Medical Insurance Essays - Types Of Insurance,

Medical Insurance MEDICAL INSURANCE IS NON-BENIFICIAL The initial idea of medical insurance should have been a good idea as a way of helping Americans afford medical bills in a case of emergency or just routine physicals and check-ups. A lot of lower class Americans could not afford the treatment and would therefore go without medical attention in both of these cases. In cases of emergency, they would usually be put in to collection because they could not pay the bills after the treatment. The government decided to set a plan to have humans insured, just like automobiles, to supposedly make medical treatment available to all people - high, middle, or low class. This should have been a good idea...however, I believe that it has only made things less affordable. By making this plan for insurance on human health, the insurance agencies are making trillions upon trillions of dollars on people who would usually skip going to the doctor for a common cold. Initially, the insurance policies were made to help in emergency situations for people who had a broken a leg, or had to have major surgery and could not afford the price of high-technology treatment. The insurance would have made the customer pay about fifty dollars a month out of they're hard-earned money whether they were going to use it or not, for medical treatment. Still, the insurance did not cover all of the expenses even though the customer is shelling out thousands of dollars, sometimes for nothing. It is just another way for a large insurance business to make people believe that they need to insure their own health, like they were a possession or an item. Now people are paying for insurance that they seldom use, but feel better because the business has made them believe that they cannot and will not live without medical insurance. Another bad result of medical insurance is that it has turned the entire field of medicine in to a financial playground of human life. Doctors are supposed to treat all patients equally, as opposed to treating only those with insurance first, no matter what the circumstance. People who cannot afford health insurance or are not offered the option by their jobs are usually facing the problems of the prices that are now raised as a result of the entire insurance idea. Not only is health insurance making the doctors care less about their patients, it is also raising the prices higher on already outrageous medical bills. In conclusion, I believe that the medical insurance idea is argumentive, because there are a lot of repercussions that people may or may not have thought about. The insurance companies are benifiting immensely, but are we? The prices of medical treatments are rising, the doctor's attention to actual patients as opposed to who has insurance is diminishing, and less people are benefiting from health insurance. I do not think that medical insurance should have been proposed in the first place. I do admit that it should have been a benifit to Americans, but I have yet to see everyone benifit as innitialy planned.

Free Essays on Lutherans

Introduction My choice of a local religion to do a case study about was the Lutheran Church. For my interview, Pastor Steve Nuske at St Andrew’s Church in the City recommended that I interview a strong Lutheran believer Mr Sanchez. Mr Sanchez has been a Lutheran for over 40 years and is a dedicated and weekly going member of the church. He answered my questions with great knowledge of the Lutheran religion. I also attended a Sunday church service at Mt Gravatt that I observed carefully. In a brief description of the Lutheran background, I discovered that a Lutheran is a follower of Jesus Christ and are considered a Christian Church, the same as Roman Catholics. Lutherans were deeply influenced by a man named Martin Luther (1483 – 1546) who was the founder of the church. Something that all Christians believe in is the bible. It is the centre of the belief for Roman Catholics but to the Lutherans it’s just some teaching keeping their main focus is on God and his son, Jesus Christ. This would be due to Martin Luther’s learning experience using the bible as a tool to learn about a God of love, forgiveness and grace. I see that a religion with a mans teachings, is giving what he learnt and believes to his followers and themselves are not learning for their own knowledge, they are just using Martin Luther’s teachings. This differs from the Roman Catholics as they believe what they learn themselves which is strait from the bible not one mans teachings. Lutherans Idea of Jesus doesn’t have any differences to the Roman Catholics. We all believe that he was born of a virgin, didn’t live a life of sin and rose from the dead, which is remembered by the special occasion time of the year Easter. One of the main purposes people come across religion is to see how they were created and where they are going after death. Lutherans are no more special then any other religion and cannot see past death, but they like... Free Essays on Lutherans Free Essays on Lutherans Introduction My choice of a local religion to do a case study about was the Lutheran Church. For my interview, Pastor Steve Nuske at St Andrew’s Church in the City recommended that I interview a strong Lutheran believer Mr Sanchez. Mr Sanchez has been a Lutheran for over 40 years and is a dedicated and weekly going member of the church. He answered my questions with great knowledge of the Lutheran religion. I also attended a Sunday church service at Mt Gravatt that I observed carefully. In a brief description of the Lutheran background, I discovered that a Lutheran is a follower of Jesus Christ and are considered a Christian Church, the same as Roman Catholics. Lutherans were deeply influenced by a man named Martin Luther (1483 – 1546) who was the founder of the church. Something that all Christians believe in is the bible. It is the centre of the belief for Roman Catholics but to the Lutherans it’s just some teaching keeping their main focus is on God and his son, Jesus Christ. This would be due to Martin Luther’s learning experience using the bible as a tool to learn about a God of love, forgiveness and grace. I see that a religion with a mans teachings, is giving what he learnt and believes to his followers and themselves are not learning for their own knowledge, they are just using Martin Luther’s teachings. This differs from the Roman Catholics as they believe what they learn themselves which is strait from the bible not one mans teachings. Lutherans Idea of Jesus doesn’t have any differences to the Roman Catholics. We all believe that he was born of a virgin, didn’t live a life of sin and rose from the dead, which is remembered by the special occasion time of the year Easter. One of the main purposes people come across religion is to see how they were created and where they are going after death. Lutherans are no more special then any other religion and cannot see past death, but they like...

