Civil Wars and Peace Essay Example | Topics and Well Written Essays - 1750 words

Civil Wars and Peace - Essay Example In previous years, the most important focus on war was on interstate wars. Nevertheless, in the last two decades, there has been a heave in civil wars around the world. This perturbing trend of citizens rising against their governments needs strict analysis. In this essay, focus will be shed on civil war: the causes, effects, and actions taken to cultivate peace. In most cases, war leads to peace. It has often been said that there cannot be peace without war. Accordingly, this essay will also seek to establish the relationship between war and peace. Causes of civil war Political analysts and theorists of international relations have come up with several theories to explain the occurrence of civil wars. These reasons may vary from one country to another, but fundamentally, economic, political and cultural reasons are the main reasons for civil wars. Distribution of economic resources Most countries that have experienced civil wars can attest to the fact that disproportionate distribut ion of national resources was one of the factors that led to outbreak of war. When citizens start feeling like they are getting less than they deserve, they riot against the government. A case in point is the Sudanese civil war that lasted over twenty years. Sudan began exporting oil in 1999 and promised that proceeds from oil sales would be distributed equally in the country. However, when the government failed to distribute the wealth to the south, South Sudanese rebels started attacking North Sudan claiming their fair share of oil wealth. The two sides fought over the monopoly of oil profits as each wanted to control the sale of oil. South Sudan accused north Sudan of benefitting from the sale of oil that actually lay in South Sudan. In another case, the long standing civil war in Congo was primarily caused by the vast natural resources found in the country. The availability of minerals such as gold and copper led to conflicts. President Mobutu used the minerals to enrich himself and ensure that he stayed in power (Karl & Heo, 2007). This selfishness angered the citizens and opposition leaders who formed rebel groups to oust Mobutu from office. Political ideologies Differences in political ideologies have often led to civil wars within and among states. According to Levy and Thompson (2011), the type of political ideology that governs a country determines the stability of that particular country. In democratic regimes, citizens enjoy their human and constitutional rights, thus determining the way the state is run. In dictatorial systems, on the other hand, citizens are usually oppressed and do not have a say on how they are governed. Autocratic governments, oppressive as they may be, may not often experience civil wars since the people are afraid of the government. Semi-democratic regimes are more probable to be affected by civil wars. This is because citizens are aware of their rights and are able to petition the government to grant them their rights. In r ecent times, however, occurrences have proved that citizens can stand up against tyrants. The Arab uprising is one perfect example of how willing citizens can dislodge dictators from power. The Arab spring of 2011 started with the ousting of Tunisia’

Tivo Marketing Case Analysis Essay Example for Free

Tivo Marketing Case Analysis Essay The disappointing sales performance during the Christmas 1999 season ended up being a priceless lesson for TiVo’s marketing team: it was the catalyst that created the need for a TiVo’s new communications strategy. However, defining this new marketing campaign was challenging, especially after the feedback received about the product indicated issues like limited awareness and hard-to-communicate functionalities. The main focus of this new marketing campaign is to select a positioning strategy that will speed up the adoption of TiVo among consumers. The marketing team has three options on how to position TiVo: 1) as an enhanced digital video recorder, 2) as a product that gives viewers the ability to create their own television network, 3) or as a super VCR. I recommend that they position TiVo as the super VCR that gives users a unique TV experience. Analysis TiVo’s potential goes beyond the introduction of an innovative electronics product; it has the power to change the habit of how Americans watch television. So far TiVo’s penetration has been extremely limited, many consumers are not aware of its existence, and at the point-of-sale, the salespeople are encountering difficulties in explaining the benefits of the product. Moreover, TiVo represented a totally new innovative product that targeted the enhancement of television viewing, which was clearly not on anyone’s priority list. To communicate TiVo’s advantages, the marketing team has considered using different advertising sources for different purposes. However, this approach eliminates the possibility of communicating a consistent message across all potential buyers. Without a consistent message, consumers will be confused of what TiVo truly represents. Most consumers are aware of what a VCR is, so positioning TiVo as the super VCR would make it easier for consumers to associate it with a familiar product and its functions. If the message behind TiVo focuses on providing users with the ultimate television experience, consumers are likely to be curious about what this super VCR is all about. It indirectly encourages consumers to try this state-of-the-arte innovation. The drawback of positioning TiVo as an enhanced digital video recorder is that consumers can view it as an extremely high technological innovation, not suitable for a typical household, but apt for technologically savvy consumers. Digital recorders are a relatively new innovation, with a limited awareness and familiarity among consumers. It narrows TiVo’s ability to reach a wider range of consumers. Positioning TiVo as a product that allows any user to program his or her own TV network not only focuses on one of the many features of TiVo, but the idea behind it is too abstract. TiVo’s relative advantage is high, as its innovation is significantly better than the products it is replacing, specially the regular VCR. Before TiVo, the average household spent more than 7 hours watching TV. TiVo’s intent is to make television viewing a lot more enjoyable, making it a totally new experience. Thus, its functionality is highly compatible with the existing consumer behavior. However, due to the many benefits the product offers, many consumers have difficulty understanding all the benefits of the product. Some users even had trouble using the system, which is not very easy to use; therefore its complexity is high. The trialability of TiVo is low, since the product can be experimented most of the time either in retail stores through a demonstration or through the online demo available at TiVo’s website. TiVo’s observability is currently low, since many consumers have a lack of awareness of its existence. Finally, the risk involved with TiVo’s launching is high, as there is an important amount of capital committed to the success of the project. TiVo’s proposed positioning as the super VCR can be analyzed with the Marketing Mix analysis. Product. TiVo, the super VCR, is the first digital video recorder that empowers television viewers to create their own personal television network. Viewers can pause live television to attend interruptions such as phone calls or unexpected visits. It gives viewers the freedom to watch whichever program they want, whenever they want. With TiVo’s capacity to store up to 30 hours of recorded television, users reduce the hassle of using videotapes to record television programs. Users virtually eliminate the possibility of missing their favorite shows, since they can set-up TiVo to record them. With these aforementioned features, TiVo will revolutionize the way Americans view television. Price. The current price of $999 for the 30-hour TiVo box is extremely high. It can easily discourage any early adopter or a TV addict. Hence, the marketing team should reduce the price to $399, even lower if financially viable. The more attractive the ticket (i. e. TiVo Box) for the ultimate TV experience, the easier consumers will be lured in. The service fee structure seems at a very reasonable price, it requires no major price adjustments. Place. Electronic retail stores, such as Best Buy, Circuit City, and Sears serve as the best channels to sell the product. It is imperative that the marketing team develops a training program for the sales force of those retail outlets. Many consumers will have their first TiVo experience in a retail store; hence, the salespeople must be prepared to demonstrate the benefits of TiVo in a flawless way. The internet should be used as another channel to sell the product, especially the TiVo website, where it must have a friendly-user demo, so customers can interact with TiVo. Promotion. Consistency is the key to launch a successful communication strategy across the different media sources. The marketing team should focus on attractive ways to create the need and dependency of TiVo. Offering a 30-day free trial for the TiVo recorder and service is an excellent way to allow consumers to fully experience TiVo’s benefits. Presenting testimonials of TiVo users about their positive experiences with the product stimulates the curiosity among consumers who want to know what the super VCR really does. Recommendation Positioning the TiVo as the super VCR that provides the ultimate TV experience will speed up the adoption of this innovative product. This theme stimulates a very particular interest among those who consider watching television as a means of entertainment. Moreover, delivering this message builds on TiVo’s brand identity, which can be associated with the innovative super VCR that changed an old-fashioned lifestyle. TiVo is more than the first digital video recorder that gave consumers the opportunity to develop their own personal television network; it is the super VCR that is making the habit of watching TV as the ultimate experience.

Asperger’s Autism and The Classroom Setting Essay -- Education

I am very interested in high at risk student populations in traditional schools. While many students labeled as high at risk exist in ever-increasing numbers, there is little in the field that demonstrates the remediation of the student. There have been successful ventures in some instances, however, the greater question of what works and what does not work exists in piece meal fashion (Grenier, 2010). The high at-risk population I am interested in is the special needs child. I have spent numerous years working with autistic children in school settings. The enduring social emotional issues and the mechanics of social interaction have made me contemplate the question of what works best for these children to learn. I have worked in schools where special needs children were the sole students, and in schools that mainstreamed. Towards my EdD, I am looking at the pragmatic results of inclusion versus mainstreaming versus self-contained classrooms. All three offer different learning envir onments and are based upon public law 94-142, now called the Individual with Disabilities Education Act (Demonte, 2010). Until 1975, schools simply had to describe the student as different to either exclude the student from school or tell the parent to institutionalize the student (p.158). When the IDEA came into being, schools acknowledged special needs students who previously they would not accept into their school (p.165). I remember distinctly in 1969, that separate classrooms housed and educated students with disabilities. It was the beginning of my journey in working with at risk populations. Mr. Papanek was the special education teacher and I remember his compassion and commitment to these children. I often volunteered to use my study hall cl... ....proxy1.ncu.edu/docview/750493608?accountid=28180 Higbee, J.L., Katz, R.E., & Schultz, J.L. (2010). Disability in higher education: Redefining mainstreaming. Journal of Diversity Management, 5(2), 7-16. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/506637577?accountid=28180 Litvack, M.S., Ritchie, K.C., & Shore, B.M. (2011) High- and average-achieving students' perceptions of disabilities and of students with disabilities in inclusive classrooms. Exceptional Children, 77(4), 474-487. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/877027165?accountid=28180 Loefgren, E. (2011). The missing piece of the autism jigsaw puzzle: How the IDEA should better address discipline problems. Law & Psychology Review, 35(1), 225-238. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/896739171?accountid=28180

