Family Biography Essay Example | Topics and Well Written Essays - 1000 words

Writing essay about William Shakespeare Example For Students

Composing exposition about William Shakespeare William Shakespeare is standard respected to be the best screenwriter the world has ever observed and the best artist who has made his plays in the English language. Additionally, Shakespeare has been the universes most popular creator. No different authors works have been distributed so often or perused so comprehensively in such a significant number of spots. Shakespeare knew human instinct as hardly any different journalists have. He could see in a specific sensational case the characteristics that allude to every single individual. He could along these lines produce characters that have idea past the time and spot of his works. However, his characters are not emblematic individuals. They are noticeable individual people. They endeavor similarly as individuals do in genuine circumstances, in some cases productively and now and again with irksome and deplorable setback. Shakespeare made in any event 37 works. These works incorporate clear characters of various sorts and from strolls of the real world. Rulers, pickpockets, hoodlums, shepherds and savants, officers and recruited executioners all intermix in Shakespeares compositions. In supplement to his profound origination of human instinct, Shakespeare had information in an expansive decent variety of different subjects. These subjects contain music, the law, workmanship, and governmental issues, the Bible, military science, history and sports.Produced by www.proessay.com Yet, Shakespeare had no expert information in any subject to the rejection of the theater. Over every other author stands William Shakespeare, the best virtuoso whom it is preposterous to expect to describe in a matter of seconds. Shakespeare is extraordinary as writer and individual, however he remains slippery. The robustness and profound ubiquity of his taste gave him the likelihood to lead the Renaissance in England without privileging or prejudicing any of its different perspectives, while as on-screen character, dramatist, and investor in the Lord Chamberlains players he was brought into the Elizabethan performance center at each degree. His profession dated from 1589 to 1613 was simply inside the hour of most noteworthy abstract success, and just in his works are on the whole the conceivable outcomes of the Renaissance completely figured it out. The embroilments and errors of Shakespeares age locate their most noteworthy prosper in his disasters. In these remarkable accomplishments, all worthies, chains of command, and types are analyzed and discovered needing, and all societys shrouded clashes are shown. Shakespeare contradicts spouse against wife, mother against youngster, the person against state; he uncrowns emissaries, likens the aristocrat with the pitiful, and questions the divine beings. In the principle catastrophes that follow, Shakespeares practice can't be apportioned to a solitary general expression that covers all circumstances, for every disaster alludes to a different sort: vengeance disaster in Hamlet, residential catastrophe in Othello, social catastrophe in King Lear, etc. Shakespeare changed the dramatization, augmenting the crowds idea of human life and changed the language. His works, at that point as now, routed to an extraordinary crowd. They uncover both a basic information on writing and a profound compassion for the language and lead of the standard man. The perceiving business writer and the remarkable talented craftsman can't be isolated. William Shakespeare adapted to the troublesome plot of Hamlet splendidly. In this creation, he additionally producedâ maybe his most prominent exhibition of characters. The job of Hamlet is believed to be one of the performance centers exceptional acting difficulties. Shakespeare focused the play on the significant clash between the necessities of his feelings and the faltering incredulity of his psyche. Hamlet shows this contention in some recognizable and splendid speeches.

Buy Blog Posts Online from Experts 2019

Buy Blog Posts Online from Experts 2019 Blog Post Writing Service Home›Blog Post Writing ServiceBuy Blog Posts from a Writing Services LeaderIt seems as though blogs have been around since the beginning of time, but in reality, they have only gained popularity when people began to in essence create an online version of a personal diary. Today blogs play a dominant role in society, shaping pop culture and even politics. In fact, blogs have become such an important medium of communication that professors often require their students to write them as part of their coursework, which is why so many buy blog posts from us, the leading blog post writing service. For instance, students are asked to reflect on the material that they have been learning during the course of the semester. But the skills that you gain extend beyond what you learn in the classroom. If you get enough practice with blog writing and become really good at it, you might even earn a living as a professional blog writer.Blog post writing can be so inspiring if you know how to do it right.  But if you dont? We recommend you not to wait for motivation or inspiration.  We can write an excellent blog article right now. (Only Reliable Payment Systems)Buy Blog Posts Here

Analysis Of On Self Respect By Joan Didion - 1660 Words

In 2017 our thoughts and actions are guided and molded in large part by social media, reality television shows and pop culture. Without realizing the extent to which constructed reality and self-curated life exhibitions shape how we see the world, we form perceptions and establish standards of what our lives should look like based on stories and photos posted on Snapchat and Instagram and find ourselves reflexively belting out song lyrics that directly contradict our values. Joan Didion, a unique and relatable but brilliant author, seems to have an understanding that the challenges she faced as a freshman in college in the 1950s would still be relevant and problematic for college students almost 70 years later. In Didion’s essay, â€Å"On†¦show more content†¦Didion convinces her audience that self-respect is the complete opposite; it is about taking ownership of your actions and having the moral courage to gracefully accept the consequences of those actions, even when the actions themselves are not respectable. One of the most interesting things about Didion manifested through her writing is her traditional and precise understanding of self-respect. Self-respect can be developed through the audacity of an individual and a personal journey that is composed of mistakes of any breadth, and ultimately not running away from those points of weakness. In attempts to stop this new definition of self-respect (seeking attention and acceptance from people around you) from blossoming any further, Didion needs to find a way to convince her audience that her definition is correct. To get her audience s full attention she must first gain their trust. Joan Didion is an esteemed author. Before Slouching Towards Bethlehem, a compilation of Didion’s essays, including â€Å"On Self-Respect,† was published in 1968, most of her works were initially published in reputable news publications and magazines such as American Scholar, California Monthly, New York Times Magazine, and the Saturday Evening Post. Her frequent contributions to these respected publications gives her a credibleShow MoreRelatedAnalysis Of `` On Self Respect `` By Joan Didion1077 Words   |  5 Pageswe see, curiously determined to live out -since our self-image is untenable-thief false notions us.†- Joan Didion â€Å"On Self-Respect†.Didion, in his essay, states that to alien from self is to to free us from the expectation of others ,to remain indifferent and to achieve self-respect.Upon reading, I began to wonder if I am self-respect. Character? Free from expectation ?The ability to face up mistakes ? Maybe not.The article written by Joan Didion, I believe, serves as a reminder to the rest of usRead MoreBoyer Dbq Teacher Guide10764 Words   |  44 PagesChange and Family Life, 1815–1860 This DBQ requires that students examine aspects of American home and family life between 1815 and 1860. The structure of the question provides three topics that can be used as a template for structuring the lines of analysis in their essays—westward expansion, the market economy, and early industrialization. A glance at the chronology sections in the textbook that conclude Chapters 9 and 11 should serve to demonstrate that numerous changes occurred relating to each of

Value Stream Mapping - 639 Words

Value Stream Mapping Prof. N.Raghavan Value Stream Mapping (VSM) Definitions †¢ Value: What the Client wants from the process †¢ Value stream: Includes all the processes and activities used to design, produce and deliver the product or service to the Client. --- All the steps – both value added and non value added – required to take a product or service from its raw materials state into the waiting arms of a happy customer. †¢ Value Stream Map: Special type of flow chart that uses symbols from the â€Å"Language of Lean† to depict and improve the flow of inventory and information. Typ. VSM Value Stream †¢ â€Å"Whenever there is a product for a customer, there is a value stream. The challenge lies in seeing it.† -Learning†¦show more content†¦Create a Future State Value Stream Map †¢ Now that we have a better understanding of the current state of affairs, we are ready to draw a picture of how we would like things to look in the future. †¢ Typically, as an example, we aim to make things flow and reduce the amount of inventory or waiting in between steps. †¢ It’s at this point that we can create an ideal work process. Create an Action Plan †¢ Now that we know how things are working today and how we would like to see them working in the future it’s time to form a plan. †¢ There are a variety of templates available for this. We should know exactly what needs to happen and when it needs to happen. †¢ In short, we form the plan†¦ then execute the plan! †¢ VSM procedures For making the improvements, some examples: – Use Work (Time, Motion, ..) studies to identify NVAs eliminate them – Modularisation / Standardisation – Design changes to improve Constructability – Off-site fabrication and assembly – Reducing Batch size – E.g., going in for multiple smaller batching plants in the site to enhance flexibility in delivery of concrete mix. – Bringing closely interconnected operations (E.g. Formwork, reinforcement and concreting) under supervision of one agency – Implementing pull system through Kanban Cards (E.g. Block work, formwork etc) for better control on inventory management at the central storage yard, smooth logistics within site and for avoidingShow MoreRelatedValue Stream Mapping1827 Words   |  8 PagesLEAN AND CLEAN VALUE STREAM MAPPING Value stream mapping is a Lean process-mapping method for understanding the sequence of activities used to produce a product. During the Green Suppliers Network technical review, you will use value stream mapping to identify sources of non-value added time or materials; identify opportunities to increase efficiency; and develop a plan for implementing improvements. Value stream maps serve as a critical tool during the review process and can reveal substantialRead MoreValue Stream Mapping in Industry1700 Words   |  7 PagesValue Stream Mapping 1 Value Stream Mapping Definition †¢ Value Stream Mapping (VSM): – Special type of flow chart that uses symbols known as the language of Lean to depict and improve the flow of inventory and information. 2 Value Stream Mapping Purpose †¢ Provide optimum value to the customer through a complete value creation process with minimum waste in: – Design (concept to customer) – Build (order to delivery) – Sustain (in-use through life cycle to service) 3 Why Read MoreSample Resume On Value Stream Mapping2219 Words   |  9 PagesJohn Shook were asked to use their knowledge of Toyota practices to create a simple tool for managers to enable them to see the flow of value. They came up with Value Stream Mapping. This lean tool can help companies optimize their production in such a way that it results in drastic reduction in cost and throughput time and also improved quality. Value Stream Mapping (VSM) allows user to create a concrete plan to make most efficient use of the available resources. VSM is one of the most powerful leanRead MoreValue Stream Mapping for Coca Cola Company1302 Words   |  6 Pages0 0 7 17 3 1 0 10 1 4 37 ## r y g r y g r y g r y g r y g r y g r y g r y g 4 3 10 1 13 13 23 14 2 9 6 38 1 0 6 12 5 4 0 9 2 4 42 108 USD 10,199,599 Financial Value Target (Annualized) Financial Value Actual (Annualized) 2009 YTD Target 2009 YTD Actual USD 3,962,208 USD 3,596,345 USD 1,990,831 USD 2,584,387 USD 8,783,040 USD 6,001,383 USD 2,089,424 USD 1,737,652 USD 6,854,789 USD 1,805Read MoreVisual Management, Single Minute Exchange Of Die ( Smed ) And Value Stream Mapping1576 Words   |  7 Pagesassignment I studied and analyzed three tools that can help me and are fundamental to success in this business world that is ruled by time and efficiency. The tools I selected are: Visual Management, Single Minute Exchange of Die (SMED) and Value Stream Mapping. VISUAL MANAGEMENT: In order to continuously improve and progress as an organization, people need to observe, communicate and sharing information. The visual management is a strategy that make information easier to interpret and immediatelyRead MoreValue Stream Mapping Of Passive Rfid1696 Words   |  7 PagesAssignment #4 Value Stream Mapping of passive RFID’s in the Construction process: A Qualitative Analysis 1. Introduction and Background As the projects increase in size so does the complexity of associated with them .Large scale projects require a systematic structure so as it stays on schedule and the costs are not escalated. To monitor and control the processes in the construction project the industry is moving towards autonomation. Autonomation of the construction projects has made the processRead MoreAssessment of Value Stream Mapping Tools1047 Words   |  4 PagesAssessment of Value Stream Mapping Tools Introduction Value-stream mapping is the study of processes and systems required to bring a product or service from a provider to a manufacturer. The series of techniques used throughout value stream mapping are most often used for providing manufacturers with the ability to attain lean manufacturing process performance improvements by mitigating and eliminating the seven types of waste (Van Goubergen, Van Landeghem, Van Aken, Letens, 2003). The intentRead MoreBasic Tools Of Value Stream Mapping Essay954 Words   |  4 PagesThis project work has given very good information on the usage of the major tools of Value stream mapping. It has also provided me knowledge on the Single piece flow, Cell design, material presentation super market to support for the Takted manufacturing assembly cell. A lot of analysis like PQ, Capacity Analysis, line balancing for cell design and super market, material presentation water spider for wastes elimination from the assembly process. 6.1.1 Action completed per plan before Mid SemesterRead MoreThe Approach At High Level1025 Words   |  5 Pagesnow in the tech industry, with many organizations joining the bandwagon and working towards embracing the DevOps practices. Wiki describes Devops as a practice that emphasizes the collaboration and communication of the IT professionals across the value chain while automating the process of software delivery and infrastructure changes. The aim is to deliver the software quickly and reliably. However, in an enterprise scenario with the complexity involved, the journey to implement DevOps comprehensivelyRead MoreToshiba : Ome Works1720 Words   |  7 PagesValue Stream Mapping 1 Value Stream Mapping Definition †¢ Value Stream Mapping (VSM): – Special type of flow chart that uses symbols known as the language of Lean to depict and improve the flow of inventory and information. 2 Value Stream Mapping Purpose †¢ Provide optimum value to the customer through a complete value creation process with minimum waste in: – Design (concept to customer) – Build (order to delivery) – Sustain (in-use through life cycle to service) 3 Why