University of Southern California Summer Programs for High Schoolers

Many high schoolers (and parents!) think that a part-time job is the best way for teenagers to spend their summers. However, summer programs designed specifically for high school students can provide benefits that they can’t get from a traditional part-time job. Summer programs are a great way for high school students to develop their interests and learn more about college and potential career paths. Plus, participating in a summer program can make a student’s application stronger by senior year. Many of these programs are short, usually one or two weeks, and can be done alongside part-time jobs or volunteer opportunities, so teenagers don’t have to choose one over the other. The University of Southern California knows how valuable summer programs can be for high school students, and that’s why we’ve dedicated an entire post to the programs available at USC. You’ll find that many of these programs offer college credit in addition to the benefits we’ll outline below. We’re giving parents a quick look at the USC summer programs to help you figure out which program will work best given your student’s goals and interests. Summer programs for high school students are about more than having fun (although there’s plenty of that too!). One of the main benefits of summer program is that they allow high school students to specialize in an area of interest without the distraction of other schoolwork or constraints. They provide an inside look into an industry that most students wouldn’t be able to get in a traditional class setting, and expand students’ awareness of opportunities in that field. Many summer programs are at colleges and universities, which provide an additional bonus of helping students get a feel for campus life. Not only that, these programs often provide high school students with hard-to-find resources which can be invaluable to them as they prepare to apply to college, such as specialized learning communities or even scholarships. Again, there’s no need to choose between working over the summer and doing a summer program. Colleges like USC offer programs at a variety of lengths, so that you can choose the program that allows your student to balance work and family obligations while pursuing their interests. College admissions officers care about students’ extracurricular activities and often consider them not only for admissions but for awarding merit scholarships. They want to see that students pursued their interests outside of the classroom and took advantage of any resources available to them. Summer programs are more interesting to admissions counselors than other types of extracurriculars because fewer students participate in them, and the experiences can be valuable material for an admission essay. This is especially true when the summer program is held at a top school like USC. Perhaps the greatest advantage of attending a summer program at a college is the chance to connect with current students and faculty. One of our top recommendations for helping students get into their dream school is to connect with students who were successfully admitted to that school, and summer programs make that a much easier process for high school students. By attending a program at USC, high school students get to know current USC students and can get the inside scoop about what it’s really like to get in and attend. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. USC has two different options for summer programs: a 4-week credit program and a 2-week non-credit program. The more common one is the 4-week credit program, where students will earn an elective college credit. However, for students who need more flexibility, USC offers 2-week non-credit programs in some of their popular subjects. All of these programs, credit or non-credit, can strengthen your student’s application and help them refine their career interests. We encourage you to choose the one that best suits your student’s goals. These program costs are all approximate. There may be differences in cost based on whether a student stays on-campus or decides to commute, is a California resident or not, or if there are scholarships available. Students explore a career in architecture during this 4-week program. Students will take field trips to renowned architectural sites, learn the fundamentals of architecture, and get insight into what a compelling architecture portfolio entails. Learn more about the Exploration of Architecture Program . Students delve into entrepreneurship during this 4-week program. Students will have the chance to hear from entrepreneurs, take field trips to meet with ventures and startup firms, and apply their skills to develop their own business. Learn more about the Exploring Entrepreneurship Program . Students learn marketing, operations, and finance during this 4-week program. Students will get an overview of all the major departments in a business, including marketing, finance, ethics, and management. Learn more about the Introduction to Business Program . Students explore prototyping technologies during this 4-week program. Students will learn the fundamentals of 3D design and apply their skills to create their own 3D prototypes. Learn more about the 3D Design and Prototyping Program . Students design, build, and test during hands-on activities in this 4-week program. Students will explore the different engineering disciplines through classroom activities and group projects. Learn more about the Discover Engineering Program . Create your own video game through hands-on activities in this 4-week program. Students will create original games, playtest games in production, and learn about the technology used to design video games. Learn more about the Introduction to Video Game Design Program . Students develop electronic and digital prototypes during hands-on activities in this 4-week program. This unique experience blends engineering and entrepreneurship to help students invent a valuable product. Learn more about the Technology Innovation Experience Program . Students discover approaches to preventing disease in diverse communities worldwide in this 4-week program. This program is perfect for students interested in medicine, public health, anthropology, international relations, international business, law and social justice. Learn more about the Global Health Trends and Challenges Program . Students explore approaches to conflict resolution in this 4-week program. This program is perfect for students interested in diplomacy or understanding why conflicts emerge in the first place. Learn more about the International Relations Program . Students write stories about real people and issues in Los Angeles in this 4-week program. They will get to explore online reporting, blogging, and multimedia technology. Learn more about the News Reporting in the Digital Age Program . Students explore multi-platform sports journalism in this 4-week program. This program combines hands-on learning assignments with field trips and state-of-the-art in-studio production. Learn more about the Sports Journalism: Multi-Platform Storytelling Program . Students explore normal brain development in this 4-week program. They’ll participate in labs to learn about how we think and express ourselves and develop a final course project. Learn more about The Brain: Introduction to Neuroscience Program . Students get to shadow physicians in this 4-week program. Perfect for the student who wants to become a doctor, students will hear from a variety of medical professionals and even learn the basics of suturing. Learn more about the Future Physicians Program . Students explore the field of mental health in this 4-week program. They’ll review case studies, take a field trip to the Self-Realization Fellowship Lake Shrine, and develop a final project with their peers. Learn more about the My Mind & Me: Introduction to Mental Health Program . Students delve into the fascinating world of psychology in this 4-week program. They’ll learn about meditation, take personality tests, and go on field trips to various shelters and labs. Learn more about the Psychological Science and Society Program . Students critically examine the criminal justice system in this 4-week program. They will meet with lawyers and activists, attend criminal court proceedings, and explore different career opportunities in criminal justice. Learn more about the    Exploring Criminal Justice Program . Students participate in legal analysis and writing in this 4-week program. They’ll get an inside look into the U.S. Ninth Circuit Court of Appeals and learn how to prepare for law school. Learn more about the Legal Reasoning and Argumentation Program . Students build a strong foundation in acting during this 4-week program. They will learn in a conservatory-style environment from theatre professionals, attend professional theatre productions, and rehearse and perform workshop productions. Learn more about the Acting Intensive Program . Students work with comedy professionals in this 4-week program. They will participate in a conservatory-style environment with a strong emphasis on improv, sketch, standup, and industry-focused master classes. Learn more about the Comedy Performance Program . Students will enhance their ability to bring a story to life in this 4-week program. They’ll participate in acting, singing, and dance classes and take field trips to see professional theatre in Los Angeles. Learn more about the Musical Theatre Program . Students will experience the collaborative environment of a writing workshop. They will learn about the variety of creative writing formats, including poetry, short stories, and nonfiction, and even work on developing a compelling admissions essay. Learn more about the Creative Writing Workshop Program . Students explore pressing moral questions in this 4-week program. They will learn university-level argumentation and critical thinking, participate in respectful debates, and hear from leaders in business and technology. Learn more about the Ethics in the 21st Century: Business, Politics, & Technology Program . Students explore a career in architecture in this 2-week program. Students will learn the fundamentals of architecture and get insight into what a compelling architecture portfolio includes concurrently with the 4-week credit program. Learn more about the Exploration of Architecture 2-Week Program . Students receive an introduction to kinesiology and movement science in this 2-week program. They learn about career options in kinesiology, hear from experts in the field and participate in labs to deepen their understanding. Learn more about the Kinesiology 2-Week Program . As you can see, there are plenty of opportunities for students to learn more about different industries and experience college firsthand. If your student missed a deadline, you can always plan for next summer. In the meantime, there are plenty of other activities that students can participate in over the summer to stay engaged, including getting involved in community organizations, volunteer service, and working. You can find more ideas for giving your student a productive summer in our post Summer Activities to Strengthen your College Applications . It can be hard to find summer programs that will interest your student and work for both your schedules. That’s why ’s Mentorship Program helps students identify activities to refine their interests and strengthen their portfolios. Find out if our Mentorship Program is right for you!

