System engineering Coursework Example | Topics and Well Written Essays - 250 words - 1

Framework designing - Coursework Example Now and again change is generally flighty, coming at time that an association doesn't envision it. In such a situation, the manner in which an association handles the change decides the versatility that decides the recuperation of the association. Different proposals have been given on the best way to oversee change in frameworks building. To successfully manage change in frameworks designing, it is prescribed to follow a basic rule. First distinguish the regions that change is required in the procedures and legitimize the requirement for change. Also, survey and assess the chance of positive outcomes from an adjustment as far as managing partners needs or thinking of a superior item. Thirdly, change supervisors should execute the adjustment in a procedure that doesn't upset the entire framework. At the point when a change is at long last set up, it ought to be rehearsed to supplant the past procedure and made the standard. This should then be trailed by intermittent observing of the change as it is being actualized and assessment of the entire procedure (Habhouba, Cherkaoui, and Desrochers, p.

The Internal Chaos Research Paper Example | Topics and Well Written Essays - 3500 words

The Internal Chaos - Research Paper Example The functions of the military and the administration are to shield the country from outside assault, secure the spots for an existence with opportunity, and give the numbness on who are on the good and bad sides in wars. The genuine security won't be accomplished completely through sending military volunteers to another country and making settlements with different governments. The genuine harmony and war evasion lies in the hands of the people without depending to the administrative efforts.1 Objective of the Study For the reason for the examination, the attention would be on the American Civil War and the Ku Klux Klan as the history recorded confirmations in regards to both the occasion and the gathering itself. A few separations existed as clashes emerged during the Civil War and intensive comprehension on the historical backdrop of both the war and the gathering would be looked at as they coincided and influenced the lives of individuals in America. Foundation Information Through out the historical backdrop of United States of America, the American Civil War was viewed as the most costly war recorded on history of the country. The fights isolated the country into half and the nation got 600,000 passings and 1,000,000 setbacks. The victors were only the rare sorts of people who endure the arrangement of furnished battles. Natural selection was inescapable in the Civil War. The overwhelming impacts didn't just occur in USA yet in addition felt in the neighboring nations. The war occurred as endeavors were made to cancel slavery.2 The war began during the hour of Abraham Lincoln on April 12, 1861 as the military and the Confederates had an experience fight in South Carolina. In light of the main experience fight, Lincoln made a volunteer armed force to free individuals... This article talks about the American Civil War as the most costly war recorded on history of the country. The fights isolated the country into half and the nation got 600,000 passings and 1,000,000 losses. The victors were only the rare sorts of people who endure the arrangement of furnished battles. Natural selection was unavoidable in the Civil War. The overwhelming impacts didn't just occur in USA yet additionally felt in the neighboring nations. The war occurred as endeavors were made to annul subjugation. The war began during the hour of Abraham Lincoln on April 12, 1861 as the military and the Confederates had an experience fight in South Carolina. Because of the principal experience fight, Lincoln made a volunteer armed force to liberate individuals from subjection. Both the administration and the Confederated made their own armed forces as the war advanced. During the fight in Maryland, the Confederates were crushed at the purported Battle of Antietam dated September 1862. A fter such war, the Emancipation Proclamation was discharged that authoritatively assigned servitude as the fundamental war objective. The reasons for the common war were the accompanying: sectionalism, bondage, privileges of States, slave force, patriotism, and skirmish of Fort Sumter and appointment of Lincoln. The North and South of USA had contrasts in social structure, culture and economies that made the common war sprout. The distinctions occurred as the North centered around dynamic and modernized homesteads as the South kept on depending on bondage. The expulsion of bondage caused a lot of dread in the South as slave revolts. All things considered, the administration made developments in halting the spread of subjection.

Common Risk Factors Associated With Panic Disorder

Common Risk Factors Associated With Panic Disorder Panic Disorder Diagnosis Print Panic Disorder Risk Factors By Katharina Star, PhD facebook linkedin Katharina Star, PhD, is an expert on anxiety and panic disorder. Dr. Star is a professional counselor, and she is trained in creative art therapies and mindfulness. Learn about our editorial policy Katharina Star, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on July 26, 2019 Paul Bradbury/Getty Images More in Panic Disorder Diagnosis Symptoms Treatment Coping Related Conditions Numerous factors have been found to increase the risk of having panic disorder, panic attacks, and agoraphobia. However, these risk factors are not  the causes of panic disorder. Rather, risk factors for panic disorder describe specific characteristics that are commonly associated with developing this condition. Common risk factors include a person’s gender, age, medical history, family environment, and life experiences. Even though studies have found that certain risk factors are linked to the development of panic disorder, it does not mean that they are the causes of panic disorder. Rather, risk factors only indicate a relationship between a mental health disorder and a particular trait. Here are some of the frequently observed risk factors associated with panic disorder. DSM-5 Criteria for Diagnosing Panic Disorder Age The age of onset for panic disorder is frequently between late adolescence and early adulthood. Even though panic disorder typically develops between the ages of 18 and 35, it is still possible to occur any time throughout the lifespan. Although far less common, panic disorder can develop in childhood or late adulthood. It is also possible to experience panic disorder on and off across one’s life. For example, a person can have recurring and unexpected panic attacks for several months, followed by several years in which they do not experience any symptoms. Panic Disorder Can Occur Early in Adolescence Gender As mentioned, women are more prone to developing anxiety disorders than men. Panic disorder, in particular, is even more prevalent in women. Women are at almost twice the risk for panic disorder than men. Personality Research has shown that there is some correlation between children with more fearful, anxious, or nervous personality types and later development of panic disorder. There are some ways that parents can help decrease the risk of their children developing an anxiety disorder. However, the cause of panic disorder is unknown and many mental health specialists agree that it is most likely caused by a complex combination of environmental, biological, and psychological factors. How Perfectionism Can Contribute to Anxiety Family Environment There are certain family traits that have shown a relationship with panic disorder. In particular, parents who model anxiety, are overly demanding, and expect perfectionism may be at some risk of having children who develop anxiety disorders later in life. However, adults with panic disorder have been raised in various types of homes and family dynamics. Genetics There is a strong link between panic disorder and familial patterns. People with a close biological family member with panic disorder are up to 8 times more like to develop the condition themselves. These numbers can increase depending on the age of onset of the disorder. If a family member developed panic disorder before the age of 20 years old, first-degree biological relatives are up to 20 times more likely to have panic disorder. Despite these overwhelming statistics, research has indicated that up to a half or more of people with panic disorder do not have close relatives that have also developed this condition. Life Events It has been suggested that stressful life events can contribute to the onset of panic disorder. Stressful life events can include difficult life experiences, such as the death of a loved one, loss of a job, or divorce. Some life transitions that bring a great deal of change to our lives can also cause a lot of stress, such as getting married, moving, having a baby, or retiring. Research has also indicated that experiencing a traumatic event, such as being the victim of physical or sexual abuse, has a higher correlation with panic disorder. It is also possible to experience panic attacks during a stressful life event, but then never experience them again. For example, a person who is a victim of a crime or experiences a natural disaster may have a panic attack during that event. To be diagnosed with panic disorder, a person would need to have recurrent and unexpected panic attacks. Co-Occurring Conditions Many people with panic disorder also struggle with feelings of overall worry, anxiety, and sadness. Other typical co-occurring conditions include: DepressionSocial anxiety disorderGeneralized anxiety disorderSpecific phobiaObsessive-compulsive disorder (OCD)Post-traumatic stress disorder (PTSD) A person with panic disorder is also at risk of developing agoraphobia. This condition involves a fear of having a panic attack in a place or situation in which escape would be potentially challenging or humiliating. Agoraphobia can occur at any time following persistent panic attacks. However, a person with panic disorder typically develops agoraphobia within the first year of repeated panic attacks. How to Help Teens With Agoraphobia and Panic Disorder

