The Effects Of Childhood Sexual Abuse Long Term - 948 Words

What interesting business, this is. I was quite relieved to read the comment of Ondersma and colleagues (2001) after reading the original study, because I was utterly appalled at the original work (Rind, Tromovitch, Bauserman, 1998). Like, I had to put it down, and walk away, and come back again, appalled. I was very glad that others had the exact same questions and reservations that I do. One of the criticisms raised by Ondersma and colleagues (2001) is the issue of using the college student population as the basis of a study to look at the effects of childhood sexual abuse long term. I feel very strongly that I need to elaborate on that, and problems it likely presents. According to Rind, Tromovitch, and Bauserman (1998), only 50% of American adults go to college. This cuts out half of the general American population right there. In addition, many of those who were sexually abused as kids may well never make it to college, for lots of different reasons, including the fact t hat they may never have had access to the necessary resources—mental, emotional, financial, psychological, etc.—to ever get there. Some may run away from home to escape abuse, and end up homeless or otherwise struggling just to keep a roof over their heads. Others may end up as teenage parents, who are too busy trying to survive and keep their children fed to have the luxury of higher education. Still others may succumb to the unrelenting dark reality of living with the depression, anxiety,Show MoreRelatedChildhood Sexual Abuse And Its Long Term Effects2240 Words   |  9 PagesChildhood sexual abuse is one form child abuse that includes a wide range of actions between a child and an adult or older child. It is a topic that is receiving much attention and concern in recent years. In this paper several points will be discussed regarding childhood sexual abuse. We must first understand what sexual abuse and who is at a higher risk for being abused. It is also importa nt to know and be aware of signs and symptoms of childhood sexual abuse. But most importantly the long termRead More The Long-Term Effects of Childhood Sexual Abuse Essay1190 Words   |  5 PagesChild abuse is a serious issue in todays society. There are many victims of child abuse. There are three kinds of child abuse: emotional, sexual, and physical. Many researchers believe that sexual abuse is the most detrimental of the three. A middle-aged adult who is feeling depressed will probably not relate it back to his childhood, but maybe he should. The short-term effects of childhood sexual abuse have been proven valid, but now the question is, do the long-term effects of childhood sexualRead MoreThere Are Many Different Forms Of Child Sexual Abuse. Sexual1436 Words   |  6 PagesThere are many different forms of child sexual abuse. Sexual abuse can be perpetrated by a relative or a stranger. But the most common of sexual abuse is committed by a beloved relative. Ratican (1992) d efines childhood sexual abuse is a sexual act performed over and over between an adult and child (1992). The effects of childhood sexual abuse can last into adulthood and effect the way that a person thinks or their outlook of life. The effect of this act has a negative impact on the psychologicalRead MoreThe Effects Of Childhood Sexual Abuse On Adults Sexual Behavior1521 Words   |  7 Pages The impact of Childhood Sexual Abuse on Adults Sexual Behavior Jamila Kamara Dr. Lauren Vansluytman Morgan State University Sexual abuse leaves many scars, creating feelings of guilt, anger, and fear that haunt survivors throughout their lives. These traumatic experiences can be detrimental to the victims’ sense of their own sexuality. Numerous individuals who have been abused have trouble pursuing adult relationships and engaging in sex  as an adult. The abuse can color a personRead MoreSexual Abuse As A Public Health Concern1306 Words   |  6 PagesSexual Abuse as a Public Health Concern Heather Gagnon 10/6/15 Sexual abuse is a major public health concern in our country that affects numerous men and women of all ages. According to LoveIsRespect.org, â€Å"Sexual abuse refers to any action that pressures or coerces someone to do something sexually they don’t want to do. It can also refer to behavior that impacts a person’s ability to control their sexual activity or the circumstances in which sexual activity occurs, including oral sex, rape orRead MoreChildhood Maltreatment And / Or Neglect ) Is Prevalent Concern1582 Words   |  7 PagesChildhood maltreatment (abuse and/or neglect) is prevalent concern. In 2012, the Children’s Bureau reported 3.2 million unique count cases of childhood abuse that were screened. Of those cases nearly 20% where found to be substantiated, indicated or alternative response, which is an estimate of about 686,000 children (unique cases) were victims of abuse and neglect nation in one year. Additionally, nearly 40% of those children did no t receive any services. These numbers, again are those cases thatRead MoreLong Term Effects Of Child Sexual Abuse1467 Words   |  6 PagesLong-term effects of child sexual abuse Child Abuse can be a fundamental reason of causing issues for children and young people in physically and mentally. The primitive damage caused by child sexual abuse effect on the child’s developing capacities for trust, intimacy, agency and sexuality so that child sexual abuse is considered as a trigger of mental health problems and increase the risk of major depressive disorder in early adulthood or throughout their lifetime. There is a fact that thoseRead MoreThe Stigma Of Sexual Abuse1563 Words   |  7 Pagesperspective of the stigma of sexual abuse survivors differs and to avoid a bias, social desirability plays an important role. Similarly, sexual abuse is a broad topic that should be discussed without discrimination and the definition of sexual abuse varies around the continent. Moreover, children, adolescence, adult, both male and female from different culture and background are susceptible to sexual abuse. On the other hand, there is a high prevalence rate of chil d sexual abuse worldwide and ways to reduceRead MoreConsequences Of Childhood Sexual Abuse1744 Words   |  7 PagesAbuse Circumstances The wide variety of potentially harmful consequences of Childhood Sexual Abuse (CSA) can also be better identified and understood when considering the abuse circumstances. Factors such as the severity of the abusive act, victim’s age, the frequency and duration of the abuse, the relationship the victim had with their abuser and if physical violence was involved are all key factors that contribute to the degree of trauma experienced by the victim and the varies long-term harmfulRead MoreA Short Note On Disorders And Families : Effects On Children1548 Words   |  7 Pages Dysfunction in Families: Effects on Children Sara Laplante University of Connecticut HDFS 2004W Sec.01 October 20, 2014 Dysfunction in Families: Effects on Children Dysfunction is manifested in many families in society and can be detrimental to children. However, the effects of dysfunction in families on children are often overlooked. Studies show that children are affected by dysfunction in families, and the three journal articles that will be summarized in this essay explore

Leadership and Employee Morale Free Essays

Assignment Leadership and Employee Morale Dorothy â€Å"Micki† Gould Kaplan University Organizational Behavior MT302 Professor Rhonda Shannon May 09, 2012 Unit 8 Assignment Leadership and Employee Morale The ten truths, just learning them is not enough. It is crucial to good leadership to apply them. (Kouzes amp; Posner, 2010) * You make a difference. We will write a custom essay sample on Leadership and Employee Morale or any similar topic only for you Order Now Believe in yourself. Believe you can make a difference. If you do not believe it, neither will anyone else. * Credibility is the foundation of leadership. Mean what you say and say what you mean. Do not be misleading; be honest and upfront about everything. * Values drive commitment. If you do not know what you stand for, find out. You need to know what you value. * Focusing on the future sets leaders apart. How can you lead if you do not know where you are going? What is the end goal; do not think you are the only person who sees it or that can get you there. * You cannot do it alone. Remember to lead you have to have followers; you cannot lead if you do not include other people in your plans and have a team. Trust rules. Trust and respect, you cannot get either one without giving it. * Challenge is the crucible of greatness. Do not be afraid of change. If it is not working, ask for suggestions and /or look for different ways to implement changes. Make the changes necessary to grow. * Either you lead by example, or you do not lead at all. Do not expect someone or anyone to do something you are not willing to do yourself. This also goes back to credibility. Do as I do not jus t, as I say. * The best leaders are the best learners. Strive to learn. Going back to challenges and changes, if it is not working, find a new way to do it. Also, remember you can learn from your followers and team members. * Leadership is an affair of the heart. Have passion in what you are doing, or you cannot lead your team members to want what is best. This is my favorite. My job has a saying: Have a Heart H = Help everyone you can E = Enjoy your job and your customers A = Always â€Å"be there† for your co-workers and customers R = Respect everyone, especially the difficult people T = Truth is always the answer (Management, 2012) â€Å"All aspects of transformational leadership—are leaders able to motivate followers to perform above expectations and transcend their self-interest for the sake of the organization. Individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence all result in extra effort from workers, higher productivity, higher morale and satisfaction, higher organizational effectiveness, lower turnover, lower absenteeism, and greater organizational adaptability. (Judge amp; Robbins, 2007, p. 391) References Judge, T. A. , amp; Robbins, S. T. (2007). Organizational Behavior (14th ed. ). Upper Saddle River, NJ: Pearson Education, Inc. Retrieved March 22, 2012 Kouzes, J. , amp; Posner, B. (2010, August). Leadership Truths. Leadership Excellence, 27(8), 15. Retrieved May 11, 2012 Management, B. (2012). Employee Handbook. BMG Employee Handbook. Brundage Management. Retrieved May 12, 2012 How to cite Leadership and Employee Morale, Papers

How do you respond to the view that free essay sample

In Songs of Innocence and of Experience, Blake employs natural imagery throughout his poems and in many of them love can be seen as being pure and natural. In Blakes poem My Pretty Rose Tree natural imagery runs all the way through the poem yet he has also expressed the Jealousy and complications In love. Poems such as London and The Clod and the Pebble show how love is tainted by corruption, which conveys to the reader the epitome of love and how its reality can show its hidden Immorality. In My Pretty Rose Tree different manifestations of love are shown as ndividual plants are personified. The repetition of flower instead of the word rose In the first stanza acts as a symbol to represent love and experiences and because of the use of a general term instead of the specific rose it can be perceived as the flower depicting love thats being given to another woman. We will write a custom essay sample on How do you respond to the view that or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The speaker is presented with a flower as may never bore yet returns It In loyalty. to the rose tree, then looks to tend to her by day and by night nevertheless the rose turn[s] away with Jealousy ortraying love with the Imagery of experience as the expectations of light romance come forth. For his affection he is returned with thorns suggesting the speaker may be willing to pay the price for a continued relationship as the thorns represent the protection he may hold over her from other lovers and therefore he Is delighted and reckons them as a symbol of love. In addition to this the speaker may find he is compelled to be In delight with the rose despite Its thorns, as he has rejected the flower and the pain of the thorns may be infinitely preferable to his fear of the nknown, Just as Adam and Eve with the fruit of knowledge, the flower takes the place of the fruit which offers experience yet comes with tempting propositions. In contrast to the Jealousy portrayed in My Pretty Rose Tree, the Clod and the Pebble begins by displaying how love can be selfless by giving us two different perceptions. The clod has been trodden with the cattles feet allowing the interpretation that it is easily shaped to the will of others in contrast to the pebble which has been hardened by its time and so offers resistance to those who would use it to their own advantage. He is the voice of innocence in the poem as he sings Love seeketh not itself to please, indicating to us that he thinks love Is selfless and that a lover would do many things Just to please the people he loves. Yet the clod goes on to further explain that love for another gives its ease, allowing us to interpret that many aspects of ones life could be given up to be with the one he loves. Both the clod and the pebble have experienced loss yet theyre trying to make use of their environments by rejoicing from their recent familiarity with love. Blakes poem, London Is the epitome of orruption in love; it talks of a society of people who are so tightly packed into artificial structures and illustrates even the natural world the chartered Thames, doesnt want to run through the city. London talks more about familial love, where the repetition of every is so prominent when talking specifically of every man t Of2 InTant volce as tnougn tneyre supressea ana conTlnea to tne unnatural Inaustrlal city. Blake sets up an ominous atmosphere from the onset, with the image of the harlot, looked upon with some sympathy when they talk of the youthful harlots curse which] blasts the new-born infants tear as it is looked upon as being youthful. There is an idea of women being pushed into mature acts from a young age, being referred to as the plague, where Blake insinuates the sexually transmitted diseases that went around between prostitutes at that time and inevitably talks about how they will never find love for their cursed corrupt children. This can be seen as perversion of maternity which concerns the sexual exploitation of women by the ruling elite. Love and nature has been stripped away, even though within this time here was an uproar of the industrial revolution, where people were striving towards hope and earning for a better life and instead theyre being replaced by curses and constrained, chained mind-forged manacles and their lives are in opposite to what they initially thought. The poem ends on an oxymoron with marriage hearse as on one hand it describes a Joyous affectionate ceremony in comparison to the image of death and unhappiness, suggesting marriage is the death of love and due to social status and modernisation, husbands will leave their wives to pursue other desires.

