Stuarts Reconnaissance Ride around McClellan during the...

Stuarts reconnaissance ride around McClellan during the Peninsular Campaign One of the boldest actions of Maj. Gen. James Ewell Brown Stuart under the leadership of Robert E. Lee was his effort to make a complete circuit around the Union Army, heading to the north end of the lower peninsula (near the York River) and returning to Richmond along the James. . Allowing Stuart to make this move was one of the first decisions of Robert E. Lee, who had just replaced the more cautious Gen. Joseph E. Johnston as the leader of the Confederates. In the aftermath of the inconclusive battle, led by Johnson Lee suspected that the right flank of McClellans army was in the air not anchored to any natural formation, and thus vulnerable to attack. To be certain, he decided to send Stuart to reconnoiter. Stuarts proposal to entirely circumnavigate the Union forces was not a conventional wartime strategy; nor was it considered prudent. But the possibility of such a grand symbolic maneuver appealed mightily to the boisterous Confederate [Lee]: it would make the Army of the Potomac seem ponderous and ineffectual and the Confederates dashing and invincible even though logic suggested a smaller force, capable of moving quickly, was preferred. To confuse the Union troops, on the first day of the expedition Stuart rode north on the Brooke Turnpike before turning north at Turners Tavern in hopes of giving the Yanks the impression he was off to support Stonewall Jacksons approach