Calpulli Core Organization of Aztec Society

A calpulli (kal-POOH-li), also spelled calpolli, singular calpul and sometimes known as tlaxilacalli, refers to the social and spatial neighborhoods which were the main organizing principle in cities throughout the Central American Aztec empire (1430–1521 CE). Fast Facts: Calpulli Calpul (plural calpulli) is the Aztec word for the comparable Spanish term barrio.  Calpulli were collections of people in small rural villages or political wards in cities who worked in and shared ownership, more or less, of the property and fields.  Calpulli were the lowest social order in Aztec society, and the most populous.  They were administered by locally-selected leaders, sometimes but not always kin-based, and paid taxes to the Aztec state as a collective.   Calpulli, which means roughly big house in Nahua, the language spoken by the Aztecs, was the fundamental core of Aztec society, an organizational unit broadly corresponding to a city ward  or a Spanish â€Å"barrio.† More than a neighborhood, though, the calpulli was a politically-organized, territory-holding group of peasants, who lived near one another in rural villages or in neighborhoods in larger cities. The Calpullis Place in Aztec Society In the Aztec empire, calpulli represented the lowest and most populous social unit under the level of the city-state, called in Nahua an altepetl. The social structure looked mostly like this: The top level consisted of the member cities of the Triple Alliance: Tlacopan, Tenochtitlan, and Texcoco. The highest administrative authorities in the Triple Alliance were called Huetlatoani.Subject to the Triple Alliance were the altepetl (city-states), led by a dynastic ruler known as a tlatoani (plural tlatoque). These were smaller urbanized centers which had been conquered by the Triple Alliance.Finally, calpulli were small rural villages or wards in altepetls or cities, led by chiefs and a council of elders. In Aztec society, the altepetl were connected and aligned city-states, all of whom were subject to the authorities at whichever city had conquered them, Tlacopan, Tenochtitlan, or Texcoco. The populations of both big and small cities were organized into calpulli. At Tenochtitlan, for example, there were eight distinct and roughly equivalent calpulli within each of the four quarters that made up the city. Each altepetl was also made up of several calpulli, who would as a group contribute separately and more or less equally to the common tax and service obligations of the altepetl. Organizing Principles In the cities, the members of a particular calpulli typically lived within a cluster of houses (calli) located near one another, forming wards or districts. Thus calpulli refers to both a group of people and the neighborhood they lived in. In the rural parts of the Aztec empire, calpulli often lived in their own separate villages. Calpulli were more or less extended ethnic or kin groups, with a common thread that united them, although that thread varied in meaning. Some calpulli were kin-based, related family groups; others were made up of unrelated members of the same ethnic group, perhaps a migrant community. Others functioned as guilds—groups of artisans who worked gold, or kept birds for feathers or made pottery, textiles, or stone tools. And of course, many had multiple threads uniting them. Shared Resources People within a calpulli were peasant commoners, but they shared communal farmlands or chinampas. They worked the land or fished, or hired non-connected commoners called macehualtin to work the lands and fish for them. The calpulli paid tribute and taxes to the leader of the altepetl who in turn paid tribute and taxes to the Empire. Calpullis also had their own military schools (telpochcalli) where young men were educated: When they were mustered for war, the men from a calpulli went into battle as a unit. Calpullis had their own patron deity and a ceremonial district with administrative buildings and a temple where they worshiped. Some had a small market where goods were traded. The Power of the Calpulli While the calpulli were the lowest class of the organized groups, they were not poor or without influence in the greater Aztec society. Some of the calpulli controlled lands up to a few acres in area; some had access to a few elite goods, while others did not. Some artisans might be employed by a ruler or affluent noble and compensated handsomely. Commoners could be instrumental in a significant provincial power struggle. For example, a populist uprising based in a calpulli in Coatlan was successful in calling in the Triple Alliance to help them overthrow an unpopular ruler. Calpulli-based military garrisons were dangerous if their loyalty wasnt rewarded, and military leaders paid them handsomely to avert massive looting of conquered cities. Calpulli members also played roles in society-wide ceremonies for their patron deities. For example, calpulli that were organized for sculptors, painters, weavers, and embroiderers played significant active roles at ceremonies dedicated to the goddess Xochiqetzal. Many of these ceremonies were public affairs, and the calpulli participated actively in those rituals. Chiefs and Administration Even though the calpulli was the main Aztec unit of social organization and included the majority of the population, little of its political structure or composition is fully described in the historical records left by the Spanish, and scholars have long debated the precise role or makeup of calpulli. What is suggested by the historical records is that the chief of each calpulli was the paramount and highest-ranking member of the community. This officer was usually a man and he represented his ward to the larger government. The leader was in theory elected, but several studies and historic sources have shown that the role was functionally hereditary: Most calpulli leaders came from the same family group. A council of elders supported the leadership. The calpulli maintained a census of its members, maps of their lands, and provided tribute as a unit. The calpulli owed tribute to the higher ranks of the population, in the form of goods (agricultural produce, raw material, and manufactured goods) and services (labor on public works and maintaining the court and military service). Edited and updated by  K. Kris Hirst Sources Berdan, Frances F. Aztec Archaeology and Ethnohistory. New York: Cambridge University Press, 2014. Print.Fargher, Lane F., Richard E. Blanton, and Verenice Y. Heredia Espinoza. Egalitarian Ideology and Political Power in Prehispanic Central Mexico: The Case of Tlaxcallan. Latin American Antiquity 21.3 (2010): 227–51. Print.Pennock, Caroline Dodds. Mass Murder or Religious Homicide? Rethinking Human Sacrifice and Interpersonal Violence in Aztec Society. Historical Social Research / Historische Sozialforschung 37.3 (141) (2012): 276–302. Print.---. ‘A Remarkably Patterned Life’: Domestic and Public in the Aztec Household City. Gender History 23.3 (2011): 528–46. Print.Smith, Michael E. Aztec Urbanism: Cities and Towns. The Oxford Handbook of the Aztecs. Eds. Nichols, Deborah L. and Enrique Rodriguez-Alegria. Oxford: Oxford University Press, 2017. Print.---. The Aztecs Paid Taxes, Not Tribute. Mexicon36.1 (2014): 19–22. Print. ---. The Aztecs. 3 rd ed. Oxford: Wiley-Blackwell, 2013. Print.

Research Papers about Should Sex Education Be Required In Public Schools

Despite the obvious statistics, restless debates on whether sex education should be obligatory in public schools flourish. Statistics of the Guttmacher Institute claims that the United States has â€Å"one of the highest teen pregnancy rates in the developed world—almost twice as high as those of England, Wales and Canada, and eight times as high as those of the Netherlands and Japan.† According to the Guttmacher studies among 750,000 teen pregnancies that annually take place, over 82 percent are unintended, one-quarter of which result in abortions. To a large extent, abstinence-only sex ed stands out against the broad sex education course that the majority American parents want — from the ABC of how babies are conceived to how condoms are supposed to put on to how to get tested for STD.  (Facts on Sex Education in the United States, 2006) When discussing the issue of introducing sex education as an obligatory course of public schools, conservatism conflicts with liberalism, religion collides with logic. Conservatives and adherents of the Bush administration strongly believe that sex education should add up to premarital continence. However, according to numerous surveys of public opinion teacher and parents are dissatisfied with such strategy. On the question of the Annenberg Public Policy Center if they support the fact that students should be taught not only abstention but other methods of pregnancy prevention and STD infection approximately 82 percent of the responders (liberal and conservatives) gave a positive response. In the past the majority of the states accepted federal funding, but teachers in violation of the law told their students about contraception and other â€Å"prohibited† matters. Some states (Ohio, Wisconsin, Connecticut, Road Island, Montana and New Jersey) decided to reject governmental g rants but give their children real sex education. California completely rejected such federal programmes. Some opponents of sex education in public schools are convinced that sex education should be taught at home. They believe that that gives parents more control over the child’s knowledge of sexual orientation as well as perception of moral and immoral outlooks on sexual relations. Sex education at home can also protect the child from sour topic (disease, pregnancy or sexual orientation). Some believe that sex education is a very private and intimate topic and should not be disclosed to the public. Sex education at home puts more responsibility on the parents. Antagonist of sex ed in public schools completely disagree with the opinion that it’s OK if you are using a condom. (Dailard, C., 2001) Nevertheless, specialist and author of the book â€Å"Ten Talks Parents Must Have With Their Children† Pepper Schwartz believes: â€Å"Parents arent sex education experts just because they are parents†. And at the same time Bruno Bettelheim, an Austrian-born American c hild psychologist and writer, wrote in one of his article Our Children Are Treated Like Idiots in  Psychology Today of July 1981 that â€Å"†¦ you cannot have sex education without saying that sex is natural and that most people find it pleasurable†. (Quotes on sex education, 2010) The issue of sexual education has been discussed for several decades. The founder of the American  radical right-wing John Birch Society  Robert Welch in 1960 wrote that sex education in schools is a â€Å"filthy Communist plot† aiming to undermine spiritual health of the American youth. Under suppressing circumstances US was forced to introduce a course of such nature, however according to the law money from the federal budget could only be spent on programmes that teach students abstention from premarital sexual activities as this method was considered to be the only reliable way of preventing extramarital pregnancy, spreading of various sexually transmitted diseases and other health problems connected with this issue. (Sexuality Education for Children and Adolescents, 2001) This law became even stronger under George Walker Bush, Jr. Although the federal government annually spends more than $176 million on these programmes, these courses are absolutely ineffective. Ameri can indicators of sexual health among teenagers are the worst among all developed countries. Many of the governmentally subsidized programmes provide inaccurate conception of sexuality. For example, from 13 examined programmes, 11 contained false statements such as HIV is transmitted through sweat and tears, touching genitals can cause pregnancy, 43 day embryos can think, half of the American male homosexual population suffers from HIV, condoms do not protect from HIV in one third of the cases etc. (Sex Education in America, 2009) Statistics talks for itself. As a result of the growing pregnancy percentage among teenagers as well as the increasing rates of teen sexual activity, for the benefit of the students parents together with public school counsellors are searching for the most effective sex education schemes. The majority (46%) of the Americans consider that the most effectual scheme of sex ed is the so called â€Å"abstinence-plus†, when students are taught about the essence of abstinence as well as the necessity to use condoms and contraception. All in all it is vitally important to teach teens responsibility and wise decision-making when it comes to sex. Work Cited Dailard, C.  Sex Education: Politicians, Parents, Teachers and Teens.  The Guttmacher Report on Public Policy. Guttmacher Institute. February 2001. November 23, 2010. http://www.guttmacher.org/pubs/tgr/04/1/gr040109.html â€Å"Facts on Sex Education in the United States†. Guttmacher Institute. December 2006. November 23, 2010. http://www.guttmacher.org/pubs/fb_sexEd2006.html â€Å"Sex Education in America†. NRP. February 2009. November 23, 2010. http://www.npr.org/templates/story/story.php?storyId=1622610 â€Å"Sexuality Education for Children and Adolescents†. Pediatrics, 2001;108;498-502. November 23, 2010. http://pediatrics.aappublications.org/cgi/reprint/108/2/498 â€Å"Quotes on sex education†. Notable Quotes. 2010. November 23, 2010. http://www.notable-quotes.com/s/sex_education_quotes.html

