3 Cases of Tense Errors

3 Cases of Tense Errors 3 Cases of Tense Errors 3 Cases of Tense Errors By Mark Nichol Each verb in a sentence should reflect the tense appropriate to the specific phrase rather than conform to the tense of another verb in the sentence. In each of the sentences below, a verb is not in the correct tense. Each example is followed by a discussion and a revision. 1. They are emblems of a simpler time, when everyone understood what it meant to be human. What it means to be a human has not changed since the simpler time (though a universal understanding no longer exists), so although understood is correctly formed in context, the next verb should be in present tense: â€Å"They are emblems of a simpler time, when everyone understood what it means to be human.† 2. The financial sector underwent simulated terrorist attacks and cyberattacks as part of efforts to ensure that financial firms had good plans in place in the event of such crises. The goal of the simulations is not to ensure that financial firms had, at a given time, good plans in place; it is to ensure that they continuously have the good plans, so the verb pertaining to â€Å"good plans† must be in the present tense: â€Å"The financial sector underwent simulated terrorist attacks and cyberattacks as part of efforts to ensure that financial firms have good plans in place in the event of such crises.† 3. If you thought marionettes were creepy, you’re not going to like this place. The issue is not whether you, at one time, were disturbed by marionettes but no longer are (or, for that matter, whether marionettes were, at one time, creepy but no longer are); it is a matter of whether you have a discomfort with them that has existed, exists, and is likely to continue to exist: â€Å"If you think marionettes are creepy, you’re not going to like this place.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:Definitely use "the" or "a"Time Words: Era, Epoch, and Eon

Free Essays on Tell Tale Heart

Critical Analysis on Poe’s The Tell Tale Heart The Tell Tale Heart looks in depth at the actions taken by a mad man and the reasons behind them. The narrator has grown disgusted by the old man’s cataract eye and decides that he must get rid of it in order to live in harmony. However, there is another major conflict in the story questioning the man’s sanity. By claiming more than once in the story why he isn’t mad, he is basically revealing how sick he really is. In a strange humor, the story describes a man who thinks he’s perfectly fine, while calmly explaining the murder of an old man with a cataract eye. The biggest conflict in Poe’s short story is simple; the main character is insane. He will not be satisfied until his problem is gone. Unfortunately, this means someone must die. The narrator’s madness is triggered by the old man’s cataract eye. It gradually wore on him until he could tolerate no more. The narrator states that the old man, â€Å"had never wronged me.† He claims that he loved the old man yet he made up his mind and decided that he must,† rid myself of the eye forever.† So there it is, the theme of the story right? Perhaps, but what about another conflict ? It seems as if the man is in denial. He doesn’t think that he’s mentally unstable. In fact, the narrator frequently explains why he is not mad. â€Å"The disease has simply sharpened my senses†¦not dulled them.† However he is crazy, and instead of explaining why he isn’t, he just further proved the fact that he is. He gets nervous and excited before telling the story, but he’s perfectly fine in the head. It doesn’t quite make sense to those who are actually sane. After describing the steps he took for the murder, the man once again claims he is not insane. â€Å"If you still think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body.† To a normal person it seems more l... Free Essays on Tell Tale Heart Free Essays on Tell Tale Heart â€Å"THE TELL-TALE HEART† â€Å"The Tell-Tale Heart† shows the precision of Edgar Allan Poe’s horror. In this book there is never any mention of the main characters name. The only title given is to the old man whom the mad-man kills. The book starts out with a man professing to the reader of how he is not truly a mad-man. He continues to say how no one as clever and intelligent as he was could be mad. After the brief introduction of his insanity, the mad-man continues his tirade on how the old man in his apartment complex has an evil eye that he can’t stand to look at. He begins to plot a murder for the old man. He explains again that he has nothing against the old man, it is just his eye that he can’t stand. Eventually, the mad-man begins to develop his plot against the old man. He begins sticking his head through the old man’s door at midnight and watching him. He takes a lantern and opens the light shade just enough to where he can get a direct ray of light on the man’s evil eye while he is sleeping. He does this for several nights to build up his confidence of his upcoming murder plans. He continues to profess his innocence of being a mad-man. He comments that a mad-man would not make this k! ind of well thought out plan. As he continues to carry out his preparatory plans for the murder, he grows bolder and bolder every time he sneaks into the old man’s room. However, as the time for his murder comes closer, he feels he can’t commit the murder unless he sees the man’s eye. He says that it is the eye he wants to kill, not the man. Finally, the mad-man sneaks into the man’s room, awakens him for a moment, the man becomes nervous and starts to think of what the noise was that he heard. As the man lays back down, the mad-man tells himself that it is time, so he makes a quick move toward the man that causes him to sit up alert, the mad man jumps on him and suffocates him with his bed. The man wa... Free Essays on Tell Tale Heart Critical Analysis on Poe’s The Tell Tale Heart The Tell Tale Heart looks in depth at the actions taken by a mad man and the reasons behind them. The narrator has grown disgusted by the old man’s cataract eye and decides that he must get rid of it in order to live in harmony. However, there is another major conflict in the story questioning the man’s sanity. By claiming more than once in the story why he isn’t mad, he is basically revealing how sick he really is. In a strange humor, the story describes a man who thinks he’s perfectly fine, while calmly explaining the murder of an old man with a cataract eye. The biggest conflict in Poe’s short story is simple; the main character is insane. He will not be satisfied until his problem is gone. Unfortunately, this means someone must die. The narrator’s madness is triggered by the old man’s cataract eye. It gradually wore on him until he could tolerate no more. The narrator states that the old man, â€Å"had never wronged me.† He claims that he loved the old man yet he made up his mind and decided that he must,† rid myself of the eye forever.† So there it is, the theme of the story right? Perhaps, but what about another conflict ? It seems as if the man is in denial. He doesn’t think that he’s mentally unstable. In fact, the narrator frequently explains why he is not mad. â€Å"The disease has simply sharpened my senses†¦not dulled them.† However he is crazy, and instead of explaining why he isn’t, he just further proved the fact that he is. He gets nervous and excited before telling the story, but he’s perfectly fine in the head. It doesn’t quite make sense to those who are actually sane. After describing the steps he took for the murder, the man once again claims he is not insane. â€Å"If you still think me mad, you will think so no longer when I describe the wise precautions I took for the concealment of the body.† To a normal person it seems more l...