Psychoanalysis of Lacanian Theory and Practice

In psychoanalysis of Lacanian theory and practice, is evidence of symbolism, imagery and reality as the story develops. In fact, the story is primarily developed through these aspects of literature. However, all these have a close relationship and conciseness with other forms of psychoanalytic literature.Advertising We will write a custom essay sample on Psychoanalysis of Lacanian Theory and Practice specifically for you for only $16.05 $11/page Learn More The purpose of this analysis is to provide a critical evaluation of Lacanian theory and practice. In addition, the discussion describes how this theory relates to other psychoanalytic theories such Freudian theory, especially in its analysis relating to childhood Phobia. Not Much support has been given in the story that can actually be analysed based on Freudian theory. This is shown in the story where Hans’s father familiarises himself with the Oedipus complex (Kovacevic, 2003). This evidently shows that Hans had some imagination. In this case, he had fantasies in which he saw his mother entering into a marriage with him. Though Hans never had full knowledge of the complex, there was a possibility that he knew it existed. Freud uses symbolism and imagery, which is connected to the actual events as White (2008) asserts. Hans has a strong fear of horses with a ‘black mouth’. This symbolizes his father’s well-developed moustache. The story also states that Hans feared horses that had blinkers, which in this case symbolizes the father, who wore spectacles. Looking at his father’s skin, it resembled a horse because it was white. This symbolizes his father’s white skin that was also lovely. Several points tend to describe Freud’s view. For instance, in this story, Hans has fantasies of him and his mother indicating that he was sexually attracted to her. This is one indication that he was ready to eliminate his father, which actually prom pted him to kill his father (Nitzgen, 2011). His sexual desire towards his mother brought a feeling of anxiousness when his feelings became real. To find a change of expressing his real feelings towards his mother, he pretended to be sick in order to draw her attention. The story ends with his fear towards the father diminishing after resolving his ‘Oedipus complex’ (Daiello et al, 2006).Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More To evaluate this story, the fact that Hans had sexual desire towards the mother is arguable because there is little evidence that he wanted to have sex with her. Despite this, Freud states in the story that â€Å"†¦..by telling him of the existence of the vagina and of copulation†. The only evidence shown is that he only desired a contact with her, which in this case can be described as less sexual in nature. It can therefore be argued that th e Oedipus complex could have been healed by ‘simple primitive’ contact (Schwartz, n.d). Relating to Lacanian, women have been used as imagery because they are perceived to be objects of pleasure. A good example is depicted by Mulvey in his formulation of a male gaz. Here, females are taken as objects through which men can gaze and obtain satisfaction.  In the story, Hans never gave a sign of hating neither fearing the father but Freud claims that he possesses these emotions, but severally denied. Because of continuous questioning, he agrees and this hatred is supported when Han knock down a toy horse (Stavrakakis, 2007). This symbolises the father and the horse. Knocking down the horse is an indication of his father’s elimination. However, it can also be argued that this was an unconscious intention of knocking down a common horse and not a sign of killing his father. Symbolism in Lacan theory has been used as to signify human universe. With this, human desires are achieved as shown by the imaginary function in his body. In Oedipus complex, Lacan portrays the father as a metaphor and not a real person. In addition, the relationship between a mother and a child has been portrayed as a close sexual relationship, yet we have not been told of the occurrence of any form of sexual contact between the mother and the son (Nolan, 2011). The child developed a feeling of superego. In this case, the Oedipus complex develops in the son. In turn, it brings the child much close to the mother but is doubtable whether this meant to make the child sexually attracted to the mother.Advertising We will write a custom essay sample on Psychoanalysis of Lacanian Theory and Practice specifically for you for only $16.05 $11/page Learn More It can further be argued that all the errors that Hans made were deliberate and if he actually intended to kill the father, it is still doubtable because literature does not provide any supportive e vidence whatsoever (Strupp, 1991). In fact, the story fails to give any rigid evidence of Han’s intention to kill the father, although it is clear that he feared him. Lacan relates this to what happens in real life, especially when a person’s desires are not fulfilled (Lachmann, 2010). Han’s excitement that later turned to be anxiety towards the mother could be due to the type of phobia in him, which later turned to be pleasure. However, there is no evidence in this literature, which means that no change in him has been shown in regards to the origin of his fears (Strupp, 1971). This can be explained in Lacananian theory, where the mother-to-child bond is perceived as a way of making achieving some comfort from other symbolic things posing as a threat to the child. In this case, the child’s attraction to the mother can be perceived as a way of seeking safety and comfort rather than sexual attraction (Kovacevic, 2003). References Daiello, V., Hathaway, K., Rhoades, M., Walker, S. (2006). Complicating Visual Culture. Studies In Art Education: A Journal Of Issues And Research In Art Education, 47(4), 308-325. Kovacevic, F. (2003). Lacanians and the fate of critical theory. Angelaki: Journal Of The Theoretical Humanities, 8(3), 109-131. Lachmann, F. (2010). Addendum; afterthoughts on Little Hans and the universality of the Oedipus complex. Psychoanalytic Inquiry, 30(6), 557-562. Nitzgen, D. (2011). Review of ‘Lacanian psychonanalysis’: Revolutions in subjectivity (Advancing theory in therapy). Group Analysis, 44(3), 346-347.Advertising Looking for essay on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nolan, S. (2011). Lacanian theory in practice. Therapy Today, 22(2), 40. Schwartz, S. (n.d). A Report on ‘Ordinary Psychosis: Paris English Seminar’. Analysis, (14), 245-246. Stavrakakis, Y. (2007). Wallon, Lacan and the Lacanians: Citation Practices and Repression. Theory, Culture Society, 24(4), 131-138. Strupp, H. H. (1971). Psychoanalytic psychotherapy. In , Psychotherapy and the modification of abnormal behavior: An introduction to theory and research (pp. 23-35). McGraw-Hill Book Company. Strupp, H. H. (1991). Review of ‘Psychoanalytic practice, Volume 1: Principles’. Psychoanalytic Psychology, 8(1), 109-110. White, J. (2008). PLURALISM IN CONTEMPORARY PSYCHOANALYSIS: THEORY AND PRACTICE. British Journal Of Psychotherapy, 24(2), 138-150. This essay on Psychoanalysis of Lacanian Theory and Practice was written and submitted by user Gerardo Q. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Burnout Prevention Program for Nurses Essay