Should SDSu student use ADHD drug to help them study Essay

Should SDSu student use ADHD drug to help them study - Essay Example On the other hand, there are students who abuse these drugs by taking them even though they do not have the condition. This is very common among students who have high expectations to excel. Despite the significant risks associated with ADHD drugs, some students take them without proper medical advice in order to cope with high expectations and academic standards. Even for students with ADHD, the drugs only improve concentration and attention but do not help when it comes to studying. Preliminary investigations show that the primary motive as to why students take ADHD drugs is for study help. Since ADHD drugs are one of the most abused drugs among students, the current paper examines whether SDSu students should use these drugs. Using ethical and logical (health concerns) arguments, we argue that only students with special needs, having been examined by relevant specialists, should be allowed to take ADHD drugs. Application of Appeal of Logic Attention Deficit Hyperactivity Disorder (ADHD) was originally believed to be a pediatric condition. Children who suffer from ADHD continue experiencing the symptoms even in adulthood. Adderall is the most common prescribed drug for students with ADHD, with Ritalin and Dexedrine. . ADHD stimulant is a legal drug as compared to other illegal drugs sold on the street. When one buys these drugs, it is evident that dirty druggies like those who prepare cocaine do not prepare the drug. Therefore, SDSu students with special needs should use ADHD drugs because most people trust the drug’s medical founding. It is quite evident that medical experts would not deceive the public about the ADHD stimulant quality. ADHD drugs are perceived to be stimulants because they expand dopamine in the brain. There has been an increase in the consumption of ADHD stimulants in the United States of America that is, individuals’ expenditure on these drugs rose from 83% to 90% from the year 1993 to 2003. The increase in consumption of th ese drugs does not only apply in United States but also the rest of the world. Usually, students use these drugs to curb exam pressures since sleepiness and fatigue makes it hard for students to study. However, students use these drugs not necessarily to score high but to concentrate during study. In addition, using the ADHD stimulants is not legal because Adderall is a controllable stimulant just like cocaine (Oremus, 2013). Application of Appeal of Emotion Research indicates that some students take ADHD stimulants for the right reason. Students use these stimulants to encourage positive outcomes: good and high grades. For instance, Oremus (2013) explains that these drugs allow one to hold attention for long hours when performing a task. The stimulants also increase individuals’ ability to remember, multitask, and to be faster in handling activities. Crusius and Channell (2010) claims that taking ADHD drug helps students think better and perform successfully and professional ly in schoolwork. However, ADHD drug is for individuals who want success in their work towards achieving their goals. According to Oremus, (2013), Cambridge undergraduate students who employ ADHD drugs in their studies and their consumption has resulted to enhancements such as recollecting of information within a short duration and planning capabilities. If a student wants to experience a