Psychology Development in Chine Free Essays

string(46) " Taoism and Zen Buddhism were also important\." History and Systems of psychology PSYC 331 Dr. Bihan Al Qaimari Midterm Paper â€Å"Development of Psychology in China† Name: Ahmad Shiber Student number: 1071843 Introduction: When we started this class, we started learning the history of psychology, its theories, and its development. I couldn’t help but notice that the course curriculum is focused on European and American psychologists and their theories, which gives us a very westernized view of psychology and the nature of humans and their humanity. We will write a custom essay sample on Psychology Development in Chine or any similar topic only for you Order Now Studying psychology from a western point of view also limits the horizons of applying psychology and how it explained since it will be connected to mainly western church ideologies and financial and political systems are in the west like capitalism and democracy. I developed an interest in far eastern cultures four years ago studying the common religions in that region basics of languages spoken there, and I even started studying the Japanese language as a second language. Thus, I was interested of how these cultures saw psychology and compare their psychological thinking with Greek and Islamic psychological thinking and philosophy which was covered in class. I was amazed by the sheer amount of knowledge these cultures had offered in psychology and I was disheartened on how it is almost never mentioned in psychology classes or when mentioned it gets marginalized. Of all the cultures that constitute the Far East, I chose China. In this paper I will discuss the development of psychology in this country from its historical roots till the modern day, along with all the ups and downs of this field. I hope to shed light on the amazing contributions to the psychology field in particular, and to humanity in general. Attachment: a brief description of Chinese culture of well being. The Historical Roots: Modern psychology was brought to China from the West in the late 1800s, but the study and discussion of psychological issues had a long history in ancient China. Read also Memory – Forgetting Early psychological thinking in China not only was contained in diverse philosophical, political, military, and other literature but was also expressed through various practices in education, medicine, and human resource management. The influence of Chinese culture on world psychology has been widely recognized in current literature in the field and is attracting more and more attention (Jing, 1994; Murphy Kovach, 1972; Wang, 1993). In China a rich body of psychological thought existed in the writings of the ancient Chinese philosophers. One of the most important figures was Confucius (551-479 B. C. ) whose teaching has, for centuries, exerted a profound influence on the development of China’s cultural history. Confucian thinking emphasized the discussion of human nature, education, human development, and interpersonal relationships. For example, when Confucius discussed human nature, he asserted that â€Å"human nature is the order of heaven† (Jing, 1994, p. 668). By this Confucius meant that our patterns of existence are determined by Nature or by God. He did not address this issue in order to differentiate whether human nature was good or evil but proposed it as a common heritage upon which personal and mental development could be based through education: â€Å"By nature close to each other, but through practice far from each other† (Analects 17:2, Dawson, 1993). This means that people are similar when they are born but that they become different as a result of social molding; hence the importance of learning. Confucius was a famous teacher as well as a philosopher; he advocated that all people should be educated, irrespective of their abilities. He categorized people into three types: superior, medium, and inferior and concluded that everyone should be educated according to their abilities. These ideas are in agreement with the modern idea of everyone’s right to an education and the concept of individual differences and the need to provide education in a suitable form for all to benefit, whatever their abilities. With regard to human development, Confucius viewed this as a life-long process as stated in the summary of his own life:. At fifteen I set my mind on learning, at thirty I became firm in my purpose; at forty I was free from doubts; at fifty I came to know fate; t sixty I could tell truth from falsehood by listening to other people; at seventy I followed my heart’s desire without trespassing the norm of conduct. (Analects 2:4; Tang, 1996). A distinctive feature of this outlook is an emphasis on the development of wisdom and social maturity at a later age. Contrary to some modern thinking that human deve lopment is primarily an early childhood process (as has been proposed by Freud or Piaget), Confucius gave new insight with the view that development is a life-long process. In addition to Confucianism, other Chinese philosophies such as Taoism and Zen Buddhism were also important. You read "Psychology Development in Chine" in category "Papers" For instance, Chinese Taoist scholars considered that opposition exists everywhere in the universe and that the synthesis of contrary systems operates to form an integrated unity that is a manifestation of the power and operation of the Yang and the Yin, the alternating forces expressive of light and darkness, birth and decay, male and female. These powers, which in their combined operation form the Tao, the Way, the great principle of the universe, are the mainspring of every activity, the mechanism of constant change and balance, which maintains the harmony of the cosmos. (Fitzgerald, 1976, p. 220). According to Lao-tzu (570-490 B. C. ), the reputed founder of Taoism, nature keeps a proper balance in all its working. If any activity moves to an extreme in one direction, sooner or later a change occurs to swing it back toward the opposite. This thinking may have influenced Jungian psychology, for â€Å"Jung discovered the self from Eastern philosophy and characterized it ‘as a kind of compensation for the conflict between inside and outside † (Jung, as cited in Kuo, 1971, p. 97). In addition, recent findings indicate that the self-actualization theories of Rogers and Maslow bear certain similarities to concepts in Taoism and Zen Buddhism (e. . , Chang ; Page, 1991; Ma, 1990). The practice of naive psychology was widespread in ancient China, and many present-day psychology applications could trace their roots to thousands of years ago. For instance, in Medical Principles of the Yellow Emperor, the first Chinese encyclopedia of medicine, published about 2,000 years ago, links between brain pathology a nd psychological problems were described, and a bio-psycho-social model was the main approach to medical and mental treatment (Wang, 1993). Another famous ancient Chinese text, Sun-tzu’s classic book The Art of War, was written 2,500 years ago. It is a treatise on strategies of warfare containing an analysis of human nature, organization, leadership, the effects of the environment, and the importance of information and may have influenced the development of modern organizational psychology. The most important contribution of Chinese culture to the application of psychology is that of mental testing. It is common to think of testing as both a recent and a Western development. The origins of testing, however, are neither recent nor Western. The roots of psychological testing can be traced back to the concepts and practices of ancient China for some 3,000 years (Anastasi, 1988; Kaplan Saccuzzo, 1993). Various methods for measuring talent and behavior were popular, such as observing traits from behavioral changes, identifying intelligence by response speed, eliciting personality across situations, and measuring mental attributes through interviews (Lin, 1980). The purpose of all these tests was to allow the Chinese emperor to assess his officials’ fitness for office. By the time of the Han Dynasty (206 B. C. to A. D. 20), the use of test batteries (two or more tests used in conjunction) was quite common in the civil service examination system (Zhang, 1988) with essay writing and oral exams in topics such as civil law, military affairs, agriculture, revenue, and geography. Tests had become quite well developed by the time of the Ming Dynasty (A. D. 1368-1644). During this period, there was a national multi-stage te sting program that involved local and regional testing centers equipped with special testing booths. Those who did well on the test at the local level went on to the provincial capital for more extensive essay examinations. After this second testing, those with the highest test scores went on to the nation’s capital for a final round of examinations. Only those who passed this third set of tests were eligible for public office. It is probable that the Western world learned about these national testing programs through exposure to the Chinese during the 19th century. Reports by British missionaries and diplomats encouraged the British East India Company to copy the Chinese system in 1832 as a method for selecting employees for overseas duty. Testing programs worked well for the company, and the British government adopted a similar system of testing for its civil service in 1855. Later, French, German, and American governments in succession endorsed it, and the testing movement in the Western world has grown rapidly since then (Kaplan Saccuzzo, 1993). Testing was also well developed in ancient Chinese folk culture. An article written by a scholar, Yen (531-590), indicated that, the so-called â€Å"testing the child at one year of age† was a popular custom in southern China. On a child’s first birthday, he/she would be placed on a large table full of food, clothing, paper, pens, jewelry, toys, books with, in addition, an arrow and sword for the boys, and needle and thread for the girls. The baby was encouraged to crawl freely and pick up the item he or she liked best. By observing what the baby grasped first, the proud parents projected the baby’s intelligence, personality characteristics and aptitude by the things taken from the table. This custom lasted until the 20th Century. (Zhang, 1988, p. 02). Although clearly not a test by modern standards, it does illustrate a willingness to assess individual differences by concrete means. Zhang (1988) also noted that Lin Xie, a well-known 6th century scholar, designed what appeared to be the first experimental psychological test in the world. He asked people to draw a square with one hand and at the same time draw a circle with the other. His aim was to show that, with interference from the attemp t to do the second task, neither task could be done correctly. Interestingly, Binet in the 1890s developed a similar test as part of the early psychological work on the effect of distraction (internal and external) on mental tasks (Pillsbury, 1929; Woodworth Marquis, 1949). Binet may have been aware of the Chinese history. This review is only a brief discussion of the historical background of Chinese psychology. However, psychology in China did not develop into a systematic discipline, despite the fact that the concepts of psychology have deep roots in Chinese civilization dating back almost 2,500 years. Furthermore, few empirical studies have been done in this area of knowledge in China, compared with studies done in the Western world. Thus, Chinese psychology has lacked a scientific basis because of the belief that Chinese scholars should only concern themselves with â€Å"book learning, literature, history and poetry–but not with science† (Fitzgerald, 1976, p. 274). When Chinese intellectuals began the reform movement in the early 1900s, they promoted an uncompromising rejection of Chinese traditions (especially those with Confucian roots) and advocated total or whole-hearted Westernization, in terms of science. Chinese psychology became a graft product of Western and Soviet psychology (Barabanshchikova Koltsova, 1989). Early Chinese psychologists had adopted the Western ideas of behaviorism, psychoanalysis, and gestalt psychology, and the works of Pavlov, Bekhterev, and Komilov were translated from the Russian. Nowadays, however, more and more scholars taking the cross-cultural view of psychology (e. g. , Matsumoto, 2000) have realized that it is not appropriate simply to apply Western theories to explain the behavior of the Chinese or any other cultural group. Although the collection process has not been fully carried out, some Chinese psychologists (such as Gao, 1986) have started their exploration of the old studies and literature to search for the roots of Chinese psychology. Those valuable assets of the old civilization, when thoroughly explored, may give us new insights into the understanding of contemporary psychology. For example, researchers are studying early writings on traditional Chinese medicine and translating their conclusions into testable hypotheses of therapeutic effectiveness (Lee Hu, 1993; Li, Xu, Kuang, 1988; Tseng, 1973). This kind of work is also significant in cross-cultural studies and has particular relevance in the Chinese context. Development of Modern Chinese Psychology: Chinese psychology began a long time ago, but the modern scientific method is only recent. However, the era of modern Chinese psychology commenced in the late 1800s with the dissemination of Western psychology in China along with other Western influences. Chinese students who had studied in the West brought back ideas fundamental to modern psychology and translated Western books. In 1889, Yan Yongjing translated a Japanese version of Joseph Haven’s Mental Philosophy (1875), which was regarded as the first Western psychology book to be published in China (Kodama, 1991). Psychology as an independent scientific discipline was first taught in some Chinese pedagogical institutions at the turn of this century. The Chinese educational reformer, Cai Yuanpei, who studied psychology at Wilhelm Wundt’s Laboratory in Leipzig and who later became president of Beijing University, set up the first psychology laboratory at Beijing University in 1917 (Jing, 1994). In 1920, the first psychology department was established in South Eastern University in Nanjing (Li, 1994). In August 1921, the Chinese Psychological Society was formally founded. Unfortunately, its activities were interrupted by the Sino-Japanese war. Meanwhile, some Chinese scholars finished their studies in Western universities and returned to China to teach and do research in psychology. They played important roles in laying the foundation for the development of modern Chinese psychology. One of the most widely known Chinese psychologists from that period was R. Y. Kuo, who went to the University of California at Berkeley in 1918 and returned to China in 1929. As a behaviorist, his major contributions were in the field of the developmental analysis of animal behavior and the nervous system (Brown, 1981). Another influential figure was P. L. Chen, known as the founder of Chinese industrial psychology, who carried out field studies in Chinese factories after studying under Charles Spearman of University College London. Later, Chen’s study on the G factor was translated and noted as an achievement in the developing understanding of intelligence (Wang, 1993). Another was S. Pan, who obtained his Ph. D. in Chicago in 1927, having worked with Carr on the influence of context on learning and memory. He later became president of the Chinese Psychological Society when it was re-established in 1955 after the People’s Republic of China was founded. In short, from the 1920s through the 1940s, Chinese psychology was oriented mainly toward Western psychology and in fact was not different from the latter. Experimental approaches were emphasized, and Chinese psychologists were strongly influenced by the schools of functionalism, behaviorism, and the Freudians. Psychology was basically an imported product whose general development was slow because of the unstable social environment in China during this period. After the founding of the People’s Republic in 1949, psychology was reestablished under the auspices of the Communist Party. The new psychology took Marxism-Leninism and Mao’s thought as the basic philosophy underlying its psychological theory. For instance, Marxism’s materialist dialectics saw psychology (apart from experimental psychology) as entirely hypothetical and, therefore, not materialist and not permitted. Although the Western psychology of the 1930s was well known, it was rejected after 1949 because of its capitalist nature. Chinese psychology during the mentioned time period was guided by the slogan â€Å"Learn from the Soviet Psychology† (Barabanshchikova ; Koltsova, 1989, p. 118), and books by Soviet psychologists (Pavlov, Luria, Sechenov, etc. ) were translated into Chinese; Chinese students and postgraduates began to study in Russia rather than in the United States (Barabanshchikova ; Koltsova). Soviet psychology focused on the relationship between psychology nd the workings of the central nervous system, especially as shown in the work of Pavlov with animals, whereas Western psychology with its emphasis on individual differences was seen as a â€Å"tool of the bourgeoisie,† which contradicted the Marxist doctrine that states that people are primarily shaped by their social class. Jing (1994) noted that as in the Soviet Union in the 1940s and in 1950s, there were no independent departments of psychology in Chinese universities. Psychology was a secondary discipline in the departments of philosophy or education. It was only 30 years later, after the Chinese Cultural Revolution, that independent departments of psychology were reestablished in Chinese universities). (p. 670). Psychology had a preliminary development in the 1950s and early 1960s. In 1958, the Institute of Psychology was set up as a part of the Chinese Academy of Science, where, because it was classified as a science, its funding was more favorable than that of other social sciences. About half of the 3,000 Chinese psychologists then worked in normal universities or pedagogical institutes in the fields of