Conflict Between Research and Ethics Paper Essay

Conflict Between Research and Ethics Paper - Essay Example Thirty years have passed since the completion of Tuskegee Syphilis Study, however, the society is still horrified with the unethical treatment of minorities group under this study. Recently, President Bush has addressed the public with the speech in which he has apologized for the actions of medical professionals for shifting the health dangers to specific minority groups. The Tuskegee Syphilis Study was conducted for forty years (1932-1972) with 400 poor and illiterate African Americans became part of it. This study has arisen many debates in society with the majority labeling it as unethical. First, the study was conducted without the proper care to its subjects and has resulted in the changes in how the patients are protected if they participated in medical researches. Second, not a single person has given an informed consent and was not informed about the diagnosis. These people who have agreed to participate were told that they have bad blood and are able to receive the free treatment (Gray, 1998). It is hardly possible for the similar situation to occur today because the research participants are not only protected by ethics, but by the law as well. Not a single study will start if the participants have not given the informed consent and are aware about all possible outcomes and side effects of acquired disease and treatment procedure. Of course, it is not always possible to predict all possible effects of the tested treatments and their impact on the human body (the medical research is conducted in the struggle to find out the more effective treatment), however, it is possible to predict some of the effects and the participants should be informed about them. The Tuskegee Syphilis Study was the continuation of the Oslo Study (1928) with the only difference that Oslo study was retrospective - the health professionals have studied the patients who have already contracted syphilis and remained untreated for some time, while under Tuskegee study was prospective - the health professionals could observe and study the patients (nothing could be done therapeutically). Eventually the study has become the longest experiment on human beings in the medical history in the result of which 74 individuals have remained alive, 28 males have died directly because of syphilis, 100 died because of complications, 40 wives have been infected and 19 children were born with syphilis (Jones, 1993). It is obvious that the initial goal to benefit the society was not accomplished and the primary objective of all health professionals - do not harm - has been rudely violated. Dozens of healthy people have been infected intentionally and the harm made to their health and future lives cannot be underestimated. In the further investigation of the conducted research, many interesting details have become known to public. For example, in order to ensure that the patients will show up for the expected diagnosis, all of them have received the misleading letter promising the special free treatment. In addition, all of the participants had to undergo autopsy after death even though nothing was said about this requirement in the beginning. As the result, many of the patients did not receive the treatment they needed - health professionals just observed the fatal progression of the diseases - in other words, doctors observed whether their patients

Fire Service Leadership-405 Essay Example | Topics and Well Written Essays - 2000 words

Fire Service Leadership-405 - Essay Example Joshua Lawrence Chamberlain was born on 09/08/1828 in Brewer, Maine. Chamberlain was an excellent student and graduated from Bowdoin College in 1852. He went on to study at the Bangor Theological Seminary after graduation. He got married to Fannie Adams, and accepted a teaching position at Bowdoin College in 1855. The couple had five children. He was a believer of the strength of the American form of government, which was threatened by secession of the south in 1861. He left his position to volunteer his services to the State in 1862. Despite his lack of military experience, his education landed him the rank of lieutenant colonel for the 20th Marine Infantry Regiment. The regiment was assigned to Butterfield’s â€Å"Light Brigade† of the Fifth Corps, Army of the Potomac. The Maryland campaign of the fall of 1862 was his first battle experience. During the battle of Antietam on 19/17/1962 the 20th Maine Infantry was held in reserve. The 20th Maine was put in the forefron t of the battle in Fredericksburg, Virginia on 12/12/1862. He had been promoted to Colonel by the summer of 1863. The charge of the 20th Maine Infantry under his leadership contributed largely to the Union victory at Round Top. He led his brigade at the battles of Wilderness, Spotsylvannia Court House, North Anna and Cold Harbour in 1864. He returned in 1865 after miraculously recovering from an injury as brigadier general to lead his troops at the Battle of Five Forks. After the battle, he was placed in command of the First Division of the Fifth Corps. He rode at the head of his troops in the Grand Review of the Army of Washington. He was elected governor of Maine in 1866. He accepted the position of president at Bowdoin College in 1871, and he restructured the college to include science and engineering curriculum. He resigned from his position in 1883 due to ill health, and remained active in veteran circles. He was honoured with the Congressional Medal of Honor for

