An Employee Perspective Essay

This error communication situation confuses employees’ performance and motivation. Moreover, let the job feedback become useless and destroy the employee relationship. Therefore, this assignment is to find out the problem of H&M’s Job Feedback by using employee perspective. Moreover, enables employees to become more loyal to the company while they also work toward achieving their long-term career goals. Keywords: Performance & motivation, Brainstorm, Job Feedback, EPAC Introduction & Background Feedback is an anomaly. People have a general sense that feedback is good to give and receive. Therefore, Immediate feedback is critical when we are learning, especially when we do not know what we do not know. Equally important are the attitude of the sender and recipient and the individual providing the critique (London, 2003). A good feedback will provide positive encouragement because they want to convey their genuine interest. When employees feel leadership has their best interest at heart, they are inclined to make corrections and more likely to modify their behavior. Most people want to perform well and they want to know when they are doing something incorrectly. They want constructive a positive feedback by the leader, and they appreciate criticism when it is present in a positive manner. Therefore, feedback is an essential ingredient of an employee development program because people use information about themselves to formulate their career goals, get better performance and motivation. H&M believe in being straightforward and apply the open door principle, which gives employee the right and opportunity to discuss work-related issues directly with management. However, in H&M Hong Kong, employee cannot search any good feedback to provide positive encouragement for their job, this situation shows very critical in the area of Part-time sales Advisor in Hong Kong. Managers are using less time to being seriously to the employee of Part-time sales Advisor. It is because the manager thinks they will not work as a long-term staff (less loyalty) and the role of Part-time staff is less important than the full-time staff. Manager tends to give less time to encourage them by using constructive feedback but Destructive feedback. Destructive feedback is abusive. Although the word â€Å"abusive† may seem extreme as a description of workplace behavior, it occurs, and can be destructive to employees’ performance, careers and self-esteem (Bassman 1992). Therefore, H&M Part-time employees are less receive any comment by their managers. Nonsensically, according to the HR Data of H&M at 2009, there are over a half (55%) of employees are Part-time in H&M around the world. mainly work as Part-time Sales- Advisor. Therefore, if the managers in Hong Kong keep ignore and use less time to encourage them by using constructive feedback.

Mexican Immigrant Life and Americanization in the 1920’s Essay

In his book, Major Problems in Mexican American History, Zaragosa Vargas describes the Mexican Immigrant experience from 1917-1928. He begins by assessing the Protestant religious experience for a Mexican in the early 1920’s, and then describes Mexican life in both Colorado in 1924 and Chicago in 1928. After defending Mexican Immigrants in 1929, he includes an outline of an Americanization program, followed by an anecdote of a Mexican immigrant in the 1920’s. Vargas uses these documents to show the evolvement of Americanization of Mexicans from a community goal to a societal demand. Vargas begins with the Mexican Immigrant experience in the early 1920’s, and describes it mostly as a community project spearheaded by the Church and called for the aid of volunteers. The children learned and studied English in school, so the programs focused mostly on courses in English for the wives and mothers of the community. These English courses consisted mostly of vocabulary for familiar and most frequently seen objects. Sunday schools resulted from this process, and in turn made way for the development of night schools, clinics, an employment bureau, and a boys and girl’s club. In Colorado in 1924, Mexicans played a respectable role in society as not only a decent part of the population, but also the labor force. Spanish-Americans took a notable part in politics, and were involved in many occupations that included mostly agriculture, mining, and steel works. The recreation was also important to Spanish-American life in Colorado; the somewhat newly developed buildings were a source of community for many. Mexicans in Chicago in 1928, Vargas argues, lived a very different lifestyle and endured different hardships than the Mexicans in the Southwest. They were a much smaller part of the community, consisting of small, well-defined neighborhoods and several smaller less defined colonies. These Mexicans lived in the poorest houses in these neighborhoods, and most buildings guaranteed poor living conditions for these families. Employment only came certain times during the year when demand for labor was high, and it was the Mexicans who suffered most when certain industries reduced labor. In the words of Anita Edgar Jones, â€Å"They are the last to arrive and the first to be laid off† (Vargas). Mexican Life in Chicago during this time period served as a temporary solution for many families as they moved from recent arrivals to a more desirable place with better opportunity as they became more established and stabilized. Some neighborhoods were poorly organized for recreation, and even lacked Spanish-speaking employees at their community or recreation centers. Communities also lacked a Spanish-speaking priest, which is evidently different from early Americanization programs implemented in the Southwest in the early 1920’s. After addressing and defending most of the problems of Mexican Immigration in 1929, Vargas moves on to an outline of a typical Americanization program in 1931, where the Mexican Immigrant experience evolved from a community project that supported and encouraged Mexican assimilation, to a list of demands and requirements for Mexican and Spanish Americans to be acceptable members of society. Vargas uses these documents to show the progression of assimilation of Spanish Americans and Mexican immigrants into American society in the 1920’s. The life of a Mexican Immigrant during this time was very taxing, and these Americanization programs were used as a tool to attempt to create a society that operated under certain ideologies and values. As a result, this created an even stronger division between cultures, and prevented assimilation of the two groups. Work Cited Vargas, Zaragoza. â€Å"The Mexican Immigrant Experience 1917-1928. † Major Problems in Mexican American History. Thomas G. Patterson. Houghton Mifflin Company 1999. 234-53.

Air Resistance, Tyres And Friction Essays - Classical Mechanics

Air Resistance, Tyres and Friction Blake Smith Dragsters use a combination of large wide tyres or the rear and small narrow tyres on the front this combination is used for the following reasons: The front wheels: The front wheels are very narrow. This is so a minimum of air resistance or drag affects the dragster with lower drag better acceleration an in turn a better top speed can be achieved all leading to a better pass (race time). Now lets try to understand the concept of air resistance and drag. A basic example is placing your hand out the window with your palm facing forwards as you are driving your car along at about sixty kilometres per hour. You will feel a strong force of the wind (air resistance) pushing back at your hand. Now turn your hand side or so that your little finger is facing the front and your thumb is facing the rear at the same speed. The force of air resistance exerted on your hand is greatly reduced. This force is similar as to that exerted on the front wheels of the dragster. Now dragsters reach speeds of up to five hundred kilometres per hour, imagine the force needed to hold your hand against the wind if your palm was facing the front. It would be much easier to hold your hand side on. The same as it would be much easier for the dragsters engine to push the narrow front wheels compared to large ones. Air resistance is a form of friction (namely fluid friction) a friction from the air, as we know friction is defined as a force that opposes movement. The formula used to determine aerodynamic drag is as follows: Drag = 0.5 * rho * Cd * v2 * S Aerodynamic drag is a function of the following: - rho is the air density, which we cannot change. - v2 is velocity squared which is endeavoured to be maximized for the best time and/or pass. - S is the frontal or cross sectional area which we want to minimize. I.e. less frontal area means that a less significant amount of air resistance impedes the top speed and acceleration. - Cd is the coefficient of drag, which we want to minimize. So the two things with which can be worked with or changed, the frontal area and coefficient of drag, both of which need to be to minimized for the best results. Having very narrow front wheels minimizes the frontal area. This is the main reason why narrow front wheels are used. If the smaller the wheel the lower the drag, why not have the wheels narrow and very short as well? You ask. Well the reason is that if the wheels were very small they would drop into all the bumps and cause a loss of speed not to mention control. As the wheels would bounce into the depression and then launch up into the air as they come out of the bump. This is extremely dangerous in that the driver can no longer steer the vehicle that is travelling at near five hundred kilometres per hour, the car can also get air flowing underneath the car, with the effect of air resistance the car will lift up of the ground and flip through the air. Also the rotational force is much harder on the bearings causing more wear and friction meaning slower times. Large wheels are used because they will skim over the bumps and keep the car moving along a flat plane. They also exert less force on the bearings meaning less friction and better times. Now if drag cars use narrow front wheels so they can get less air resistance and a better top speed why don?t all racing vehicles run narrow front wheels? The answer is friction. The front wheels of drag cars do not have high cornering or driving force travelling trough them. I.e. they are only there to hold the front of the car up and allow it to roll along the road. In conventional racecars high forces are exerted on the tyre in the horizontal plane meaning that they need to have a good tread area so that they grip the road well and hold the car on the track so it does not slide off

Review of the Literature 3 Essay Example | Topics and Well Written Essays - 1250 words

Review of the Literature 3 - Essay Example amist revivals: revolutionary islamists, traditional islamists, and modernist islamists, where the common thread that binds them is their adherence to fundamental Islamic principles. For him, these different Islamists lead Islamic Revival in diverse terms, but they all argue for the renewal of fundamental Islamic principles. Revolutionary Islamists, also called as fundamentalist, are radical Muslims who advocate political activism and demand the conservative observance of Islam. They want to establish a purely Islamic state and to apply Sharia in their society. They resist Western beliefs and influences and anything that opposes the main beliefs of Islam. They want to reinstate the classical period, where the society made by Prophet Muhammad and his first four caliphs is the model Islamic state. For Revolutionary Islamists, the primary goal of the Islamic state is to implement the Sharia. The law cannot be separated from how the state should be run. Revolutionary Islamists do not acc ept the taglid and want to apply ijtihad and they blame the Traditionalist Islamists and their dogma of taglid for the fall of Islam. Revolutionary Islamists also do not approve of secularists, because this would weaken the ummah and oppose the idea of universalism in Islam. For the past few years, Revolutionary Islamists agree with the application of modern values in Islamic states, as long as they are aligned with the traditional Islamic principles. An example is accepting democratic ruling, as long as the ulama decides on lawmaking procedures and outcomes. Traditionalist Islamists are made of conservative ulama and Islamic scholars. Like the Revolutionary Islamists, they repudiate the teachings and principles of the West. They want to maintain Islamic beliefs and go back to the erstwhile eras of Islamic classical and medieval periods. They also do not oppose Sufism and other folk varieties of Islam, including the mystical ones. They argue that these different beliefs are part of