developmental and educational psychology (Jing, 1994). Some basic psychological studies were also carried out on perception, conceptual development, memory, and physiological psychology. The publication of three important Chinese textbooks in the early 1960s reflected a significant development of teaching and research during that period: general psychology (Cao, 1963), educational psychology (Pan, 1964), and child psychology (Zhu, 1962). However, the development of psychology was not smooth because of the ebb and flow of political movements. Even though it is a science, psychology could be construed as an ideology and hence a threat to the doctrine promulgated by the ruling regime or by influential segments of society,† noted Leung and Zhang (1995, p. 694). Jing (1994) gave an explanation for this statement. He described the 1958 campaign against the â€Å"bourgeois direction in psychology† that criticized the â€Å"globalization† and â€Å"abstractionism† of psychology. This criticism was aimed at basic resear ch with controlled experiments. In China, confounding political matters with academic ones led to the suppression of certain subfields in psychology. For example, social psychology and psychological testing were abolished â€Å"on the grounds that the former ignored the class nature of social groups, and the latter stressed too heavily individual differences rather than social differences† (Jing, 1994, p. 671). The only social psychology articles then published were criticisms of the bourgeois and idealist values of Western psychology. As Brown (1983) noted, Western theories were viewed as a tool for exploiting the working class and a false bourgeois science, which contradicted the Marxist framework of historical materialism. Kuo (1971) gave some interesting examples of how Western-style psychological research was seen to be politically dominated. For example, Kretch and Crutchfield’s proposed social psychology program for factory managers to help eliminate conflict between workers and factory owners was described as actually intended â€Å"to iron out the class struggle, to diminish the proletarian’s fighting will for revolution, and to sacrifice the proletarian basic profits in order to meet the need of capitalists† (p. 100). For these reasons, between 1966 and 1976, during the period of the Cultural Revolution, psychology was attacked by the extreme leftist revolutionaries as a â€Å"bourgeois pseudo-science† and was uprooted completely as a scientific discipline. Leading psychologists were labelled as â€Å"reactionary academic authorities,† scientific research and teaching institutions were dissolved, and psychologists were dispatched to remote areas of the country to work on the farms. The disaster lasted until the termination of the Cultural Revolution in 1976. (Jing, 1994, p. 72). In a later article (1995) Jing commented that this was a â€Å"dark period† for psychology in China and lamented the â€Å"great price to be paid for political interference in science† (p. 719). Happily, Chinese economic reform launched an open-door policy to the outside world in the late 1970s, and psychology was rehabilitated as a scientific discipline. Both the Chinese Psychological Society ( CPS) and Institute of Psychology have resumed their academic activities; research in, and application of, psychology is being carried out all over China. With increased international exchanges, new ideas and areas of research such as cognitive psychology and counseling psychology have become popular. For example major cities now have counseling telephone hot lines (Xu, Guo, Fang, Yan, 1994), many high schools have their own counselors, and cognitive behavior therapy is a popular new approach to psychiatric problems. Chinese counseling models have to adapt to the characteristics of Chinese clients and counselors (Wang, 1994). Many Chinese psychologists visited other countries, and psychologists from abroad visited China and lectured in China’s universities. Thus began a more favorable environment for the present development of Chinese psychology. Wang (1993) gave a good picture of the current scene: By 1991, the CPS had more than 2,900 members, two thirds of whom were developmental and educational psychologists. The CPS has 11 special divisions of psychology, including educational, developmental, medical, general-experimental, industrial, sports, physiological, judicial psychology, and psychological measurement. Each province has its own psychological association such as counseling (Wang, 1993, p. 92). Because psychology restored its momentum in the late 1970s, Chinese psychologists have reached a consensus on building psychology with Chinese characteristics (Chen, 1993; Shi, 1989). Yue (1994) reflected on the need for Chinese psychologists to strengthen their theoretical roots and bind their work closely to life in China. Wang (1993) concluded that much recent Chinese psychological research has been closely linked with economic and social reform, technological developments, and applications of psychology (e. g. , the design of Chinese language computers, the effects of the single-child policy). Bond (1996) and the Chinese Culture Connection (1987) noted that Chinese society is still shaped by Confucian values such as filial piety and industriousness, the saving of face, and the networks of personal relationships. Even in 1922, Chinese psychologists were exhorted to unearth existing Chinese materials, investigate new materials from overseas, and based on these two sources, invent our own theories and experiments †¦ the content must be appropriate to the national situation, and the form, must insofar as is possible, be of a Chinese nature. Jing ; Fu, 1995, p. 723). In experimental psychology, the Chinese language with its ideographic characters has become a subject of great interest (see Bond, 1986, for some examples). Extensive studies are being carried out in this field, including ideographic and sound characteristics of Chinese characters; the relationship between Chinese languages and Western languages; the hemispheric laterality of information processing of the Chin ese language; and reading and comprehension of the Chinese language. Because of the importance of the application of these studies to school education, artificial intelligence, and industrial technology, many Chinese psychologists are collaborating in their research efforts in the hope of finding some answers, such as how to simplify the typing of Chinese characters on computers (Tan ; Peng, 1991; Yu, Feng, ; Cao, 1990; Zhang ; Shu, 1989; Zhang, Zhang, ; Peng, 1990). Developmental psychology is another area of intensive study. There are 300 million children in China, and any new knowledge acquired in the field would have important implications for the education of this next generation (Jing, 1994). For example, Mei (1991) demonstrated that the remote rural minority people’s tradition of keeping their babies propped up in sandbags for most of their first 6 months resulted in lower IQ scores up to the age of 16. Much has been published on concept development, language development, the development of thinking, personality, and moral development, gifted children, and slow learners (see Dong, 1989; Liu, 1982; Zhu Lin, 1986). These findings have been applied to improve the teaching and testing of children, such as the development of the standardized Higher Education Entrance Examination. In addition, since the national family planning and birth control program was implemented in the mid-1980s the characteristics of the only-child policy have been a hot topic (Chen, 1985; Falbo Poston, 1993; Jing, 1995). For example, Ying and Zhang (1992) found that rural Chinese still expected their children rather than the government to support them in their old age. This will clearly be a burden on a single child with four dependent grandparents. Psychologists are concerned with the school achievement and social development of these only children as well as the social psychological effects and personality problems that may be encountered in the future. Within this area, cross-cultural psychology studies among China’s minority groups offer an important new prospect (Hong ; Wang, 1994; Xie, Zhang, Yu, ; Jui, 1993). In the field of medical and clinical psychology, besides the introduction of Western psychotherapeutic methods (behavior modification, group therapy, psychoanalysis, etc. ), the demonstration of the effectiveness of some traditional Chinese medical treatments (e. . , acupuncture, see Ng, 1999a) and therapies (e. g. , qigong ; taichi, see Ng, 1999b) has been a significant development (San, 1990; Sun, 1984; Wang, 1979). Moreover, many psychologists are also involved in the process of modernization in industrial, military, and educational areas, playing important roles in policy making. For example, psychometrici ans helped to initiate the standardization of college entrance examinations. In personnel selection for the Air Force, psychologists are widely consulted and are actively participating in the design of selection procedures (Hao, Zhang, Zhang, ; Wang 1996). Industrial psychologists also make their contribution to the establishment of color standards of industrial illumination as well as to the developments of signs and symbols for technical products. The role of psychology has become increasingly prominent in China’s rapid modernization and economic and social development. Disadvantageous Factors that May Impede the Development of Psychology: Although psychology is recognized by the Chinese government and is enjoying apparent prosperity at the moment, its future status is questionable. The development of psychology is contingent on economic growth. Compared with the other natural sciences (such as mathematics, physics, and chemistry), the development of psychology depends especially on the resources and prevailing intellectual practices of that country. It was reported in the mid-1980s that there were well over 60,000 psychologists who belonged to the American Psychological Association (Mays, Rubin, Sabourin, Walker, 1996), whereas there were fewer than 3,000 registered members in the Chinese Psychological Society by 1991 (Wang, 1993). The ratio of psychologists to the general population is higher in developed countries than in developing countries. China has fewer than 2 psychologists for every million people (Jing Fu, 1995). A developing country has to provide for its people’s basic needs–food, shelter, health–before it can afford to provide for their â€Å"higher† psychological needs. When a country is underdeveloped, the more important problems of developing industry, commerce, and agriculture receive more attention because of the need to improve basic living conditions for everyone. In China today, with its economic pressures and its huge population problem, the further development of psychology cannot be seen as a top national priority. However, the Chinese government has begun to recognize that economic progress ultimately depends on the talents of the managers and workers and now sees the value of investing in modern management selection and training (e. g. , the setting up in 1999 of the Beijing Senior Management Selection Centre; personal communication, Gu Xiang Dong, January, 1999). Because the Chinese Government employs almost all the psychologists in the country, the future of the profession depends n its support (Jing ; Fu, 1995). In practical terms, lack of funding in developing countries means that psychologists cannot afford to attend international conferences, buy expensive books and journals, or experiment with highly technical equipment. Jing and Fu noted,. As China’s market-oriented reform continues, people in academic circles are adjustin g their ways of making a living. The Chinese Academy of Sciences (CAS), the main organizational body of scientific research in China, started its reform in the middle 1980s to satisfy the market need for applied technology. p. 721). In 1993, the CAS elected to move 70% of its staff into research related to economic development and thus more than 50,000 people began to conduct research in areas relevant to the market economy (Wang, 1995). It is also known that a further 10,000 of the original CAS staff have become businessmen or managers as a result of the expansion of private business enterprises (Jing Fu, 1995). Budgetary difficulties are a more immediate problem for reform. In developed countries, psychology can rely on private funding. For example, the ratio of private to government funding in the United States was as high as 1 to 10 in 1990 (see Rosenzweig, 1992), whereas in China there is little private funding to which psychologists can turn. If such funding does exist, psychology is rarely on the list for support. The lack of funding for research has had an adverse impact on basic research. In an analysis of 2,274 studies between 1979 and 1988 in developmental and educational psychology involving 362,665 participants, Shi (1990) found that 48. 9% of the studies were applied research whereas only 8% were described as basic research. The rest were more or less repetitions or adaptations of previous studies or instruments. ) Psychologists in China are predominantly concerned with applied problems, and research that addresses economic and social problems. This situation was aptly described by Long (1987): â€Å"The pressing need †¦ was a technocrat in a factory, not a rat in a Skinner box† (p. 232). An applied orientation is understandable in the light of the heavy emphasis placed on economic development. It may be expected that psychology will play an important role in the attainment of China’s present goal to modernize industry, agriculture, science, and technology. The main problems for Chinese psychologists are how to help the nation accomplish these important tasks with minimal funding and lack of facilities (Jing ; Fu, 1995). The development of psychology is based on having a sufficient number of people with advanced training, and universities are the main source of training for psychologists. Bachelor degree courses in psychology are similar to those in the United States, but Chinese lecturers have far heavier teaching commitments than their Western counterparts, and they are often required to teach topics well outside their specialist areas. The lack of educational funding also limits access to leading journals and books in the field. Universities in China can afford to subscribe to only a few American and European journals, and most newly published English language books are not available in the library or if they are, their use may be restricted. Thus â€Å"psychological knowledge transmitted to China falls behind the times and is less sophisticated than that in the West† (Jing ; Fu, 1995, p. 725). At present, there are only six psychology departments and four psychology institutions among all the institutions of higher education, although all normal universities and teachers’ colleges have psychology curricula and established psychology teaching and research groups. This provision is clearly inadequate for future needs. In addition, students often teach in the universities in which they received their degree, leading to a restricted perspective of the discipline. To a certain extent, China must depend on the developed world for the training of its psychologists (Jing Fu, 1995). This dependence comes through the importation of foreign experts as well as the training abroad of Chinese psychologists at the postgraduate level and the subsequent brain drain, as many of the latter do not return to China. Another serious problem affecting the development of psychology is that there are no specific career paths for students who major in psychology. There is no organized postgraduate professional psychology training, and psychology graduates are often trapped in low-income jobs. Thus, uncertain career prospects have turned away many talented students. Unfortunately many students who chose psychology as a major have turned to unrelated professions on graduation. Future Perspective The field of psychology has a long road to travel before it will reach its maturity in China. Despite the difficulties mentioned here, recent developments have revealed some directions for the future. As we have seen, the development of Chinese psychology is closely linked with the social environment and with government policy, such as the influence of the family planning program and the open door policy. This link will continue and will orient most psychological research toward practical applications. Given the poor resources in research and the limited number of psychologists, the nationwide and collaborative approach will greatly facilitate research, teaching, and the practical application of psychology. Chinese psychology has attracted tremendous interest from all over the world in recent years. The reason for this sinophilia (Leung Zhang, 1995, p. 696) â€Å"is because of the increasing importance of China world-wide, both politically and economically. † In the next few years, more emphasis will be put on the mutual communication and exchange of ideas with the rest of the world. Chinese psychology will certainly benefit from learning from Western advanced psychology. However, to interpret the mental phenomena and behavior of the Chinese people, attention must also be focused on the theoretical construction of China’s ancient psychological heritage traced through traditional Chinese culture. It may be that this will eventually reflect Fairbank’s view (1992, p. 258) when he stated, â€Å"Chinese learning for the substance the essential principles and Western learning for function the practical applications. That is, the traditional Chinese philosophical stress on the importance of understanding human nature, balanced harmony, and the â€Å"unity of multiplicity† may serve as a useful foundation for the future development of Chinese psychology, especially in applied settings. The adherence to the ancient wisdom in modern Chinese psychology will place world psychology in a broader framework and expand psychology to a more complete body of k nowledge. REFERENCES Anastasi, A. (1988). Psychological testing (6th ed. ). New York: Macmillan. 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Emotional Family Incident free essay sample