Assessment, Measurement, and Research Assignment

Assessment, Measurement, and Research - Assignment Example   The culture fair test is relatively valid considering that it only reduces cultural bias and as stipulated in its construction, it admits impossibility to eliminate cultural bias. It only seeks to reduce biases during the performance of intelligence tests. The first time of use of the culture fair test was after the World War II and involved screening American soldiers of average intelligence and non-native English speakers. Since its first use, the test has gained widespread application in schools and other institutions and applied in screening non-native English speakers (Messick, 1999). The culture fair test instrument is relatively reliable considering the various steps used in its construction and initial implementation. To begin with, there should be no timing of the test and if possible, directions can be oral or in pantomime. Secondly, the instrument has been the use of a draw a person tests that measure body concepts and differentiation to define culture fair indices of intellectual ability (Ungar, 2011). Thirdly, the structure of test allows room for use of nonverbal responses for children whose languages are different from the ones presented in the standardized test. During the consultation, the counselor noted that there is no educational threshold to guide or prove the applicability of the cultural fair test in counseling. However, the counselor reiterated that practitioners need to have at least a certificate or any higher training in counseling psychology. The method that led to the selection of the culture fair test involved listing and sampling of the tests with reference to the critical cultural issues eminent in the field of psychology.  

Geology Report Essay Example for Free

Geology Report Essay In article 64, Beach Placers Containing Radioactive Minerals, Bay of Bengal, East Pakistan the geologists have thoroughly researched the rocks and minerals of beach placers that extend 100 miles southeastward along the Bay of Bengal near East Pakistan. During the 1961 study the geologists discovered that the placers contain heavy radioactive minerals including monazite, ilmenite, and zircon. In the sands along the beaches, the geologists, found 10 to 30 percent of heavy minerals that exceed 2. 8 specific gravity. Of the ten randomly dispersed placers studied along the oast, geologist found they all contained small concentrations of these heavy radioactive minerals. The minerals studied in the placers were in layers between 1 and 2. 5 feet thick and located near the beach surface along with others buried in sand dunes. They believe the placers were formed with or by a combination of waves, wind, and the natural down flow of creeks/rivers. Due to the difference of each separately located placer, geologists noticed grain sizes and the sorting of the minerals differ from placer to placer. They discovered the lenses with the majority of eavy minerals is finer grained, better sorted, and better rounded and contains magnetite. In the pacer at the northernmost tip, they found it differs from the others. It had black sand as opposed to white and it laid on top of a mud platform. Also, according to the survey, geologists found this placer to be less radioactive than the rest of placers researched. All of the placers are oblong in shape and are very large. Each placer is tens of hundreds of feet wide and can stretch out to be several miles long. The geologists surveyed the placers using an airborne radiometric survey. After ll of the research the geologists and scientists found that all of the placers contain radioactive minerals as well as non-radioactive minerals. Reasoning and Application I specifically chose this article because I find radioactive minerals, and anything geological related to the ocean, interesting. I grew up surfing in a small beach town near Santa Barbara so any type of geology related to the oceans and beaches interest me. Also, one of the more interesting topics learned in my geology class were the different types of minerals and how their individual physical structure can be altered due to earths natural forces. After studying geology this semester I was able to fully understand how these placers were formed along with why these heavy minerals formed in layers and were denser than the sand and other rocks. It helped me understand why and how geologists surveyed these radioactive minerals. Also, I completely understood how these minerals were sorted and the different physical structure of these well and poorly sorted minerals. I can honestly say that before taking this class I would have no idea what this article was about. Now I was fully able to grasp all of the information provided in the article. USGS Geology Report By gomer5

Vague Descriptions in Joseph Conrads Heart of Darkness Essay examples

Vague Descriptions in Heart of Darkness       A dark, unfamiliar setting and a suspenseful plot give Heart of Darkness the characteristics of a good novel, but what really stands out is Conrad's writing. The story is full of vague imagery and descriptions that the reader must contemplate in order to fully understand. Writing so vividly was an impressive feat for Conrad, who was actually not a native English speaker. (Dintenfass) His style includes a great deal of subtlety and complexity. Although it may seem as if Conrad was trying to confuse the reader, his actual goal was to create a work of art, rather that just a novel. Several critics have put down Conrad's work because his writing is so vague; they claim that it lacks order and clarity. Conrad occasionally wrote back to these critics and explained why he chose to construct his stories in such a vague manner. Says Professor Mark Dintenfass, commenting on Conrad's own opinion about his writing: "For Conrad then, as for most modern artists, the world as we experience it is not the sort of place that can be reduced to a se...

