Acc 201 (Principles of Financial Accounting) Complete...

ACC 201 (Principles of Financial Accounting) Complete Class All Discussion Questions , Chapters Problems and Assignments Click Link Below To Buy This Class : http://homework-aid.com/ACC-201-Principles-of-Financial-Accounting-Complete-Class-600.htm ACC 201 Week 1 Chapter 1 and 2 Practice Exercises ACC 201 Week 1 Chapter 1 and 2 Practice Exercises Complete the following practice exercises from Chapter 1 and 2 and submit them to your instructor. This assignment will be graded as a completion only to allow you to transition into the subject matter during the first week. The instructor will post the answers to these exercises by the end of Day 6 for you to check your accuracy and comprehension on the subject matter. Exercises:†¦show more content†¦Summarize your recommendations in memo form. Respond to at least two other students with critique and challenges to their recommendations. ACC 201 Week 4 Chapter 7 Problems ACC 201 Week 4 Chapter 7 Problems Complete the following problems from Chapter 7 and submit to your instructor. These problems will be graded for accuracy. Problems: 7-26, 7-27, 7-28 ACC 201 Week 4 Chapters 8 Problems ACC 201 Week 4 Chapters 8 Problems Complete the following problems from Chapter 8 and submit to your instructor. These problems will be graded for accuracy. Problems: 8-18, 8-23 ACC 201 Week 4 DQ Enron ACC 201 Week 4 DQ Enron Read ATC 7-5 in Chapter 7. This situation is very similar to what a company called Enron did several years ago. Use the internet or the university library to research exactly what Enron did in their accounting procedures and what eventually happened to the company. Post your findings and understanding of Enron’s story and respond to two other students’ postings with enhancements or additions to the Enron situation. ACC 201 Week 4 Memo to Baku and Hanson ACC 201 Week 4 Memo to Baku and Hanson Read ATC 8-4 in Chapter 8 and write a memo

Educational Model to Enhance Nursing Students †MyAssignmenthelp

Question: Discuss about the Educational Model to Enhance Nursing Students. Answer: Introduction: Millions of elderly fall and suffer from hip fractures or traumatic brain injury, as reported by the Center for disease control and prevention. As per the report published by the Portuguese health national reports, 4200 incidents of falls and 85 incidents of fall related deaths have been reported (Simpson, Miller Eng, 2011) . Slips and falls and fall related injuries have been considered as one of the prioritized standards of Joint Commission International (JCI) and Health Authority of Abu Dhabi (HAAD) (Hospital Standard, 2008). Cardiovascular attacks have been found to be the most common contributing factors of falls among the elderly (Simpson, Miller Eng, 2011; Abreu, Mendes, Monteiro Santos, 2012). Fall generally occurs due to the altered balance between the brain and the body (Simpson, Miller Eng, 2011). In order to manage falls in elderly it is necessary for an extensive planning and decision making. The decision making process has got seven standards, such as identifying th e triggering agent of falls, setting the criteria, weighing it, seeking for any alternatives, testing and troubleshooting of the problems (Griffith University, 2013). This essay aims to focus on the risk factors of fall, its triggering agents, JCI and the HAAD standards of falls, clinical cycle reasoning related to the scenario faced and possible recommendations. According to Simpson, Miller and Eng, (2011), falls can be defined as an event which results in a person coming to rest inadvertently on the ground, with the inability to correct in due time and is determined by circumstances involving multiple factors that affect stability". Falls can be cause din the elderly due to the effect of certain hypertensive medications that causes dizziness (Simpson, Miller Eng, 2011). Some of the other contributing factors are hypoglycemia and hypertension (Clinical Excellence Commission, 2008; Tsur Segal, 2010). Ischemic stroke is also another risk factor that can contribute to falls in elderly. Other risk factors include bladder and bowel incontinence, confusion and aviation and postural hypotension (Oliver, Healey Haines, 2010). HAAD and JCI Standards HAAD is a renowned and certified health authority by the JC international ((HAAD JAWDA, 2015). HAAD have established the strategies for preventing falls in the elderly. HAAD has established JAWDA as a key performance indicator for detecting the rate of the falls in adults. It will also keep a record of the rate of the sentinel events in hospitals, due to falls (HAAD JAWDA, 2015). Clinical reasoning cycle helps a health care provider to collect the cues, process the pathogenesis related to the signs and symptoms, assessment, planning and implementing the interventions, measuring the outcomes, reflecting and learning form the outcomes. A 76 years old female named Nilou, has been admitted in the rehab ward on 10th February due to the Cerebro Vascular Accident (CVA), a frontal affected region and right sided weakness. The vital signs are all normal. The patient is a widow staying in Al Gharbiya Region of Abu Dhabi, with two sons and one daughter. They visit their mother regularly but no one stays with the patient at night. Collection of cues occurs in three parts. In the initial review the patient has informed that she had been suffering from hypertension and diabetes, for the last 25 years. She takes rosuvastatin, aspirin, ezetimibe and amlodipine, for hypotension and takes glargine and insulin injection for diabetes. The lab tests for the complete blood count and the levels of the urea and electrolytes are normal. No blockage was detected in the vascular ultrasound carotid Doppler. There was acute infarction present in the frontal region, recorded in the magnetic resonance angiography. There was an incident of a fall, where the patient complaint that the bathroom was not nearby and there was no help present to assist her in the bathroom. The second step involves the assessment of the motor functions of the left side, where it graded 5 out of 5. The right side of the head showed some weakness and scored 2 out of 5. The Glasgow comma scale was ranging between 14 to 15. BP was 127/75, RR- 80, HR- 80 . Blood sugar was 17.1. After the application of 10 units of insulin the blood sugar level was found to be 13.4 just after an hour. The third step is Recall. The Morse fall score altered from 60 to 85 due to the incidence of fall, right sided hemiplegia, patient confusion (Plessis, 2015). Furthermore the region of the brain that is the site of motor functions, concentration, emotion