I can’t believe that poor girl broke 22 bones. She’s right through there, room 181. † The nurse says. I grabbed my moms’ hand for support and hurried to the doorway. I mustered all of my courage and holding my breath, walked in. She was lying there on a white hospital bed. She looked so drained, like it wasn’t even her anymore. The first thing I noticed was her legs, stitched up, bruised and so pale. Then her arms, one in a pink cast, the other one holding the IV. Her face was bruised and battered, with a cut above her right eye, and her hair matted with dry blood, with a bit of bright blonde showing. I thought,† If she had any idea what her hair looked like right now she would be pissed. † but then I remembered,† She might not ever know. † I felt the tears threatening to fall, and the world starting spinning. We will write a custom essay sample on Emotional Family Incident or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I tried to blink away the tears, but I couldn’t. I didn’t know how this could happen. I thought,† How could God let this happen? † I started crying then, and it felt like it was never ending. I cried for Chelsea because of the future she had. If she did pull through, her life would never be the same. She just graduated and now her life could be over? I cried for her family mourning over this horrible experience. Would Chelsea make it to college? Would she be there to see her little sister grow up? All of these questions were haunting me. I was terrified that I would never get to hear her laugh again, or see her blue eyes; that we would never go camping or have a sleepover again. I wanted to hold her hand and tell her, â€Å"Don’t worry, everything will be alright. † But I couldn’t promise her that. I was so scared that this could be the last time I’d ever seen her. â€Å"She can’t die, Please, don’t let her die. † was playing through my head like a broken record. I just wanted to rewind it all, to make sure this never happened. I wanted Chelsea to be all right and our family to not have to feel pain. I wanted to end all of the suffering this caused, but most of all, I just wanted Chelsea to survive.