Business Redesign for Healthlite Yogurt Company Essay Example for Free

Business Redesign for Healthlite Yogurt Company Essay Business Structure Healthlite’s corporate headquarters is located in Danbury, Connecticut. All production takes place in processing plants that are located in New Jersey, Massachusetts, Tennessee, Illinois, Colorado, Washington, and California. Healthlite Yogurt Company has 20 sales regions, each with approximately 30 sales representatives. Healthlite has a 12 person in marketing division at corporate headquarters. Products Yogurt and related health products and new yogurt based products which would include frozen desserts and low-fat salad dressings. Major Business Processes for Sales The following are the way Healthlite conducts business in a day-to-day basis: Â · Sales persons must write up hard-copy tickets to place orders through the mail or by fax. Â · Each salesperson stores and retrieves data for assigned customer accounts using the minicomputer system in the regional office. Higher client satisfaction due to value-added customer service is one positive result. Decision-making can be improved because the information systems used are more efficient and can provide them accurate and updated data in real time. Improvement in control of resources (materials, labor and products) and organizational planning. Increased job satisfaction for employees’ particularly regional sales people whose jobs are now greatly facilitated with the aid of the new system. Major Business Process Changes The following major changes are required for the business redesigning plan. Eliminate the need for hard-copy tickets to place orders. Enter sales orders directly into enterprise-wide system instead of using around 20 workers at corporate headquarters to sort and to enter order tickets which could reached up to 500,000 order tickets per week. This also allows all systems users to have access to this data for analysis purposes. Do without the need of using snail mail and fax machines for taking orders. The new business system allows orders to be placed directly through the web site. No longer need to mail printed reports for individual salespeople and sales offices. Salespeople can access the system for needed information at anytime. Sales representatives no longer need to write and mail monthly reports to regional headquarters. Sales information can be accessed from the system. Managers can access up-to-date sales data in the new system anytime they need them. They no longer need to call subordinates and piece information together to update their reports. Announcements, promotional campaigns and pricing discounts can be quickly disseminated though the enterprise-wide system. Thus, helps in improving communication processes between sales managers and sales representatives. Customer Relationship Management tools are available to help with ordering. Customer history management, complaints, and real-time tracking service are also available for use. Reduce the time involved to process orders since faxing and mailing will no longer be required in order to place orders. As a result, this would enable shipments to be delivered on time. Thus, promoting customer satisfaction. Major New Technology Components of the Plan Upon analysis of Healthlite’s needs to implement technology to support the new business processes, an enterprise system comes highly recommended. This is so because an enterprise can best meet the demands and requirements. An enterprise system could link enterprise-wide information processes in turn improving the overall business efficiency. When the entire company is able to use a single software system, all departments can share information readily and freely. Enterprise systems enable the company to avail of a wide-ranging information system technology platform. This technology platform provides a single data warehouse or a databank that can be accessed by different departments to input and to obtain enterprise-wide information. Also, the new system enables data storage in one data warehouse, which will prevent inaccuracy in extracted information. The data should be grouped according to processing sites, but can be accessed by all users. This data storage process will allow differentiation among processing sites at the same time allowing enterprise-wide search capability. It is easy to see then the enterprise system is essential element in propelling Healthlite’s success as it moves into the future. An enterprise system into the Healthlite business will enable the managers to support business processes that will make the company more efficient. The enterprise system will allow for centralized data collection and entry. This centralized entry system will reduce or eliminate paper passing throughout the company. This system will also enable employees to view reports on-line which no longer requires printing of documents or doing paperwork manually unless necessary. This additional feature will help managers and market analysts in accurate sales planning, decision-making, and marketing strategy development by providing them with the ability to collect more accurate information to assist them. Healthlite must also improve the telecommunications infrastructure for the whole enterprise. E-mail capabilities will be needed throughout the company in order to eliminate the ineffective communication using snail mails and fax within the company. Email will enable speedy communication companywide. There is no need to do additional paper works by writing or typing requests. Also, the time and effort necessary to mail or fax the message will be greatly reduced through email. The message sent is received by the person addressed to in real time. If there are problems or requests required, the recipient on the email can quickly act on it. Intranet is another option the company could use. Intranet is a private computer network that can be accessed by authorized persons only. These will ensure that secret company information will not fall on the wrong hands. Adding Intranet and Internet service will definitely improve the company’s day-to-day operations. Recommendations To help facilitate the transition and to make better use of the technology or new system, the following recommendations are given: Â · Healthlite should install an entire enterprise system and not limit itself to the customer relationship management component, or better known as CRM, of the system. In order to be effective, Healthlite could introduce the changes phase by phase. This approach in implementing the enterprise software will enable users to adapt to the system well, starting with the order and sales process and advancing to the most difficult part slowly. Â · The systems development team must focus the development process of the new system on eliminating the existing business inefficiencies in manual reporting, hand order-tickets, and mail and fax order taking. Addition ally, the development team needs to follow the systems development lifecycle to establish its new customer relationship management (CRM) system. All users must be ably represented. This means that representatives in each company division must be involved in developing the system. They should be allowed to make suggestions at the same time provide necessary information in formulating the system. And all users need to have adequate information on the upcoming changes introduced to the system. Â · Healthlite should implement e-mail and Intranet use to improve its internal communications and productivity throughout the entire business. This could help do without the need for paperwork, snail mail and fax. The company should provide value-added customer service by including the customers during the design process of the business system. This is accomplished by soliciting feedback from customers in the form of questionnaires on a regular basis. Â · Due to the low shelf life of the produ cts they sell, Healthlite needs to ensure product freshness by improving the efficiency of its distribution of products and services to customers. With the new automated business system, orders are received and delivered immediately. The timely delivery of the products would ensure their freshness. Â · Management needs to address the accounting discrepancies incurred annually. The accounting problem should be identified and resolved in the design phase to make sure that the new business system they come up with is free of these errors and accounting discrepancies will not occur in the future. Â · Management also needs to ensure that the changes implemented in the business are done step by step especially that the company is in the midst of recent and rapid growth. Management needs to change its views regarding changes and adapt to the new business process accordingly. They should also lead the development process. Â · Managers need to wait until the new business process has materialized and the benefits of the new system are realized before implementing the headcount reduction in order to ensure a smooth cutover. Conclusions Despite its current business process problems, Healthlite has managed to attain succes s in its operations. This means that Healthlite has a lot of room for improvement in the future. And this could be easily attained through redesigning business processes. Currently, the organization uses little or almost non existing technology for their daily company activities. Due to the decentralization, many people are doing the same activities over and over again and doing paperworks manually which are time-consuming and could be transmitted electronically. The rapid growth of the company requires that Healthlite should quickly implement systems changes to improve its business processes and to get the product and services to the customer in a promptly and efficiently. Healthlite’s management also posed some problems due to their very conservative views regarding technology. They need guidance in determining a proven system in which they will be comfortable. The management’s support in the new business process is essential in implementing the changes effectively and leads the company into the future as well as to guarantee its competitive advantage. The company needs to know the importance of using the systems development lifecycle. This process is vital in creating a new business system that will be useful for the company. Also, this phase is important to establish efficient procedures when developing programs that will best fit Healthlite’s needs. An enterprise system will be necessary to advance Healthlite into the future. At the present the company may only focus on redesigning the ordering, sales, and marketing processes. But later on, Healthlite management needs to realize that the CRM system is going to need to be scalable. Healthlite’s business growth despite the difficulties it encountered could mean that the company has a lot of growth potentials in the future. Healthlite therefore needs to accommodate future changes and bigger adjustments. And the new business process they are about to install must be able to handle these changes and need for additional data. The company needs to identify and get rid of the sources of the accounting discrepancies annually between headquarters and the sales force. Management needs the accounting information to make decisions necessary for the company’s growth. The accounting report helps them to address potential problems and see possibilities for future expansion. The discrepancies in their accounting records due to the errors incurred are thus potentially making business decision on bad data. Before the implementation, management needs to address these problems to ensure that they will not arise in the future using the new system. Management needs to take time in implementing the headcount reductions. A successful implementation requires that all employees will be there during its implementation phase. The installation and use of the new system requires the support of all employees. https://support.pearson.com/getsupport/s/?sitename=CW+-+WPStabset-dd12d=1 http://business.vcu.edu/departments-and-centers/information-systems/department-resources/software/ https://www.bl.uk/business-and-ip-centre/industry-guides https://identitech.com.au/

