Case study Essay Example | Topics and Well Written Essays - 750 words - 1

Case study - Essay Example This has necessitated the establishment of marketing communications plan aimed at rekindling the interest of the customers who have deviated their loyalty to other in hotels (Kenneth & Baack 67). For this to happen the marketing and advertising team have to establish the internal and external causes of the customers deviation of loyalty then find a plan to reverse this process in a manner that will benefit both the hotel and its customers. Situation Analysis A SWOT analysis was conducted and the following was ascertained: the strengths of the hotel related to the predicament included; it is among the units of the third most dominant hotel chain in the globe and the most important strength is that the hotel has an unsurpassed marketing and advertising team and vast pool of resources. This gives the hotel an added advantage in the cutthroat competition. The weakness is that the expendable funds had been already allocated to another project thus leaving the marketing communications plan with a limited budget. The opportunity that presented itself is that the city where the hotel is located was recently made the headquarters of an international body and that meant that a lot of foreign dignitaries would be coming to the city and this was a big potential market for the hotel. Finally, the threat was that the rival hotels were really stiffening the competition and to add salt to the injury even more hotels of the same kind were being established. Alternatives The team came up three different sets of solutions to counter the predicament that the hotel had suddenly found itself in. the first alternative was to change the format the hotels rooms and facilities so that the hotel could have the ability to accommodate the customers who want a budget accommodation and those who want a luxurious experience. This would be a good strategy for getting customers want to save a buck and get good accommodation and those who want to spend an extra buck to get an extremely luxurious experience. It would also enable the hotel to get back the customers it had lost for either of the reasons stated above. However, the trick would be to craft an advertisement of this strategy in a manner that wouldn’t drive away the customers because the advertisement pastes a picture of the hotel either as a cheap or an extremely expensive or a contradiction of both. Creating a new way to bring back the customers who had deviated to other hotels by introducing a system of rewarding loyalty was the second plan. This would not only bring old customers back but also introduce a new customer base. The problem in this is that it would limit the profits of the hotel but if well executed the small incentives given to the loyal customers wouldn’t matter because the new customers would improve the profits of the hotel. The final plan was to tap into the newly established market of foreign dignitaries. The advertisement strategy would be to come to an arrangement with several airline industries so that the hotel could advertise itself to any persons coming to the city from another country. This would give the hotel a head start in getting the foreign market interested in it but this would have a negative impact on the demand of the local market. Recommendation The marketing and advertisement committee suggested the best way forward was an execution of alternative two. This is because a proper execution would enable the hotel

Business Execution Essay Example | Topics and Well Written Essays - 500 words

Business Execution - Essay Example Thus, execution is a key to organizational success. Without a careful, planned approach to execution, strategic goals cannot be attained. I believe that business execution is one of the cornerstones of a business organization's success. Business plans and strategies are useless unless they are executed. The realization of the company's goals is almost fully dependent on the execution of its plans. However, it should also be noted that execution in business is often tedious and complicated. For one, the plans being executed should always be modified in order to cope with the changes and developments in the environment. Execution is also a matter of coordinating everyone in the company to carry out their specific functions as planned. I would also like to stress that execution is only as good as the plan and strategy created. Even if the firm has been very good in putting its plan into action if the plan is not efficient, it will still be far from realizing its goals and objectives.