Burnout Prevention Program for Nurses Essay Burnout Prevention Program for Nurses Essay Example Burnout Prevention Program for Nurses Essay Example The nursing profession is one of the most demanding in terms of responsibilities to be performed and the working environment. The high pressure in the nursing profession makes nurses vulnerable to burnout, which affects their ability to deliver quality services to patients. Accordingly, burnout among nurses is possible when they start experiencing an increased prevalence of depression and anxiety. Their levels of commitment to their respective duties and responsibilities decline with the increasing levels of burnout. Burnout among nurses increases the annual turnover rates, as many nurses opt out of the practice to relax. Such situation is worrying and needs urgent intervention through proper coping strategies that would help them handle the numerous stresses they experience in their respective areas of work. One of the most notable examples of programs that have been successful in preventing burnout among nurses was the Resilience Training Program for Intensive Care Unit. According to Mealer, et al. (2014), the American Association of Critical-Care Nurses (AACN) was in charge of the program and it was based on the cognitive behavioral therapy sessions, regular exercises over a 12-year period, expressive writing and mindfulness-based stress-reduction techniques. The strategies played an instrumental role in giving participants the opportunity to express themselves, hence releasing their stresses and other concerns in the best possible way. They were taught to be stronger and resilient in the stressful field. Therefore, it is vital for hospitals to understand the different challenges that nurses face in their work environments, as it would offer the opportunity to assist them in coping with burnout. Burnout prevention programs are only successful in instances where the needs of nurses are keenly evaluated and addressed in the most significant manner. The training program suggested in current essay would be crucial in addressing diverse challenges, inclu ding family problems, work structure, remuneration, interaction with patients and workplace relationships among nurses and their bosses. Current essay explicates the concept of burnout among nurses and suggests an effective program for burnout prevention for nurses. What is Burnout? Burnout refers to the long-term exhaustion and diminished interest in work among professionals in different field. Ceslowitz (1988) opines that burnout is always common among highly pressured professionals, such as those in the field of nursing. Specifically, burnout is a condition that emanates from the chronic occupational stresses, such as work overload and pressures relating to the completion of different jobs at the workplace. However, further evidence reveals that the etiology of burnout is multifaceted in nature as dispositional factors also tend to play a role in its occurrence. Lambie (2006) informs that burnout is widespread among professionals, but it is not recognized as a distinct disorder in the DSM-5 due to its closeness to other depressive disorders. In the ICD-10, burnout could be found under problems related to life management difficulties. Overall, a burnout could be defined as the unending feeling and exhaustion among professions in their respective areas of work. The Interpersonal Impact of Burnout When the concept of burnout was first described in the 1970s, it was originally linked to interpersonal stressors on the job. Falck and Kilcoyne (1984) inform that the concept of burnout was originally observed in the context of human services, such as healthcare, hence easily revealing its interpersonal impacts. In line with such understanding, the first significant interpersonal impact of burnout is the syndrome of emotional exhaustion. It emanates from a person’s emotional demands in the course of interacting with others at the workplace. Moreover, there is a high possibility that nurses will develop a reduced emotional attachment to other people at work due to the exhaustion caused by the workplace stressors. The individual feels exhausted in terms of responding to emotional demands in respect to others in the workplace. The second vital interpersonal impact of burnout is depersonalization. Ericson-Lidman and Strandberg (2007) are of the view that it is the cynical and negative response to patients and losing interest with oneself. For instance, nurses would lose interest in offering the required care to patients. Moreover, they tend to feel that patients are a bother to them and offer services that do not meet the required criteria due to burnout. The last crucial interpersonal impact of burnout is reduced personal accomplishment. It is believed that due to it a worker cannot work in the most effective manner with the clients. In the hospital setting, nurses tend to feel that they cannot work effectively with patients due to the frustrations they experience in the workplace. Symptoms of Burnout According to Brake, Gorter, Hoogstraten, and Eijkman (2001), burnout exhibits numerous symptoms that are easily noticeable from the behavior of workers. The first symptom is the unique feeling of tiredness. It is when a worker experiences tiredness coupled with aches and pains in different parts of the body. The second symptom of burnout is the loss of interest to work. Most people find their work a fun experience. However, they reach the level, at which they perceive their work a burden rather than a fun experience. The third notable symptom of burnout is the feeling of loneliness emanating from the decision to isolate oneself from others in the workplace. Such detachment tends to lead to depression among workers. Balk, Chung, Beigi, and Brooks (2009) assert that the fourth symptom of burnout is emotional exhaustion. The emotions of individuals tend to be blunted, and they may negatively react to co-workers. They lose that passion of working effectively with other employees and fail to realize the goals of the hospital in terms of service delivery. The last significant symptom of burnout is anxiety and continuous instances of worry among individuals. The workers tend to be anxious about everything occurring in the workplace. Some of them become frustrated with their own job performance and all other activities taking place within the work environment. Stages of Burnout Burnout develops in 12 diverse phases/stages among individuals. Wang, Liu, and Wang (2015) affirm that before explaining each of the stages, it is crucial to point out that burnout is not categorized as a distinct disorder in the DSM-5 because it is problematically closer to depressive disorders. Therefore, such stages are perceived the onset of depressive disorder from the perspective of DSM-5. The relevant stages theorized by Herbert Freudenberger and Gail North are summarized below. Stage 1: The compulsion to prove oneself. According to Falck and Kilcoyne (1984), it refers to the excessive ambition adopted by employees. The pressure to prove oneself at the workplace leads to compulsion. They want to be above everyone in terms of performance in their areas of work. Stage 2: Working harder. It emanates from the desire to prove oneself at the workplace. The employee develops higher expectations and sets higher targets compared to everyone. With the desire to prove themselves, they engage in any work at the workplace. Stage 3: Neglecting their needs. Such individuals place all their focus on work, while forgetting their personal needs. For instance, a worker might forget to eat, spend time with the family or friends. They perceive such activities unnecessary and prioritize work at any given time. Stage 4: Displacement of conflicts. Kushnir and Milbauer (1993) agree that at current stage the individuals convince themselves in the fact that what they are doing is not right. However, the individuals fail to recognize the cause of the problem leading to an individual crisis. Physical symptoms begin appearing at current stage among most individuals. Stage 5: Revision of values. In line with current stage, the individual prefers isolating himself/herself from others. Schaufeli, Leiter, and Maslach (2009) hold the view that individuals avoid conflicts and find themselves in a state of self-denial about their basic needs with the changing perceptions. They develop a new value systems focusing on job performance and become emotionally blunt. Stage 6: Denial of emerging problems. Current stage is characterized by intolerance as individuals are not social. Social relationships are extremely unbearable for them due to their intolerance. At this stage, outsiders are always able to identify aggression and aspects of sarcasm among such individuals. They blame their problems on the way they have changed rather than on their work and other organizational pressures. Stage 7: Withdrawal. It is when the social contacts reduce to the lowest level almost leading to isolation. Individuals tend to minimize their stresses using alcohol and cigarettes. Stage 8: Obvious behavioral changes. Ericson-Lidman and Strandberg (2007) reiterate that changes in the behavior of the person become so apparent that friends, co-workers and family members cannot overlook them. They begin fearing and shying away from other people due to the rapid changes in behavior and aggressive tendencies. Stage 9: Depersonalization. Individuals tend to lose contact with themselves, as they perceive themselves worthless. They also forget their own personal needs and they view their lives from a narrow perspective. They mostly focus on the present, forgetting the future. Stage 10: Inner emptiness. Individuals feel extremely empty on their inside and resort to the activities such as sex, overeating, alcohol and other drugs to overcome their stresses. Their engagement in such activities is always exaggerated. Stage 11: Depression. Smith (1999) informs that depression develops with time, as the individuals become hopeless, exhausted and develop the belief that they do not have a future. They see no meaning in their own lives as a result of the lost hope. Stage 12: Burnout syndrome. The emotions and physical status of such individuals collapses to the lowest level. At this stage, there is always a need for urgent medical attention for individuals. Suicidal ideation might occur in some instances caused by extreme depression. However, only a few people commit suicide. What is Not Burnout? In numerous instances, burnout has always been confused with stress. Specifically, individuals tend to confuse the symptoms of stress with burnout without understanding that they are two distinct disorders. However, stress is different from burnout because it is usually characterized by over-engagement, while burnout is associated with disengagement. A person would not be termed to be experiencing a burnout when he/she over-engages in a particular activity. Additionally, Schaufeli, Leiter, and Maslach (2009) point out that instances of emotional overreaction are not reflections of burnout, but stress. Goetz, et al. (2013) hold the opinion that burnout develops as a result of emotional bluntness among individuals, as they forget their own needs, family and friends. More so, stress might lead to premature death among individuals, while a burnout only makes individuals feel worthless in their lives. It does not necessarily have to lead to suicidal ideations. Therefore, incidences of sui cidal ideations may not necessarily reflect the presence of a burnout among individuals. Again, burnouts mostly tend to occur from the job, hence differing from stress, which might occur from any other causes. A burnout is not a feeling that arises from any other life event, but pressures in the work environment. Analysis of the Real Situation and Background MacKusick and Minick (2010) indicate that The American Association of Colleges of Nursing (AACN) indicates that the shortage of registered nurses in the country exceeds 500,000 registered nurses by 2025. It occurs due to the fear of starting the practice influenced by the associated workplace pressures. MacKusick and Minick (2010) emphasize that the study by AACN also indicated that an estimated 30%-50% of registered nurses leave their practices three years after starting their work. The longer working hours have contributed to burnout among such nurses, as they have to be involved in the routine of taking care of patients on a daily basis. Kalliath and Morris (2002) state that the increasing burnout levels lead to patient dissatisfaction with negative outcomes, which occur in the healthcare environment. Nobody wants nurses to leav the practice due to the increasing burnout levels. Again, everyone wants to experience a situation where patients are satisfied with the services delivere d to them by nurses. Such situation needs to improve to promote the ability of nurses to cope with such challenging environment. Therefore, the burnout prevention program was designed that would enhance the ability of nurses to cope with the pressures in their workplace. The program is specifically dedicated to decrease the pressures that nurses are exposed to and help them cope with their work. For instance, it focuses on encouraging hospitals to reduce the working hours for nurses, hence allowing them maximum time to rest. Even with the shortage of registered nurses, it is possible to deliver shifts that accommodate rest for nurses. The review of the work structure to manageable levels would play an instrumental role in leading to reduced burnout levels. One significant element that makes such burnout prevention program important is that it would involve the identification of a need assessment for nurses before tackling their issues in respect to factors contributing to their burnout. Balk, Chung, Beigi, and Brooks (2009) agree that the identification of needs is crucial because it leads to a more focused approach in the execution of the prevention program. In tandem with the program, the need was expressed to prevent burnout levels among nurses. Therefore, it has been planned to conduct surveys or questionnaires with nurses to identify their needs prior to helping them cope with workplace pressures. As Wang, Liu, and Wang (2015) explain, everyone with a burnout level higher than 4 on both the frequency and the intensity scale of the Maslach Burnout Inventory would need to be involved in such burnout prevention program. It is important as these are moderate levels of burnout as experienced by each person. It is noticeable, hence lead ing to the loss of interest in work and undesirable patient outcomes. Such burnout prevention program would start with involvement of individuals at the moderate to the high levels of burnout to facilitate future coping among them. Such strategy is developed accordance with the research conducted from the daily lives of nurses in the hospital setting. Program Aims and Goals The program will have both general and specific goals to guide its purpose in helping nurses prevent incidences of burnout by dealing with different matters they face. General Goals The first general goal is to train nurses on the best techniques to prevent burnout, while facing different issues at their workplaces; The second general goal of the program would be increase awareness, hence helping nurses identify symptoms easily as they face diverse challenges in their work environments. Specific Goals To promote the understanding of common signs of burnout among nurses; To improve resilience among nurses through in-depth training on relevant coping strategies relating to different challenges in the workplace; To ensure that nurses know the antecedents of burnout, hence enabling them deal with it effectively as they start experiencing it; To help nurses learn how to manage time to avoid finding themselves in working situations that expose them to burnouts. Appropriate time-management skills eliminate overworking; To decrease their burnout levels measured on the Maslach Burnout Index; To help nurses understand themselves in terms of their strengths and limitations; To help nurses learn how to manage their private and job life to avoid overindulgence in one area, while foregoing the other one; To enable nurses to learn how to reveal themselves. It relates to adopting the best strategies to communicate feelings and thoughts to other people, and being able to say â€Å"no† in some cases. Target Population and Location The participants in the program will be nurses from a hospital in the United States. The reason for it is that the nursing profession is one of the occupations that are exposed to numerous pressures, which lead to burnout. Smith (1999) asserts that while working in the hospital environment, nurses face different events, such as suffering cancer patients, dying patients and long working hours. Others have personal financial and family problems that expose them to burnouts, hence the need for the effective coping strategies. As noted earlier, the program would consider nurses who exhibit a burnout level higher than 4 on the Maslach Burnout Index, as they are at a high risk in terms of the burnout level. Such prevention program would only accommodate 15 nurses. Such number is perceived ideal because it is easier to work more efficiently with this number of people compared to working with a large number, for example 30 participants. Moreover, the number is ideal because it enhances perso nal contact with all participants, hence giving them the opportunity to benefit from the prevention program. The most significant thing to indicate here is that everyone will participate voluntarily without being coerced. The inclusion criteria is as follows: A person must be a nurse; A person must be participating in the delivery of healthcare services at a hospital; Should be working in shifts; Must be in a high responsibility area; Must have a social attitude as they help others all the time; Must be experiencing difficult working conditions, such as experiencing death, dealing with cancer patients and other suffering patients all the time; Has to be friendly and needs to have a large base of social contacts; Could be either male or female; Nurses with family and money problems would also be accommodated in such burnout prevention program. Exclusion Criteria: Exhibiting zero levels of burnout; Low responsibility area. Location The burnout prevention program will take place in a hospital in City X. Most of the sessions will take place outside the hospital setting to give the nurses a new experience that would help them relax and learn effectively. Skovholt, Grier, and Hanson (2001) are of the view that learning outside the hospital environment would be the most ideal way of helping them understand the best strategies of preventing burnout, while offering their services to patients in their respective high responsibility areas. Again, they would be able to express themselves better in any other environment away from the hospital. In addition, it may lead to the success of the intervention program in terms of enabling them prevent incidences of burnout, as they work in the future. Timetabling The prevention program is scheduled to take 12 weeks (3months) to accomplish its mission of helping nurses prevent burnout in the future. Participants would engage in similar activities with three sessions every week. There will also be an open forum session where participants have the opportunity to express themselves and receive instant feedback from facilitators. Balk, Chung, Beigi, and Brooks (2009) opine that such approach to learning would be significant in achieving the desired outcomes among the nurses. As a result, it will help improve their resilience and coping strategies in their challenging work environments.

When Should I Ask for a College Recommendation Letter

When Should I Ask for a College Recommendation Letter SAT / ACT Prep Online Guides and Tips I remember worrying about the perfect time to ask for recommendation letters. Too early, I thought, could seem like over-planning; maybe my teachers would even forget by the time deadlines rolled around! Too late, though, would suggest a lack of preparation or could even offend my recommenders. It seemed like the stars had to align just right. If you’ve had any of these same concerns, you don’t have to wonder anymore. This guide will discuss the best times to ask for recommendations, plus why it’s important to have good timing in the first place. To start, what should you consider as you figure out when to ask? What Matters As You Decide When to Ask? There are a few main factors that influence when you should ask for recommendation letters, each of which I’ll talk about in more detail below. In a nutshell, these factors include the following: your college deadlines your teachers’ preferences your school's policy the year in which you had your teachers Some of these factors are easy to define - like your college deadlines - while others may offer a little more flexibility. Read on to figure out which ofthese scenarios applies to you, as well as what it means for your rec letter request schedule. Let’s begin with the general (though not necessarily definitive) golden rule: Ask At Least a Month Before Your College Deadlines Unless your school or teachers set other policies, you should ask for recommendation letters about four weeks before your college deadlines. If your deadlines vary, then ask four weeks before your earliest one. What exactly does this look like? If you’re applying to meet a November 1st early action or early decision deadline, then you should ask your teachers by October 1st. If your deadline’s November 15, then ask by October 15th. You get the idea. If your deadlines are regular decision, then they might be around January 1st or January 15th. In this situation, you could ask by the time December rolls around. However, consider everything that goes on in December. December is full of midterms, which means lots of grading for teachers, plus manydays off from school. You can also assume that most students have made their rec letter requests earlier in the semester. For regular decision deadlines, I would suggest asking by mid-November at the latest, to take into account the busy scheduleandvacation daysin the winter months. You may be wondering why teachers need a month to write a letter. For one thing, they’re not just writing you a letter - some teachers have dozens of letters to write, and most counselors have hundreds! Besides that, rec letters take time and thought to do well. You don’t want a rushed, subpar letter because you waited too long to ask for it. While giving your teachers about a month before your deadlines is generally a safe rule, it’s not the end-all, be-all answer. Your teachers and school might tell you to ask even earlier. Let’s consider what policies teachers set, followed by what your school guidance department might tell you to do. Everyteacher might have their ownpersonal preference. Ask According to Your Recommenders’ Preferences Teachers are busy. They have to teach several classes a day for hundreds of students, not to mention all the planning and grading that goes on behind the scenes. Plus, despite what we may have believed in elementary school, they don’t live at the school. They have lots going on in their personal lives, too. My point is that recommendation letters are another task on top of an already packed schedule. Just as you should give your teacher plenty of time to write your letter, your teacher might set certain policies to make the workload more manageable. She might set a rec letter request due date, or set a cap on how many letters she’ll write. It’s your job to find out what your teachers’ policies are. If you can’t find out from older students or through word of mouth, then you should ask your teacher when she prefers to get requests. Find out if she sets a deadline or limit. If she sets a cap, try to get a sense of how popular a recommender she is. If you know your English teacher, for instance, gets inundated with requests, get yours in early. Ask her in September or, better yet, in the spring of junior year. You don’t want to ask a month before your deadlines only to find that your teacher’s too busy or has stopped accepting requests. Generally speaking, your teacher will appreciate that you’re being thoughtful, proactive, and giving her plenty of time. Along similar lines, your guidance department may give you instructions about when to ask. Ask According to Your Guidance Department’s Instructions While individual teachers may set their own policies, your guidance department may also have a blanket rule for all college-boundstudents. Some schools, for instance, have students ask in the spring of junior year. Others tell students to submit three teacher preferences to their college counselors, who will then assign everyone two (and thereby balancethe numbers more evenly). Other high schools tell students to ask in the fall of senior year, and still others have no particular guidance - they leave it up to each student to figure it out. If you haven’t received directions, visit your school counselor and ask her about the general expectations. They may determine whether you ask in Aprilof 11th grade or September of 12th. Finally, there’s one more consideration that may alter your request timeline: the grade in which you had your recommenders as teachers. Don't wait so long that your teacher forgets who you are! Also, just keep swimming. Ask Your Teachers At the End of their Class or School Year Remember that classic first day of school assignment,"Write about what you did over the summer"? Well, what if your teacher asked you to write in vivid detail about what you did three summers ago? Just as you might have trouble remembering the specifics, your recommenders mightnot be able to produce the clearest memories if they had you in class years before you make your request. While it’s advisable to ask your junior year teachers, some students reach back further and have their freshman or sophomore year teachers recommend them. If you had a great connection with a 9th or 10th grade teacher and feel they might make a strong recommender, then you should ask them sooner rather than later. Instead of waiting until senior year, you should ask them at the end of the year you had them, ie, at the end of 9th or 10th grade. Similarly, you could ask your junior year teachers at the end of 11th grade, rather than waiting until after summer break. Even if you don’t ultimately use the letter, you can have it on file just in case. Plus, asking early helps in any of the other scenarios mentioned above: you give your recommenders (more than) a month before your deadlines, you beat the rush of requests, and you get your request in before any ofyour teachers’ or guidance department’s deadlines. Win-win-win. If you’ve learned about the rec letter process, then you know more goes into it than simply asking your teacher to write you one. You additionally want to provide a resume and a thoughtful brag sheet. If you’re asking especially early, then you could make the request and follow up later with all this info. You’ll show your recommenders that you’re proactive and goal-oriented; then you can send along your recommendation packet once you’ve prepared it. Now that you have a sense of when students typically ask for recommendations and why, how can you figure out when exactly YOU should ask? So When Should You Ask for Your Recommendations? To determine when you should ask your recommenders for a letter, you need to do your research. Make sure you know all your college deadlines, for starters. Then figure out whether your school has any guidance about when to ask, like in April of 11th grade or September of 12th grade. Figure out who you're going to ask in junior year, so you can find out if your teachers set any deadlines for or caps on requests. If you're a younger student, you should think about whether any of your teachers would make for strong recommenders. If so, then consider asking them at the end of the school year. The latest that you should ask for recommendations is October of senior year for early deadlines and November to December of senior year for regular deadlines. To be safe and proactive though, as well as to keep yourself fresh in your teachers' memories, you'd do well to ask in March, April, or May of junior year. Asking early will not only give your teachers the time they need to write a well-crafted letter, but it will also give you peace of mind. Apart from following up with a reminder and thank you note, your work on recommendation letters will be done! Then it will be up to your recommenders to upload their letters, and you can focus on finishing up the rest of your college application. What's Next? As you can tell, a lot of planning and strategy goes into your recommendation letters. Why are rec letters important in your application? Whatdo admissions officers look for when they read them?Find out more about the role of rec letters in admissions decisions in these guides. There are lots of other steps that go into applying for college, like scheduling your SAT/ACT and writing your personal essay. Check outour complete guideto applying to college, from 9th grade up until senior year. 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:

A Normal C Reactive Protein and Significant Bacterial Infection in Literature review

A Normal C Reactive Protein and Significant Bacterial Infection in Children with Fever - Literature review Example One of the most common reasons for Emergency Department (ED) visit is the fever. Fever accounts to approximately 10 – 35% of admissions in children younger than three years of age (Nuttall, 2003; Andreola et al., 2007; Behjati 2008; Liu et al, 2008). In this age group, severe bacterial infections or SBI represents to about 10 – 25%; however, Andreola et al (2007) noted that this diagnosis is frequently confusing especially with the absence of localising findings. Hence, a need for specific and sensitive laboratory markers for infection is required because of the presence of clinical findings such as body temperature. More than a decade ago, an algorithm which incorporates with laboratory findings, such as white blood cell count and absolute neutrophil count was published and was proven to be useful in the medical practice especially in the identification children who are at higher risk of severe bacterial illness. Additional markers such as C – reactive protein ( CRP) and procalcitonin (PCT) are maybe useful (Nuttall, 2003; Andreola et al, 2007). In 1930, CRP is discovered by Tillett and Francis as C – Polysaccharide fraction called as fraction C from the sera of an acutely ill patient. In 1941, fraction C was found to be a peptide instead of a polysaccharide, thus renamed as C reactive peptide. In 1950, it was reported that CRP can be detected in more than 70 types of disorders. Carlan added that CRP can be normal in invasive bacterial disease, and produces the largest, the most rapid, and most quantifiable acute response to inflammation and infection.

How Far Should Pornography Be Regulated in the 21st Century Essay - 1

How Far Should Pornography Be Regulated in the 21st Century - Essay Example FÐ ¾r exÐ °mple, MÐ °rshÐ °ll Ð °nd BÐ °rbÐ °ree (1984) stÐ °ted thÐ °t "there hÐ °ve been drÐ °mÐ °tic increÐ °ses in the Ð °mÐ ¾unt Ð ¾f viÐ ¾lent sex in bÐ ¾th sÐ ¾ft cÐ ¾re . . . Ð °nd hÐ °rd cÐ ¾re pÐ ¾rnÐ ¾grÐ °phy. . . Ð °vÐ °ilÐ °ble in Western sÐ ¾cieties". BÐ °rry (1979) stÐ °ted, "The mÐ ¾st prevÐ °lent theme in pÐ ¾rnÐ ¾grÐ °phy is Ð ¾ne Ð ¾f utter cÐ ¾ntempt fÐ ¾r wÐ ¾men . . . (whÐ ¾) Ð °re rÐ °ped, ejÐ °culÐ °ted Ð ¾n, urinÐ °ted Ð ¾n, Ð °nÐ °lly penetrÐ °ted, beÐ °ten, Ð °nd, with the Ð °dvent Ð ¾f snuff films, murdered in Ð °n Ð ¾rgy Ð ¾f pleÐ °sure". Russell Ð °nd Lederer (1980) Ð °lleged thÐ °t  «pÐ ¾rnÐ ¾grÐ °phy usuÐ °lly cÐ ¾mbines sÐ ¾me sÐ ¾rt Ð ¾f viÐ ¾lence with sex ». DwÐ ¾rkin (1981) in describing pÐ ¾rnÐ ¾grÐ °phy stÐ °ted, "reÐ °l wÐ ¾men Ð °re tied up, stretched, hÐ °nged, fucked, gÐ °ng-bÐ °nged, whipped, beÐ °ten, Ð °nd begging fÐ ¾r mÐ ¾re". SimilÐ °rly, Grif fin (1981) described pÐ ¾rnÐ ¾grÐ °phy Ð °s "usuÐ °lly Ð ° wÐ ¾mÐ °n, sÐ ¾metimes Ð ° mÐ °n, Ð ¾ften Ð ° child, is Ð °bducted by fÐ ¾rce, verbÐ °lly Ð °bused, beÐ °ten, bÐ ¾und hÐ °nd Ð °nd fÐ ¾Ã ¾t Ð °nd gÐ °gged, Ð ¾ften tÐ ¾rtured, Ð ¾ften hung, his Ð ¾r her bÐ ¾dy suspended, wÐ ¾unded, Ð °nd then murdered". Ð °ll these clÐ °ims Ð °s fÐ ¾r pÐ ¾rnÐ ¾grÐ °phy Ð °nd its negÐ °tive impÐ °ct Ð ¾n sÐ ¾ciety hÐ °s evÐ ¾ked cÐ ¾ntrÐ ¾versiÐ °l Ð °pprÐ ¾Ã °ch tÐ ¾ the regulÐ °tiÐ ¾n Ð ¾f pÐ ¾rnÐ ¾grÐ °phy Ð °nd subsequent viÐ ¾lence in 21st century. FrÐ ¾m Ð ¾ne side the demÐ ¾crÐ °tic system is believed tÐ ¾ hÐ °ve freedÐ ¾m in mÐ °ss mediÐ ° Ð °nd thus expÐ °nd different kinds Ð ¾f infÐ ¾rmÐ °tiÐ ¾n, frÐ ¾m Ð °nÐ ¾ther side the Ð ¾bscentity by which the wÐ ¾rld hÐ °s been filled with respect tÐ ¾ pÐ ¾rnÐ ¾grÐ °phy mÐ °kes it impÐ ¾rtÐ °nt tÐ ¾ regulÐ °te Ð °nd cÐ ¾ntrÐ ¾l the infÐ ¾rmÐ °tiÐ ¾n Ð °vÐ °ilÐ °ble fÐ ¾r the peÐ ¾ple Ð ¾f different Ð °ges. The pÐ ¾rnÐ ¾grÐ °phy cÐ ¾ntrÐ ¾versy is Ð ° cÐ ¾mplex Ð ¾ne, spÐ °nning persÐ ¾nÐ °l, technicÐ °l Ð °nd public Ð °rgument (see GÐ ¾Ã ¾dnight) Ð °s it invÐ ¾kes sÐ ¾ciÐ °l, mÐ ¾rÐ °l, legÐ °l, Ð °nd ethicÐ °l clÐ °ims. It Ð °lsÐ ¾ rÐ °ises interesting theÐ ¾reticÐ °l questiÐ ¾ns  Ã °bÐ ¾ut the wÐ °y persÐ ¾nÐ °l testimÐ ¾ny Ð ¾perÐ °tes in public Ð °rgument. PriÐ ¾r tÐ ¾ Ð °ll Ð ¾f these cÐ ¾nsiderÐ °tiÐ ¾ns, hÐ ¾wever, is hÐ ¾w the cÐ ¾ntrÐ ¾versy is distinguished by the primÐ °ry rÐ ¾le plÐ °yed by definitiÐ ¾nÐ °l Ð °rgument.

The secret life of bees Essay Example for Free

The secret life of bees Essay T-Ray, Lilys father comes to collect Lily but leaves Rosaleen in the cell; alone to be with her thoughts and come to terms with what has actually just happened. Youre lucky I got you out he yelled. But she cant stay there She dumped sniff juice on three white men! What the hell was she thinking? Lily is grateful for her father coming and getting her out of jail, but is upset that Rosaleen has been left behind. But Rosaleen has to learn her lesson and that is the impression that the reader gets from her father, youre lucky I got you out' tells us that he might have even left his own daughter in the jail cell for longer than he did, I think that Rosaleen and Lily had no real reason to be in jail in the first place the way the writer describes the incident is that Rosaleen was paying back the man for deeds he had done in the past that severely damaged her family. There is a great turning point to this novel, when Rosaleen and Lily run away together. They went to South Carolina and found a house that they seemed very interested in. Lily wants to run away because the situation with her father is getting too much for her and she also wants to find much more about her mother. The woman moved along a row of white boxes that bordered the woods beside the pink house, a house so pink it remained a scorched shock on the back of my eyelids She looked like an African bride. This was when they first seen the house and where watching the beekeeper go about her duties, which was amazing to them. Lily has a connection towards bees and this is what brought her and Rosaleen towards this house, as if the bees were calling her and showing her the right path in her life. As they watch this woman they feel as if they are getting to know her more and more just by watching her go about her duties. At this house they meet three black calendar sisters: May, June and August, August is the beekeeper who tells Lily the secrets of the Black Madonna mother to thousands. Its from August that Lily unexpectedly receives the keys to her mothers mystery and learns the secrets of beekeeping. This is where I spent my summers, she said Big Mama kept bees; too, right out there in the same spot theyre in today She liked to tell everyone that women made the best beekeepers. This felt like home to Lily the girls were almost her sisters she never had and August was like that special mother that she had always wanted, Rosaleen took on that figure but was more like a best friend than a mother to Lily. As the turning point develops Lily does think back to what life at home was like and whether her Dad is ok, but she knows there will be trouble down the line and will see her father again. Towards the end of the novel Lily starts to realise how important real family is and what they are there to do. Looking back to the old days Lily realises how much she really misses her mother and once told stories of her by August is reminded of her charming nature. August telling Lily the stories of her mother really does trig her memory of having great fun with this special person and makes her look back with Rosaleen at those great days everyone enjoyed with her and how great she really was. Lily loved her mother very much and still does she is reminded of this as she reflects back onto her childhood past and thinks of all the great times the family had together. When T. Ray finds Lily it is an unfortunate yet tragic event at the same time, she wants to see him but doesnt feel love for him. This is the autumn of wonders, yet every day, every single day, I go back to that burned afternoon in August when T. Ray left. and there they were. All these mothers. I have more mothers than any eight girls off the street. They are the moons shining over me. This is when Lily realises although she cannot remember meeting her biological mother she has many other mother figures in her life that will almost fill those shoes until she grows up. I also think that her father leaving her is a very stupid and selfish thing of him to do. Lily goes from having so much sympathy from me to being a young woman who can understand that once something so tragic as your mother dying has happened there really is nothing that you can do about it and all you can do is look for new or replacement mothers for the time being. Lily I feel is a very heroic child dealing with what she does as a main character she develops dramatically changing from very vulnerable to extremely strong and courageous. This is evident through her relationship with her father and Rosaleen. Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE Miscellaneous section.

