of Stuff Is Not Salvation It is divided into subsections of background, objectives, methods, results, discussion, and key words. The objective is clearly stated, which is to determine the feasibility of providing a gender-responsive exercise intervention within a correctional facility and observe the effects of the exercise program in respect to levels of depression symptoms, anxiety symptoms, and perceived stress among incarcerated women. The methods are listed and clearly stated which include 3 self-administered instruments which were completed before treatment and during treatment. This section allowed the reader to fully understand how the authors conducted the study. The results section highlighted the findings from the study and makes the reader want to continue reading the article. Even though the sample size was very small. The discussion section reviewed the findings. Introduction/ background and literature review â€Å"The introduction communicates the research problem and its context† (Polit & Beck, p. 63). In this article, a good background description of what the problem is (incarcerated women and mental illness) with supporting evidence is presented. The article provides a thorough description on why this research is important, one reason states is that most treatment modalities are often based on male treatment models or models that have shown success in community-based populations rather than incarcerated populations (Harner, et. al. , p. 390) The review begins with stating evidence on depression, anxiety, and stress within the prison system, especially among women. It also provides a detailed description of Iyengar yoga and health. The section is well organized with good transitions. Several sources were reviewed by the authors in order to establish a need for the study. The literature reviewed by the authors dates from 1996 to 2009, with mainly primary sources and all were relevant to the topic of mental illness, incarcerated women, or Iyengar yoga. The articles reviewed that were not recent gave statistical data and may have been more relevant if the statistics were more recent. All the articles were relevant to the problem and stressed the degree of mental illness in incarcerated women. The article also noted that most research available has examined the effect of yoga and yoga-based exercises on mental health outcomes using a variety of different yoga styles, thus making it difficult to determine what aspect was most beneficial (Harner, et. al. , p. 390). Thus this research study being done fills a gap to the existing knowledge and will hopefully provide better treatment options for incarcerated women with mental illness. The use of direct quotes was minimal throughout the article. The research problem has significance to nursing, however this was not made very clear in the article. Purpose/ Research Question/ Hypothesis The purpose of the study was explicitly stated, â€Å"testing the feasibility of implementing a group format exercise intervention, specifically a 12-week Iyengar yoga intervention, in a woman’s correctional facility† (Harner, et. al. , p. 389). The phenomenon of interest was clearly defined, as was the study population. The articles reviewed showed key evidence to support yoga and decreased levels of depression. The authors clearly described the limitations of the literature review to the reader, there was no published studies that reviewed Iyengar yoga and incarcerated individuals. Theoretical framework. The theoretical framework is based on the gender-responsive framework. It is unclear whether this is a nursing or non-nursing framework as it is not clearly defined. The gender-responsive framework is not clearly explained, thus making it difficult to determine its appropriateness for the study. This is one limitation of the stud y and could be addressed by clearly explaining the gender-responsive framework. Sampling The study population (incarcerated women) using non-probability purposive sampling was clearly stated and defined. The article discussed that this study was part of a larger study and a small sample size was expected. Exclusion criteria was clearly stated. Due to security issues the Department of Corrections generated and approved the list of potential participates before being contacted by the research team. This non-random sample or convenience sample generated 60 women, in which 21 agreed to participate in the intervention. Retention of the sample population was clearly defined in the article with only 6 women completing the 12-week intervention. Due to the security concerns this method of sampling was the best approach. All factors were discussed in regards to the sample size with demographics clearly defined. The sample size is important in quantitative research as a small sample is at risk of being overly representative of small subgroups within the target population (Coughlan, et. al. , 2007). The issue of power was addressed in the limitations section and was noted to be limited for detecting linear trends over time. Ethics Ethical issues were discussed in this article. The authors state that informed consent was obtained in each case, although the method in which consent was obtained was changed prior to the first inmates appointment. The issue of incentive gifts was also addressed and were not used. The inmate did receive a certificate of completion at the end of the 12-week intervention. The research protocol for this study was approved by all institutional review boards including the DOC. The site for the interviews and site for the intervention were described. Privacy of the intervention was not discussed, however for approximately 2 weeks the intervention was relocated to a different location within the institution. The treatment of Iyengar yoga is ethically and politically acceptable. The risks to the inmates were participated in the study were minimized and the benefits maximized. Design. The design was a feasibility study or pilot study. It is based on a experimental method, where there is a manipulated intervention. According to Polit & Beck (2012) â€Å"a pilot study is a small scale version or trial run designed to test the methods to be used in a larger, more rigorous study†. This was an effective design choice to answer the research question and to determine the need for a larger study. This design allowed the authors a chance to remove all the potential flaws before the larger study. There was no random assignment in this study as there was no control group, all participants were included in the yoga intervention. There was a consultant used in the study, but she had experience with medical research and has also conducted yoga-related intervention research with women. This consultants prior experience made her a trained member of the research team. The number of data collection points was appropriate. The participants were assessed on mental health measures of depression using 3 instruments to measure they were recorded at baseline, 4, 8, and 12 weeks. Interviewer bias was removed removed with the use of the 3 self-administered instruments, however the first author was present during the time. The use of open-ended questions was also used and supplemented the quantitative data. This was helpful as participants were able to put their thoughts into words. The intervention of yoga was properly described through various journal articles and was properly implemented. However, one part of the yoga intervention that could have been better implemented was the use of a space that was quite and free of outside interference. The article did address these issues, but didn’t address what could have been done differently. This study analyzed attrition biases by comparing data to subjects who dropped out of the study. Another factor affecting internal validity is that of maturation, the participants mental health factor could have increased or decreased over time. Blinding was not used as all participants knew they were going