Effects of science on the environment Essay Example | Topics and Well Written Essays - 2500 words

Effects of science on the environment - Essay Example Science has introduced various forms of environmental pollutions. The thesis of my research attempt is to look into the relationship between science and environment and analyze this relationship to be able to conclude whether or not science harms the environment. Modern environmental pollution is attributed to burning of fossil fuels, which is used to run industries and increase in industries. It is also attributed to transport of raw materials and machines. One of the principal environmental concerns is the conduct of oil industries and the multinational companies in the oil producing area. The oil industry is involved in a number of activities that lead to direct environmental pollution. These activities range from exploration, refining, production and transportation. These activities have lead to both social and ecological disturbances. Pollution from pipeline oil leaks and seismic surveys that cause explosions are some of the negative effects of the science on environment. Most o f the scientific wastes are none biodegradable. Offshore drilling oil leaks, flaring refinery effluents and drilling floods are known to cause terrible negative impact on the environment. This has resulted in land alienation and extreme disruption of natural terrain due to oil exploration and oil drilling. Oil related infrastructure and installations are known to cause deforestation which leads to desertification (Molina and Zaelke, 5). Most of The oil exploration and drilling activities happen on virgin land with natural vegetation causes significant changes in the natural ecosystem. Gas flaring has been having tremendous environmental impact from these multinational companies. According to World Bank, gas flaring had contributed greenhouse gases on the atmosphere of the earth than any other source by 2002. Moreover, these gases are not used as fuel. According to a research done in 2010, over 191 billion cubic feet of the gases produced at the time, 145 billion cubic feet were flar ed. All this happened at the detriment of the environment. Gas flaring is known to contribute to climate change, which is one of the biggest global threats in the world today. Climate change is said to cause skin cancer, food insecurity and other significant diseases. Climatic changes and extreme weather conditions like El Nino are said to cause a rise in the cost of living directly or indirectly. Gas flares are known to contain toxins like benzene. This means that rain water becomes contaminated (EPA, 9). They pollute the air leading to respiratory challenges and health conditions like bronchitis and asthma. Science has been causing environmental degradation. Gas flaring has led to alteration of vegetation and destruction of soil nutrients due to the presence of chemicals in the rain water (Hester and Harrison, 87). Scientific activities continue to pump destructive gases into the ozone layer leading to depletion of the ozone layer. This has had an adverse effect on cultivation whi ch is a source of livelihood for mankind (Molina and Zaelke, 5). Places, which were fertile, are now covered with stubborn grasses and natural vegetation has been replaced by emerging resistant species. Intense heat, which has resulted from these flared gases, has caused the vegetation in affected areas to become extinct. The destruction brought by science is gradual and possible that is why the impacts caught the world unawares. The world has become to appreciate the

Ethical Theories and National Security Essay Example | Topics and Well Written Essays - 1250 words

Ethical Theories and National Security - Essay Example In act utilitarianism, opinions of function are involved straightforwardly and openly to every option of the state of affairs. Consequently, the operation of performance bringing the finest and excellent effect is regarded as correct. Opinions of function in rule utilitarianism are incorporated in the determination of resolutions of the strength and legitimacy or ethical behavior (White and Klein 33). Therefore, in rule utilitarianism, an action is regarded as correct and acceptable or erroneous in regard to whether ethical behavior was involved or not. Deontological theories are principled assumptions creating particular rules of behavior and position the significance of whether an action is correct or erroneous in accordance to the rule of law and ethical standards. Deontology theories are categorized in to monistic and pluralistic deontology. Monistic deontology was proposed by Kant and it stipulates that deeds of accomplishment in compliance or meeting the requirements of being c orrect and legitimate conducted logically and under good judgment are considered the embodiment of ethically admirable and commendable deeds. However, on a critical point of view, monistic opinions lack an approach or technique or determining solutions to a disagreement. Under monistic deontology, a common rule may congeal to become an unconditional rule. Pluralistic deontology was postulated by W. D. Ross and he asserted that certain manifestations disclose various obligations and responsibilities that lack the capacity for attachment. These obligations are generally embraced (Pera and Tonder 31). Examples of these obligations include the need not to hurt others, to assist others, and to be truthful. Ethical egoism is categorized into psychological egoism and ethical egoism. According to the psychological egoism, individual’s acts and deeds of accomplishment are abridged self-centeredness. This theory asserts that people behave in particular ways with the expectation of bene fitting from that behavior. On a critical point of view, this theory is evocative and suggestive; therefore, it is prone to being refuted. The assertions in psychological egoism are also considered wide-ranging, and they affirm a diminutive assertion towards individual deeds of accomplishment. Ethical egoism on the other hand elucidates the fact that individual deeds should be conducted on self-centeredness perspective (Shafer-Landau 194). On a critical point of view, people have varying interest and hence an individual performing his deeds in accordance to his interest may not necessarily do so in consideration of other people. Ethical egoism and utilitarianism have some similarities in that in both deeds are done in accomplishing what is preeminent to an individual. Ethical theory to live by It is of significance for an individual to be governed by the assertions of a particular ethical theory. The most favorable theory to live by is psychological egoism. Psychological egoism posi ts that an individual is motivated to act or behave in a particular manner as a result of individual believes that that particular behavior or action will bear fruits. It shows that people act according to their individual interests. We live in a competitive and harsh world. People in the modern world have been faced with difficult financial situations. Therefore, to survive necessitates that one should first according to his needs and be optimistic his/her actions

Building a Strong Brand Case Study Example | Topics and Well Written Essays - 4000 words

Building a Strong Brand - Case Study Example Within the industry some are questioning the long-term strategy of confectionery in the Nestl group, after the company announced that it wants to position itself as a "health, nutrition and wellness company". Competition - Nestl owns more than 25% of the L'Oral beauty business. When L'Oral purchased The Body Shop in May 2006, L'Oral handed back a 14% stake in the fair trade Day Chocolate Company, formally held by The Body Shop. Nestl has been dogged with adverse publicity surrounding its ethics in baby milk production, and it would seem that a share in The Day Chocolate company would have been untenable. Nestl launched a fair trade coffee, Partners' Blend, in 2005, which may signal a company intention to enter the fair trade chocolate market. Product Strategy - Nestl appears to be following a different premium strategy, bundling non-edible products to enhance gift status and encourage price trade up. To some degree this may be due to an over-reliance on child-targeted products and character licences in the portfolio. However, by offering non-edible components the amount of chocolate is limited and products might be perceived as healthier, thereby dovetailing into the over-arching Nestl Strategy towards health. Across the child-targeted everyday chocolate products, Nestl has followed a strategy of reformulating recipes to replace artificial ingredients with natural flavouring and colouring. This is a different aspect to the wider healthy eating agenda. Brand offering/product portfolio A large range of seasonal products are available, with a strong presence in novelties. Nestl uses the boxed chocolate brands to offer seasonal packaging formats and purchases character licences to offer products targeted to children. Easter - Value-added non-edible gifts are being added to products as an alternative strategy to encourage premium trade up. For Easter 2006, Nestle mugs and games featured on a Yorkie Subbuteo football egg and also a Milkybar Buckaroo egg. Christmas - The chunky chocolate brand Yorkie follows a masculine strategy and this was used for several Christmas products. 'Hot Stuff' was a rum flavoured version launched for the winter season 2005. A pint glass filled with Yorkie chunks, and a roulette game featuring a spicy chocolate were also available. Nestl claim that the products satisfied men's most popular hobbies of drinking and eating spicy food. Other occasions - A packaging strategy is used on the Yorkie brand to

Performance Improvement Plan for San Francisco Medical Center Essay

Performance Improvement Plan for San Francisco Medical Center - Essay Example Values of the organisation include providing a teamwork atmosphere, education, caring care, excellence and quality, and compassionate. The other values include honesty, integrity, honesty, and ensuring that they work with the community. There are three main values that the medical centre focuses which are stewardship, excellence, and dignity(Lewis, Dirksen, Heitkemper, & Bucher, 2014). In stewardship, the medical centre aims at using the resources available to promote healing and wholeness. It also promotes dignity which is the inherent worth and value of a person. Additionally, it comes up with exceeding expectations through innovation and teamwork. Evidenced-based practice is very important in performance improvement. For an organization to ensure that all the requirements are fulfilled, they must come up with an evidenced based practice. The need for healthcare transformation underscores the need for having an effective, efficient and safe management plan. If a company will achieve its organizational goals, there must be a proper evidence-based practice. The evidence-based practice aims at hardwiring the current knowledge in the nursing sector to improve patient outcomes and care processes. Evidenced based practice promotes the quality of the healthcare services (Williams & Hopper, 2013). Additionally, the evidence-based practice is critical in creating an excellent culture among the staff. The organizational culture greatly determines the success of an organization. One of the objectives of the healthcare is to improve the patient’s functional abilities, thus improving the quality of life (Francis, 2000). Through performing the functional assessment, nurses determine the current level of the healthcare and improve it. The growing need for better health care services promotes the implementation of the evidence-based practice. In San Franco Medical Care, the societal demands involve the

Investment & Retirement Account Research Paper Example | Topics and Well Written Essays - 500 words