Rheumatoid Arthritis an Example of the Topic Health Essays by

Rheumatoid Arthritis Introduction The term rheumatoid arthritis (RA) was first proposed by A.B. Garrod in 1858 (Wyngaarde, JB. 1992). It is a chronic, systemic, inflammatory disease predominantly affecting freely movable joints and frequently a variety of organs. Rheumatoid arthritis affects the joints because of the essential role of the synovium in regulating inflammation (Lipsky PE, 2007). RA occurs worldwide in all ethnics groups. The peak incidence of onset is between the 4th and 6th decade, but may begin at any time from childhood to later life. It affects up to 1% of the worlds population and is associated with significant morbidity and mortality (Buch M, 2002). Anthropologic evidence of RA has been found in the New World, but not the Old World skeletons proposing, but no proven that an etiologic agent was carried to Europe by explorers of the Americas. Females are 2-4 times more likely to be affected than males (Koopman WJ, 2001). Nothing was known about RA before the early 19th century. And to this date, the etiology of RA is unclear, and there exists no known specific diagnostic test for it. Need essay sample on "Rheumatoid Arthritis" topic? We will write a custom essay sample specifically for you Proceed University Students Usually Tell EssayLab professionals: How much do I have to pay someone to write my essay now? Essay writer professionals propose: Rely On Our Help In Essay Writing Essay Helper Buy College Papers Online Cheap Essays Cheap Essay Help Etiology Various articles postulate that a genetically susceptible host is exposed to an unknown pathogen (antigen), and that this interaction gives rise to a persistent immunological response (Buch M, 2002). Three areas of interrelated research seem to be most promising: 1) host genetic factors, 2) immuno-regulatory abnormalities and autoimmunity, and 3) a triggering or persisting microbial infection. Genetic abnormalities in RA has clearly been demonstrated. The disease clusters in families and occurs more frequently in monozygotic than in dizygotic twins with genetic factors accounting for up to 60%of disease succeptibility. The major histocompatibility complex (MHC) allele (and encoded antigen) HLA-DR4 (HLA, Human Lymphocyte Antigen) is significantly increased in RA patients in most populations (Arnett, 1992). Arnett explains also that this tissue type is shown to be correlated with rheumatoid factor (FR) titer, severe destruction of joints documented on x-ray, rheumatoid lung disease and Feltys syndrome. \Rheumatoid arthritis appears to be an autoimmune disease similar to other major histocompatibility complex diseases. Components of the immune system attack the soft tissue that lines the joints and can also attack connective tissue in many other parts of the body, such as the blood vessels and lungs. Eventually, the cartilage, bone, and ligaments of the joint erode, causing deformity, instability, and scarring within the joint. The joints deteriorate at a highly variable rate. Many factors, including genetic predisposition, may influence the pattern of the disease. An infectious origin for RA has been a controversial hypothesis. Organisms such as Strptococci, diptheroids, mycoplasmas and Clostridium perfringens have all played a part in this controversy and later on discarded because of lack of evidence. Rubella, Ross River Virus and parvovirus have been shown to produce an acute polyarthritis, but still there is no evidence that they initiate chronic RA. The Epstein Barr virus at present still remains a viable but unproven candidate for a pathogenic role. Pathogenesis The pathologic hallmark of RA is synovial membrane proliferation and outgrowth associated with erosion of articular cartilage and subchondral bone. The earliest findings would be microvasculature injury and moderate proliferation of synovial cells. The article of Lipsky in the New England Journal of Medicine describes the pathogenesis as a dramatic increase in the number of cells in the lining layer, and the sublining layer becomes infiltrated with inflammatory cells, including lymphocytes, macrophages, and mast cells. But the behavior of the inflammatory cells has not been delineated in great detail. Cellular and humoral immune mechanism roles in the rheumatoid synovium have been proposed theories, and both have immunologic findings to support the theories (Bush M, 2002). A cellular mechanism would involve activation of infiltrating T lymphocytes by some unknown antigen presented by DR-positive cells. Humoral mechanisms are supported by the demonstration of local RF production within the synovium, the formation of IgM-IgG immune complexes, and activation and consumption of complement via the classic pathway. Antigen-antibody complexes formed within the joint cavity can become trapped in hyaline cartilage and fibrocartilage, where they cause changes in matrix macromolecules. The ultimate destruction of cartilage, bone, tendons, and ligaments probably results from a variety of proteolytic enzymes, metalloproteinases, and soluble mediators. Collagenase is probably largely responsible for the typical erosions after its activation by plasmin. Clinical Manifestations and Diagnosis The general features of RA include synovitis of the synovial joints and deformity. As mentioned in the pathogenesis, RA is due to an abnormal immune reaction associated with constitutional symptoms which can affect the other organ systems as well. However the joint synovitis leading to arthritis affecting multiple joints remains the key clinical feature in RA. The onset of RA among different individuals is highly variable. In the majority, it takes weeks or months for the joint pain and stiffness to develop. It involves one or more small joints of the hands, wrists, shoulders, or knees and/or the metatarsophalangeal joints. The course of RA, like its onset, also varies widely. Fluctuating disease activity in the disease process is usual. Some patients may have a relentlessly progressive course leading to early disability or even death, but repeated periods of some degree of remission are the rule. Assessment of functional capacity is frequently necessary in the RA patient. The classification for this is as follows: Class I: No restriction of ability to perform normal activities; Class II: Moderate restriction, but with an ability to perform most activities of daily living; Class III: Marked restriction, with an ability to perform most activities of daily living and occupation; Class IV: Incapacitation with confinement to bed or wheelchair (Arnett FC, 1992). Differential Diagnosis Some of the differential diagnosis of RA include Acute viral arthritis, sarcoidosis, SLE, polyarticular gout, erosive osteoarthritis, polymyalgia rheumatica, psoriatic arthritis, reactive arthritis, polymyositis and calcium pyrophosphate disease. These are differentiated by the presence or absence of subcutaneous nodules and the rheumatoid factor. The findings of subcutaneous nodules and the presence of rheumatoid factor are useful but not specific differential features. To establish a more definite diagnosis, a complete medical evaluation, often including synovial fluid analysis is essential in all patients with joint manifestations. Articular Manifestations: RA can affect any diarthroidal joint such as the hands, wrists, knees, and feet. It may progress to involve the elbows, shoulders, sternoclavicular joints, hips and ankles. Spinal involvement in always limited to the cervical vertebrae. Extra-Articular Manifestations: Non-specific symptoms like malaise, fatigue, weakness, low-grade fever and mild lymphadenopathy are common in RA. The extra-articular sites include the skin, as subcutaneous nodules, in the heart as pericardial disease, in the lungs as rheumatoid pleural disease, and neurologic manifestations as compression of nerves such as carpal tunnel syndrome. Radiologic findings: Radiologic hallmarks of RA include periarticular osteoporosis and focal bone erosions at the joint margins (Lipsky PE, 2005)(Buch M, 2002). Studies attempting to identify the mechanisms underlying the development of focal bone erosions have demonstrated that osteoclasts, predominantly, mediate the bone resorptive process. Laboratory Features Immunological studies are required when RA is being clinically suspected. Tests for rheumatoid factor is always requested. A negative RF does not rule out RA; rather, the arthritis is called seronegative. Rheumatoid factor is frequently negative during the first year of illness. Eventually, about 80% of patients eventually convert to seropositive. A chronic normocytic, normochromic anemia with hematocrit values from 30 to 35% is common. Both serum iron levels and iron-binding capacity are low. The WBC count and differentials are normal, but eosinophilia may occur as the disease progresses. The platelet maybe elevated due the diseases chronicity. Synovial fluid analysis shows a poor mucin clot test and WBC count may be in the range of 5000 to 20,000 per cubic meter. Synovial glucose is usually normal (Arnett FC, 1992). Management Objectives of management include 1) relief of pain, 2) reduction of inflammation, 3) minimizing undesirable side effects, 4) preservation of muscle strength and joint function, and 5) returning to a normal lifestyle. Basic initial program that achieves these objectives consists of 1) adequate rest, 2) adequate anti-inflammatory agents, and 3) physical measures to maintain joint function (Arnett FC, 1992). These can only be accomplished by the patient through graded exercise program. Quality of life is very important in these patients. Health care quality appears to be suboptimal for arthritis, co-morbid disease, and health care maintenance (MacLean CH, 2000). It was observed that patterns of care that included relevant specialists were associated with substantially higher quality. Patterns that included generalists were associated with substantially higher quality health care maintenance than patterns that included neither a generalist nor a relevant specialist. The optimal roles of primary care physicians and specialists in the care of patients with complex conditions should be reassessed (MacLean CH, 2000). Therapeutics Nonsteroidal Anti-inflammatory Drugs (NSAIDs): Anti-inflammatory drug use is critical to the therapeutic program of the RA patient. Salicylates are inexpensive, generally well-tolerated and effective in controlling inflammation of RA. A constant serum blood level of 20 to 30 mg per deciliter is required. Many other NSAIDs are available and equally effective for RA treatment. New drugs for the treatment of RA include oral leflunomide, subcutaneous injection of either etanercept, adalimumab or anakinra, and intravenous infusion of infliximab (Olsen NJ, 2004). Research Frontiers Significant progress in the pathogenesis of RA has been achieved. Likewise effective new therapy agents have been introduces and tested. Advances for the next 25 years is anticipated, including delineation of the genetic basis of disease susceptibility and severity, genetic definition of disease subtypes that differ in severity and response to therapy, and prompt initiation of effective individualized treatment based on genetic and environmental assessment. Reconstructive surgery will become increasingly unnecessary and the morbidity, economic burden, and mortality due to RA will be reduced substantially (Koopman WJ, 2001). References Arnett FC. Rheumatoid Arthritis. In: Wyngaarde, JB, Smith LH, Bennett JC, eds. Cecil textbook of medicine, Principles of diagnosis and management, 19th Ed., W.B. Saunders Company, 1992:1508-15. Buch M, Emery P. The Aetiology and pathogenesis of rheumatoid arthritis. Hospital Pharmacist. 2002:9:5-10 Koopman, WJ. Prospects for Autoimmune Disease: Research Advances in Rheumatoid Arthritis. JAMA. 2001;285:648-650 Lipsky PE. Rheumatoid arthritis. In: Kasper DL, Braunwald E, Fauci AS, Hauser SL, Longo DL, Jameson JL, eds. Harrisons principles of internal medicine. 16th ed. New York: McGraw-Hill, 2005:1968-77. Lipsky, PE. Why Does Rheumatoid Arthritis Involve the Joints? N Engl J Med. 2007:356;23, 2419-20 MacLean CH, Louie R, Leake B, McCaffrey DF, Paulus HE, Brook RH, Shekelle PG. Quality of Care for Patients With Rheumatoid Arthritis. JAMA, 2000;284:8 Olsen NJ, Stein CM. New Drugs for Rheumatoid Arthritis, N Engl J Med 2004;350:2167-79.

Definition and Examples of Etymology in English

Definition and Examples of Etymology in English Definitions (1) Etymology refers to the origin or derivation of a word (also known as lexical change). Adjective: etymological. (2) Etymology is the branch of linguistics concerned with the history of the forms and meanings of words. See Examples and Observations below. Also see: Etymology Exercise: Exploring Word OriginsIntroduction to EtymologyWord FormationDoublets and TripletsEtymological FallacyEtymonFolk EtymologyKey Dates in the History of the English LanguageLanguage ChangeNeil Postmans Exercise in EtymologySemantic Change and the Etymological FallacyWhere Does Language Come From?Where Do New Words Come From? How Words Are Made AmeliorationBack FormationBackronymBlendBorrowingClippingCompoundingConversionDerivationGenerificationHybridPejorationSemantic ChangeSemantic Narrowing EtymologyFrom the Greek, true sense of a word Examples and Observations Ours is a mongrel language which started with a childs vocabulary of 300 words, and now consists of 225,000; the whole lot, with the exception of the original and legitimate 300, borrowed, stolen, smooched from every unwatched language under the sun, the spelling of each individual word of the lot locating the source of the theft and preserving the memory of the revered crime.(Mark Twain, Autobiography)As early as the 15th century, scribes and early printers performed cosmetic surgery on the lexicon. Their goal was to highlight the roots of words, whether for aesthetic pizzazz, homage to etymology, or both. The result was a slew of new silent letters. Whereas debt was spelled det, dett, or dette in the Middle Ages, the tamperers, as one writer calls them, added the b as a nod to the words Latin origin, debitum. The same goes for changes like the b in doubt (dubium), the o in people (populous), the c in victuals (victus), and the ch in school (scholar).(David Wolman, Righting the Moth er Tongue: From Olde English to Email, the Tangled Story of English Spelling. Harper, 2010) The origin of words that reproduce natural sounds is self-explanatory. French or English, cockoo and miaow are unquestionably onomatopoeias. If we assume that growl belongs with gaggle, cackle, croak, and creak and reproduces the sound it designates, we will be able to go a bit further. Quite a few words in the languages in the world begin with gr- and refer to things threatening or discordant. From Scandanavian, English has grue, the root of gruesome (an adjective popularized by Walter Scott), but Old Engl. gryre (horror) existed long before the emergence of grue-. The epic hero Beowulf fought Grendel, an almost invincible monster. Whatever the origin of the name, it must have been frightening even to pronounce it.(Anatoly Liberman, Word Origins And How We Know Them: Etymology for Everyone. Oxford University Press, 2005)Etymology of the Word GodThe root-meaning of the name (from Gothic root gheu; Sanskrit hub or emu, to invoke or to sacrifice to) is either the one invoked or the one sacrificed to. From different Indo-Germanic roots (div, to shine or give light; thes in thessasthai to implore) come the Indo-Iranian deva, Sanskrit dyaus (gen. divas), Latin deus, Greek theos, Irish and Gaelic dia, all of which are generic names; also Greek Zeus (gen. Dios, Latin Jupiter (jovpater), Old Teutonic Tiu or Tiw (surviving in Tuesday), Latin Janus, Diana, and other proper names of pagan deities. The common name most widely used in Semitic occurs as el in Hebrew, ilu in Babylonian, ilah in Arabic, etc.; and though scholars are not agreed on the point, the root-meaning most probably is the strong or mighty one.(The New Advent Catholic Encyclopedia) The Etymological Fallacy[T]he term etymology . . . is derived from from the Greek etumos, true, and referred to a words primary, or true, meaning. But, if we were to apply such a concept to the majority of common English words today, this would result in considerable confusion; the word silly is first recorded in the sense pious, nice meant foolish, and buxom meant obedient.Dr. Johnson was attracted by the logic of such an approach when he embarked on his dictionary, referring to etymology as the natural and primitive signification  of a word. But experience led him to recognize the fallacy of this approach, as is apparent from the illustration he included in the entry for etymology: When words are restrained, by common usage, to a particular sense, to run up to etymology, and construe them by Dictionaries, is wretchedly ridiculous.(Simon Horobin,  How English Became English. Oxford University Press, 2016)Etymology and Spelling- Rote learning is better swallowed when mixed with l essons in etymology and the history of the language.Learning about etymology can help with learning other languages, too. Take a simple word like justice. You’ve probably known how to spell it for so long that you’ve forgotten that the ending (spelling the sound iss as ice) is counterintuitive to a lot of children. Explaining that the word is borrowed from French, however, might make it clearer. Sounded out in French, the sound at the end makes a bit more sense (by analogy to a place like Nice). A very brief explanation of this kind is a chance for a short history lesson (French was spoken at the medieval court in England) and a reminder that children already know a lot more French than they realise.Teaching spelling in this way may make learning it more interesting but also encourage creativity.(Josephine Livingstone, Spelling It Out: Is It Time English Speakers Loosened Up? The Guardian [UK], October 28, 2014)- There are hundreds of difficult words where an awareness of the etymology can help us predict whether they will contain a double consonant or not. Why irresistible, with two rs? Becomes it comes from ir resister  [in Latin]. Why occurrence with two cs? Because it is from oc (earlier ob) currere. And why is there no double c in recommend and necessary? Because there was no duplication in the Latin: re commendare, ne cedere. I find it hard to resist the conclusion that if children were introduced to some basic etymology, many of the famous spelling errors would be avoided.(David Crystal, Spell It Out. Picador, 2014) Pronunciation: ET-i-MOL-ah-gee