Research into the history of klinefelters syndrome

Research into the history of klinefelters syndrome Many chromosomal abnormalities occur early in development and involve the sex chromosomes. Klinefelters Syndrome falls directly into this category. Klinefelters Syndrome is a genetic condition affecting the male population. The following information observes who discovered Klinefelters Syndrome and when it was first diagnosed. The etiology or genetic and environmental factors of the condition are discussed as well as complete description of the disability and the clear diagnostic criteria. The affects of Klinefelters Syndrome are more recognized in adulthood, when it is typically diagnosed. Many Klinefelters patients live out their entire lives without ever knowing they have the condition. Upon conclusion, there should be an adequate amount of information that will give you, the reader, valuable knowledge into the diagnosis and treatment of Klinefelters Syndrome. History Klinefelters Syndrome was first diagnosed in 1942 at the Massachusetts General Hospital in Boston Massachusetts (Schoenstadt, 2006). Dr. Harry Klinefelter was completing his fellowship at the Massachusetts General Hospital when he was assigned to work with Dr. Fuller Albright, also known as the father of endocrinology (Bock, 1993; Klinefelter Syndrome, 2006). Dr. Klinefelter came to examine nine adult men that had a common set of symptoms during the course of his fellowship (Klinefelter Syndrome, 2006). Dr. Klinefelter organized a case study that involved these nine men and their similarities and was encouraged by Dr. Albright to lead the study (Klinefelter Synrome, 2006). The Journal of Clinical Endocrinology was published in November of 1942 with the completed case study of these nine mens similar qualities, which Dr. Klinefelter identified as Klinefelters Syndrome (Klinefelter Syndrome, 2006). The report written by Dr. Klinefelter on these men described them as having testicular dysgenesis, elevated urinary gonadotropins, eunuchoidism, azoospermia, and gynecomastia, all of which have an effect on the underdeveloped size of the testes, the lack of the amount of testosterone produced by the testes, and infertility (Schoenstadt, 2006; Visootsak Graham, 2006). These adult males also exhibit enlarged breast and sparse facial hair (Schoenstadt, 2006). Two groups found out fourteen years after Dr. Klinefelters original description of the syndrome, that the buccal mucosal cells contained an extra chromatin mass or that the cells were chromatin positive (Klinefelter, 1966). Although the patients were described as having a positive female sex chromatin, Dr. Klinefelter states that the patients are phenotypic males and should never be considered otherwise (Klinefelter, 1996). Fourteen years after Dr. Klinefelter first diagnosed Klinefelters Syndrome, another case study was performed to further understand the characteristics that define the condition (Klinefelter Syndrome, 2006). In 1956, Dr. Joe Hin Tjio and Dr. Albert Lavan took the research further to determine the factors that made those men with Klinefelters Syndrome dissimilar from normal adult males through genetic research (Klinefelter Syndrome, 2006; Schoenstadt, 2006). With the advanced experimental methodology available, Dr. Joe Hin Tjio and Dr. Albert Lavan found that humans had 23 pairs of chromosomes, confirming 46 chromosomes, which prior to this time there was thought to be 48 chromosomes (Bock, 1993; Klinefelter Syndrome, 2006). This clarification by Dr. Tjio and Dr. Lavan is the basic foundation for modern cytogenetics, the study of chromosomes and diseases originating from numerical or structural abnormalities in chromosomes (Klinefelter Syndrome, 2006). Dr. Tjio and Dr. Lavan discovered that men with symptoms of Klinefelters Syndrome had an extra sex chromosome that created the chromosomal arrangement of XXY, which is distinct to the normal male chromosomal arrangement of XY (Klinefelter Syndrome, 2006; Schoenstadt, 2006,). Klinefelter Syndrome was still believed to be an endocrine disorder of unknown etiology at this time (Visootsak Graham, 2006). In 1959, just three years after Dr. Tjio and Dr. Lavan made their historical discoveries, an English researcher by the name of Dr. Patricia Jacobs and her associate Dr. J. A. Strong published a study supplementing earlier studies (Klinefelter Syndrome, 2006; Noble, 2003). Dr. Jacobs and Dr. Strong found the link between the endocrinal disease and the extra X sex chromosome (Noble, 2003). Dr. Jacobs linked forty-seven chromosomes in Klinefelters Syndrome males and determined it to be the X chromosome, which she considered an aneuploidy defined as an unusual number of chromosomes and labeled 47, XXY (Bock, 1993; Klinefelter Syndrome, 2006; Schoenstadt, 2006). The 1970s brought forth a larger examination of males born with Klinefelters Syndrome (Bock, 1993). During this time doctors began screening newborn male babies for the extra chromosome (Bock, 1993; Visootsak Graham, 2006). The most significant of the studies done at this time was sponsored by the National Institute of Child Health and Human Development (NICHD) whom examined over forty thousand infants for this extra chromosome (Bock, 1993; Visootsak Graham, 2006). This study was important for the reason that most studies done prior to the 1970s were biased and primarily done on adult males in mental institutions and the penal system (Visootsak Graham, 2006). At this time is when the prevalence of Klinefelters Syndrome was noticed as frequently as one in five hundred to one in one thousand male newborns (Bock, 1993; Visootsak Graham, 2006). Also observed in this study was the reduction in speech and language abilities as well as decreased reading and spelling achievement (Bock, 1993; Visootsak Graham, 2006). Along with these disabilities, Klinefelters patients are characterized by an increased tendency towards fertility, endocrinal, and psychiatric disorders (Noble, 2003). This study demonstrated that most but not all of these males born with the extra chromosome will have these characteristics, and many demonstrate varying degrees of the characteristics (Bock, 1993; Visootsak Graham, 2006). Based on this research it has been found that the extra X chromosome that causes Klinefelters Syndrome is very common, however, the symptoms and characteristics that are most recognizable are quit uncommon (B ock, 1993). Most males are not diagnosed as having Klinefelters Syndrome until they reach adulthood, and many that have the syndrome are never diagnosed as having this chromosomal defect at all (Bock, 1993). One pediatrician at the University of Colorado Medical School in Denver and the director of the National Institute of Child Health and Human Development (NICHD) during the major screening research referred to these newborn males as not having Klinefelters Syndrome because of the possibility that the characteristics may not develop into a syndrome (Bock, 1993; Visootsak Graham, 2006). Etiology and Genetic Factors Every normal human cell has 46 chromosomes that are made up of 23 pairs (Stewart, 2007). Of these 23 pairs, there are 22 that are exactly the same in both males and females called autosomes (U.S. National Library of Medicine, 2010). The 23rd pair of sex chromosomes is what makes males and females different in that the male will have only one X and Y chromosome whereas the female will have two copies of the X chromosome (Stewart, 2007; U.S. National Library of Medicine, 2010). During the formation of the egg and the sperm, or gametes, the chromosomes are halved through a process called meiosis (Stewart, 2007; The Dorsey, 2009). Cells that carry a single chromosome such as the X or Y chromosome are called haploid cells (The Dorsey, 2009). When the egg and sperm join carrying 23 chromosomes each they create the fertile egg, or zygote, which has two haploid sets of chromosomes (The Dorsey, 2009). Therefore, the baby receives two copies of each chromosome, 46 total chromosomes, just like the parents (Stewart, 2007). The extra X in Klinefelter Syndrome is caused from either nondisjunction or anaphase lag. Nondisjunction occurs when the chromosome pairs do not separate as they are intended in the meiosis I or meiosis II stage (Pineyard Zipf, 2003; Stewart, 2007). When this happens there may be a chromosome pair with 24 chromosomes instead of the 23 chromosomes (Stewart, 2007). If this chromosome pair of 24 joins with an egg or sperm with 23 chromosomes then it results in a karotype with 47 chromosomes (Stewart, 2007). In this case there will be three copies of chromosomes rather than the usual two copies of chromosomes (Stewart, 2007). The sperm or egg may donate the extra X chromosome at conception causing a chromosomal abnormality (Mayo Foundation for Medical Education and Research, 2008; Stewart, 2007). This forms the XXY chromosomal formation, which is diagnosed as Klinefelters Syndrome. At least half of 47, XXY conceptions are spontaneously aborted (Pineyard Zipf, 2003). The chromosomal abnormality is random and not known to be caused by any environmental factors (Genetic Science Learning Center, 2010; Mayo Foundation for Medical Education and Research, 2008; National Institute of Health, 2007). This anomaly happens entirely by chance and is unrelated to family history prior to the male childs birth (Mayo Foundation for Medical Education and Research, 2008). This is to say that the male embryos likelihood of being born with Klinefelters Syndrome is not increased or decreased by what the parent does or does not do (Mayo Foundation for Medical Education and Research, 2008). Klinefelters Syndrome is not affected by race (Chen, 2010). This is a completely random occurrence of the sex chromosomes not successfully separating during the formation of the egg or the sperm (Genetic Science Learning Center, 2010). Once this occurs the extra chromosome is then copied into every cell of the embryo (Genetics Science Learning Center, 2008). There are extremely rare cases when there may be three or four extra X chromosomes in all copies of the cells known as 48,XXXY or 49, XXXXY (Stewart, 2007). The 49, XXXXY mosaic is also known as Fraccaros Syndrome and is the most rare form of Klinefelters Syndrome (Duenas et al., 2007). This rare chromosomal abnormality results in more exaggerated features of Klinefelters Syndrome (Stewart, 2007). There are instances where an extra X chromosome is found in only some of the cells (Stewart, 2007). This can be found as two different chromosomal patterns (Stewart, 2007). One pattern occurs when some cells have 46 chromosomes and some have 47 chromosomes (Stewart, 2007). The other pattern is called the mosaic XXY syndrome, or chromosomal mosaicism, and affects approximately six percent of these cases, with the most rare cases being the 48, XXXY or the 49, XXXXY, or other arrangements of X chromosomes (Stewart, 2007). The mosaic XXY syndrome occurs only after conception from a mistake in cell division (Stewart, 2007). Anaphase lag is a result of a gamete lacking a sex chromosome (Klinefelter, 1966). When this chromosome lags it is not incorporated into the new cell during the mitosis stage (Kinefelter, 1996). Anaphase lag is thought to be a reason for the mosaic variations of Klinefelters Syndrome (Klinefelter, 1966). Although the chromosomal abnormality of 49, XXXXY is considered to be a variant form of Klinefelters Syndrome, it appears to have a very independent, distinct phenotype (Duenas et al., 2007). Males that show the 49, XXXXY chromosomal structure have much more severe clinical features than that of a Klinefelters Syndrome male (Duenas et al., 2007). This is the most rare of the Klinefelters Syndrome variants and has been reported in over one hundred cases with the frequency being approximately 1 in 85,000 newborn males (Duenas et al., 2007). There have been reports of an even more extreme variant of Klinefelters Syndrome mosaic in newborn males (Duenas et al., 2007). This variant is a 47, XXY/48, XXXY/49, XXXXY mosaicism and has only been reported in three cases according to a researcher in Mexico (Duenas et al., 2007). This means that the male newborn would have the whole spectrum of XY variations. Another variant that affects only males is the 46, XX chromosomal variation (Bock, 1993). This condition occurs when individuals have two X chromosomes in each cell, but are male in appearance. These individuals have male external geniltalia. These individuals also have small, undescended testes possibly along with an urethra opening on the underside of the penis. A small amount of 46, XX Males have external geniltalia that dont clearly resemble either male or female genitalia. These individuals are typically raised male. Phenotypically, there are three groups of these sex-reversed individuals. The first group includes phenotypically normal XX Males, the second group includes the males with genital ambiguities, and the third group is the true hermaphrodites (Bock, 1993). Description of Characteristics or Traits Klinefelters Syndrome has only one constant physical description and that is the small testicular size (Visootsak Graham, 2003). Boys with Klinefelters Syndrome have variable phenotypic characteristics with no obvious facial dysmorphology (Visootsak Graham, 2003). The presence of gynconemastia, or enlarged breast, and other findings of eunuchoid body habits and sparse body hair vary (Visootsak Graham, 2003). Eunuchoid or eunuchoidism is defined as an abnormal condition in males, characterized by underdeveloped reproductive organs with some female characteristics, such as a higher voice or the lack of facial and body hair that results in the lack of male sex hormones (Eunuchoidism, n.d.). Gonadotropins are produced by glands, such as the pituitary, and can result in sparse body hair when not produced adequately (Gonadotropin, 2010). The medical dictionary states that eunuchoidism is marked by a deficiency of sexual development with the persistence of prepubertal characteristics, and often has the presence of characteristics that are typical of the opposite sex (Eunuchoidism, n.d.). Another likely characteristic is azoospermia (Schoenstadt, 2006; Visootsak Graham, 2006). Azoospermia is defined as having little or no sperm count (Azoospermia, 2010). Testicular dysgenesis, or gonadal dysgenesis, is another characteristic of Klinefelters Syndrome (Schoenstadt, 2006; Visootsak Graham, 2006). Testicular dysgenesis is considered a reproductive system developmental disorder that causes a progressive loss of primordial germ cells, or cells that create gametes, in the developing gonads of an embryo (Gonadal dysgenesis, 2010). This gonadal dysgenesis can lead to the extremely hypoplastic, or underdeveloped, and disfunctioning gonads mainly composed of fibrous tissues (Gonadal dysgenesis, 2010). Most infants and children with the 47, XXXY chromosomal abnormalities go through normal growth stages. It is not until puberty that the Klinefelters Syndrome characteristics or traits become more prevalent and noticeable (Visootsak Graham, 2003). There is a significant increase in height between the ages of five and eight (Visootsak Graham, 2003). Another characteristic of Klinefelters Syndrome is the elongated length of arms and legs (Klinefelter, 1966). There is a decrease in androgen production that causes the secondary sexual characteristics to not fully develop (Visootsak Graham, 2003). An androgen is any substance such as androsterone or testosterone that supports male characteristics (Androgen, n.d.). Typically