Black Man Standing :: essays research papers fc

Black Man Standing: The Media’s Portrayal of African-American Men Documentation Style: MLA Name and Description of Target Audience: Readers of the Chicago Tribune Guest Editorial Section Forum/Genre Paper Would Take in Target Publication: Guest Editorial in the Chicago Tribune Brief Description of Assignment and Instructor Expectations for Critical Thinking: 4 page paper with a 2 source minimum, evaluating media in the terms of values it reinforces or resists, and the consequences this has on specific subgroups or cultures. The media has a powerful influence in the everyday thoughts and lives of Americans. Most Americans wake up in the morning and turn on the TV to see what’s going on in the world as they get ready for work; pick up a newspaper and read it with breakfast; turn on the radio and listen to it in their car on the way to work or school; or we do a combination of the three. The people in charge of the media are also in charge, to a great degree, of how we perceive our world. We can sort through our own thoughts and make our own opinions, but we get our information from the media, and the media decides what to show us in the first place. We look to the media to tell us what is important, what we need to know. We also look to the media for our entertainment. It’s important for us to realize all the roles that media has in our lives and to what extent we are influenced by it, because the media is also responsible for our cultural stereotypes and values.   Ã‚  Ã‚  Ã‚  Ã‚  One major example that I will focus on here is the way that black males are represented. Black men are consistently being portrayed by the media to fit into narrow, stereotypical roles. They are being shown to be less complex, and two dimensional as opposed to the broader range of Caucasian roles and depictions that the media exemplifies. I think this is of great consequence to society, because it effects not only how society perceives black men, but also how black males perceive themselves, and how they think they are supposed to act and be.   Ã‚  Ã‚  Ã‚  Ã‚  Black men are shown less often in the media, especially on primetime TV, but when they are shown you can almost always fit them into one of three categories; 1.) Comedian, 2.) Angry/Jaded, or 3.) Gangster/Thug. Do we as the viewers ever ask ourselves why black males seem to be getting so embarrassingly over-typecast?