Youve Got a Job Interview and Youre Sick Now What

Youve Got a Job Interview and Youre Sick Now What Going to a job interview if you are sick with anything from a head cold to the bubonic plague is not the best move. Although you really want to go even if you are sick, it puts you at a disadvantage in that you won’t be at your best. In addition, horror of horrors, you might pass whatever you have to the recruiter. That won’t leave the best impression. There are things you can do, and a few tips might help. Reschedule the InterviewLogically, the best thing to do is to explain the situation, and reschedule the interview as soon as you know you can’t make it. Explain that you have a real interest in this job; however, you don’t think it would be in anyone’s interest to spread your germs. Ask for the interview to be rescheduled when you know you will be well. While you could contact the recruiter by email, a phone call is more personable and would give you the opportunity to ask for a new appointment without waiting for a response. According to one rec ruiter, it is appreciated when an individual with an appointment expresses concern because of illness and doesn’t want to spread his or her germs. Make the most use of your time by reviewing these 10 toughest interview questions and be extra prepared.Remember to Send a Thank YouGood manners always matter, and it can be a good idea to send an email or note thanking the recruiter and confirming the new appointment. In this way, you will be starting off on a positive note when your new appointment rolls around.When You Aren’t ContagiousSometimes, you may come down with a rash or have a runny nose that is really more of an inconvenience than an illness, and you know you can still do the interview. Should you reschedule? It can be a good idea to reschedule if you are sneezing, have a rash in a visible location or are wiping your nose frequently. While you know you aren’t contagious, it is a distraction and can prevent the recruiter from concentrating on your response s to questions.Go When You Are at Your BestSuppose you are getting over a cold or taking medication for an illness that makes your brain foggy. This is not the best time to go for a job interview since you want to be in prime condition to make a positive impression, and you may give less than complete answers to questions or appear less than alert. This is also one of those times you may want to beg off due to illness, and ask for a new appointment. You have one chance for a first interview and want to shine.Use the Extra Time to PrepareIf you aren’t feeling completely miserable, you can use the extra time until your new interview date to prepare. Practice in front of the mirror until you have your answers the way you want, and keep your responses short and to the point. We have put together a guide on the 10 toughest interview questions. Feel free to go through it and learn some of the best answers. In addition, keep your body language in mind. You want to appear relaxed and in control.What to Do if the Recruiter is BookedOccasionally, a recruiter cannot reschedule an interview because of time limits for hiring, because the schedule is full or for other reasons. In this case, ask if the recruiter could conduct the interview via Skype or another option. While it is not ideal, it is better than missing the interview entirely. Remember when being interviewed remotely that you still want to prepare in advance, and dress as you would for an in-person interview.Being at your best for an interview is important, and using a better way to conduct a job search can get you into interviews faster and offer more job opportunities than searching yourself. TheJobNetwork lets you fill out your qualifications and the jobs that interest you. Our job search site will do the work for you, letting you know when a position becomes available. Sign up for job match alert and get started looking for the perfect job.

Business Administration Capstone class Essay Example | Topics and Well Written Essays - 1000 words

Business Administration Capstone class - Essay Example Factors influencing organizations or businesses can be broadly classified into two i.e. external and internal environmental factors. The internal environment of an organization defines the actual working mechanism of the organization. It encompasses factors such as the organizational culture, employees’ policy, and in a nut-shell the factors which are internal to the organization that is the strengths and weaknesses of an organization (Dess, Lumpkin & Eisner, 2010). This is in contrast to the external factors. The external factors constitute the opportunities and the threats that are present in the external environment for the organization. At all times an organization is faced by either Opportunities or threats, or both. These two factors not only present challenges to an organization, but also a long-term strategy that may assist an organization grow or prosper (SWOT Analysis, n.d.). For example, Technological changes, consumer culture and the state policies present both opportunities and threats to organizations. Generally, opportunities present for a firm may also present similar threats. This is because at any instance they influence both external and internal environmental reactions. This reaction is what actually dictates the definition of a threat or an opportunity to a business. For example, government policy may be a threat or opportunity depending whether it favors or threatens an organization’s objectives. The value chain analysis of the Stilsim company indicates that the company is surrounded by a number of threats and opportunities that are likely to affect the productivity and hence the future of the organization. StilSim Company has numerous opportunities to better its services, however, the number of threats facing the company far out way the current opportunities available for the company survive the harsh

Discrimination in the Workplace Essay Example | Topics and Well Written Essays - 1000 words - 1

Discrimination in the Workplace - Essay Example Therefore being able to show the adverse impact plays a very vital role in discriminatory practice allegations. This adverse impact refers to the total employment process. Those result in a significantly higher percentage of a protected group in the population being rejected for employment, placement or promotion. Along with the above we also need to consider that unfair treatment does not necessarily equal illegal discrimination. If an individual is treated differently from the others than the EEO (Equal Employment Opportunity laws) are being violated. there can be a few specific kinds of discrimination taking place such as discrimination on the basis of cast color or creed , discrimination on the basis of age , sexual discrimination , disability discrimination etc It is quite obvious that if we have employees facing discrimination issues at work and we as management have been unable to recognize or rectify those we can expect the productivity to go down seriously. All of this affects the human mind which in turn affects the human behaviors and perception. Contributing further to the problem is the fact that most victims of discrimination do not sue or complain. Instead they quit or try to avoid situations wherein they would feel discriminated. The discriminators sometimes do not even realize that their behavior is offending others. So in this regard Workplace discrimination training and policies can reduce these problems. In order for us to be able to deal with discrimination effectively we need to follow the simple steps of: Initially becoming aware of the anti discrimination laws, also becoming aware of how you can identify such occurrences at your workplace and try a put an end to them. Secondly, paying very close attention to what exactly the environment is at your workplace then again it being vital that you are able to identify the discrimination occurring at your workplace. You as the management have to be very careful in assessing what is going on around you that are not too visible. In other words try reading between the lines. If you are deciding to give appraisals to a few employees in specific, make sure that all the employees get equal benefit out of your decision.

Bridgeton Industries Essay Example for Free

Bridgeton Industries Essay 1. Describe the competitive environment for Bridgeton as well as the cost accounting system currently in use. When foreign competition and scarce, expensive gasoline began to play an important role in the market, Bridgeton began to lose domestic market share. The ACF Bridgeton plant faced new challenges in their production that led them to serious cutbacks like the closing of the ACF plant for manufacture of fuel-efficient diesel engines. By 1987, they classified their products in terms of â€Å"world class† competitive position and potential. With four criteria (quality, customer service, technical capability and competitive cost position) they classified their products in Class I (remain), II (observe) and III (outsource). The classification allowed Bridgeton to take decisions on how to better manage their products performance compared to their competitors. The cost accounting system was product costing, a mixed between job costing and process costing. 2. Explain why manifolds moved from Class II to Class III after oil pans and muffler-exhaust systems had been outsourced from the ACF. Despite improvements in the production process manifolds were downgraded from Class II to III. The results were not sufficient, even though they increased the uptime from an average of 30% to 65% they were behind their Japanese competitors that reached a â€Å"world class† goal of 80% uptime. In addition, as seen in Exhibit 2, the direct material costs for manifolds (based on stainless steel) is extremely high as a percentage of sales (around 40%) compared to the other products manufactured at ACF and at a better Class level. However, there was a doubt on this move due to the possibility of new market requirements for lighter weight (more efficient manifolds). This represented a good opportunity for ACF because as they manufactured manifolds with stainless steel, demand could increase and therefore selling price too.