Introductory Awareness of Sensory Loss Essay

There are a range of factors, both negative and positive that can occur with an individual with sensory loss. A positive factor can be that the individual will gain a lot of support to help them deal with their sensory loss and how they will be able to move forward. Negative factors are that the individual won’t be able to perform activities they may have been able to do so in the past, for example general duties around the house or performing hobbies they enjoy etc. Steps that can be taken to overcome factors that have a negative impact on an individual with a sensory loss are things such as aids to help them adjust with their sensory loss, for example a hearing aid for an individual with hearing loss, a walking aid for someone with a sight loss. Individuals with a sensory loss can be disabled by attitudes and beliefs as people assume because they have a sensory loss they should be treated differently. For example an individual with a hearing loss, people will assume they nee d to shout so this individual can hear them when as a fact they are able to lip read etc. To overcome disabling attitudes and beliefs is to basically educate the individual about sensory loss. Read more: Identify the main causes of sensory loss essay Outcome 2: Understand the importance of effective communication for individuals with sensory loss When communicating with an individual with a sight loss, people need to consider how much if any that the individual can see. Once this is established then they will know the best way to communicate with the individual whether this be with talking to the individual or using touch. Also the same with an individual with a hearing loss, whether they need to use pictures as the individual may not hear at all, or to use a loud tone of voice but making sure they are not shouting at the individual. When communicating with an individual with deafblindness, people need to consider that the individual hasn’t got what most people use to communicate with. There are ways around this as these individuals learn to communicate with their other senses such as touch and smell. Effective communication can have a positive impact on lives of individuals with sensory loss as they will feel they are able to communicate with others, as they will have aids or ways of being able to communicate. Also if the individual is becoming ill they will be able to communicate with someone to tell them what is wrong. The individual may also become happier within themselves as they are able to communicate. Information can be made accessible to an individual with a sensory loss as there are different aids available, such as audio books for those individuals with a sensory loss. Individuals with a hearing loss may be able to read, also Braille is available to use, and this may be used by an individual with both a hearing and sight loss. Outcome 3: Know the main causes and conditions of sensory loss The main causes of sensory loss can be due to old age, as some older people can become hard of hearing. Also cataracts can be a cause of sight loss along with old age. Another cause could be that the individual has a medical issue which has caused them to have a sensory loss, such as being born with a number of problems which can cause a sensory loss. The difference between congenital and acquired sensory loss is that congenital sensory loss is when an individual is born with a sensory loss whereas acquired sensory loss has developed as a result of ageing, serious injury or illness. 45% of the general public is likely to have a sensory loss. Outcome 4: know how to recognise when an individual may be experiencing sight and/or hearing loss Indicators and signs of: Sight loss: bumping into things when walking, falling over a lot. Sitting too close to the TV, when reading having the book or newspaper too close to the face. Hearing loss: having the TV on a loud volume, getting people to repeat themselves because they have not heard. Deafblindness: all of the above listed. Additional advice and support of sensory loss can be sourced from the individuals GP. There are also charities out there that offer support to individuals with sensory loss. Outcome 5: know how to report concerns about sensory loss When concerns arise that an individual may have a sight and/or hearing loss we report them to our office to report our concerns, also maybe express them to the individual’s family that we have concerns.

Historical Perspective Essay Essay

As per Elizabeth Ann Manhart Barret â€Å"Nursing science is the substantive, abstract knowledge describing nursing’s unique phenomenon of concern, the integral nature of unitary human beings and their environments. The creation of this knowledge occurs through synthesis as well as qualitative and quantitative modes of inquiry. Nursing science-based practice and research is the imaginative and creative use of nursing knowledge to promote the health and well-being of all people.†(Kalisch. 1986) The theorist who I believed had the most tremendous impact on nursing research and the profession of nursing as it stands today is Florence Nightingale. Florence Nightingale, originally from England was a great visionary and pioneer of nursing in the 1870’s. Her focus and teachings in nursing were on patient care and hygiene to enhance healing. Florence Nightingale did not consider herself a theorist however her documentation of her practice have guided the science of nursi ng and nursing research for decades. Nightingale’s Environmental theory is an integral part of healthcare today. Her principles are better adopted in an educational setting but can be applied to a clinical setting. Nightingale’s Environmental theory was based on the concept that the environment could be altered to improve conditions so that the natural laws could allow healing, and that the environment is capable of suppressing, preventing or causing disease and illness in the individual. Her theory also stated that a poor environment leads to poor health and disease. Core concepts or metaparadigms are the tenants of nursing and their role is to define how patients should be treated. The concepts are the person, the environment, health and nursing. (Avant. 2011). All of the concepts are interrelated and each concept builds upon the concept that precedes it. Nightingale’s definitions of the metaparadigms have been utilized by many of the theorist that have followed her and are still widely  used today. She defined them as followed: The human was seen as the person or the individu al. The role of the nurse is to alter the environment to place the individual in the best condition for nature or the environment to act upon them. The environment was defined as all external and internal factors that can affect the health and wellness of the individual and health was defined as the process of getting well In conclusion research and nursing science has greatly evolved through the years and will continue to do so over time with the continued contributions from nurses such as Florence Nightingale and the continued advancements in research and medicine. As the needs of the patients continue to grow so will the quest for more nursing knowledge, and the science of nursing will continue to develop.

Obituary If I Lived To Be 90 Example

Obituary If I Lived To Be 90 Example Obituary If I Lived To Be 90 – Article Example OBITUARY FOR STEVE ANTHONY BAUMAN Obituary for Steve Anthony Bauman Celebration of a life well lived Source: http www.puppiesandflowers.comSteve Anthony Bauman28 August, 1966 – 20 December 2056Defiance County - Steve Anthony Bauman, 1990, peacefully and untimely passed on, on Wednesday 20, 2056 at the Presbyterian Hospital New York after a brief illness.He lives with his son John James Bauman, 48; his daughter-in-law, Helena James and his grandchildren Sean James, Steve James, and Clare James.Steve Anthony Bauman was born and raised in Defiance; he was the son of Sean Bauman James and Pauline Lindsey James. He was a lifelong residence of Defiance.In his early years, Steve Anthony Bauman would help his father in his garage, Bauman mechanics. After graduating from Blue State Mountain High School 1982, Bauman was admitted to Clark University, where he graduated with a Bachelor’s degree in Forensic Psychology in 1986. Later that year, Steve Anthony Bauman got recruited to t he Military Academy as a cadet, where he later, 1989, graduated and was admitted as a member of the Military Corps.Bauman met his wife Helena Bauman in a wedding ceremony at a local church and later, in 1996, they were joined in a holy matrimony. Steve Bauman served his country selflessly in the Army in various positions until in 2006, when he was promoted to a Sergeant. He was later elevated to the rank of Major, a position he humbly and diligently held until when he retired in 2010, after a 21 years selfless service to his country in the military.In 2013, Steve Bauman founded and started Steve Bauman and Associates, a Forensic Psychology firm in Defiance. Steve Bauman did not only take pride in his business, but sincerely relished those friends and colleagues that he made during this period. Over the years, Bauman’s expertise, experience and reputation in Forensic Psychology made him to be recognized and consulted by the FBI, in some of their major cases.Mr. Bauman had a pa ssion for animals, something he dearly took pride in and was an avid dog trainer in Defiance. He enrolled his award winning British Bull dogs into dog shows; this earned him several prestigious awards and ribbons.Bauman was also a passionate golfer and was an adored and well respected, renowned member of the Defiance Golf Club and the Pinehurst Country Club. He was a member of the board of directors for the Defiance Golf club, and his forensic psychology firm, Steve Bauman and Associate.A funeral Service was held December 22 from Star Funeral Home of Defiance, with a private burial.