First Date Free Essays

A first date can tell you a lot about a person. Even though i was just in seventh grade my first date was pretty great. Now I know in seventh grade and dating really back then was oh I will see you at school and that is about it. We will write a custom essay sample on First Date or any similar topic only for you Order Now For me my first date was with Ray Hoover. I felt like the coolest girl in school, I had a â€Å"boyfriend†, we wrote notes everyday, got in trouble for hugging in the hallway. It was great I was a cheerleader he was one of the best football players. I thought we were going to be together for ever.When boys and girls traveled together we where always around each other and it is great. He asked me if I wanted to go to the movies with a bunch of people on friday night. Of course I said yes but then I had to ask my mom. After I asked my mom and she had said yes I could go, but first I had to tell her everyone who is going and bring my best friend at the time Mallorie Mclaughin with me. I asked my mom if she would do my hair and I wanted to get a new outfit and everything. I was so ready for friday to get her I couldn’t wait.Ray and I would talk about it everyday till then. The big day was finally her and school couldn’t go by any slower. I was going on my first date and that is all I could think about. As soon as I got back from school mom curled my hair and I put on my outfit and was ready to go. I felt like it was ready for forever. Then mom told me it was time to go and I was so nervous I felt like i was going to be sick. We went and picked up Mallorie and then we were off. We arrive at the movies and mom gives me money, I tell her I love her, then got out of the car.I show up and Ray isn’t there yet but is on his way. Holly Bradley, Kyle Orick, John Caswell. Kyle told me that Ray was on his way. While we were waiting all us girls went to the bathroom. When we came out of the bathroom Ray was there. He had on khakis, and a polo. Holly wispers in my hear and says he looks really nice. I just smiled. Us girl all decided we wanted to watch Spanglish and the boys wanted to watch some other movie. Ray was a good guy and besides to go with me to the other movie.Mallorie sat my me and Ray on the other side. It was the dumbest movie I ever saw in my life. To this day It is still the dumbest movie. We held hands during the whole movie and It it was the best first date. The movie was over and lights went on and then Ray lend in and gave me a kiss on the ceeck. I was so happy I couldn’t stop from smiling. We walk out of the theater and my moms car is outside. Mallorie says goodbye to everyone, while me and Ray hug goodbye and say we will see each other monday at school and I will call you tomorrow.After that Mallorie and I left to take her home and then head home ourself. As soon as I got home Mallorie called and we talked for an hour about the date. Even though I thought that my first date with Ray would be my last first date. As everyone know you will usually break up with your 7th grade boyfriend and we did break up. I still think that it was the best first date the any girl could have went on. The only thing that I would change about that date is the movie. Other than that I wouldn’t change a thing. It was just perfect. How to cite First Date, Papers

Coping mechanisms free essay sample

Coping  mechanisms  can be described as the sum total of ways in which we deal with minor to major  stress  and  trauma. Some of these processes are unconscious ones, others are learned behavior, and still others are skills we consciously master in order to reduce  stress, or other intense emotions like depression. Not all  coping  mechanisms  are equally beneficial, and some can actually be very detrimental. The body has an interior set of  coping  mechanisms  for encountering  stress. This includes the fight/flight reaction to high  stress  or trauma. A person perceiving  stress  has an automatic boost in  adrenaline, prompting either action, or inaction. People have a variable level of physical reaction to different levels of  stress. For some, merely getting interrupted from a task can cause an inappropriate fight/flight reaction. This can translate to â€Å"fight†Ã‚  mechanisms, where a person gets very angry with others for interrupting him. Alternately, flight may include physically leaving, or simply being unable to regain focus and get back on task. Other unconscious  coping  strategies can include the way our minds deal with a constant barrage of  stress. People in the psychiatric field suggest that mental illnesses tend to be coping  mechanisms  that evolve from certain stressors. For example, multiple personality disorder may result in children who are severely abused. Panic disorder  may be the body’s coping  mechanisms  for inappropriate fight/flight reactions to minor stressors. Some mental illnesses also have a genetic basis, but  stress  certainly often plays a role in making these illnesses more severe. Coping is thus expending conscious effort to solve personal and interpersonal problems, and seeking to master, minimize or tolerate  stress  or  conflict. Psychological coping mechanisms are commonly termed coping strategies or coping skills. Unconscious or non conscious strategies (e. g. ,  defense mechanisms) are generally excluded. The term coping generally refers to adaptive or constructive coping strategies, i. e. the strategies reduce stress levels. However, some coping strategies can be considered maladaptive, i. e. , stress levels increase. Maladaptive coping can thus be described, in effect, as non-coping. Furthermore, the term coping generally refers to reactive coping, i. e. , the coping response follows the stressor. This contrasts with proactive coping, in which a coping response aims to head off a future stressor. Coping responses are partly controlled by personality (habitual traits), but also partly by the social context, particularly the nature of the stressful environment. The effect of stress is directly linked to coping. The study of coping has evolved to encompass large variety of disciplines beginning with all areas of psychology such as health psychology, environmental psychology, neuro psychology and developmental psychology to areas of medicine spreading into the area of anthropology and sociology. Dissecting coping strategies into three broad components, (biological/physiological, cognitive, and learned) will provide a better understanding of what the seemingly immense area is about. Significance of the Study This study is deemed significant to the following: Primarily to the Students, this study will enable them to determine level of stress and develop personal strategies to reduce stress which may post threat to their sense of well being and disrupt their normal functioning in etherealized learning experience. For clinical instructors, results of this study could serve as a guide in planning for activities or strategies that would help the students exercise control over the stressful situations in the Related Learning Experience. For the Administrators, this study will serve as a basis to encourage them to support and approve school activities which will benefit the student’s well-being. Primarily to the Students, this study will enable them to determine level of stress and develop personal strategies to reduce stress which may post threat to their sense of well being and disrupt their normal functioning in etherealized learning experience. For the different School Organizations and Student Council, this study will aid them to develop different organizational activities or programs that will help the student members to release their tension and manage stress. For the Future Researchers, this study will serve as a reference and baseline information to further develop on studies that enhance the stress and coping mechanisms. Scope and Delimitation of the Study This study will focus on the stress and coping mechanisms of individual preferences of the selected Third Year Medical Technology students of University of Perpetual Help System Laguna. A research – made questionnaire was used as a research instrument. Furthermore, the result of the study holds true for the stress and coping mechanisms of different students. Chapter 2 REVIEW OF RELATED LITERATURE This chapter presents the literatures reviewed, which may be utilized in defining the methodology and/or interpretation of data. Literature reviewed includes local and foreign books, local and foreign researches, articles, and internet materials. Related Literature The effect of stress is directly linked to coping. The study of coping has evolved to encompass large variety of disciplines beginning with all areas of psychology such as health psychology, environmental psychology, neuro psychology and developmental psychology to areas of medicine spreading into the area of anthropology and sociology. Dissecting coping strategies into three broad components, (biological/physiological, cognitive, and learned) will provide a better understanding of what the seemingly immense area is about. The body has its own way of coping with stress. Any threat or challenge that an individual perceives in the environment triggers a chain of neuroendocrine events. These events can be conceptualized as two separate responses, that being of sympathetic/adrenal response, with the secretion of catecholamines (epinephrine, norepinephrine) and the pituitary/adrenal response, with the secretion of corticosteroids (Frankanhauser, 1986). The sympathetic/adrenal response takes the message from the brain to the adrenal medulla via the sympathetic nervous system, which secretes epinephrine and norepinephrine. This is the basic fight or flight response (Cannon, 1929), where the heart rate quickens and the blood pressure rises. In the pituitary/adrenal response, the hypothalamus is stimulated and produces the corticotrophin releasing factor (CRF) to the pituitary gland through the blood veins, then the adrenal corticotropic hormone (ACTH) is released from the pituitary gland to the adrenal cortex. The adrenal cortex in turn secretes cortisol, a hormone that will report back to the original brain centers together with other body organs to tell it to stop the whole cycle. But since cortisol is a potent hormone, the prolonged secretion of it will lead to health problems such as the break down of cardiovascular system, digestive system, musculoskeletal system, and the recently established immune system. Also when the organism does not have a chance for recovery, it will lead to both catecholamine and corisol depletion and result in the third stage of the General Adaptation Syndrome of exhaustion (Seyle, 1956). Social support has also been established by studies to be linked to stress (Bolger Eckenrole, 1991; House, et. al, 1988). This can be seen as a dimension of the biological component since it is closely linked to the biological environment of that individual. There are many aspects to social support; the major categories would be of emotional, tangible, and informational. Personality types as so called Type A Personality have been defined to have such characteristics as competitive, impatient and hostile. Hostility has been linked to coronary heart disease which is thought be caused by stress (Rosenman, 1978). Eysenck (1988) has coined the term Type C Personality for those who are known to be repressors and are prone to cancer. Hardiness also is a personality that seems to have much to do with how an individual handles stress. Hardiness is defined as having a sense of control, commitment, and challenge towards life in general. Kobasa (1979) has studied subjects who were laid off in large numbers by ATT when the federal deregulation took place, and found that the people who were categorized as having hardy personalities were mentally and emotionally better off than the others. Although it may be possible o modifying ones personality, research has shown it to be heritable (Rahe, Herrig, Rosenman, 1978; Parker, Barret, 1992). The cognitive approach to coping is based on a mental process of how the individual appraises the situation. Where the level of appraisal determines the level of stress and the unique coping strategies that the individual partakes. (Lazarus Folkman, 1984). There are two types of appraisals, the primary and the secondary. A primary appraisal is made when the individual makes a conscious evaluation of the matter at hand of whether it is harm or a loss, a threat or a challenge. Then secondary appraisal takes place when the individual asks him/herself What can I do? by evaluating the coping resources around him/her. These resources include, physical resources, such as how healthy one is, or how much energy one has, social resources, such as the family or friends one has to depend on for support in his/her immediate surroundings, psychological resources, such as self-esteem and self-efficacy, and also material resources such as how much money you have or what kind of equipment you might be able to use. How much personal control one perceives to have is another factor to consider when looking at coping from the cognitive perspective. Usually an individual will find themselves feeling more stressful in uncontrollable situations. Also, since personal control is a cognitive process, the more one has a sense of personal control, better sense of coping ability one will have. The category of the attribution theory gives a good picture of the extreme ends of the in control/lack of control continuum. An individual will perceive to have the most control where the situations fit the categories of internal, transient, and specific. At the opposite end of the scale is the category of external, stable, and global where the person will perceive lack of control. There are other ways of to approach coping from a cognitive perspective such as that of constructive and destructive thinking as conceptualized by Epstien and Meier (1989) a similar concept to that of optimistic versus pessimistic (Taylor, 1991), the perceived level of self-efficacy and self-esteem and so on. Many researchers who have studied subjects at midterms or finals and have found that coping is clearly a complex process, influenced by both personality characteristics (Bolger, 1990; Friedman et al. 1992; Long Sangster, 1993), situational demands (Folkman Lazarus, 1986; Heim et al. , 1993), and even the social and physical characteristics of the setting (Mechanic, 1978). As we have seen in the various theoretical paradigms of coping, every factor from physiological, psychological, social, to cultural, both affect and are affected by the coping strategies. Just as there is said to be an optimal level of stress for an individual to function most effectively, I propose that there is an optimal level of coping which minimizes cost and maximizes benefits on all levels of the various factors combined. A coping strategy that may work to improve a romantic relationship may have its negative social, cultural, or even psychological consequences. If you choose not to see your friends so that you have more time to spend with your romantic partner, or you choose to move in with that person when it is considered a cultural taboo, or you are so psychologically dominated by that person that you dont have a mind of your own. In such cases, the individual has the illusion that they are effectively coping with a particular stress, while what they are really doing is creating many others. Also, since each factor has the power to influence the others, the true form of the transaction theory can only be captured when time is included as one of the variables. Longitudinal studies are crucial in order to truly reflect the long term effects and processes that take place within the whole coping mechanism. Think about  what many  college students go through. Leaving the family  home, feeling intense pressure to  obtain high grades  in connection with  career  aspirations, taking final exams,  trying to establish a romantic/social life, dealing with  (often very high)  costs of college and possibly working at a job during the school year.