Klinefelters males are infertile (Visootsak Graham, 2003). However, there have been cases of impregnation without the assistance of medical technology (Visootsak Graham, 2003). Autoimmune diseases such as juvenile arthritis can also be present in Klinefelters adolescents. Whereas boys with Klinefelters Syndrome are generally tall with long limbs and remain thin until puberty, they tend to suffer from obesity latter in life. Neurocognitive effects of Klinefelters Syndrome may be more subtle than that of the physical stigmata. Klinefelters males have been found to have relative deficits on verbal IQ subtests and have verbal IQ scores around 20 points lower than those of unaffected siblings. There are also deficits in articulation, word finding, phonemic processing, verbal memory, language comprehension, oral expression problems, as well as linguistic processing speed. It seems that the speech/language problems and some motor deficits are most common in Klinefelters males that have an extra X chromosome. Ninety-two percent of individuals with Klinefelters Syndrome confirm difficulty learning to read. Seventy percent had reading achievement discrepancies or absolute reading deficits on standardized testing. A group of boys with mental retardation and suspicion of fragile X were subject to a genetic screening and the results showed that eight of these boys had Klinefelters Syndrome. Most of the more extreme verbal, visuospatial, and motor skills, such as found in mental retardation and fragile X syndrome are typically spa red. However, some boys with Klinefelters Syndrome suffer from poor manual dexterity and are commonly found to be clumsy and below average in sports (Wodrich Tarbox, 2008). There are many different factors that may underlie linguistic and reading problems. One possibility is a dysfunction of the left hemisphere that may be related to diminished gray matter or a lack of hemispheric asymmetry, or both. It is also possible that executive and frontal deficits may be a cause (Wodrich Tarbox). There is evidence that language is a fundamental issue for Klinefelters children and this can result in further scholastic issues. This problem seems to manifest as dyslexia as defined by poor reading in the setting of normal intelligence. Klinefelters males have also been observed to have difficulties with arithmetical functions. The deficits in auditory processing and verbal memory are the two key cognitive processes that underlie these difficulties. These deficits are also true for normal chromosomal children with dyslexia. The findings are supportive of the concept that defects in frontal systems seem to be caused by a language-based, left frontal-systems problem (Geschwind Dykens, 2004). Adult Klinefelters males have reported to have difficulties with mental flexibility (Wodrich Dykens, 2004). Even with these studies, it should be noted that not all adults that have Klinefelters Syndrome show these classic patterns of verbal deficits that are observed in children (Geschwind Dykens, 2004). However, these findings are not appropriate for all Klinefelters males, many of which complete high school and move on to post-secondary education successfully (Wodrich Tarbox, 2008). Two characteristics that has been falsely associated with Klinefelters males in the past, is sociopathy and criminal behavior. There is, contrary to this belief, fewer psychiatric problems reported among these individuals. However, there are commonly traits of introversion, unassertiveness, and a paucity or lack of ambition. There are also possible traits of impulsivity and social inappropriateness (Wodrich Tarbox, 2008). A Reiss Profile of Fundamental Goals measurement was used to assess the degrees of which Klinefelters males were motivated in 15 domains (Geschwind Dykens, 2004). The Reiss Profile generates a profile that is based on the motivational sensitivities across the domains of aversive sensations, citizenship, family, curiosity, honor, independence, food, order, physical exercise, rejection, power, sex, social contact, vengeance, and social prestige. The Reiss Profile is a well-established psychometric measure that is being used more and more to assess people with and without mental retardation (Geschwind Dykes, 2004). The results suggested that the Klinefelters male group was not particularly motivated by the need for social prestige, independence, or the desire to seek vengeance. This group was also not motivated to avoid physical pain. The general motivator for all the Klinefelters males in this group was curiosity. There were no age effects to this study (Geschwind Dykes, 2004). Characteristics in Adulthood There is a persistent deficiency of androgen in adulthood that can result in the loss of libido, decreased muscle bulk and tone, decreased bone density, a propensity for thromboembolism (an obstruction in a vein or artery from a blood clot), and an increased risk of mortality from cardiovascular and diabetic complications. A common characteristic for Klinefelters adults is gynecomastia (Wattendorf Muenke, 2005). Gynecomastia involves the risk of developing breast carcinoma. There is 200 times more of a risk for Klinefelters males to develop breast carcinoma than other karyotypically normal individuals. This may be a result of the estradiol (the prominant sex hormone in females) to testosterone ratio being so much higher that karyotypically normal men. Another possibility is that it is caused by the increase of peripheral conversion of testosterone to estradiol (Visootsak Graham, 2006). There are different views as to whether Klinefelters adult males are more aggressive or have a greater chance of psychological issues depending on the resource. One study describes the differences as relative to individual testosterone levels and the age at which they received the diagnosis (Morris, Jackson, Hancock, 2009). Equally, there is an impact from the way the diagnosis is reacted to by the Klinefelters male, the family, and friends or peers. The seven major themes that emerged from this study were the diagnosis, the testosterone treatments, health care problems, appearance, self-identity, relationships, and school and education. Of the Klinefelters adults studied, 60 % reported clinical levels of anxiety and 34% had clinical levels of depression. The results of this study show that a prolonged lack of testosterone can have far reaching negative effects on the Klinefelters adult (Morris, Jackson, Hancock, 2009). The historical studies show a disturbingly increased risk for psychiatric disturbance, criminality, and mental retardation. However, these results are outdated and extremely questionable given the initial examinations were given to institutionalized populations (Chen, 2010). Differential Diagnosis Classic Klinefelters Syndrome, 47, XXY, cases make up approximately 80-90% of all Klinefelters diagnosis. There are approximately 6-10% of these cases that are mosaics, which are the cells with 46, XY/47, XXY; 46, XY/48, XXXY; and 47, XXXY/48, XXXY (Chen, 2010; Visootsak Graham, 2003; Visootsak Graham, 2006). In 5% of the cases there are two X chromosomes without a Y chromosome or 46, XX (Visootsak Graham, 2006). The other cases were karyotypes 48, XXXY, 48, XXYY, 49, XXXXY, and 49, XXXYY (Visootsak Graham, 2003). Approximately 1% of these cases are due to a structurally abnormal X with a normal X and Y chromosome described as kayotypes 47, X,i(Xq)Y and 47, X,del(X)Y (Chen, 2010). Klinefelters Syndrome variants occur much less frequently than the classic 47, XXY chromosomal abnormality (Bock, 1993; Visootsak Graham, 2006). Klinefelter variant 48, XXXY is characterized by being average or tall stature with ocular hyperterlorism, which are widely spaced or deep set eyes; flat nasal bridge; curving of the fifth finger, or clinodactyly. Other characteristics are small penis and testicles with hypergonadotropic hypogonadism, which is the absence or decrease in function of the male testes. Theses individuals intelligence quotients range from 40-60. Variant 48, XXYY is characterized by having a tall stature, an eunuchoid habitus with long legs, sparse body hair, small testicles and penis, hypergonadotropic hypogonadism and gynecomastia. These individuals intelligence quotients range from 60-80. Males with variant 49, XXXXY are severely affected. They have smaller than average head circumference also known as microcephaly, short stature with ocular hypertelorism, flat nasal bridge, and upslanting palpebral fissures. Cleft palates are present along with small geniltalia and a heart defect known as patent ductus arteriosus. These individuals intelligence quotients range from 20-60. (Visootsak and Graham, 2003). Klinefelters Syndrome 47, XXY, has no major physical signs, which explains why it may go undiagnosed or misdiagnosed throughout an individuals life. Also with no physical signs, it is truly only diagnosed when genetic testing occurs for a variety of unrelated reasons. Klinefelters Syndrome may be diagnosed prenatally or during early childhood, as an adolescent during puberty, or as an adult when there are recognized fertility problems (Bock, 1993). Klinefelters Syndrome can be diagnosed prenatally through amniocentesis or chorionic villus sampling (Bock, 1993). These tests are normally done if the pregnant woman is older than 35, if there is a family history of genetic defects, or when other medical indications exist (Bock, 1993). A pediatrician may suspect a male child as having Klinefelters Syndrome if there are delays in learning to talk or difficulties in reading and writing as well as physical abnormalities during adolescence (Bock, 1993). Treatments and Interventions All hope is not lost when it comes to the treatment and interventions of the undesirable traits and characteristics that males diagnosed with Klinefelters Syndrome may display or develop. It is recommended that Klinefelters males have a comprehensive neurodevelopmental evaluation as soon as they have been diagnosed. A multidisciplinary developmental evaluation can determine the appropriate treatments during infancy and early childhood. These treatments may include physical therapy, infant simulation programs, and speech therapy (Wattendorf, 2005). If the language difficulties are detected in childhood, then there is more of a possibility for intervention. The language barriers that Klinefelters males may have to cope with can not only affect their academics, it can obstruct their building of social relationships and learning social skills necessary for these relationships. Here is where the Klinefelters child could benefit from a social skills training program. In a social skills training program, the Klinefelters child will be able to practice talking and listening, observing childrens making friends processes, sharing of information, attitudes, and beliefs. This will also assist them in proper classroom behavior and playground behavior. Language disabilities and barriers can prevent Klinefelters males from fitting in socially, so this kind of intervention and assistance can benefit the child greatly. Hearing can be an issue if frequent ear infections occur. Hearing test and screens should be done to ensure that a hearing impairment is not a part of the language difficulties. If the Klinefelters child is not communicating effectively with single words by the ages of 18 to 24 months, then consultation with a speech and language pathologist will be very beneficial (Klinefelter Syndrome Information, 2002). Teachers should be informed of the difficulties that a Klinefelters child may be dealing with in the classroom. A teacher may consider the Klinefelters child to be lazy and daydreaming and a teacher may even forget the child is even in the room. This can result in the Klinefelters child falling behind and eventually being held back a grade. Under the Public Law 94-142, the Individuals with Disabilities Education Act, adopted by Congress in 1975, all children with disabilities have a right to a free, and appropriate public education (Klinefelter Syndrome Information, 2002). Once the Klinefelters male reaches puberty there is usually an inability to produce a normal amount of testosterone. This along with hypogonadism can result in impaired bone mineral density and skeletal muscle development. Also associated with testosterone deficiency is a decrease in libido and energy (Wattendorf Muenke, 2005). Androgen therapy or Testosterone Treatment should begin by time the Klinefelters male reaches middle school, approximately 12 to 14 years of age, based on the level of pubertal development (Klinefelter Syndrome Information, 2002; Wattendorf Muenke, 2005). Testosterone Treatment will ultimately increase the muscle size and strength, as well as, promoting the growth of body and facial hair. It must be noted that Testosterone Treatments can also bring on psychological changes. It is important to adequately inform the parent(s) and the child of these changes so that they can make the most informed decision (Klinefelter Syndrome Information, 2002). There are diff erent ways to receive Testosterone Treatment and that is through injections, transdermal (patches, gels, or creams), orally, or implantation. The kind of testosterone injection will depend mainly on the dosage used and the country in which you receive the injections. Some injectable testosterone esters are Testosterone enanthate, Testosterone cypionate, Sustanon, Testosterone propionate, Testosterone phenylpropionate, Omnadren, and Aqueous testosterone suspension. Types of transdermal patches are Androderm and Testosterone TTS. Two different kinds of testosterone gels and creams are Androgel, and Testim. A few oral supplements include Methyltestosterone and Testosterone undecanoate. The last form of Testosterone Treatment is the Subcutaneous testosterone pellet, which is delivered by implanting a pellet of pure, crystalline testosterone under the skin of the buttocks or abdomen (Testosterone Types and Delivery, n.d.). Adult males with Klinefelters Syndrome usually develop gynecomastia which predisposes men to breast cancer. Therefore, it is important that Klinefelters males do monthly breast examinations. If gynecomastia causes psychological or physical problems, then possible treatment would be cosmetic surgery to remove the breast tissue (Wattendorf Muenke, 2005). Swerdlow et. al (2005) stated that men with Klinefelter Syndrome have elevated risks of several cancers. Prostate cancer, along with breast cancer was more prevalent. Men with Klinefelter Syndrome are also at a substantially higher risk for non-Hodgkin lymphoma, and possibly lung cancer. Breast cancer risk is higher in 47, XXY mosaics. Adult males may face possible infertility issues due to the lack of testosterone production, but if diagnosed early on, this can be minimized and they will be able to reproduce without outside assistance. Summary Klinefelter Syndrome is one of the more recently discovered medical syndromes. Klinefelter Syndrome is not one that causes major dysfunctions and is usually only discovered during genetic testing for infertility or during prenatal testing due to maternal age or prior genetic issues within the family. Because Klinefelter Syndrome has not had a lot of research until the last few years, there is no federal funding set aside for this syndrome. Families with sons that are found to be affected by it have no real support system that is knowledgeable of this syndrome and have to research on their own and create resources to fit their situation as none are available in most areas.