How Subway Restaurant Can Avoid Marketing Myopia Essay

â€Å"In 1965 seventeen year old Fred Deluca borrowed $1,000 from a friend Pete Buck and suggested an idea of starting Pete’s Super Submarines in Bridgeport, Connecticut. This franchise was started to help get through college to study medicine, and in the following year they formed Doctor’s Associates Inc. to oversee operations of the restaurants as that franchise expanded. The first Subway franchised unit opened in Wallingford, Connecticut.† (Subway.com/Subwayroot/) Fred Deluca and Pete Buck advertised on the radio the name Pete’s Subway to they eventually decided upon the name to Subway in 1968 as we know it today. The first mistake they made was putting the restaurant in a poor location. Their first year of business was a learning experience and a challenge. A year later they opened their second store after realizing that visibility and marketing were some of the key factors to success. Needless to say Subway restaurants have come to be very successful franchises. In 2012, Subway honored CHEMCO with the Social Responsibility Award. CHEMO provides hand soap and a variety of other cleaning and sanitation supplies. â€Å"The SUBWAY Social Responsibility Award recognizes a supplier that has done the most to create sustainable practices while reducing costs and improving quality in the SUBWAY ® system,† (Subway.com/Subwayroot/) Marketing Myopia is managements’ failure to recognize its view of business. (Boone&Kurtz, 2013) Subway’s mission statement is â€Å"Be the #1 Quick Service Restaurant (QSR) franchise in the world, while delivering fresh, delicious sandwiches and an exceptional experience.† Some strategies to avoid marketing Myopia are: Dispose of their soda fountain machine, since sodas are linked to childhood obesity. Subway could also hire employees whose English is more prominent. Incorporate a drive- thru. â€Å"Subway declares that one of their salads provides five servings of vegetables. While this is technically true, the vast majority of the servings are iceberg lettuce. Unfortunately, this is one of the least nutritious vegetables available. Salads have four grams of fiber.† (About.com, 2013). If Subways mission is to be the #1 quick service restaurant (QSR) franchise, then no one should have to wait on food to be heated in the microwave. Subway promotes itself as a â€Å"healthy alternative to greasy fast food,† and this marketing approach has proven very successful. Studies headed up by Brian Wansink, director of the Food and Brand Lab at Cornell University in Ithaca, NY, concluded that â€Å"Subway has acquired a so-called â€Å"health halo† — people give themselves â€Å"credit† for eating at Subway and indulge in extra treats when they do so. People also underestimate the calories consumed after eating at Subway, as compared to a hamburger fast food franchise, such as McDonalds†. (About.com, 2013) In the next ten years maybe Subway can deliver just as Pizza Hut and Dominoes. Continue to go Global. Develop a method where they can have free Wi-Fi days. Set up a KIOSK in store where customers can punch in their own orders. Develop a way the food can stay hot without the use of a microwave, perhaps solar energy (About.com, 2013)