Concepts And Definitions Of Disability Essay

The contemporary conception of disability proposed in the WHO International Classification of Functioning, Disability and Health (ICF) views disability as an umbrella term for impairments, activity limitations and participation restrictions. Disability is the interaction between individuals with a health condition (e.g. cerebral palsy, Down syndrome or depression) and personal and environmental factors (e.g. negative attitudes, inaccessible transportation, or limited social supports). Long ago there was great confusion over the meaning of terms such as impairment, handicap, or disability. Then, in 1980, the WHO provided great service by offering a clear way of thinking about it all in a little book called â€Å"International Classification of Impairments, Disabilities and Handicaps†. All these terms refer to the consequences of disease, but consider the consequences at different levels. The disease produces some form of pathology, and then the individual may become aware of th is: they experience symptoms. Later, the performance or behaviour of the person may be affected, and because of this the person may suffer consequences such as being unable to work. In this general scenario, Impairment was defined as â€Å"any loss or abnormality of psychological, physiological, or anatomical structure or function.† Impairment is a deviation from normal organ function; it may be visible or invisible (screening tests generally seek to identify impairments). Disability was defined as â€Å"any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being.† Impairment does not necessarily lead to a disability, for the impairment may be corrected. I am, for example, wearing eye glasses, but do not perceive that any disability arises from my impaired vision. A disability refers to the function of the individual (rather than of an organ, as with impairment). In turn, Handicap was defined as â€Å"a disadvantage for a given individual, resulting from impairment or a disability that limits or prevents the fulfillment of a role that is normal (depending on age, sex, and social and cultural factors) for that individual.† Handicap considers the person’s participation in their social context. For example, if there is a wheel-chair access ramp at work, a disabled person may not be handicapped in coming to work there. Here are some examples: Impairment – Speech production; Disability – Speaking clearly enough to be understood; Handicap – Communication I – Hearing; D – Understanding; H – Communication I – Vision; D – Seeing; H – Orientation I – Motor control, balance, joint stiffness; D – Dressing, feeding, walking; H – Independence, mobility I – Affective, cognitive limitations; D – Behaving, interacting, supporting; H – Social interaction, reasonableness Here is a diagram that suggests possible parallels between the impairment, disability & handicap triad, and the disease, illness and sickness triad. (The squiggly arrows are intended to indicate a rough correspondence) â€Å"Patients do not come to their physicians to find out what ICD code they have, they come to get help for what is bothering them.† A Positive Perspective? Quality of Life and the International Classification of Function The focus on disability takes a somewhat negative approach to health, perhaps not unreasonable since doctors are supposed to cure diseases. But starting in the 1980s clinicians began to set goals to achieve when the disease could not be cured, beyong merely controlling symptoms. The notion of Quality of Life gained prominence as a way to emphasize a positive perspective on health – health as a capacity to function and to live, even if the patient has a chronic condition. A central aim of care was to enhance the quality of the patient’s function, and hence their ability to life as normal a life as possible, even if the disorder could not be cured. This notion was a further extension of handicap, covering maintenance of normal function, but adding psychological well-being and, if possible, positive feelings of engagement. Measurements of quality of life extend the disability focus beyond the ability to perform â€Å"activities of daily living† to include a broad range of functioning (work, home, play) and also the person’s feelings of satisfaction and well-being. This is necessarily a qualitative and subjective concept, judged by the patient in terms of the extent to which they are able to do the things they wish to do. In this medical context, quality of life is distinct from wealth or possessions, and to amke this clear you may see the term â€Å"health-related quality of life.† Reflecting these evolving ideas, the WHO revised its  Impairment, Disability and Handicap triad in 2001, re-naming it the International Classification of Function (ICF). This classification system provides codes for the complete range of functional states; codes cover body structures and functions, impairments, activities and participation in society. The ICF also considers contextual factors that may influence activity levels, so function is viewed as an interaction between health conditions (a disease or injury) and the context in which the person lives (both physical environment and cultural norms relevant to the disease). It establishes a common language for describing functional states that can be used in comparing across diseases and countries. The ICF therefore uses positive language, so that â€Å"activity† and â€Å"participation† replace â€Å"disability† and â€Å"handicap.† The ICF is described on the WHO web site. Impairment, Disability and Handicap Sheena L. Carter, Ph.D. The words â€Å"impairment,† â€Å"disability,† and â€Å"handicap,† are often used interchangeably. They have very different meanings, however. The differences in meaning are important for understanding the effects of neurological injury on development. The most commonly cited definitions are those provided by the World Health Organization (1980) in The International Classification of Impairments, Disabilities, and Handicaps: Impairment: any loss or abnormality of psychological, physiological or anatomical structure or function. Disability: any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner or within the range considered normal for a human being. Handicap: a disadvantage for a given individual that limits or prevents the fulfillment of a role that is normal As traditionally used, impairment refers to a problem with a structure or  organ of the body; disability is a functional limitation with regard to a particular activity; and handicap refers to a disadvantage in filling a role in life relative to a peer group. Examples to illustrate the differences among the terms â€Å"impairment,† â€Å"disability,† and â€Å"handicap.† 1. CP example: David is a 4-yr.-old who has a form of cerebral palsy (CP) called spastic diplegia. David’s CP causes his legs to be stiff, tight, and difficult to move. He cannot stand or walk. Impairment: The inability to move the legs easily at the joints and inability to bear weight on the feet is an impairment. Without orthotics and surgery to release abnormally contracted muscles, David’s level of impairment may increase as imbalanced muscle contraction over a period of time can cause hip dislocation and deformed bone growth. No treatment may be currently available to lessen David’s impairment. Disability: David’s inability to walk is a disability. His level of disability can be improved with physical therapy and special equipment. For example, if he learns to use a walker, with braces, his level of disability will improve considerably. Handicap: David’s cerebral palsy is handicapping to the extent that it prevents him from fulfilling a normal role at home, in preschool, and in the community. His level of handicap has been only very mild in the early years as he has been well-supported to be able to play with other children, interact normally with family members and participate fully in family and community activities. As he gets older, his handicap will increase where certain sports and physical activities are considered â€Å"normal† activities for children of the same age. He has little handicap in his preschool classroom, though he needs some assistance to move about the classroom and from one activity to another outside the classroom. Appropriate services and equipment can reduce the extent to which cerebral palsy prevents David from fulfilling a normal role in the home, school and community as he grows. 2. LD example: Cindy is an 8-year-old who has extreme difficulty with reading (severe dyslexia). She has good vision and hearing and scores well on tests of intelligence. She went to an excellent preschool and several different special reading programs have been tried since early in kindergarten. Impairment: While no brain injury or malformation has been identified, some impairment is presumed to exist in how Cindy’s brain puts together visual and auditory information. The impairment may be inability to associate sounds with symbols, for example. Disability: In Cindy’s case, the inability to read is a disability. The disability can probably be improved by trying different teaching methods and using those that seem most effective with Cindy. If the impairment can be explained, it may be possible to dramatically improve the disability by using a method of teaching that does not require skills that are impaired (That is, if the difficulty involves learning sounds for letters, a sight-reading approach can improve her level of disability). Handicap: Cindy already experiences a handicap as compared with other children in her class at school, and she may fail third grade. Her condition will become more handicapping as she gets older if an effective approach is not found to improve her reading or to teach her to compensate for her reading difficulties. Even if the level of disability stays severe (that is, she never learns to read well), this will be less handicapping if she learns to tape lectures and â€Å"read† books on audiotapes. Using such approaches, even in elementary school, can prevent her reading disability from interfering with her progress in other academic areas (increasing her handicap). Gale Encyclopedia of Education: History of Special Education Top Home > Library > History, Politics & Society > Education Encyclopedia Special education, as its name suggests, is a specialized branch of education. Claiming lineage to such persons as Jean-Marc-Gaspard Itard (1775 – 1838), the physician who â€Å"tamed† the â€Å"wild boy of Aveyron,† and Anne Sullivan Macy (1866 – 1936), the teacher who â€Å"worked miracles† with Helen Keller, special educators teach those students who have physical, cognitive, language, learning, sensory, and/or emotional abilities that deviate from those of the general population. Special educators provide instruction specifically tailored to meet individualized needs, making education available to students who otherwise would have limited access to education. In 2001, special education in the United States was serving over five million students. Although federally mandated special education is relatively new in the United States, students with disabilities have been present in every era and in every society. Historical records have consistently documented the most severe disabilities – those that transcend task and setting. Itard’s description of the wild boy of Aveyron documents a variety of behaviors consistent with both mental retardation and behavioral disorders. Nineteenth-century reports of deviant behavior describe conditions that could easily be interpreted as severe mental retardation, autism, or schizophrenia. Milder forms of disability became apparent only after the advent of universal public education. When literacy became a goal for all children, teachers began observing disabilities specific to task and setting – that is, less severe disabilities. After decades of research and legislation, special education now provides services to students with varying degrees and forms of disabilities, including mental retardation, emotional disturbance, learning disabilities, speech-language (communication) disabilities, impaired hearing and deafness, low vision and blindness, autism, traumatic brain injury, other health impairments, and severe and multiple disabilities. Development of the Field of Special Education At its inception in the early nineteenth century, leaders of social change set out to cure many ills of society. Physicians and clergy, including Itard, Edouard O. Seguin (1812 – 1880), Samuel Gridley Howe (1801 – 1876), and Thomas Hopkins Gallaudet (1787 – 1851), wanted to ameliorate the neglectful, often abusive treatment of individuals with disabilities. A rich  literature describes the treatment provided to individuals with disabilities in the 1800s: They were often confined in jails and almshouses without decent food, clothing, personal hygiene, and exercise. During much of the nineteenth century, and early in the twentieth, professionals believed individuals with disabilities were best treated in residential facilities in rural environments. Advocates of these institutions argued that environmental conditions such as urban poverty and vices induced behavioral problems. Reformers such as Dorothea Dix (1802 – 1887) prevailed upon state governments to provide funds for bigger and more specialized institutions. These facilities focused more on a particular disability, such as mental retardation, then known as â€Å"feeble-mindedness† or â€Å"idiocy†; mental illness, then