Investment & Retirement Account - Research Paper Example Bonds are usually risk free and they are the best investment for retirement purposes. That will ensure that an investor gets assured returns at the end of the year. The use of options is highly risky. However, if the gains are positive, the returns will be high. The other advantage of options is the fact that the returns are usually frequent. In the case of a person wanting to retire, he/she will be assuring of frequent returns that will be used for survival purposes. Stocks are advantageous because they are a source of accumulating wealth and frequent dividends. The difference between traditional IRA’s and Roth is mainly on the payment of taxes for the deposits. In the case of the traditional IRA, taxes are paid at the end when a person is withdrawing the retirement money. There are some instances when a person can escape taxes in the front end in a case whereby money is put in the account. In the case off Roth IRA, it is the opposite of that. Taxes are usually paid in the front end and there are no extra taxes at the back end. For both accounts, money usually grows tax free while in the account. The other difference is on the contribution differences. For traditional IRA, anyone who has an earned income can contribute. However, for Roth IRA, there are income limits

How much IT involved in Auditing to (reduce Duration, Cost and Dissertation

How much IT involved in Auditing to (reduce Duration, Cost and increase Efficiency and Effectiveness), compare and contrast stud - Dissertation Example To analyse the actual scenario, this research work has adopted qualitative survey method for collecting data about the research scenario. Data have been collected from twelve different organisations that have implemented IT based auditing tools. The data collected were interpreted properly and subjected to Strength, Weaknesses, Opportunities and Threats (SWOT) analysis to obtain the results of the research. It has been found that IT based auditing tools reduce the time of analysis and data retrieval. They provide good availability of data. They are more accurate, efficient and effective in conducting audit procedures. The cost involved in implementing and maintain them is considerably more. Comparing United Kingdom and Kurdistan, United Kingdom is more extensively using IT based audit tools than Kurdistan. Table of contents Chapter 1 - Research Introduction 1.1. Introduction 1.2. Research Scenario 1.3. Statement of the research Problem 1.4. Aim of the Research 1.5. Main Research Ques tion and Hypotheses 1.6. Scope and Significance of this Research 1.7. Methodology of Research 1.8. Qualitative survey method 1.9. Data collecting instrument 1.10. ... Chapter Summary Chapter 3 –Research Methodology 3.1. Research Methods 3.2. Qualitative survey method 3.3. Qualitative Sampling 3.4. Qualitative Data Collection 3.5. The Qualitative Questionnaire 3.6. Validity and Limitations of the data 3.7. Chapter Summary Chapter 4 - Research Data Analysis 4.1. Qualitative Data representation 4.2. General Qualitative Data Analysis 4.3. SWOT analysis 4.4. SWOT analysis of qualitative data 4.5. SWOT analysis of Research data 4.6. Chapter summary Chapter 5 – Discussion of Results 5.1. Discussion of Results 5.2. Hypotheses testing with SWOT factors 5.3. Recommendations Chapter 6 – Research Conclusion References List of tables Table4.1. SWOT factors in table form List of figures Figure. 2.1. IT in different stages of auditing Fig.4.1. The SWOT matrix representation of the factors. Chapter 1 - Research Introduction 1.1. Introduction: This chapter provides an introduction about this research work with the research problem statement, a im of the research, main research question and the methodology of research to be adopted. 1.2. Research Scenario: The methods of auditing have changed significantly in the recent past due to the advancements in IT. Notable standards for the effectiveness in auditing have evolved. The quality of auditing is critical for financial reporting and auditing (FRC, 2008). Auditing involves the presentation and discussion of financial statements of an organisation. The discussion may be among the audit team and the top level management. Auditing is considered to be critical activity in view of the overall capital assets and market confidence. Present auditing practices are quite adequate but their data authenticity is less. This may be detrimental to an organisation as they suffer from

Computers Are an Important Part of Most People’s Everyday Lives Essay Example for Free

Computers Are an Important Part of Most People’s Everyday Lives Essay Do you agree or disagree with the following statement? Nowadays, computers are an important part of most people’s everyday lives. This change has improved the way people live. By advances in the technology, especially invention of computers, human beings can do their works much easier than the past. They have improved the way of our lives (life) dramatically. The number of advantages that computers can bring us is very much so that its disadvantages can be ignored (Advantages of using computers are so much that disadvantages could be ignored). Cases such as save (saving) time or facilitate (facilitating) job and affairs and improve(ing) our communications are my reasons which will be illustrated in details as following. To begin with, by using of computers we can save the time (more time). In todays’ community, it is told that time is money. With the huge advancements in technology, people’s life has more (become) complicated as it seems. Each of us hasn’t enough time to do all works on time (No one has enough time to do everything on time). The advent of computers in our lives(life), we can save time and do a big part of works more efficiently. For example, instead of going to shop and buying cloths, I (you) can buy it from my home by going to its website and even I (you) have this chance to see which cloth is the top-selling. (or) As an another example, I(you) can choose my (you) favorite five-star restaurant or hotel a couple of weeks before my(your) trip to a certain place. hat shows that I can better manage my affairs(It shows that people can better manage their life and schedule everything). The last example is that I even can control my home or personal room by using of my workplace’s computer (The last example is that home or personal room can be controlled or and monitored by using of a computer in workplace). These examples show computers have revolutionized our lifestyle. The last but not the least, computers improved our social behaviors. For the very first time in the history, Social networks and websites have given this opportunity to people to find friends and know people they never met before. Nowadays, there are a few internet-organizations by which we can find our future wife. It shows that computers even affect our lives (life) emotionally. To take these into consideration, I can confidently draw the conclusion that there are a lot of advantages which computers donate us such as finding new friends or saving the valuable time so that its drawbacks can be ignored.

Preventing Blood Stream Infections Health And Social Care Essay

Preventing Blood Stream Infections Health And Social Care Essay National Patient Safety Goals (NPSG) were introduced in 2002 in order to help address some of the issues that were responsible for causing a majority of the situations that were responsible for creating patient safety issues. These goals were implemented in order to put focus on what were deemed to be the most preventable of these issues. One of these goals is the prevention of central line-associated blood stream infections (Lyles, Fanikos, Jewell, 2009). Literature Review Central venous catheters (CVC) are indispensable in the care of critically ill patients. However, their use is not without risk. Catheter-associated bloodstream infections (CA-BSI) are common healthcare-associated infections in intensive care unit (ICU) patients and have been estimated to occur in 3%-7% of all patients with CVC (Warren, et al., 2006). It is well documented that intravascular catheter related complications are associated with extending hospital length of stay, increasing direct costs and increasing ICU mortality. Clinicians insert approximately 7 million central venous access devices (CVAD) annually in the United States, and of these, 1 in 20 is associated with a CA-BSI, despite the use of the best available aseptic techniques during catheter insertion and maintenance. Overall, an estimated 250,000 CVAD-related CA-BSI occur annually, with an attributed mortality of 12.5% to 25% per occurrence. The national cost of treating CA-BSI equals $25,000 per infection, respecti vely, or $296 million to $2.3 billion in total. While the number of CA-BSI has remained relatively steady, vascular access device use has drastically increased, especially in nonhospital settings (Rosenthal, 2006). A vast amount of research is directed toward reducing these complications in an effort to improve patient outcomes. A review of the literature provides an overview of current recommendations concerning intravascular catheter care and research regarding the use of education programs to promote recommended practice. The Centers for Disease Control and Prevention (CDC) published the Guidelines for the Prevention of Intravascular Catheter-Related Infections in 2002, which is the benchmark for all intravascular catheter care recommendations. The guidelines for CVC suggest the replacement of dressings every 7 days or when soiled or loosened, intravenous tubing changes every 72 hours, and the replacement of tubing used to administer blood products and lipid emulsions within 24 hours of infusion initiation (East Jacoby, 2005). According to the CDC, approximately 53% of adult patients in intensive care units have a central venous catheter on any given day (Rupp, et al., 2005). Skin cleansing of the insertion site is regarded as one of the most important measures for preventing catheter-related infection. Historically, povidone-iodine is an antiseptic that has been used during the insertion and maintenance of the intravascular devices. It works by penetrating the cell wall of the microorganism. More recently, chlorhexidine has been studied and found to be more effective as a skin antiseptic to prevent catheter-related infection. It works in less time, retains its antibacterial effect against flora longer, is not inactivated by the presence of blood or human protein, and causes minimal skin irritation. Chlorhexidine works by disrupting the microbial cell wall. It is active against many gram-positive and to a slightly lesser degree gram-negative bacterium (Astle Jensen, 2005). A multistep process is recommended to prevent CA-BSI that includes: educating staff, using maximal barrier precautions (e.g. a sterile gown and gloves, mask, cap, and large sterile drape), performing infection surveillance, and replacing occlusive dressing every 7 days or when needed (Buttes, Lattus, Stout, Thomas, 2006). Other strongly recommended practices include proper hand hygiene, use of chlorhexidine gluconate for insertion site preparation, and avoidance of routine catheter changes. Catheters impregnated with antimicrobial agents are recommended when infection rates are high or when catheters will remain in place for a considerable time (Krein, et al., 2007). Education of staff on the proper care of CVC is paramount in reducing the amount of CA-BSI. This is perhaps one of the most cost-effective methods of reducing CA-BSI (Ramritu, Halton, Cook, Whitby, Graves, 2007). Implementation A staff education program was initiated for the nursing personnel that primarily deal with CVC. This education program was aimed at training the ICU and step-down unità ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s nursing staff proper care and maintenance of the CVC. Education focused on proper care of the CVC, including when dressing changes should be performed e.g. every 7 days or when the dressing is soiled. Nurses were also trained in how to appropriately assist with CVC placement and the documentation tool that infection control utilizes to evaluate adherence to insertion guidelines. Posters were also placed in the nurseà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s break and conference areas that had educational material related to proper care of CVC. Documentation was also placed in the physicianà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢s lounges that encouraged utilization of maximal barrier precautions during CVC insertion. The facility that was observed currently utilizes a few different means of measurement with regards to CA-BSI. First, a checklist is utilized during CVC insertion that evaluates adherence to insertion guidelines by the staff. This checklist is sent to infection control and entered into a database which is correlated with patient data regarding CA-BSI. Second, in patients that are identified as having a CA-BSI, after catheter removal, laboratory microbiological studies of the catheter, blood, and insertion site swabs are performed to identify causality of the infection. Implementation Compared to Literature Suggestions Practices that reduce the risk of CA-BSI include the following: (1) use of maximal barrier precautions during CVC insertion (i.e., a surgical mask, sterile gown, sterile gloves, and large sterile drapes), (2) placement of the catheter in the subclavian vein rather than the internal jugular or femoral vein, (3) changing catheters only when necessary, and (4) changing dressings on CVC exit sites when they become nonocclusive, soiled, or bloody. These practices have been incorporated into national guidelines. Currently, the Healthcare Infection Control Practices Advisory Committee (HICPAC) of the Centers for Disease Control and Prevention (CDC) recommends that hospitals implement comprehensive educational programs that teach proper CVC insertion and maintenance techniques (Warren, et al., 2006). These practices are mostly in line with what is implemented at the observed facility. One difference, which is not in line with these recommendations, is that the observed facility has a high nu mber of internal jugular insertions rather than utilizing the subclavian vein. When asked about this, many of the physicians stated that access was easier to identify utilizing ultrasound during insertion and they preferred this method over subclavian insertion. Recommended Changes First, implementation of an education program for providers that is focused on infection control, especially the recommendation of utilizing the subclavian vein insertion for CVC placement as a first choice in patients that have no contraindications to this placement. Second, procuring the second-generation antiseptic catheter, coated with chlorhexidine and silver sulfadiazine on the internal and external surfaces, to more effectively prevent microbial colonization in patients that are identified as being at risk. Decreased bacterial colonization, a critical step in the pathogenesis of catheter-associated infection, may correlate with prevention of catheter-related bacteremia (Rupp, et al., 2005). Third, education and training needs to be expanded to any nurses that may be responsible for caring for a patient with a CVC. These areas include non-critical care areas such as pediatric and medical floors. Larger numbers of patients with CVC are now found in non-ICUs than in ICUs and that CA-BSI rates in those settings are higher. Catheter types and insertion sites vary greatly among settings. For example, jugular and femoral insertion sites are common in ICUs; subclavian and peripheral sites are more common elsewhere. So strategies for reducing CA-BSI must be tailored to the setting (Hadaway, 2006).