Being a Change Agent

This paper will outline the concept of change agent. It will give us a brief description of what a change agent is. It will discuss the concept in detail further. In the first few pages, we discuss what basically a change agent is and what are the theories and concepts behind it. Later on, we discuss change agents with reference to the procurement process. The role that change agents play in the business environment has become very important in the past few years. Companies adopt and adapt to change often and to help them initiate the process and implement it completely we have change agents.Introduction A change agent is someone who can change an individual’s or organization’s ability and enable them to achieve higher levels of outcome and help them move up the needs hierarchy. (Stevenson, 2008) A change agent is, â€Å"a person who leads a change project or business-wide initiative by defining, researching, planning, building business support and carefully selecting volunteers to be part of a change team. Change Agents must have the conviction to state the facts based on data, even if the consequences are associated with unpleasantness. † (Six Sigma Dictionary, 2003)A change agent has to see the future and over look the present because if he starts to think of the present then he will not be able to bring about the changes that he wants. The vision leads the agent to act a certain way and perform certain activities and functions. Bringing about a change is not simple; it requires a lot of hard work. Hard work is not the only thing that can initiate and implement the change, the agent needs to be passionate about the change and believe in the vision. His passion will ultimately lead the others around him to be passionate and the change to be successful. (Stevenson, 2008)As we all know that motivation is one of the key factors for anything to be successful. Nobody else can motivate the change agent, he needs to motivate himself. He needs to be strong individual who can overlook the comments of others and be misunderstood and not appreciated and still do his job. Most important of all these things is that the change agent needs to be able to understand people and their needs. Without the people it is impossible for the change to be successful, the change agent should not forget them in the process of bringing about a change, because otherwise the change will be useless. (Stevenson, 2008)In today’s world change agents are a common phenomenon, businesses frequently have to redesign business operations to stay up-to-date and enhance their position in the business world by having a comparative advantage, the latest technology and business process. To enable this to happen in their company, the management hires change agents. The change agent analyzes the company and its operations and then develops a vision as to where he wants to see the company. Then he sees what the basic requirements for the change are, training for the employees, re-layering for the organization, new system, investment and many other things. (Hugos, 2008)Once all this has been established, the change process starts, the time period can vary according to the type of change and the extent to which the change is taking place within the organization. During this time period, the change agent interacts with all the people and helps them adapt to the new system and overcome any problems that they might be facing. Once the system has been implemented, the change agent also judges the successful rate of the change. If there has been a productivity increase and a generally better environment than the change has been successful otherwise another theory or method may have to be used for the change.(Hugos, 2008) People resist change, they do not like it when outsiders come and change something in their territory. They feel uncomfortable as the environment changes because they had become used to the previous environment and even thoug h it had some shortcomings, it was their haven. That is why change agents are treated badly and are not liked by the employees of the organization because they think he will change their territory which will change the way things are done and maybe the layout of the office. The change agent will enter their comfort zone and distort it. (Hugos, 2008)The first thing that the change agent needs to do is to get to know the people around him and especially those that are involved in the change process. The agent needs to talk to them and see what they want. He needs to make sure that these employees are comfortable around him and understand the change process and are willing to support him. The best way to get to know the employees and get them to talk to you is to get down working with them. The second thing that the change agent needs to do is take the information he finds during this time very seriously. Things he will learn here are the basic reasons for the change.This information w ill help in developing the vision later. The third and last thing that will happen and will be consequence of the first two steps will be that the employees will start to trust the agent and will open up to him. (Hugos, 2008) Up till now we have talked about how change agents need to maintain a relationship with the target group. We will now discuss who the target groups are. The target groups are the people on which the change will be implemented. In these include, the employees whose attitude, feelings, beliefs, values, and perceptions might need to be changed.Then there are groups or organizations, whose size, composition, structure of authority, hierarchies, communication styles and channels, and many other things may need to be changed. Another category is the community, in which change might be needed within the inter-group relations that exist on the basis of ethnicity, race, gender, class, religion etc. and finally there is the society as a whole. Change in the society will be on a very large scale, such as globalization, urbanization, modernization, a change in policies and international relations, the environment, agriculture, education and much more. (Hugos, 2008)The categories of change agents are the directors of a company, administrators, political parties or supporters, the financial backers, volunteers, employees, technical and professional people such as lawyers, sociologists, scientists etc. the types of change strategy that the change agent will adopt will depend on the situation and the type of change that is required, in some ways it will also depend on the relationship between the agent and the target of change. (Hugos, 2008) Change Strategies Then type of change that is needed and the way the change will be implemented is known as the change strategy.There are four strategies that a change agent can follow: empirical-rational strategies, normative/re-educative strategies, power/coercive strategies, and environmental-adaptive strategy. (U NCW, 2008) The empirical-rational strategy is used when the relationship between the target and the agent is unequal on some levels but on the other levels the inequality does not exist. This strategy is used so that the inequality can be reversed. The strategy is most effective when the targets of change are individuals and not groups and organizations.The aim of this strategy is to provide the targets with the information; it assumes that the targets are rational beings that can use this information to gain knowledge and make the best decision possible from the information that is available to them. (UNCW, 2008) The normative/re-educative strategy is used when the agent wants to convince the target. It is not a battle or a debate where the agent wants to defeat the target but the agent wants the target to understand his point of view and finally agree with him. In this strategy the target is brought face to face with the changed ideas and views.They are persuaded to adopt these ne w values and internalize them so that they become part of the group and are something that the group does unconsciously. To make people believe and accept these values, the emotional and the rational appeal are used. They can either be convinced with scientific facts and figured or can be convinced emotionally. The targets of such a strategy are organizations, groups and the communities. (UNCW, 2008) The third strategy is the power/coercive strategy. This strategy will only work when the target is dependent on the agent such as in the case of children.In this strategy there is the use of power, money and authority. The targets may be bribed to follow the change or otherwise face the consequences. The authority in this case may or may not be legitimate. The agents in this case want to be ahead of the target and want to defeat them. It can also be that the agents may be oppressed by the target and will eventually revolt against the target, there have been such cases in history but the y have been on a very large scale, for example; the French Revolution. (UNCW, 2008) The fourth strategy of change is the environmental-adaptive strategy.In this strategy the people are not immediately transferred into the new environment, it is a gradual process. The new organization is created and the employees are made to go through a transition phase. In this the targets will be upset with the change but will quickly adapt to the new environment. (Nickols, 2006) The Change Process The way the change is brought about or the processes that the change is brought about in are known as the change process and there are a few methods for doing this. Each will be discussed individually in the following paragraphs. The basic process of change is the unfreezing, changing and refreezing process.The things that need to be changed will be unlearnt by the employees; they will then learn the new way of doing things or can come up with their own way of doing the job. The best method will then be learned by all the employees. The method will then be refrozen, by learning it. Another process of change is by solving a problem and finding a problem. The thing that needs to be changed is referred to as the problem. The change agent needs to move the target from the state of problem to the solved state. This has to be done in an orderly and disciplined fashion. When this is achieved the problem is solved.This is basically known as the planned change model. (Nickols, 2006) When the change agent is trying to solve the problem he is basically looking for the solution thus, the problem solving part comes when a course of action is looked for to solve the problem. The problem finding part is when the action or thing that needs changing is being found. In this the change agent is finding the thing that is causing the problem and that which will eventually need to be changed. Thus, the problem is first found and then solved in a systematic manner. Some questions need to be answered abo ut the problem.The first thing that needs to be understood is that how the problem has occurred so that such situations can be avoided in the future. (Nickols, 2006) Another thing that needs to be analyzed is that what has caused the problem, so that that can also be solved. The problem has occurred because of a reason and that reason needs to be found and analyzed. There must be something that is lacking in the current situation, and to solve the problem the change agent needs to know these things so that in the solved situation these things are not present. (Nickols, 2006) ConclusionA change agent does not require a specialized set of skills, there is no professional degree needed to be a change agent. There are only a few things that an individual needs to be aware of and know how to manipulate. He needs to be aware of the people around him, but this he needs to limit. If he becomes too aware it can hinder his job or if he completely not aware then he will not be able to implemen t the change successfully. A change agent needs to know what the situation is and after careful analysis he should be able to solve it in his mind before actually solving it in real life because otherwise it might just end up as a disaster.One thing we can conclude from the paper is that the process of forming a relationship with the target is of extreme importance and that without the support of the people involved the change agent cannot achieve his goal. The whole process of will be useless. References 1. Dennis Stevenson (2008). What is a Change Agent? Retrieved on August 24, 2008, http://it. toolbox. com/blogs/original-thinking/what-is-a-change-agent-23764 2. Fred Nickols (2006). Change Management 101: A Primer, Retrieved on August 24, 2008, http://home.att. net/~nickols/change. htm 3. Mike Hugos (2008). How to become a Change Agent, Retrieved on August 24, 2008, http://www. cio. com/article/13091/How_to_Become_a_Change_Agent? page=3 4. Six Sigma Dictionary (2003). Change Agent , Retrieved on August 24, 2008, http://www. isixsigma. com/dictionary/Change_Agent-393. htm 5. University of New Carolina Wilmington (2008). Social Change Strategies. Retrieved on August 24, 2008, http://people. uncw. edu/pricej/teaching/socialchange/Social%20Change%20Strategies. htm