and the self awareness was also affected which might have caused the patient to make irrational decisions. Information processing The processing of the information consists of six- sub stages, such as the interpretation, discrimination, relation, drawing of inferences, matching, and prediction. Interpretation- The Glasgow comma scale was within the accepted range, high blood sugar level, high Morse fall risk, decreased strength and sensation of in the right side, confusion due to the affected regions of the brain. Discriminate- High Morse score, confusion and right sided hemiplagia. Relation- Muscular weaknesses causing imbalance Inference- To keep the patient in close monitoring Matching- Cardiovascular attacks are related to higher risk of fall. Prediction- risks of falls in clinical settings might be due to certain factors like medications, lack of trained staffs, lack of mobilizing aids and weak fall prevention strategies. According to (Tsu and Segal, 2010) a large proportion of fall occurs at the bedside in a clinical setting. Having a near miss in the clinical setting can cause the nurse to alert the quality management setting. Proper investigation may cause termination of the unskilled staffs or those who have breached the standards. Whereas a patient might get a femoral fracture, hip fracture, traumatic brain injury and delay in the healing as the patient is an elderly (Oliver, Healey Haines, 2010; CDC, 2016; Simpson, Miller Eng, 2011). There are two main diagnoses related to high risk of falls are impaired step mobility and the altered psychological status. In this phase of the cycle the nurse formulates the interventions against all the problems. The first step is abiding by the hospital protocols regarding the falls. It is first necessary to assess the patient. Interventions can be taken such as keeping the patient under continuous surveillance, accompanying the patient in the toilet, using the yellow risk band for fall risks, placing the bed in the lowest and comfortable position, putting up the side rails (Plessis, 2015). A multidisciplinary team should be used to ensure that the patient regains movement on the right side. Physiotherapy and an occupational therapist can be used. The family members should also be included in the collaborative care approach and should be taught about the daily exercises recommended by the physiotherapist (Plessis, 2015). The goal is accomplished when the patient is discharged from the setting without any record of falls. In addition the family has been given information regarding the maintenance of safe home environment like ensuring a non slippery pathway (Simpson, Miller and Eng, 2011). The experience was quite challenging and I was perturbed as she had shifted out of the bed more than once without a fall. I felt that my care had been incomplete as restraining her to remain in the bed depressed her. A one to one observation could have been done but it is the objective that had prevented me from doing so. Yet I feel that I have tried to contribute my best for giving a proper discharge to the patient. I have been successful in educating the patient and the family regarding the usage of bells when in bed. The improvements that can be achieves would be mentioned in the following sections of recommendations. Recommendations There are several loops and gaps left in the fall prevention strategies even after the adoption of advanced technologies and the preventive measures. Hence a comprehensive strategy is required to so. Oliverm Healey and Haines, (2010) have suggested the use of a movement tracking device that helps in patient tracking without the requirement of one to one observation. Such a device would not only save time but would also be cost effective. According to Agency for Healthcare Research and Quality (AHRQ), the requirements of the elderly patients should always be balanced with fall prevention (AHRQ, 2013). Another fruitful intervention is to include the family in the decision making process and in the physiotherapy sessions, such that they can help out the patient with the exercises even in the absence of the physiotherapists. The final recommendation is to ensure the cross checking of the medication, as the patients is under hypertensive medications and wrong doses can cause unconsciousne ss and fall (AHRQ, 2013). Conclusion Slips and falls are still the biggest possible risk in the field of geriatric care and lots of efforts are currently put and more has to be incorporated in order to decrease the risks. It is evident that stroke is one of the main risk factor as it give rise to hemiplegia and an affected patient will not be aware of his brain and body balance. Bedside falls are also found to be quite common. Many strategies have been set as standards for allowing the caregivers to ensure a safe health care delivery to the elderly population. References Abreu, C., Mendes, A., Monteiro, J., Santos, F. (2012). Falls in hospital settings: a longitudinal study. Revista Latino-Americana De Enfermagem, 20(3), 597-603. https://dx.doi.org/10.1590/s0104-11692012000300023 Agency for Healthcare Research Quality,. (2013). Which fall prevention practices do you want to use?. Retrieved 2 March 2016, from https://www.ahrq.gov/professionals/systems/hospital/fallpxtoolkit/fallpxtk3.html Centers for Disease Control and Prevention. (2016). Important Facts about Falls | Home and Recreational Safety | CDC Injury Center. Centers for Disease Control and Prevention. Retrieved 8 March 2016, from https://www.cdc.gov/homeandrecreationalsafety/falls/adultfalls.html Clinical Excellence Commission. (2006).Patient Safety and Clinical Quality Program: Third report on incident management in the NSW Public Health System 2005-2006, NSW Department of Health. Sydney. Retrieved 02 March 2016, from https://www.cec.health.nsw.gov.au/__data/assets/pdf_file/0005/258269/incident-management-2008_01to06.pdf Griffith University. (2013). Advanced Clinical Decision Making (3801). Malaysia: Pearson Health Authority of Abu Dhabi (2008). Hospital Standard. (1st ed.). Abu Dhabi. Retrieved from https://www.haad.ae/HAAD/LinkClick.aspx?fileticket=dI0JyhF3pDc%3D Health Authority of Abu Dhabi. (2015). HAAD JAWDA Quality Performance KPI. Health Authority of Abu Dhabi.:Abu Dhabi. Retrieved 02 March 2016 from https://www.haad.ae/HAAD/LinkClick.aspx?fileticket=j73CZWI86MU%3Dtabid=1450 Levett-Jones, T., Hoffman, K. Dempsey, Y. Jeong, S., Noble, D., Norton, C., Roche, J., Hickey, N. (2010). The five rights of clinical reasoning: an educational model to enhance nursing students ability to identify and manage clinically at risk patients. Nurse Education Today. Retrieved 02March 