Compartment syndrome Essay Example

Compartment syndrome Essay COMPARTMENT SYNDROME  Ã‚  Ã‚  Ã‚   Page 1   Ã‚  Ã‚  Ã‚   Compartment syndrome is a condition that occurs when the pressure in an anatomical  compartment increases due to swelling which can cause damage to the muscles and the  nerves. As the pressure increases, it cuts off circulation and starves the muscle and nerve  cells. This can cause temporary or even permanent damage and as a result, the affected  area can develop paralysis. In severe cases, amputation of the limb may be required or the  end result could be death. We will write a custom essay sample on Compartment syndrome specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Compartment syndrome specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Compartment syndrome specifically for you FOR ONLY $16.38 $13.9/page Hire Writer   Ã‚  Ã‚  Ã‚   Compartment syndrome is classified in two different forms. It can be chronic  compartment syndrome which is a common ailment among athletes due to exercise and  physical activity. The other form is acute compartment syndrome that is a medical  emergency, generally trauma induced, where time is of the essence.   Ã‚  Ã‚  Ã‚   Compartment syndrome most commonly affects the lower leg and forearm, although it  can occur in the foot, thigh, hand and upper arm.   Ã‚     Ã‚  The first case of chronic compartment syndrome of the leg was diagnosed by Mavor  in 1956. Over the next twenty years, only nine other cases were of chronic compartment  syndrome were reported. But as physical fitness became more of a trend and grew in  popularity, chronic compartment syndrome became a more significant problem.   Ã‚  Ã‚  Ã‚   Chronic compartment syndrome generally occurs in the legs as a result of steady  exercise or running. This can generate a constant pressure to the areas in the anterior or  lateral compartments. Exertion can cause the muscles to swell and expand forcing  pressure within the compartment. Most often this occurs in the lower leg and can usually  be relieved with plenty of rest, applying ice and elevation of the affected area. Compression is not to be applied.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   COMPARTMENT SYNDROME  Ã‚  Ã‚  Ã‚   Page 2   Ã‚  Ã‚  Ã‚   Pain and swelling are the primary symptoms in chronic compartment syndrome and it  can last for weeks and even months. Diagnosing chronic compartment syndrome can be  done by testing the pressure in the compartment with a handheld pressure catheter  provided the condition exists within the anterior compartment. If the problem is deeper  into the posterior compartment, it is more difficult to test because the area is harder to  reach. Doctors measure the pressure before a person exercises, then one minute after  exercise and finally five minutes after the exercise. If the pressure has not decreased,  compartment syndrome is the likely diagnosis.   Ã‚  Ã‚  Ã‚   Thallium stress testing is another test used to detect chronic compartment syndrome. In this test, thallium is injected intravenously into the body as the patient undergoes  various forms of exercise. By use of this form of testing, multiple compartments can be  found to be affected as was proven in some cases. This test, however, does not indicate  the extent of the condition.   Ã‚  Ã‚  Ã‚   In chronic compartment syndrome, the patient often feels a numbness or tingling when  moving the affected area. This usually subsides once the movement ceases but the  pressure inside the compartment has the potential to still remain high afterwards.   Ã‚  Ã‚  Ã‚   Treatment for chronic compartment syndrome rarely requires surgery. Doctors suggest  rest and avoiding activity, especially anything strenuous or physical involving the  affected limb. Ice and elevation are recommended and the patient is to take aspirin or  ibuprofen to reduce the inflammation.   Ã‚  Ã‚  Ã‚   Should this type of treatment fail, a fasciotomy is recommended. Fasciotomy is a  surgical procedure involving the fascia, or fibrous tissue that surrounds the muscle. The  fascia is cut to relieve the pressure in the compartment. The procedure has a high rate of  success but many patients require skin grafts to heal the surgery site.   Ã‚  Ã‚  Ã‚   Chronic compartment syndrome can result from running, a change in physical activity,  exercise without proper stretching, the use of braces and wrapping or taping a limb too  tight.   Ã‚  Ã‚  Ã‚   Acute compartment syndrome is the more severe form of this injury. It is generally  caused due to some sort of trauma to the compartment. Bone fractures, tearing the muscle  itself, blood clots and blockages, extreme workouts, anabolic steroid use and crush  injuries are typical causes of this condition.   Ã‚  Ã‚  Ã‚   While chronic compartment syndrome is not a life-threatening medical emergency,  acute compartment syndrome is extremely dangerous. It allows a four to eight hour  window in which the pressure of the severe swelling can kill off all of the capillaries and  muscle and nerve cells in the compartment.   Ã‚  Ã‚  Ã‚   Once this happens, the limb would have to be amputated or eventually death would  occur from a lack of oxygen. When acute compartment syndrome occurs from a bone  fracture in the leg or arm, the limb should not be casted until the pressure stabilizes. A  splint should be applied until the swelling recedes.   Ã‚  Ã‚  Ã‚  Ã‚   If acute compartment syndrome is not diagnosed in time and the cells in the  compartment die off, infection and gangrene will set in. This would be the reason that  amputation would be needed. Renal failure is another likely result. The tissue and nerve  cells can survive for up to four hours before the damage becomes irreversible.   Ã‚  Ã‚  Ã‚   Compartment syndrome is a condition that needs to be monitored closely for several  days following the initial injury. A patient is still at high risk for three to six days after  the initial cause of swelling in the compartment. In severe cases, a hospital stay is  required to record the frequent examinations and pressure measurements. Some studies  show that maximum swelling due to an injury may take 21 to 36 hours to peak. This is  one of the reasons that rest is particularly important because any slight increase in  pressure can trigger the need for emergency surgery.   Ã‚  Ã‚  Ã‚   Since pain is common with any injury but also a major symptom in acute  compartment syndrome, it can be interpreted wrong, tolerated and remain undiagnosed.  The pain level with acute compartment syndrome is severe. As pressure builds in the  compartment, the feeling is very tight. Movement can be excruciating as the pressure  compresses against the muscle. Skin will feel stretched and the affected area can  experience a tingling or burning sensation. Patients will also feel a palpitation in the area.   Ã‚  Ã‚  Ã‚   Once the pressure is tested in the compartment and diagnosis is confirmed, treatment  begins with complete rest, ice and elevation. During this time the muscle will feel tight  and the pain will be severe. Compartment pressures must be monitored and when the readings maintain a high number, emergency surgery is required.   Ã‚  Ã‚  Ã‚   During the fasciotomy, a long incision is made in the fascia to release the pressure. The wound is covered with a dressing and left open for 48 to 72 hours before closure. Due to this nature, skin grafts are often required to close the wound.   Ã‚  Ã‚   Acute compartment syndrome is a typical injury of motorcycle riders as a result of being run over by the bikes, thus crushing an arm or a leg. COMPARTMENT SYNDROME  Ã‚  Ã‚  Ã‚   Page 5   Ã‚  Ã‚  Ã‚   Football players also tend to be prone to acute compartment syndrome from injuries received by hard hits when helmets come in contact with the thigh during a tackle. If these injuries are not treated properly with acute compartment syndrome taken into consideration, the result can be permanent paralysis of the limb.   Ã‚  Ã‚  Ã‚   Compartment syndrome does not just affect running athletes and trauma victims. Bodybuilders and bowlers often suffer from a tightening of the muscle in the wrist. This is more commonly known as carpal tunnel syndrome. It is also a medical condition that is common among writers and typists or anyone who performs repetitive motions with their fingers and wrists. Carpal tunnel syndrome affects the muscles in the wrist creating a compartment syndrome.   Ã‚  Ã‚  Ã‚   There needs to be more of an awareness made on the symptoms, treatment and severity of compartment syndrome. People sometimes shake the signs off as a complication from the injury, expecting pain and swelling. Medical personnel involved in treating motorcycle riders and athletes should understand the depth of the injury because in the case of compartment syndrome, time is critical. REFERENCES Medline Plus (04/05/07) Medical Encyclopedia: Compartment Syndrome. Retrieved 4/12/07 fom http://www.nlm.nih.gov/medlineplus/ency/article/001224.htm Pediatric Orthopaedic Society of North America (02/05). Compartment Syndrome. Retrieved 4/13/07 from http://orthoinfo.aaos.org Swain, R. MD and Ross, D. MD 03/99. Lower Extremity Compartment Syndrome. Retrieved 04/13/07 from http://www.postgradmed.com/issues/1999/03_99/swain.htm Wikipedia, the Free Encyclopedia. (2007) Compartment Syndrome. Retrieved 4/12/07 from   http://en.wikipedia.org/wiki/Compartment_syndrome