Why Should People Choose a Healthy Lifestyle Essay -- Healthy Lifestyl

You are driving in your car when suddenly your stomach rumbles. You are hungry. Do you decide to pick up some fast food or go home and spend the time to make yourself a meal? Let us assume we do not have the time to create our own meal. When you get to the restaurant of your choice, do you park in the closest parking spot to the door or do you simply use the drive-through? What do you choose to eat? Is it something processed and frozen or do you choose something made fresh? After eating your food you decide to go to the mall. You pass advertisements of smiling thin happy models. You need to get to the second floor. Do you take the elevator, the escalator, or the stairs? These are choices we face every day that can impact our lives today, tomorrow, and even further into our future. Children follow our examples. If we are faced with these choices daily so are they. How can we make our lifestyle more healthy not only for ourselves, but also future generations? A more healthy lifestyle i s established through balanced priorities, strong mental health, and good role models. Priorities throughout life whether financial, educational, or physical help to create a longer and more balanced lifestyle. With so many false pictures portrayed around the world through the Internet and social media of how a body should look, it is not surprising that many individuals pay more attention to the weight on the scale, than they do to muscle mass and other factors that may more significantly impact their overall health. Photoshopped billboards and fashion models lead to an impossible expectations unrealistic of how a â€Å"normal† human body should appear. As Natasha Turner said, â€Å"It’s not your actual weight on the scale that matters most for overall healt... ... Student Research Center. Web. 9 Nov. 2015. Kane, Anthony. â€Å"A Parent’s Job As A Role Model.† Healthy Place 2011: n.pag. Web. 14 Nov. 2015. â€Å"Nutrition & Weight Control for Longevity.† (2012): 1-46. Student Research Center. Web. 29 Nov. 2015. â€Å"Poverty Kills: Health Depends on Wealth.† Huntsville Forester 26 Sept. 2013: n.pag. Student Research Center. Web. 1 Nov. 2015. Richardson, Vanessa. â€Å"A Fit Body Means A Fit Mind.† Edutopi. The George Lucas Educational Foundation. n.d. Web. 10 Nov. 2015. Small, Gary. â€Å"Can Exercise Cure Depression.† Brain Bootcamp Sept. 2010: n.pag. Psychology Today, 2013. Web. 5 Nov. 2015. Tecco, Armand. â€Å"Why is Exercise Important.† Health Discovery, HealthDiscovery.net, 2013. Web. 13 Nov. 2015. Turner, Natasha. â€Å"Are You Skinny Fat?† Chatelaine 86.10 (Oct. 2013): n. pag. Student Research Center. Web. 2 Nov. 2015.

E-Marketing Essay

Considering the current volume of internet marketing business, it’s hard to believe how young the internet marketplace is. While the timeline of internet marketing has been short, the cumulative events leading up to where we are now have impacted the entire globe faster than any marketing revolution in history. Today, it’s hard to believe in having an organization which doesn’t have some kind of online presence. When the internet was first introduced in the early 90s, the internet was treated as a tool for exchanging emails and digital information, but wasn’t yet considered valuable for reaching customers. Soon, companies which had been spending huge chunks of their marketing budget on offline list building, begin to realize that they could accomplish the same thing via email and for much less. Whatever the case may be, Nepal is still in the early phase of e-marketing and e-commerce. Only few people have access to internet, among those, very few use internet for business purpose. Most of the people who have web access are keeping themselves busy on social networking sites. But the positive aspect is that the number of people realizing and using internet as an e-commerce are continuously increasing. Human behavior and natures are so dynamic. We constantly want to change and our likes and preferences changes with time, trend and technology. Realizing this nature of human being and large increment in the number of internet users in Nepal, the founder of hamrobazar.com saw an opportunity and founded hamrobazar.com seven years ago. Hamrobazar.com is free online site which enables individuals as well as companies to sell wide variety of new or used product online. Hamrobazar.com is a site that has created a platform where both seller and buyers can interact with each other to buy and sell products and services. Hamrobazar.com is an e-commerce company based in Kathmandu, Nepal. Hamrobazar is one of the popular sites in Nepal for free selling and purchasing of variety of new or used products. It offers its users an easy and trendy way to purchase wide variety of new or used goods online. A buyer can choose a suitable product from the list of a large product variety and can purchase from the seller. People buy new products everyday or every week. All of us are buying new things every week. It can be a car, a book, a music CD, a DVD, mobile set, mobile accessories, services, toy and many more. But as time and technology changes, the products we purchase may get outdated or we may wish to buy a different product. The reason to buy a new product or buy a different products could be several, change in technology, age of the product, malfunctioning of the product, wish to get updated with new product in the market, bought a product earlier that is not suitable and the list for reasons can continue. For all those who wish to sell their product and for all those who wish to purchase a new or a used product hamrobazar.com is the perfect answer. The best thing above all, it is for free. Hamrobazar member can login and sell their products for free. Hamrobazar.com is free online classified which enables individuals as well as companies to sell wide variety of new or used product online. Hamrobazar is visited by around 50,000 unique visitors who use the site for buying and selling purpose. Compared to newspaper classifieds, hamrobazar.com will provide more comprehensive detail and pictures thus enabling consumer to choose better. Hamrobazar.com has created such platform where both seller and buyers can interact with each other Mission Statement and stated goals of hamrobazar.com Hamrobazar.com does not appear to have a predetermined mission statement, nevertheless, the basic mission and goals of the Company is to provide a perfect solution for selling the products for free. It also believes that internet is a great promotional vehicle as well as communication channel for connecting buyers and sellers. In general, hamrobazar.com has communicated that its mission is to influence technology and potential to provide the best buying experience on the Internet for free. Business Philosophy of hamrobazar.com Despite its increasing popularity, hamrobazar.com remains unremittingly focused on the costumers. Since, the main philosophy of hamrobazar.com is to help the web users to sell their products for free. It is constantly focusing on the customer friendly interface so that customers can enjoy their purchase on a trendy and an easy way.

Commentary on a Newspaper Article by Russel Brand

The English society today is affected by big social differences, which results in a very sharp and clearly defined divided class society, where social mobility is not very easy ore even almost not existing. The lower range haven’t got a place to fit in, and many youngsters from these social lower classes, young people with no education, young people with bad family backgrounds, often feel out of the community, they are not getting any recognition and the politicians have ignored them and the fact of it way too long! In an article published on The Guardian’s website in august 2011, the author Russell Brand pin down some of these conflicts and problems. The author is more explicitly commenting on the riots that happened last year in England. The article’s receiver could be intellectual people, people who have an interest in politics and in society, certainly the working-class, also students as elders, the article is mainly directed to leftist, as the guardian is a traditional left- winged newspaper and the paper stand in opposition to the ruling government. Inasmuch the article is a website article, the audience properly is a bit broader than its ordinary audience is, also assuming readers from the right- wing would have an interest in reading the article, they may even get into a debate on the internet side, fighting and arguing for their point of view. The article very much invites the readers to an open debate. In this next part, I am going to comment and analyze Russel Brand’s commentary, and I am going to comment on his writing style and his attitude to the subject. The article written by Brand’s, is as I have mentioned, a comment on the Riots of 2011 that took place last year in England. Brand points out that the riots says more about the society’s condition than any other thing and that the government should do something about the problem, instead of calling the actions egoistic material gains. He does not think that these young people are mindless as everybody, inclusive the politicians, are calling them. Brand considers the problem much deeper and declares that the government is marginalizing the young people, and says that we ought to ask why the government sweeps the problem away under the carpet. He declares that these young people don’t have a suitable community because the politicians haven’t been given them one and he claims the problem is a consequence of the conservative politics which the government has been carried out the last decades: â€Å"These young people have no sense of community because they haven't been given one. They have no stake in society because Cameron's mentor Margaret Thatcher told us there's no such thing. † All of these very strong points and opinions are of cause wrapped up in a very well written commentary. Brand starts the whole article telling his reader why he should not comment on this case at all, and by doing this, he has pre-empted and prevented that this kind of criticism would come his way. His reasons why he shouldn’t write about the topic in the first place, are very paradoxical which makes it very comically, and at the same time it gives him some kind of credibility cause the reader feels comfortable when a writer dares to look critical at them self and especially when they are also, like Brand, knows how to express a good portion of self-irony . Brand’s writing style is very fluent, he distinctly uses humor as a very well working poetic- device, such as sarcasm and irony. It makes the text much lighter and much more consumable, even though the topic is a tough one. He has a special talent of setting up scenes in his reader’s mind, which also makes the text very alive. The text’s composition has kind of the same setup as a standup comedy show, and Brand sets up several scenarios and merges them well together, connecting the dots all the way through the article with just the right flow. He tells about some personal happenings, which he makes a point with, again with a good portion of self-irony, for example, when he tells his audience about his own rebellion time, and then connects it to today’s youngsters and compares the two episodes to make his point. He uses a great deal of sarcasm, an example for his sarcasm is, the part he writes about, that some may say the real victim is the conservative politician, that had to shorten her holidays and then came out saying the behavior were â€Å"unjustifiable† and â€Å"unacceptable: his comment to this is : Wow! Thanks guys! What a wonderful use of the planet's fast-depleting oxygen resources. Now that's been dealt with can we move on to more taxing matters such as whether or not Jack The Ripper was a ladies' man? † He also uses some metaphors, such as the reality show Big Brother. The Big Brother episode described in the article is a criticism of the TV station because they censured an unfavorable episode, the purpose by using the episode is to set up a mirror reflecting the riots. Brand is actually implying that the government aka Big Brother, does not have the nerves to face reality, which must make the reality show a fake, aka the government is a fake they won’t face reality. Brand claims they are ignoring society’s real big problems by sweeping them under a carpet – that is why Big Brother isn’t watching you – as the title of the article claims. This way of using a known episode as a metaphor, is very effect full, and many people can relate to it and have a opinion and attitude about it. In the last part of the comment, Brand changes from using â€Å"I† to using â€Å"we†. From now on, the article directly speaks to the reader. Brand claims he does not know anything about politics and tells why he clearly can’t have a solution or answer to this issue – again his rhetorical trick is a good portion of self-irony and he closes the paragraph by quoting Gandhi: â€Å"Be the change you want to see in the world. † For some readers this may seem too much, and for others it would be very powerful. I think the quote has a well-functioned purpose in the text – these accurate words shows the reader Brand’s solution to the main problem even though he claims he doesn’t know anything. From here on Brand gets more serious and more poetic in his language use, his syntax, and sentence structures. He clearly wants to make a statement by moving his reader. He is appealing with pathos, and emotional words and you can see he uses a very well-known rhetorical technique, called an Anaphora often used in speeches, which is a repetition of a word or a phrase. â€Å"We must include them, where they feel represented, we must represent them and where they feel love and compassion for their communities then we, the members of that community, must find love and compassion for them† It often gives a very good outcome to repeat word ore sentences, because it supplies the text a consonants, and the reader is seduced by this way of using the language – and I must say, Brand uses the technique so its outcome gets very effective. The last passage sums the whole commenting on the subject up, into some few poetic phrases. Brand clearly comes out with his point of view and attitude – he want his reader not to close their eyes for what is happening – he requests them not to sweep away these problems even if they are not out in the open. I must say Brand is a very talented writer with brilliant skills that touches a broad audience. Besides an observable writing talent, his writing contains a strength approaching a serious problem using humor. Brand’s word combinations makes his text easy to read and he has an adventurous natural flow, which makes it very exciting. However, most important in this commentary, is the attitude to the problem. Brand’s article contains a strong cultural and social criticism and he expresses his wish for individuals to face the injustice unequal society. He encourages his reader to not only leaving it all up by voting on the right party, and not only by leaving it all up to our politicians – who apparently aren’t doing anything about these problems – he encourage his reader to sweep away the carpet and face the problem right out there in the blue by giving the young people what they really need!! Very well said Mr. Russell Brand – I couldn’t agree more!