to participate in the intervention of yoga. Data collection All experimental research must included a method for evaluating the effects of the independent variable on the dependent variable. This study used three instruments that were identified and each was discussed in full detail. The open-ended questions were also described and examples of questions were provided. The instruments used were appropriate for the study as each targeted a different dimension of depression, anxiety, and stress. Each of the previously designed instruments were the most appropriate. The one concern on the data collection method is that the instruments were self-administered at the end of yoga class (weeks 4, 8, and 12). It was stated that some participants felt particularly anxious about the yoga session ending late, which would result in disciplinary action. By making the data collection at the end of the yoga intervention did some participants rush, making their data less accurate. The reliability and validity of each of the 3 instruments used in the study were discussed and each showed consistency in measuring the specific outcomes. The operational definition is congruent for the variables being studied (depression symptoms, anxiety symptoms, and perceived stress at baseline). There is no concern for subjectivity as each participant individually fills out the 3 instruments that are being used in the study. Data analysis When percentages were reported in the study, the overall numbers (n) was also reported. The research question was appropriately analyzed and broken down into the 3 instruments used to measure mental health. The varying sample sizes are noted through the tables and were clearly defined in the article as participants dropped out of the study. There was no room for type I and II errors, as the data analysis was straight-forward. There was no chance for different interpretations on the part of the researcher. A p-value was used as one statistical methods used and it represented an overall linear decrease over time, however the article suggests that a nonlinear model may be more appropriate. The p-value was an appropriate test to run, however it doesn’t tell weather the findings are important or applicable. The regression analysis was an appropriate test in answering the research question. This was appropriate because in simple regression one dependent variable (depression, anxiety, and stress) can be compared to the independent variable (weeks when instruments administered). However, there were not a lot of statistical tests run on the data, this could be due to the fact that there was no control group to compare the data with. The least square means method and the mixed model parameters were used to treat the data. The article also charted out the descriptive statistics for mental health measures over time. This was a helpful chart as it laid out the data collected in an easy to read format. All data collected due to the small sample size and limited power, comparisons were made and hypothesis were generated to be tested in the larger study (Harner, et. al. , p. 392). A one-sided Fisher’s exact test was used and p-values were less than . 20 for associations between drop-out and race, education, and current musculoskeletal problems (Harner, et. l. , p. 395). This was the correct test to be used because it tested the significance of differences in proportions (Polit, & Beck, p. 421). Results The results were cohesively presented and well organized using many tables and graphs that clearly outlined the findings of the study. The purpose of the study was referenced at the beginning of the results sectio n making it clear was was being presented. The research questions were answered and statistical evidence was provided to show outcomes measures. Statistical significance was found for depression, but not for anxiety or stress. Statistical significance assists the researcher in ruling out one important threat to validity, which is that the result could be due to chance rather than to real difference in the population (Coughlan, et. al. , p. 662). The small sample size could have been a factor in this findings. Descriptive statistics were presented, then inferential statistics were discussed including a discussion on participant dropout. A figure was created to show the assessment of dropout according to baseline mental health status, this figure was a little busy and quite difficult to read. A bar chart may have been more useful to depict this data. A post hoc power analysis was also performed. This was done so the researchers could determine whether the yoga intervention was significantly more effective than no intervention. While reading the results section of the article the descriptive results were presented last. I feel as though another header could have been added to include the logistics of the study and then proceed into the reults. Discussion In the discussion section, all of the findings from the study are discussed within the original framework. The discussion section was broken down into three sections feasibility, efficacy, and limitations. The section extended beyond the results section and addressed some unanticipated events that came up during the study and how the intervention was able to continue despite these events. The problem of retention of participants was brought up and with suggestions on how to minimize these dropouts in further studies. Researchers referred back to literature cited in the literature review. The limitations are addressed concisely and are appropriate for this feasibility study. The researches addressed the fact that a control group was not used due to security reasons, I feel that this could have been addressed earlier in the paper to assist the reader in fully understanding the statistical data. Implications/ recommendations Specific recommendations for research are discussed at the conclusion of the article. The researchers defined numerous areas of improvement for future studies. Barriers to the study were also addressed. The researchers addressed that this was the first attempt in addressing a gender-responsive Iyengar yoga program to improve confidence and reduce the stress of incarcerated women (Harner, et. l. , p. 398). Recommendations were made for future studies and ways in which to improve future interventions to benefit health outcomes of incarcerated populations. Overall evaluation It was quite interesting to see how the yoga intervention affected the incarcerated women in regards to depression, anxiety, and stress. The researchers selected an i mportant problem and one that could have strong effects in our state or federal prison system for women. Critical thinking and reflection were evident in that the researchers at one time had to change the study location due to extenuating circumstances. The research study expanded knowledge on the effects of the Iyengar yoga intervention on incarcerated women and opened the door for future studies to be performed. The limitations were unavoidable and expected as this was a feasibility study to determine the need for a larger study. The results leave a small amount of confidence that the yoga intervention decreased the level of depression, anxiety, and stress among incarcerated women. However, a larger study involving numerous women’s correctional institutions that included both a control and experimental group may yield more confidence. This study inspired the need for further research. This article is worthy of publication as it lays a ground work for future research. I would be proud to have my name on this research as it is groundbreaking and hopefully will create a better tool to treat mental illness in our correctional facilities than psychotropic medications alone. The finding are relevant and accessible to practicing nurses in correctional facilities. This may pave a way for nurses in these types of facilities to create interventions that help with a wide array of health problems.