Oxford Movement and the Church

Oxford Movement and the Church Article reprinted from Cross Way Issue Autumn 2008 No. 110 (C)opyright Church Society; material may be used for non-profit purposes provided that the source is acknowledged and the text is not altered. THE OXFORD MOVEMENT By David Phillips It is likely that we will see a growing interest in the Oxford Movement in the wake of proposals by Roman Catholics to declare one of its founders a saint. The early part of the 19th century was a period of great social change in Europe and the role of the Church was being weakened and threatened. However, some reform was necessary and parliament took the lead. In 1833 a Bill was passed to abolish two archbishoprics and eight bishoprics in Ireland. Whilst the decision was reasonable not least because of the problems in Ireland it was for some the straw which broke the camels back. There were those who believed this was unwarranted interference by the state in the affairs of the Church and demonstrated the weakness of the Church. John Keble responded with a sermon in the University Church in Oxford entitled national apostacy and he found support from three other Oxford men in particular John Henry Newman, Hurrell Froude and William Palmer. In September 1833 these men began to publish Tracts which were referred to as The Oxford Tracts giving rise to the later name The Oxford Movement. It is said that the chief concern of the Oxford men was the dignity of the Church and they argued in the Tracts that it was sacrilege for non-Church bodies to lay hands on the Church. They also had a strong aversion to the emerging liberalism and a desire for personal holiness. In these things they would have found sympathisers amongst Evangelicals but this was not all that surfaced in the Tracts. At the time High Church referred to those who had a high regard for the Church and its ways including establishment and its Protestantism. Thus High Churchmen were split in their response to the new movement. Some warmed to what was said about the nature and dignity of the Church whilst others saw that it would lead to disestablishment and indeed to some Roman practices at least. The impact of the movement was such that the old distinction of high church was largely lost and the term came to be associated with the Tractarians. The authorities in Oxford also distanced themselves from the Tracts and from any association of the name with the university. Historians will sometimes say that Evangelicals were slow to respond or even ill equipped to do so, but this is clearly not the case. The robustly evangelical newspaper The Record (later to become The Church of England Newspaper) commented on a letter sent by the Oxford men to the Archbishop of Canterbury and then later on the early Tracts in its December issues of 1833. We must confess the surprise was extreme and the sorrow poignant with which we read the tracts of the Apostolical Society at Oxford, extracts from which appeared in our last number. Had we not read them with our own eyes, it would have been difficult to persuade us that such effusions could have escaped, at any time, from the pen of Protestant clergymen The Record attacks the Oxford men on apostolic succession not because Evangelicals rejected the idea but because the Oxford men were touting the Roman view of succession. As a Protestant Church the Church of England, cannot nor would it wish to claim such succession and to do so was sheer folly. They also state that the Tracts talk of clergymen conveying the sacrifice, being intrusted with the keys of heaven and hell and being intrusted with the awful and mysterious gift of making the bread and wine Christs body and blood. The editorial describes all these as melancholy and wicked Popish delusions. Thus right from the outset Evangelicals, or at least some of them, saw the errors and responded to them, a fact that is not always recognised. Shortly afterwards Hurrell Froude, one of the original four died and his theological remains were published in 1838. These showed unequivocally his opposition to the Protestant Reformation and his empathy for Medieval Catholicism. This seems to have woken others up to the real heart of the Tractarians who were becoming increasingly critical of the Church of England and idealistic regarding the Church of Rome. In 1841 Newman published his famous Tract 90 attempting to argue that the Articles, if properly understood, support Roman Catholic doctrine. Newman himself seems to have eventually recognised that his arguments were wrong because he left for Rome but others continued and still continue to argue the same points. I recall one clergyman arguing that his belief in purgatory was acceptable because the Articles denounce the Romish doctrine of purgatory and that was not his doctrine. Eventually this perverse sort of reasoning had to be resolved and evangelicals found that they had to resort to law to do so. Evangelicals at the time, as today, were adamant that they were the legitimate Anglicans, the true heirs of the Reformed Church of England. The case of George Gorham therefore shook the movement to its roots. Bishop Philpotts of Exeter despised Evangelicals and when a Patron attempted to present Gorham to a living in the Diocese the Bishop argued and then set out to prove that Gorham did not hold to the doctrine of the Church on baptismal regeneration. This was serious because no evangelical believed in baptismal regeneration and nor did they believe that it was the doctrine of the church. If Gorham was rejected on this basis then all evangelicals could find themselves driven out. An appeal was therefore launched but the Bishops decision was initially upheld. Evangelicals however contested the issue right to the Privy Council where they won. For Anglo-Catholics this demonstrated the problem of establishment that a secular court, as they saw it, had the final say. For Evangelicals it was a reminder that within the Church hierarchy they were weak and often opposed whilst they had much stronger support amongst the laity, and particularly in parliament. More importantly it demonstrated that men like Philpotts could not be trusted to read the Articles and Prayer Book in its plain historical meaning, revisionism had begun. From an early stage Tractarianism was manifest in Ritualism and they founded the Church Union to promote their cause. In 1865 Evangelicals responded by forming the Church Association which from the outset had amongst its aims the goal of clarifying the law on ritual and doctrine. Thus a series of test cases were fought which mostly, though certainly not in every detail, upheld the Evangelical view. This ought to have settled matters, but of course it did not. The Ritualists still refused to abide by the law. The obvious thing would have been for Bishops to remove such clergy from office but the Bishops generally declined to do this. This failure to discipline has plagued the Church of England down to the present and has encouraged all manner of practices and beliefs to flourish unchecked. The problem therefore for Evangelicals was what to do next and this led to division amongst them. The Church Association believed it must fight on and so they took the matters to the courts. The fact was that the law forbade certain practices and the Ritualists were doing them. Therefore the courts instructed the Ritualists to stop and they did not. If the law was to be upheld then there had to be a final recourse when people refused to obey it and thus some clergy were imprisoned. But many Evangelicals either did not like this approach either because they did not like taking the matter to court in this way or because they feared the outcome. Thus J.C. Ryle in particular encouraged the creation of a new body, The Protestant Churchmens Alliance, which absorbed the earlier Protestant Association. The Alliance also fought ritualism but not to the lengths the Association did. The Alliance merged eventually into the National Church League and thus was finally reunited with the Association in 1950 when both became Church Society. With the benefit of hindsight it is possible to see that the fears of many were realised because the imprisonments led to a swing in public opinion in favour of the Ritualists. At the same time the Association, as a primarily lay organisation, tried to do what the Bishops failed to do, which was preserve discipline as a mark of the Church. Today many of the practices that were opposed by our evangelical forebears are common within the Church of England and are even found, sometimes unwittingly, in evangelical churches. David Phillips is General Secretary of Church Society.