How to Be Successful in High School Complete Guide

How to Be Successful in High School Complete Guide SAT / ACT Prep Online Guides and Tips There's a lot of pressure in high school to prepare for the future, but between classes, extracurriculars, and trying to have a social life, thinking about what comes after high school can feel like being told to climb a mountain with no help. Instead of fixating on the future, success in high school means thinking about what you can donow. Being on top of things in high school is a great foundation for success in the future. But what does being successful mean? How can you get started today? What should you worry about, and what should you let slide? This guide will help you learn how to be successful in high school no matter where you are in your education. With tips and goals to strive for, you'll be prepared for the future at any point in high school- it's never too late to start getting a plan together. What Does Being Successful in High School Mean? "Success" is a tricky thing to aim for- everybody has different goals and priorities, so the first step of how to be successful in high school is to determine what your goals are. It's important to understand that success won't look the same for everybody. Not only is every person coming from a different background with unique abilities and hindrances, but people also don't all want the same thing. Some have high career aspirations and income goals, while other people want to travel the world, and still others want to improve their own communities. Every one of those things is a kind of success. Regardless of what your individual goals are, one thing is true- the earlier you start to prepare, the better equipped you are to achieve those goals. Whether you're shooting for the moon (literally!) or sticking close to home, planning your roadmap to success means you understand not just where you're going, but how to get there. You don't want to be scrambling at the last minute to finish everything you need to do, so start as soon as you can. Your goals don't have to be this literal, but they can be! How to Set Goals for Success in High School Take some time to brainstorm what you want for the future. Don't be afraid to dream big- if you want to be an astronaut, write it down! If you want to solve world hunger, write it down! You'll figure the rest out later. Brainstorming gets your ideas down on paper, and later you'll refine them into actions. Once you know for certain what you want, you can start figuring out how to get there. Say you want to solve world hunger- that's pretty abstract, so you need to figure out how you can tackle such a big problem through concrete actions. Do a little research to find out what efforts are already being made. What skills do you have? How can you use those skills to add to the work in progress? If you're aiming for a particular career goal, do some research into how the best of the best got where they are. What degrees do they have? What colleges did they attend? What interests do they have that lead to their career? Match these up with your own desires and factor them into your goals. For example, let's say you want to become an astronaut. You don't just become one by doing a job interview- you need a few more things before you'll be accepted into NASA, like a bachelor's degree in a science or math field. That means getting a degree should be a high priority for you. Part of goal-setting is determining which colleges best suit your needs. Make a list, and start researching what criteria you need to meet to get accepted. Each item you list will need its own set of goals, such as reaching a certain GPA or getting a particular SAT score. Write all this down- you'll want to keep it for planning concrete steps! Next, you need either an advanced degree or 1,000 hours of in-command time on a jet aircraft. Consider which you'd rather do, and plan accordingly. If you want the advanced degree, repeat the search above for grad schools and doctoral programs. These later goals may not be things you can do right now, but you can break them down into smaller pieces that you can start working on as soon as today. If you'd rather go for the 1,000 hours of flight, joining the military or becoming a commercial pilot are both options. Again, each of these comes with its own set of goals to accomplish, so keep breaking those into smaller and smaller achievable pieces, such as getting your physics grade up or joining science-related extracurriculars. Lastly, becoming an astronaut means you need to be in prime physical fitness. This is something you can start now, especially with NASA's requirement for swimming- if your shuttle makes a water landing, you'll need to be prepared to swim! Setting physical fitness goals (or any type of goal) now gets you into the habit of practicing them, something that will serve you well as you progress through your life. No matter what your dream career is, you can follow these steps. And even if you don't make it into your dream school or you find that the field you once aspired to isn't right for you later in life, you're still set up for excellence! Aim high, and you'll have your pick of options- don't limit yourself now because you're unsure if you can reach your highest goal. Your organization session doesn't need to look anywhere near this fancy. The #1 Key to Being Successful in High School: Prioritization Prioritization is one of the most important skills you can have as a student. Being naturally gifted or having a great work ethic doesn't mean much if you can't figure out where to direct your skills. That's why setting goals should always be your first step to success. Once you have a list of goals, including ones for the long- and short-term, you can start to prioritize them. Look at where you are in comparison to where you need to be. What can you do to get there? What can you do right now that will make the most meaningful difference? Obviously, if you're aiming to be an astronaut, you can't just walk into college and ask for a degree. You have to work to get there, which means asking yourself what you can do to get to your dream school. You can apply, of course, but that application needs to be polished. How do you polish it? What can you doright now to get your application into shape? For example, say your physics grade has slipped. You need a good GPA- especially in science courses- to make it into a program that will help you become an astronaut. What can you do to fix that? Studying more is an obvious choice, but "more" isn't a concrete goal. Two hours per week is a good starting point, but you can break that down even further and make it actionable. Two hours per week equates to about 25 minutes per day, so let's round that up to a half hour.Studying an extra half-hour per day is an actionable goal, one that's not so big that you'll have to entirely rewrite your life to achieve it, but not one so small that it won't make any meaningful difference. Upping your study time is more immediately important than being able to swim three pool lengths in astronaut gear. You've got time to work up to that- your Bachelor's degree will take you four years, and whatever training you do beyond that will add on time- so focus on what you can fixright now. Not only is your physics grade something you have control over, but you also have less time to fix it, so it needs to be higher on your priority list. Prioritizing will allow you to plan out milestones and tackle them in an order that makes sense. Rather than trying to do everything- swim three pool lengths, get into college, raise your physics grade, rack up 1,000 hours piloting jets- you confront them one at a time, crossing one off and moving to the next. Get yourself some highlighters and colorful tabs, because it's time to start a planner. How to Keep Track of Everything You Need to Do All this goal setting is great, but you have to keep track of them or you'll be stuck spinning your wheels without direction. Consider getting a planner or making use of a calendar to stay on top of everything. Passion Planners are a great choice. They're goal-focused and contain lots of tools for getting inspired and breaking your goals into actionable items. This structure is great for those who have big dreams but struggle with getting started and following through. There's even an academic version that only covers school months, and there are tons of tutorials online for how to best use (and decorate) them. If the structure of Passion Planner doesn't work for you, plenty of other people swear by Bullet Journaling. This system uses a series of symbols to dictate what should be done now and what should be done later, as well as encouraging you to break tasks into actionable items. If you prefer to be a bit more free-form in your planning, Bullet Journaling may be for you. Whatever route you end up taking, the important thing is that you give yourself structure and a means to execute your goals. Set due dates. If you need to raise your physics grade, set that goal sometime in the future- say, raising your B- to an A by the end of the quarter. Since you've already asked yourself what you can do to get there, you can assign your goals, such as studying an extra half hour per day, joining a study group, or turning in missing assignments, to specific dates. Write that extra half hour down on every day, and write another reminder once per week, for example, to complete a missing assignment. Essentially, keeping track of everything means setting goals, breaking those goals down into actionable items, setting deadlines, and following through. Aim high, but all the little stops on your roadmap are important, too. Think of the small tasks as steps in a large staircase with your goal at the top- you can't leap directly to the top, but you can get there one step at a time. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: How to Be Successful in 9th Grade Planning for specifics is how you achieve big goals, but general planning is great too. Even if you're not sure what you want to do with the rest of your life yet, there are still big steps you can take to make sure you're on track for success later in life. It's never too early to start thinking about college, even if you're not ready to settle on one school or field of study yet. One of the best ways to ensure that you're ready for college, even as soon as ninth grade, is to make sure you're taking challenging, useful courses. If you don't know what you want to do with your life, that's okay! Elective courses can help you figure that out. Your course load in ninth grade should be a mixture of required classes, electives, and challenging classes. There's no magic number of AP or honors courses that will magically get you into your dream school, but colleges do want to see you making the most of what's available to you. That said, if you find yourself struggling to keep your grades up, it's okay to reassess. You need to pass the classes in order for colleges to take them seriously, so be sure you're taking on a workload that you can handle. For a freshman, one to two AP courses is a great place to start. Ninth grade is also a great time to start getting involved- really involved- in extracurriculars. If you're into journalism, you may not get a coveted editor position as a freshman, but you can start taking on additional responsibilities and writing stories that matter to you. To return to the astronaut example, you can consider joining a science or math club at school, and going for a leadership position down the road. Don't be afraid to start thinking about college choices. That doesn't mean you have to make concrete plans, but doing some research into what requirements schools have and what features appeal to you is a great way to start narrowing down your choices early on. Instead of looking through every conceivable school junior year, you'll already have a possible list narrowed down. In tenth grade, keep up good habits and keep forming new ones. How to Be Successful in 10th Grade Tenth grade is a time to start thinking seriously about your future plans. It’s a good time to research schools and potentially start narrowing them down. You have plenty of time to apply, so don’t stress about whether or not you’ll get in- use this time to think about how you’ll set yourself up for success rather than worrying about whether or not you’ll succeed. As with ninth grade, you’ll want to focus on keeping your grades up, getting involved in extracurriculars, and taking honors and AP courses in tenth grade. Shoot for one to three AP courses in your schedule, but always keep in mind that your grades come first. If you’re struggling in your regular classes, it’s okay to cut back. You want to find a healthy balance of schoolwork and extracurriculars, which may sometimes mean letting something go to fix where you’re struggling. It may feel a bit like playing Whack-a-Mole, but prioritization and goal setting will help you focus on what’s most important. Now is a good time to take the PSAT or PreACT for the first time. If you have a sense of where you’re starting from, you’ll know where to focus your studying efforts as you get closer to taking the real thing. Even better, you’ll have more time to study. Instead of crunching junior and senior year, you'll be able to focus on weak points rather than trying to bring all your scores up at once. If you’re not 100 percent on track with where you want to be, that’s okay! Spend some time thinking about how you can correct course and get back on schedule. There are no hard and fast rules for success, as every person is unique. Things get a little more serious in eleventh grade. How to Be Successful in th Grade Eleventh grade is why it’s important to start planning early. Suddenly you’re faced with the very real task of college applications and standardized tests, and it can feel like things are closing in on you. Still, don’t panic. Even if you haven’t started preparing yet, you can get yourself back on track. In eleventh grade, it’s time to start thinking seriously about college applications. That doesn’t mean filling them out- though you can start early, applications won’t be due until the next year, even for early decision. Instead, focus on your standardized test scores. Take an SAT or ACT test if you can and see where you’re at, compare that to your college of choice’s average score, and start working to make sure your score is at that level. If it’s already there, great! You can instead work on getting a higher than average score to look even more impressive in your application. Junior year is the most important one for your GPA. Every year is important, but junior year is the last full year you have to impress colleges before applications, so make it count.To be competitive for college, aim to take two to four AP courses in eleventh grade, and keep those grades up. If you struggle your junior year, it’s not the end of the world. You will need to explain things to colleges you apply to, and also demonstrate that you’re working to fix anything that’s slipped. That’s why it’s important to have a plan- when you know where you’re going, getting back on track is far easier. Get started early so you can look this excited on graduation day. How to Be Successful in 12th Grade If only senior year was the time to relax after all your hard work. Instead, now is the time you’ll be putting all that hard work into action, applying to colleges, seeking leadership positions in the extracurriculars you’ve been involved in, and continuing to maintain your GPA. If you’ve been on track until this point, congratulations! Just keep doing what you’ve been doing, with the added responsibility of applying to colleges. If you’re coming at this a little late and are worried about your odds, don’t panic- you still have options. Maybe you slipped in junior year, or maybe you just didn’t know that you had to get started early. You can still achieve success, even if you’re a little late to the game. Identify any weak points in your grades, extracurriculars, and courses. What can you correct? What will make the biggest difference right now? If you haven’t started SAT or ACT prep, do so now. Take a practice test and start working to get your score up to your target. Though your social life might suffer with these additional demands, it’s important to make the most of the time that you do have. Don’t burn yourself out, but do be sure you’re putting in the work. No matter what, don’t feel like it’s the end of the world. Maybe you don’t get into your dream school. Maybe you don’t get into most of the schools you apply to. That doesn’t mean a great future is out of reach- it just means you need to reassess. Consider enrolling in community college and transferring to a four-year school when you’re ready, or starting at a lower volume school and transferring later. These are perfectly legitimate options that can lead to a wonderful and lucrative future for you- getting started late is better than never getting started at all. It’s important not to let yourself give up. You might run into obstacles and need to change plans, but it’s never too late to strive for more. Keep making goals and reaching for new milestones, because there are always options. You might not see results right away, but good planning and effort will be rewarding. 5 Tips for How to Be Successful in High School Making goals and prioritizing them is a great way to be successful in high school.But there are other skills you can cultivate, too, that will help you on your path to success. #1: Start Planning Early The earlier you start getting your plans together, the better. Your plans can change over time- don't be afraid to be flexible- but you simply can't achieve your goals if you don't have any. Making goals early and breaking them down into digestible pieces gives you clear milestones to achieve. It's far easier to hit a bunch of small goals leading to a larger one than to jump right from a C to an A, so the earlier you can start, the smoother your path to success will be. #2: Follow a Schedule Figure out what you need to do, how long you have to get it done, and break that into smaller achievable goals. "Raise my grades," is a good goal, but you can't jump right there- instead, commit to studying two hours per week or completing one missing or extra credit assignment per week. Set a schedule for when you need to get things done, but also schedule in time for workand for breaks. If you work at a specific time every day, you'll find yourself settling into a more efficient pattern. And giving yourself regular breaks ensures that your brain is always performing its best rather than struggling to focus after hours of studying. #3: Designate a Study Space It sounds strange, but picking one particular place to study in can actually be a big help in focusing better. If you have a desk or a quiet place in your home, decide that that's your studying zone and clear it of distractions- no phone, no magazines, no video games. When you sit down there, you'll start to associate it with studying, and your brain will find it easier to shift into work mode. If you can avoid it, don't make a place that has a different purpose, such as your bed, your dining room table, or your noisy living room your study space. If you try to use the same place for multiple purposes, it loses its association with studying. Find somewhere that you can get work done andonly use it to get work done. #4: Find Unique Ways to Practice Studying is good, but you have to study smart. Reading the same things over and over again won't necessarily help, so find ways to really engage with what you're learning. Flashcards are a popular study method for a reason- writing the information down and quizzing yourself on it repeatedly can drill it into your mind a whole lot easier than reading and re-reading the same page of notes. But you can try other things, too, such as coming up with your own mnemonics or even teaching the material to somebody else. If you're struggling to understand or memorize something, get creative with it rather than forcing yourself to keep studying in a way that isn't working for you. #5: Find a Study Buddy Not only is studying easier when you have somebody to quiz you, but accountability is also a great way to motivate yourself. It's far harder to cancel plans with somebody else than to cancel plans with yourself. Of course, be sure you find somebody who isn't just there to hang out. Your ideal study partner should be somebody whoalso has goals and who isn't going to distract you when you're trying to work. Tell each other what you're going to get done, and hold each other accountable for achieving it. Check in to see what their progress is, and tell them what you've achieved. When you share your goals with others, you get them involved and invested in your success, making you more likely to keep going when you feel like giving up. What’s Next? All these tips for success will help you prepare for college, but you still need to apply. This guide to college applications will help you understand exactly what schools are looking for. Even if you don't want to go to Harvard, you can still study like you do. If your application is Harvard-ready, you're also ready for most other schools- the higher you aim, the better your chances are no matter where you want to go. Grades are a crucial part of a successful college application. This guide to getting a 4.0 GPA will help you plan effective studying habits, giving you a better chance at getting into your dream college. Want to build the best possible college application? We can help. PrepScholar Admissions is the world's best admissions consulting service. We combine world-class admissions counselors with our data-driven, proprietary admissions strategies. We've overseen thousands of students get into their top choice schools, from state colleges to the Ivy League. We know what kinds of students colleges want to admit. We want to get you admitted to your dream schools. Learn more about PrepScholar Admissions to maximize your chance of getting in.