Character and Setting Analysis of Bride Comes to Yellow Sky Essay

Character and Setting Analysis of Bride Comes to Yellow Sky Setting and characters go hand in hand in The Bride Comes to Yellow Sky. With Each new setting there is at least one new character development. A new setting in each part of the story makes for diverse settings and characters. From a train leaving San Antonio to around the corner in a small town in Texas, a drunken gunslinger to negro waiters, this story has it all. This story begins on a train specifically in a parlor car. This is where Jack Potter and his new bride are first introduced though his name is not yet given and hers never is. Crane chooses to tell about Potter in part one of the story so as not to give too much information at once, we do suspect? however that he will develop into the protagonist. The train is coming from San Antonio, where Potter and his bride were just married, and going to Yellow Sky, Texas. Eventually the setting changes as the couple moves to the dining car. Two rows of ?negro waiters? stand ready to assist and so the Potter?s are seated and presumably fed. The waiters in the dining ...

Qualitative Research Methodology Essay

In this essay I am going to express my understanding of the key principles of qualitative research. In order to understand the nature of qualitative research, we must primarily look at the constructivist ontology and the interpretivist epistemology, which will allow us to develop an understanding of the context in which the qualitative methodology is conceptualised. Furthermore, I will look at the research design process and the inductive nature of this subjective, value laden procedure. I will then go on to look at the principles of qualitative research, with focus on the concepts of trustworthiness and authenticity from a qualitative perspective, which can help sociologists gain Verstehen with individuals. To conclude my essay, I will look at the strengths and weaknesses of qualitative research, making reference to specific methods. Ontology and Epistemology Researchers using qualitative methods of inquiry believe that social phenomena are constructed through human interactions and not determined by governing laws. This is known as the constructivist ontology and aims to understand how a social phenomenon is created through interaction and intersubjective meaning. From their perspective, they believe that social actors create the social world through interactions as opposed to objectivists who believe that social structures determine individual actions and behaviour (Bryman, 2004, p. 3-25). This constructivist ontology needs to be investigated using an interpretivist epistemology, and by understanding this epistemology we can therefore appreciate the key principles of qualitative research. By using interpretivism and an inductive form of inquiry, sociologists aim to understand how individuals construct meaning. For interpretivists, subjectivity is incredibly important due to the subjective nature of individuals, and they try to gain Verstehen. They would see value neutrality as unnecessary because it is impossible to gain Verstehen without using qualitative methodologies (Berg, 2007, p. 19-52). The Inductive Research Process To conduct qualitative research, you would primarily need to select an area of research and research questions, and in this sense the type of question ou select will guide your research process. Qualitative research is inductive, so it does not require an initial hypothesis, unlike quantitative research. This is because behavioural and socio-cultural patterns emerge over time and in some cases are not noticed until after the research has been conducted. After selecting an area of interest, the researchers would need to decide on the research setting and establish what method/s they will use to conduct their research (Bryman, 2004, p. 265-290). There are many methods that can be used in qualitative research, which, according to Strauss and Corbin is used to describe â€Å"any kind of research that produces findings not arrived at by means of statistical procedures or other means of quantification† (1990, p. 17). The researchers themselves play an important part in the research process as they bring their values to the research, which complements the interpretivist epistemology. Researchers have to be aware of the ethical guidelines set out by the British Sociological Association (BSA). Researchers have to take into consideration professional integrity, anonymity, privacy, confidentiality and informed consent (unless research is conducted covertly). Covert research has ethical implications if the research is not important and in the public’s interest. The researchers are in a sense a tool used to collect primary data, and the flexible nature of qualitative research means they are not bound by a rigid process and can adapt their research when needed. The final stage of qualitative research is writing up findings. Research results can be compiled to form a book, journal, article or report (Bryman, 2004, p. 61-82). The Principles of Qualitative Research Qualitative research looks at the micro sociological context. That is, qualitative researchers like to study people in their natural environments. This means that qualitative research is context specific. Qualitative research is concerned with the quality of the social research and aims to be explanatory by looking at the interaction between variables. You can get expert help with your essays right now. Find out more†¦ Qualitative researchers want to understand and explore social situations through generating descriptions from on-site observations and interviews. Qualitative researchers focus on understanding patterns and themes as stated by the author of Jones International University web site: The real world is complex; qualitative research focuses on the elements of that complexity: emotions, meanings, symbols, motivation, thought processes, feelings, patterns and themes. Qualitative research seeks to make sense of this world by finding meaning through the eyes of participants. (http://www. jonesinternational. edu/schools/courses/edu793. hp) Using qualitative methodology, researchers are able to give detailed accounts and descriptions of socio-cultural phenomena which do not need to be conveyed quantitatively. In contrast, quantitative, positivist, deterministic research generalizes findings to the whole population and aims to be conclusive by discovering governing laws (Bryman, 2004. p. 3-25). There are also many other methods qualitative researchers can employ, for example, focus groups, interviews and case studies. After the researcher has decided on the methods, they need to conduct their research. Qualitative researchers are not bound to one particular research method. They can use a variety of different methods if their research requires them to. This use of multi methodology is called triangulation (Berg, 2007, p. 19-52). Qualitative research design is circular. Qualitative researchers needto repeat and adapt their design to suit the flow of their research. After selecting their methods and collecting their data, researchers need to analyse their findings, which can be done in various ways. For example, the research findings would need interpreting; this can be done by linking data to a larger sociological context and generating concepts. Findings can also be analysed by detecting patterns and trends in the data. This can be done by using textual analysis, such as coding using computer software such as MaxQDA (Bryman, 2004, p. 398-416). There are different theoretical approaches involved in qualitative methodology, for example naturalism, ethnomethodology, emotionalism and postmodernist research. Each approach is used as a means of interpreting social phenomena by using a value laden perspective where a researcher applies his/her own values to a social context through an unscientific, flexible process and finally an in-depth, subjective methodology. These principles shape the methods used for qualitative research as they compliment both the constructivist ontology and the interpretivist epistemology. I am now going to discuss some of the different methods used by qualitative researchers that apply these principles. Qualitative Methods Qualitative data collection can be conducted through observations. Participant observation is one of the most common methods for qualitative data collection. Participant observation has strong authenticity but it does lack in repeatability as the research is difficult to reproduce in the same way. There are many different ways of conducting participant observation, and it typically requires the researcher to become a participant in the culture or context being observed. Participant observation is often longitudinal; the researcher needs to spend long periods of time with the focus group to be able to gain a â€Å"native’s point of view†. Participant observation can be conducted either overtly or covertly, depending on the nature of the research. Covert participant observation involves the researcher hiding their true identity and motives of their research from their subjects. This is effective in socially sensitive areas, such as deviant or criminal subcultures, where a researcher can gain Verstehen by using qualitative research methodologies (Hammersley and Atkinson, 1995, chap 8). An example of observational methods is ethnography. Ethnography focuses on the sociology of meaning through observation of socio-cultural phenomena; typically, the ethnographer focuses on a small group or community and uses largely participant observation. This research method was employed by the University of Chicago during the 1920’s and 1930’s. Robert Park, an important figure at the University of Chicago in the 1920s, encouraged students to go outside and collect primary information by using observational methods to study social phenomena: Go and sit in the lounges of the luxury hotels and on the doorsteps of the flophouses; sit on the Gold Coast settees and on the slum shakedown; sit in the Orchestra Hall and the Star and Garter Burlesque. In short, gentlemen, go get the seat of your pants dirty in real research (Park, cited in Prus, 1996, p. 103-140). Overt participant observation contrasts with covert, as the identity of the researcher and intentions of the research are known to the group being studied. Researchers using this method will often record their findings by making detailed field notes; this, however, can become difficult if the research requires them to take a covert stance, as their ‘cover’ may be jeopardized if they were recording their findings in front of the group. Qualitative research analysis is dependent on building interpretations of the research to gain authenticity and trustworthiness. This may be difficult because of the subjective nature of this method, but due to the ideographic nature of individuals and the interpretivist epistemology, this would not be an issue for qualitative researchers, who ultimately aim to gain Verstehen. Conclusion In conclusion, while this approach can be criticized by positivists for its subjective nature and lack of empirical methods, it does, however, offer a more in-depth perspective into individuals and their lives. Qualitative research is rigorous and highly subjective because the researcher’s investigation is overly influenced by the views of the researcher involved. Also, qualitative research does provide a way of extracting more complex, in-depth and comprehensive information from social contexts that would be difficult to retrieve using quantitative methods. However, this methodology has been criticised by positivists and the objectivist ontology because of the value laden perspective it takes. If the researcher does have any preconceived ideas of the findings, it may cause bias in the results and therefore affect the authenticity of their work. Also the researcher may misinterpret the social phenomena they are studying and therefore have difficulties establishing the real meaning of that particular social situation. Qualitative research can also be criticised because of its lack of representativeness of the larger population, as qualitative research typically deals with micro social issues that cannot be generalised to the wider population because they are context specific. However qualitative researchers would see this as an advantage because they require a deeper understanding in order to gain Verstehen. Another criticism would be that qualitative methods are also very expensive to conduct, mainly because of the amount of time it takes to interpret data and conduct observational studies. Despite these criticisms, qualitative research is a flexible, in-depth form of enquiry that is not dominated by statistics or rigid research methods. It is largely dominated by the constructivist ontology and the interpretivist epistemology which believe that the social world is built upon actions and interactions. Researchers adopt this qualitative approach to enable them to form Verstehen with their research topic or group.