2016, from https://www.utas.edu.au/__data/assets/pdf_file/0003/263487/Clinical-Reasoning-Instructor-Resources.pdf Oliver, D., Healey, F., Haines, T. P. (2010). Preventing falls and fall-related injuries in hospitals. Clinics in geriatric medicine, 26(4), 645-692.doi: 10.1016/j.cger.2010.06.005 Plessis, C., (2015). Falls Prevention and Management for Adult and Pediatric Patients. Abu Dhabi, United Arab Emirates. SEHA. (2014, June, 01). Incidents Reporting and Management through Patient Safety Net. Abu Dhabi, United Arab Emirates. Simpson, L., Miller, W., Eng, J. (2011). Effect of Stroke on Fall Rate, Location and Predictors: A Prospective Comparison of Older Adults with and without Stroke. Plos ONE, 6(4), e19431. https://dx.doi.org/10.1371/journal.pone.0019431 Tsur, A., Segal, Z. (2010). Falls in stroke patients: risk factors and risk management. IMAJ-Israel Medical Association Journal, 12(4), 216. Retrieved 02, March, 2016, from https://www.ima.org.il/Imaj/ViewArticle.aspx?aId=311 Zuccarello, M., McMahon, N. (2013). Strock (Brain Attack). Mayfield Clinic. Retrieved 10 March 2016, from https://www.mayfieldclinic.com/pdf/PE-stroke.pdf

Interpersonal Skills in Everyday Life

Introduction When it comes down to addressing different life-challenges, it represents the matter of a crucial importance to be aware of what may account for these challenges’ discursive significance. In its turn, this explains why the most effective methods of finding a solution to particularly challenging real-life situations are being commonly discussed within the conceptual framework of psychological and educational theories, the application of which can be deemed contextually appropriate.Advertising We will write a custom essay sample on Interpersonal Skills in Everyday Life specifically for you for only $16.05 $11/page Learn More In my paper, I will aim to explore the validity of this thesis at length, while describing the discursively relevant incident, taken out of my personal life-experiences, specifying how I was able to define the incident’s theoretical significance, and elaborating upon how I approached the task of putting my kn owledge of this incident’s theoretical subtleties into a practical use. Description of the incident The incident, on which I am going to focus throughout the course of this paper’s initial sub-chapter, took place when I was still attending a high school. Back then, it used to be a commonplace practice, among our school’s teachers, to encourage academically successful students to help their not so successful classmates in addressing home-assignments, provided at school. Being considered one of the class’s brightest and socially responsible students, it did not come as a particular surprise to me that I was asked to consider tutoring Jamal (the person’s name is being altered due to privacy considerations), whose parents have recently immigrated to Australia from Pakistan. The problem with this student was the fact that, apart from lacking conversational skills in Australian English, which was assumed to hamper his socialization-related abilities, he was also exhibiting a strong aversion of theoretically intense academic assignments, especially when being required to deal with math-related homework. At that time, I was fully convinced that the slow pace of Jamal’s academic progress was of an essentially environmental nature. That is, I assumed that the reason why this student was lagging behind his peers in just about every academic discipline, is that he did not have enough time to acclimatize to the realities of living in Australia. In addition, I believed that the particulars of Jamal’s family-situation (he was the oldest child in the family of nine) were naturally prompting him to adopt a neglectful attitude towards the studying, as he was required to help his parents in raising his younger brothers and sisters.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nevertheless, it did not take me too long to realize that there must h ave been a number of clearly non-environmental aspects to Jamal’s clearly defined inability to cope with many of his homework assignments on its own. The realization of this fact, on my part, took place when he and I decided to stay in the classroom, after the end of classes for that day, and to go through a particular math-assignment, which Jamal appeared to have had a hard time while dealing with. The first thing I asked Jamal about, was about what he thought was especially troubling about the math-equation, he was required to resolve. To this question, Jamal replied, â€Å"It is hard for me to keep all these numbers in my mind, because I cannot relate to them personally†. Apparently, Jamal was experiencing a problem, while trying to understand the actual point in spending time to find a solution to the earlier mentioned math-equation. I tried to explain to him that the reason why students are being required to take math-classes is that it is supposed to make them mo re comfortable with the realities of today’s highly technological living. I remember saying to Jamal, â€Å"Even though that math-equations are utterly abstract, without them we would not be able to design several life-enhancing technologies, which people in Western countries take for granted†. Jamal’s response was somewhat dismaying, â€Å"I do not intend to become a scientist†¦ Why should I be required to learn all of this science stuff?†. Eventually, it started to dawn on me that, far from being prevented to improve his grades by some external forces, Jamal was experiencing a problem with ‘digesting’ the taught material cognitively because the innermost workings of his psyche predetermined such state of affairs. In its turn, this prompted me to consider the possibility that the very procedural framework of how Australian educators approach the task of teaching students, maybe ill-adjusted to Jamal’s learning-related psychologic al inclinations. This is because Jamal grew up in a highly traditional/religious society, where people do not necessarily think of the concept of scientific progress; as such that defines the foremost aspects of their everyday living. As I continued trying to come to terms with what accounted for obstacles, on the way of Jamal striving to improve his grades, the validity of my initial insight, in this respect, was becoming ever more apparent. This is because I realized that, apart from experiencing an emotional uncomfortableness with the thoroughly abstract content of what was being taught to him in math-classes, Jamal was also growing uncomfortable with the manner, in which academic materials used to be presented to him.Advertising We will write a custom essay sample on Interpersonal Skills in Everyday Life specifically for you for only $16.05 $11/page Learn More The realization of this fact, on my part, occurred when, after having tried to pay attenti on to what I was saying for a while, Jamal suddenly turned to me and said, â€Å"I do not think I can benefit a lot from being tutored by a girl. You do not seriously think you are being in a position to tell me what I am supposed to do with my life, do you?