Movies Based on Dean Koontz Books

Movies Based on Dean Koontz Books Dean Koontz is one of the most prolific suspense writers alive. It is no surprise, then, that many of Koontzs books have been adapted into movies. Here is a complete list of Dean Koontz movies by year. Dean Koontz Film Adaptations 1977 - The Passengers aka The Intruder (1979 video release) This was adapted from the novel Shattered, which Koontz wrote under the name of K.R. Dwyer. It was filmed in France and Italy and released in French. The original title was Les Passagers, and it was also released on video in the US as The Intruder.1977 - Demon Seed  Based on the novel of the same name, it starred Julie Christie and Fritz Weaver as a couple whose super-computer Proteus IV gets a little too familiar with them.1988 - Watchers Based on the novel, boy (Corey Haim) meets dog. Dog is a super-intelligent runaway from a genetic research lab.1990 - Whispers Based on the novel, Victoria Tennant gets stalked in Canada. The tagline was, Fear shouts. Terror whispers.1990 - Watchers II Still based on the novel, the dog saga continues, now with Marc Singer and Tracy Scoggins.1990 - The Face of Fear   This was a TV movie based on the novel. It starred Pam Dawber and Lee Horsley. A killer stalks a guy who has psychic powe rs and is about to uncover his serial killer ways. Good thing he was a former mountaineer. The tagline was, Their lives are hanging by a thread, forty stories above the street. And a madman is trying to shoot them down.   1991 - The Servants of Twilight Based on the novel, Bruce Greenwood tries to protect a boy who might be the Antichrist.1994 - Watchers III  We cant get enough of that dog. This stars Wings Hauser.1995 - Hideaway   Based on the novel, Jeff Goldblum is brought back to life after a traffic accident, but now he has a psychic connection with a mad killer who is after his daughter, played by Alicia Silverstone.1997 - Intensity Based on the novel, in this TV movie, Molly Parker tangles with serial killer/kidnapper John C. McGinley.1998 - Mr. Murder  Based on the novel, this TV movie stars Stephen Baldwin as a mystery novel writer who gets cloned, and the clone is murder-y.1998 - Phantoms Based on the novel, the town of Snowfield, Colorado is not where you want to be. Starring Peter OToole and Rose McGowan.1998 - Watchers Reborn aka Watchers 4  The dog keeps going, this time with Mark Hamill as a detective.  2000 - Sole Survivor  Based on the novel, this was a four-hour TV mini-s eries. Billy Zane grieves over losing his wife and daughter in a plane crash, but the sole survivor (Gloria Reuben) may know it was actually a nefarious plot. 2001 - Black River Based on the novella, bad things are happening in this town.2013 - Odd Thomas Based on the novel, Anton Yelchin portrayed a fry cook who sees dead people.

Child and Adolescent Psychology Essay Example | Topics and Well Written Essays - 500 words

Child and Adolescent Psychology - Essay Example The infancy period is of no exception to this rule. First of all, it is important to dispel any claim that the infancy period or the first year of child development is insignificant and it won’t make any difference at such a young age just because a baby, such as in the case of Tyree, will be sleeping most of the time anyway. In Erikson’s theory of psychosocial analysis, the first stage of development focuses on the experiences of an infant in the culmination of what Erikson would term as Trust versus Mistrust. According to Santrock, this stage is characterized by a sense of trust that requires â€Å"a feeling of physical comfort and a minimal amount of fear and apprehension about the future† and thus â€Å"trust in infancy sets the stage for a lifelong expectation that the world will be a good and pleasant place to live in† (2004). In relation to the physical needs of an infant, it is widely recognized that proximodistal principle growth and development follow from the center of the body outward. â€Å"During infancy and early childhood, the limbs continue to grow faster than the hands and feet† and thus â€Å"children first develop the ability to use their upper arms and legs† (Papalia et al., 2007). With this kept in mind, it is best to choose Child Care A which have a lot of tunnels for crawling and resting. More tunnels mean more opportunities for exercise and as such this environment will be more conducive for Tyree’s gross and fine motor coordination and skills. In relation to the cognitive needs of an infant, the cognitive ability to perceive and handle information is being influenced by the surroundings of an infant and this largely relates to their future intelligence. â€Å"Much information-processing research with infants is based on habituation, a type of learning in which repeated or continuous exposure to a stimulus reduces attention to that stimulus† and â€Å"As infants habituate, they transform the novel into the

Leadership and Organizational Culture Essay Example | Topics and Well Written Essays - 4000 words

Leadership and Organizational Culture - Essay Example From this paper it is clear that there are totally four CEO’s whose leadership style is different. The leadership style of an individual highly depends upon the individual behaviour of the person and set of attitude and beliefs molded in his mind. Some believe firmly that autocratic leadership style will bring out more productivity. Some believe that participative leadership is best and some others feel that free reign is best. The behaviour and the set of attitude possessed by the person is what make the person implement such leadership strategy within the organization. This study outlines that leading can be done in many ways depending upon the individual parameters. Leadership issues are mostly found in organizations and it is highly oriented towards the top level management within the organization. The overall effectiveness of the organization is depended upon the capability of the leader to manage the resources effectively and efficiently to achieve the organizational goals and objectives with an increase in the overall productivity. It is not only the responsibility of the leader to clearly identify and define the goals and objectives of the business, but also involves designing and framing useful methods by which those goals and objectives can be accomplished. â€Å"In organizations, leadership is about influencing employees to buy into the vision of the leader, motivating them to deploy all resources available at their disposal to achieve objectives set by the leader†.