History Cw Investigation Free Essays

Had Hitler not have used coercion in this example then it could have been possible that the â€Å"radical ambitions of the AS, who kept longing for a real social revolution. â€Å"6 May have had enough trench to remove Hitler from power and begin a revolution of their own; therefore in this case coercion proved to be important to him and his challenge of maintaining power. Hitler also created a secret police called the Gestapo, which included many members from the AS. We will write a custom essay sample on History Cw Investigation or any similar topic only for you Order Now The Gestapo was created as an â€Å"organization to hunt down ‘enemies of the state. 7 And were responsible for placing these ‘enemies of the state’ into concentration camps. The Gestapo portrayed forms of psychological coercion more than it did physical relying more on threats than actual violence. Hitler grew to rely on he Gestapo and their work as the idea of being sent to these concentration camps â€Å"enforced the message that an individual should be totally loyal to the state. â€Å"8 The sheer fear factor of the Gestapo lead to many German people becoming ‘informers’ and giving up information on people in the area who were against Nazi ideology. In fact, â€Å"the Gestapo relied on the active cooperation of the German people. â€Å"9 Because despite â€Å"Its fearsome reputation, the Gestapo was not particularly large. â€Å"l O With â€Å"major areas such as Frankfurt, Hannover and Bremen having under 50 officers each† 1 1 This suggests that psychological coercion was key in helping Hitler maintain power, as Hitler and the Nazi party were able to control the German citizens as they had installed so much fear into them that they were tricked into believing the Gestapo were everywhere. However it could be argued that the German citizens may have had more of an idea that so little Gestapo were really in their towns than first believed which means that rather than spilling information on local ‘enemies of the state’ due to fear they did it as they were in support of Nazi ideology and rather it was their ideology that proved to be he key factor in Hitler maintaining power, not coercion. Hitler furthered his coercion tactics during his reign as chancellor creating concentration camps in which Hitler disposed enemies of the state. Here they were â€Å"consigned to an uncertain fate. 1 2 Hitler presented these camps as â€Å"educative institutions that provided a correction and a warning†1 3 The camps were used as a tactic to scare German civilians into complying with the Nazis rule they were undoubtedly ‘successful’ in removing any enemies that Hitler believed posed a threat to his party with â€Å"Jews, trade union leaders, socialists and unionists†14 all given a â€Å"promise of savage brutality. â€Å"1 5 With any political opposition unable to gather enough support, due to the majority of them being hidden away in these camps, Hitler never had to worry that he may be voted out of power by the German public. With little opposition, particularly politically, the people of Germany would have become ‘use’ to this way of living, fearing that if they did speak out against the regime they would be sent to these camps where they would be â€Å"beaten, tortured, starved and often murdered† 16 This use of terror, a tactic which he himself admitted was â€Å"the cost effective instrument†17 was a clear example of coercion and without it Hitter’s position as chancellor may not have been as stable as it showed to be during his time in power. How to cite History Cw Investigation, Papers

Trypanophobia The Irrational Fear Of Injections Essay Example

Trypanophobia The Irrational Fear Of Injections Paper This fear is constant with doctor r visits as well as dental checkups. It is still unclear what causes transportation. There have bee n speculations that it could be inherited from parents. It has been estimated that up to 80% of the e people who have this condition also have a close relative that suffers from it also. Sometimes it can very difficult to treat someone with transportation because they tend to avoid medical car e that might involve needles. Cognitive behavioral therapy has proven to be very effective with try eating this reticular type of phobia by gradually desensitizing them to needles. There ha eve been some adaptations of certain medications to treat people with transportation like an Sal flu vaccinations and needless diabetic treatment. The symptoms for transportation vary from person to person. Symptoms can affect you emotionally, physically, and mentally. There are basic symptoms that nearly e very person with transportation faces. This includes a feeling Of uncontrollable sense Of anxiety y. The thought of injections can often times make the person queasy and uncomfortable. Usual lay people suffering room transportation will do anything to avoid any situation dealing with needle sees. There is a very thin line between a common fear of needles and a actual phobia. Many people e feel uncomfortable around needles especially as kids. Its natural to not like needle s. It becomes a phobia when its starts to inhibit a person from carrying out his/ her normal life. This also holds true to many of the mental disorders reviewed earlier in the year. Suffers of t reprobating. Often realize their fear is irrational, but feel powerless to control them. Even though this is an irrational ear of a physical object it can affection mentally as well as physically. We will write a custom essay sample on Trypanophobia The Irrational Fear Of Injections specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Trypanophobia The Irrational Fear Of Injections specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Trypanophobia The Irrational Fear Of Injections specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The fee AR of needles can consume your thoughts making it hard to think about anything else but your phobia. People will often associate bad images or movie scenes with needles giving them a negate eve perspective from a mental standpoint. There is also the constant fear fainting that a pee r son with transportation has to deal with. Transportation can affect one on a emotional level to causing extreme anxiety in some cases. Depression can also stem indirectly from an IR rational fear of this nature. Anger with oneself is also common due to the fact that suffers tend to realize their fears are over exaggerated. The most obvious of all the symptoms are the physical ones. Some of the physical symptoms include dizziness, nausea, sweating, accelerated heart rate , and lightheaded. Physical symptoms are unique to each person but are always present in one f arm or another. There are many theories that explain possible reasons for needle phobia. On e states that because being injected is a somewhat painful as a child, the fear develops wit h you sassy age. You are usually given your first needle as a child. The person that is giving you the needle to you unknown to you majority Of the time. There is also confusion added because you do not understand why your parent or guardian would let this happen. All of this can lead to a horrible experience that could potentially follow you the rest of your life. Another thee ray states that we learn to fear needles from our parents or guardians. Many children grow up b Ewing told to stay away from needles and that they are dangerous. Having a parent with needle phobia can also result in it being present in the child. Needles can also have negative associate NSA that go along with them. An example of this would be seeing an elder relative constantly re giving injections and then dying or getting a blood test and later finding out you have a serious illness. There are many procedures that can help avoid the use of needles in certain procedures, but there are few procedures that actually help treat the phobia. The only two current solutions that have been proven to solve the problem are cognitive behavioral therapy y and hypnotherapy. Cognitive behavioral therapy involves slowly desensitizing you to the needle s. Through petition you should find that all anxiety derived from seeing needles have v aniseed. Hypnotherapy involves getting the patient in a deep state of relaxation and us inning visual techniques to treat the phobia. Approximately 20 percent of the general population has some degree of fear when it comes to needles or injections. Around 1 0 percent of them actually have try anaphoric. Of those who have transportation at least 20 percent avoid medical treatment as a rest alt. Transportation can be a learned or inherited conditions. Only a small percent actually inherit it from their parents. Usually kids start to show signs of transportation at ages 4 through 6 Nature vs. nature plays an immense role in the development of transportation a. As stated earlier in the essay there is estimated that 80 percent of the people who develop pop transportation have a close relative who also has it. This shows that genetic do play a role in t his particular phobia. Modern research has shown that it actually can be passed down to o offspring. A childs environment can also be a stimulus for transportation. Depending on how the e particular child was introduced to needles could be the difference from a lifetime fear and an everyday part of life. Having a parent or guardian around who happens to have transportation could affect a small child. Childrens perceptions of things can easily be shaped by an adult. So if a child is told over and over that he/ she should fear needles and associate needles with negative things then of course said child be become fearful of them. If a adult figure was to sit down and explain too child that needles can harm but when in the right hands they can do unproven dented things for the body immune system. It all depends on how the kid grows up viewing needle sees. Once a child starts to associate needles with either positive or negative things it is hard to break that train of thought. With the proper guidance every child can have a better chance to the early stages Of transportation before it gets worse. Once the person grows into adulthood it can be extremely hard to reverse the symptoms but not impossible. By using a certain type of c cognitive behavioral therapy called exposure therapy a person can potentially become e desensitizing to needles. By gradually desensitizing the patient he/ she will be able to tolerate needles more and more. This type of treatment has been shown to be the most successful when working with transportation. Many people refuse to seek treatment when dealing with try anaphoric instead they would rather avoid their fear instead of trying to face it. Transportation is one of those conditions that just get harder to shake as you get older. It truly depends on how you are conditioned as a child. As a child a lot weighs o n your first experience with needles. It is your parents responsibility to make the expire once has enjoyable as possible. If done correctly needles could be a walk in the park for you but have g a bad experience could cause a lifetime ignite a lifetime struggle that could have ease ill been avoided. I believe having a phobia like this can be more mental than anything. Needles t happily do not hurt anyway it is usually the medicine placed inside. If a patient is able to get over t he mental side of it her/ she has a good chance of overcoming the phobia. With the right help anyone can potentially comfortable with needles. Needles are sharp which bring about an instinctive fear from the early stages of life even through adulthood. This phobia is very real and has affected ore people than I originally thought. I believe more pressure should be put on the parents to show all the great benefits needles can potentially give us . This particular phobia is somewhat personal to me because when I was grow Eng up as a child I hated going to the doctors because of the threat of potentially having t o get a needle. Taking doctor visits and having dental check ups would make me anxious. To this day I have never been able to kick at someone stick me with a needle. Always have to I ask away and take my mind off of the current situation.