†. Apparently, due to the religious specifics of his upbringing, Jamal never ceased referring to women as being inferior to men (Moore, 1992). This is why, while understanding perfectly well that he was indeed in a position to benefit from being tutored by his more academically advanced classmates, Jamal nevertheless could never get comfortable with the idea of gender egalitarianism, which in turn caused him to adopt a somewhat cautious attitude towards me, as a person who was genuinely interested in helping him to improve his grades. However, being a thoroughly tolerant individual, I did not allow the realization of this fact to affect my willingness to help Jamal. After having spent some time with him, I concluded that o ne of the reasons why Jamal seemed to be rather unenthusiastic about taking care of his homework assignments, is that the strength of his motivation to pursue with the studying was somewhat undermined. In order to confirm the validity of my suspicion, in this respect, I asked Jamal, â€Å"Do you realize that you should be personally interested in applying as much effort as possible towards becoming a thoroughly educated individual, because otherwise, you will not be able to attain a social prominence?†. To this, Jamal replied, â€Å"I do realize that. It is just the manner in which teachers treat me implies that I should be deriving an absolute pleasure out of the very process of being taught. However, I cannot do this – the studying makes sense to me for as long as I perceive it as such that has a practical value. And, I do not think that the process of solving math-equations may have such a value†. This particular Jamal’s remark caused me to consider th e possibility that the actual cause of his lessened ability to excel academically was concerned with the fact that the procedural framework of how teachers used to go about educating Jamal, was not consistent with his psychological predispositions. In its turn, this can be explained by the fact that, even though that as time goes on, Australian society is becoming ever more multicultural, the teaching-related conceptual methodologies in the field of education remain thoroughly euro-centric. That is, these methodologies do not take into account the fact that the specifics of students’ ethnocultural affiliation do affect their attitude towards studying – hence, influencing students’ chances to obtain diplomas. The earlier described incident prompted me to think that, in order to increase the rate of retention among students, educators may never cease being fully aware of what accounts for the biologically predetermined essence of every particular student’s cognitive inclinations.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More In its turn, this would require teachers to familiarize themselves with the basics of Jungian psychoanalysis/Maslow’s theory of motivation, the application of which, within the context of how truly effective learning methodologies are being designed, appears indispensable. In the next part of this paper, I will outline the conceptual subtleties of Jungian psychoanalysis/Maslow’s theory of motivation, as such that is being consistent with what I consider the theoretical implications of the earlier described incident. Own feelings and thoughts in response to the incident The conceptual cornerstone of Jungian theory is the assumption that there are essentially two different realities – the internal (psychological) reality of one’s psyche and the external (material/social) reality of an outside world. A particular individual’s continual and simultaneous exposure to these two realities invariably results in him or her striving to attain the state of an emotional/cognitive equilibrium between them – individuation. In its turn, this presents such an individual with a number of different challenges, because in accordance with the Jungian theory’s another essential provision, even though that one psyche’s ‘conscious’ and ‘unconscious’ spheres do derive out of each other, they nevertheless function in a mostly unconnected manner (Jourard, 1974). Whereas, formally speaking, one’s consciousness can be best described as being rationale-driven; the actual rationale behind an individual’s tendency to react to life’s challenges in one manner or another reflects the workings of his or her unconscious. For example, a well-known tendency of young men to strive towards achieving complete independence from their parents, often extrapolated by their behavioral aggressiveness, Jung refers to as the sublimation of these men’s selfish desires. However, the strength of one†™s desires, in this respect, is being defined by the extent of his association with the so-called ‘collective archetypes’ (historically predetermined matrixes for societal behavior), which exist in the realm of ‘collective unconscious’ – a rudimentary behavioral pattern, shared by all humans (Hillman, 1996). Therefore, one’s emotional/cognitive contentment, reflected by his or her ability to act in a socially appropriate manner, can be best conceptualized as a byproduct of the sheer strength of such an individual’s commitment to remain on the path of self-actualization (individuation). Self-actualization, however, can only be achieved if the concerned individual proves itself intellectually honest enough to admit what accounts for the qualitative essence of his or her psychological complexes (the suppressed values of one’s conscious self). Hence, another important aspect of Jungian theory, relevant to the proposed study’ s subject matter – every person can be referred to as a simultaneous bearer of masculine (animus) and feminine (anima) psychological traits, which usually sublimate themselves in such a person’s tendency to interact with the surrounding reality in either the introverted (rationale-driven/masculine) or the extroverted (emotion-driven/feminine) mode. According to Keirsey and Bates (1984), â€Å"Extraverts, with their need for sociability, appear to be energized, or ‘tuned up’ by people†¦ Pursuing solitary activities, working quietly alone†¦ participating in activities which involve few or no other people – these seem to charge the batteries of the introvert† (p. 15). In