Lack of Forgiveness in Lucille Cliftons poem Forgiving My Father

The title of Lucille Clifton's poem, "forgiving my father", seems to be in sharp opposition with the poem itself. There seems to be no forgiveness, yet the title claims that it is there. The entire poem focuses on the debt of the author's father. "it is Friday." she says, "we have come to the paying of the bills." (1-2). But perhaps it doesn't necessarily mean that it is literally Friday, perhaps she just means it is the end, and maybe the debt isn't one of money, but of love. Clifton is using a monetary debt to symbolize a debt of love and affection. She uses this symbolism to show that by the end of the poem, she has forgiven her father, but it is not forgiveness as we would normally think of it. The poem begins by talking about how it is payday, but the father, as a ghost, is asking for more time to pay. How can a ghost pay anything? Even if he could get the extension, he would never be able to pay anything because he is dead. So why does she say it is payday? Perhaps the answer lies in lines 7 and 8 when she says, "my mother's hand opens in her early grave and I hold it out ...

Pre-operative assessment Essay

Pre-operative assessment (POA) and planning, carried out prior to treatment, ensures that the patient is fully informed about the procedure and the post operative recovery, is in optimum health and has made arrangements for admission, discharge and post operative care at home. POA and planning is an essential part of the planned care pathway which enhances the quality of care in a number of ways. * If a patient is fully informed, they will be less stressed and recover more quickly * A health check ensures good medical health before anaesthesia and surgery * Planning admission and discharge individually ensures that patient and carers know what to expect facilitating earlier post operative care at home * Cancellations due to patient ill health or DNAs are reduced * Admission on the day of surgery and early discharge are more likely By improving the planned admission process, you also enhance the patient experience and the clinical process, as well as the efficiency and productivity of the trust. POA and planning should form a natural part of the process for all planned surgery. You may wish to match the intensity of the process to the patient’s level of fitness and complexity of the procedure. The key areas covered in the National Good Practice Guidance on Pre-operative Assessment for Inpatient and Day Case Surgery include: * The objectives of pre-operative assessment  * Who should undergo pre-operative assessment * When and where pre-operative assessment should take place * Who should perform pre-operative assessment * The risks, benefits and informed consent * What should happen after pre-operative assessment * What information should be given to patients * How records should be kept * How the pre-operative assessment service should be audited * Training in pre-operative assessment * Examples of effective practice

Zion National Park

All-throughout my young childhood I have experienced camping and hiking. It is something that I loved when I was a child, and still love to this very day. From 24 mile hikes in the Grand Canyon, swimming in the pools of Havasupai falls to my favorite, hiking in Zion National Park. Zion is a marvel to behold. The park consists of huge massive canyon walls that soar to the sky. I have walked all-throughout Zion and have experienced it first hand, it is indescribable until you see it first hand.The walls are of mostly sandstone which vary in many beautiful colors. One thing that I can say, is during sunrise and sunset the canyon walls look like a glittering diamond of assorted colors glowing in the sun.. The park is considered to have some of the most elaborate canyons in the United States. Zion consists of many canyons, high Plateau and mesas. The National Park is located at the edge the Colorado Plateau. It is here that one can notice that the rock layers have been changed, eroded to what is called, â€Å"The Grand Staircase†.The mazes of canyons and Plateau’s did not just form over night, but through millions of years of erosion and change. Scientist speculate that Zion was nothing but a flat basin close to sea level. As millions of years of sand, mud and lose gravel eroded change became noticeable. Streams and wind carried these lose materials and dropped them into sections or layers. On one of my research websites the author writes, â€Å"The sheer weight of these accumulated layers caused the basin to sink, so that the top surface always remained near sea level.As the land rose and fell and as the climate changed, the depositional environment fluctuated from shallow seas to coastal plains to a desert of massive windblown sand. This process of sedimentation continued until over 10,000 feet of material accumulated. †(http://www. scienceviews. com/parks/zion. html What I have come to realize is that the features of Zion will change as time passes. In 1000 years Zion could be a completely different place due to weathering and erosion. On my last visit to the Zion National park I noticed that there was a strange criss cross patterns in the stone.I was young and naive and thought that it was a man made phenomenon. Now however after much research I discovered what really caused the patterns. It is known as the Checkerboard Mesa and is made up of Sandstone. The checkered board like patterns are a direct cause of cross bedding, and also different layers of windblown sand. Another reason for the patterns are from years and years of erosion from the rock surface. Also weathering and the wetting and drying of the rock could have possibly caused the checkered cracks.Answers are everywhere we just have to look for them. Another grand feature of the Zion National park is the enticing Mt. Camel Tunnel. The Geology of Zion is very diverse and as I mentioned earlier is constantly changing. A perfect example of this is the Camel Tunn el. The tunnel is 1. 1 miles long and was created in the early 1900s. The first thing that I find amazing about this is that this was done during the early 1990s. This would prove to be very difficult today yet over a hundred years earlier people were cutting through 3000 foot think sandstone!On another reserach page it reads, â€Å"The Zion-Mt. Carmel Tunnel was a network of scaffolding, set up on the east side of the tunnel going across Pine Creek which flows below. Blasting was used to enlarge the hole and railcars hauled off debris. On the tunnel's south side, work was not an easy task because the drop-off of the canyon below is 800 feet. The whole process is considered a technological wonder and creating the Switchbacks, leading up to the tunnel, was even more difficult. †(http://www. zionnational-park. om/zion-national-park-geology. htm) My personal opinion is that there is nothing more beautiful then the world around us. I feel that everyone should visit Zion, or any o ther national park and witness the true beauty of the natural out door environment. The world is an all most living thing. It is constantly changing and becoming something new. Our existence on the earth is only a splint second compared to the geographic history of our earth. We should all strive to except this fact and learn about the natural changing world around us.

Combustible Liquids in Storage Tanks

Suppression of Flammable/Combustible Liquids in Storage Tanks Introduction The use, storage, and handling of flammable liquids or chemicals require appropriate measures to protect people from fires or explosions.Advertising We will write a custom essay sample on Suppression of Flammable/Combustible Liquids in Storage Tanks specifically for you for only $16.05 $11/page Learn More Experience has proven that poor safety practices when handling combustible or flammable liquids can be a major cause of explosions or fires that can cause injuries and at times death (Hildebrand and Gregory 21). Important terms Before looking at this subject, one must know various important terms relating to the subject. The flash point of a liquid describes the lowest temperature at which the liquid generates enough vapor to form an ignitable mixture with the air close to the liquid’s surface (NFPA 6s of these industries include but not limited to power plants, oil refineries as well as car manufacturing plants. Most of this facilities store their flammable liquids in atmospheric storage tanks. The sizes of these tanks may vary with some having a diameter as large as 350 feet and capable of holding quantities exceeding 1.5 million barrels of liquid (Hildebrand and Gregory 18). The classification of storage tanks is mainly based on the type of roofs that they have. There are several types of storage tank that may include; internal (covered) floating roof, domed external floating roof and open top floating roof (Crawford 25). While choosing a storage tank several things are considered including the location as well as the liquid that will be stored in the tank. For those liquids that are flammable, it is advised that they be stored in large cone roof tanks. If this is not possible, they may be stored in underground tanks or tanks that are lowly pressurized. Flammable liquids are mainly stored in internal floating roof tanks or open top floating roof tanks when in large quantities and in small low-pressure horizontal or vertical tanks and underground tanks (Shelley 63).Advertising We will write a custom essay sample on Suppression of Flammable/Combustible Liquids in Storage Tanks specifically for you for only $16.05 $11/page Learn More Open-top floating roof tanks These types of tanks are those that are used and have no fixed roof. Their roof is made to float on the liquid in the tank and the roof can rise or fall according to the level of the flammable liquid in the storage tank. â€Å"The tanks are fitted with rim seals to prevent vapors from escaping to the atmosphere† (Hildebrand and Gregory 33). Internal floating roof tanks These types of tanks are made having two roofs where one is a permanent roof and the other is a floating roof. Internal floating roof tanks are usually equipped with vertical supports for the permanent roof (Hildebrand and Gregory 33). Just like the open –top floating roof the internal roof will float on the liquid and will ri se and fall as the level of the liquid in the storage tank changes. This roof will usually float on pontoons and other times it will be fixed with a double deck that helps it to float on the liquid. In order to allow the space between the two roofs to breathe, the fixed roof is usually constructed with air vents. These vents are fitted since the vapor space of the fixed roof is considered lower than the flammable limits (Shelley 64). In the attempt to avoid fumes escaping from the tank, seals are fitted in the rim seal spaces of the tank. The internal floating tanks are mostly used to store liquids that are very flammable such as petrol. Fixed roof tanks These are vertical cylindrical structures made of steel and have a permanent attached roof (Shelley 64). In industries that mostly deal with petrol the roofs are cone shaped and this gives them their name fixed cone roof tanks. In fixed roof tanks, the roof is usually slightly domed or flat to allow a vapor space between the under side of the roof and the surface of the liquid and to prevent the accumulation of water (NFPA 7-16).Advertising Looking for essay on other technology? Let's see if we can help you! Get your first paper with 15% OFF Learn More In the construction of the tanks, API standards are followed and the tanks are fitted with a weak roof that helps to shell seam. This allows the roof and the main structure shell to separate in case of internal over pressure arising from explosion or other situations. Storage tank fire: Causes and Prevention Every year there are very many cases of storage tank fires in the world. The causes of this fire can be as a result of human errors, inappropriate safety policies or simple design errors. The following section presents various causes of storage fires and the appropriate suppression, prevention techniques. Overfill fires These fires occur above ground in the dike surrounding the storage tank due to leakages in the pipe or tanks (Crawford 33). These types of fires can occur on any storage tank that is above the ground. Most of these fires are caused by operators’ errors and at times the malfunction of equipment or both. This leads into the spillage of the flammable or com bustible liquid into the dike above ground. It is important to identify the source of the spillage and isolate all source of ignition from the spillage in order to prevent overfill ignition. An example of overspill fires is the Buncefield oil depot fire that occurred in December 11, 2005 in Hertfordshire, UK (Crawford 35). The oil depot was struck by lightning leading to the malfunction of the safety system responsible for stopping the flow of unleaded gasoline into the storage tank. Over 300 tons of gasoline overflowed from the tanks and began filling the containment dike. Finally, the vapor cloud from the spill flowed over the dyke and spread to surrounding areas in the facility. Sometime later, an explosion originated from a nearby car park and spread quickly to other areas of the facility and finally reaching the dikes. It took over five days for the fire to be extinguished completely. Vent fires These are the types of fires resulting from the ignition of fugitive vapors exiti ng tank vents, mainly during tank filling (Hildebrand and Gregory 35). In most cases, the fires usually are as a result of lightning but can also be caused by static discharge, electrical arcing and human activities near the location of the tank. Vent fires can occur in any type of storage space tanks apart from external suspended-roof tanks, which do not hold any vents. In order to prevent static discharge in the storage tanks, API standards have been developed to identify the correct conditions and flow rates. Another way of suppressing vent fires is through ensuring that the tanks are relatively safe from lightning from applying lightning protectors as per NFPA guidelines (NAFP 20-217) and that any human activities near the tanks are closely monitored. Rim-Seal Fires In floating roof tanks, especially external floating roof tanks, the most common types of fires are rim-seal fires. According to studies, 95% of all rim-seal fires are as a result of lightning strikes. Studies also claim that during any one year, 0.16% of all tanks fitted with rim seals will suffer a rim seal fire. According to NFPA 780, one of the main methods of preventing rim seal fires is through the installation of roof shunts that enable the dissipation of energy from lightning strikes and thus prevent fires (12). Recent studies have also shown that rim-seal fires can be mitigated by ensuring that tight-fitting seals (both primary and secondary) have been installed and are effective in restricting the escape of vapors from the tanks. These fires can also be mitigated by ensuring the submerged grounding cables are in place to connect the storage tank shell and the roof. It is also important to install monitoring systems and other fire fighting systems to detect rim fires and to allow rapid response when dealing with these fires (Ritchie 6). Full Surface fires These types of fires occur when the entire surface of the liquid in the storage tank is on fire (Hildebrand and Gregory 37). Ful l surface fires can exist either as obstructed full surface fires or as unobstructed full-surface fire. â€Å"Obstructed full –surface fires are those fires that have the roof or pan blocking access to the burning part† (Hildebrand and Gregory 38). These types of fires usually occur due to sinking of the roof or the pan. Roof sinking may arise due to several factors. First, sinking may occur due to accumulation of rain on the roof exceeding the design standards for the tank. Secondly, sinking may also occur when the pontoon is filled with the contents of the tank mainly due to corrosion or other failure. Finally, sinking may also take place due to inappropriate use of firefighting materials during a rim-seal fire, resulting in the sinking of the roof. Full surface fires can be suppressed using regular inspection programs. The main of these inspection programs is to identify pontoon failure and drain plugging as per API 653 standards. Unhindered full surface fires occur when there is a free admittance to the entire tank surface (Hildebrand and Gregory 38). These types of fires usually take place in fixed roof tanks that do not have pans (internal roofs). In these types of fires, the weak weld between the roof and the shell is broken and the roof separated from the shell mainly as a result of a particular incident. The fires may also be experienced in external floating roof tanks, where the design capacity of the storage tank may be overwhelmed by heavy rains. For tanks smaller than 45m, unobstructed full-surface fires are usually extinguished easily provided there are enough resources such as foam and water (Ritchie 7). For tanks larger than 45 meters, these fires may prove to be a problem and are usually quite difficult to manage mainly due to the large resources needed. According to Crawford (49), â€Å"the largest successfully extinguished full surface fire took place on 8th June 2001 in Norco, Louisiana.† A tank with a 325,000-barrel ca pacity, 82m in diameter and 10 meters high was struck by lightning and its contents ignited. The blaze was put out within 65 minutes of repression doings at the end of a 13-hour ordeal. The fire required 50% more water than the Burchfield site fire disaster. Fire risk mitigation The risk of storage tank fires is impossible to eliminate however, it can be greatly reduced through proper design, operation, and maintenance practices. Carrying out appropriate inspections as per the API 653 standards is important in recognizing design and maintenance issues with existing tanks (Shelley 68). API 653 details three main types of inspections: Monthly routine in-service inspections, formal in-service external inspections and out-of-service internal inspections. Monthly routine in-service inspections involves a visual inspection of tanks and exterior surfaces so as to identify shell distortions, evidence of leaks, paint coating, foundation condition, settlement, corrosion and the nature of insu lation system (Shelley 68). Formal in-service external inspections one the other hand are hand are compulsory checks carried out after every five years or sooner should the remaining corrosion allowance be less than 20 years. â€Å"If the corrosion allowance is less than 20 years, inspection must be carried out at a time period that is one quarter of the remaining estimated tank life† (Ritchie 8). This inspection mainly focuses on the fire protection system utilized, roof, access structure, shell appurtenances, dike, foundation, wind girder, and internal floating deck. The condition and operating capacity of these elements are assessed and a report is prepared as to their effectiveness and level of safety. The final type of inspections is the out-of-service internal inspections. These kinds of check should be carried out in a minimum of once in 20 years except a risk based check has been placed or at a sector of the storage tank remaining life. If a corrosion rate for the tan ks has not been identified, the inspections should be carried out every 10 years (API 86). â€Å"In order to undertake these inspections, the tanks must be emptied and cleaned† (API 87). Apart from visual inspection, a combination of ultrasonic thickness, magnetic flux, and leak testing is also applied. The main purpose of this inspection is to confirm the continued integrity of the tank through verifying that the bottom of the tank has acceptable levels of corrosion, gathering data for minimum shell and bottom thickness evaluations, and identification and evaluation of any settlement in the bottom of the tank. Apart from these, this evaluation also seeks to inspect the roof and the interior shell walls for localized pitting and general corrosion. In pontoons are present in the tank, they are inspected to evaluate them for corrosion and fracture that may lead to failure. Apart from safety controls installed in storage tanks, the use of effective inspection techniques is the m ost effective means of suppressing flammable and combustible liquids in storage tanks. Inspection enables the identification of anomalies before they escalate into major problems that may lead to catastrophic failure. Conclusion The storage of flammable and combustible liquids brings with it the inherent risk of explosion and fire hazards. There are three classes of both flammable and combustible liquids. These classes mainly determine the type of storage facilities to be used for storing these liquids. When storing flammable liquids there are various storage tanks designs that may be adopted. Each type of storage tank is prone to specific type of fire risk with some risks being shared across the full spectrum of the tanks. Using various standards such as NASP, various design, inspection, and maintenance practices have been developed to reduce the risk of fire or explosion in storage tanks. Researchers and scientists have also developed various fire fighting equipments and system th at are meant to ensure that the flammable and combustible liquids are safely contained. By identifying the type of fire common in storage tanks, one can chose the best prevention and suppression technique from a list of many methods. This will ensure that damage is kept to a minimum should the worst ever happen.  The most important suppression technique is proper inspection as per the laid down standards. Proper inspection ensures that all the information about the storage tank is continuously evaluated and that subtle changes can be made as required before small problems escalate to massive disasters causing loss of money and at times lives. Suppression and prevention of fires is important when dealing with flammable and combustible liquids is very important. It should be well planned in any industry or setting that contains storage tanks for these liquids. Having a suitable suppression system that is based in NASP guidelines can be crucial in deciding the outcomes of a particula r event in large companies or industries that are connected with storage of combustible and flammable liquids. American Petroleum Institute (API). Prevention and Suppression of Fires in Large  Above Ground Atmospheric Storage Tanks. Washington DC: API, 2006 Crawford, Edward. Tank Fire Suppression/Tank Overfill Prevention. Washington:  American Petroleum Institute, 2008. Hildebrand, M and Gregory Noll. Storage Tanks Emergencies: Guidelines and  Procedures. Anapolis, MD: Red Hat, 1997. National Fire Protection Association (NFPA). Fire Protection Handbook. 20th ed. Quincy,  MA: NFPA, 2008 Ritchie, Ray. â€Å"Preventing Storage Tank Fires†. Hydrocarbon Processing. November  (2009): 5-11 Shelley, Craig. â€Å"Storage Tank Fires: Is your Department Prepared†. Fire Engineering,  11.2 (1998): 63-69