Services Marketing Assignment Example | Topics and Well Written Essays - 1000 words

Services Marketing - Assignment Example 4). The organization, Esquires Coffee House, deals with coffee products and it is the only franchised coffee house in New Zealand with more than 40 stores (Esquires Coffee House, â€Å"About Us†). Service provided Service is an intangible offering to the customers with little or no transfer of physical products to the customers. Esquires Coffee House provides services to its customers by serving coffee made from 100% fair-trade organic beans (Esquires Coffee House, â€Å"About Us†). The company makes high quality coffee making it available across the globe with standardized service as well as in stylish and comfortable outlets attracting more customers. The symbol of the coffee house makes its intangible products tangible to the customers. USP of the service USP stands for Unique selling proposition and for Esquires Coffee House, USP lies on its coffee beans. The coffee beans are obtained from fair-trade organic coffee along with the latest technology used by the organi zation and every item is made out from topmost and fresh ingredients. As customers enjoy the coffee they can earn loyalty dollars and hence enjoy the reward by FairShare card adding to its USP (Esquires Coffee House-a, â€Å"FairShare†). ... Coffee houses tend to follow the service process including people as its service which takes places directly with the customers. The service process in Esquire’s coffee houses is as follows Figure 1: Service Blueprint of Coffee shops Service as system Esquire’s coffee houses aims to deliver its customers with the best coffee beans available and it is done through effective operations of the beans. The selection of beans is important in the process of making coffee perfect. The operation teams make sure that the best and organic beans are used to make coffee. The marketing department has made use of all the promotional strategy to create and generate awareness among the customers. The customers in the coffee house are served within few minutes after place the order and it can be said that the delivery process is an advantage to the firm. Service management trinity model The service trinity model talks about the three functional areas, marketing, human resource and operat ions (Blythe & Zimmerman, p.158). Operations includes the people, the facilities such as the ambience of the coffee house in Esquire’s coffee houses and the equipment such as the latest technology that is being used by the coffee house to bring out the best quality coffee beans for the customers which is highly invisible to the customers. The operation service also includes marketing but it also highlights components such as advertisements, billing, sales and others that takes place in Esquire’s coffee houses to create awareness. The human resources should be able to recruit and train the people to fit them in the operations and marketing areas. Services marketing environment PESTEL Analysis Political: The political condition of New Zealand is at par with the

Age And Acquisition Of English As A Foreign Language Essay

Age And Acquisition Of English As A Foreign Language - Essay Example The ‘age factor’ has at all times been one of the chief issues in terms of research and investigations focused on the acquisition of second/foreign language. Nonetheless, the crucial point has now shifted from investigating the question of whether there exists a crucial phase, as observed during the 1970s and 80s, to the suitable time to begin education in L2. Such a trend is mainly applicable in foreign language acquisition perspectives across Europe and visibly apparent in countries like Spain where the age of instruction for teaching English was significantly reduced from 11 years of age to 8 years by the Reforma. It is hence, highly likely that advance improvements might press forward the starting age for learning a foreign language to age 6. Although these changes fail to consider the conclusions from current research, they do, however, replicate the common fear regarding the significance of languages, particularly English, in our every day lives. This book review i s, as a result, of supreme significance to teachers as well as students of English as a second/foreign language. It accumulates certain chosen contributions in two parts. The first part deals with "Theoretical Issues" discussed in three chapters which present a general idea about the role of age in learning languages. Chapter 1 in part 1 titled â€Å"Critical Period or General Age Factor(s)† written by David Singleton provides a methodical introduction to the CPH Critical Period Hypothesis as well as the theory of CP Critical Period.

Disease Essay Example | Topics and Well Written Essays - 250 words

Disease - Essay Example r of the chromosomes from either parent, a genetic malfunction can occur resulting in the development of an extra genetic material in chromosome number 21. Additional genetic material on chromosome 21, which is responsible for the features of the Down syndrome, can result from three primary genetic variations; trisomy 21, this is when a child is born with three copies of chromosome 21 in all the cells instead of the usual 2 copies. Mosaic Down syndrome, where the child is born with some cells having an extra copy of chromosome 21. Mosaic down syndrome is caused abnormal cell division after fertilization. Translocation Down syndrome occurs when part of chromosome 21 is attached (translocate) onto another chromosome, prior to or at conception (Sherman, 2007). Children born with Down syndrome often have intellectual and physical disabilities. At adult age, a person with Down syndrome present with an IQ equivalent of a nine-year-old. Often, people with Down syndrome presents with stunted growth, webbed neck, low muscle tone, narrow roof of the mouth and flat head. Additionally, they present with abnormal outer, large tongue, flattened nose as well as separation of the first and the second toes (Porth,

Caterpillar's Strength in Surviving the Most Recent Global Economic Essay

Caterpillar's Strength in Surviving the Most Recent Global Economic - Essay Example Caterpillar continuously maintained its core competency and followed strategic measures to sustain its state of success in the market of global competition. In the late 1990s, the company was seen to improve more and diversify into engine production, finance, re-engineering and logistics which although showed signs of enhancement in the company’s profits, but at the same time, created concerns over rising debts that could pose troubles for the company in the approaching recession of 2008. Nevertheless, Caterpillar successfully survived the recession and maintained its position in the market (BMAN20002 Caterpillar Inc. Case, pp.1-4). This research study would thus reflect on the company’s strength in terms of its core competency as well as strategic business policies that might have aided the company to survive through the phase of recession. Performance of the company before and after the recession of 2008: The performance of the company before and after the recession c an be studied by going through some of the financials of the company. For this purpose, the financials of last four years, comprising the period between 2007 and 2010, have been taken into consideration. The case study indicates that the company had improved its performance in the late 1990s. From a period of 1980 till 2007, the company’s results showed fluctuations but an overall increase in its net sales came about moving from as low as $10000m to $50000m, and the operating profit margins ranging from a negative percentage to as high as 15 percent (BMAN20002 Caterpillar Inc. Case, p.6). The gross profit, the operating income, and the net income of the company from 2007 till 2010 are represented in Exhibit 1 below: Exhibit 1. Gross profit, Operating income and Net income of Caterpillar Company from December 2007 till December 2010 (Bloomberg Business Week, 2011). (In millions of US Dollars) December 31, 2007 (USD) December 31, 2008 (USD) December 31, 2009 (USD) December 31, 2010 (USD) Gross profit 11,200.0 11,756.0 7,465.0 11,307.0 Operating income 4,921.0 4,478.0 1,305.0 3,996.0 Net Income 3,541.0 3,557.0 895.0 2,700.0 Thus if the profits and income as represented for the period before and after the recession are considered, it can be found that the company had suffered losses from the period between 2008 and 2009; however the results improved thereafter reflecting that the company had successfully survived the recession. The return on the company’s equity for the period before and after the recession can be represented through the following table: Exhibit 2. Return on Equity (ROE) of Caterpillar Company for the period from December 2007 till December 2010 (Bloomberg Business Week, 2011). (In millions of US Dollars) December 31, 2007 (USD) December 31, 2008 (USD) December 31, 2009 (USD) December 31, 2010 (USD) Net Income 3,541.0 3,557.0 895.0 2,700.0 Equity 8,996.0 6,714.0 9,300.0 11,325.0 ROE (Net Income / Equity) (in %) 0.39 0.53 0.10 0.24 Th e return on equity had been reasonably low over the last four years. However after the recession the percentage had fallen very low which can be found to be improving sooner as reflected through the results of December 2010. The debt issued by the company can be represented through the following chart that would show whether the company had to face troubles owing to increasing debt amounts. Figure 1. Debts issued

Disease Essay Example | Topics and Well Written Essays - 250 words

Disease - Essay Example r of the chromosomes from either parent, a genetic malfunction can occur resulting in the development of an extra genetic material in chromosome number 21. Additional genetic material on chromosome 21, which is responsible for the features of the Down syndrome, can result from three primary genetic variations; trisomy 21, this is when a child is born with three copies of chromosome 21 in all the cells instead of the usual 2 copies. Mosaic Down syndrome, where the child is born with some cells having an extra copy of chromosome 21. Mosaic down syndrome is caused abnormal cell division after fertilization. Translocation Down syndrome occurs when part of chromosome 21 is attached (translocate) onto another chromosome, prior to or at conception (Sherman, 2007). Children born with Down syndrome often have intellectual and physical disabilities. At adult age, a person with Down syndrome present with an IQ equivalent of a nine-year-old. Often, people with Down syndrome presents with stunted growth, webbed neck, low muscle tone, narrow roof of the mouth and flat head. Additionally, they present with abnormal outer, large tongue, flattened nose as well as separation of the first and the second toes (Porth,

Case study Example | Topics and Well Written Essays - 1000 words - 32

Case Study Example Printed catalog is the major focus area of IKEA marketing strategy. In fact the company spends most of its marketing budget on this area every year. Catalog entailing 300 to 400 pages is produced in 30 languages in 59 editions. Around 200 million catalog copies were circulated in 2012. In 2013 IKEA catalog incorporated new characteristics of special symbols that could be read by IKEA Android and iPhone apps. When the symbols are scanned, customers are fascinated by the presentation of detailed information about IKEA products. These apps also offer 3D product models and videos explaining ‘how to’ (Copeland and Hartline, 495). Similar real experience applies in the internet as attested by (Copeland and Hartline, 495). Customers are allowed to download programs that guide them in redesigning kitchens, bathroom and bedrooms. Customers can also view products online. Data entailing local events of every store, product and service specials as well as promotions, is also available in the website. This expands customer knowledge of products, services, motivation, events among other concerned business information. However, the drawback with regard to the website is that it does not entirely allow customers to purchase items online. Consumers have to visit the stores to access and purchase products. About 30 percent of the product line is allowed for purchase online. Moreover, in order to reach its target customers, IKEA catalog employs the use of radio, television and communication via the internet. The fact that IKEA lets its consumers to experience shopping experience by themselves, motivates customers towards purchasing items at IKEA stores. The materials that IKEA provides for its customers make it easier to shop. The showrooms in the floor display furniture of the company with several accessories that will make the style noticeable for consumers. This frees the customers from salespersons working on commission, according to Copeland and Hartline, (497). This

Relationship Between Employees and Health Care Organizations Essay Example for Free