its turn, the extent of one’s affiliation with the values of introversion/extraversion can be well measured in regards to the qualitative essence of the concerned individual’s cognitive predispositions. Because Jungian theory does not only establish diale ctically predetermined links between the subtleties of individuals’ psycho-constitution and the manner in which they go about socializing with others, but also provide researchers with the scientifically legitimate methodology for conducting a qualitative inquiry into what accounts for the innermost triggers of people’s societal behavior, the adoption of Jungian psychological paradigm in our case appears entirely appropriate. There is also another theory, the application of which appears to be potentially capable of explaining the significance of the earlier mentioned incident – Maslow’s theory of motivation. According to this American psychologist, the spectrum of just about all human motivations appears hierarchically structured – hence, Maslow’s famous ‘the hierarchy of needs’ conception. The first premise of this conception is based upon the assumption that people’s needs can be categorized as animalistic/physiologica l, on the one hand, and intellectual/metaphysical, on the other. After having satisfied their physiological needs (or first-order needs), concerned with ensuring that there is plenty of food, water and sex, people begin aspiring to satisfy their second-order needs, such as finding a well-paid job and securing their social niches. After that, people usually move on to satisfy their third-order and fourth-order needs, such as striving to attain the sense of self-esteem and the respect of others. The top of Maslow’s ‘pyramid of needs’ features people’s longing for self-actualization. There is one more aspect of Maslow’s conceptualization of self-actualization, which appears especially relevant to my experience of having dealt with Jamal – the fact that Maslow used to distinguish between ‘deficit-motivated’ and ‘growth-motivated’ modes of self-actualization. According to him; whereas, the majority of the deficit-motivate d individuals tend to think of the concept of self-actualization as something rather instrumental (for them, being a self-actualized individual is synonymous to being a socially established individual), growth-motivated individuals think of self-actualization in terms of a never-ending process, which represents a high metaphysical value as ‘thing in itself’. That is, growth-motivated individuals actually derive much more pleasure out of remaining on the path towards achieving a particular goal, rather than out of realizing the fact that their goal has already been achieved. Maslow (1968) defines ‘growth-motivation’ in terms of â€Å"The ability of healthy people to transform means-activity into end-experience, so that even instrumental activity is enjoyed as if it were end activity† (p. 31). Even though that Maslow does not specify a psychological foundation, upon which people’s growth-motivated strive towards self-actualization is based, we c an well hypothesize that it is being concerned with genetically and environmentally predetermined particulars of how people tend to perceive the surrounding reality and their place in it (Rogers, 1961; Rogers, 1967). The validity of such our hypothesis can be explored in regards to the fact that individuals with non-Western cultural backgrounds have traditionally been assumed to possess a so-called ‘holistic’ or ‘Apollonian’ mentality, which in turn presupposes their tendency to ‘blend’ with the surrounding environment rather than to be willing to subject alive themselves within this environment, as the active agents of its continual transformation (Neville, 1996). In this respect, these individuals differ rather dramatically from those who happened to possess a so-called ‘Faustian’ mentality, which causes its affiliates to adopt a particularly active stance, while seeking self-actualization. According to Greenwood (2009), ‘F austian’ existential virtues are being concerned with the assumption that, â€Å"Individual’s willpower must never cease combating obstacles, that the catastrophes of existence come as an inevitable culmination of past choices and experiences, and that the conflict is the essence of existence† (p. 53). Therefore, it makes a thorough, logical sense to think of people’s varying ability to choose in favor of adopting deficit-motivated (holistic) or growth-motivated (Faustian) modes of self-actualization in terms of what happened to be the characteristics of their ethnocultural background. In the next part of this paper, I will aim to show how the earlier described theories (Jungian psychoanalysis and Maslow’s theory of motivation) can be applied, within the context of us defining the discursive significance of Jamal’s lack of academic progress. I will also come up with recommendations, as to what may be considered a proper approach towards refo rming the system of national education, in order for it to be more consistent with the realities of a multicultural living. Theory to make meaning of the incident and responses While describing the incident with Jamal, I mentioned that he appeared to have experienced problems with the fact that he could not emotionally relate to what has been taught to him. In its turn, this can be well explained, once we assess the significance of this incident through the conceptual lenses of Jung and Maslow’s theories. After all, the Jungian categorization of people, as such that belong to two qualitatively different psycho-types, does provide us with an insight into what can be considered the behavioral emanations of people’s affiliation with either of these psycho-types (Coleman Hendry, 1990). For example, one of the extroverts’ foremost psychological traits has traditionally been considered their tendency to prefer the specifically collective forms of learning. The reason for this is quite apparent – while studying in groups, extraverts are being able to establish emotional links between the significance of abstract knowledge, they acquire while participating in a particular academic activity, and their socialization-related experiences. Therefore, there is nothing odd about the fact that Jamal did not exhibit much of enthusiasm, while being required to tackle his home-assignments in a sharply defined solitary mode. This is because there are several good reasons for him to be identified as an extrovert, who is being naturally inclined to prefer communally intensive existential pursuits. The validity of this statement can be illustrated in regards to the particulars of Jamal’s upbringing – ever since his early