5 Instances When Interracial Dating Is a Problem

5 Instances When Interracial Dating Is a Problem Interracial dating isnt without its problems, but today interracial relationships enjoy more support in the United States than they have at any point in history. While two decades ago, fewer than half of Americans approved of interracial marriage, now 65 percent of all Americans support such relationships, and 85 percent of young people do. Attitudes toward interracial marriage are so progressive that some people prefer to exclusively date interracially. But are they doing so for the wrong reasons? There are a number of reasons not to date interracially, including for social status, because it’s trendy or to remedy a rocky love life. Dating interracially with misguided motives will inevitably lead to problems. To End the Losing Streak in Your Love Life You’ve dated a long line of losers- deadbeats, cheaters, manipulators. They all belonged to your racial group, so you figure you’ll have better luck dating someone of a different race. That’s because deadbeats, cheaters and manipulators only come in one color, right? If only things were that simple. The reality is that you’ll have to do much more than land a love interest with a different skin tone from yours to end destructive dating patterns. The answer to your romance problems isn’t crossing the color line but examining why you’re drawn to inappropriate partners. To Gain Status The idea of dating interracially to gain social status may seem peculiar. After all, interracial couples face discrimination that may lead to distinct disadvantages. Because the United States remains racially stratified, however, it’s considered advantageous for members of oppressed groups to pair up with those of more powerful groups. From the Antebellum Era on, such partnerships have allowed people of color to gain access to a quality of life that likely would’ve eluded them otherwise. Although today racial minorities can largely succeed in society on their own, some elite people of color may feel the need to score a spouse from another race to boost their image or better fit into the corporate landscape. As noted in the short story collection You Are Free, â€Å"The world out there insisted as soon as a black man made it, he should marry a white woman. As soon as a black woman made it, she should marry a white man.† No one should date interracially due to external pressures. If Barack Obama won his presidential campaign with a black woman at his side, it’s certainly not necessary for, say, a businessman to date interracially for the purpose of upward mobility. In an ideal world, people wouldn’t enter romantic relationships for what they stand to gain from their partners. This isn’t to say that every successful minority who dates or marries interracially does so with ulterior motives. But just as some high-powered men pursue trophy wives, some members of minority groups pursue mates from the dominant culture for status. Everyone Else Doing It Wherever you look, you see interracial couples. Your friends, colleagues and relatives are all dating interracially or have in the past. Given this, you decide to take the plunge as well. After all, you don’t want to be the odd one out or, even worse, the boring one. Soon, you’re visiting interracial dating websites, and prospective dates from a variety of racial groups lie at your fingertips. Why isn’t this a wise move? The race of your date shouldn’t be the main draw for you nor should your dating patterns be influenced by what’s trendy now. The common interests and chemistry you have with a person should be the driving force for your decision to pursue a relationship. Interracial couples face real challenges. The person who becomes part of such pair because it’s hip or trendy won’t be prepared to deal with them. Rebellion Many parents tell children outright which racial groups they approve of them dating and which racial groups they forbid them to date. Actress Diane Farr is a case in point. Now married to a Korean-American man, Farr had been told growing up that her boyfriends could only be German, Irish, French or Jewish. No blacks and no Puerto Ricans, though, or you are out of my house, Farr recalled her mother saying. Farr did go on to date black and Puerto Rican men, however, and her parents came around. Farr defied her parents’ dating rules because she formed genuine connections with men from minority backgrounds. Some people, in contrast, flout their parents’ wishes simply to rebel. No child should feel pressured to go along with their parents’ racist beliefs. At the same time, it’s irresponsible to seek out partners you know your parents would disapprove of just to rebel against them. The mates you seek out certainly won’t appreciate being used as fodder in the war with your parents. If you disagree with your parents’ views on race, challenge them directly by broaching discussions about the issue with them. And if you and your parents have other problems, don’t try to hurt them by dating interracially. You’ll only end up hurting your date and yourself for behaving so insensitively. You Feel Inferior It’s no secret that society fosters a sense of inferiority in certain racial groups. This leads some members of minority groups to experience self-hatred. Such people are not only ashamed of their culture but of the physical features they have that reflect that culture. If they could erase every trait that singles them out as belonging to their minority group, they would. Since that’s impossible, they settle for seemingly second best- coupling up with someone from a different race to make them feel better about themselves or to produce children without their telltale ethnic features. A person this insecure is unlikely to make a good partner. As the old saying goes, you can’t love someone until you love yourself. Rather than dating across ethnic lines for validation, such people need to learn how to feel better about who they are. Seeking therapy, reading up on their cultural background and surrounding themselves with positive images related to their ethnic group may help.

Relationship between Locus of Control and Optimism among Students Essay

Relationship between Locus of Control and Optimism among Students - Essay Example 2003). People with an external locus appear to be prone to a variety of symptoms of stress including emotional distress, job dissatisfaction, facing problems in studying, or low self esteem etc. There are some studies which have suggested moderated effects of locus of control. According to Hurrell and Murphy (1991) external locus of control is particularly vulnerable to stress symptoms due to frequent or severe negative life events. However, this evidence is rather mixed. The concept of locus of control is helpful in identifying various questions 'whether the results of people's actions are the direct/indirect reflection of what they do, that is, internal control orientation Or are they dependent on events that are beyond their control i.e. external control orientation. The study of Locus of control would offer valuable contributions and theories that would further help in understanding and analyzing academic persistence as well as motivation. According to Strain 1993, there mare many identifying of locus of control as an important motivational factor, research has revealed little about the complex relationship between student's motivational behavior and persistence in college. While another study shows that individuals with internal locus of control are believed to be mentally more aware, able, better, equipped for learning, and highly motivated as compared to those with external locus of control (Stone and Jackson, 1975). The study of locus of cont rol - both internal as well as external - was also found to provide various valuable evidence on the behavior and approach of individuals studied in terms of their reactions to marketing approaches where the factor of luck was involved *Miyazaki, Anthonym and Sprott, 2001). It was found that individuals with internal orientation were more vulnerable to ideas of luck than those with an external orientation. According to Tosi and colleagues (2000) internal control is often correlated with better and more efficient work control in terms of adjusting to work environment, terms off satisfaction, coping with stress as well as level of involvement in one's job while those with external locus of control might exhibit a highly negative approach towards task or jobs that require independent action or decision making. A deeper analysis of such negativity or pessimistic behavior was more deeply examined by Seligman and Martin (1990). According to the authors, there is a strong link between pess imism and depression, and the negative acts or behavior is most often the result of learned helplessness. In researching this area, they criticize academics for focusing too much on causes for pessimism and not enough on optimism. They also state that in the last three decades of the 20th century journals published 46,000 psychological papers on depression and only 400 on joy. Michael, E. and Charles. S. C. (1986) studied that personal optimism correlates strongly withself-esteem, psychological well-being, and with physical and mental health. While the study of pessimism is considered parallel to the study ofdepression, psychologists trace pessimistic attitudes

The children of King Tutankhamun Essay Example | Topics and Well Written Essays - 1000 words