Relationship Between Employees and Health Care Organizations Essay Analyze the factors affecting the relationship between employees and health care organizations to determine which single factor is the most significant. Explain your reasoning. The long-term economic success of healthcare organizations depends on the efforts of employees with the appropriate capabilities and motivation to perform their jobs well. Organizations that are successful over time have understood that individual relationships do matter and should be managed. (Flynn, Mathis amp; Jackson, 2011) The relationship between individuals and healthcare organizations is influenced by outside forces. Four of the biggest influences are economic changes, the expectations of different generations of individuals, loyalty, and changing career expectations for women. These factors affect the psychological contracts in a number of ways. (Flynn, Mathis amp; Jackson, 2011) All of these factors are just as significant and important but the only that I feel has the more impact is the loyalty. One important organizational value that affects employee loyalty is trust. Employees who believe that they can trust their managers, coworkers, and the organizational justice systems are much less willing to leave their current employers. According to a survey conducted by a nursing magazine, one of the top reasons given for RNs leaving their previous employers was a lack of trust and confidence in management. (Flynn, Mathis amp; Jackson, 2011) Supportive learning and working environment are crucial factor for job satisfaction, especially in the field of nursing. An ageing population with an increasing number of patients suffering from chronic diseases are included in the factors affecting work environments negatively, resulting in dissatisfied employees. To improve the environment and prevent persistent employee dissatisfaction, Richer at al. 2009) suggested â€Å"appreciative inquiry† to create radical changes. Knowles (1990) reported that a supportive learning environment is considered to be a critical  element of human resource development, and he acknowledged the need for the development of individual workers through improvements to the educational aspect. Four of the biggest influences between employees and health care organizations are economic changes, the expectations of different generations of individuals, loyalty, and changing career expectations for women. All these factors play a significant role in the workplace and staff and leaders have to be cognizant of them. I believe the most significant in this relationship is the ever-changing economy, especially with the onset of the Affordable Care Act. The economy has been in a recession, and many organizations have had to cut their budgets to stay afloat. Personnel have been laid off, they have quit their jobs in healthcare to find a more stable job field, and providers have additional regulations that in turn change their practices. Healthcare is still appealing and a necessity, but the demands are becoming more and more stressful on employees. You absolutely need loyalty and managers and leaders can control it but they cannot control the economy hence why I believe it is more significant. You can’t control the difference in generations, but you can understand the differences and change the leadership style to accommodate those gaps. You cannot control the economy and it can drive substantial decisions that can be unfavorable * From in the e-Activity, determine how well the health care organization you found is addressing the factor you identified in the first part of this discussion. Discuss additional steps the organization could take to do a better job. Samaritan Medical Center is the largest hospital in the Watertown, New York area. It is a 294-bed community medical center. In order to retain their current employees Samaritan Full-time employees are eligible to participate after six months of employment and may be reimbursed up to $3,000 annually for tuition assistance. Part-time employees are eligible to participate after one year of service and may be reimbursed up to $1,500 annually. They offer 401(k) Retirement Benefit + Employer Match, RN, LPN, Tech Retirement and 403 (b) retirement plans. They offer paid time off and also the following other benefits: * Employee Referral Quit for Life Smoking Cessation * Employee Fitness Rebate * Aflac Cancer Coverage * Cafeteria and Gift Shop Discounts * Over the Counter Pharmaceutical Discounts * Employee Assistance Program (ESP) They also offer the following insurances for all employees: * Medical Insurance * Dental Insurance * Vision Insurance * Life Insurance * Accidental Death and Disme mberment Insurance * Short Term and Long Term Disability * Medical and Dependent Care Spending Accounts This hospital also recognizes that employees are happy when they continuously learn and grow in their jobs. They offer a professional development program as well. I think that this hospital does a terrific job at concentrating on all areas of incentives and purpose for their employees to retain the best qualified personnel. â€Å"Samaritan recognizes the importance of investing in their leaders with ongoing management training. Excel IV will assist leaders of all levels in developing greater efficiency through increased managerial competence. Excel IV focuses on the following Leadership Competencies: Communicating with Impact, Building a Successful Team, Facilitating Change, and Aligning Individual and Team Performance† (Samaritan Medical Center, 2013). References: http://www. samaritanhealth. com/join-our-team/why-choose-samaritan/professional-development ince the textbook indicated Griffin Hospital located in Derby, CT at number three on list of small companies in the Fortune magazine as one of the best companies to work for 10 years consecutively, I decided to look up this company on the internet. At Griffin Hospital, every employee is a caregiver and every employee makes a difference. We understand that employee satisfaction leads to patient satisfaction. Our culture of teamwork, professionalism, and respect makes Griffin Hospital a place where both patients and employees want to be. Griffin Hospital was named to  FORTUNE Magazines 100 Best Companies to Work for in America  list for ten consecutive years and our management team has been nationally recognized for listening and responding to employee feedback. Also looking at the hospital, they give recognition and much gratification to their employees for all their hard work and dedication by having an awards program. They also offer bonuses to their employees. I would suggest having a flexible schedule if possible but the hospital appears to offer an array of great benefits and compensation to their employees which is why the rank so highly in the Fortune. And this a highlight that has taken place at the hospital to turn things around according the CEO, â€Å"We surveyed all of our departments, and the one that came out worst was our obstetrics. In fact it was so bad an outside consultant suggested we close it. † What were the things he did to turn around the obstetrics department? We turned the traditional maternity unit on its head. We created a welcoming, home like environment for women, but it was really based on empowerment and information. First of all we moved to all private rooms. We installed a Jacuzzi in our maternity ward to help relieve pain early in a woman’s labor. We also embraced the whole family in the birthing experience by having specially designed double beds put into private rooms so the husband could sta y with his wife from start to when the three of them could leave. In the past the husbands were relegated to the proverbial waiting room. So our approach to vastly changing our obstetrics department was the start of the transformation of Griffin. † From that auspicious beginning, Pat Charmel has raised the profile and patient centric care to one of the highest in the nation. It has won numerous awards for their approach, including awards for their nursing staff and the NAACP for their diversity program. References: http://www. griffinhealth. org/About-Us/Careers-Volunteers. aspx   http://blog. istage. com/ceo-tv-show/pat-charmel-ceo-of-griffin-hospital-explains-what-he-did-to-turn-around-the-hospital The health care organization I chose is a local healthcare organization-Saint Francis Medical Center; I believe they facilitate employee loyalty because on their website numerous references are made where they address employees as being family and the benefits of employment page offers various healthcare programs, continued education savings, a nd reimbursement plans, and savings and annuity plans. Additional steps I believe additional steps the organization could take to do a better job are by following the Richard Branson method of celebrating employees. His business meetings often consist of employees meeting for lunch at his home, entire department vacations, and inter-office costumed events. I believe all organizations should follow this method. http://positivesharing. com/2011/09/richard-branson-celebrates-employees/ Baptist Health System (BHS) has five acute hospitals and offers benefits to their employees to create loyalty. BHS is committed to providing a stable, rewarding and generously incentivized relationship with their employees and start every relationship with incentives in hopes of getting the highest level of performance from the very best people (baptisthealth. com, n. d. )  to better attract and retain employees. Some for their benefits include: health, dental and vision plans, flexible spending accounts, accident and life insurance, short and long term disability, paid time off (PTO), extended illness days (EID), and tuition reimbursement (baptisthealth. om, n. d. ). Beginning August, 2012, BHS no longer hires individuals who use nicotine products. They intend to provide healthy, smoke free environment for their employees. Employee loyalty provides a competitive advantage and is necessary for a successful business. If BHS goes above and beyond for its employees, it is likely the employees will do the same for BHS. BHS could promote and provide a culture of communication, flexible schedules , employee praise and respect, and birthday celebrations.