9 Forms of the Past Tense

9 Forms of the Past Tense 9 Forms of the Past Tense 9 Forms of the Past Tense By Mark Nichol Multiple variations of past tense that employ regular verbs occur in English. Explanations of the distinctions follow. Note that each section includes examples of positive-declarative, negative-declarative, and interrogative forms. 1. Simple Past A sentence in the simple-past form describes an event that occurred in the past: â€Å"They agreed with us.† â€Å"They did not agree with us.† â€Å"Did they agree with us?† Notice that in the first sentence, the verb form of agree is in past tense, but in the other examples, did does the heavy lifting of indicating the tense, so agree remains in present tense. In almost all other variations of past tense, the form of the verb â€Å"to be† and the participle retain the same form regardless of the type of sentence. 2. Past Progressive (or Past Continuous) Past-progressive statements and questions describe something that began in the past and continued to occur for a time before stopping: â€Å"They were agreeing with us.† â€Å"They were not agreeing with us.† â€Å"Were they agreeing with us?† 3. Past Perfect This tense form applies to events that began at a time preceding a period in the past: â€Å"They had agreed with us.† â€Å"They had not agreed with us.† â€Å"Had they agreed with us?† 4. Past Perfect Progressive (or Past Perfect Continuous) Sentences with this tense form describe something that occurred in the past and continued to occur after the fact but in the present is no longer occurring: â€Å"They had been agreeing with us.† â€Å"They had not been agreeing with us.† â€Å"Had they been agreeing with us?† 5. Past Habitual A sentence written in past-habitual tense describes an occurrence that once occurred continuously or repeatedly: â€Å"They used to agree with us.† â€Å"They used to not agree with us.† (This formal usage is awkward and seldom used; we are more likely to write, â€Å"They used to disagree with us.† An informal version of the sentence, more likely to be used if no direct antonym like disagree is available for a given sentence, is â€Å"They didn’t use to agree with us.†) â€Å"Used they to agree with us?† (This formal usage is rare. The informal form, much more common, is, â€Å"Did they use to agree with us?†) 6. Time-Specific Past Habitual A variation of the past-habitual tense includes a specific time frame: â€Å"Before, they would agree with us.† â€Å"Before, they would not agree with us.† â€Å"Before, would they agree with us?† 7. Past Intensive A sentence in the past-intensive form describes something confirmed as having occurred: â€Å"They did agree with us.† â€Å"They did not agree with us.† â€Å"Did they agree with us?† 8. Future in the Past A future-in-the-past construction describes something that was supposed to have occurred after a time in the past: â€Å"They were going to agree with us.† â€Å"They were not going to agree with us.† â€Å"Were they going to agree with us?† Past Subjunctive This form is not numbered, because it is not, despite its name, a type of past tense, but it is identified here to make that point. A sentence formed in the past subjunctive describes a counterfactual event: â€Å"If they were going to agree with us, they would have told us by now.† â€Å"If they were not going to agree with us, they would have told us by now.† â€Å"If they were they going to agree with us, would they have told us by now?† 9. Past-Perfect Subjunctive Sentences with this subjunctive form, by contrast, do have a past-tense sense: â€Å"Had they agreed with us, they would have told us by now.† â€Å"Had they not agreed with us, they would have told us by now.† â€Å"Had they agreed with us, would they have told us by now?† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)Email EtiquetteQuiet or Quite?