Hypnosis Essays - Hypnosis, Hypnotherapy, Trance, Animal Magnetism

Hypnosis Essays - Hypnosis, Hypnotherapy, Trance, Animal Magnetism Hypnosis Hypnosis Recently, I was watching an episode of the Ricki Lake Show that featured a master hypnotist. Glued to the television, I witnessed a group of volunteers make fools of themselves - dancing with mops, impersonating animals, and other abnormal acts. Thus, my curiosity peaked. Over the years, hypnosis has been a topic studied by scientists, doctors, philosophers, new agers, and those such as myself. The Encarta Encyclopedia defines hypnosis as, an altered state of consciousness and heightened responsiveness to suggestion. It may be induced by normal persons through a variety of methods and has been used occasionally in medical and psychiatric treatment. Most frequently brought about through the actions of an operator, or hypnotist, who engages the attention of a subject and assigns certain tasks to him or her while uttering monotonous, repetitive verbal commands. Such tasks may include muscle relaxation, eye fixation, and arm levitation. Hypnosis also may be self-induced, by trained practices and rituals that are found in many mystical, philosophical, and religious systems. Hypnosis has many useful situations. One would be in the area of memory. When you are entranced in the hypnotic state, your sense of memory is enhanced. Although this is true, the things that are remembered cannot always be regarded as the truth. Sometimes when a person is entranced, they will remember things that never actually happened, but have great personal significance. One area that has caused tremendous controversy is in the area of hypnotizability. The question has been raised many times if there are certain people who can be hypnotized and certain people who cannot be hypnotize. There are people indeed who can and cannot. The only thing it depends on is how well you can focus. People who have better focus generally have better results with hypnotism, and people who have a harder time focusing tend to be less susceptible, as a general rule. Although hypnosis is totally safe as long as your hypnotist is competent and trustworthy, some skeptical people still have fears and concerns. This once again, all relies on how ethical your hypnotist is. Some people also think that people lose control of their actions when they are hypnotized. In a way, you do lose control. From what I have learned, you enter what I describe as an uninhibited state, where things that you would normally find horribly embarrassing would seem perfectly normal, but you do not give up control over moral decisions. A person in a hypnotic trance can come out anytime they want to if they are asked to do something that goes against their moral values. Another use of hypnosis is in therapy. This is called hypnotherapy. Hypnotherapy can be defined as the use of hypnosis for self-improvement and/or the release of problems. All hypnotherapy employs hypnosis, but all hypnosis is not hypnotherapy. Hypnotherapy has a wide variety of uses. Some surgeons and anesthesiologists use it in controlling pain, relaxing the patient, relieving postsurgical depression, and controlling nausea. It is helpful in treating sexual disorders such as impotence, frigidity, and the psychosomatic disorders. Treatment of problems using hypnosis has been used throughout history. Although evidence suggests that hypnosis has been practiced in some form or another for several thousand years (such as coal walking), the earliest recorded history of begins in 1734 with a man named Franz Anton Mesmer. Although, he was eventually disavowed by the scientific community because of his unorthodox methods that made him more of a mysticist than a scientist, he is generally known as the father of hypnotism. Mesmer called his methods mesmerism, thus came the word mesmerize. But the name didn't stick, it later changed to hypnosis, its name being derived from Hypnos, the Greek god of sleep.

Indefinite Articles When to Use An Instead of A - Proofeds Writing Tips

Indefinite Articles When to Use An Instead of A - Proofeds Writing Tips Indefinite Articles: When to Use An Instead of A The problem with the English language is that it rarely sticks to its own rules. This can be confusing when it comes to ensuring high grammatical standards. The indefinite article, for example, can be either â€Å"a† or â€Å"an† depending on the situation. And while this is probably a word you use on a daily basis without even thinking about it, it is still one that many people find confusing. Why Are There Two Versions of This Word? There are two versions of the indefinite article in English because it is easier to pronounce â€Å"an† than â€Å"a† when it comes before a word beginning with a vowel. Using â€Å"an† separates the article from the following noun, so â€Å"an office† is correct but â€Å"a office† would sound wrong to most people. The general rule is to use â€Å"an† before words beginning with vowels and â€Å"a† before words beginning in consonants. But, as with most rules, there are exceptions to this, which is where things get tricky. Hard Vowels One important exception is words beginning with hard vowels. This includes any word that starts with a vowel but sounds like it doesn’t, such as â€Å"university† or â€Å"Europe.† Although these words start with â€Å"u† and â€Å"Eu† respectively, they are pronounced with a â€Å"you-† sound at the beginning. For instance, it is â€Å"you-niversity† rather than â€Å"oo-niversity.† In cases like this the word should be preceded with â€Å"a† rather than â€Å"an,† as in the following example: The koala lived in a eucalyptus tree Correct The koala lived in an eucalyptus tree Incorrect Soft Consonants Another issue that many find confusing is whether to use â€Å"an† before words starting with â€Å"h.† This is, in fact, much simpler to resolve in American English than in other English speaking countries, where words like â€Å"historical† and â€Å"heroic† are sometimes pronounced with a silent â€Å"h.† In Britain, for example, you might meet people who write â€Å"an hotel† rather than â€Å"a hotel.† But in the US this is very rare. If in doubt, the key again lies in the pronunciation. Do you pronounce the â€Å"h† at the start of the word? If so use â€Å"a†; if not use â€Å"an.† For example: There was a house on a hill Correct There was an house on an hill Incorrect Basil is an herb commonly used in Italian cuisine Correct Basil is a herb commonly used in Italian cuisine Incorrect In summary, if you’re ever confused about whether to use â€Å"a† or â€Å"an† in your writing, try reading it out loud; if it starts with a consonant sound, use â€Å"a,† while words which start with a vowel sound need â€Å"an.† And if ever you see a horned horse flying a rotary aircraft, remember that it’s â€Å"a unicorn piloting a helicopter† and not â€Å"an unicorn piloting an helicopter.† You’ll find more helpful grammar tips on our academic blog, while if you’d like to have your work checked by one of our expert proofreaders here at Proofed we offer a variety of services to meet your specific requirements.

How the deficits of the 1980's contributed to the prosperity of the Term Paper

How the deficits of the 1980's contributed to the prosperity of the 1990's - Term Paper Example These are: (1) to reduce the growth of government spending, (2) to reduce the marginal tax rates on income from both labor and capital, (3) to reduce regulation, and (4) to reduce inflation by controlling the growth of the money supply† (Niskanen, â€Å"Encyclopedia†). These changes reduced taxes for most wage earners, and most of the poor were actually exempted from taxes. Reagan also eliminated price controls on oil and natural gas, long distance telephone service, and ocean shipping. As reported by the Joint Economic Committee in April of 2000, Reagan’s polices resulted in the largest peacetime economic boom in American history. It also resulted to 35 million jobs for many Americans. The committee reports, â€Å"[i]n 1981, newly elected President Ronald Reagan refocused fiscal policy on the long run†¦these were fundamental changes that proved the foundation for the Great Expansion that began in December 1982† (Sperry, â€Å"Issues†). At the b eginning of the 1990s when Reagan’s tax rate cuts were set in place, tax payers who earned more were taxed more, and those who earned less were taxed less. This gave a chance for those in the lower rungs of the economic ladder to recover from their difficult economic situation. The reductions in income tax for those who had lower income were so dramatic because President Reagan doubled the personal exemption; he also increased the standard deduction, and he tripled the earned income tax credit. Earned income tax credit gave net cash to single-parent families with children at the lowest income levels. Reagan’s economic policies practically took from the rich and took less from the poor, and this gave the lower income group in American society a chance to recover and improve their lives. The eventual manifestations of improved life were later seen in the 1990s. The stimulants for growth in the 1990s can be traced back to the economic measures and policies which were implemented during the

Recruitement Research Paper Example | Topics and Well Written Essays - 2500 words