labeled â€Å"insanity† or â€Å"madness†; sensory impairment such as deafness or blindness; and behavioral disorders such as criminality and juvenile delinquency. Children who were judged to be delinquent or aggressive, but not insane, were sent to houses ofrefuge or reform schools, whereas children and adults judged to be â€Å"mad† were admitted to psychiatric hospitals. Dix and her followers believed that institutionalization of individuals with disabilities would end their abuse (confinement without treatment in jails and poorhouses) and provide effective treatment. Moral treatment was the dominant approach of the early nineteenth century in psychiatric hospitals, the aim being cure. Moral treatment employed methods analogous to today’s occupational therapy, systematic instruction, and positive reinforcement. Evidence suggests this approach was humane and effective in some cases, but the treatment was generally abandoned by the late nineteenth century, due largely to the failure of moral therapists to train others in their techniques and the rise of the belief that mental illness was always a result of brain disease. By the e nd of the nineteenth century, pessimism about cure and emphasis on physiological causes led to a change in orientation that would later bring about the â€Å"warehouse-like† institutions that have become a symbol for abuse and neglect of society’s most vulnerable citizens. The practice of moral treatment was replaced by the belief that most disabilities were incurable. This led to keeping individuals with disabilities ininstitutions both for their own protection and for the betterment of society. Although the transformation took many years, by the end of the nineteenth century the size of institutions had increased so  dramatically that the goal of rehabilitation was no longer possible. Institutions became instruments for permanent segregation. Many special education professionals became critics of institutions. Howe, one of the first to argue for in stitutions for people with disabilities, began advocating placing out residents into families. Unfortunately this practice became a logistical and pragmatic problem before it could become a viable alternative to institutionalization. At the close of the nineteenth century, state governments established juvenile courts and social welfare programs, including foster homes, for children and adolescents. The child study movement became prominent in the early twentieth century. Using the approach pioneered by G. Stanley Hall (1844 – 1924; considered the founder of child psychology), researchers attempted to study child development scientifically in relation to education and in so doing established a place for psychology within public schools. In 1931, the Bradley Home, the first psychiatric hospital for children in the United States, was established in East Providence, Rhode Island. The treatment offered in this hospital, as well as most of the other hospitals of the early twentieth century, was psychodynamic. Psychodynamic ideas fanned interest in the diagnosis and classification of disabili ties. In 1951 the first institution for research on exceptional children opened at the University of Illinois and began what was to become the newest focus of the field of special education: the slow learner and, eventually, what we know today as learning disability. The Development of Special Education in Institutions and Schools Although Itard failed to normalize Victor, the wild boy of Averyon, he did produce dramatic changes in Victor’s behavior through education. Modern special education practices can be traced to Itard, and his work marks the beginning of widespread attempts to instruct students with disabilities. In 1817 the first special education school in the United States, the American Asylum for the Education and Instruction of the Deaf and Dumb (now called the American School for the Deaf), was established in Hartford, Connecticut, by Gallaudet. By the middle of the nineteenth century, special educational programs were being provided in many asylums. Education was a prominent part of moral therapy. By the close of the nineteenth century, special classes within regular public schools had been launched in major cities. These special classes were initially established for immigrant students who were  not proficient in English a nd students who had mild mental retardation or behavioral disorders. Descriptions of these children included terms such as steamer children, backward, truant, and incorrigible. Procedures for identifying â€Å"defectives† were included in the World’s Fair of 1904. By the 1920s special classes for students judged unsuitable for regular classes had become common in major cities. In 1840 Rhode Island passed a law mandating compulsory education for children, but not all states had compulsory education until 1918. With compulsory schooling and the swelling tide of anti-institution sentiment in the twentieth century, many children with disabilities were moved out of institutional settings and into public schools. However, by the mid-twentieth century children with disabilities were still often excluded from public schools and kept at home if not institutionalized. In order to respond to the new population of students with special needs entering schools, school officials created still more special classes in public schools. The number of specia l classes and complementary support services (assistance given to teachers in managing behavior and learning problems) increased dramatically after World War II. During the early 1900s there was also an increased attention to mental health and a consequent interest in establishing child guidance clinics. By 1930 child guidance clinics and counseling services were relatively common features of major cities, and by 1950 special education had become an identifiable part of urban public education in nearly every school district. By 1960 special educators were instructing their students in a continuum of settings that included hospital schools for those with the most severe disabilities, specialized day schools for students with severe disabilities who were able to live at home, and special classes in regular public schools for students whose disabilities could be managed in small groups. During this period special educators also began to take on the role of consultant, assisting other teachers in instructing students with disabilities. Thus, by 1970 the field of special education was offering a variety of educational placements to students with varying disabilities and needs; however, public schools were not yet required to educate all students regardless of their disabilities. During the middle decades of the twentieth century, instruction of children with disabilities often was based on process training – which involves attempts to improve children’s academic  performance by teaching them cognitive or motor processes, such as perceptualmotor skills, visual memory, auditory memory, or auditory-vocal processing. These are ancient ideas that found twentieth-century proponents. Process training enthusiasts taught children various perceptual skills (e.g., identifying different sounds or objects by touch) or perceptual motor skills (e.g., balancing) with the notion that fluency in these skills would generalize to reading, writing, arithmetic, and other basic academic tasks. After many years of research, however, such training was shown not to be effective in improving academic skills. Many of these same ideas were recycled in the late twentieth century as learning styles, multiple intelligences, and other notions that the underlying process of learning varies with gender, ethnicity, or other physiological differences. None of these theories has found much support in reliable research, although direct instruction, mnemonic (memory) devices, and a few other instructional strategies have been supported reliably by research. The History of Legislation in Special Education Although many contend that special education was born with the passage of the Education for All Handicapped Children Act (EAHCA) in 1975, it is clear that special educators were beginning to respond to the needs of children with disabilities in public schools nearly a century earlier. It is also clear that EAHCA did not spring from a vacuum. This landmark law naturally evolved from events in both special education and the larger society and came about in large part due to the work of grass roots organizations composed of both parents and professionals. These groups dated back to the 1870s, when the American Association of Instructors of the Blind and the American Association on Mental Deficiency (the latter is now the American Association on Mental Retardation) were formed. In 1922 the Council for Exceptional Children, now the major professional organization of special educators, was organized. In the 1930s and 1940s parent groups began to band together on a national level. These groups worked to make changes in their own communities and, consequently, set the stage for changes on a national level. Two of the most influential parent advocacy groups were the National Association for Retarded Citizens (now ARC/USA), organized in 1950, and the Association for Children with Learning Disabilities, organized in 1963. Throughout the first  half of the twentieth century, advocacy groups were securing local ordinances that would protect and serve individuals with disabilities in their communities. For example, in 1930, in Peoria, Illinois, the first white cane ordinance gave individuals with blindness the right-of-way when crossing the street. By mid-century all states had legislation providing for education of students with disabilities. However, legislation was still noncompulsory. In the late 1950s federal money was allocated for educating children with disabilities and for the training of special educators. Thus the federal government became formally involved in research and in training special education professionals, but limited its involvement to these functions until the 1970s. In 1971, this support was reinforced and extended to the state level when the Pennsylvania Association for Retarded Children (PARC) filed a class action suit against their Commonwealth. This suit, resolved by consent agreement, specified that all children age six through twenty-one were to be provided free public education in the least restrictive alternative (LRA, which would later become the least restrictive environment [LRE] clause in EAHCA). In 1973 the Rehabilitation Act prohibited discriminatory practices in programs receiving federal financial assistance but imposed no affirmative obligations with respect to special education. In 1975 the legal action begun under the Kennedy and Johnson administrations resulted in EAHCA, which was signed into law by President Gerald Ford. EAHCA reached full implementation in 1977 and required school districts to provide free and appropriate education to all of their students with disabilities. In return for federal funding, each state was to ensure that students with disabilities received non-discriminatory testing, evaluation, and placement; the right to due process; education in the least restrictive environment; and a fre e and appropriate education. The centerpiece of this public law (known since 1990 as the Individuals with Disabilities Education Act, or IDEA) was, and is, a free appropriate public education (FAPE). To ensure FAPE, the law mandated that each student receiving special education receive an Individualized Education Program (IEP). Under EAHCA, students with identified disabilities were to receive FAPE and an IEP that included relevant instructional goals and objectives, specifications as to length of school year, determination of the most appropriate educational placement, and descriptions of criteria to be used  in evaluation and measurement. The IEP was designed to ensure that all students with disabilities received educational programs specific to their â€Å"unique† needs. Thus, the education of students with disabilities became federally controlled. In the 1982 case of Board of Education of the Hendrick Hudson Central School District v. Rowley, the U.S. Supreme Court clarified the level of services to be afforded students with special needs and ruled that special education services need only provide some â€Å"educational benefit† to students – public schools were not required to maximize the educational progress of students with disabilities. In so doing the Supreme Court further defined what was meant by a free and appropriate education. In 1990 EAHCA was amended to include a change to person-first language, replacing the term handicapped student with student with disabilities. The 1990 amendments also added new classification categories for students with autism and traumatic brain injury and transition plans within IEPs for students age fourteen or older. In 1997, IDEA was reauthorized under President Clinton and amended to require the inclusion of students with disabilities in statewide and districtwide assessments, measurable IEP goals and objectives, and functional behavioral assessment and behavior intervention plans for students with emotional or behavioral needs. Because IDEA is amended and reauthorized every few years, it is impossible to predict the future of this law. It is possible that it will be repealed or altered dramatically by a future Congress. The special education story, both past and future, can be written in many different ways.