Columbia River Pulp Company Inc

CORP. received refinanced approval of its long term debt from Toronto – Dominion Bank (AD Bank) amounting to $200 million based on floating rate. The floating interest rate represents the significant risk that needs to be mitigated through hedging products. There were some hedging products that AD Bank offered to CORP., swaps, caps, or collars, or some combination? There were definite trade-offs between these hedging products In terms of flexibility, interest rate protection, and true cost. Andrew Theatre, Chairman of CORP., had to decide on the amounts and maturities of the various transaction hedging offered.Issue Business Kraft Market pulp Is a truly global commodity, which prices changing quickly In response to capacity changes, inventory levels, and purchase levels. While market alp is produced in about 25 countries, historically more than two-thirds of world output has come from five northern countries : the united States, Canada, Sweden, Finland, and Norway. One major c hange in the global pulp market was the mid – sass launch of pulp futures markets . While these markets were not an immediate success, there was enough trading volume to sustain at least market, the Pulped/ Finish Options Exchange.It was hoped that futures markets, widely used to trade futures in commodity products – such as copper, aluminum, sugar, and coffee – would bring more price stability to the pulp market and even out some of the extreme price fluctuations that have plagued the global market pulp Industry. Price levels for market pulp as shown below : In 1978, CORP. had financed the original cost of the mill from a group of united States insurance companies. The insurance companies was in doubt about the quality of their loans. This was because of the cumulative operating losses over the 1982 – 1986 period which totaling $ 39. 1 million.CORP. was unable to meet the repayment schedule on the debt. So, in march 1988, CORP. approached Toronto  œ Dominion Bank (AD Bank) to refinance $200 million of its long term debt. On July 21 , 1988 CORP. received reedit approval from AD Bank Board. CORP. received rationalization financing a $200 million, seven year reducing, revolving term facility and a $25 million operating facility from the syndicate of six international banks. The floating rate borrowing options and bank lending margins were shown below : The use of floating rate debt to finance fixed assets represents significant risks If the interest rates increased.The risk can be offset through interest rate swaps, caps, and collars. In order to partially engage ten Tolling rills rate on ten mans ten Dank syndicate had included a positive covenant in the credit agreement which effectively arced the company to lock in fixed rates of interest on its debt. This covenant stated the following : within 90 days after closing, the borrower will arrange interest rate swaps or similar hedging arrangements so that a total of $100 million of debt has a term of at least three years and an interest rate not to exceed 12%.