Recruitement - Research Paper Example This would then be advertised as appropriate. The Pepsi website often advertises jobs to support recruitment of staff members. Pepsi also recruits from Twitter and LinkedIn. These social media enables them to send job vacancies to people who qualify for them. At other times, they send the vacancy advert to local newspapers. For top level jobs or jobs at regional or international levels, they advertise in international media like global news channels like Al Jazeera and global newspapers like TIME magazine. Candidates apply to Pepsi when they feel they are qualified. Once applications are received for the recruitment exercise, the appropriate HR staff and relevant managers assess the claims and offer jobs. Pepsi is in competition with major companies like Coca Cola. As such, they will need to ensure that they recruit only the best people who can keep Pepsi at the top. This is because if they get the best in the industry, they are likely to overtake their competitors. Pepsi appears to be a friendly organization because they offer people the chance to work with them. Their website shows a lot of details about their recruitment. This presents them as a positive organization to the world. Organizational goals in Pepsi is always matched with the mission and vision declared by the management of the company. As such, recruitment enables the management of Pepsi to ensure that only the best people who can attain a given vision at every point in time are employed. This enables them to use their human resource in the most effective and most strategic way possible. Since Pepsi is a big organization, putting together a recruitment campaign is expensive. First of all, they will have to maintain a big human resource management team that would continue to study the organization and plan recruitment activities. Secondly, the costs of advertising and maintaining the Pepsi website is bloated because of recruitment. Additionally,

Burns :: essays research papers

Burns Epidemiology: US – 2M seek serious burns  70k require hospitalizations, 5k die Usually caused by careless and ignorance, nearly half are smoking or alcohol -related. Goal: well healed durable skin with normal function and near-normal appearance. Pathology Cutaneous burns – caused primarily by the application of heat to the skin resulting in coagulative necrosis of some or all of the epidermis and dermis. Depth of burn – depends on heat of the burn source, thickness of the skin, duration of contact, and the blood flow. Classifications: Shallow burns †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First Degree – involve only the epidermis; no blisters; painful and erythematous due to dermal vasodilation; erythema and pain subsides in 2-3 days; desquamation occurs in day 4 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Superficial Dermal Burns (Second Degree) - include the upper layer of the dermis; form blisters at the interface of the epidermis and dermis; when blisters are removed, wound is pink and wet, and currents of air passing over it cause pain; wound is hypersensitive and blanches with pressure; if without infection, spontaneous healing in 5% TBSA in any age group 5.  Ã‚  Ã‚  Ã‚  Ã‚  Electrical burns including lightning injury 6.  Ã‚  Ã‚  Ã‚  Ã‚  Chemical injury 7.  Ã‚  Ã‚  Ã‚  Ã‚  Inhalation injury 8.  Ã‚  Ã‚  Ã‚  Ã‚  Burns of any size in patients with pre-existing medical disorders that could complicate management, prolong recovery, or affect mortality 9.  Ã‚  Ã‚  Ã‚  Ã‚  Burns with concomitant mechanical trauma (e.g. fractures) where the burn injury poses the greatest risk of morbidity and mortality 10.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in children if there are no qualified personnel or equipment for pediatric care at the initial hospital 11.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in patients requiring special social, emotional, and/or long-term rehabilitative support, including cases of suspected child abuse, substance abuse, etc Emergency Care Airway – initial attention must be directed to this; if patient is rescued from a burning building or exposed to a smoky fire, place on 100% oxygen by tight-fitting mask; if patient unconscious, place ET tube attached to a source of 100% oxygen Once airway is secured, assess patient for other injuries and transport to the nearest hospital. Begin fluid administration of crystalloid solution at a rate of approximately 1L/h. Wrap patient in clean sheet, remove constricting clothing and jewelries. Cold application is used in smaller burns, particularly scalds. Ice should not be used. Assessment of Inhalational Injury - suspect for patients with a flame burn, esp in enclosed space. Hoarseness and expiratory wheezes are signs of potentially serious airway edema or smoke poisoning; inspect mouth for swelling, blisters, soot; copious mucus production and carbonaceous sputum are signs of smoke inhalation and other products of combustion; get ABGs and carboxyhemoglobin levels (if >1, smoke inhalation) Burns :: essays research papers Burns Epidemiology: US – 2M seek serious burns  70k require hospitalizations, 5k die Usually caused by careless and ignorance, nearly half are smoking or alcohol -related. Goal: well healed durable skin with normal function and near-normal appearance. Pathology Cutaneous burns – caused primarily by the application of heat to the skin resulting in coagulative necrosis of some or all of the epidermis and dermis. Depth of burn – depends on heat of the burn source, thickness of the skin, duration of contact, and the blood flow. Classifications: Shallow burns †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  First Degree – involve only the epidermis; no blisters; painful and erythematous due to dermal vasodilation; erythema and pain subsides in 2-3 days; desquamation occurs in day 4 †¢Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Superficial Dermal Burns (Second Degree) - include the upper layer of the dermis; form blisters at the interface of the epidermis and dermis; when blisters are removed, wound is pink and wet, and currents of air passing over it cause pain; wound is hypersensitive and blanches with pressure; if without infection, spontaneous healing in 5% TBSA in any age group 5.  Ã‚  Ã‚  Ã‚  Ã‚  Electrical burns including lightning injury 6.  Ã‚  Ã‚  Ã‚  Ã‚  Chemical injury 7.  Ã‚  Ã‚  Ã‚  Ã‚  Inhalation injury 8.  Ã‚  Ã‚  Ã‚  Ã‚  Burns of any size in patients with pre-existing medical disorders that could complicate management, prolong recovery, or affect mortality 9.  Ã‚  Ã‚  Ã‚  Ã‚  Burns with concomitant mechanical trauma (e.g. fractures) where the burn injury poses the greatest risk of morbidity and mortality 10.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in children if there are no qualified personnel or equipment for pediatric care at the initial hospital 11.  Ã‚  Ã‚  Ã‚  Ã‚  Burns in patients requiring special social, emotional, and/or long-term rehabilitative support, including cases of suspected child abuse, substance abuse, etc Emergency Care Airway – initial attention must be directed to this; if patient is rescued from a burning building or exposed to a smoky fire, place on 100% oxygen by tight-fitting mask; if patient unconscious, place ET tube attached to a source of 100% oxygen Once airway is secured, assess patient for other injuries and transport to the nearest hospital. Begin fluid administration of crystalloid solution at a rate of approximately 1L/h. Wrap patient in clean sheet, remove constricting clothing and jewelries. Cold application is used in smaller burns, particularly scalds. Ice should not be used. Assessment of Inhalational Injury - suspect for patients with a flame burn, esp in enclosed space. Hoarseness and expiratory wheezes are signs of potentially serious airway edema or smoke poisoning; inspect mouth for swelling, blisters, soot; copious mucus production and carbonaceous sputum are signs of smoke inhalation and other products of combustion; get ABGs and carboxyhemoglobin levels (if >1, smoke inhalation)