risk management Essay -- essays research papers

Risk Management For Banking Companies Risk management is the process of assessing risk and developing strategies to manage the risk. In ideal risk management, a prioritization process is followed whereby the risks with the greatest loss and greatest probability of occurring are handled first. In practice the process can be very difficult, and balancing between risks with high probability of occurrence but lower loss & risks with high loss but lower probability of occurrence can often be mishandled. Financial firms face four common risks: Market risk refers to possibility of incurring large losses from adverse changes in financial asset prices, such as stock prices. Standard risk management involves use of statistical models to forecast probabilities & magnitudes of large adverse price changes. Credit risk is the risk that a firm’s borrowers will not repay their debt obligations in full. The traditional method for managing credit risk is to establish credit limits at the level of the individual borrower & industry sector. Quantitative models are increasingly used to measure and manage credit risks. Funding risk is the risk that a firm cannot obtain the funds necessary to meet its financial obligations, for example short-term loan commitments. Three common techniques for mitigating are: diversifying over funding sources, holding liquid assets, and establishing contingency plans, such as backup lines of credit. Operational risk is the risk of monetary los... risk management Essay -- essays research papers Risk Management For Banking Companies Risk management is the process of assessing risk and developing strategies to manage the risk. In ideal risk management, a prioritization process is followed whereby the risks with the greatest loss and greatest probability of occurring are handled first. In practice the process can be very difficult, and balancing between risks with high probability of occurrence but lower loss & risks with high loss but lower probability of occurrence can often be mishandled. Financial firms face four common risks: Market risk refers to possibility of incurring large losses from adverse changes in financial asset prices, such as stock prices. Standard risk management involves use of statistical models to forecast probabilities & magnitudes of large adverse price changes. Credit risk is the risk that a firm’s borrowers will not repay their debt obligations in full. The traditional method for managing credit risk is to establish credit limits at the level of the individual borrower & industry sector. Quantitative models are increasingly used to measure and manage credit risks. Funding risk is the risk that a firm cannot obtain the funds necessary to meet its financial obligations, for example short-term loan commitments. Three common techniques for mitigating are: diversifying over funding sources, holding liquid assets, and establishing contingency plans, such as backup lines of credit. Operational risk is the risk of monetary los...

Grateful Dead Essay -- essays research papers

Throughout history there have been many musical "influences". One extremely important influence to modern music is The Grateful Dead. The group was formed in 1965 by bluegrass - enthusiast Jerry Garcia on guitar and vocals, Ron "Pigpen" McKernan on vocals and organ, Bob Weir on guitar and vocals, classical music student Phil Lesh on bass and vocals, and Bill Kreutzmann on drums. From the beginning, they brought together a variety of influences, from Garcia's country background to Pigpen's feeling for blues (his father was an R&B radio DJ) and Lesh's education in contemporary serious" music. Add to that, the experimentation encouraged at some of the group's first performances at novelist Ken Kesey's "acid test" parties-multimedia events intended to replicate (or accompany) the experience of taking the then-legal drug LSD-and you had a musical mixture of styles often played with extended improvisational sections that could go off in nearly any direction. The band signed to Warner Brothers in 1967, experiencing some difficulties early on with the restrictions of standard recording practice s and the company's interest in producing a conventionally commercial product. As a result, the group's first few albums were somewhat tentative but showed promise for the future, especially with the key additions of Mickey Hart as a second drummer in 1967 and Garcia's old friend Robert Hunter as the band's lyricist. The Dead finally hit their stride with the release of Live Dead, a double album, in 1969. (They were always more comfortable on stage than in the studio.) Two studio albums in 1970, Workingman's Dead and American Beauty, found them exploring folk-rock and more tightly constructed song forms and, along with extensive touring, won them a much larger audience. In the second half of the '70s, the Dead recorded a series of commercially - oriented albums for Arista, then concentrated on roadwork for the better part of the '80s. In the Dark, released in 1987, was their first studio album in seven years. It sold a million copies and produced the band's first Top Ten hit in &quo t;Touch of Grey." One of the aspects of the Grateful Dead that made them stand out was their mixing of several different kinds of music. As mentioned earlier, the Dead's music is a hearty mixture of bluegrass, classical, and good old-fashioned rock... ...ot;, is Blues Traveler. On the scene since 1984, John Popper (lead vocals and unbelievable harmonica) has lead this band up from the depths of the local party circuit to having a multi-platinum album (1994's Four). Also with the same blues-rock feeling, deadheads are sure to flashback to yesteryear with one of Popper's unreal harmonica riffs. Traveler has also touched millions of college kids and drawn them in with their unique musical style, just as the Dead were reeling them in in the 60's and 70's. The Grateful Dead's immense musical influence has by far been an underlying factor in many bands that we would consider influential today. Bob Dylan considered Jerry to be like an older brother. The Rolling Stones, The Allman Brothers, and countless other legends have played under the Dead's tutelage. This only shows that they have so greatly influenced the world of music as we know it today. Just as they were influenced to create their own unique style, they are still influencing bands today, thirty-four years after it all began. The Grateful Dead were certainly an implausible influence over the music world today. There is only one thing left to say. We are truly Grateful.

Replay: Love is real or not? :: essays research papers fc

True love is when a person has a deep, tender, ineffable feeling of affection and solicitude toward one other person. Even through difficult obstacles or changes in life, the strong feeling between the two persons should remain constant and last eternally. However, the novel, Replay, by Ken Grimwood, creates characters that are confused on the meaning of true love. Throughout the novel, the characters are constantly falling in love with many different people and are having many short term marriages as well. The protagonist of Replay, Jeff Winston, who was originally married to Linda, claims to fall deeply in love with Judy and Pamela. Secondly, another main character, Pamela Philips was married twice before she falls in love with Jeff. Besides the novel, people in real life such as celebrities have numerous marriages too. In addition, it is proven that a married couple would tend to get a divorce as they spend more time together. All of these examples support the fact that true love does not exist. There is no such thing as true love, because a people keep switching partners and their relationships are short term. In the novel, Replay, Jeff Winston was originally married to Linda in his first life. However, during his replays, he falls in love with many other women and forgets about his original wife, Linda. Throughout the novel, Jeff had encountered many women, and made love with almost all of them. However, there were 2 other women besides Linda, which he loves so much, he marries them. During his second replay, he was madly in love with Judy, and decides to marry her because he wanted to spend the rest of his life with her. The following quote shows Jeff’s confession of love to Judy: â€Å"Judy† His voice broke. He cleared his throat and started again. â€Å"I just want you to know†¦how very much I have always loved you.† (pg. 102, Grimwood) This passage shows that Jeff feels that he strongly loves Judy for all of eternity. Moreover, during his final replays, he meets another replayer, Pamela, and falls in love with her. This passage shows how Jeff feels about Pamela: It had been over a year since he’d begun his fourth replay of his life, and all the hopefulness with which he had once anticipated sharing this cycle with someone he fully loved, someone whose experience and understanding matched his own, had disappeared.