Cravings And Crabbings

Cravings And Crabbings CRAVINGS and CRABBINGS Cravings - the name is intriguing in itself. It can make you want to know if their food is really something to crave for. Cravings Restaurant along Katipunan Avenue stands out because of its fa §ade made of dark-colored stone slabs that speaks of understated elegance. It is so unlike the multi-colored and well-lit appearance of the nearby fastfood chains that I usually patronize on my student's allowance.From its outside appearance alone, I found it easy to imagine how insecure I would have felt if my Mom was not with me to pay the bill. As we stepped inside, the softly-lit interior and the impressive wooden staircase, wide and curving, with wrought iron handrails, completed the classy (and expensive) ambience.After entering the restaurant that evening last week, a waiter neatly attired in a blue long-sleeved polo shirt pulled back the chair for me and handed me the menu.Seven-layer salad is an American dish that include...

How Film Producers Analyze Your Screenplay

How Film Producers Analyze Your Screenplay When an actor reads a script, he’ll think about how to approach his character, his motivation, his arc. When a cinematographer reads that same script, he’s thinking about lighting, camera angles, and what cinematic style to employ. The art director thinks about how to use design principles and visual techniques, while the editor assesses how everything will cut together. But what about the producer? After all, she’s the creative gatekeeper who has committed to bringing all these people together to turn your script into a movie. What does she look for? In short, everything. (Albeit from a macro level.) Because if she doesn’t understand what the script needs, how will she assemble the right team for it? Moreover, how will she find its audience? Below are six main areas that a good producer will consider when reviewing your script. Story The producer wants fleshed-out characters, dramatic tension, coherent theme, and appropriate narrative structure. These are the underpinnings of viable cinematic storytelling. The story should resonate with your target demographic – whether through comedy, drama or thrills – ultimately offering a two-hour journey that encourages the willing suspension of disbelief. Bottom line, you can take a great story and make a so-so movie, but you’ll never turn a so-so story into a great movie. Budget Producers are not only the film’s creative shepherds but also its fiscal ones. They’re responsible for deciding how much the film should cost and then securing that amount from investors. They also maintain a fiduciary duty to make choices that will benefit those investors. Smaller stories that require over-the-top set pieces or excessive visual effects might turn what would otherwise be a greenlight into a pass. Similarly, material with a low-budget feel might turn off a producer seeking something with wide theatrical appeal. Cast The right cast is almost indispensable to selling a film, so it’s no great mystery why producers rarely read a script without thinking about who would play key roles. Think about known actors whose look, style and personality might best befit the characters and let that inform your writing. The producer may ask you who you see playing those characters. Just make sure the actors you pick have a decent track record of starring in successful films. Execution Logistics At the end of the day, remember that the producer is tasked with turning your words into images. That means finding the right locations, hiring the best crew, securing vendors, determining a feasible schedule, and doing it all in a way that protects the integrity of both the story and budget. If she sees a workable path for bringing your script to screen within the budget parameters, she’s more likely to take a chance on it. Marketing Loving a script is not enough. The producer wants to know that others will love it, too. Those people will make up the movie’s audience. As she reads, she’ll be thinking about how to grab the audience’s attention before they ever buy a ticket, from posters (how will the stars look on it?) to trailers (are there some good action-oriented set piece moments?) to awards potential (can I parlay a win at Cannes into an Oscar?). Considering such things in the scripting stage yourself might make your material more marketable. Distribution A feature film is ultimately a product. Making it is only the first step. Releasing it to an audience is the rest. The producer thinks about which distributors, sales agents, and platforms will find the story appealing, whether it be a made-for-TV movie, an international blockbuster, or a small Spanish-language indie for the Latin streaming market. Elements like scope, scale, plot, tone, genre, cast type, and marketability factor into this decision, so your understanding of such things help you better craft material. Summary These six elements are critical to how a producer analyzes a screenplay, but they don’t operate in a vacuum. They all relate and affect each other. For instance, story and budget will affect the level of cast you can attract, while all three will affect logistics. Cast and budget will affect the marketing plan, and so on. As such, multi-hyphenates like writer-producers who actually produce some of their own material are in the best position to consider another producer’s mindset when writing future scripts. For further insights, here is part of an interview I did with Film Courage on this topic: https://youtu.be/PAz-hW_Vym0