The eNotes Blog A Library of Irish Gold Contemporary IrishAuthors

A Library of Irish Gold Contemporary IrishAuthors This St. Patricks Day  bring on the corned beef and cabbageand books! In honor of this wonderful holiday, we thought wed focus on literature from Ireland. Even if  youre familiar with books that hail from the Irish lands,  hopefully youll learn something new about these authors and the  origins of their works. So sit back, pour yourself a cuppa, and learn about some truly intriguing these Irish lads and lasses. Maeve Binchy (Also  known as Binchy-Snell) Until her passing in 2012, Binchy was an influential Irish novelist, poet, playwright, columnist, public-speaker, and short-story writer (that is quite a list!). Binchy was best known for the skill with which she portrayed Ireland in a sympathetic and often humorous manner, including the oft-seen occurrence of a welcome twist ending. The New York Times once reported that Binchys writing career began on accident in the early 1960s, after she spent time on a kibbutz in Israel. Her father was so taken by her letters home that he cut off the Dear Daddy bits, Ms. Binchy later recounted, and sent them to an Irish newspaper, which published them. Dont we all wish for a long and successful career that starts on accident? Binchy published sixteen novels, four short-story collections, a play, and a novella.  For obvious reasons, including her addition to Oprahs Book Club and appearances on the New York Timess Bestseller List on multiple occasions, Binchy is still remembered as one of Irelands more influential writers. Some of Binchys best known works are her novels  The Glass Lake, Scarlet Feather,  and Quentins. John Boyne A rather well known author, Boyne has been fortunate enough to see his work translated into forty-eight languages around the world. Much of this fame stemmed from what could arguably be considered his most famous work,  The Boy in the Striped Pyjamas. In producing  content for both young and adult readers, Boyne reaches into his depth of creativity and knowledge about his homeland in Ireland (he was born and raised in Dublin). Throughout his career, Boyne has received (and likely will continue to receive) a number of critical acclaims, such as the Hennessey Literary Award and his 2015 award for the Honorary Doctorate of Letters from the University of East Anglia. To look into his work beyond  The Boy in the Striped Pyjamas (which actually if you havent read, you really should- its fabulous), you could check out titles such as  A History of Loneliness and  This House is Haunted. Marian Keyes Keyes is best known for her work in womens literature, some going so far as to hail her as a pioneer of womans lit. All in all, Keyes had something of a tough time of it; after graduating from Dublin University and moving to London to take on a post at an office job she fell into a deep depression that led her to a period of severe alcoholism (Keyes writes quite frankly about this time in her history, as it is relevant to her later work). Though this time in her life was painful, Keyes manages to work this darkness into her novels, turning her more or less comedic stories into deeper narratives that draw on lifes hardships. Keyess debut novel  Watermelon became a landslide success which eventually opened the door to her continuation as an author. Other popular works by Keyes include  Lucy Sullivan is Getting Married and  This Charming Man. Tana French If youre a fan of modern-day mystery novels set primarily in Ireland and the UK, then French is the author for you. Actually, chances are youll be a big fan of French regardless to where you prefer your mystery novels to be set! Though she started out as an actress training at the Trinity University Performing Arts school, French also went into her career with a strong working knowledge of literature. Couple her writing skills with the experience of growing up in numerous countries around the globe and you have a recipe for a talented storyteller. French began her debut novel  In the Woods during lulls between casting. Almost immediately upon the novels publishing, it became a critically acclaimed hit, topping charts around the world and taking a firm place on the New York Times Bestseller list. Since then, French has published four more novels (sequels to  In the Woods) and has another on the way with an assumed publishing date in August of this year. With only five books currently under her belt, French has already sold over one million copies of her work, so we have to assume shes doing something right (though you could also figure that out by reading one of her novels- The Likeness  and Faithful Place  are  just fabulous). Frank McCourt Now there are some people who have had tough lives, and then there are people who have had  tough lives. Well, Mr. McCourt is without a doubt one of the latter. Born in 1930 (yep, during the Great Depression), in the boroughs of New York, McCourt lived out some of his younger years with his family (his father being ex-IRA and his mother a devout Catholic) in what can only be described as a slum. After mourning the loss of newborn siblings, the family returned to Ireland where they continued to live in absolute squalor. After being abandoned by his father, McCourt was kicked out of school at age thirteen and turned to stealing odd bits of food and change in order to feed his remaining family members. Eventually, McCourt saved the money required to move back to New York where eventually he managed to weasel his way into New York University and graduated with a Bachelors Degree in English. McCourt became an English teacher and overtime saved the money needed to assist his family members in their immigration to the States. In 1997, McCourt won the Pulitzer Prize for Autobiography and Biography for his work  Angelas Ashes, a memoir written about the struggle of his family, and particularly the strength of his mother. Though it has been criticized as being too harsh to Ireland,  Angelas Ashes remains an incredibly influential and powerful story that earned the author international recognition.

How to Read a Lot of Dry Text Quickly

How to Read a Lot of Dry Text Quickly Dry text is a term used to describe text that might be boring, long-winded, or written purely for academic value rather than entertainment value. You can often find dry text in textbooks, case studies, business reports, financial analysis reports, etc. In other words, dry text appears in many of the documents you will need to read and study while you are pursuing a business degree.   You may have to read dozens of textbooks and hundreds of case studies while enrolled in business school. To stand any chance of getting through all of your required reading, you will need to learn how to read a lot of dry text quickly and efficiently.  In this article, were going to take a look at a few tricks and methods that will help you wade through all of your required reading. Find a Good Place to Read Although it is possible to read almost anywhere, your reading environment can have a huge impact on how much text you cover and how much information you retain. The best reading places are well-lit, quiet, and offer a comfortable place to sit. The environment should also be free of distractions- human or otherwise. Use the SQ3R Method of Reading The Survey, Question, Read, Review and Recite (SQ3R)  method of reading is one of the most commonly used approaches to reading. To use the SQ3R method of reading, follow these five simple steps: Survey - Scan the material before you actually begin reading. Pay special attention to titles, headings, bold or italicized words, chapter summaries, diagrams, and pictures with captions.Question - As you read, you should constantly ask yourself what the key takeaway point is.Read - Read what you need to read, but focus on comprehending the material. Seek the facts and write information down as you learn.Review - Review what you have learned when you finish reading. Look at your notes, chapter summaries, or things you have written in the margin and then reflect on key concepts.Recite - Recite what you have learned aloud in your own words until you are confident that you understand the material and could explain it to someone else. Learn to Speed Read Speed reading is a great way to get through a lot of dry text quickly. However, it is important to remember that the goal of speed reading involves more than just reading fast- you need to be able to comprehend and retain what you are reading. You can study speed reading techniques online to learn exactly how its done. There are also a number of speed reading books on the market that can teach you various methods. Focus on Recall, Not Reading Sometimes, reading every assignment just isnt possible no matter how hard you try. Dont worry if you find yourself in this predicament. Reading every word isnt necessary. Whats important is that you are able to recall the most important information. Keep in mind that memory is highly visual. If you can create a mental memory tree, it may be easier for you to visualize and later recall facts, statistics, and other key information that you need to remember for class assignments, discussions, and tests. Get more tips on how to remember facts and information.   Read Backwards Starting at the beginning of a textbook chapter  isnt always the best idea. You are better off flipping to the end of the chapter where you will usually find a summary of key concepts, a list of vocabulary terms, and a list of questions that cover main ideas from the chapter. Reading this end section first will make it easier for you to locate and focus on the important topics when you read the rest of the chapter.

Acids and Bases - Calculating pH of a Strong Base

Acids and Bases - Calculating pH of a Strong Base KOH is an example of a strong base, which means it dissociates into its ions in aqueous solution. Although the pH of KOH or potassium hydroxide is extremely high (usually ranging from 10 to 13 in typical solutions), the exact value depends on the concentration of this strong base in water. So, its important to know how to perform the pH calculation. Strong Base pH Question What is the pH of a 0.05 M solution of Potassium Hydroxide? Solution Potassium Hydroxide or KOH, is a strong base and will dissociate completely in water to K and OH-. For every mole of KOH, there will be 1 mole of OH-, so the concentration of OH- will be the same as the concentration of KOH. Therefore, [OH-] 0.05 M. Since the concentration of OH- is known, the pOH value is more useful. pOH is calculated by the formula pOH - log [OH-] Enter the concentration found before pOH - log (0.05)pOH -(-1.3)pOH 1.3 The value for pH is needed and the relationship between pH and pOH is given by pH pOH 14 pH 14 - pOHpH 14 - 1.3pH 12.7 Answer The pH of a 0.05 M solution of Potassium Hydroxide is 12.7.