Oedipus the King Essay

In Sophocles’ Oedipus the King, the themes of fate and free will are very strong throughout the play. Only one, however, brought about Oedipus’ downfall and death. Both points could be argued to great effect. In ancient Greece, fate was considered to be a rudimentary part of daily life. Every aspect of life depended and was based upon fate (Nagle 100). It is common belief to assume that mankind does indeed have free will and each individual can decide the outcome of his or her life. Fate and free will both decide the fate of Oedipus the King. Both sides of the argument can be greatly supported. The Greeks believed in the idea that personality of the individual greatly affected his or her life (Nagle 120). Their personality was what decides their own free will. A wise man will make good decisions in his life; an ignorant and stubborn man won’t be so fortunate. The character traits of a person have a certain positive or negative affect on the choices that he or she makes. For Oedipus, one of these attributes was the desire for knowledge and truth about his own existence. This driving force in the play led to the truth of his origin. This ties in with his own aspect of free will. His free will is based on his drive for knowledge. Throughout the entire play, Oedipus pushes Tiresias, Creon, Jocasta, the oracle, the messenger, and the shepherd for information regarding his beginnings. Each one of these characters in some way or form refused to give him a thorough answer. As he draws closer to the answer, another character tries to stop his journey. Oedipus continues moving onward even though others request he didn’t. â€Å"Oh no, listen to me, I beg you, don’t do this†¦. Listen to you? No more. I must know it all, see the truth at last † (Sophocles 195). His desire for truth kept pushing him to continue his search, ultimately leading to his downfall. The entire time Oedipus had the capability to discontinue the plight. However he made the independent decision to continue. Another instance where choices directly linked Oedipus to the prophecy was at the crossroads. Oedipus demonstrates an important trait in his character, stubbornness. This trait is visible when Oedipus reacted to the man pushing him aside at the crossroads. â€Å"the one shouldering me aside, the driver, I strike him in anger! †¦. I killed them all–every mother’s son! † (Sophocles 189). In ancient times when a caravan was coming down the road they usually pushed you to the side. Oedipus didn’t like this and flipped out, killing all of them. It was his stubbornness that caused this to happen. His personality led to the decision to kill the caravan and unknowingly, his father too. If he were a wise and content man, then his decision would have differed. When Oedipus defeated the Sphinx by solving the riddle, he could have refused to take the missing king’s throne. He could have also declined to marry the former king’s wife, unaware that the queen was his own mother. He accepted both of these without any regrets. If his decision was different it might have altered the course of events in the future. His personality made sure that the decisions went the way they did. These choices were made by Oedipus with his own free will, his own decisions. He didn’t have to accept these gifts, but did none the less. These conclusions would lead to his own demise, but they were his own mistakes, not fate. Free will can also be found in the actions of Jocasta and Laius. The choices they made were not made by their own judgement, but rather reactions to a situation that neither of them was prepared to deal with. Upon hearing the prophecy that foretold the future sins in their household; they made a harsh decision out of fear. They had little Oedipus sent to die at the foothills of a mountain. This reaction seems very cruel, but back in ancient times it was very natural. Being that an oracle foretold the prophecy, Jocasta and Laius responded as any Greek parents would. They solved the problem by removing Oedipus from the equation, but in the end their decision wasn’t the right one. This leaves the readers of the play to wonder what might have happened if Jocasta and Lauis never sent Oedipus to die as an infant. Would the prophecy still have taken place? It seems that it wouldn’t have, because Oedipus wouldn’t have engaged in the misled wandering after he left his adopted home. Oedipus would have had no reason to fulfill the prophecy, but that is another question that we don’t know. On the other hand, if Oedipus didn’t listen to the prophecy suggested to him in Corinth, he never would have returned to Thebes to carry out his destiny. All these instances can be looked at that free will was the deciding factor. Was it really? Fate can also be looked upon in every instance, equally a strong argument against free will. Oedipus’ desire for knowledge can also be looked at by the standpoint of fate. He was born with his own stubbornness. The Gods themselves made him that way and it can not be changed. No matter what his decisions were, their gift to him will lead to the path they gave him. He can’t escape the fate the Gods have given him. He kept pushing farther and father, but it just led to his downfall. Nothing he could have done would have stopped that. The prophets make this clear in their prophecies throughout the text. All the premonitions they say come true. They can’t be avoided because the Gods made you with your personality and it controls your life. Ultimately they control you. When Oedipus reaches the crossroads, it was fate that led to the events that took place. â€Å"Short work, by god-with one blow of the staff† (Sophocles 189). This quote reveals that the gods did play apart in the events that took place. Oedipus’ prophecy was to kill his own father. Unwillingly because of his stubbornness Oedipus struck down and did indeed kill his father. Because the gods gave him this trait, his fate was unavoidable. The traits of Oedipus would generate the right sequence of events that would eventually lead to his prophecy coming true. Oedipus’ personality was the cause of the events. His free will blended in with the fate given to him by the gods. All together it was fate that decided these actions. The prophecy given to Lauis and Jocasta is also another example of unavoidable fate. Even though it wasn’t there own choices to get rid of their son, their reaction to the prophecy set up the events for the future. If they never sent Oedipus to die at the mountainside, he most likely never would have killed Lauis at the crossroads. Their reaction was to a message given to them by the Gods. The Gods dictated what was going to happen. They told the prophet to give out the prophecy. Leading to the vanquishing of little Oedipus. All along every action leads to ones fate in life. The greatest show of fate in the text is when Oedipus gauges his eyes out with the golden clips. He does this in reaction to the events that take place. Oedipus was aware that he alone was responsible for his actions and gauged his own eyes out. That is the free will standpoint on the issue. Oedipus was at the same time not responsible for his actions. The gods controlled his personality and therefore controlled the outcome of his life. If Oedipus realized this he might not have taken his own sight. The gods use their power to provoke human’s free will. They were responsible for the demise of Oedipus, but in the same time convince the human that it was there fault. Free will and fate can be related to every aspect of Oedipus the King. The gods who control fate manipulate the thinking and concepts in human’s free will. Ultimately fate is what overcomes all. It may not seem like it, but free will was given to mankind by the gods or God. So in turn the gods decide the fate of everybody when they created man. It was already decided and can not be changed. One can still argue the position that free will is more dominant, but if you relate to creation and how the gods made man, fate overcomes. In Oedipus the King, Sophocles made it clear to his fellow Greeks that mankind has the ability, even with prophecies and oracles, to make choices free from influence of divine forces. He also shows that fate does play a part in human’s lives too. They tie into each other for a direct balance. Overall, fate is the divine power that controls free will and determines one’s life.