childhood years, he was taught to believe that the sense of self-identity, on his part, was not qualitatively different from what accounted for the reasons of self-identity, on the part of his numerous sisters and brothers. Moreover, Jamal also used to be encouraged to access the significance of how he would position himself in life, as such that could not be discussed outside of such his positioning’ effects on the integrity of a religious community, to which he was born. This is exactly the reason why, despite the Jamal’s appearance of a strongly religious individual (he would always wear a turban, while in public), which should have resulted in him being a somewhat socially withdrawn person, he always seemed to derive great pleasure out of socializing with his peers. What it means is that Jamal’s academic failures can be partially attributed to the collapse of the Australian system of education to continue undergoing a conceptual transformation, as the mean of maintaining its effectiveness. After all, as the incident with Jamal indicates, while providing him with homework assignments, teachers were not taking into account the possibility that, due to the nature of his cognitive predispositions, Jamal could not excel in solitary learning. Apparently, even though it now became a commonplace practice among many Australian educators to praise multiculturalism, only a few of them seem to realize the educational implications of this governmentally sponsored policy. For example, in the light of recent socio-demographic developments, the practice of encouraging ethnically diverse students to embrace the ideals of gender egalitarianism may no longer be considered thoroughly appropriate. This is because, as the incident with Jamal pointed out to, a particular student’s chances to succeed in the studying cannot be discussed outside of what accounts for the qualitative essence of his or her affiliation with a ‘collective archetype’. And, it is namely students that, due to the specifics of their upbringing and the biologically predetermined workings of their psyche, are being predisposed towards professing the so-called ‘traditional valuesâ⠂¬â„¢, which appear especially ‘archetypical’ in how they address life-challenges. In its turn this explains why Jamal used to refer to me in a clearly misogynist manner – this was nothing but a consequence of the discursive realities of his highly traditional/religious private living having been strikingly different from the secularized realities of Australian schooling. Hence, a particular paradox – if encouraged to disregard ‘traditional values’, with which he was endowed, while in Pakistan, Jamal would have indeed been more likely to attain a social prominence in Australia, as a highly secularized country. Yet, this would simultaneously result in his sense of self-esteem having sustained a powerful blow (Moreno, 2010). However, one’s endowment with this sense is one of the crucial preconditions for him or her to be able to excel in academic studies, â€Å"Research indicates a positive correlation between self-esteem and school achi evement†¦ School-based programs aimed at enhancing students’ self-esteem have been found to increase positive feelings about self, decrease absenteeism and enhance students’ success at school† (Krause, 2010, p. 103). What it implies is that it is either the country’s policy-makers reconsider the appropriateness of incorporation of ‘celebration of diversity’ policy, as an integral part of the national system of education, or they do in fact revise the very principles, upon which this system’s current functioning continues to be based. Being thoroughly compatible with the methodology of Jungian psychoanalysis, Maslow’s theory of motivation will also come in particularly handy, when it comes to discussing the significance of my experience with Jamal. Given Jamal’s responses to my questions, he can be well-identified as a deficit-motivated individual. That is, while recognizing rationally that it was in his interests to r efer to his studies in terms of his foremost priority, Jamal nevertheless proved himself quite incapable of doing it. This is because, unlike what it happened to be the case with growth-learners, who derive an emotional satisfaction from being in the process of addressing different educational challenges, Jamal could not help but to perceive the discursive significance of his student-status from an essentially utilitarian perspective – just as deficit-motivated learners usually do (Kegan Lahey, 2001). Therefore, the Jamal’s lack of enthusiasm in solving math-equations is fully explainable – he simply could not understand how his potential proficiency in this particular activity could have benefited him, in the social sense of this word. After all, Jamal never considered the possibility of pursuing the career of a mathematician. This, of course, does not suggest that, as opposed to growth-motivated individuals, Jamal could never grow comfortable with the process of acquiring new knowledge. What appears to be the issue, in this respect, is that, as it was already mentioned, the system of Australian education remains thoroughly euro-centric, which is why its representatives, in charge of designing educational policies, continue referring to growth-motivated (Faustian) learning methodologies, as such that is being universally applicable, regardless of happened to be the essence of the concerned students’ psychological inclinations (Pajak, 2000). This situation can hardly be referred to as being entirely appropriate, because as my experience of having dealt with Jamal suggests, many ethnically diverse students in Australia are being denied an opportunity to focus on studying what they feel they really want to study. There is another significant aspect to the application of Jungian psychoanalysis to the earlier mentioned incident – the fact that it does imply the full objectiveness of Jung’s idea that, when it comes to defi ning the nature of a particular individual’s cognitive leanings, it represents the matter of a crucial importance to be able to gain an in-depth insight into the varying extent of his or her affiliation with masculine (animus) and feminine (amine) existential virtues. This is because a closer analysis of how Jamal acted towards me and how he addressed my remarks, suggests that, despite having been the representative of a ‘strong gender’ (which partially explains his misogynist attitudes), in the psychological sense of this word, Jamal was more of a ‘female’. After all, as opposed to what it is being the case with introverts, known for their tendency to address life-challenges in a thoroughly