Critically examine how a firms HR strategy could be its source of Essay

Critically examine how a firms HR strategy could be its source of competitive advantage - Essay Example This success has come with its share of problems and discrepancies as well. There have been occasions when the workforce has just not been good enough. Also the fact that this workforce has relied heavily on the adequate usage of the resources at hand is another quagmire that the peculiar business fraternities have found themselves within. The manner in which the HR operations have brought about a huge drift within the global business operations and the building up of competitive advantage over a period of time is an example in its own right and one that deserves its due share of acclaim and applaud, however the significance of having diverse workforce regimes is one aspect that needs to be understood within the proper contexts. The present day workforce depends a great deal on the way in which workers perform their duties and remain committed to the growth potentials of the business. It does not really matter if the workers are full time employees, or contingent or part time ones. What is needed and looked upon is the manner in which employees work towards attaining the goals and objectives of the business and provide benefits to the eventual position of the organization. This is the single most quintessential basis for the HR to identify with and no other aspect is deemed in the same vein when it comes to the amount of significance that the organizational employees could exhibit on any given day. (Peterson, 2002) If the HR entity has a major share of temporary workers within its fold, it is of paramount essence that the organization’s own culture is strong and there are no apprehensions in this basis whatsoever. This is because organization’s culture lays the foundation stone for their devot ion and work place performance levels to a higher magnitude. Any set of values and beliefs make up a culture, the simplest definition that one could

Considiring Censorship Essay Example | Topics and Well Written Essays - 1000 words

Considiring Censorship - Essay Example The communicative content that is usually censored is â€Å"sexual content, swearing, blasphemy, drug references, political content, and violence† (Inglis, 2006, 565). Censorship is good because it is done for the welfare of society as a whole. Television, radio, internet, newspapers, magazines, journals, novels, books, telephones and many other modes of communication are evaluated in terms of any content that is censorable. The content that is censored is restricted to reach to general public. In our daily lives, we can see various examples where the communicative content is censored on the basis of its harmful effects on the receivers of messages. The motives of censorship are good and this is done for the betterment of masses. On television, we can see various programs that we like. For example, we like to see movies. Sometimes, in movies abusive language or slangs are employed. In order to censor those slangs or abusive language, the abusive content is stopped to reach to general public. You must have heard the speech that is cut in between on the basis of its containing abusive content and in place of the actual word, we listen a tone. The tone indicates that the word was not worth listening to. Whenever, we listen to the tone, we at once identify that some bad talk is stopped. This censor of abusive words is a type of moral wellbeing of the masses and by this people are stopped to make use of abusive words in their daily lives. In wrestling programs, the sound of tone is extensively used when wrestlers talk to one another before the audience. They are not only challenging one another but also abuse each other and use colloquial expressions that are injurious for the listeners. The wrestling of WWE is well liked because of many heroes of the wrestling like John Cena and Shawn Michael. In this wrestling program, every other day, the wrestlers’ words are censored on the basis

Social Responsibility - Profit and Ethics Essay

Social Responsibility - Profit and Ethics - Essay Example To this end, the notion of resolving business and social responsibility has been regarded as impossible. This notion has been fuelled by personalities such as Friedman who argue that the social responsibility of business lies in the maximization of profits so long as it is within the precincts of the rules of engagement (Friedman, 1970). To this end, Friedman argues that the decision concerning the social responsibility of business should be validated based on agreement with all the affected parties. In this case, Freidman asserts that business managers have an ethical obligation to act in the best interest of their employees and stockholders (Friedman, 1970). Consequently, if businesses managers conduct socially responsible policies, they are acting against the stakeholders’ best interest by forcing them into financing a foreign project. To this effect, it is true to some extent that the mandate of most for-profit companies is to generate maximum profit for their stakeholders . However, this notion is equally a stereotype that implies ethics and profits are untenable in any business set up. On the contrary, companies that solely pursue profits at the expense of profits, eventually collapse in the long term. As a testament to this, Friedman equally contends that profit making by companies should be founded on some ethical restrictions. Consequently, Friedman asserts that in exercising freedom, individual businesses, should take into consideration the harm or involuntary costs that they force on others. To this end, Friedman outlines four restrictions that should govern the pursuit of profit. These include; adherence to ethical norms, avoidance of fraud or deception, adherence to the law, and engagement in open and free competition (Friedman, 1970). Consequently, social responsibility involves the pursuit of profit making interests with due consideration of others freedom. At this juncture, the premise for advancing the notion that ethical responsibilities can be pursued in tandem with profit making is logically relevant. To this end, the foundations of the case involving the dispute between UK dairy farmers and large supermarkets and processors will aid in supporting the thesis. Case Background The background of the case concerning the UK dairy farmers, the retail supermarkets and processors revolves around the price cuts of the milk produce. According to the Guardian News, the prices for farmers’ milk have stagnated over the last 15 years since 1997 (Gray, 2012). This has been despite the fact that animal feeds have doubled in costs. However, the farmers ‘farm gate’ price of milk has been cut from 30p a litre to 25p (Collinson, 2012). To this end, the Royal Association of British Dairy Farmers has expressed fears that many farmers will be driven into bankruptcy. The farmers have placed blame on the milk processors such as Dairy Crest, Robert Wiseman and Arla (Gray, 2012). However, the processors on their part bl ame the leading supermarket chains for their cut throat bargaining on the milk price. To this end, the supermarket retailers are blamed for sparking off price wars by manipulating the processors against each other. Consequently, it led to decrease of the milk prices. Financial variables indicated that processors decreased the price of milk to around 25p a litre for the farmers (Gray, 2012).

Organizing PhD Thesis Literature review Example | Topics and Well Written Essays - 4500 words

Organizing PhD Thesis - Literature review Example The central contention was to come up with a mathematical model that could be used to reliably tabulate the fuel consumption of a passenger vehicle. Using a comparison, the New European Driving Cycle (NEDC) was taken as the basic framework for testing. The proposed mathematical model was tested against real life driving conditions which proved the reliability of the mathematical model. With the application of this tested model it would be easier and convenient to control pollution considerably. The present situation is grave enough to consider such a preventive measure to control pollution. Otherwise it would degrade the Earth to the extent of its demolition. This mathematical model would help in controlling pollution and thus balancing the environment. It would be a way to sustainable development without causing harm to the environment. This dissertation paper has been divided into a number of chapters each chapter dealing with a separate topic. The chapters studies and discusses th e intricate issues related to the subject so as to form a profound understanding of the subject being studied in this paper. The information and data are also represented in the form of graphs illustrating the study and making it easier to understand the stated discussions. Tables are also used in this paper to present the figures and make way for easy understanding of the information. I dedicate this work to my dear parents for the lifelong and boundless love that I received from them as well their unwavering support. This work is also dedicated to my wife for her unfaltering encouragement throughout my study and my son Abu Bakr and daughters Yakootha and Remas. Without their support reaching this point would not have been possible. Few goals are ever achieved without the help of teachers, mentors, colleagues, family, and friends. For the assistance, support, and guidance I have received while completing my postgraduate studies I am indebted to my

Jewish Cosmopolitanism in the Modern Era Essay Example | Topics and Well Written Essays - 1000 words - 1

Jewish Cosmopolitanism in the Modern Era - Essay Example The changes of the Jews shall be attributed to the main Anti-Semitic hatred forms that attributed the Jews as unique, thus deserving the hatred they received, and still to some reasonable measure, still receive. These are cultural, economic, religious, political, apocalyptic, and racial perceptions. Major cities in the world are cosmopolitan; meaning that they host diverse cultures, races, religions and tribes. Based on the Anti-Semitic belief by the Jews that predominantly having the desire to exercise the Jewish Culture would lead to the easy identification of Jews, much care is taken. There is also a belief that since the Jews were considered as the Chosen Lot, there was a tendency of them wanting to overturn any other culture and make people assimilate their culture. The result of this fear made the modern-day Jew take up the cultures of various cosmopolitan groups in the city, gifting them with diverse survival tactics that aped all the communities. This gave the modern Jews an upper hand as they were able to interact with all the groups. According to them, this was a survival skill they had to learn in order not to be distinct and conspicuous for any attack from the Anti-Semites. This was good, but eventually, Jews lose their touch with their culture.Judaism, the main Jewish religion, has had a long misunderstanding with Christianity ever since the emergence of Christianity. This misunderstanding arose from various factors that included the differences in beliefs about God.

Left-hemisphere CVA Case Study Example | Topics and Well Written Essays - 500 words

Left-hemisphere CVA - Case Study Example The effects of the left side of the body may reflect or show damage to other organs of the body including weakening the muscles on the left side (Jacques 01). These effects may lead to a weakening of the mouth and the tongue thereby affecting the victim’s speech. The slurred speech is often referred to dysarthria that might sometimes be caused by decreased coordination in the oral motor muscles. The Kingsville Mayor Sam Fugate is a senior political figure who is ever fighting for the awareness of stroke. Kingsville Mayor Sam Fugate is a member of Christus Spohn Health System for monitoring the stroke campaigns (Staff report 01). Sam Fugate is the mayor of Kingsville. Much has not been written about Fugate to reflect his biography. However, he is married to one wife to whom they have one son. Unfortunately, his graduate wife had died, but before her death, she contributed much to Fugate’s development and political career (Office of Alumni and Development 01). The CVA that occurs on the left side of the brain often affects the right side of the body leading to the right side paralysis, hemiparesis (weakness), language impairment, forgetfulness, and slow and cautious demeanor. A person can be diagnosed to examine  the side of the brain that the stroke has occurred. Such a person must be assessed for weakness in the extremities and bilaterally or both sides of the body including the face (Strokes 26). Thus, if the stroke occurs in the left hemisphere, the person should be diagnosed or checked for weakness, numbness, paralysis, and tingling on the right side of the body. Additionally, for left side CVA, the victim should be further examined for Blindness in the right eye, Irritability, headache, and Decreased the level of consciousness (Strokes 221). The stroke that affected the old man changed his behavior; thus, made him say nonsensical words as well as answering questions in the  form of yes/no. Following the stroke, the old man suffered depression and emotional change.