Development of the Understanding of Dyslexia

Development of the Understanding of Dyslexia Introduction The following three chapters offer not only an introduction, but an in depth analysis of the current state of the study of Dyslexia today. Much of the information evaluated for this study was based on the preeminent minds in the study of learning disabilities today. It is the responsibility of a curious society to determine the causal and symptomological relationships for a particular disorder prior to its diagnosis. Dyslexia presents a unique challenge to this social responsibility because of a uniquely manifested heterogeneity which is pervasive in many forms. Further research is decidedly required in order to isolate the underlying cause of such an affliction, yet with current medical data and a limited number of scientific studies, this feat remains next to impossible, even one hundred years after its initial recognition. Chapter One When his trembling hand gripped tightly to the pencil and the words began to flow freely, their meaning rushed through his mind; minute synaptic reactions converted thought into impulse and further into written word. When read, however, by a stupefied instructor, it was the letter reversal, in addition to poor, untrained handwriting which brought cause for alarm. Visits with a Neurologist, discussions with a Psychiatrist, all led towards an unfortunate diagnosis: Dyslexia. Introduction The following chapter is designed to offer an in depth history and background for one of the most misunderstood and misdiagnosed affectations in history: Dyslexia. It is only through thorough comprehension of this disorder and the potential affects on youth and adults alike that proper diagnosis and treatment will be initiated. Defining a Theory When theory becomes practice and eventually is predominately a diagnosis, it stands to reason that a clear and effective definition of that theory would aid in discussion with patients and training for educators. However, when a disability necessitates the scientific consensus of hundreds of doctors dealing with similar, yet uniquely defined cases, the theory will flounder, pinned in a net of conflicting case studies and rhetoric. Webster’s Dictionary defines Dyslexia as â€Å"a variable often familial learning disability involving difficulties in acquiring and processing language that is typically manifested by a lack of proficiency in reading, spelling, and writing.†[1] This definition is not particularly enlightening, nor does it further our comprehension of what symptoms or solutions may be present for such a disorder. Pop culture would have us believe that all dyslexics read words backwards, are inwardly frustrated individuals, and are oftentimes lazy in study while uniquely talented in another aspect of life. Yet, with the ambiguous definitions which have punctuated the study of this disorder, it can easily be seen how education in this area is lacking, particularly in terms of diagnosis. â€Å"The term dyslexia comes from the Greek root â€Å"dys† (trouble) and â€Å"lexia† (word).[2] It is easily seen how such a generic definition can lead to great scientific debate, not only in study, but in treatment as well. There is no singular treatment for dyslexia, in fact, this is a lifetime disability where teaching awareness in addition to atypical forms of learning becomes paramount in the normal functionability of the patient. Most common in modern definitions of Dyslexia is that it is a phonological disorder predicated by neurological dysfunction contributing to poor reading, writing, and oftentimes learning abilities. This theory, however, becomes problematic as a variety of scientific studies seek to minimize the extent that cerebral malfunction influences phonological impairment. Through simplification of the diagnosis procedure, tests such as IQ testing become the benchmark for identification dyslexics as opposed to poor readers. It is important to note that dyslexics do not have an intelligence deficiency. Their disorder is directly linked to improper phonological interpretation, and oftentimes, unique strengths arise from within this impairment. The following sections will further explore the preeminent theories behind dyslexia, in addition to extrapolating linked generic theories into cohesive formats by which further understanding of dyslexia will be simplified. Dyslexia: Historical perspective The first case study which endeavored to define dyslexia was recorded in 1872 by a physician, R. Berlin of Stuttgart, Germany. The initial cases of dyslexia were predominately adults who had lost the ability to read, write, or comprehend language in some cases due to severe trauma or head wounds. Early definitions of this disorder invoked use of a more common term aphasic, or a loss of the ability to use or comprehend words. In 1877, A. Kussmaul suggested the theory of â€Å"word blindness† to describe a patient who similar to earlier cases, had lost his ability to read. In 1887, the term alexia was first defined as an inability to comprehend written words by Charcot. All of these predecessors led to the modern term, dyslexia which we use fluidly today. This term was first defined by Bateman in 1890 who had determined a form of verbal amnesia in which a patient had lost his memory of the conventional meaning of language. In 1896, Morgan formulated a revised definition called congenital word blindness, citing a 14-year-old boy who although he functioned on a similar intellectual level with his peers, had a specific difficulty in learning to read. Further comprehension of this disorder surfaced with James Hinshelwood, a surgeon at the Glasgow Eye Infirmary who published a series of articles in the journal â€Å"The Lancet.† These articles dealt more specifically with acquired word blindness than Morgan’s congenital word blindness and after his first experiences with congenital cases in early 1900, Hinshelwood eventually published a book on both forms of word blindness which further defined theories behind the disorders. â€Å"This taxonomic classification system was based upon the performance of the patients when attempting to read. In this regard, Hinshelwood’s formulations and methodology resemble those of contemporary neuropsychology.[3] Hinshelwood’s research led him to create reading guidelines, including a three stage model of learning in which educators could focus their efforts on training students to read proficiently. Part of Hinshelwood’s congenital word blindness related to what he had previously witnessed in adults which were a major trauma or head injury which led to the apparent disorder. His believe was that during the birthing process or at some point during infancy, extreme head trauma or a birth defect had caused the lapse in language abilities, creating the word blindness. Study in the area of reading difficulty continued. In 1925, an American Neurologist named Samuel Orton proposed a theory regarding the specific formation of these disorders. â€Å"According to Orton, reading reversals (e.g. b for d and saw for was) were caused by problems with cerebral dominance in the early stages of reading.†[4] This mirror-image theory was one of the most misconstrued and misunderstood theories of the early twentieth century. By the early seventies, however, the mirror-image theory had been discredited on the basis that while dyslexia affects language functions, it does not seem to affect other visual tasks such as forms of recognition. During the 60’s and 70’s, visual perception and correction of this problem in relation to dyslexia became a debatable theory. â€Å"Marianne Frostig developed a test for visual perception and a remedial training program involving tracing, and copying shapes and patterns.[5]† This test was unsuccessful when paired with dyslexic students and was inappropriately utilized without positive result for some time. In 1962, Herbert Birch proposed the intersensory deficit hypothesis which proposes that because reading utilizes both auditory and visual senses, that there is an innate inability to perform the dual tasks. His theory was also discredited as testing lacked in control mechanisms and an inability to replicate results with consistent reliability plagued Birch and his associates.[6] From these bases of research on dyslexia came a flurry of tests, examinations, theories, discredited scientists, and the debate still continues. Current theories tend to focus on areas of the brain which are abnormally affected by the disorder, but more importantly, research into the techniques required in order to appropriately educate affected individuals has increased. This research, in addition to testing, continues to allow for uniquely afflicted individuals to lead remarkable yet uncured lives. Phonology—From Record to record When dyslexia moves from theory to diagnosis, phonological deficits become measurable symptoms of the disorder. Phonology, or the study and description of the sound changes in a language, can help educators pinpoint and explore specific regions of sound including word pairings and splits. Additionally, it is one of the most affected areas of comprehension relative to dyslexia. â€Å"The amazing discovery is that people systematically ignore certain properties of sounds. They perceive two different sounds as the same sound. We call the stored versions of speech sounds phonemes. Thus phonemes are the phonetic alphabet of the mind. That is, phonemes are how we mentally represent speech; how we store the sounds of words in our memory.† Dyslexia, however, as previously defined, is a disorder in accessing the proper linguistic characteristics as related to reading and writing. Therefore, in extrapolating disability from inability, it is essential to determine whether the child is ph onetically challenged, they have an inability to attach proper synaptic responses to linguistic characteristic, or in a non-dyslexic case, that the problem could be directly related to visual acumen. If there is a possibility that the child has a visual impairment which while serious and requiring further diagnosis and study, it does not decidedly group them into a dyslexic category. â€Å"Overall, studies have shown perceptual deficits: in vision related to impaired motion detection and in phonology related to impaired coding. This impairment is related to symmetry, reversed asymmetry, and lower numbers of neurons in, predominantly, the temporal lobes and visual motion areas of the occipital lobe. Also, the auditory deficits may be closely related to temporal abnormalities that impede speed and accuracy for speech-sound relationships in reading of the planum temporale region, as well as the thalamus near the corpus callosum.†[7] It is this potential brain abnormality which makes this disorder so difficult to define and identifying specifically which deficits contribute directly to the dyslexic tendencies of a child is a most difficult and sometimes impossible process. Additionally, the multitude of theories and definitions of learning disabilities makes the educator’s task of proper identification much more difficult. â€Å"It has been shown that explicit training in phonological awareness can lead to improved word reading; evidence of a reciprocal causal relationship between phonological awareness and reading has also been found.†[8] In assessing potential dyslexics, it is widely held that phonological deficit is one of the most reliable assessors when comparing results from a controlled variety of children. Evaluations of this deficit oftentimes take the place of speed tests, word recognition studies, and testing of verbal fluency. As debate continues about the underlying causal factors of phonological deficit, one powerful theory is that â€Å"cerebellar deficit is the only single explanation of problems in balance, phonology, and speed, and is also one explanation of ‘pure’ phonology/speed problems.†[9] This l ocalized brain failure directly relates many of the predominant symptoms of dyslexia, including combining many different areas of testing and relating them to one overall failure, as opposed to a variety of causes for a multitude of symptoms. Symptoms In order to diagnose and treat such a heterogeneous disorder such as dyslexia, symptomology, or breaking down specific traits and behaviors into repeatable offenses, must be at the forefront of the educator’s investigation. But, when every child’s individual response to the disorder is different, where does one begin to define those unique traits which enable grouping, and therefore, repeatable treatment and disability management? As will be defined in future sections, it is essential to the educator that they are able to differentiate between the textbook dyslexic and the garden variety poor reader. Oftentimes, IQ testing is performed on children to initiate a benchmark for further evaluation of variance from this basis point. Children who exhibit reading variances below the average IQ of the test group cannot be immediately defined as dyslexic. Further investigation involving a variety of controlled examinations must be performed in order to discover the unique sympto ms associated with the particular child’s disability. It must be noted that oftentimes dyslexia is a hidden disorder, primarily because of social pressures placed on children to perform in school. Fear of labeling, coupled with parental disappointment can be a powerful motivator in masking or hiding of dyslexic symptoms. Initial determination of this disorder must be made through observation and recognition of potential warning signs. â€Å"Parents are often aware that their children have some problems with language before they start school. Youngsters with language processing disabilities may be slow in learning to speak, and may use shorter sentences, smaller vocabularies, and poorer grammar than their brothers and sisters did at similar ages.†[10] As symptoms are not easily identified due to lack of visual corroboration, there are a variety of discrepancy principles which are most often utilized for more accurate prognosis. IQ testing will be discussed in detail in further sections, yet, the ability to establish a connection between variances in observed and expected achievement make this form of testing one of the most consistent, yet debated, techniques for initial identification of dyslexic symptoms. Similarly, reading and listening comprehension are often studied in an attempt to determine obvious strengths in one category over the other.