logical and rationale-driven manner, psychologically extroverted individuals prefer relying on the sheer strength of their subliminal intuition, while trying to make the best out of life. The fact that Jamal unconsciously disliked the procedural methodology of a conventional learning, concerned with the practice of students being handed out home assignments and prompted to work on them in the privacy of their homes, does indirectly validate this statement’s legitimacy. However, the practice indicates that individuals with plenty of anime inside of them (extraverts), are being emotionally vulnerable to the attempts to ‘correct’ their innately felt cognitive predispositions (Belenky et al.,1997) Therefore, the fact that eurocentrically-minded teachers continued giving Jamal a hard time, because of his failure to live up to their discursively defined expectations of an ‘academic fitness’, was not entirely justified. In fact, the reason why at times Jamal appeared being affected by depression, may well be discussed as a result of his holistically functioning Apollonian psyche having been forced to appropriate Faustian (rational) values (Faber Mazlish, 1996). Given what has been said earlier, we are now being in a position to summarize this paper’s main argumentative points: The assumption that, regardless of the specifics of their ethnocultural affiliation, all students are being equally comfortable with rationale-driven (euro-centric) educational methodologies, can no longer be considered as such that represents an undeniable truth-value. While exposing students to a particular learning methodology, teachers may never cease remaining thoroughly observant of what may account for the discursive essence of the concerned students’ collective archetype. Students should be provided with an opportunity to study in a manner that is being fully attuned to their psychological needs, which in turn derive out of the biologically predetermined workings of their unconscious. I believe that the earlier deployed line of argumentation, in regards to what can be considered the actual significance of my experience with Jamal, is being fully consistent with the paper’s initial thesis. Apparently, the time has come for educators not only to be proclaiming their formal allegiance to the ideals of multiculturalism but also to apply a practical effort into establishing objective preconditions for ethnically diverse students to be able to explore their full existential potential, while in Australian schools, colleges and universities. The utilization of Jung and Maslow’s theories, as instruments of identifying the innermost nature of students’ cognitive inclinations, may come in particularly handy, in this respect. References Belenky, M., Clinchy, B., Goldberger, N., Tarule, J. (1997). Women’s ways of  knowing: The development of self, voice, and mind. New York: Basic Books. Coleman, J. Hendry, L. (1990). The nature of adolescence. London and New York: Routledge. Faber, A. Mazlish, E. (1996). How to talk so kids can learn. New York: Simon Schuster. Greenwood, S. (2009). Anthropology of magic. Oxford: Berg Publishers. Hillman, J. (1996). The soul’s code: In search of character and calling. New York: Random House. Jourard, S. (1974). Healthy personality: An Approach from the viewpoint of  humanistic psychology. New York: Mcmillan Publishing Co. Keirsey, D. Bates, M. (1984). Please understand me: Character and temperament  types. Del Mar: Prometheus Nemesis Book Company. Kegan, R. Lahey, L. (2001). How the way we talk can change the way we work:  Seven languages for transformation. San Francisco: Jossey-Bass. Krause, K. (2010). Educational psychology for learning and teaching. South Melbourne: Cengage Learning. Moore, T. (1992). The soul: A guide for cultivating depth and sacredness in everyday  life. New York: HarperPerrenial. Moreno, R. (2010). Educational psychology. New York: John Wiley Sons. Neville, B. (1996). Five kinds of empathy. In R. Hutterer, G. Pawlowsky, P. Smith, R. Stipsits (Eds.) Client-centered and experiential psycho-therapy: A Paradigm in motion (pp. 439-453). Frankfurt: Peter Lang. P ajak, E. (2000). Approaches to clinical supervision. Norwood: Christopher- Gordon publishers, Inc. Rogers, C. (1967). On becoming a person: A therapist’s view of  psychotherapy. London: Constable. Rogers, C. (1961). A therapist’s view of the good life: The fully functioning Person. In C. Rogers (Ed.) On becoming a person: A therapist’s view of  psychotherapy (pp. 184-196). Boston: Houghton Mifflin. This essay on Interpersonal Skills in Everyday Life was written and submitted by user Mariyah Matthews to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

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Camel essays More than 3,000 years ago an ungainly but useful desert aimal was domesticated in Arabia. It was the Arabian camel, a long-legged beast withone large hump on its back. It could cross hot deserts without needing much water, and it could carry heavy loads without tiring. The two-humped Bactrian camel of central Asia was also domesticated long ago. It is sturdier than the Arabian and can carry heavier loads. During the winter, its brownish hair is thick and long for protection from the cold nights. It sheds is hair in patches in the spring, as the weather warms up. Camels are hornless hoofed mammals. Their hoofs are like leathery pads. Their toes spread apart when they walk on sand o snow. Camels are called"ships of the desert" because they sway from side to side when they walk and carry loads. Some camels are trained for riding. They kneel to allow riders to mount. A camel saddle must fit over the large single hump or between the two smaller humps. A special breed of Arabian camel, the dromedary, has been developed for riding and racing. It has longer legs and weighs less than a regular "baggage" camel. It can run at speeds up to 10 miles per hour. A camel's hump is a large deposit of fat. The camel's body uses the fat as food when plant food is not available during long desert treks. Water is not stored in the hump. Camels do not sweat so much as other mammals. They store water in the body tissues and in pouches in the stomach, and use it very slowly. Tests have shoun that a camel can lose up to a quarter oof its body weight in fluids, without suffering any ill effects. Camels are still used by nomadic people of northern Africa and Asia. Camels cary loads where cars and trucks cannont go. They are also useful for their hides, hair, bones, meat, and milk. a soft fabric can be woven from their hair. There are camel-like animals in South Africa. Relatives of the camel are important to...