Problem Solving and Decision Making Essay

Much of what managers and supervisors do is solve problems and make decisions. New managers and supervisors, in particular, often make solve problems and decisions by reacting to them. They are â€Å"under the gun†, stressed and very short for time. Consequently, when they encounter a new problem or decision they must make, they react with a decision that seemed to work before. It’s easy with this approach to get stuck in a circle of solving the same problem over and over again. Therefore, as a new manager or supervisor, get used to an organized approach to problem solving and decision making. Not all problems can be solved and decisions made by the following, rather rational approach. However, the following basic guidelines will get you started. Don’t be intimidated by the length of the list of guidelines. After you’ve practiced them a few times, they’ll become second nature to you — enough that you can deepen and enrich them to suit your own needs and nature. (Note that it might be more your nature to view a â€Å"problem† as an â€Å"opportunity†. Therefore, you might substitute â€Å"problem† for â€Å"opportunity† in the following guidelines.) 1. Define the problem This is often where people struggle. They react to what they think the problem is. Instead, seek to understand more about why you think there’s a problem. Defining the problem: (with input from yourself and others) Ask yourself and others, the following questions: a. What can you see that causes you to think there’s a problem? b. Where is it happening? c. How is it happening? d. When is it happening? e. With whom is it happening? (HINT: Don’t jump to â€Å"Who is causing the problem?† When we’re stressed, blaming is often one of our first reactions. To be an effective manager, you need to address issues more than people.) f. Why is it happening? g. Write down a five-sentence description of the problem in terms of â€Å"The following should be happening, but isn’t †¦Ã¢â‚¬  or â€Å"The following is happening and should be: †¦Ã¢â‚¬  As much as possible, be specific in your description, including what is happening, where, how, with whom and why. (It may be helpful at this point to use a variety of research methods. Also see . Defining complex problems: a. If the problem still seems overwhelming, break it down by repeating steps a-f until you have descriptions of several related problems. Verifying your understanding of the problems: a. It helps a great deal to verify your problem analysis for conferring with a peer or someone else. Prioritize the problems: a. If you discover that you are looking at several related problems, then prioritize which ones you should address first. b. Note the difference between â€Å"important† and â€Å"urgent† problems. Often, what we consider to be important problems to consider are really just urgent problems. Important problems deserve more attention. For example, if you’re continually answering â€Å"urgent† phone calls, then you’ve probably got a more â€Å"important† problem and that’s to design a system that screens and prioritizes your phone calls. Understand your role in the problem: a. Your role in the problem can greatly influence how you perceive the role of others. For example, if you’re very stressed out, it’ll probably look like others are, too, or, you may resort too quickly to blaming and reprimanding others. Or, you are feel very guilty about your role in the problem, you may ignore the accountabilities of others. 2. Look at potential causes for the problem a. It’s amazing how much you don’t know about what you don’t know. Therefore, in this phase, it’s critical to get input from other people who notice the problem and who are effected by it. b. It’s often useful to collect input from other individuals one at a time (at least at first). Otherwise, people tend to be inhibited about offering their impressions of the real causes of problems. c. Write down what your opinions and what you’ve heard from others. d. Regarding what you think might be performance problems associated with an employee, it’s often useful to seek advice from a peer or your supervisor in order to verify your impression of the problem. e. Write down a description of the cause of the problem and in terms of what is happening, where, when, how, with whom and why. 3. Identify alternatives for approaches to resolve the problem a. At this point, it’s useful to keep others involved (unless you’re facing a personal and/or employee performance problem). Brainstorm for solutions to the problem. Very simply put, brainstorming is collecting as many ideas as possible, then screening them to find the best idea. It’s critical when collecting the ideas to not pass any judgment on the ideas — just write them down as you hear them. (A wonderful set of skills used to identify the underlying cause of issues is Systems Thinking.) 4. Select an approach to resolve the problem When selecting the best approach, consider: a. Which approach is the most likely to solve the problem for the long term? b. Which approach is the most realistic to accomplish for now? Do you have the resources? Are they affordable? Do you have enough time to implement the approach? c. What is the extent of risk associated with each alternative? (The nature of this step, in particular, in the problem solving process is why problem solving and decision making are highly integrated.) 5. Plan the implementation of the best alternative (this is your action plan) a. Carefully consider â€Å"What will the situation look like when the problem is solved?† b. What steps should be taken to implement the best alternative to solving the problem? What systems or processes should be changed in your organization, for example, a new policy or procedure? Don’t resort to solutions where someone is â€Å"just going to try harder†. c. How will you know if the steps are being followed or not? (these are your indicators of the success of your plan) d. What resources will you need in terms of people, money and facilities? e. How much time will you need to implement the solution? Write a schedule that includes the start and stop times, and when you expect to see certain indicators of success. f. Who will primarily be responsible for ensuring implementation of the plan? g. Write down the answers to the above questions and consider this as your action plan. h. Communicate the plan to those who will involved in implementing it and, at least, to your immediate supervisor. (An important aspect of this step in the problem-solving process is continually observation and feedback.) 6. Monitor implementation of the plan Monitor the indicators of success: a. Are you seeing what you would expect from the indicators? b. Will the plan be done according to schedule?   c. If the plan is not being followed as expected, then consider: Was the plan realistic? Are there sufficient resources to accomplish the plan on schedule? Should more priority be placed on various aspects of the plan? Should the plan be changed? 7. Verify if the problem has been resolved or not One of the best ways to verify if a problem has been solved or not is to resume normal operations in the organization. Still, you should consider: a. What changes should be made to avoid this type of problem in the future? Consider changes to policies and procedures, training, etc. b. Lastly, consider â€Å"What did you learn from this problem solving?† Consider new knowledge, understanding and/or skills. c. Consider writing a brief memo that highlights the success of the problem solving effort, and what you learned as a result. Share it with your supervisor, peers and subordinates. Decision making is a key role for any manager or leader. Surprisingly many people struggle when it comes to taking decisions. This might be due to: o Fear of failure o Lack of a structured approach o Procrastinating o Lack of clarity Whatever the barriers, there are 6 steps that you can follow when taking any decision. 1. Problem Definition Before you can start to take any decisions, you need to be absolutely clear the problem you are trying to reach a decision on. One simple technique is just to write out in a sentence what the problem is that you need to take a decision on. 2. Assess the implications All decisions have implications. If it is a decision at work, it has implications for you, your peers, your team and your superiors. Depending on the decision (e.g. a promotion at work) it may even have implications for your family, especially if it involves relocation. 3. Explore different perspectives Perspectives are simply different lenses through which you look at the problem. By exploring different perspectives you start to get a feel for those that you are most attracted to. 4. Get clear on your ideal outcome When you are faced with a big decision, it is easy to get lost in the detail and circumstances. An alternative is to get clear on your ideal outcome and use this ideal outcome to inform your choices. Imagine you aspire to be a CFO of a Top 100 company. By having clarity on your outcome, you can make choices on promotions and experience linked to this ideal outcome. 5. Weigh up pros and cons Another way of looking at a decision is to consider the advantages and disadvantages of each of the options open to you. Simply listing the advantages and disadvantages of each option is a powerful way of moving forward on decisions. 6. Decide and act Once you have gone through the previous 5 steps, commit to a choice or course of action and start to make it happen. To avoid procrastination, give yourself permission to be okay with any failings that might arise. At the end of the day there is no magic formula for decision making. Following some simple steps and acting can however move you into the realm of effective decision maker.

Sonny s Blues A Story Based On A Boy - 1279 Words

Sonny’s Blues is a story based on a boy by the name of Sonny, and his brother who is the narrator of the story. In the story Sonny was addicted to heroin, sent to prison, and he and his brother didn’t have much of a relationship. On the other hand, Sonny’s older brother had his life together. He was well educated as he was a mathematics teacher with a family that he had to support. The short story has a lot of connections and relations to some of the biblical stories. One being the prodigal’s son, and the other story being Cain and Abel. Sonny’s Blues was also based on the sufferings of the African American Community, as Sonny and his brother lived in Harlem, New York. Some examples of their sufferings would be their childhood†¦show more content†¦The celebration consisted of a fatted calf being requested to be killed. This celebration leaves the older son upset, because he has worked very hard for all the years the younger son has been awa y living in sin. One would say this message leaves knowledge to the meaning of one can be found in their lost days. In the article The Biblical Foundation Of James Baldwin s Sonny s Blues written by James Tackach, Tackach writes about the biblical relations to the Prodigal’s son. Tackach says that the Prodigal’s Son and Sonny’s Blues are â€Å"sin and redemption† stories. (Tackach 113) The younger sons â€Å"return to their families and are praised and saved†, while the older sons lose grace, which results to the older brother in Sonny’s Blues actually losing Grace. (Tackach) The other connection that was made to the bible was the story of Cain and Abel, found in the book of Genesis. Cain and Abel were the sons of Adam and Eve. Cain was the eldest, and he was jealous of Abel. The jealousy came into play as they gathered their fruits and soil to provide for the Lord. The Lord was pleased with the amount of offering Abel had, but not so much with the amount of offering Cain had. Cain was later angry, which lead him to take Abel in the field to kill him. One may say Sonny and his brother’s relationship was killing them both on the inside, by them not speaking to each other. This accusation may be the reason Sonny’s brother had to contact Sonny for

Essay about TD Centre An Architectural Mini-Utopia in...

The TD Centre is a landmark of Toronto. It is one of the most recognizable elements of the downtown core. It has gained this status for two main reasons. The first one concerns its historical significance: the complex was one of the first of many skyscrapers built in the international style. The second reason is personified by the individual behind the planning and realization of the project: Mies van der Rohe. The building was the last high-rise the world-famous modernist created and therefore it embodied all of his concepts and beliefs on the international style. The complex as a whole stands out in the multitude of high-rises of the downtown core because of its typical, recognizable and repeated style. The original three point†¦show more content†¦In the public square north of Wellington Street one is enclosed by 4 towers. Two are Miesian creations while the other two are the most faithful reproductions by Bregman and Hammond. The four stylistically identical towers have a synergic effect on one another. The repetition which is obvious in their faà §ades extends into the cityscape. While there are hundreds of international styles towers spread throughout the world this is the only place where one is encircled by 4 Miesian towers. The repetition seems to affect everything in the street. Traffic seems more regular, the trees seem to conform to a hidden order related to the buildings, and everything around seems in perfect sync. It briefly feels like a perfect modernist utopia before being pulled back into reality by the acoustic cacophony of city life. This unique feature of the TD Centre is something refreshing which transports the viewer to the dreams of the modernists: Mies’ glass towers or Corb’s City of Three Million. Walking through the complex this feeling persists. The views towards the towers from within the Banking Pavilion can pretty much serve as frames for the architectural movement that is modernism. This initial feeling i s only reinforced by delving deeper into the specific buildings. In looking at the towers individually it seems appropriate because of the space allotted, to focus on the original three point