Jewish Cosmopolitanism in the Modern Era Essay Example | Topics and Well Written Essays - 1000 words - 1

Jewish Cosmopolitanism in the Modern Era - Essay Example The changes of the Jews shall be attributed to the main Anti-Semitic hatred forms that attributed the Jews as unique, thus deserving the hatred they received, and still to some reasonable measure, still receive. These are cultural, economic, religious, political, apocalyptic, and racial perceptions. Major cities in the world are cosmopolitan; meaning that they host diverse cultures, races, religions and tribes. Based on the Anti-Semitic belief by the Jews that predominantly having the desire to exercise the Jewish Culture would lead to the easy identification of Jews, much care is taken. There is also a belief that since the Jews were considered as the Chosen Lot, there was a tendency of them wanting to overturn any other culture and make people assimilate their culture. The result of this fear made the modern-day Jew take up the cultures of various cosmopolitan groups in the city, gifting them with diverse survival tactics that aped all the communities. This gave the modern Jews an upper hand as they were able to interact with all the groups. According to them, this was a survival skill they had to learn in order not to be distinct and conspicuous for any attack from the Anti-Semites. This was good, but eventually, Jews lose their touch with their culture.Judaism, the main Jewish religion, has had a long misunderstanding with Christianity ever since the emergence of Christianity. This misunderstanding arose from various factors that included the differences in beliefs about God.