Personal Learning Styles Essay

Everyone learns and retains information differently than one another. There are so many different types of learning styles out there. There are visual learners, verbal learners, and kinesthetic learners. Visual learners remember best what they see by diagrams, flow charts or maps. Auditory learners remember best what they hear and kinesthetic learners are best when they can be hands on. College is such an important part of my life and of many young people in today’s day and age. I have two small children and a husband who works very hard at his job so he doesn’t have time for college. My mother was lucky enough to start a job with Intel almost 14 years ago but did not go to college; therefore she does not have a college degree. My father did, however, go to college, but never used his degree to his advantage. My reasons for seeking a college degree are more than just showing my family that I can be successful and stick to something, but it’s to prove to myself th at I can do it. I want my children to know that their mom worked really hard and never gave up on her dreams, quitting is not an option. When things become hard, you push through and do your best. I am a very intense learner. I have found that I learn best visually and verbally. Visual learners remember best what they see—pictures, diagrams, flow charts, time lines, films, and demonstrations. Verbal learners get more out of words—written and spoken explanations. Everyone learns more when information is presented both visually and verbally. (Felder & Soloman, n.d ). If you are a VISUAL learner, then by all means be sure that you look at all study materials. Use charts, maps, filmstrips, notes and flashcards. Practice visualizing or picturing words/concepts in your head. Write out everything for frequent and quick visual review. (Bixler, 2010) I have found in college most teachers, not all, but most don’t use a whole of visual presentation.  If at all possible, it’s best to ask the instructor if there are references you can look to for further help or guidance. I would have to say upon taking these short tests and seeing the results I agree with the outcome of the two. I believe I am a visual and verbal learner. I do believe I do better when I can visually see what the instructor is talking about, It gives me a clear picture whether it be a map, chart or something as simple as an image, shows me what the focus point is and the topics surrounding it. I also believe I am a verbal learner as well. I reciprocate and retain information so much better when they are the ones explaining and interpreting that information. Write summaries or outlines of course material in your own words. Working in groups can be particularly effective: you gain understanding of material by hearing classmates’ explanations and you learn even more when you do the explaining. (Felder & Soloman, n.d ). I do know, that I do not do well when I am forced to read chapters upon chapters at a time with a test or quiz at the end of each one. It is extremely hard for me to retain any information like that because my mind wanders. If I have something to focus on, like an instructor, it keeps my attention; it’s exciting and keeps me eager to learn. Although there are many types of learning styles not everyone has the same techniques. Verbal, visual and kinesthetic are just to name a few. Whether it be using maps, charts or graphs, listening to lectures or having to be hands on, there is no wrong way of learning. Whatever style works best for your needs is the one that should be utilized the most. References Felder, R. M., & Soloman, B. A. (n.d.). Index of learning styles. Retrieved from http://www.engr.ncsu.edu/learningstyles/ilsweb.html Bixler, B. (2010). Learning style inventory. Retrieved from http://www.personal.psu.edu/bxb11/LSI/LSI.htm

Free Essays on The Curse

are â€Å"I think I could have stopped it† (paragraph 7) and â€Å"I should have stopped it† (paragraph 19). His word... Free Essays on The Curse Free Essays on The Curse The Curse In the story â€Å"The Curse† by Andre Dubus there is some questioning about who the main character is in the story. It would be easy to present an argument that the young female, who was raped in the bar, would be the main character; but after much emphasis is given to Mitchell Hayes, the bartender, it is clear that he is the main character after all. Hayes is seen as the main character because the emotional changes that take place in the story center around him, even though the woman causes these changes. As the protagonist in this story Hayes struggles with his own moral conflict about the decision he made that night in the bar. Hayes did not physically help the young female when she was getting raped in the bar and now he regrets his decision. Dubus portrays Hayes as a round character because Hayes undergoes a change from the beginning of the story until the end. The method of characterization that is used in this story is narrative description. Dubus gives facts â€Å"he was not a ! small man: his weight moved up and down in the hundred and seventies and he was five feet, ten inches tall† (paragraph 1) and implied judgment, the fact that he is not small would make us believe he was authoritative. Dubus uses two additional devices of characterization in this story: he reveals the character’s state of mind through surface details of his actions (excessive cigarette smoking to ease stress), he also reveals Hayes by letting the readers enter his consciousness, telling us what he thinks and feels. These tools allow us to discover what Dubus is trying to portray in the character Mitchell Hayes. We learn about Mitchell Hayes not by first person accounts, but through indirect characterization. Dubus uses three methods, Mitchell’s words, actions, and thoughts, to bring out this character. Examples of his words are â€Å"I think I could have stopped it† (paragraph 7) and â€Å"I should have stopped it† (paragraph 19). His word...