Love and Justice Essay Example | Topics and Well Written Essays - 750 words

Love and Justice - Essay Example The author stimulates the belief that the answer is in the reader and not the writer. The balance of love and justice is an individual tenet that is modified by reason, situation, and values. The study of ethics is of no value if we do not apply it to our own life. Applying the contradictions of love and justice can be a difficult task when confronted by a loved one who we perceive as in need of justice. At the ends of the spectrum, justice implies the distribution of punishment based on the crime and love demands that all is forgiven. The crime need not be specific and the relationship does not need to be defined. Love, especially erotic love, will hold justice at bay and tend to make the object of one's affections immune from harm. This understanding is the beginning of putting the ethical standards to work. There is a battle on the senses when we are conflicted between the compassionate soul and the revengeful mind. The demand for reciprocity in love is in itself an act of calculation and falls outside what Kant and others call a pure act of love. There can be no request for reciprocal action in the case of real love. As the golden rule instructs us to love only when we are loved in return, the commandment of loving God can also be seen as an evolution of the natural love we feel for a mate. We are continually ordered to love me or love God. Yet, as Ricoeur says, it is only the "expression of the tyranny of the superego over the affective sphere".1 It is in this realm that love gets metered and parceled out and in doing so becomes simply one more aspect of our overall emotion. Bringing the nature of love and justice into a single feeling can best be shown by example. If we meet a stranger who is in need of food or housing, helping the person with no expectation of return is an act of love. Helping the person with an expectation of being paid back at a future date is the anticipation of justice. However, we may look for a return on our investment from a more spiritual plane and expect the grace of God to be returned for the act of kindness. The expectation of justice diminishes the value of love. No matter what the outcome of the act is, whether returned in direct compensation, indirectly through grace, or no acknowledgment at all, it is still an act of justice. Justice, in God's eyes is not for the observer to measure. Powles (1998) contends that it is only the whole and healthy personality that is able to evaluate these conflicts and gain a moral barometer in the context of religion.2 The fairness and the equality of the universe will always be reached th rough the laws of God. Love can be evaluated, and if there is a demand for return, it can not be real love. It is simply an act of kindness or sterile business deal with terms and conditions. Finding the balance between love and justice is a balancing act only if we proceed from an idea that we deserve a quid pro quo for love. Values and reason should dictate that our search for love transcends our need for justice. If we seek equality for real spiritual love, it becomes a demand that immediately removes the spiritual quality of true love. Our senses may battle for justice and it is easy to be drawn into that arena by the material values we place on objects. Love is reduced to a demand for repayment of either kindness or grace. These conditions place an undue burden on love and relegate it to the need for

Quality Improvement Assignment Example | Topics and Well Written Essays - 1250 words

Quality Improvement - Assignment Example Quality Improvement lth care services have the ability of bringing about substantive changes in the health status of a particular patient target group. It is based on this perspective that this paper discusses the different aspects attributed to quality improvement and an analysis of quality improvement story covering the seven steps involved in quality improvement. It is a critical aspect that for organizations to achieve a new level of performance, then there are various aspects that would have to change and provide evidence for quality improvement. Despite having different programs in Quality Improvement, substantive evident results in the incorporation of the four basic principles including focus on patients, focus on working as a team, focus on the use of data, and the aspect that Quality Improvement operate through the means of processes and systems. In order to understand Quality Improvement effectively, one has to have a substantive idea on what attributes Quality Improvement story. Quality Improvement story refers to a seven-step process and procedure on the various ways through which business processes can be improved. All the seven steps towards improvement of performances integrate each other, ensuring a collective way of performance towards the realization of a common goal. In the first step, there is the selection of appropriate theme, which should ideally focus on the particular problem that requires solution of a particular opportunity that requires exploitation.