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The development in the new world Essay Example for Free

The development in the new world Essay The 17th century was the colonial era when the British settled in North America. These colonies are categorized into three groups- New England, Middle, and Southern. Although economy and religion had importance, geography was the primary factor in shaping the development of the British colonies. Although the separatists came to North America for religious reasons, it was not the reason for New England’s development and prosperity. Geography is the primary factor because economic activities and trade were all dependent of the environment in which the colonists lived. Its cold climate, thick forest, and poor rocky soil made the land unsuitable for crops. Therefore, they had to rely on the natural resources they had. The towns along the coast made their living off fish, whaling, and shipbuilding. The coast New England settled on is important in showing the precedence of geography because it provided the colonies with a booming cod fishing industry. If they had not settled where they did, they would not have developed such a marketable product. The cod fishing industry along with the triangular trade is the reason economy was the secondary factor. Cod played an important role in developing the economy of colonial New England. In The Wealth of Nations, Adam Smith wrote about New England cod fishing as an example of the successful practice of free enterprise. The triangular trade route, which came to Boston in 17th century, is another example of economy contributing the development of the colonies. Boston carried rum made in New England to Africa to trade for slaves that were brought to Caribbean plantations, where molasses was purchased and brought back to New England to make rum. This is important because this new economic development was a huge growth of rum-making distilleries in Massachusetts and Rhode Island. It also gave a push to other industries, such as shipbuilding to carry goods to longer distances such as Africa. Religion was the last factor in the development of the New England colonies. The famous group of separatists departed to Holland to flee from King James I religious persecution. After twelve years of living in Holland, the English’s children started to become â€Å"Dutchified†, so they secured rights with the Virginia Company to settle under their jurisdiction and ended up in the Massachusetts Bay colony. However, within these religious communities were those that had their own beliefs. This is  important to the development of New England because these people would create their own colonies, i.e. Anne Hotchinson and Roger Williams. Hotchinson challenged Puritan orthodoxy by saying that a holy life was no sure sign of salvation and the truly saved do not need to obey the law of God. She was then exiled and found Rhode Island along with Roger Williams, who was too exiled for he challenged the bay colony for taking Indian land unfairly. Many came to Rhode Island because they granted complete religious freedom, even for Jews and Catholics. Geography was the primary factor in shaping the development of the Middle Colonies. New York was founded at the mouth of the Hudson River and Philadelphia on the Delaware River. This is important because it created the perfect location for trade. It proves geography to be the primary factor because if the colonies were not founded along the coast they would not have been able to create the profitable trading posts that they had, which would then lead to lack of economic success. Pennsylvania had fertile soil and a mild climate well suited for farming and agriculture. They had raw materials such as timbers, fur, and coal, but most importantly, iron ore. This is significant to proving geography as the primary factor because not only could they take advantage of New York and New Jersey’s location at ports to export their agricultural products, but they could also manufacture their own iron products such as plows, locks, and nails, and export them to England. If it were not for the geography of where they settled, they would not have been able to create such a large business, making it the primary factor in the development of the Middle Colonies. The close second is economy. New York, New Jersey, Pennsylvania, and Delaware were developed into profitable trading centers. The excellent harbors along the coasts of the Middle Colonies were ideal sites for cities. This was the perfect place for merchants to export cash crops, especially grain, and imported manufactured goods. This trade was important to the development of the Middle Colonies because it resulted in Philadelphia becoming the fastest growing city in the colonies. The city’s wealth brought public improvements such as Philadelphia’s statehouse (Independence Hall) and streetlights along paved roads. New York also attained its rapid growth from trading. Its busy port handled numerous products including flour, bread, furs, and whale oil. Not only did their trade ports create large profit and advancement in cities, it created large diversity. Various immigrant groups arrived in the port cities of the Middle Colonies. This would prove to be helpful because one of the largest immigrant groups was the Germans, who continued to help in the Middle Colonies’ economy. They were known to be advanced in farming and brought over their tradition of artisanship. They built Conestoga wagons that were suitable for carrying produce throughout towns and offered covers to protect the produce from rain. Most of these Germans came as indentured servants searching for religious tolerance. Religion also made a big contribution to the Middle Colonies. William Penn was attracted to the Quaker faith in 1660 at only sixteen years old. Wanting to create an asylum for his people, Penn received a grant from the king in 1681. His Quaker faith demanded Pennsylvania to have no tax-supported church, no demanded allegiance, equality between men and women, no slavery, and most importantly, freedom of worship. As a result, immigrants flooded the colony. Although Penn was against slavery, many of the immigrants were not, thus African slavery began. This proves religion to be of influence to the shaping of development in the Middle Colonies because it provided large population growth and started some of the slavery in the North. Geography is the primary factor for the Southern Colonies’ success and development. The colonists of Jamestown settled in the Chesapeake area, which was largely swampy. In this muggy area, the colonists were subject to an onslaught of diseases such as malaria and yellow fever. This inhibited the development of the colony for after two years they still only had a population of 400. England sent the colonists to the New World in hopes to repeat the success of Spaniards who found gold in South America. However, once they realized the land was incapable of offering gold, they were forced to change their goals, i.e. grow their own food and find a marketable commodity. Virginia, Maryland, and Carolina all found gold in their tobacco, rice, and sugar plantations. Therefore, although economic success was the main reason for the Southern Colonies’ survival, it could not have been possible without the lands’ fertile soil and warm climates, which proves geography to be the primary factor. Therefore, economics, being the savior of the Virginia colony, is secondary in the development of the Southern  Colonies. John Rolfe brought commercial success to Jamestown by introducing tobacco as a colonial export. Colonists now hungered for more land to grow tobacco. Now that they had more tobacco plantations, they needed more workers. This is important because it began African slavery in the colonies. This proves that economy is important because it would dramatically shape the morals and viewpoint of slavery in the rest of the colonies. Maryland had the largest slave population who worked on cotton, tobacco, rice, sugar, and indigo plantations. This is important because it also contributed to the Southern Colonies’ economic success. However, it also unfortunately proves the beginnings of slavery in the south. Religion had little importance in comparison to geography and economics. In 1649, the colony of Maryland passed the Act of Toleration, which guaranteed toleration to all Christians. It decreed the death penalty to any group who denied the divinity of God; therefore, it granted Catholics safety. This is important to religion because after the colonial era ended, Maryland sheltered Roman Catholics more than any other colony. In this way, it proves that religion had albeit little, some importance in shaping the development in the Southern Colonies. As a whole, colonial America’s development was influenced by geography, religion, and economy. However, the most important contribution was made by geography. Without its land and resources, the colonies would not have been able to prosper and develop into the successful colonies they became. Each of the three groups had their own unique aspects such as the coast, ports, and fertility, and that is all they needed to begin their industrious colonies.