School Placement Research Essay Example | Topics and Well Written Essays - 3750 words

School Placement Research - Essay Example Moreover, it is observed that some of the students are keen to speak and interact with teachers in English. This enables the students to learn the language more effectively. The teacher is also recognized to motivate the students, who show interest in learning the language. The motivated students demonstrate more interest to learn the language. Further, the other students of the classroom on observing the interest of some of the students and the motivation from their teacher also attempts to learn the language. These students also makes attempt to learn the language. This creates a learning environment in the class with regard to English language. Learning of English language is extremely important from the perspective of the development of the students. The students would be able to communicate with the people of other nations. The students would be able to communicate with people who are incapable in speaking in Chinese language. Moreover, learning the International language Englis h is of significant benefit to the students when they would undertake higher educational degrees at foreign universities. The learning of International language is one of the key factors that lead to the overall personal developments of the students. During the period of volunteering in a bilingual elementary school, it is observed that some of the students are unable to understand the instructions from the math teacher. The math teacher although speaks in the native languages to the students, but at the time of teaching, the teacher uses English language. The students are not the native speakers of English and are unaware of several words and phrases in English. The teacher at the time of teaching uses some of the words or phrases or others that the students are unable to understand. This creates a communication gap between the teacher and the students. This leads the students to be deprived of some of the teaching instructions. The students as a result of such are

Church-State Relations in Western Societies Essay

Church-State Relations in Western Societies - Essay Example Hence, such influence may impact on the development of Muslim communities and practices. Post 9/11, however, such influence has metamorphosed to interference even in religious and social organizations and institutions so much so that the Muslim communities in these states feel discriminated not only due to the differences in treatment as against the majority community but also as against treatment meted out to other minority groups such as the Sikhs and the Jews. Anti-terror legislations give law enforcement agencies sweeping powers to inspect individuals, organizations and institutions making members of the Muslim community feel insecure and marginalized. Coupled with other interference in cultural practices such as the wearing of hijab by Muslim school girls, the heat of the state's interferences in their exclusive domain has alienated the community to an extent where it has become difficult to gauge the feelings and intentions of a patriot from a paranoid (Jocelyne Cesari, p65). In a climate dominated by fears of international Islamic terrorism, an oscillation in French public policy between including the diversity of Muslims and favoring specific tendencies has shaped the state organization of Islam (Jocelyne Cesari, p73). Also, different countries in Europe have different opinion and attitudes on Islam. ... Also, different countries in Europe have different opinion and attitudes on Islam. Germany, Britain, and Spain recognize Islam. But some countries like France do not recognize Islam and do not have any Islamic institutions like school in their country. On the whole, the attitude is one of disapproval and discouragement where Islam is concerned. One study conducted by Cornell University in 2004 revealed that 44 percent of Americans surveyed were not opposed to the restriction of certain basic civil liberties in the case of Muslims (Jocelyne Cesari, ch3). Muslim communities, in particular, are currently subject to unprecedented levels of intervention and regulation by the British State. There has been deepening of the 'moral panic' about those allegedly 'in' but not 'of' the West. (Jocelyne Cesari, ch4). Muslim Bureaucratic and parochial leaders Muslim community leaders have invariably been lay leaders and not, strictly speaking, qualified or qualified religious leaders. Their authority is largely drawn from a cultural capital that overlaps with traditional leadership. They may or may not be literate and their nomination in the bureaucracy and religious hierarchy may depend on their popularity ((Jocelyne Cesari, p62). Mismatch in the leadership does not augur well for any community for developmental purpose. Also, unqualified parochial leadership often tends to generate more heat than light. In such environment, it is difficult to objectively work towards progressive goals. The governments in western nations ask for capable and coherent leadership. In western states, the church has played pivotal roles because of qualified religious leaders and capable corporate leaders. In the United