CENTURY OF FURNACE essays

CENTURY OF FURNACE essays The 18th century was the Century of the Furnace and industrial revolution glowed China, India, and West. In Europe, there were new ways of thinking strengthened and disrupted. Also, American Revolution strained between Europe and colonies. In Finland mission was calculate the shape of the world. French Academy sponsored Pierre de Maupertuis led an expedition to the Arctic Circle to settle an argument about the shape of the Earth. They believed that power of the science could solve every problem. The problem was world was it flattened or shaped like a lemon. They went to Tornio River Valley to determine the shape of the world. After six months Maupertuis found that the distance between two points along a line of longitude was greater than expected. Also, they had established the truth. If the Earth were round, all these distances would have been the same. On November 1, 1755 Lisbon Portugal, there was earthquake and more than 10,000 died in the Lisbon earthquake. Some people thought that that was divine justice and some of them thought that opportunity to reorganize society on rational principles. Pombal who was a prime minister of Portugal supervised the rebuilding of Lisbon. Then, Lisbon became a symbol of the movement known as the Enlightenment. The Enlightenment ideal was a universe comprehended by science and reason. The cult of reason itself took on the characteristics of a religion. By the latter years of the 18th century, "romanticism" had ransacked the traditional airs of Enlightenment. In 1768, Thomas Jefferson began to build Monticello, his tribute to the European Enlightenment. He believed that native peoples uncorrupted by modern influences possessed their own wisdom. Dissatisfaction with colonial status and the burden of taxation began to grow, along with a common identity. Jefferson took English radicalism, the idea of inherent, popular w ...

Learning activities Essay Example | Topics and Well Written Essays - 1000 words

Learning activities - Essay Example The Americans public displays of affection are seen as liberated and rude in front of elders of Asian countries like the Philippines. It is in this way that false assumptions are made of cultural differences. While racism seeks to rationally and consciously oust different ethnicities, ethnocentrism is created by enculturation (Patterson 2005). A great disparity occurs because of the presence of ethnocentrism in the minds of individuals. With it comes improper deliverance of health care facilities to members of different races and ethnicities. Health workers, community members and policies are all affected by ethnocentrism which prevents individuals from getting the full benefits of a health care program. Despite all of this, there have been universal standards of right and wrong that are introduced and prevalent in the world today. The ideas of a superior white race during America's colonial times have been replaced with equal systems being created for whites and blacks alike. Thus, with time come change and a greater acceptance of different cultures. 2. There are certain health care jobs that each federal and state government is responsible for providing to the citizens of their country. This includes basic ideas like protecting the health and safety of every individual. The physical and mental health of each citizen has to be recognized and acknowledged through providence of proper food and nutrition along with controlling of diseases and providing for the elderly. But it also includes the measures that must be taken to protect the health of citizens during disasters. This includes providing and realizing the basic health care needs of each individual in a disaster hit area and providing relief medicine and goods accordingly. 3. Don't know 4. Don't know 5. Medicare refers to a social insurance program that is set up by the United States government to provide for the coverage of health insurance to any citizen over the age of sixty five or those who meet the special criteria (Medicare Rights Centre). Operating under a single fund, the doctors and expenses of this insurance program are all funded by the government itself. 6. Medicare is a perfect example of a health policy provided for by a single payer: in this case the government. Thus, living up to the ideals of social liberalism, Medicare provides equally for the patients who fit the required needs. 7. The presence of health care provided according to income is ample proof of an economic liberalism that exists in the United States Module 5 Allied health professionals provide a varied and diverse number of services. The education sought by each of these doctors, the degree of autonomy they have been allowed by the medical establishment that employs them and the regulations that have been set out to control their practices are all varied and different from professional to professional. However, there are a number of similarities between them. Emerging from the same history and evolutionary path, the creation of the autonomy is distinctly similar. Cost effective strategies have forced tremendous

How can the planning system encourage more sustainable patterns of new Essay

How can the planning system encourage more sustainable patterns of new housing development urban design - Essay Example Planning of homes has major impact on functioning level within societies. The planning and design of homes should consider various factors such as access to jobs, community facilities and access to transport. Well organized and planned housing development assist in the creation of unity hence contribute towards reduction in anti-social behavior. Development of cities, towns and leisure centers should consider various development policies such as environmental policies. Various destinations all over the world should consider creation of barrier-free movement within cities which would accommodate people of all walks of life (Scott 2000). Urban planning is defined as the art involved in designing places for the purpose of settling people. Such designs should consider accommodating more sustainable patterns of new housing development. New housing design method presents one of the most important elements of urban planning. The planning process entails various aspects such as aesthetic value of building masses based on the intended functions. In addition enough passage areas are constructed to enhance easy movement of both people and vehicle traffic. This would improve communication links within towns. Urban planning and design incorporates visionary frameworks which projects quality outlook of the development formats capable of accommodating vast developmental activities and at the same time maintains socio-cultural activities (Susan and John 2004). Development of modern quality housing requires the use of upgraded technology capable of producing modern designs and at the same time maintaining a sustainable environment. Infrastructural development does not entirely define an urban metropolis; it is also defined by the expectations and ambitions of its habitants and characterized by its upsides and downsides. The Cities background, practices and communal set up, form the core of city’s existence. There is need to effectively administer