Thinking in Education Essay Example for Free

Thinking in Education Essay No one doubts, theoretically, the importance of fostering in school good habits of thinking. But apart from the fact that the acknowledgment is not so great in practice as in theory, there is not adequate theoretical recognition that all which the school can or need do for pupils, so far as their minds are concerned (that is, leaving out certain specialized muscular abilities), is to develop their ability to think. The parceling out of instruction among various ends such as acquisition of skill (in reading, spelling, writing, drawing, reciting); acquiring information (in history and geography), and training of thinking is a measure of the ineffective way in which we accomplish all three. Thinking which is not connected with increase of efficiency in action, and with learning more about ourselves and the world in which we live, has something the matter with it just as thought (See ante, p. 147). And skill obtained apart from thinking is not connected with any sense of the purposes for which it is to be used. It consequently leaves a man at the mercy of his routine habits and of the authoritative control of others, who know what they are about and who are not especially scrupulous as to their means of achievement. And information severed from thoughtful action is dead, a mind-crushing load. Since it simulates knowledge and thereby develops the poison of conceit, it is a most powerful obstacle to further growth in the grace of intelligence. The sole direct path to enduring improvement in the methods of instruction and learning consists in centering upon the conditions which exact, promote, and test thinking. Thinking is the method of intelligent learning, of learning that employs and rewards mind. We speak, legitimately enough, about the method of thinking, but the important thing to bear in mind about method is that thinking is method, the method of intelligent experience in the course which it takes. I. The initial stage of that developing experience which is called thinking is experience. This remark may sound like a silly truism. It ought to be one; but unfortunately it is not. On the contrary, thinking is often regarded both in philosophic theory and in educational practice as something cut off from experience, and capable of being cultivated in isolation. In fact, the inherent limitations of experience are often urged as the sufficient ground for attention to thinking. Experience is then thought to be confined to the senses and appetites; to a mere material world, while thinking proceeds from a higher faculty (of reason), and is occupied with spiritual or at least literary things. So, oftentimes, a sharp distinction is made between pure mathematics as a peculiarly fit subject matter of thought (since it has nothing to do with physical existences) and applied mathematics, which has utilitarian but not mental value. Speaking generally, the fundamental fallacy in methods of instruction lies in supposing that experience on the part of pupils may be assumed. What is here insisted upon is the necessity of an actual empirical situation as the initiating phase of thought. Experience is here taken as previously defined: trying to do something and having the thing perceptibly do something to one in return. The fallacy consists in supposing that we can begin with ready-made subject matter of arithmetic, or geography, or whatever, irrespective of some direct personal experience of a situation. Even the kindergarten and Montessori techniques are so anxious to get at intellectual distinctions, without waste of time, that they tend to ignore or reduce the immediate crude handling of the familiar material of experience, and to introduce pupils at once to material which expresses the intellectual distinctions which adults have made. But the first stage of contact with any new material, at whatever age of maturity, must inevitably be of the trial and error sort. An individual must actually try, in play or work, to do something with material in carrying out his own impulsive activity, and then note the interaction of his energy and that of the material employed. This is what happens when a child at first begins to build with blocks, and it is equally what happens when a scientific man in his laboratory begins to experiment with unfamiliar objects. Hence the first approach to any subject in school, if thought is to be aroused and not words acquired, should be as unscholastic as possible. To realize what an experience, or empirical situation, means, we have to call to mind the sort of situation that presents itself outside of school; the sort of occupations that interest and engage activity in ordinary life. And careful inspection of methods which are permanently successful in formal education, whether in arithmetic or learning to read, or studying geography, or learning physics or a foreign language, will reveal that they depend for their efficiency upon the fact that they go back to the type of the situation which causes reflection out of school in ordinary life. They give the pupils something to do, not something to learn; and the doing is of such a nature as to demand thinking, or the intentional noting of connections; learning naturally results. That the situation should be of such a nature as to arouse thinking means of course that it should suggest something to do which is not either routine or capricioussomething, in other words, presenting what is new (and hence uncertain or problematic) and yet sufficiently connected with existing habits to call out an effective response. An effective response means one which accomplishes a perceptible result, in distinction from a purely haphazard activity, where the consequences cannot be mentally connected with what is done. The most significant question which can be asked, accordingly, about any situation or experience proposed to induce learning is what quality of problem it involves. At first thought, it might seem as if usual school methods measured well up to the standard here set. The giving of problems, the putting of questions, the assigning of tasks, the magnifying of difficulties, is a large part of school work. But it is indispensable to discriminate between genuine and simulated or mock problems. The following questions may aid in making such discrimination. (a) Is there anything but a problem? Does the question naturally suggest itself within some situation or personal experience? Or is it an aloof thing, a problem only for the purposes of conveying instruction in some school topic? Is it the sort of trying that would arouse observation and engage experimentation outside of school? (b) Is it the pupils own problem, or is it the teachers or textbooks problem, made a problem for the pupil only because he cannot get the required mark or be promoted or win the teachers approval, unless he deals with it? Obviously, these two questions overlap. They are two ways of getting at the same point: Is the experience a personal thing of such a nature as inherently to stimulate and direct observation of the connections involved, and to lead to inference and its testing? Or is it imposed from without, and is the pupils problem simply to meet the external requirement? Such questions may give us pause in deciding upon the extent to which current practices are adapted to develop reflective habits. The physical equipment and arrangements of the average schoolroom are hostile to the existence of real situations of experience. What is there similar to the conditions of everyday life which will generate difficulties? Almost everything testifies to the great premium put upon listening, reading, and the reproduction of what is told and read. It is hardly possible to overstate the contrast between such conditions and the situations of active contact with things and persons in the home, on the playground, in fulfilling of ordinary responsibilities of life. Much of it is not even comparable with the questions which may arise in the mind of a boy or girl in conversing with others or in reading books outside of the school. No one has ever explained why children are so full of questions outside of the school (so that they pester grown-up persons if they get any encouragement), and the conspicuous absence of display of curiosity about the subject matter of school lessons. Reflection on this striking contrast will throw light upon the question of how far customary school conditions supply a context of experience in which problems naturally suggest themselves. No amount of improvement in the personal technique of the instructor will wholly remedy this state of things. There must be more actual material, more stuff, more appliances, and more opportunities for doing things, before the gap can be overcome. And where children are engaged in doing things and in discussing what arises in the course of their doing, it is found, even with comparatively indifferent modes of instruction, that childrens inquiries are spontaneous and numerous, and the proposals of solution advanced, varied, and ingenious. As a consequence of the absence of the materials and occupations which generate real problems, the pupils problems are not his; or, rather, they are his only as a pupil, not as a human being. Hence the lamentable waste in carrying over such expertness as is achieved in dealing with them to the affairs of life beyond the schoolroom. A pupil has a problem, but it is the problem of meeting the peculiar requirements set by the teacher. His problem becomes that of finding out what the teacher wants, what will satisfy the teacher in recitation and examination and outward deportment. Relationship to subject matter is no longer direct. The occasions and material of thought are not found in the arithmetic or the history or geography itself, but in skillfully adapting that material to the teachers requirements. The pupil studies, but unconsciously to himself the objects of his study are the conventions and standards of the school system and school authority, not the nominal studies. The thinking thus evoked is artificially one-sided at the best. At its worst, the problem of the pupil is not how to meet the requirements of school life, but how to seem to meet them or, how to come near enough to meeting them to slide along without an undue amount of friction. The type of judgment formed by these devices is not a desirable addition to character. If these statements give too highly colored a picture of usual school methods, the exaggeration may at least serve to illustrate the point: the need of active pursuits, involving the use of material to accomplish purposes, if there are to be situations which normally generate problems occasioning thoughtful inquiry. II. There must be data at command to supply the considerations required in dealing with the specific difficulty which has presented itself. Teachers following a developing method sometimes tell children to think things out for themselves as if they could spin them out of their own heads. The material of thinking is not thoughts, but actions, facts, events, and the relations of things. In other words, to think effectively one must have had, or now have, experiences which will furnish him resources for coping with the difficulty at hand. A difficulty is an indispensable stimulus to thinking, but not all difficulties call out thinking. Sometimes they overwhelm and submerge and discourage. The perplexing situation must be sufficiently like situations which have already been dealt with so that pupils will have some control of the meanings of handling it. A large part of the art of instruction lies in making the difficulty of new problems large enough to challenge thought, and small enough so that, in addition to the confusion naturally attending the novel elements, there shall be luminous familiar spots from which helpful suggestions may spring. In one sense, it is a matter of indifference by what psychological means the subject matter for reflection is provided. Memory, observation, reading, communication, are all avenues for supplying data. The relative proportion to be obtained from each is a matter of the specific features of the particular problem in hand. It is foolish to insist upon observation of objects presented to the senses if the student is so familiar with the objects that he could just as well recall the facts independently. It is possible to induce undue and crippling dependence upon sense-presentations. No one can carry around with him a museum of all the things whose properties will assist the conduct of thought. A well-trained mind is one that has a maximum of resources behind it, so to speak, and that is accustomed to go over its past experiences to see what they yield. On the other hand, a quality or relation of even a familiar object may previously have been passed over, and be just the fact that is helpful in dealing with the question. In this case direct observation is called for. The same principle applies to the use to be made of observation on one hand and of reading and telling on the other. Direct observation is naturally more vivid and vital. But it has its limitations; and in any case it is a necessary part of education that one should acquire the ability to supplement the narrowness of his immediately personal experiences by utilizing the experiences of others. Excessive reliance upon others for data (whether got from reading or listening) is to be depreciated. Most objectionable of all is the probability that others, the book or the teacher, will supply solutions ready-made, instead of giving material that the student has to adapt and apply to the question in hand for himself. There is no inconsistency in saying that in schools there is usually both too much and too little information supplied by others. The accumulation and acquisition of information for purposes of reproduction in recitation and examination is made too much of. Knowledge, in the sense of information, means the working capital, the indispensable resources, of further inquiry; of finding out, or learning, more things. Frequently it is treated as an end itself, and then the goal becomes to heap it up and display it when called for. This static, cold-storage ideal of knowledge is inimical to educative development. It not only lets occasions for thinking go unused, but it swamps thinking. No one could construct a house on ground cluttered with miscellaneous junk. Pupils who have stored their minds with all kinds of material which they have never put to intellectual uses are sure to be hampered when they try to think. They have no practice in selecting what is appropriate, and no criterion to go by; everything is on the same dead static level. On the other hand, it is quite open to question whether, if information actually functioned in experience through use in application to the students own purposes, there would not be need of more varied resources in books, pictures, and talks than are usually at command. III. The correlate in thinking of facts, data, knowledge already acquired, is suggestions, inferences, conjectured meanings, suppositions, tentative explanations:ideas, in short. Careful observation and recollection determine what is given, what is already there, and hence assured. They cannot furnish what is lacking. They define, clarify, and locate the question; they cannot supply its answer. Projection, invention, ingenuity, devising come in for that purpose. The data arouse suggestions, and only by reference to the specific data can we pass upon the appropriateness of the suggestions. But the suggestions run beyond what is, as yet, actually given in experience. They forecast possible results, things to do, not facts (things already done). Inference is always an invasion of the unknown, a leap from the known. In this sense, a thought (what a thing suggests but is not as it is presented) is creative, an incursion into the novel. It involves some inventiveness. What is suggested must, indeed, be familiar in some context; the novelty, the inventive devising, clings to the new light in which it is seen, the different use to which it is put. When Newton thought of his theory of gravitation, the creative aspect of his thought was not found in its materials. They were familiar; many of them commonplaces sun, moon, planets, weight, distance, mass, square of numbers. These were not original ideas; they were established facts. His originality lay in the use to which these familiar acquaintances were put by introduction into an unfamiliar context. The same is true of every striking scientific discovery, every great invention, every admirable artistic production. Only silly folk identify creative originality with the extraordinary and fanciful; others recognize that its measure lies in putting everyday things to uses which had not occurred to others. The operation is novel, not the materials out of which it is constructed. The educational conclusion which follows is that all thinking is original in a projection of considerations which have not been previously apprehended. The child of three who discovers what can be done with blocks, or of six who finds out what he can make by putting five cents and five cents together, is really a discoverer, even though everybody else in the world knows it. There is a genuine increment of experience; not another item mechanically added on, but enrichment by a new quality. The charm which the spontaneity of little children has for sympathetic observers is due to perception of this intellectual originality. The joy which children themselves experience is the joy of intellectual constructiveness of creativeness, if the word may be used without misunderstanding. The educational moral I am chiefly concerned to draw is not, however, that teachers would find their own work less of a grind and strain if school conditions favored learning in the sense of discovery and not in that of storing away what others pour into them; nor that it would be possible to give even children and youth the delights of personal intellectual productiveness true and important as are these things. It is that no thought, no idea, can possibly be conveyed as an idea from one person to another. When it is told, it is, to the one to whom it is told, another given fact, not an idea. The communication may stimulate the other person to realize the question for himself and to think out a like idea, or it may smother his intellectual interest and suppress his dawning effort at thought. But what he directly gets cannot be an idea. Only by wrestling with the conditions of the problem at first hand, seeking and finding his own way out, does he think. When the parent or teacher has provided the conditions which stimulate thinking and has taken a sympathetic attitude toward the activities of the learner by entering into a common or conjoint experience, all has been done which a second party can do to instigate learning. The rest lies with the one directly concerned. If he cannot devise his own solution (not of course in isolation, but in correspondence with the teacher and other pupils) and find his own way out he will not learn, not even if he can recite some correct answer with one hundred per cent accuracy. We can and do supply ready-made ideas by the thousand; we do not usually take much pains to see that the one learning engages in significant situations where his own activities generate, support, and clinch ideas that is, perceived meanings or connections. This does not mean that the teacher is to stand off and look on; the alternative to furnishing ready-made subject matter and listening to the accuracy with which it is reproduced is not quiescence, but participation, sharing, in an activity. In such shared activity, the teacher is a learner, and the learner is, without knowing it, a teacher and upon the whole, the less consciousness there is, on either side, of either giving or receiving instruction, the better. IV. Ideas, as we have seen, whether they be humble guesses or dignified theories, are anticipations of possible solutions. They are anticipations of some continuity or connection of an activity and a consequence which has not as yet shown itself. They are therefore tested by the operation of acting upon them. They are to guide and organize further observations, recollections, and experiments. They are intermediate in learning, not final. All educational reformers, as we have had occasion to remark, are given to attacking the passivity of traditional education. They have opposed pouring in from without, and absorbing like a sponge; they have attacked drilling in material as into hard and resisting rock. But it is not easy to secure conditions which will make the getting of an idea identical with having an experience which widens and makes more precise our contact with the environment. Activity, even self-activity, is too easily thought of as something merely mental, cooped up within the head, or finding expression only through the vocal organs. While the need of application of ideas gained in study is acknowledged by all the more successful methods of instruction, the exercises in application are sometimes treated as devices for fixing what has already been learned and for getting greater practical skill in its manipulation. These results are genuine and not to be despised. But practice in applying what has been gained in study ought primarily to have an intellectual quality. As we have already seen, thoughts just as thoughts are incomplete. At best they are tentative; they are suggestions, indications. They are standpoints and methods for dealing with situations of experience. Till they are applied in these situations they lack full point and reality. Only application tests them, and only testing confers full meaning and a sense of their reality. Short of use made of them, they tend to segregate into a peculiar world of their own. It may be seriously questioned whether the philosophies (to which reference has been made in section 2 of chapter X) which isolate mind and set it over against the world did not have their origin in the fact that the reflective or theoretical class of men elaborated a large stock of ideas which social conditions did not allow them to act upon and test. Consequently men were thrown back into their own thoughts as ends in themselves. However this may be, there can be no doubt that a peculiar artificiality attaches to much of what is learned in schools. It can hardly be said that many students consciously think of the subject matter as unreal; but it assuredly does not possess for them the kind of reality which the subject matter of their vital experiences possesses. They learn not to expect that sort of reality of it; they become habituated to treating it as having reality for the purposes of recitations, lessons, and examinations. That it should remain inert for the experiences of daily life is more or less a matter of course. The bad effects are twofold. Ordinary experience does not receive the enrichment which it should; it is not fertilized by school learning. And the attitudes which spring from getting used to and accepting half-understood and ill-digested material weaken vigor and efficiency of thought. If we have dwelt especially on the negative side, it is for the sake of suggesting positive measures adapted to the effectual development of thought. Where schools are equipped with laboratories, shops, and gardens, where dramatizations, plays, and games are freely used, opportunities exist for reproducing situations of life, and for acquiring and applying information and ideas in the carrying forward of progressive experiences. Ideas are not segregated, they do not form an isolated island. They animate and enrich the ordinary course of life. Information is vitalized by its function; by the place it occupies in direction of action. The phrase opportunities exist is used purposely. They may not be taken advantage of; it is possible to employ manual and constructive activities in a physical way, as means of getting just bodily skill; or they may be used almost exclusively for utilitarian, i.e., pecuniary, ends. But the disposition on the part of upholders of cultural education to assume that such activities are merely physical or professional in quality, is itself a product of the philosophies which isolate mind from direction of the course of experience and hence from action upon and with things. When the mental is regarded as a self-contained separate realm, a counterpart fate befalls bodily activity and movements. They are regarded as at the best mere external annexes to mind. They may be necessary for the satisfaction of bodily needs and the attainment of external decency and comfort, but they do not occupy a necessary place in mind nor enact an indispensable role in the completion of thought. Hence they have no place in a liberal educationi.e., one which is concerned with the interests of intelligence. If they come in at all, it is as a concession to the material needs of the masses. That they should be allowed to invade the education of the elite is unspeakable. This conclusion follows irresistibly from the isolated conception of mind, but by the same logic it disappears when we perceive what mind really is namely, the purposive and directive factor in the development of experience. While it is desirable that all educational institutions should be equipped so as to give students an opportunity for acquiring and testing ideas and information in active pursuits typifying important social situations, it will, doubtless, be a long time before all of them are thus furnished. But this state of affairs does not afford instructors an excuse for folding their hands and persisting in methods which segregate school knowledge. Every recitation in every subject gives an opportunity for establishing cross connections between the subject matter of the lesson and the wider and more direct experiences of everyday life. Classroom instruction falls into three kinds. The least desirable treats each lesson as an independent whole. It does not put upon the student the responsibility of finding points of contact between it and other lessons in the same subject, or other subjects of study. Wiser teachers see to it that the student is systematically led to utilize his earlier lessons to help understand the present one, and also to use the present to throw additional light upon what has already been acquired. Results are better, but school subject matter is still isolated. Save by accident, out-of-school experience is left in its crude and comparatively irreflective state. It is not subject to the refining and expanding influences of the more accurate and comprehensive material of direct instruction. The latter is not motivated and impregnated with a sense of reality by being intermingled with the realities of everyday life. The best type of teaching bears in mind the desirability of affecting this interconnection. It puts the student in the habitual attitude of finding points of contact and mutual bearings. Â  Summary Processes of instruction are unified in the degree in which they center in the production of good habits of thinking. While we may speak, without error, of the method of thought, the important thing is that thinking is the method of an educative experience. The essentials of method are therefore identical with the essentials of reflection. They are first that the pupil have a genuine situation of experience that there be a continuous activity in which he is interested for its own sake; secondly, that a genuine problem develop within this situation as a stimulus to thought; third, that he possess the information and make the observations needed to deal with it; fourth, that suggested solutions occur to him which he shall be responsible for developing in an orderly way; fifth, that he have opportunity and occasion to test his ideas by application, to make their meaning clear and to discover for himself their validity.