Business, society and government Essay

Business, society and government are placed in different situations depending on what the conflict may be. According to the case â€Å"Dickinson’s needle sticks†, all three different sectors were placed in a different position where society was seen to have no voice or empowerment. The society in this case were the nurses, patients and any health care workers using Dickinson’s needles. These sectors solved their conflicts through interacting with each other and finalise a resolution through many negative and positive outcomes which could be ethical and unethical. But then again, each sector strive for the position of power. The major issue in the case â€Å"Becton Dickinson and needle sticks’ is the brand of syringes hospitals are using. These syringes had caused large amounts of patients, nurses and civilians infected with traumatic diseases such as Hepatitis B, C and HIV aids. Hospitals during the year 1990 was highlighted as one of the highest percentage of people be infected with diseases from syringes. In this case, Dickinson’s needle sticks were the reason to this health crisis. Dickinson’s needle sticks where known to be the top selling needle sticks in the market aiming at a reasonable price where hospitals were not reluctant to purchase. Through this major issue from the safety of Dickinson’s needle sticks had arise this issue through the relationship between business, society and government. Each sector has its own purpose, interests, values and ideologies within this case. From the society’s point of view, it could be seen that their minor role and power within the needle stick case dims the empowerment to execute the uses of Dickinson’s needles. Each sector stated and contributed their opinions to this conflicting interest where each sector fight for power through ethical and unethical ways to solve this problem. The notion of ideologies and policies come from the perspectives of business, society and government. The relationship between these sectors affect each other in ways to ‘impose power over each other’, where each position introduce the concept of ethical dilemmas when a conflict arises. In this case, according to the case â€Å"Becton Dickinson and needle sticks† shows the  perspective of society where the relationship with business and government underlies the position society has in this case. Although society is seen to be the minority, but the domination of certain ideologies in society promotes the acceptance of beliefs that benefit those in power (University of Western Sydney 2014, p.4) These societies were known to be the secondary stakeholders which include social activist groups and business social groups. The secondary stakeholders interact with businesses in relation to their interests and concerns. Within the case study, â€Å"Dickinson’s nee dle sticks† agencies such as the Occupational Safety and Health Administration (OSHA) trained and guided nurses through the step and process of using the Dickinson syringes. The society has decided to take part and help avoid increasing the number of accidental infection through the process of using syringes. Therefore having nurses being under pressure within the health department, could cause stress in association with the functionality of the Dickinson’s needle process. The ethical issues and the aftermath of the needle sticks will then be associated with the government. With these diseases, people, patients and health care workers could possibly suffer harshly and lead to possible death; this is known to be an ethical dilemma. Families whom by stand loved ones with diseases, could also suffer through grief. The society would question and reflect how this situation could have been avoided. For the government to take some responsibility and the Dickinson’s business admit to their ‘unsafe’ syringes causing diseases would be morally and ethically right. The moral imagination of these family members would solve a part of their mourning and put aside to the conflicting issue. In relation to ideology theories, classical liberalism would suit society in the case ‘Dickinson’s needle sticks’. According to Adam Smith, classical liberalism emphasised the value given to individual freedom and promoted individual initiative and self-interest, providing the greatest utility to society (University of Western Sydney 2014, p.11). Linking to the case with the classical liberalism theory, in 1992, a nurse, Maryann Rockwood was infected with AIDS due to the process of drawing blood using Dickinson’s needle. Maryann Rockwood had then sued Becton Dickinson for the ignorance of  providing and manufacturing the safety syringe in different sizes, which had contributed to her injury. Therefore with the classical liberalism ideology, this had allow individuals to have a voice in issues that are connected to business and government. By having Maryann Rockwood propose to this conflict, Occupational Safety and Health Administration (OSHA) had required hospitals and clinics free hepatitis B vaccines and provide safety needle disposal boxes, protective clothing, gloves and mask. The government had intervened and ethically solve this on behalf of the society. Therefore based on a societies point of view, their sociological imagination in relation to spreading preventable diseases allows the society to consider the complication is at ease and is avoided. Businesses volunteer and associate themselves with charity and fundraising; this is known to be an ethical responsibility. Government is suppose to protect the society in which health would be classified as the top priority. In the case â€Å"Dickinson’s needle sticks† contradict the action of the government not demanding hospitals and health workers to use the most safest syringe in the market where it would prevent any diseases. Inclusive to the business, Dickinson attempted to market a ‘safer’ syringe, but unfortunately this did not meet the government and society’s expectation. Dickinson had released a newly engineered syringe where there was only one size, which was the 3-cc. Hospitals and health workers use more than one size of syringe, in this case the most used syringe was the 5-cc and 10-cc model. Having Dickinson’s business venture this, it could again lead to another uprising conflict. The sociological imagination of society would continue to uphold petitions in erasing risk that would affect health. In this way, parts of the three sectors have compromised a slight resolution referring back to the case study, â€Å"Dickinson’s needle sticks†. From a business’ perspective, manufacturing a new and safer model of syringes to decrease the amount of conflict from the society and government. Changing and manufacturing a new and innovative product could cost the business a large sum of expenses. It can be said that business attempted to solve an issue yet it has not fully satisfied society in this matter. Government contributed through agencies such as the Health and Human Services, the Food  and Drug Administration (FDA), the Centre for Disease Control (CDC) and Economic Cycle Research Institute (ECRI). It can be evident that government endeavoured to adapt to the Dickinson’s needle sticks to prevent such diseases by providing proper guidelines. Through the actions of the business and government sector, it can be said that it was an ethical act to adapt to any current problems. The concept of capitalism refers to the importance in considering the rise of social struggles between those who can find work, who find work as long as their labour can increase capital and the owners of the means of production (University of Western Sydney 2014, p.5). On the contrary, having an increasing number of people infected with diseases, a high demand for employment within the health sector is needed. With the introduction of capitalism, this allowed individuals a chance of employment and benefits government to assist those in needing medical help. Colonialism has influenced the governments role in the case â€Å"Dickinson’s needle sticks†, where providing free vaccines and giving health care workers protection clothing will benefit the society in the long run where the risk of getting infected with a disease is minimal chance. Considering the diversity of global business situations, the interaction between business, society and government become more available in solving a conflicting issue of interest. With the freedom of voice, due to the introduction of capitalism from colonialism, society is allowed some sort of power when it comes to delivering satisfaction and benefits such as social welfare system. Therefore, the interrelationship between these sectors allow the conflict of interest to be resolved through continuous petitions, debates and many law cases. Based on societies perspective relating to the issue raised throughout the case, â€Å"Dickinson’s needle sticks†, it can be said that society was seen to be the minority against business and government. It could be seen that society was the underdog against business and government, but society was the main lead in this clashing case.The society in this case, were the nurses, patients and health care workers where they were affected most through this conflicting issue. It could be said that government had the most power by avoiding the increasing percentage of people being affected with inimical diseases. In association to this, business did have an unethical perspective based from the society, where they could have quickly avoid and adapt to the issues being afflicted upon society. Hence, it would have been a social responsible act if the government immediately extracted this type of syringe and replace a safer needle stick. __________________________________________________________________________ REFERENCES Crossman, A 1991, The Sociological Imagination, Introduction to Sociology, viewed 20 April 2014, . Fan, Q 2014, The Role of the State: Ideologies & Policies, lectures note distributed in Business, Society and Policy 200158 at the University of Western Sydney, Parramatta on 21 April 2014. Fan, Q 2014, B-S-G Context: Development of Capitalism from Colonialism to Global Capitalism, lecture note distributed in Business, Society and Policy 200158 at University of Western Sydney, Parramatta on 20 April 2014. Fan, Q 2014, Sociological Imagination & Ethical Reasoning, lecture not distributed in Business, Society and Policy 200158 at University of Western Sydney, Parramatta on 25 April 2014. Lau, S A 2014, Moral Imagination, College of Engineering, viewed 23 April 2014, . University of Western Sydney. 2009, Business, society and policy 200158, 2nd edn, Pearson Custom Publishing and the University of Western Sydney, French Forest, NSW.