Educational Psychology Essay

REFLECTION ESSAY ON LEARNING EXPERIENCES for Educational Psychology Cecille Ann C. Pilapil, MS, MA, CIOP Name of Student: KO, KATHERINE Y. Section: 2PSY4 | | |I really want to be a teacher. Children are my passion and it has always been my biggest dream to help them, to impart my knowledge to them, | |and to be able to understand and relate to them. In this world that rapidly changes and grows, the role of a teacher proves very essential in | |every child’s process of learning. | | | |In the past, I admit that I used to take the â€Å"easy way out† in studying; I relied immensely on rote memorization to pass my subjects. I would | |spend hours and hours just memorizing different terms and concepts, without truly understanding what this or that means. It was not that I | |didn’t care about the courses I took, but only because I wanted to have high grades and I thought that just memorizing everything would make | |it easier, but soon came to understand that it simply did not. When it came to practical situations, I had a rather difficult time applying | |myself. I didn’t know how to put words into action, and I became quite anxious because if I wanted to be successful in the future, I had to | |learn how to adapt. If I wanted to be a teacher, first, I had to appreciate the process of learning and understanding. | | | |What I really loved about my Educ Psych class is that I was able to learn a lot through doing the things I enjoy, like watching films to help | |better understand different concepts, engaging in group discussions, interacting with my classmates, and just laughing and having fun with | |each other. As a class, we were taught the value of team work; we function as a single unit. This really brought me and my classmates closer | |to one another. Educ Psych had really helped us see why it is so important for us to know each other and why we should support and respect one| |another; all of these are necessary to achieve integrity. Our motto was â€Å"Do what you say, say what you do,† and this has helped us in so many | |ways, not only in school but also at home, and in our relationships with others. | | |This subject did not only give me insight on what it would be like to be a teacher, but I was also able to take a good glimpse on how much a | |teacher can change students’ lives, simply by listening to them, by encouraging them, by investing not only academic learning time but also | |quality time with them, and simply, by being their friend and caring for them. | | |Another important lesson for me is that being a good student is not at all about looking good in f ront of your professors and classmates, or | |receiving high grades. What really defines a good student is how she is able to value the knowledge she obtains inside the classroom and | |applies all those lessons learned in real life. This class has helped me mature in so many ways – in relating with my classmates, in relating | |with my professors, and in relating with myself. This class had pried open my mind and helped me learn how to combine my knowledge with | |action. | Educational Psychology Essay QUESTION 1 Education most definitely plays a key role in building the future of our nation but many learners are still lacking the fundamentals of a basic quality education. The South African Constitution Act was passed in 1996 and came into operation on 4 February 1997 [26] (Duma, 1995). Chapter 2 of this Act contains the Bill of Rights in which the State guarantees the protection of individual’s fundamental rights (Duma, 1995). Section 29 talks about the right to Education (Duma, 1995). This section recognizes that every person has a right to basic education and to equal access to educational institutions (Duma, 1995).It is clearly evident though that this has not taken place because black learners, especially in the rural areas are not receiving the necessary quality education that they are entitled to. Many schools in the rural areas still lack basic facilities such as running water, toilets, desks and electricity (Seroto, 2004). To worsen the situation some schools are bu ilt only of mud (Finnemore, 2009). Many township schools are in a serious state of dilapidation, partly due to theft of infrastructure and other forms of vandalism (Seroto, 2004).The shortage of classrooms, equipment and other teaching resources is evident in many schools today (Finnemore, 2009). Poor school management practices and dysfunctional teacher evaluation are contributory factors (Finnemore, 2009). The poor state of our school buildings and facilities is reflective of the current budgetary crisis (Tedla, 1995). This lack of access to resources and materials by children in the rural areas leads to inequalities within our education system. Children in urban areas and white schools have access to a better quality education than children in the rural black areas. Read also Memory – ForgettingThese inequalities today may be as a result of the Bantu education system. There has been inequality of access to education between the white and black schools in the past, and the evidence is brought forth when the political instability led to the disruptions of schools and centres for political indoctrination, leading to strikes and class boycotts, with the aim of demanding a change in the Black institutions of learning (Sedibe, 2011). According to teachers in Kwa-Mashu schools the core of all the problems facing schools today was the whole system of Bantu Education (Sedibe, 2011).This implies that what is presently happening in schools today is the result of years of oppressive education (Sedibe, 2011). Due to inadequate and unequal access of resources these schools in rural areas cannot function effectively (Sedibe, 2011). It is therefore the responsibility of the Department of Education to supply adequate resources and make them available to a ll schools equally, in order to enhance a culture of teaching and learning within schools (Sedibe, 2011). This is a very important issue that needs to be taken seriously if we are talking about investing in the future of our children.This means that rural areas need much more support from government than urban areas do in terms of education. They need to be allocated a fair share of the budget that will help remedy the bad conditions they are faced with. This can be achieved by providing them with all the necessary learning resources they need, which in turn will enable them to adequately equip themselves and thus guarantee them a bright future. Another issue that arises in our schools today is having teachers who are either unqualified or under-qualified.This was as a result of the closure of most mission schools and teacher training facilities in 1953 which forced all teacher training into racially separated government training colleges, geared to extending the mass base of Bantu Education (Douglas, 2005). Since other professions were closed to them on racial or economic grounds, many people of colour became teachers by default (Douglas, 2005). As a result, under-qualified, unqualified and even un-matriculated teachers were employed (Douglas, 2005).Training centres for our teachers today are a necessity if we desire to see pupils succeeding and achieving their goals. Teachers need to be equipped with the relevant skills and knowledge to carry out their roles appropriately and confidently. Government’s budget for education needs to set aside funds that will invest in training centres for teachers thus investing in the future and success of our learners, and in turn leading to a healthy, stable and developing nation. Another matter that arises is that of the apartheid system.During the apartheid era black people were discriminated against and this was clearly evident in the area of education. The implementation of Bantu education ensured that the level of education provided to Africans could be differentiated, with a small urban population obtaining education beyond the primary level, while the majority of the African migrant labour force received only minimal primary education (Mabokela, 2000). Still focusing on the apartheid era, systems and laws were put in place that made sure that black people were excluded from certain opportunities and benefits.For example, apprenticeship training programs designed for development of skills at workplaces were also for many years reserved solely for white persons (Finnemore, 2009). Overcoming the long shadow of apartheid education is proving a major hurdle to the development of our nation. In terms of government’s budget for education, has there been a failure to equally allocate resources? Government needs to revisit this budget to make sure that it is being fairly and equally distributed, so that every learner can have the opportunity to benefit from it.Government’s spending on education has declined over the years (Tedla, 1995). Although many students are found in primary schools, and although this level of education is less expensive than secondary or tertiary levels, the financial support for it has steadily decreased (Tedla, 1995). Formerly White education was financed at 185 percent of the national average whereas the education departments of the former non-independent homelands were funded at 74 percent of the national average and the former ‘independent’ homelands at 67 percent (Seroto, 2004).This clearly shows funding disparities with regard to the provision of education for White learners and for Black learners perpetuated by the former apartheid government (Seroto, 2004). This apartheid system has had an effect on our education system today. The South African budget also suffers from the effects of apartheid. The economy is still reeling from the economic downfalls of apartheid and there is a major problem in maintaining current l evels of spending with the solution being unclear (Education in South Africa, 2005).All the factors discussed above play a critical role in the development of our education system today and unless we make a conscious decision to take the necessary steps to amend these problems, the future of our children cannot be guaranteed. QUESTION 2 In the article provided it is very clear that the conditions for learning are not conducive at all for the students to learn. These conditions instead can lead to the demotivation and discouragement of the students.Some of the negative learning conditions they are exposed to are: a tremendous shortage of learning facilities, resources and materials like desks, chairs, picture books and workbooks. The classroom floors are described by the teacher as a dirt road. This is definitely detrimental to the health and well-being of the learners. The classroom walls are described as raw and bare. We know that children need a stimulating and motivating environm ent to grow and without things like paintings, drawings and pictures on the walls it becomes very difficult for them to develop.All these conditions that have been described above stand as a barrier to the ability of students to learn. These conditions could lead to the students’ failure to learn anything, not because they are incapable or incompetent but because of the poor and bad learning conditions they have been exposed to, leading to their failure to cope. For these students who attend school in these conditions, little can be learned, surely, on a day under a leaky roof or with no roof at all (Tedla, 1995). These problems can and do discourage pupil attendance (Tedla, 1995).The Role of the Psychologist The role of the psychologist in such a context would be, first and foremost to understand the nature of each child within this context so that they may be able to assist them. For example, different children will behave and react differently to different situations. Some children may be resilient to such conditions and view them as opportunities to learn, instead of viewing them as barriers to learning. In such circumstances these children would do whatever it takes to work hard and achieve their goals no matter the circumstances.Other children might end up discouraged, demotivated, depressed, frustrated, stressed and unhappy. It would be the responsibility of the psychologist to find out about the nature of each child by conducting assessments. Assessment of children requires special adaptation of assessment procedures and particular interview techniques (Holford et al. , 2001). These assessments could include one-on-one sessions with the child. In addition to interviewing children, using developmentally appropriate language, drawing techniques and imaginative play can elicit valuable nformation (Holford et al. , 2001). This could also include observing each child within the classroom setting and seeing how they respond and react within that class room environment. For any comprehensive assessment of a child, direct observation of activity level, motor skills, verbal expression, and vocabulary are also essential (Holford et al. , 2001). Any kind of assessment used by the psychologist should not be complex but rather simplified so that learners are able to understand.Questions must be simple and appropriate for the child’s developmental level (Holford et al. , 2001). This in turn will ensure that there is communication between the learner and the psychologist. It will also help to ensure that learners benefit from these sessions. It is also very important that the psychologist understands how the child views the circumstances in his or her environment. Therefore the primary goal of the interviewing technique is to gain the child’s own perspective (Holford et al. , 2001).Teachers can also collaborate with the psychologists to help the learners. This is what is referred to as unified collaboration. It can often be useful for the psychologist to speak to the child’s teacher(s) as their reports can give valuable supplementary information (Holford et al. , 2001). A standard questionnaire could be given to the teacher to provide information about the child’s learning skills, ability to cope in a group situation, peer relationships, and relationships with adults in authority (Holford et al. , 2001). Possible Interventions by the PsychologistA key component of Bronfenbrenner’s model (the ecological systems theory) is the understanding that children are also active participants in their own development, and the environment therefore does not simply impact on the child (Swart & Pettipher, 2005). Children’s perceptions of their context are central to understanding how they interact with their environments (Swart & Pettipher, 2005). The way they perceive their circumstances influences the way they respond to their human and physical contexts (Swart & Pettipher, 2005).The mic rosystem refers to the activities or interactions in the child’s immediate surroundings (Swart & Pettipher, 2005). The mesosystem refers to connections or interrelationships among microsystems of homes, schools, and peer groups (Swart & Pettipher,). The psychologist could use both the microsystem and mesosystem in coming up with different kinds of interventions. For example, the psychologist could include systemic interventions with parents, teachers or the school itself (Landsberg, 2011).A systemic intervention with parents would involve finding out more about the child in the home environment, how the child interacts with them as parents, how the child interacts with his or her peers and any other difficulties or problems the child may be experiencing at home. Another intervention could involve parent and teacher workshops (Landsberg, 2011). Parents and teachers could come together to discuss the progress of the children, the problems they are experiencing at home and at sc hool and how parents can support teachers and vice versa, in assisting the children to overcome any obstacles or barriers they may be facing.They could also assist the children in making their learning experience a more pleasurable and successful one. The school itself can also be involved in this intervention, by, for example, designing programs and projects (Landsberg, 2011). This could help students in developing their capacity to learn and work together in groups, as well as developing their communication skills within groups. It could also teach them how to love and support one another in such an environment.These interventions used by psychologists should not only focus on the children’s weaknesses but should also focus on their strengths that can be used to compensate for their areas of weakness (Landsberg, 2011). These interventions should provide the learners with immediate benefits that can be realized, including the identification of social or emotional difficultie s, considerations and coping strategies to enhance learning and methods for increasing motivation and interest in affected areas as required (Landsberg, 2011). QUESTION3In this article, owning a toy is a dream rather than a reality for these children. They desire to have toys but because their parents are unemployed and the school cannot afford to provide them with these toys this is not a reality for them. Having toys should not be seen as a luxury but rather as a necessity for children of this age to grow and develop appropriately. They desire to have desks, chairs, picture books and many more resources. For them without these basic resources they feel they will not be able to realize their goals.They also desire playgrounds, see-saws, pencils, toys and most importantly food. These desires are the kind that any child of school going age would have. Food is one of the very important and basic necessities for anyone to survive, no matter the age. If these children cannot even afford to get a decent meal it becomes very difficult for them to learn anything at school. They also desire water and toilets, which once again are basic necessities of life that one cannot live without. It is a sad fact that at this young age, these children have been denied the opportunity to the basic necessities of life.Pupils dream of computers but they are yet to see one. In this fast-paced technological and global environment, every child should be exposed to a computer and given the basic skills of how to operate one. These children need to be given the opportunity to realize their goals and aspirations in life. At their young age it is difficult to expect them to understand what is going on. Therefore teachers, the government, the education department and parents all have a big role to play in the lives of these children in order to make sure that they realize and achieve their dreams.Material conditions definitely need to be improved to enhance the learning of these children bu t they also need a strong support system from both parents and teachers to help them through their learning experience. One needs to get into the child’s world and see things from their perspective (Holford et al. , 2001). In this way they will be able to understand the children and what they are experiencing and thus be able to assist them. It is the responsibility of government to improve the conditions of these impoverished schools so that children can be able to learn and be productive in their learning experience.They also need to provide more learning resources for the children so that they can enhance their ability to learn. Basic facilities such as running water, toilets, desks, chairs and electricity should be made available and easily accessible for these children. Parents within these communities also need assistance in finding employment or loans to start small businesses so that they too can be able to support their children and contribute to the schools they att end. The risk of children falling sick because they do not have access to clean and healthy water must be reduced.This problem stands as a barrier to achieving their goals and dreams. It is the responsibility of our society, government, parents and teachers to work together in making sure that children overcome these barriers to learning by adequately equipping them in every possible way to realize their goals. All these factors that have been mentioned greatly contribute to the emancipation of these children and unless we all work together to see that these children are emancipated, their future cannot be secured. QUESTION 4A detailed ideal education system within a multidisciplinary context that can improve the educational outcomes of children of school going age would be one that firstly: offers quality education for all learners. This means that all learners should have equal access to adequate facilities and resources (for example, clean running water, toilets, desks, chairs an d electricity) within their school environment regardless of their race (whether they are black or white), regardless of where they live (in the rural or urban areas) and regardless of whether they are disabled or disadvantaged.Secondly, this system should accommodate the different learning styles of different learners within schools. Some learners may need visual material to support them in their learning experience; some learners may need learning material to be broken up into smaller amounts; other learners may want to see the whole picture before the material is broken up; some learners may prefer studying with background music; others may prefer studying in a quiet place (Swart & Pettipher, 2005 ). This system should make provision for all these different learning styles of learners.This system also needs to move away from the apartheid system that accommodated English more than anything. Schools now need to embrace the diversity of cultures and languages within our society by finding a way to accommodate each and every learner, no matter their background or culture. At the same time they need to help learners realize the continued importance of developing their English language skills. This can be done through the use of appropriate reading materials, writing skills and appropriate teaching methodology. Thirdly, this system should be one that accommodates the diversity of learners within our society and community.In this case, teachers need to be given more time to plan their teaching activities to include a diversity of learners (Landsberg, 2011). Not only do teachers need to be given more time to plan their teaching activities but they also need helpers or additional teacher assistants (also called classroom assistants) who can support them in teaching a diversity of learners as well as support from specialized people for advice and guidance (Landsberg, 2011). Teachers also need administrative support as well as adequate learning support materials and assistive devices appropriate for the needs of learners with disabilities (Landsberg, 2011).This system can only be successful in improving the educational outcomes of children of school going age if teachers are given all the support they need to deal with the different kinds of learners within the different schools. Government also needs to invest in teachers by sending them to training centers that will adequately equip them with the required skills and knowledge necessary for them to cope in their diverse school environments. REFERENCE LIST Douglas, J. (2005). Transformation of the South African schooling system. Teacher Professionalism and Education Transformation.Braamfontein: The Centre for Education Policy Development. Duma, M. (1995). Community Involvement in Rural schools in Pietermaritzburg Area. (Masters’ Thesis, University of South Africa. ). Education in South Africa. Retrieved October 19, 2005 from www. southafrica. info/ess_info/saglance. education/education. htm Erasmus, BJ, Loedolff, PvZ, Mda, T & Nel, PS. (2009). Managing training and development in South Africa (5th ed. ). Cape Town: Oxford. Finnermore, M. (2009). Introduction to Labour Relations in South Africa (10th ed. ). Durban: Butterworths. Holford, L. Ziervogel, C. & Smith C. (2001). Child and adolescent psychiatry. In B. Robertson, C. Allwood, C. A. Cagiano. (Eds). Textbook of Psychiatry for Southern Africa (1st ed) Cape Town: Oxford University Press. (pp. 282 – 321). Landsberg, E. (2011). (Ed. ). Addressing Barriers to Learning: A South African Perspective. Pretoria: Van Schaik Publishers. (pp. 69-85). Mabokela, R. O. (2000). Voices of conflict: Desegregating South African universities. New York, Routledge Falmer. Sedibe, M. (2011). Inequality of Access to Resources in Previously Disadvantaged South African High Schools.The Journal of Social Science, 28(2), 129-135. Seroto, J. (2004). The impact of South African Legislation (1948 – 2004) on Black Education in R ural Areas: A Historical Educational Perspective. (Doctoral dissertation, University of South Africa. ). Swart, E. , & Pettipher, R. (2005). A framework for understanding inclusion. In E. Landsberg, D. Kruger & N. Nel (Eds). Addressing barriers to learning: A South African perspective. Pretoria: Van Schaik Publishers. (pp. 3-23). Tedla, E. (1995). Sankofa: African thought and education. New York, NY: Peter Lang.