[11] Determining that a patient’s reading comprehension is far inferior to his listening does not, however, decidedly diagnose them as dyslexic. This approach must identify the innate deficiency in word identification and contrast those results with alternate discrepancy evaluations. Additionally, the definition of phonological deficiency pervades this model, as dyslexic children can have problems with written and spoken words alike. As dyslexia is clearly a heterogeneous disorder, a variety of symptoms requires varying evaluations, and in both of these discrepancy tests, the symptomology alone does not dictate dyslexia. A third area of discrepancy evaluation relates chronological age to reading age. Yet, historic evaluations of schooling and environmental factors (home environment, access to reading materials, etc) become paramount in determination whether or not the reading proficiency directly correlates to the social environment of the child. Again, it is the predicated evaluation of all apparent and collaborative symptoms which enables accurate diagnosis and appropriate educational tactics. Causality Often confused with symptomology, causality is the identification of the underlying failures contributing directly to the disorder. For dyslexic evaluations, an simplified approach to causality is to determine that a phonological impairment has contributed to an inability to read and write at the same level as their peers. Therefore, treatment tactics will include direct reading training, word recognition instruction, symbolic representation, and intensified reading emphasis. In the next chapter, RTI (responsiveness to intervention) will be discussed as a replacement for the â€Å"wait to fail† approach, which when utilized properly, determines their responsiveness to the training and potentially prevent misdiagnosis. Could the child respond to the phonological training? If there were dramatic improvement through basic teaching tactics which were more localized to poor readers, then perhaps the entire diagnosis of dyslexia could be removed, and focus on reading abilities and f urther instruction would become a priority. However, dyslexia, as previously stated, is a lifetime disability which mandates many changes in lifestyle and learning approach. The underlying causes are irreversible, and proper diagnosis is paramount in determining the best tactics toward normalization. â€Å"The World Federation of Neurology defines dyslexia as a disorder manifested by difficulty in learning to read despite conventional instruction, adequate intelligence, and sociocultural opportunity. It is dependent upon fundamental cognitive disabilities which are frequently of constitutional origin.†[12] Directly related to the phonological impairment is a cerebral malfunction or failure in which not only reading and writing abilities are impaired, motor skills including balance can also be affected. In addition to cerebral malfunctions, it is a well known fact that both sides of the brain process and perform different functions as related to thinking: the left side predominantly controls speech, reading, writing, and numeric processing ability; the ride side controls creativity, musical ability, and imagination. â€Å"Mixed hemispheric dominance† is attributed to the cause of improper phoneme reproduction is due to the brain’s hemispheric responses to stim uli.[13] Therefore, the functions normally controlled by the left half of the brain are delegated in part to the right side, an area not typically charged with these particular functions. Dyslexics are often characterized as picture thinkers, or students who tend to think and speak in very imaginative capacities, often formulating speech as though they were painting a picture. In this scenario, the causality of photo-dictation is directly related to a confused hemispheric dominance. It is important, however, to note that assumption of causal relation to dyslexic symptoms can only be validated through intense scientific research and neurological study. Causes of this impairment are readily defined, but oftentimes troublesome in clinical corroboration. Mythological Muddle or Modern Mystery It is the duty and underlying objective of the scientist to investigate all causes and symptoms of a particular disorder in order to determine without a doubt the symbiotic relationship between the two and repeatability of testing procedures with future patients. Therefore, it would stand to reason that as time passes and frequency of variance within investigation techniques subsides, that scientific data would affirm one theory of dyslexia above all others. Unfortunately, the heterogeneity of this disorder has left a lifetime of neurologists without a solid foothold from which to hoist concrete scientific evidence as to the causes and treatments for dyslexia. The most problematic area of the body has proven to be the brain, and for obvious reasons, interpreting its responses to educational stimuli is a difficult and painstaking task. Study aside, cultural mores supply myths which often muddle educated theories regarding dyslexia. One myth as qualified by an ignorant teacher of a dyslexic student was â€Å"well, I mean, it’s one of those things that has been conjured up by pushy parents for their thick or lazy children, quite often both.†[14] These myths affect cultural perception as well as tactics educators explore in relation to future education of clinically diagnosed dyslexics. It is essential to the support and appropriate treatment of dyslexia that the dispelling of common myths becomes a priority. The following represents some of the most prevalent, but certainly not all myths associated with this disorder. Myths: All dyslexics read backwards As previously stated, dyslexia is not simply a â€Å"backwards reading disorder.† While letter and word manipulation is a result of the disorder, not all dyslexics view words backwards. Oftentimes mirrored writing is an effect, yet proper teaching and techniques enable dyslexics to read and write over time as well as non-impaired individuals. Dyslexia only affects reading Discussion of symptomology of this disorder clearly shows that writing, listening, even motor skills are often affected by dyslexia. Phonological impairment does not limit dyslexic symptoms to poor reading alone. The inability to appropriately process and utilize language, words, and letters affects all areas related to these categories. Dyslexics have a poor sense of direction Dyslexics are often grouped into a category of individuals with poor sense of direction, and ones who are often clumsy or inept. While dyslexia can oftentimes cause a directional confusion, it is a trait which is dictated by the unique affectation of a heterogeneous affliction. Dyslexia can be cured Scientific advancements have challenged the confines of the human mind, yet manipulation of the brain, moreover, repair of major cerebral impairments, is as of date an impossibility with relation to dyslexia. Many dyslexics will learn to live normally with their impairment; many have already gone on to become great historical figures, yet curing this disorder is simply a task charged to the neurologists of the future. My parents can read so I am not dyslexic The genetic link between relatives and dyslexia is apparent and proven. The misconception however lies within the idea that genetic correlation is linked directly to the parents. Heredity and dyslexia form a bond within a family’s genetic makeup, enabling the link to come from oftentimes removed relatives, Uncle, Aunt, Grandfather. Dyslexia is a hereditary disorder and further research into a family tree reveals the path of its emergence.[15] Dyslexia, a mystery to scientists and educators for over one hundred years, presents children with challenges unlike other afflictions. The inability to localize the gene or regional affectation which causes dyslexia presents an almost hopeless image of what, in other scenarios, might be considered a gift. It is the unique modifications made by the mind which enable dyslexics to processes other areas of learning more quickly than other students, and this compensation oftentimes more than outweighs the debilitation of a decrease in language comprehension. Personal Affectation—Why Me? Scientific study aside, the human factor relative to living with dyslexia is prevalent and worthy of discussion. A child in an educationally pervasive society with expectations and standards thrust on him on a regular basis would find his inability to read common words not only frustrating but frightening. From a psychological standpoint, abnormality in a very standardized environment causes great confusion among children. Their inability to fully comprehend the situation will often lead to masking tactics in addition to rebellious behavior which carries the potential for misdiagnosis. The perspective of a potential dyslexic is that they will be ridiculed in school settings for their differences and perhaps even placed in remedial classes in order to help them have a full and prosperous education. It is the responsibility of the educator as well as the parents to address this particular affliction, not as an illness but as a gift. Reminding students that a very impressive list of famous and successful dyslexics exists today and that more are added to it yearly allows for a comfort factor which can offset some of the fear. Creating an educational blueprint which navigates the student through the symptoms and adaptations of dyslexia and assists them to define a life of normalcy is a priority. The upcoming chapter will discuss the specific processes which can assist a student in a prosperous and diverse lifestyle in addition to addressing and identifying the unique factors of their disorder which may eventually help neurologists pinpoint the cause of dyslexia. Chapter Two Sitting before his teacher, hands clenched tightly in front of him on the desk, the student waited with anticipation as the cards were raised one at a time. The pictures were familiar, the writing seemed like something he had seen once before but it didn’t make sense. The instructor slowly prompted the wary student, the sounds forming behind tight lips. His first steps towards living with dyslexia had begun. Introduction The following chapter will not only evaluate dyslexia based upon specific traits and the modern techniques utilized to explore and define the disorder, it will explore the potential benefits of choosing each uniquely suited tactic in the attempt to properly diagnose and treat with accuracy. Necessity or Misdiagnosis â€Å"Congratulations, you have dyslexia.† This is not exactly a reasonable statement for a neurologist to make to a grade school child who is afflicted with the malady. Nor can he treat the diagnosis as though he has spelled the end of a normal lifestyle for this frightened adolescent. It is important for educators to note that the process which is undertaken in order to get to this step, the ultimate diagnosis of the disorder, must be recognized, internalized, and practiced on a regular basis in order to avoid unfortunate misdiagnosis. The student who stands on his desk and yells mild obscenities at the top of his lungs will not only gain laughs from his classmates, but will most likely enjoy a trip to the school counselor. Should he appear restless and frustrated as his problems are probed, the counselor will suggest further examination. Eventually, ADD, Attention Deficit Disorder could become the prognosis, and Ritalin the drug of choice for overcoming this unfortunate scenario. And perhaps Ritalin does not work and the school performance continues to falter, then another trip to the physician and another diagnosis, yet a complete absence of alternate thinking regarding the disability is present at this time. The poor spelling and scribbled essays are completely forgotten in exchange for a reprise from destructive and irascible behavior. It is the failure of the teacher to note the extreme inability to read aloud in front of the class and realize that the reaction to his embarrassment is the disruptive nature for which they are medicating. An ability to recognize, diagnose with accuracy, and utilize trained teaching abilities to inspire change and growth are qualities that are lacking in many of today’s teachers. It’s not a failure of their intelligence by any means, nor is it the training they have received; it is that there are simply too many variables from which to accurately diagnose learning disabilities in children. Experience, coupled with comprehension of relevant learning categories is essential to proper dyslexic diagnosis. Family and heredity, as stated before, is essential to understanding the child’s genetic makeup. If there is a history of dyslexia within the family, closer attention can be paid to specific traits which are associated with the disorder than if there were not such congruence. Language skills are additionally a priority, as these abilities are essentially the area in question when formulating a diagnosis. Evaluation of comprehension, word identification, pronunciation and word retrieval are only a few of the basic categories from which to test a child. Reading, aloud and silently should also be tested. Listening to the child and analyzing particular word confusion, in addition to pronunciation issues will allow for important data to be drawn. Additionally, querying the child regarding reading comprehension can give insight into how the child processes the information they are taking in. Spelling and writing are essential as well. Looking for obviously inverted spelling in addition to word mirroring can be essential to the appropriate diagnosis. Handwriting as well becomes a necessary category from which to draw conclusions. Letter formation, balance of lines, spaces, paper alignment, all are paramount to proper evaluation. Memory becomes a category for study, as all time frames should be probed, from long to short term, in addition to visual memory. It is through the mastery of evaluation of these categories, as well as experience with the basic psychology relevant to children of this age and proclivity, that will enable the educator or evaluator to appropriately diagnose and if all else fails, point the student towards the correct diagnosis and treatment center. Phonological Instruction The previously discussed phonological failure contributing to dyslexia warrants a structured approach to therapy and instruction. Nearly unanimously, researchers agree that proper phonological instruction is a priority for all school children, and even more necessitated with children diagnosed with dyslexia. â€Å"The general findings suggest that early and direct teaching of sound-symbol relationships produces better decoding skills than later and less explicit phonics instruction (Clark, 83).†[16] Synthetic Phonics Instruction In this approach to phonological instruction, a specific phoneme is separated and taught to the child prior to blending or inclusion in syllables or entire words. ie. /ph/ is inscribed on cue cards where the student learns to recognize an image of a phone through sight in addition to phoneme. Once this process has been appropriately completed and the student exhibits repeatable comprehension of the relationship, the phoneme is synthesized within words with letters that are already known so that the child may read them. Synthetic relationships are in this way established between objects, letters, and phoneme. Intrinsic Phonics Instruction As suggested by its title, this form of phonetic instruction utilizes complete words, beginning with those that are most often already known to the children. The patients are then encouraged to draw relationships between the letters, practicing phoneme and letter relationship at one time rather than learning segments and then grouping them to create words. One program which has successfully adopted the Synthetic Phonetic approach to dyslexic instruction was initiated by the wife and co-scientist of Samuel Orton in collaboration with her partner Anna Gillingham in 1960. The approach was summarized through the following distinguishing features: It is a direct approach to the study of phonics, presenting