The Purpose and Benefits of Classroom Observation

The Purpose and Benefits of Classroom Observation Classroom observation is a process by which the institute of nursing-Academic Support Person(ASP) sits in on one or more classroom sessions, records the instructors teaching practices and student actions, and then meets with the instructor to discuss the observations. The main purpose behind the classroom observation is to allow a teacher to get feedback from an objective, experienced observer and to involve in context-specific discussions about teaching with adviser. The observation should not be an endorsement for promotion and tenure, a judgment of the teachers teaching methods, styles and skills, or an assessment of the teachers knowledge of disciplinary content. It is purely developmental rather than intimidation and making decisions. Classroom observation has been used many years ago to evaluate the quality of teaching provided and the consistency between the curriculum plan and the actual delivery of the material by teachers. Wagg (1999) stated that the purpose of looking at implementation is to see whether there is mismatch between intention and strategies. Classroom observation has constantly been seen as an effortful task from the side of the teachers. Negative attitudes have been expressed from several teachers venting their disappointment about the process by which observation has been implemented. This feeling of unhappiness and dissatisfaction is not a product of today; it is possibly an aggregation of many years of authoritarian, impressionistic, and impartial models of supervisions with teachers feeling of little ownership. Because the observer has a great role in renewing the teachers contracts, they had to conform to the supervisors viewpoints .This is considered an exceptional limitation of the obser vation process. Diverse research revealed that the way teachers behave in the classroom and the instructional methods they use impact the degree students learn. Consequently, using classroom observations, educators and investigators are capable of providing feedback that may improve the teaching practices in the class. Hopkins (2002) considers that the motivation behind any school observation is not limited to classroom research only but it extends to the professional development of teachers. This is because of the many years of observations that contemporary educationalists agreed to desert through time the conventional recitation lesson (Wragg 1999). Clearly, different forms observations encompass different criteria. These criteria may be comprehensive or specific. Some observation forms may focus on the students behavior while others may seek out the response of teachers to such behaviors. According to Hopkins (2002), there are four methods of observation: open, focused, structured, and systematic. Each method needs special instrument. . Observation tools are forms that are to be filled out by the observer. Depending on the observation technique, some forms or instruments may simply be a blank sheet, a worksheet, a scale, checklists, computer software, or a tally sheet. Some observers may be affected by the setting in which the lesson takes place and may focus on some particular feature of the teaching of one specific subject, like science or English. This in turn may influence whether they adopt a quantitative style, which is a type of systematic approach; counting and recording of individual events, or a qualitative method, wh ich is a type of the open observation approach, trying to look behind and beneath the mere frequencies (wragg 1999). Furthermore, there are many observations tools used by teachers on their classes or in peer observation settings (Malamah-Thomas 1987, Wajnryb 1992). Such instruments are powerful developmental tools for teachers and for trainees advisors, allowing both to look at the lesson systematically in conjunction with the feedback from advisors. Therefore, teachers and observers must perceive the instruments similarly to avoid misinterpretations and predispositions of the items within the tools. At the level of the ION, instructors have expressed the issue of the perception of the observation tool many times. In addition to the way the classroom observation is conducted. However, the questions that continue to irritate my colleagues and leave them preoccupied with an answer to them are that, do all classroom observers perceive and interpret the same observation items within the checklist in the same wayà ¢Ã¢â€š ¬Ã‚ ¦?Is there any problem in the observation methods? This actually urges me to investigate these issues in the Institute of Nursing (ION) to find out any discrepancies in the understanding of the observation checklists and or any defect in the observation process. To pursue the task appropriately, the advisors will not be participated in any other job but collecting data. Randall and Thornton (2005) refer to an advisor who has no other than to observe and take notes as a non-participant observer (Gebhard and Oprandy 1999). As the name designates, this kind of observation requires the observer not to engage in any interaction with the individuals being observed. Instead, the observer should concentrate on a particular behavior a specific criterion (Wragg, 1999, Hopkins 1999, 2002). For an observer, it is very important to avoid preconceptions and afterward approach whatever is to be observed with an open mind (Wragg 1999). Due to its direct involvement with the individuals observed, observation does have a benefit; however, it is time-consuming (Robson, 2002). Pre-judgments and predispositions may also produce troubles with observation. Such troubles may lead to misinterpretation of the data being collected (Brophy Good 2003). Therefore, the observer should avoid any personal biases that may contaminate his/her results. In this small scale study, the entire process of observation, from the instrument used by the observer to different stages of teacher observation, was totally decided by the observer and the investigator. The terms observer and advisor will be used interchangeably. Background The United Arab Emirates (UAE) encompass three institutes of Nursing (ION) located in Sharjah, Ras ELkhaimeh and Fujairah Emirates and they are governed by the Ministry Of Health (MOH).According to the policy, the ION has an observation system performed by three persons: the Central Academics Coordinator (CAC), Academic Support Person (ASP)and the Branch Manager(BM). The class room observation is held two times per semester and as needed. One observation is announced and the other is unannounced. At the level of each ION; the observation responsibility is delegated to the ASP. In case the teacher observation result was unsatisfactory, the CAC will be called to reobserve the same teacher within two weeks of the unsatisfactory observation but can also observe those with satisfactory outcomes. The BM does a spot check from time to time on the ongoing of the teaching process. The three observers use the same observation instrument and it is qualititative (open methods) in nature where ob servation bias can sometimes significantly affect the result. The session Appraisal form is composed of 29 items focusing on two areas of classroom practices: Effective Questioning (8 items), Effective Teaching Practices (21 items). These items are marked as, Accomplished, Partially accomplished, and Not accomplished. The final result is either satisfactory or unsatisfactory (Appendix 2). The adopted teaching methodologies are cased-based and lecture-based, depending on the course. Most of the teachers at the ION are well experienced and hold master degree. I have been working as a senior nursing tutor for the last seven years in the ION. It happened more than once a teacher got two or more different feedbacks from the observers. The teachers always blame the observers for their inconsistency in the understanding of the observation items and in the way the observation is conducted. The majority of the tutors wonder whether a difference should be there while using the same observation checklist and the same observation methods. The investigator will try to answer this question and orient the teachers to the findings. Research Questions Is there a significant difference in the perception of the same observation items within the instrument used by the different advisors in the ION? Is there any defect in the observation process? Purpose The investigator will try to: Find out any discrepancies in the observation tool among the observers. Identify the drawbacks of the observation method. Report to the curriculum committee and teachers these inconsistencies (if any). Observation Methods Classroom observation is a collaborative process. Both the teacher being observed and the observer have vital roles before, during, and after the observation. Collaborating at each phase of the process can help put both participants at ease so that each benefits from the experience (University of Washington 1998). Classroom observation is conducted through three phases that were adapted from Day (1993) and Richards and Lockhart (1994) were: pre-observation meeting, observation phase, and post-observation follow-up phase. The researcher will be use the ION designated tool during the observation process. (Fig 1). Pre-conference phase is executed before the classroom observation. The purpose of this meeting to share information that helps both the instructor and observer prepare for the observation and to illuminate the explicit outcomes of the lesson observed. It also aims at clarifying the activities through which these outcomes will be attained. Information exchanged during this meeting includes overall process of the evaluation, the purpose of the observation, course information, lesson plan, instructional objective(s) , class activities, instructional methods, What you want the observer to pay attention to, Where youd like the observer to sit , what will happen during the observation, and observation follow up opportunities. This phase does not take place in the ION. The second stage of the process is the observation phase (Data Collection) or the execution of lesson. The ION observers gather information to be discussed latter with the tutor. These data include instructor doing/saying, students doing/saying, instructional methods, teacher-students interaction, and flow of the sessionà ¢Ã¢â€š ¬Ã‚ ¦etc. Generally, the ASP will use a checklist tool designed for this purpose of classroom observation (Appendix 2). The observers, unlike the traditional supervisors who usually sit at the back and document the classroom events, sit where they can have a good view of the class. Analysis of the collected data and preparing for the post-conference take place immediately, next to the observation, it is suggested that observers code the data checked in their notes. Identify information that links to the following: Organization and presentation of the lesson, level of student concentration, interactions, and participation, the quality of interpersonal relationships between the teacher and students, effectiveness of instruction and how instruction could be improved. The third stage is the post-conference phase or follow-up. Shortly after the observation, the advisors emphasize the positive areas of the observation process such as the strengths of the lesson. The teacher will be asked to evaluate and reflect on his lesson at first. Then, the observers will discuss the collected data with the teacher. It is a descriptive stage where the observers describe the various phases of the lesson. The observers during this phase ask probing questions that guide the teacher through the process. They also provide direct feedback on the areas the teacher has asked for in the pre-observation conference. In doing so, many of the areas for improvement are originally stated by the teachers because they had a chance to reflect on their teaching. Figure Observation Cycle: Adapted from: http://www.commnet.edu/emprel/trng/tm_3_2_clasobs.html (2004). Validity and reliability in observation It is essential that observation is as objective as expected and advisors must be mindful of their own interests and predispositions so that the data gained is as valid and reliable as conceivable and not designated to verify a point (CCC 2004). Observers customarily continue-the-spot notes to complete an observation schedule so that any extra or uncommon actions can be noted. For example A come into the class and talked to teacher, this interrupted classroom for 3 minutes; Fire alarm rang at 2.24pm so the class was shorter today than usual. Field notes are often written post assessment and the advice is to do this as early as possible. Robson (2002) proposes that you should never begin a second class observation before sorting out your records for the first one Practice in utilizing a schedule before the actual observation will assist the observer to settle uncertainties in how to employ it or how to record unforeseen or vague data. Reliability of observation will originate from appraiser consistency. Appraisers have to make sure that they make parallel decisions about similar situations on diverse events. They must also take similar decisions about similar events if they see or hear them again; say on video or audio tape. Preferably, having more than one appraiser observing the same events, at least in initial practice sessions, so that there can be agreement on what is going on and how it is to be coded. The two observers at the ION were aware of these points to ensure the validity and reliability of the class supervision. Limitation of the study It is worthy to mention that the scope of this study is limited to a group of teachers of Nursing in Fujairah campus in an educational zone. Therefore generalization of the study might not be possible. Literature review Even though the classroom observation is seen as a crucial element of each educational system, researchers have found that teachers were not satisfied with the observation process. The main reasons researchers found were judgmental, evaluative nature of observation, authoritative role of observers and prescriptive nature of feedback (Akbari and Tajik 2007). Wang and Seth (1998) found out that classroom observation has gained a negative reputation in the ELT profession because of its subjective, judgmental, and ill-defined nature. Many instructors resent being observed at short notice by important people who judge their performance according to their own, not necessarily appropriate criteria, and make unwelcome suggestions for change. It seems as if these inspectors have the final word on whether their performance is good or bad, right or wrong. In many situations the observers enter the classes to look at the teachers performances to decide at the end of the academic year who will continue in his/her job or not. Certainly, this perception places teachers under too much stress which negatively impacts