The children of King Tutankhamun - Essay Example The two mummies are suspected to be his still born children of Tutankhamun, DNA testing is currently being undertaken by the Supreme Council of Antiquities in collaboration with the Cairo University‘s Faculty of Medicine. In ancient Egypt, a pharaoh’s family was buried in a tomb, which essential was similar as Pharaoh’s tomb (David 60). The mummified bodies discovered in the tomb were accorded the respect that the ancient Egyptian had on the dead. The Egyptians respected the gods and worshiped then sometimes even praying to the m for children. They thus saw children as pure and blessings from the gods. They were buried alongside their belongings with the belief that they would require them in their next life. Some people also believe that the pharaoh was buried, alongside these children for him, to start life as a newborn in the new life where they believed that he was headed (Fleming & Alan 57). The objects symbolize the children of the pharaoh; they tell us much about the Egyptian history. The way people lived and related with one another in that community. By the study of these mummies, then the scientists have been able top uncover much about the pharaoh’s life (Fleming & Alan 56). The two mummified bodies do not represent any gods; the gods could be represented by something else found in the tomb. It is believed that the ancient Egyptian did not use people as symbols to represent their gods. However, they did use certain objects like images of the gods casted in gold (David 67). In ancient Egypt, if the pharaoh’s children died at a tender age, then they were supposed to be buried beside their father in his tomb. This is what is suspected to have happened to the children of Tutankhamun. Studies by the archaeologists show that the two children might have been twins who died at a birth. They had several defects that might have caused their deaths (Zaki 67). The children were buried with the pharaoh in

Customer Service Essay Example | Topics and Well Written Essays - 250 words - 1

Customer Service - Essay Example Therefore, they will look for the reasonable range for the services they require in contrast to those who seek the aspect of quality and variety of services. The biggest challenges of management that are contemporary in the service industry are providing and excelling in customer satisfaction. The differentiation, competitiveness, and retention of customers are factors that are important in the success of the service industry. To get the satisfaction level of customers, for example in a hotel, there is need to introduce comment cards for guests, which are then analyzed. The other way is to make personal contact with guests and also through feedback on the internet. (Luck and Lancaster, 2003: p 213). The staffs of this service industry need to be able to motivate the customers and this can be done through a motivation scheme for the employees who are exemplary with the customers. Handling of complains is also another major problem and the management needs to formulate a way to compensate the customer either by apologizing and performing random acts of kindness such as issuing doughnuts. According to Bender (2012), success is not brought about by combustion spontaneously but rather one must first set themselves on fire. Bender, A 2012, Americans Biggest Complaints About Hotels. Forbes. [Online] 27 July. Available at:[accessed 21 March 2013]. Westwind Consulting Services Inc,, 2012. Managing Customer Requirements: Requirements vs. Expectations. Website. [Online] Available at: [Accessed 21 March