Hormones Essays - Endocrine System, Anatomy, Peptide Hormones

Hormones Essays - Endocrine System, Anatomy, Peptide Hormones Hormones IntroductionHormones are organic substances that are secreted by plants and animals and that function in the regulation of physiological activities and in maintaining homeostasis. They carry out their functions by evoking responses from specific organs or tissues that are adapted to react to minute quantities of them. The classical view of hormones is that they are transmitted to their targets in the bloodstream after discharge from the glands that secrete them. This mode of discharge (directly into the bloodstream) is called endocrine secretion. The meaning of the term hormone has been extended beyond the original definition of a blood-borne secretion, however, to include similar regulatory substances that are distributed by diffusion across cell membranes instead of by a blood system. . Among animals, the hormones of the vertebratesparticularly those of humans and other mammalsare the best known. Most vertebrate hormones originate in specialized tissues, called endocrine tissues, a nd are carried to their targets through the bloodstream. Endocrine glands.A major endocrine gland in vertebrates is the pituitary, which consists of two distinct sections: the anterior pituitary (or adenohypophysis) and the posterior pituitary (or neurohypophysis). The anterior pituitary is sometimes called the master gland, because it secretes several hormones that affect the other endocrine glands. For example, the anterior pituitary hormones thyrotropin and adrenocorticotropic hormone (ACTH) regulate endocrine activity in the thyroid and the outer region (cortex) of the adrenal glands, respectively. The anterior pituitary also secretes hormones that affect the sex glands. One of these is follicle-stimulating hormone (FSH), which stimulates egg production in the ovaries and sperm production in the testes. Another is luteinizing hormone (LH). In females, LH works in conjunction with FSH to regulate the female reproductive cycle and the secretion of female sex hormones. In males, LH controls the production of the male sex hormones. Other hormones produced in the anterior pituitary include growth hormone, which is responsible for normal body growth, and prolactin, which promotes milk production in female mammals. Its designation as the master gland notwithstanding, the anterior pituitary itself is regulated by substances called releasing hormones that are secreted by the hypothalamus, the part of the brain located directly above the pituitary. These hypothalamic hormones stimulateor, in some cases, inhibitthe secretions of the anterior pituitary. The posterior pituitary stores and releases two hormones: oxytocin, which causes the uterus to contract during birth, and vasopressin, which acts on the kidneys to restrict the output of urine. These two hormones are actually produced by the hypothalamus, which is linked directly to the posterior pituitary. Other endocrine glands in vertebrates include the thyroid, parathyroids, adrenals, pancreas, and gonads (sex glan ds). The thyroid produces hormones that control metabolic rate and oxygen consumption. Hormones from the parathyroids are concerned with calcium concentration in the blood, and the pancreas releases insulin and glucagon, hormones that, respectively, lower and raise the blood-sugar level. Hormones from the adrenal cortex regulate glucose and sodium metabolism. Those secreted by the central portion (medulla) of the adrenals affect the heart and the circulatory and respiratory systems; these hormones are important in helping an individual cope with stress. The heart itself releases a hormone atrial natriuretic peptidethat helps regulate blood pressure, blood volume, and the salt and water balance within the blood. (see also Index: thyroid hormone, parathormone) The female sex hormonesthe estrogens and progesteroneare produced by the ovaries. Together with FSH and LH, these hormones control the cyclical changes in the female reproductive systemthe menstrual cycle in human females and th e estrous cycle in other female mammals. The estrogens also are responsible for female sexual characteristics. Progesterone is concerned with the maintenance of pregnancy. Male sex hormonesknown as androgensinclude testosterone, which is secreted by the testes. Testosterone is responsible for the maintenance of male sexual characteristics. Hormone chemistry.Structurally, vertebrate hormones fall into two main classes. Those of the adrenal cortex and the sex organs are steroids, a major class of lipid compounds. Virtually all other known vertebrate hormones consist of amino acids. Most nonsteroidal hormones are composed of chains of amino acidseither short chains (polypeptides) or long chains (proteins). The hormones of the adrenal medulla, however, are composed of amino acid derivatives called amines, those of the thyroid of a single amino acid combined with atoms

MATHEMATICS REFLECTIVE PAPER Term Example | Topics and Well Written Essays - 750 words

MATHEMATICS REFLECTIVE - Term Paper Example Especially in the realm of mathematics, a field perceived by a lot of people as exigent and demanding, it requires a lot of innovative and creative thinking on the part of educators to provide ways and means to make this subject a more rewarding course to teach in the elementary school setting. In this regard, the essay aims to proffer a reflection that synthesizes the major concepts addressed in this course. Likewise the following concerns would be addressed, to wit: (1) a summary of the major mathematical concepts of this course; (2) an explanation of how the concepts learned in this course are relevant to the characteristics of a professional mathematics teacher; and (3) a determination of how the course concepts have influenced one’s own ideas and philosophy of teaching. ... The topics on Algebraic Thinking and Problem Solving, Number Theory and Rational Numbers, as well as their applications are crucial in improving skills in applying critical analysis and developing structured patterns that assisted in enhancing problem solving skills. The final topic on Mathematical Connections were most stimulating and thought-provoking as it provided the opportunity to navigate various Web links to heighten one’s awareness on the vast amounts of information that teachers can access and avail on the topic of mathematical concepts and applications. Through this module, one was reminded that there are qualities and characteristics that must be observed and adhered to by teachers to be classified and categorized as belonging to the professional level. Link of the Concepts to the Development of a Professional Mathematics Teacher Consistent with the Mathematics Professional Development Brief published by the National Council of Teachers of Mathematics (NCTM), the c ourse modules are required to achieve four critical goals that would assist in development of traits and characteristics needed by teachers to professionalize their field of endeavor. These goals focus on developing: â€Å"(1) teachers’ mathematical knowledge and capacity to connect it to practice; (2) teachers’ capacity to notice, analyze and respond to student thinking; (3) the beliefs and dispositions that foster teachers’ continued learning; and (4) collegial relationships and learning structures that can support and sustain teachers’ learning† (NCTM, 2011, par. 19). Further, and concurrently significant, the discourse emphasized that â€Å"three

International operation and competition study of GlaxoSmithKline plc Essay

International operation and competition study of GlaxoSmithKline plc - Essay Example It is critical to increase the accessibility of the different pharmaceuticals and medicinal drugs manufactured by various countries across the world. Therefore, the international marketing processes followed by the companies in the global pharmaceutical industry and the analysis of the pharmaceutical industry are important aspects of the pharmaceutical industry landscape across the globe. The commercial success of the pharmaceutical company depends on reaching more number of customers and ensuring innovation of new medicines and other pharmaceuticals. Therefore the international marketing process of this giant company in the pharmaceutical industry is an interesting and challenging topic for studying. The aim of the study is to evaluate and assess the competitive and operating situations of GlaxoSmithKline plc. This study includes identifying and analysing the various challenges faced by the pharmaceutical company in its international marketing and operational processes. The different types of barriers and opportunities in the external environment of the company and the potentials and capabilities of the company are studied. Also, the various strategies followed by GlaxoSmithKline plc. to increase a diversified business across the world and to maintain sustainable competitive advantage in the changing global scenario are identified and analysed. The report is prepared with the aim to understand the international competitiveness and the global challenges and opportunities in the marketing processes of GlaxoSmithKline plc. Therefore the analysis of the macro environmental factors and the competition levels is done by the use of various popular tools like Michael Porter’s five forces, PESTEL analysis and Porter’s Generic Strategy. These tools have been implemented to understand the global competitive levels in the pharmaceutical industry and the impacts of these factors