their performance in classroom. Randall and Thornton (2001) believed that anxiety levels in the lesson execution phase can become very high and can precipitate failure on the side of the teacher to generate an effective lesson (Fig 2). Figure 2: The effect of anxiety on performance (adapted from Randall and Thornton, 2001) Regarding the process of the classroom observation in the UAE, Alwan (2001) find out that the instructors in the UAE are acquainted with the observation; yet, it does not take the systematic approach that would increase the achievements for the teachers. Consequently, such ad-hoc appraisal practices can simply yield extensive teacher anxiety, a lack of belief in the validity of the observation, and a delicate discouragement of other institutional initiatives to sustenance teachers efforts to deliver courses effectively (Murdoch, 2000). Nevertheless, classroom observation should be intended at enhancing professional growth of the teacher rather than threatening them. It should also focus on the strengths of the lesson. The tutors and through their dealings with the students will recall which areas delivered in a good manner and the ones that require revisiting. It is valuable to point out that the advisors role is to explore with the teachers so that they have the chance to reflect on their own teaching with the expectation that this approach will turn into a fundamental part of the teaching and learning process. Therefore, it changes into a reflection in action process that is conducted during the teaching learning process. Schon (1983) explained this reflective process by saying: Both ordinary people and professional practitioners often think about what they are doing, sometimes even while doing it. Stimulated by surprise, they turn thought back on action and on the knowing which is implicit in actionà ¢Ã¢â€š ¬Ã‚ ¦usually reflection on knowing-in-action goes together with reflection on the stuff at hand. (Schon, 1 989) Therefore, classroom observation is getting more importance than before. The purpose of many of them is intended towards professional development. It is through experiential learning that the tutors will be self-evaluative and hence will be capable of reflecting on their teaching strategy. Heron (cited in Randall and Thornton 2001) said that working from experience the client (the teacher) is prompted to uncover incidents which are important, reflect on these incidents and to discover new meanings for these incidents, and then prepare to put the learning from experience and reflection back into new experience. Finally, it is of merit to mention that teachers teach many lessons of which only few of them are observed. Accordingly, If the observed lessons are considered valuable and worthy to be observed then they must be regarded as worthy to be analyzed appropriately, for little purpose was served if, after a lesson, observers simply exude good will, mumble vaguely or appear to be uncertain why they are there, or what they should talk about (Wragg, 1999). Methodology To inquire about teachers dissatisfaction with the overall observation process, a two phase qualititative study was conducted. In the first phase, the observation instrument revisited to see whether the observers perceive its item similarly or not. In the second phase, a questionnaire was distributed to all ION teachers in an attempt to evaluate the method of observation conducted there. Ethical Considerations The ethical considerations were carefully considered before conducting the study. A permission letter was sent to the concerned people to consent them. Anonymity and confidentiality of teachers responses guaranteed (Appendix 3). Part I: Procedures and Participants Two observers visited Diploma I class to assess a teacher teaching Nursing Care of Adults 201.One of the observers is the ASP whose tenure is 11 years and the other is a critical friend who holds a master degree in education and has 10 years of teaching experience. Both are familiar with the observation tool. This approach was used to explore inconsistencies in the perception of the observation items within the specified from. They were informed about the process; they should sit at different corners in the back of the class (Fig 5), do not speak to each other, and fill in the appraisal form the way they perceive it with an evidence for each partially or not accomplished item. Data Analysis At the end of the classroom observation the researcher collected the two filled forms and sit with the two observers to discuss the findings. The data analyzed by utilizing simple statistics, and tables. Results The two forms were collected, and it was found that two items were uneven where each tutor has his own perception. Class Subject Observer 1 Observer 2 Session Time Teaching Method Diploma 1 Nursing Care of Adults/Hyperthyroidism Academic support person, 11 years teaching Experience Critical Friend, more than 10 years teaching 50 minutes Case-based The mismatched items were two out of 29 items; the two items were located under the Effective Teaching practices. See table below: Finding of first observer marked as (1) and (2) for the second Effective Teaching practices Accomplished Partially Accomplished Not Accomplished 26. Asks students to evaluate their own or others responses. 2 1 29. Demonstrate the ability of dealing with problem students 1 2 Observers Justification First observer 26. Asking student to evaluate and reflect on the answers given, getting feedback from classmates should be done frequently in the case based session as this would involve the students in the class and enhance their understanding. This should be observed as a dominant feature in the session and not only once or two. 29. The students were enthusiastic, motivated and participating actively, it was loud voice but not noise, but you have to ask students to lower their voices to hear their classmates .Raising their hands without calling Sirà ¢Ã¢â€š ¬Ã‚ ¦. Is fair enough. Second observer 26. Students were fairly able evaluate their answers and that was done with two students only. As for the responses of their colleagues; the students were called more than once to reflect on their answers when the teacher asked them: 1) Do you agree with S? Why? 2) Why did M relate the presence of excessive eating to weight loss? Comment on her answer. Although, the teacher tried with them, the students were not able to evaluate their responses. 29. Loud voice from the side of the students will disturb the learning environment preventing the others from hearing the answers, the teacher tried to control students noise particularly when they gave answer together, but he could not. Abiding by the classroom norms is the responsibility of the teacher. Setting clear guidelines should be made to limit this behavior. At the back of the session appraisal form there is a room left for the appraisers comment to reflect and set the areas that need improvement on points that are not covered clearly in the observation form but should be part of the lesson or he may emphasize certain points seen in the class. The first observer A) Group work: The teacher should give more time (more than 10 minutes) for the group work to allow the students to prepare and discuss the task properly among them as the task given require deep analysis. Moreover, the teacher should ensure that all the students are participating in the discussion within the group. Checking group work output is not necessary to be done with each group, as far one or two groups were investigated, then the other groups could be done if required by the judgment of the tutor. The Second observer A) Group work: Ten minutes for each task is fair enough as the students should come prepared from their home. The time is given only for discussion and preparing the transparency. Giving more time will waste the teacher time and hinder his ability to cover the course objectives. Group work output was not explored: teacher has to reveal all group findings and seek evaluation or comments from other groups. The first observer B) Teaching strategy The teacher should implement various teaching strategies in the classroom such as role play, watching and commenting on videos to promote students understanding, involvement and make the session interesting. The Second observer B) Teaching strategy The session was quite interesting. According to the task discussed in the session, role play or video would not be effective as the demonstrations used by the teacher plus the clinical examples and the real life examples given by some students were satisfactory to cultivate the different concepts in the sessions. Discussion One method for analyzing the observation findings of the two observers is through triangulation. Triangulation in the classroom research involves checking the perceptions of more than one person to see if ones own interpretations have any support Wragg (1999:111).The total number of the items in the observation checklist is 29, and the debatable points were 2. Then, the agreement was around 93% and disagreement in 7%, which means that the instrument used is reliable. When the observers agree on > 80% of their observation, this means the information and the data are reliable Wragg (1999). It is believed that different style dimensions of learning of the observer may have a possible influence on providing feedback to the teacher. (Randall and Thornton 2001:134). The first observer, the academic support person, conducted more than four observations to the observed teacher, and knows him better than the second colleague. Hence, he built his feedback on his previous knowledge of the learning style of the observed teacher and provided the feedback in a consultative rather than confronting approach, The students were enthusiastic and participating actively, it was loud voice, but not noise, but you have to remind students to lower their voice to hear their colleagues . Part II Procedure: The participants filled a qualititative questionnaire of seven questions (Appendix I). The questionnaire was piloted before being administered. A total of eleven questionnaires were administered through face to face contact with the investigator. Ten of them were collected and analyzed. Participants The participants in this study were ten teachers of Nursing in one of IONs. They have been teaching in the ION for more than 7 years. Those teachers have been observed by three different observers using the same tool. The teachers are male and females and range in age from 36 to late 54. They majority of them are native Arabic speakers from different countries and two teachers are westerns. They are of multi-cultural background. Data Analysis The responses to the questionnaire were gathered and then analyzed. The responses were calculated using simple statistics and presented in charts. Results of the Questionnaire Items No. of Teachers Percentage I have been observed two times by the ASP 8 80% I have been observed three times, two by the ASP and once by the CAC 2 20% I felt anxious and blocked when the observer visited my class 10 100% I am dissatisfied with way I observed. I did not meet with the observer before the session 10 100% The observer was sitting in the back, ticking on the observation form. 7 70% The observer did not tell the students who he is, creating unstable setting in the class. 7 70% The late feedback does not reflect the immediate feedback. 8 80 % The observation is not intended at teacher development. 9 90% The feedback is threatening if it is unsatisfactory. 9 90% Classroom observation does not fulfill my educational need 7 70 Classroom observation has no impact whether negative or positive. 2 20% Classroom observation partially fulfill my educational need 1 10% Discussion Obviously, there are no defects in the observation instrument. So, where is the problem? The result of the questionnaire provided to ten teachers revealed that the problem is in the observation process itself. The majority of the tutors (80%) have been observed two times per semester by the ASP whereas the remaining 20 % were observed three times by the ASP and the CAC (table 1). All the teachers (100%) expressed various levels of frustration and anxiety when they are observed. They assured that the observers themselves were a source of apprehension. Teachers added that none of the observers take an action to alleviate their anxiety. All the tutors (100%) expressed their feelings of dissatisfaction with the observation methods as no pre observation conference is conducted neither before the announced or the unannounced visits. This puts more stress on the side of the observees. Furthermore, 70% of the teachers mentioned that the way the observer enters and sits at the back of the cla ss ticking items on a checklist. This disrupts the stability of the classroom environment as the students perceive that he is observing them making them reluctant to answer and participate in the class effectively which in turn impact the execution of lesson. This is because the observer did not identify himself to the students as well as the purpose of being there. Moreover, he sits in the corner of the class and started to document his notes all the time. Accordingly, the students think that he is writing about them. Another significant point raised by 80 % of the teacher is the feedbacks given by the observers. They confirm that the immediate feedback provided is inconsistent with the late feedback received by the teachers. The striking issue was the perception of the 90% of the teachers for the session appraisal as a threat rather than developmental (Fig 3).Teachers feels intimidated and frightened by the entire supervisional process. This is because the models of observation we inherited are authoritarian and directive. All these factors combined their effects to increase teachers anxiety and dissatisfaction. When teachers asked to rate their level of satisfaction with the process of observation, 70% considered it unsatisfactory as it does not fulfill the educational needs of the teacher and did not enhance their teaching methods, 20% were neutral and 10% was fairly satisfied( Fig 4). This necessitates reconsideration of the overall observation process. Number of teachers Frequency of observations Percentage 8 2 80% 2 3 20% Table Frequency of observation Figure 3 Perception of classroom observation Figure 4 Satisfaction level Recommendations: Based on the findings of this Investigation, the investigator recommends certain points to enhance the process of the classroom observation. Having a pre-observation conference will guide the observers during the observation phase and will ease the teachers level of anxiety that result from the process in the part of the teachers. This will also assist the discussion that takes place in the post-observation conference. The professional teacher is one who is able to reflect critically on their own practice (Schon 1983, Wallace 1991). Accordingly the overall process will promote refl