Intrinsic And Extrinsic Rewards Defined Business Essay

Intrinsic And Extrinsic Rewards Defined Business Essay This chapter will review the academic literature required to study the research topic. The key areas for discussion are on intrinsic extrinsic rewards, rewards schemes strategies and theories on motivation. 2.1 Intrinsic and Extrinsic rewards defined Rewards can be treated as some offerings in addition to pay. Traditional reward systems were based on positions and longevities. But now a days profit sharing, gain sharing and stock option plans are being practiced as a reward. Modern reward systems include stock grants, certificate of appreciation, even personal thank you notes (Nelson, 1994). According to Walker et al (1979), rewards are classified into extrinsic and intrinsic rewards. Extrinsic rewards include basic salary and allowances which is needed to fulfill psychological and safety needs. Intrinsic rewards help individuals feelings and perceptions about the job situation which is needed to fulfill self-esteem, competence, self-actualization etc. There are several financial rewards commonly found in sales organizations are salary and commission, bonus, fringe benefits, stock options, retirement plan which fulfills both extrinsic and intrinsic needs of employees. Coli (1997), describes classification of reward and recognition under three types of rewards. They are monetary, awards and developmental rewards. Monetary rewards includes individual bonus for project completion, stock grants, skill-based pay, gain sharing, targeted total cash, special individual increase, non-discretionary incentives for the beginning of the project etc. According to Lyons Ora (2002), financial performance includes basic salary, variable pay, other compensations, perquisites and benefits. Different individuals have different perceptions of rewards. For instance, some individuals may consider cash as a sufficient and adequate reward for their efforts at work, while others may consider holidays and material incentives (such as a car) as more rewarding in exchange for their work. Others still, may consider a shift in the treatment that they get from their leaders to be a more rewarding experience. For instance, some employees consider being recognized by their leader as more rewarding than financial incentives (La Belle, 2005). 2.1.1 What are Financial Rewards? Zammit (2004), best described financial rewards. A reward strategy is an integrated approach to reward employees according to their contribution, skill and competence and their market worth. The author classified four types of financial reward. Basic salary Performance related pay Allowances Other financial rewards The basic salary is determined according to management position, standard of living, job market, qualification of the receivers. The dimensions of performance consist of bonuses, commissions and special skills. Allowances are most commonly provided for substitution, workstation transfer and transportation, free or discounted benefits, cultural or religious holidays, telecommunications. Other financial rewards are mostly practiced by offering stock options, pension schemes. 2.2 Reward strategy Reward strategies provide answers to two basic questions for an organization Where do we want our reward practices to be in a few years time? and How do we intend to get there?. Therefore, they deal with both ends and means. Ends they describe a vision of what reward processes will look like in a few years time and means on the expectation of how the vision will be realized. 2.2.1 Reward strategy defined Reward strategy is ultimately a way of thinking that you can apply to any reward issue arising in your organization, to see how you can create value from it (Brown, 2001). Reward strategy is a declaration of intent which defines what the organization wants to do in the longer term to develop and implement reward policies, practices and processes which will further the achievement of its business goals and meet the needs of its stakeholders. It provides a sense of purpose and direction and a framework for developing reward policies, practices and process. It is based on an understanding of the needs of the organization and its employees and how they can best be satisfied. It is also concerned with developing the values of the organization on how people should be rewarded and formulating guiding principles which will ensure that these values are enacted. Reward strategy is underpinned by a reward philosophy which expresses what the organization believes should be the basis upon which people are valued and rewarded. Reward philosophies are often articulated as guiding principles. 2.2.2 The content of reward strategy Reward strategy may be a broad-brush affair simply indicating the general direction in which it is thought reward management should go. Additionally or alternatively, reward strategy may set out a list of specific intentions dealing with particular aspects of reward management. Broad-brush reward strategy (Armstrong (2007), pg. 635) A broad-brush reward strategy may commit the organization to the pursuit of a total rewards policy. The basic aim might be to achieve an appropriate balance between financial and non-financial rewards. A further aim could be to use other approaches to the development of the employment relationship and the work environment which will enhance commitment and engagement and provide more opportunities for the contribution of people to be valued and recognized. Examples of other broad strategic aims include: 1. Introducing a more integrated approach to reward management encouraging continuous personal development and spelling out career opportunities; 2. Developing a more flexible approach to reward which includes the reduction of artificial barriers as a result of over-emphasis on grading and promotion; 3. Generally rewarding people according to their contribution; 4. Supporting the development of a performance culture and building levels of competence 5. Clarifying what behaviors will be rewarded and why. 2.2.3 Specific reward initiatives As Cox and Purcell (1998) write: The real benefit in reward strategies lies in complex linkages with other human resource management policies and practices. The selection of reward initiatives and the priorities attached to them will be based on an analysis of the present circumstances of the organization and an assessment of the needs of the business and its employees. The following are examples of possible specific reward initiatives, one or more of which might feature in a reward strategy: à ¢Ã¢â€š ¬Ã‚ ¢ The replacement of present methods of contingent pay with a pay for contribution scheme; à ¢Ã¢â€š ¬Ã‚ ¢ The introduction of a new grade and pay structure, e.g. a broad-graded or career family structure; 2.2.4 Developing reward strategy The formulation of reward strategy can be described as a process for developing and defining a sense of direction. The main phases are: 1. The diagnosis phase, when reward goals are agreed, current policies and practices assessed against them, options for improvement considered and any changes agreed. 2. The detailed design phase when improvements and changes are detailed and any changes tested (pilot testing is important). 3. The final testing and preparation phase. 4. The implementation phase, followed by ongoing review and modification. 2.2.5 Implementing reward strategy The aim of implementation is to make the reward strategy an operating reality by building the capacity of the organization to put into practice the proposals worked out in the development stage. As Armstrong and Brown (2007) stress: It is always essential to design with implementation in mind. Purcell (1999), believes that the focus of strategy should be on implementation. As explained by Thompson and Strickland (1990): Implementation entails converting the strategic plan into action and then into results. An effective reward strategy is a living process and, in the words of Rosabeth Moss Kanter (1984), an action vehicle, formulation is easy; implementation is hard. A pragmatic approach is required whats good is what works. Implementing reward strategy is much more about process than design how it will be done rather than what will be done. The principles of procedural and distributive justice apply. People must feel that the procedures used to determine their grades, pay level and pay progression are fair, equitable, applied consistently and transparent. They must also feel that the awards distributed to them are just in terms of their contribution and value to the organization. 2.3 Rewards management strategy defined Reward management is concerned with the formulation and implementation of strategies and policies in order to reward people fairly, equitably and consistently in accordance with their value to the organization. As Duncan Brown (2001) emphasizes, the alignment of your reward practices with employee values and needs is every bit as important as alignment with business goals, and critical to the realization of the latter. It deals with the development of reward strategies and the design, implementation and maintenance of reward systems (reward processes, practices and procedures) which aim to meet the needs of both the organization and its stakeholders. Rewards can be regarded as the fundamental expression of the employment relationship. 2.3.1 The aims of reward management Armstrong and Brown (2006), pg.33, identifies the following; à ¢Ã¢â€š ¬Ã‚ ¢ Reward people according to what the organization values and wants to pay for. à ¢Ã¢â€š ¬Ã‚ ¢ Reward people for the value they create. à ¢Ã¢â€š ¬Ã‚ ¢ Reward the right things to convey the right message about what is important in terms of behaviors and outcomes. à ¢Ã¢â€š ¬Ã‚ ¢ Develop a performance culture. à ¢Ã¢â€š ¬Ã‚ ¢ Motivate people and obtain their commitment and engagement. à ¢Ã¢â€š ¬Ã‚ ¢ Help to attract and retain the high quality people the organization needs. à ¢Ã¢â€š ¬Ã‚ ¢ Develop a positive employment relationship and psychological contract. à ¢Ã¢â€š ¬Ã‚ ¢ Align reward practices with both business goals and employee values. à ¢Ã¢â€š ¬Ã‚ ¢ Operate fairly people feel that they are treated justly in accordance with what is due to them because of their value to the organization (the felt-fair principle of Eliot Jacques (1961)). The fundamentals of reward management Recognizing the importance of the part played by line managers in implementing reward strategy and the need to ensure that they are committed and have the necessary skills; Paying close and continuous attention to communicating with employees and involving them in the development as well as the implementation of reward strategy; Being absolutely clear about the objectives of the strategy and resolute about evaluating its effectiveness. The following Reward strategies theories can be applied when developing a reward scheme in an organization. Pay people right (Zingheim and Schuster) Zingheim and Schuster (2000) have laid down the following six principles for paying people right: 1. Create a positive and natural reward experience. 2. Align rewards with business goals to achieve a win-win partnership. 3. Extend peoples line of sight between effort and outcome, motivating smart working over simply expending extra effort. 4. Integrate reward with strategic aims and the kind of contribution desired. 5. Reward individual ongoing (input) value to the organization with base pay. 6. Reward results (outputs) with variable pay. Dynamic pay (Flannery, Hofrichter and Platten) Flannery, Hofrichter and Platten (1996) expounded the concept of dynamic pay and suggested that the nine principles that support a successful pay strategy are: 1. Align compensation with the organizations culture, values and strategic business goals. 2. Link compensation to the other changes. 3. Time the compensation programme to best support other change initiatives. 4. Integrate pay with other people processes. 5. Democratize the pay process. 6. Demystify compensation. 7. Measure results. 8. Refine. Refine again. Refine some more. 9. Be selective. Dont take to heart everything you hear or read about pay. 2.3.3 Components of an effective reward strategy An effective strategy is one in which there are clearly defined goals and a well-defined link to business objectives; well-designed pay and reward programmes, tailored to the needs of the organization and its people, and consistent and integrated with one another; and effective and supportive HR and reward processes in place. Brown (2001) has suggested that effective reward strategies have three components: 1. They have to have clearly defined goals and a well-defined link to business objectives. Recognize the value of everyone who is making an effective contribution, not just the exceptional performers. Allow a reasonable degree of flexibility in the operation of reward processes and in the choice of benefits by employees. Devolve more responsibility for reward decisions to line managers. 2. There have to be well-designed pay and reward programmes, tailored to the needs of the organization and its people, and consistent and integrated with one another. 3. Perhaps most important and most neglected, there needs to be effective and supportive HR and reward processes in place. Armstrong and Brown (2006), have further suggested the following approach to reward strategy. This has the following characteristics: Appreciating that a good strategy is one that works and therefore focusing on implementation programmes; Planning with implementation in mind recognizing during the design process that plans have to be converted into reality and taking steps to anticipate the problems involved; Aligning reward strategies with the business and HR strategies; Ensuring that reward strategy fits the culture and characteristics of the organization, meets business needs and takes account of individual needs and preferences; Being aware of good practice elsewhere but not being seduced by the notion that it is best practice, i.e. universally applicable and easily replicated; Paying more attention to using strategic reward initiatives to support the engagement and commitment of people so that they are motivated and productive, rather than focusing on the mechanics of new reward fads; Bearing in mind that the development and implementation of reward strategy is an evolutionary process it is about doing things better at a manageable pace rather than extraordinary new developments; Providing flexibility within a framework, i.e. developing a flexible approach to the reward of different people but always within a framework that provides for consistent treatment; Appreciating that implementing reward strategy will require a comprehensive change management programme. 2.4 What is Motivation? Many contemporary authors have defined the concept of motivation as; the psychological process that gives behavior purpose and direction (Kreitner, 1995); a tendency to behave in a purposive method to achieve specific, unmet desires (Buford, Bedeian, Lindner, 1995); an inner force to gratify an unsatisfied need (Higgins, 1994); and the will to accomplish (Bedeian, 1993). In this study, motivation is operationally defined as the inner force that drives individuals to achieve personal and organizational goals. Understanding what motivates employees is one of the key challenges for managers. Although it is not possible directly to motivate others, it is nonetheless important to know how to influence what others are motivated to do, with the overall aim of having employees identify their own welfare with that of the organization (Bruce and Pepitone, 1999). While motivation is determined by both monetary non-monetary factors, money has come to play an overly important role in our thinking about the causes of behavior. In most companies, very limited time effort are spent on considering non-monetary sources of motivation (Gratton, 2004). For organizations to address these expectations an understanding of employee motivation is required (Beer et al., 1984). Carnegie (1975) emphasizes the human aspects of management. They postulate that as it is people who make a business succeed or fail it is the organizations chief responsibility to motivate their people so that they will assure success. The author believes that each human being has the potential for creativity, contribution and achievement of business goals. Therefore, the infinite question is how organizations reach this potential and how they stimulate creativity and foster in their people the desire to succeed and to achieve self-fulfillment through their work. The common theme of all the above authors is the belief that people need to be respected and treated as precious human capital, more essential to an organizations effectiveness than its financial capital. Organizations are under constant pressure to enhance and improve their performance and are realizing that an interdependent relationship exists between organizational performance and employee performance. In the following section the focus will be on the motivational theories and the impact that these theories have on enhancing employee performance. 2.5 Theories on motivation The process of motivation as described below is broadly based on a number of motivation theories that attempt to explain in more detail what it means. Some of the distinctive theories will be discussed below. 2.5.1. Needs (content) theory The basis of this theory is the belief that an unsatisfied need creates tension and disequilibrium. To restore the balance a goal is identified that will satisfy the need and a behavior pathway is selected that will lead to the achievement of the goal. All behavior is therefore motivated by unsatisfied needs. The best-known contributor to needs theory is Maslow, A (1954). He formulated the concept of a hierarchy of needs, which start from the fundamental physiological needs and lead through safety, social and esteem needs to the need for self-fulfillment, the highest need of all. He said that man is a wanting animal; only an unsatisfied need can motivate behavior, and the dominant need is the prime motivator of behavior. This is the best-known theory of needs, but it has never been verified by empirical research. 2.5.2. Herzbergs two-factor theory Herzbergs two-factor model theory states that the factors giving rise to job satisfaction (and motivation) are distinct from the factors that lead to job dissatisfaction. It is sometimes called the motivation-hygiene theory. There are two groups of factors. The first consists of the satisfiers or motivators, which are intrinsic to the job. These include achievement, recognition, the work itself, responsibility and growth. The second group comprises what Herzberg calls the dissatisfaction avoidance or hygiene factors, which are extrinsic to the job and include pay, company policy and administration, personal relations, status and security. These cannot create satisfaction but, unless preventive action is taken, they can cause dissatisfaction. He also noted that any feeling of satisfaction resulting from pay increases was likely to be short-lived compared with the long-lasting satisfaction from the work itself. One of the key conclusions derived from the research is therefore that pay is not a motivator, except in the short term, although unfair payment systems can lead to demotivation. Herzbergs two-factor model draws attention to the distinction between intrinsic and extrinsic motivators, and his contention that the satisfaction resulting from pay increases does not persist has some face validity. But his research and the conclusions he reached have been attacked first because, it is asserted, the original research is flawed and fails to support the contention that pay is not a motivator, and secondly because no attempt was made to measure the relationship between satisfaction and performance. As Guest, D (1992) has written: Many managers knowledge of motivation has not advanced beyond Herzberg and his generation. This is unfortunate. Their theories are now over thirty years old. Extensive research has shown that as general theories of motivation the theories of Herzberg and Maslow are wrong. They have been replaced by more relevant approaches. 2.5.3. Equity theory To explain how employees judge the fairness of rewards received in proportion to resources invested for completing a task by assessing ones on investment-reward ratio Equity theory (John Stacey Adams) is used, This theory is compared against the ratio of another colleague holding a similar position (McShane et al.2000 pg 79). A comparison can be made using the formula below: Outcomes (Individual) = Outcomes (Other) Inputs (Individual) Inputs (Other) Above formula can be explained, that employees seek to maintain equity between the inputs that they put in to a job and the outcomes they receive from it against the perceived inputs and outcomes of others. The belief in equity theory is that people value fair treatment which causes them to be motivated to keep the fairness maintained within the relationships of their co-workers and the organization. The main concern however is payment; this therefore is the cause of equality or inequalty in most cases. In any position within the organization, an employee wants to feel that their contributions and work performance are being rewarded with their pay. According to equity theory, if an employee feels under-paid then it will result in the employee feeling hostile towards the organization and perhaps their co-workers, which may result the employee not performing well at work anymore. But Adams Equity Theory is very much more complex sophisticated motivational model, in this model more than merely assessing effort put in (inputs) and rewards (outputs). Equity Theory gives prominence to an additional perspective of comparison, were employees compare themselves with others (people who consider in a similar position). Referent others are used to describe the reference points or people with whom we compare our own situation, which is the Highlight part of the theory. The three primary assumptions applied to most business applications of Equity Theory can be summarized as follows: Equity norm- Where Employees expect a fair return for what they contribute in their jobs. Social comparison- Employees determine what their equitable return should be after comparing their inputs and outcomes with those of their coworkers. Cognitive distortion Employees who perceive themselves as being in an inequitable situation will seek to reduce the inequity either by distorting inputs and/or outcomes in their own minds, by directly altering inputs and/or outputs, or by leaving the organization. 2.5.4. Vrooms expectancy theory Vrooms expectancy theory basically separates effort (which arises from motivation), performance, and outcomes. Its assumption is that behavior results from conscious choices among alternatives. Vroom realized that an employees performance is based on individual factors such as personality, skills, knowledge, experience and abilities. He stated that effort, performance and motivation are linked in a persons motivation. He uses the variables Expectancy, Instrumentality and Valence to account for this. Expectancy  is the belief that increased effort will lead to increased performance i.e. if I work harder then this will be better. This is affected by such things as: Having the right resources available (e.g. raw materials, time) Having the right skills to do the job Having the necessary support to get the job done (e.g. supervisor support, or correct information on the job) Instrumentality  is the belief that if you perform well that a valued outcome will be received. The degree to which a first level outcome will lead to the second level outcome. (i.e. if I do a good job, there is something in it for me.) This is affected by such things as: Clear understanding of the relationship between performance and outcomes e.g. the rules of the reward game Trust in the people who will take the decisions on who gets what outcome Transparency of the process that decides who gets what outcome Valence  is the importance that the individual places upon the expected outcome. For the valence to be positive, the person must prefer attaining the outcome to not attaining it. For example, if someone is mainly motivated by money, he or she might not value offers of additional time off. The three elements are important behind choosing one element over another because they are clearly defined: effort-performance expectancy (E>P expectancy) and performance-outcome expectancy (P>O expectancy). E>P expectancy:  our assessment of the probability that our efforts will lead to the required performance level. P>O expectancy:  our assessment of the probability that our successful performance will lead to certain outcomes. Crucially, Vrooms expectancy theory works on  Perceptions   so even if an employer thinks they have provided everything appropriate for motivation, and even if this works with most people in that organization, it doesnt mean that someone wont perceive that it doesnt work for them. Thus, Vrooms expectancy theory of motivation is not about self-interest in rewards but about the associations people make towards expected outcomes and the contribution they feel they can make towards those outcomes. 2.6 Theoretical framework 2.6.1 Relationship between Financial Rewards and Performance Financial rewards practiced by an organization play an important role in motivating employees to perform depending on the type of business its involved in and require their employees to be engaged in.. Therefore, organizations financial performance is ultimately dependent on the employees performance. It is also considered that improper reward practices may result below average financial performance of organizations. Most agree that reward practices act as motivators that shape the employees behaviors. According to prior researches, it is commonly believed that if financial rewards are effectively used, employees are motivated to perform high and that ultimately results financial performance. Financial performance is improved if there is a carefully crafted reward practice (Allen Helms; 2001). It is difficult to relate financial reward with organizational financial performance (Kerr, 1999). Reward must positively influence performance (Nelson, 1994). Regardless to team-based reward, individual reward is still important as individuals could see that their activities are making difference to the organization. According to Zingheim Schuster (2000), a few businesses design their reward system for the optimization of company performance. Basic salary and incentives matches competitive practice and emphasizes performance results. Incentive plans are often used in employment settings to encourage superior performance. While such inducements are found to have positive effects on job performance concerns have been raised over rewards influence on task interest and creativity. (Bartol Locke, 2000; Fay Thompson, 2001) In a research, it is found that employees stock ownership plans and profit sharing are widely used reward practice (Lawler et all, 1995). Hale (1998) and Lawler (1981, 1987) recognized rewards have critical importance as a means of employee motivation. Organizations and manager acknowledge reward and recognition consistently as a motivator of individual employees. Employees understandings and satisfactions with reward system lead to specific behaviors and actions, finally results operational and financial results (Cacioppe, 1999). According to Saxby (2007), it is an avoidable mistake of management for not rewarding employees for a well done job. Tangible rewards are nicer and more meaningful regarding employee motivation rather than intangible praising and acknowledgement. Contradiction to the theory, according to LaBelle (2005) in some cases managers may practice rewards for some behaviors which is unexpected or unproductive. Sometimes worker may misunderstand the objective of getting reward. Some cases of mismatches are discussed below: Safety vs. Productivity: Sometimes, employees do not understand that whether heshe is receiving reward for working safely or for the firms productivity or for the quality of services rendered. 2.6.2 Relationship between Financial Rewards, Motivation and Performance Financial incentives and rewards can motivate. People need money and therefore want money. It can motivate but it is not the only motivator. It has been suggested by Wallace, M.J and Szilagyi, L (1982) that money can serve the following reward functions: It can act as a goal that people generally strive for although to different degrees. It can act as an instrument that provides valued outcomes. It can be a symbol that indicates the recipients value to the organization. It can act as a general reinforce because it is associated with valued rewards so often that it takes on reward value itself. But doubts have been cast on the effectiveness of money as a motivator by Herzberg et al (1957). As noted, he claimed that, while the lack of it may cause dissatisfaction, money does not result in lasting satisfaction. There is something in this, especially for people on fixed salaries or rates of pay who do not benefit directly from an incentive scheme. They may feel good when they get an increase, as, apart from the extra money, it is highly effective ways of making people believe they are valued. But the feeling of euphoria can rapidly die away. However, it must be re-emphasized that different people have different needs, and Herzbergs two-factor theory has not been validated. Some will be much more motivated by money than others. What cannot be assumed is that money motivates everyone in the same way and to the same extent. But do financial incentives motivate people? The answer, according to Kohn, A (1993) is absolutely not. He challenges what he calls the behaviourist dogma about money and motivation. And he claims that no controlled scientific study has ever found a long term enhancement of the quality of work as a result of any reward system. When you look at how people are motivated, claims Kohn, It becomes disturbingly clear that the more you use rewards to motivate people, the more they tend to lose interest in whatever they had to do to get the rewards. He quotes research that has repeatedly shown that the more salient or reinforcing the reward is, the more it erodes intrinsic interest and points out that various devices can be used to get people to do something, but that is a far cry from making people want to do something. Pfeffer, J (1998) also contends that: People do work