The Imprint of Words Essay - 1294 Words

The Merriam-Webster’s collegiate dictionary defines the word hate as; â€Å"to dislike intensely or passionately; feel extreme aversion for or extreme hostility toward someone or something† (Dictionary.com). A more significant definition to the term hate would be, having a strong dislike towards someone or something, because of the race, actions, or accomplishments. Do words hurt? The perpetrator may say oh they are just words and I did not really mean it. However, once an individual allows hurtful words to escape from their mouth the damage has already been done, whether they meant to say it or not. The acid tongue burns, words are extremely potent and individuals tend to be careless when using them. Only taking note of the smiles and laughter†¦show more content†¦Thousands of children are mocked, teased, bullied, and ridiculed at the playground every day, and many of them are told to just put up with the verbal abuse, that being teased is a part of life and i s something everyone has to suffer through. However, there is a certain point when so called innocent, harmless, teasing can leave a child or anyone for that matter with lifelong scaring. Overtime, words begin to sink in and wear away at a person’s self worth. People use words everyday; it is the basic means of communication between humans. Without words, society would be left with only gestures and grunts. Since freedom of speech is something that is so greatly cherished amongst people living in America, people are more inclined to say what they want not caring who they offend the process. In â€Å"Mommy, What Does Nigger Mean?† Gloria Naylor states â€Å"The spoken word, like the written word, amounts to a nonsensical arrangement of sounds or letters without a consensus that assigns the ’meaning’ and building of what we hear. We order reality† (Naylor 510). I completely disagree with Naylor’s theory. Yes, words can be a powerful apparatus of expression when effectively applied, but they can also be of treachery when abused. Life can either be enjoyed or destroyed by the power of someone’s tongue; the choice of words can cause people to perceive situations differently. When obscene words are dicta ted to an individual, they can cause a great deal pain. When peopleShow MoreRelatedBond Free Analysis856 Words   |  4 Pagesimagery of â€Å"dauntless wings† which would symbolize brave freedom. In stanza two, Frost extols that he has seen that Love has left its imprint on his life. He has born witness to this fact himself. Footprints have been left in snow and sand by Love. Snow would indicate the coldest of hearts and sand would symbolize warmer hearts. Frost has seen love leave an imprint on those, but what is significant is that in both cases, Love can be swept away and it is impermanent. Snow will melt away and sand canRead MoreEating disorders amongst teenagers900 Words   |  4 PagesDeakin library’s login services. After typing my username and password in, I was able to view the full record of the book. By clicking onto the contents category at the top of the page, I was able to successfully obtain the front cover as well as the imprint page of the book relating to my topic. This was achieved by a screen shot of each page required. I then followed the same procedure with the following three books, excluding the final step of the screenshots of course as it was not needed. AfterRead MoreThe Impact Of Imprinting On International Firms927 Words   |  4 Pagesidentified categories of imprinting sources in prior research. There are several potential weaknesses or limitation to this proposed research. First, the research might be limited due to the use of pre-determined constructs and content analysis words and phrases. Next, there is a potential bias on the part of the interviewees and interviewer. Finally, the findings may not be generalizable. The constructs that were identified by Mathias et al. (2015), which will be employed by this study includeRead MorePuritanism And Salem Witch Trials1332 Words   |  6 Pagesbetween February 1692 and May 1693. The Salem Witch Trials started due to a group of young girls from Salem Village, Massachusetts. Poeple oftenly put Puritans and Pilgrams in the same category. Puritans and Pilgrams are pretty different actually. The word Pilgrim is a modern term for a 17th-century. Englishman who believed in having absolutle separation from the Anglican church. Pilgrims settled oftenly in the Plymouth Colony (Grenander). The Plymouth Colony is south of Boston, and is known to beRead MoreFriends, Family, Co-Workers, Have Heard These Words â€Å"True956 Words   |  4 PagesFriends, family, co-workers, have heard these words â€Å"True love is hard to find† and even a poem by A.C. Bradley echo the words: â€Å"True â€Å"Tis; better to have loved and lost than never to have loved at all.† Friends will say these words and phrases to their dear friend whom is heart- broken to offer comfort and to express the empathy of what love’s bittersweet intangible imprint has caused. Regrettably, only a fortuitous miniscule number of the world population may boast the discovery of an all-encompassingRead MoreDavid Hume on Human Being and Human Knowledge Essay801 Words   |  4 Pagesall a priori judgments. In other words, there are no connections between any of them. Hume does not believe a priori judgments are viable. In fact, he does not even believe all a posteriori judgments are viable, as was noted above. nbsp;nbsp;nbsp;nbsp;nbsp;Let us take a moment to talk about Hume’s origin of ideas. Hume believes in the classic theory of the blank slate – that when we are born, we come into the world with no ideas. Impression is an imprint, meaning that it is something outsideRead MoreImmorality Of The Pagan Gods And Goddesses Essay1262 Words   |  6 Pagescrop up in 1-3 John and Revelation as well. John expounds these themes skillfully alternating narratives and discourses so that the words of Jesus bring out the inner meaning of his works. Thus much of the action becomes symbolic.† He then goes on to write on page 290, â€Å"The theological themes in John begin under the category of revelation. Jesus is the revelatory Word (logos) of God. As such he reveals the truth, which is more than veracity.† John tends to repeat some of his main themes, but sinceRead MoreSonnet 73 Poem Analysis1138 Words   |  5 Pagesscheme. In the first quatrain, summer changing into autumn and the natural process of death in nature is representative of the speaker’s aging and impending death. Images of â€Å"yellow leaves† as well as the subsequent â€Å"none† and â€Å"few† (2), eloquently imprint this succession. Additionally, the mention of â€Å"where late the sweet birds sang† (4) suggests a nostalgic reflection of the speaker’s youth. Enjambment is utilized in the following quatrain, requiring further reading after the phrase â€Å"such day† (5)Read MoreSignificance of Literary Devices in Child 44 Essay1144 Words   |  5 Pagesno crime†. In the meantime, a war hero and MGB member, Leo Demidov, is set out by his superiors to cover up, what is known to be a railway accident; when in reality, it was a certain murder. Conversely, when more bodies are found dead and the same imprints are left; their mouths stuffed with tree bark and their stomachs expurgated from their bodies, Leo cannot help himself bu t onset to believe that there is a cold hearted murderer travelling around the Soviet Union and killing innocent individualsRead More Writing with Technology Essay1488 Words   |  6 Pageswith Technology The task was seemingly straightforward; create a piece of writing without using a single form of technology. I didn’t think this would be much of a problem. I figured I could hand-write something instead of typing it or using a word processor and that would meet the requirements of the project. However, according to Dennis Baron in his essay From Pencils to Pixels the pencil is, in fact, a form of technology. Evidently, it was invented â€Å"by joiners, woodworkers specializing in

Christmas Carol Persuasive Free Essays

Scrooge has changed after the three spirits showed him what happened, what was happening and what was going to happen. Before the three spirits casted by Jacob Marley came, Scrooge was a selfish, dismal man, he thought that Christmas was a waste of time and money. Scrooge after the haunting however has turned into a jolly and generous man, Scrooge treated Christmas like it was beyond a great holiday. We will write a custom essay sample on Christmas Carol Persuasive or any similar topic only for you Order Now The Ghost of Christmas past changed Scrooge because she showed him all the bad things he has commited.The events that was showed to Scrooge made him realize what he has already done. He was taken to the town where he grew up, he saw himself as a young schoolboy and felt bad for the young Scrooge because he saw what he turned into. The Ghost of Christmas Past also showed the argument with his long lost love and Scrooge slightly older, Scrooge felt ashamed of himself since he got in that argument back then. This effected Scrooge which caused him to change but yet there is still more to come.The Ghost of Christmas Present showed Scrooge the events that were going on, Scrooge touched his robe and the went on a journey. He first was taken his buisness partners Crachits home, Scrooge sees that they are going through tough times because Tiny Tim is trying to recover from a physical disease. The Crachits talk about Scrooge and how he treats Bob Crachit. The Crachits in honor of Scrooge gives a toast to him, and the Spirit takes Scrooge away into another place.Scrooges nephew and his wife were sitting, like the Crachits they were talking about Scrooge and how he treats him. Then the nephew just like the Crachits gave him a toast. The Ghost of Christmas present showed him of what other people did for him, this made Scrooge feel bad of what he has done. The Ghost of Christmas Future is what Scrooge feared the most. Although the Spirit was silent it gave Scrooge a strong message of what is going to happen. When the spirit appeared Scrooge went on his knees and begged mercy for himself.The Spirit took him to a place where he saw Mrs. Dilber, Old Joe and a woman. They were selling Scrooge’s possesions, he did not realize that they were his own possesions and he thought it was Jacob Marley’s possesions. He then sees the Crachits all sad and waiting for his father, Tiny Tim died because he did not recover from his disability and Bob Crachit then came back from his funeral the family mourned, this made Scrooge feel horrible. The Ghost of Christmas Future then points to the grave of Scrooge himself. Scrooge then begs and cries for mercy but then wakes up. This showed The changes that Scrooge made were clearly noticable, he was jolly and happy instead of being selfish and anti-social. He even proved that he has changed by having kids do him a favor and paying them. Scrooge really proved his generosity by noticing Bob Crachit was late, but instead of firing him Scrooge told him that he would raise his salary. So Scrooge learned and changed a lot from the three spirits. How to cite Christmas Carol Persuasive, Essays