Tok Natural and Human Sciences

In my opinion I believe that expectations influence or observations greatly. If we think something will happen we are more likely to look hard for it. If we want something to appear then it is more likely that we will think that we see it. An example of this is when people hallucinate. Someone is more likely to see a ghost if they believe or are expecting to see one. In natural sciences when looking for something in an experiment we may think we see it if we are really hoping or expecting to see it.For example when looking for bubbles rising in different liquids and we are expecting one to rise then we may think we saw one and if not expecting one to rise we may think that it wasn’t one. Another supporting example is when we are looking for someone and we see someone either in the distance or we see a flash or someone, if we are expecting to see that person or hoping to see them we may interpret them as the one we are looking for.This shows how expectations can influence our o bservations in seeing what we want and/or what we expect to see. Although to an extent expectations don’t completely influence our observations. They don’t change them only impact on them. We may see after that it isn’t when we focus more on the subject. So our observations can be momentarily manipulated but not completely. It depends whether it is a positive expectation or negative expectationHuman Sciences – How do the human sciences differ from the natural sciences? Human sciences study human life and human activities. It includes fields of study such as social sciences like history, anthropology, sociology and many others. Basically, everything that has humans all over it. Natural sciences on the other hand studies the universe. It includes fields of study such as biology, astrology, chemistry, physics and others. Basically, everything about nature and what is around us.

The Ronald Reagan Administration

In the year 1980, an unstable economy at home, a hostage crisis overseas, and the end of prior administrations that were not trusted at all troubled The Untied States. Ronald Reagan was elected as the oldest president at sixty-nine years old on November 4th, 1980. Reagan was born in Tampico, Illinois and before he was elected he served two terms as California governor first year starting in 1966. He served to presidential terms from 1981-1989. Reagan's track record proved to be very strong and included welfare cuts, decreasing the number of state employees, and halting radical student protesters.Like other GOP members, Reagan came into office promising to limit the power of government and to strengthen American military power overseas. â€Å"In this present crisis,† Reagan said in his inaugural address in 1981, â€Å"government is not the solution to our problem; government is the problem. † He was saying that government was holding the economy back of its full potentia l. Ronald Reagan wasted no time in institutionalizing the new conservative creed. In 1981, after surviving an assassination attempt, Reagan pushed his plan of lower taxes which was that proved most beneficial to the rich and steep budget cuts through a tentative Congress.Additionally to that year he cut spending on social security, debilitated and weakened organized labor groups, and lived up to his campaign promises and commitments by reducing government regulations and laws that had prevented mergers while managing the banking industry. Also, in 1981 he appointed conservatives who would carry out his vision of smaller government to agencies like the EPA, his cabinet, and the courts. A big keystone was Anti-Communism of Ronald Reagan administration’s foreign policy.The Reagan Doctrine had a unstable relationship with the Soviet Union and Central America, more so than with other nations. President Reagan drove for a space-based missile system to help keep America on the offen sive and, to protect ourselves from other countries trying to attack the Untied States. He also pushed for a â€Å"Caribbean Basin Initiative† in expectations of stimulation of economic growth in the United States. Many critics saw Reagan's military tactics as illegitimate and dishonest.They disagreed with the quantity of funding relegated to military efforts in Central America. . These funds were used to intervene in Grenada and El Salvador, and aided pay an undercover war against the revolutionary government of Nicaragua. As expected from a timid Liberal Congress, funding for the Nicaraguan war was blocked. Nonetheless, the National Security Council raised the money to finance the intervention. Reagan saw the Soviets at the heart of every international dispute, from revolution in Central America to international terrorism in the Middle East.To frustrate the Soviets, Reagan called for the largest and most expensive peacetime military buildup in American history. Ronald Reaga n made the Untied States of America military powers way stronger than ever, he was always trying to improve the military’s technology and weapons. He made America one of the strongest military powers when in office. With his telegenic features and extensive experience in front of a camera from his career in Hollywood, Reagan was ideally suited for politics in a growing media age.Though intellectually unaspiring and often disengaged in his leadership style, he brilliantly articulated themes of patriotism, individualism, and limited government that resonated with millions of Americans. The President worked tirelessly in effort to propel his campaign for a second term. Ronald Reagan's victory in the 1984 presidential election underscored his political popularity which he carried 49 states and 525 electoral votes. Through his speeches he repeated his anti-Communist bombast that Soviets and Communism, as a whole, would fail.He despised the Soviets and told the country they would f ail in anything against America. Ronald Reagan's second term witnessed a radical change in U. S. and Soviet relations. He was concerned about a possible backfire against his policies; Reagan called for a â€Å"constructive working relationship† with the Kremlin. At the same time, a new leader was emerged in Mikhail Gorbachev, came into power determined to change Soviet society by introducing a series of political and economic reforms.In determination to avoid an expensive arms  race and allow economic growth to take place, Gorbachev declared a suspension, or delay, on deployment of medium range missiles in Europe and asked the United States to do the same. The result of these growths was a series of four Reagan-Gorbachev summits, which concluded in the first U. S. and Soviet treaty to reduce the number of nuclear weapons. Treaties were then worked out and caused demolition of some missiles and allowed onsite checkups and inspections to occur. This was big for both countryâ €™s’ as the missiles were demolished from attacking each other.This was one of the many huge accomplishments while Reagan was in office. The Soviet Union no longer standing the type of threat it once did, Reagan and his anti-communist attitude and mentality still did not let up. Reagan with a goal of greater participation in the third world, the military's attention and care was soon afterward shared with the Middle East and its terrorism. Previous administrations had not been completely honest with the public as to what exactly their foreign policies involved. For this reason, great attention was turned toward President Ronald Reagan's handling of foreign policy in 1986.That year, there was assumption of the United States trading weapons with Iran in exchange for the return of American hostages being held in Tehran. In 1986, despite a Congressional ban, Reagan approved and authorized the sale of arms to Iran. This complex arrangement's aim was to furtively fund Nicaragua n rebels' efforts to defeat the cruel Sandinista government, successfully stopping the spread of Communism. All this was done in an effort to send a strong message to the Soviets that further Marxist activity would not be tolerated.Reagan was not a fan of communism he was an anti-communist. He did not accept it, and always had his eyes on communist. Despite these wins over communism, Reagan's authority was diminished and weakened in his second term by this scandal. Congressional hearings and investigation by special prosecutors led to the indictment of some of the President's top advisers. By the conclusion of his presidency, conservatives spoke greatly of the â€Å"Reagan Revolution,† which reduced the size of the government, reduced and lowered taxes, and technically â€Å"won† the Cold War.However, some claimed that Reagan's domestic policies forced excessive adversity on the poor and created a piercing increase and surge in homelessness around the whole country, wh ile his extreme military spending produced an extraordinary budget deficit. People say he increased military power over economic attentions. Possibly the critical irony of Reagan's presidency was that he improved public faith, confidence, and trust in the office of the presidency at the same time that his enormous scarcities crippled Washington's capability to reply to demands for greater government services.Nonetheless in actuality, his anti-Communist movement led to a grander involvement in the third world, particularly in Central America, and made his point very clear that he would stop at nothing to achieve worldwide democracy. Ronald Reagan's passionate opposing Communist rhetoric could be viewed as very debatable in its time, but events have shown he was prophetic in regards to the complexity of Soviet interior flaws. In an address to the British Parliament on June 8, 1982, Reagan declared that the Soviet Union was in the middle of a â€Å"great revolutionary crisis† an d expressed hope that Communism would wind up â€Å"on the ash heap of history.†He noted the depth of Soviet economic stagnation. Which he said, â€Å"The dimensions of this failure are astounding,† and, â€Å"A country which employs one-fifth of its population in agriculture is unable to feed its own people. Over centralized, with little or no incentives, year after year the Soviet system pours its best resources into the making of instruments of destruction†. The Soviet authorities criticized this Westminster speech, one of the most important of Reagan’s presidency.Still, what Reagan had defined was no secret to numerous Communist Party officials. One of them was Gorbachev, who evoked in his memoir that he was acquainted with the â€Å"disastrous picture† of Soviet agriculture millions of acres wasted, villages abandoned, and soils ruined by pollution. It was not until after President Reagan's two terms in office that his efforts against Communis m were understood as necessary. Less than a year after Reagan left office, the Berlin Wall was knocked and the Cold War was officially over in 1991.The Soviet collapse and failure was the result of a conclusion of many events, including the Chernobyl disaster, rebellion in the Baltic republics, and the rising expectations of consumers in a socialist system that could not manufacture anything of use. Reagan was right about the Soviet collapsing. Reagan was indeed sensible in his pomposity and his Anti-Communist views. These actions on his behalf led to greater worldwide investment in democracy. Ronald Reagan was a great natural born leader. He was a great speaker and his speeches were so motive.He was one of most influential political leaders in modern American history. Reagan’s presidency was a social, ideological, and political impact for the Untied States of America. He was one of the main leaders against anti- Communism. Ronald Reagan made the country stronger in political and military wise. Reagan thought you should be able to dream big and to accomplish your dream. Ronald Reagan thought you should have the determination, courage, strength, and hope to live that big dream and make it become real. Reagan thought outside the box and wanted Americans to live with big hope with their freedom.