The Silver Linings Playbook Chapter 6

The Concrete Doughnut I notice that my father waits until the game is just about to begin before he comes into the family room. It is only preseason, so we do not engage in any of the regular-season game-day rituals, but Dad has put on his number 5 McNabb jersey and now sits on the edge of the couch, ready to jump out of his seat. He nods at my brother solemnly but completely ignores me, even after I heard my mother say, â€Å"Please, just try to talk to Pat† when they were arguing in the kitchen. Mom puts the food on folding tables, takes a seat next to Jake, and we all start to eat. The food is excellent, but I am the only one to say so. Mom seems happy to get the compliment, saying, â€Å"Are you sure it's all right?† like she does, because she is modest when it comes to cooking, even though she is a great cook. â€Å"What do you think the Birds will do this year, Dad?† Jake asks. â€Å"Eight and eight,† my dad answers pessimistically, like he always does at the beginning of every NFL season. â€Å"Eleven and five,† my brother says, to which my father shakes his head and blows air through his teeth. â€Å"Eleven and five?† my brother asks me, and I nod because I am optimistic, and winning eleven games would most likely put the Eagles in the play-offs. Since we have season tickets, I know we are assured play-off tickets should the Birds earn a home game, and there's nothing better than an Eagles play-off game. Now, I admit that I have not been keeping up with the Birds in the off-season, but when the starting lineups are announced, I am really surprised that many of my favorite players are no longer on the team. Duce Staley. Hugh Douglas. James Thrash. Corey Simon. All gone. I want to ask, â€Å"When? Why?† but don't, fearing my father and brother will think I am not a true fan anymore, which they said would happen when I first moved to Baltimore with Nikki and gave up my season ticket. To my surprise, the Birds are also not playing in Veterans Stadium, but at Lincoln Financial Field, just like Jake had said. Somehow they have built an entire stadium since last season, and I must have missed all the hype because I was stuck in the bad place. Still, something does not really seem right to me. â€Å"Where is Lincoln Financial Field?† I try to ask nonchalantly when the commercials come on after the first series. My father turns his head and stares at me but does not answer my question. He hates me. He looks repulsed, like it is a chore to sit in the family room watching the game with his mentally messed-up son. â€Å"It's in South Philadelphia, just like all the other stadiums,† my brother says too quickly. â€Å"Good crabby snacks, Mom.† â€Å"Can you see Lincoln Financial Field from the Vet?† I ask. â€Å"The Vet's gone,† Jake says. â€Å"Gone?† I ask. â€Å"What do you mean, gone?† â€Å"March 21, 2004. Seven a.m. It fell like a house of cards,† my father says without looking at me, just before sucking an orange piece of meat from a chicken bone. â€Å"Over two years ago.† â€Å"What? I was at the Vet just last †¦Ã¢â‚¬  I pause because I start to feel a little dizzy and nauseous. â€Å"What year did you just say?† My father opens his mouth to speak, but my mother cuts him off, saying, â€Å"A lot has changed since you were away.† Still, I refuse to believe the Vet is gone, even after Jake retrieves his laptop from his car and shows me a downloaded video of the Vet being imploded. Veterans Stadium – which we used to call the concrete doughnut – falls like a circle of dominoes, gray dust fills the screen, and it breaks my heart to see that place crumble, even though I suspect that what I am viewing is a computergenerated trick. When I was a boy, my father took me to many Phillies games at the Vet, and of course there were all of the Eagles games with Jake, so it is hard to believe such a big monument to my childhood could be destroyed while I was in the bad place. The video ends, and I ask my mother if I can talk to her in the other room. â€Å"What's wrong?† she says when we reach the kitchen. â€Å"Dr. Patel said that my new medication might make me hallucinate.† â€Å"Okay.† â€Å"I think I just saw Veterans Stadium demolished on Jake's computer.† â€Å"Honey, you did. It was demolished over two years ago.† â€Å"What year is it?† She hesitates, and then says, â€Å"Two thousand and six.† That would make me thirty-four. Apart time would have been in progress for four years. Impossible, I think. â€Å"How do I know I am not hallucinating right now? How do I know you're not a hallucination? You're all hallucinations! All of you!† I realize I am screaming, but I can't help it. Mom shakes her head, tries to touch my cheek, but I swat her hand away and she starts crying again. â€Å"How long was I in the bad place? How long? Tell me!† â€Å"What's going on in there?† my father yells. â€Å"We're trying to watch the game!† â€Å"Shhhh!† my mother says through tears. â€Å"How long?† I yell. â€Å"Tell him, Jeanie! Go ahead! He's going to find out sooner or later!† my father yells from the family room. â€Å"Tell him!† I grab my mother's shoulders, shake her so her head wobbles all over, and yell, â€Å"How long?† â€Å"Almost four years,† Jake says. I look back over my shoulder, and my brother is in the kitchen doorway. â€Å"Now let go of Mom.† â€Å"Four years?† I laugh and let go of my mother's shoulders. She covers her mouth with her hands, and her eyes are full of pity and tears. â€Å"Why are you guys playing jokes on – â€Å" I hear my mother scream, I feel the back of my head hit the refrigerator, and then my mind goes blank.

Interview Reflection

Ernst & Young – LEAP Internship (Tax) On 1st March, I was really nervous for EY Tax interview. I had another Accounting quiz on the same day itself and I was not really prepared for the interview. And as if I was not nervous enough, I had to forget to bring my IC along! Thank goodness that the security at EY allowed me to enter. Then I went up to EY and saw another girl from NUS for the same tax interview as well. The personnel handed a short written test question to both of us to write in 15 minutes time.The NUS girl (I forgot her name) seems to be really prepared and told me about her friends' experiences and I remembered that she said her friend got a cow farm question for tax interview. I got nervous because truthfully, I wouldn't know how to answer that if it was posed to me. And I got more nervous when I thought it was going to be a group interview – seeing people competing with you for the same interview is just going to be so nerve-wrecking. Also read: Primary and Secondary Reflection ExamplesBut luckily, it was one-to-one and I got a very very nice lady as my interviewer. She's the tax partner at EY for corporate tax (I think) and the questions she asked were within what I expected – group conflict, teamwork, leadership, and time management. I answered to the best that I could and I really hope I can get in. Most importantly, I want to work under her (she said she will be leading the interns) because she just seemed to be a nice boss.KPMG – Audit And for the KPMG interview, though it was my second interview, I screwed it up. The same questions, but I just screwed it up badly because I was too relaxed I think. I didn't answer to my very best and I don't expect myself to get in. But one thing I learnt was – I scored very well for verbal test but below average for numerical test. Guess I am just bad at calculations.