Curriculum Development and Design free essay sample

These programs arose from the thinking of a group of pioneers who believed that the educational approach that had been developed by medical education innovators at McMaster University was also most relevant for the preparation of occupational therapists and physiotherapists. Consequently, a group of educators from both institutions, Mohawk College and McMaster University, combined their skills and created a vision that became the diploma programs in occupational therapy and physiotherapy. This approach was problem-based learning, and was used as the foundation for both programs from their inception to the present day, across three different iterations of curriculum. One of the key innovations to the way in which the college programs were taught was the combination of using faculty from both the university and college to teach all courses. In the 1980s, a degree completion program was launched that provided graduates of the diploma program a chance to upgrade their qualification to a bachelors degree from McMaster University. This was particularly important since the minimum credential for entry to practice had been raised to the baccalaureate level by the professional associations. In 1989, the program moved completely into the university setting and the graduates were granted a BHSc(PT) or BHSc(OT), a bachelor degree in health sciences. Ten years later, in 2000, candidates were admitted to the entrylevel masters programs in occupational therapy and physiotherapy. The Pedagogical Framework: Problem-based Learning As briefly referred to above, the occupational therapy and physiotherapy programs at McMaster University have a strong history with and legacy of problem-based learning. While the initial curriculum models were strongly influenced by the inaugural undergraduate medical curriculum, time and confidence presented opportunities to create our own models. These models reflect the special nuances of each discipline. Problem-based learning is recognized as having begun at McMaster University, in the medical curriculum, and was in response to critical concerns about the nature of more traditional learning models in medical curricula. The intention was to create an approach to teaching and learning that was learner-centered, yet based upon clear objectives and evaluation criteria. The key difference was the expectation that learners would be facilitated and guided rather than taught (Barrows and Tamblyn 1980; Neufeld 1983; Saarinen and Salvatori 1994). Both the occupational therapy and physiotherapy programs at McMaster University have embraced these ideas, although with differing degrees of connection and commitment to the original model. In fact, true problem-based learning models should naturally emerge from each individual context and culture. There is no â€Å"right† way although there is a growing recognition of a common set of principles and elements that can be applied to determine the â€Å"problembased-ness† of a learning environment (Maudesley 1994; Walton and Matthews 1989). Problem-based learning principles tend to become grouped in two distinct categories: first, the values upon which problem-based learning is based and second, some characteristics that are held in common understanding as being critical to the core of problem-based learning. Underlying values include: partnership, honesty and openness, mutual respect, and trust. Core characteristics incorporate: Chapter 2 Curriculum Development and Design 13 i Learning which is student/learner-centered i Faculty roles that are those of facilitator and guide i Learning scenarios which form the basis, focus, and stimulus for learning i New information and understanding that is acquired through self-directed learning (Baptiste 2003 p. 17) Consequently, there is a continuum of problem-based curricula from pure through hybrid models. The masters entry-level physiotherapy and occupational therapy programs at the School of Rehabilitation Science at McMaster University continue to be based upon problem-based principles. Although both programs are very different one from the other, there are also many common elements and approaches that are celebrated. Examples of these similarities are cited throughout this book, particularly in the chapters focusing on evidence-based practice and ethics education. Approaching the Task of Curriculum Renewal Perhaps one of the most overwhelming, yet exciting, tasks with which to be confronted is the opportunity and challenge of developing a new curriculum. This task is made even more daunting when circumstances provide a chance to do something different based on external forces and not a need to change because â€Å"something is broken†. Over the past few years, and in several years to come, many educational programs in rehabilitation science are facing this situation. The changing nature of the entry-level credential for occupational therapists and physiotherapists demands that faculty undertake a detailed review of curricula, to determine the optimal approach to moving toward graduate-level preparation, or, at the very least, complete a review of existing curricula models to identify their responsiveness and congruence with emerging practice expectations and demands. Approaches to such a massive task can vary from ensuring the preservation of what is good from the existing curriculum to making a total shift and adopting a radically Table 2. 1. Principles for curricular change and innovation Rationale should be articulated explicitly Overall goals should be reiterated constantly throughout the process Continuing communication is essential, coupled with a clear rationale Ensure that the intended change is in response to a defined and recognized need or purpose Ensure that the innovation is seen as a high institutional priority Focus on pedagogy and not on resources for implementation Foster strong leadership support Identify incentives for faculty participation Gain faculty buy-in for the curricular blueprint Involve the active teaching faculty throughout the process Anticipate potential barriers to change and develop strategies to address them Recognize the potential need for and value of negotiation Adapted from Guze (1995) 14 Sue Baptiste, Patricia Solomon 2 new approach and design. To have an optimal effect, options to be considered should bear relevance to the pervading culture of the institution and environment within which the curriculum is to thrive. Also, decisions must be made concerning the pedagogical choices of how learner-centered the curriculum should be, and what particular educational modalities are the best for the circumstances. This chapter will address the entire picture of curriculum development and design, from the first conversations about how to engage in the renewal process through making decisions about methods of teaching, approaches to learner assessment, and preparation of entry-level practitioners for the emerging practice contexts. Guze (1995) provided a clear and succinct discussion of several core principles that can guide curricular change and innovation (Table 2. 1). The following is an overview of these principles. Where to Begin? Motivation for curriculum renewal can come from both internal and external forces. External expectations from regulatory and professional bodies are tending to impose standards for new practitioners that require: i Preparation at an advanced level of clinical reasoning and judgment i The ability to assume roles that require autonomy and a strong sense of professional ethics i Engaging in their professional role from the first day of practice, in a conscious nd moral manner that requires reflection and self-awareness Regardless of whether the motivation for curricular change stems from a desire to do something differently or better, or from outside influences, the task is one that requires careful planning. However, it is imperative that any planning process recognizes the need to dream and envision what could be, to create a model that will exemplify those visions, and to produce a graduate who is well prepared to face the complexities and challenges of emerging practice. When developing a curriculum, four general questions must be asked: i What is the purpose of the curriculum? i What educational experiences can be created to fulfill this purpose? What is the most effective manner in which to organize these educational experiences? i How can we determine that the purpose has been fulfilled and the goals attained (Wiers et al. 2002)? Another very critical element of any change is the recognition that the cultural context is a key in managing change successfully. Hafferty (1998), when reflecting upon the realities of a medical school curriculum, discusses the existence of informal and hidden curricula as well as the formal curriculum. He posits that, in order to induce a lasting change, the entire organizational culture needs to be engaged to facilitate stud ents and faculty alike in embracing and working with change. When facing the task of curricular reform, redesign has to occur not only in terms of content, but also in relation to the Chapter 2 Curriculum Development and Design 15 educational processes that enable the learning to take place. This is the difference between reforming the syllabus and reforming the curriculum; the overall learning environment of the educational program and institution is changed (Burton and McDonald 2001). Once the decision has been made to reform the curriculum, a first step is to complete an environmental scan and situational analysis that explore the educational and organizational environment within the institution, to determine what will facilitate the proposed changes. By defining a clear and newly articulated set of riorities and guidelines, changes that are being made within the curriculum will be given the vehicle through which impact can be made upon the surrounding environment (Genn 2001). This strategy is part of the first overall phase, the planning p hase. This is when the need for change is established and the vision for change is designed. It is during this phase of development that the non-negotiable elements of structure and process are determined. For example, within the School of Rehabilitation Science at McMaster University, both the Physiotherapy and Occupational Therapy Programs were already designed as two-year, twenty-four-month, curricula. Also, the province of Ontario mandates that all masters programs are two years in duration. Therefore, the decision was readily made, based on these graduate program regulations and history, that the new masters entry-level curricula would be twenty-four months long. One key commitment was clear and that was to the foundational philosophy of problem-based, selfdirected learning utilizing the application of these principles to small group, large group, and skills-based learning experiences. Wiers et al. (2002) provide a clear and helpful outline of ten general steps of curriculum design within a problem-based learning context (see Table 2. 2). While this rubric is structured around the specific processes inherent within problem-based learning development, most of the guidelines can apply broadly across any curricular development process within any pedagogical framework. From the onset, all faculty members at McMaster University were on board regarding the need to undertake the development of entry-level masters curricula in both occupational therapy and physiotherapy. Both disciplines had undergone dramatic changes in the preceding two decades, largely focused upon the growth of foundational science and evidence for practice. Professional practice models had emerged for both professions and provided a strong backdrop against which to create fresh ap- Table 2. 2. Ten general steps in curriculum design for a problem-based learning (PBL) environment 1. . 3. 4. 5. 6. 7. 8. 9. 10. Give rationale for the curriculum and form a planning group Generate general educational objectives for the curriculum Assess the educational needs o f future students Apply general principles of PBL to the curriculum Structure the curriculum and generate a curriculum blueprint Elaborate the unit blueprints Construct the study units Decide on student assessment methods Consider the educational organization and curriculum management model Evaluate the curriculum and revise as appropriate Adapted from Wiers et al. (2002) 16 Sue Baptiste, Patricia Solomon 2 proaches to the preparation of graduates for entering practice. While both the occupational therapy and physiotherapy programs undertook curriculum renewal at the same time, the physiotherapy program had engaged in an ongoing process of change across the preceding five years. Many of the issues, concerns, and changes addressed and implemented by the occupational therapy program had already been addressed by physiotherapy. Therefore, this chapter will focus predominantly upon the initiatives inherent within the curricular shift within occupational therapy, although reference will be made to processes within physiotherapy as appropriate. Designing Our New Programs Deciding upon the overarching constructs that would determine the final curriculum model was a complex and dramatic process in many ways, and one in which everyone was eager to participate and have a chance to have input. At the onset of the development of the occupational therapy program, three faculty retreats were held that progressed from a totally unstructured brainstorm of what would be perfect, to a detailed accounting of core curricular elements in the context of a delivery structure. In the initial retreat, all full-time faculty members together with some part-time members participated in a â€Å"blue-skying† day-long session during which everyone spoke of their dreams for the perfect curriculum. What if we could do what we wanted? What if we did not have to be concerned with logistics like room bookings? – and so on. This exercise provided us with a high-level ppreciation of the values and elements that were important to us as a collective. It was from this beginning â€Å"fantasy† that the next level of planning emerged. The second retreat was more structured and focused upon the creation of a continuum for learning that resulted in the overarching framework for the cur riculum, together with the delivery methods. A process was followed whereby we decided upon a central construct around which the whole curriculum would evolve, namely, â€Å"occupation†. To support this core notion, there were several longitudinal conceptual threads that represented continua of thought such as: wellness to illness, simplicity to complexity, local to global, and unifaceted to multifaceted. Through this process, we were able to identify the starting place for the first study term, and to create a high-level framework for the progression of the total curriculum (see Table 2. 3) In physiotherapy, the process began similarly with a faculty retreat; however, the focus varied slightly. Initial discussions identified elements of the curriculum that we Table 2. 3. Occupational therapy curricular framework Term 1 2 3 4 5 6 Content theme Wellness, health, and occupation Person, environment, and occupation Development, disability, and occupation Youth and the development of self Adulthood and disability Complexities of contemporary practice Chapter 2 Curriculum Development and Design 17 alued and wanted to maintain and those needing less emphasis. Through ongoing curricular evaluation and feedback, we identified new areas that needed to be included in the emerging curriculum and other areas that needed to be enhanced. These areas were discussed within the context of the changing practice of physiotherapy and the knowledge and skills required by the physiotherapist in the new millennium. The decision was made to use a curricular framework that incorporated a modified â€Å"body systems† design, as current physiotherapy practice and clinical specialties were aligned with this model. Inclusion of a Community Practice/Community Health unit allowed or a focus on emergent health care roles in the community and on integrating health promotion and disease prevention into practice. The faculty recognized that while many physiotherapists identified their practice in an area related to the body systems, increasingly clinicians were faced with more complex patients with multiple system involvement. Hence, the final unit of study focused on integrated practice dealing with clients with complex multisystem health care problems. Following the initial planning process, it is now time to initiate the plan. It is during this time period that the â€Å"unfreezing† of old organizational patterns and the introduction of innovations into the educational environment take place (Burton and McDonald 2001). Often, while there is a strong commitment to engaging in the conversations that lead to the design of a changed reality, it is a very different matter to start â€Å"doing† and actually making that changed reality come to life. A cooperative internal environment is essential for the realization of that initial dream and therefore it is well worthwhile for planners to engage in a transparent and collaborative experience that enables maximum participation and open debate. A process of this nature is characterized by collaborative problem solving, effective communication, abilities in conflict resolution, and a cultural expectation of working together in harmony that guides the overall enterprise (Burton and McDonald 2001). Therefore, it is of importance to determine at the onset the values and behaviors by which the development experience will be approached to set up structures and processes that will ensure that the best attempts at making it so will be expended. During the initiation period, we experienced intense interest and levels of emotion from all participants regarding the manner in which the planning and the visions for the two disciplines would be evolved and realized. As mentioned previously, we had determined that the existing problem-based learning principles would remain but that the key changes would be realized through the manner in which the content was introduced to the students and through which the continuum of learning would evolve. Similarly, we were committed to maintaining a student-centered approach. One core difference was to be the manner in which the experiential component of professional preparation would be integrated more centrally into both curricula. Previously, the curricula were designed in a more traditional fashion whereby the clinical fieldwork experiences were placed at the end of each study term and were linked directly to the area of academic focus for the preceding learning block. By definition, once the overarching concepts of the curricula were determined to be different from the previous models, then fieldwork placements would become less strictly aligned. This was reinforced more heavily in the occupational therapy program which was originally designed around developmental stages and central practice populations. Students would face a more eclectic approach in their clinical learning; therefore, both programs determined that learning around professional issues and practice expectations should be interwoven through the longitudinal axis of the curriculum. 18 Sue Baptiste, Patricia Solomon Redevelopment Within a Problem-based Learning Culture 2 As with any problem-based learning system, the small group learning unit is the nucleus of the whole curriculum. However, the success of problem-based, small group learning is supported by the strategic use of large group interactions for the imparting of theoretical and expert knowledge, while still maintaining a problem-based learning philosophy. Similarly, the application of problem-based learning principles is a critical piece of one-on-one learning and synthesis of knowledge and information throughout the academic and clinical components of the curriculum overall. Both the physiotherapy and occupational therapy programs elected to continue to utilize problem-based learning methods in a manner that celebrated the development already achieved over twenty-five years of curriculum development. This has evolved over time very differently in each program. For example, during the planning process for the occupational therapy curriculum, efforts were made to define new models for tutoring and many were identified and put into place. During the second year of the occupational therapy program, the problem-based tutorials occur only once weekly. This allows additional scheduling time for including the evidence-based practice courses and is also in response to the difficulties many practitioners are experiencing in gaining release time from employers to participate as tutors. In this new tutorial model, tutors are required to participate in only one weekly session with two or three tutors’ meetings across the term instead of weekly. Application of problem-based learning principles in large groups has been maintained and, in fact, enhanced particularly in the clinical skills sessions. Students often are placed in small groups (different groups from their core tutorial group) and provided with opportunities to explore assessment tools and intervention methods. Through these group experiences, the students apply a problem-based learning approach to the identification of learning issues, the uncovering of essential information and resources, and the synthesis of their understanding of the tool or technique. Integration of Experiential Practice Preparation Within a Problem-based Learning Framework As mentioned earlier, both the physiotherapy and occupational therapy faculty groups were committed to ensuring the integration of academic and experiential learning into the curricula from the beginning, and were focused on developing innovative models for the synthesis of practice preparation into the core academic units. It is important to note that the work related to integration commenced at the very onset of the curriculum planning process. In the case of the occupational therapy program, there had always been sessions held throughout the full curriculum that provided opportunities for the Clinical Placement Coordinator (now Professional Practice Coordinator) to inform, advise, educate, and monitor students in preparing for their practice experiences and in checking in with them following these experiences. However, a greater focus on such integration was placed within the masters entry-level curriculum model in order to ensure that students were being prepared to meet the enhanced expectations of a graduate program. Chapter 2 Curriculum Development and Design 19 Evaluation Within a Graduate Problem-based Learning Framework There should be clear and close linkages between how students learn and how that learning is assessed. Therefore, some information will be presented here relative to the evaluation methods developed at McMaster University in the occupational therapy and physiotherapy programs. Student Evaluation. In the preceding years, the two programs at McMaster University had been very involved in designing evaluation/student assessment tools that reflected the principles of problem-based learning and provided students with opportunities to integrate their academic learning with their growing professional awareness and identity. Most of these tools are built around the basic problem-based learning process of exploring a learning scenario that has been developed to address the objectives for the particular learning unit. Essentially, problem-based evaluation needs to be congruent with the underlying values and principles of problem-based learning. Traditional methods of assessing students’ knowledge tend to be contradictory to these principles and therefore should not be applied out of context. Problem-based learner assessment should: i Be congruent with the underlying problem-based learning process illustrated by the development of learning scenarios based on real life practice situations i Mirror the problem-based learning process of reflecting on a practice scenario, efining learning issues, researching, synthesizing, and synopsizing the learning with application to the defined case i Involve personal reflection and enhanced awareness of individual critical think- ing and clinical reasoning skills F aculty Evaluation. As with student assessment, the evaluation of faculty is central to the maintenance and enhancement of a problem-based learning culture. And, similarly, faculty evaluation is built into the roles played in any given learning context. In the case of the small group tutor role, faculty members are evaluated by each student and provide a self-evaluation to students during the course of the group process. Following the completion of the small group experience, students evaluate the faculty member as well as the overall course, and these ratings are provided to faculty and placed in their file for attention at times when promotion, tenure, and merit increase decisions are made. For those faculty members, practitioners, and others who facilitate large group sessions in both theory and practical skills, similar evaluations are completed. This process has been in place over many years and has not changed since the advent of the new curricula. However, the items being evaluated have altered to reflect the expected level and scope of graduate teaching. Student Self-assessment: Development of the OTPPI. Students admitted into the occupational therapy program are not expected to have any prerequisite courses completed during their undergraduate education. This has been the case from the very beginning. In the program itself, there are no formal courses that provide students with basic knowledge related to the foundational sciences that underlie occupational therapy practice such as anatomy, physics, biochemistry, sociology, psychology, and anthropology. It has been the long-held belief that in a pure problem-based learning 20 Sue Baptiste, Patricia Solomon 2 environment, the learning is accomplished through the horizontal meshing of various areas of knowledge and information; that through the integration of these sciences and bodies of knowledge, students can gain the understanding they require by using real life situations as springboards for integration and synthesis of all inputs. Consequently, recent efforts were expended to develop the Occupational Therapy Personal Progress Inventory (OTPPI), a tool that was developed from the experience of the undergraduate medical program over the past few years (Blake et al. 1996; Cunnington 2001). The OTPPI focuses on foundational knowledge that our students need in order to become practicing occupational therapists. It is not a test of the application of that knowledge in practice. The examination consists of 90 multiple-choice questions developed with the expectation that a â€Å"star† student would be able to answer by the time of graduation. There are three main domains included in each examination: biology (this includes anatomy, physiology, etc. ), social sciences (this includes psychology, sociology, anthropology, etc. ), and research (this includes statistics, research methods, ethics, etc. ). The breakdown of each examination is 40 percent biology, 40 percent social science, and 20 percent research. The examination is generated each term and students in both years have the same examination, with the expectation that the students in second year will achieve a higher result than those in the first year. Students receive a detailed report with their scores and a profile of how they have progressed over time. They are provided with information about their total score as well as a breakdown on each of the three domains. They also receive a zone score, which is an indication of how well they have performed on the test in comparison to the other members of the class. Students in the yellow or red zones may want to review their scores in more detail and make learning plans to address gaps that may have been identified through the examination. This tool is designed as a self-assessment measure, the individual results of which are known only to each student. We have made a conscious choice that results are not used in the summative evaluation of the students, and are intended to provide the learners with a sense of how they are progressing in accumulating knowledge relative to the basic sciences of their discipline. The students are expected to use that information to set plans in place to address weaknesses (e. g. , through problem-based tutorials, individual assignments, etc. ). The OTPPI has been a pencil and paper test so far, but steps are being taken to convert it to a web-based format. While the occupational therapy program has undertaken this initiative on a pilot basis, initial responses would indicate that students are finding the process helpful to them, although this is very new at the time of publication. Integration of Evidence-based Practice Skills into the Curricula. The integration of skills related to practicing in an evidence-based manner is seen to be critical to both programs. A detailed description of the models adopted by the occupational therapy and physiotherapy programs is found in Chapter 5. In both programs, there is a strong commitment to evidence-based practice as a central onstruct for the curriculum and a natural partner for client-centered and problem-based principles. Conclusion Since their inception, the masters entry-level programs in occupational therapy and physiotherapy have presented opportunities to revisit our history and legacy in health sciences education. In order to reflect on the overall process, the general steps for curriculum design offered by Wiers et al. (2002) will be revisited (see Table 2. 2). Chapter 2 Curriculum Development and Design 21 For us, the rationale for the curriculum was clear both from an internal and an external perspective, and the notion of forming a planning group was a natural approach to the task. Our profound commitment to involving our broad academic community was illustrated through the involvement of a wide range of individuals encompassing full-time, part-time, and sessional faculty members as well as members of the wider practice community. Such involvement was realized throughout the planning process and continues through such individuals’ representation on our Education, Curriculum and Admissions committees. The need to define clear general educational objectives for the curriculum was also recognized at a very early stage. We found that being able to determine the goals and directions from the outset served to facilitate the planning that followed. Assessing the educational needs of future students was assisted by our own knowledge concerning the entry-level competencies demanded by our professional regulatory colleges. Also, the connections we have with our practice communities and past graduates were invaluable in providing a background for determining the shifts necessary within the curriculum to fulfill practice expectations. Similarly, the same thoughtful reasoning was used to consider the differences of teaching and learning between undergraduate and graduate approaches to education. Applying general principles of problem-based learning to the curriculum was not a concern for us, given our long history of internalizing this philosophy. Specific difficulties arose when converting the undergraduate courses and assessment tools to the needs of a graduate program. Nevertheless, problem-based learning in many ways is a gift for this transition since it resembles closely the natural proclivities of graduate work – smaller groups, self-directedness, learner autonomy, and a degree of freedom to determine learning directions. Structuring the curriculum and creating a blueprint became different experiences for physiotherapy and occupational therapy. As mentioned previously, while the planning processes looked ostensibly similar, the manner in which the final curricular models were derived was very different (see Tables 2. 3 and 2. 4). However, after the master models were created, the processes for elaborating the blueprints and constructing study units were again very similar. Methods of student assessment tended to remain grounded in the familiar processes and tools that we had developed across our history with problem-based learning. However, as each curricular element emerged throughout the planning (e. g. , evidence-based practice, ethics, clinical skills, fieldwork) so did innovative ways to enhance the student assessment processes that were already strong. Details of these innovations will be discussed in the book chapters relating to these specific areas. Consideration of the educational organization and curriculum management model required particular attention since our lines of accountability had shifted, with the Table 2. 4. Physiotherapy curricular framework Unit 1 2 3 4 5 6 Content theme Fundamentals of physiotherapy practice Fundamentals of musculoskeletal practice Fundamentals of cardiorespiratory and neurological practice Advanced neurological practice Community practice Integrated practice and professional transition 22 Sue Baptiste, Patricia Solomon 2 move to the School of Graduate Studies. Two slightly different models of governance emerged, with the Admissions Committee being the only shared group between physiotherapy and occupational therapy. However, both governance models reflect a central group responsible and accountable for curriculum and another group that oversees general program functioning. Curricular evaluation remains an ongoing responsibility and expectation. Chapter 13 provides a particular model for curriculum evaluation that was used by the occupational therapy program, the Program Logic Model. However, there are many ways in which faculty members can retain a clear image of what makes up a curriculum and what indicators are critical to evaluate for the success of the program overall. The three years of planning and launching the new curricula at McMaster University were years of extremely hard work, high energy and output. As we see each student cohort graduate, and receive feedback concerning our students and graduates in practice settings, we feel heartened that we appear to be on the right track. We know, however, that curriculum development is an ongoing process.