Application Of Type 1 Diabetes Mellitus - 3781 Words

Table of Contents I. Introduction to Type 1 Diabetes Mellitus a. What it is b. Prevalence and demographics c. Treatment II. Cognitive Outcomes: Mood and Memory a. Memory i. Neural Basis of Memory ii. Cognitive Outcome of TIDM on Memory III. Structural Brain Changes: MRI Studies a. The Hippocampus i. Purpose and Function of the Hippocampus ii. Previous studies on T1DM and Hippocampal Volume iii. The Cognitive Effects of T1DM on Hippocampal Volume b. Other Brain Areas IV. Conclusion a. Summary of the Current Literature Findings b. Directions for Future Research i. What is Still unknown about the clinical applications of T1DM and Memory ii. What is Still unknown about the clinical applications of T1DM and Structural Brain Changes V. References I. Introduction to Type 1 Diabetes Mellitus a. What is Type 1 Diabetes Mellitus Jones, T. W., Davis, E. A. (2003). Hypoglycemia in children with type 1 diabetes: current issues and controversies. Pediatric Diabetes, 4(3), 143-150. Type 1 Diabetes Mellitus (T1DM) is a disease caused by the inability of the body to produce insulin. As a result of the human defenses against autoimmune disorders, insulin-producing cells in the body are identified as foreign and therefore targeted by immune cells for destruction. Insulin is a hormone produced by the pancreas, which is responsible for regulating blood glucose levels through the regulation of glucose uptake from blood into storage cells. High levels of bloodShow MoreRelatedSymptoms And Treatment Of Diabetes Mellitus1776 Words   |  8 PagesMED 2056 VNPT027 Type I Diabetes Instructor: Amanda Salazar 3/12/2015 Type I Diabetes Speaking in general terms, diabetes mellitus is a general grouping of diseases that inhibits the normal utilization of glucose found in blood. Individuals without the disease produce insulin naturally from their pancreas which in turn regulates how glucose is either used or stored in the body. This paper will discuss the similarities and differences associated with types I II diabetes to include pathophysiologyRead MoreDiabetes Mellitus As A Disability1555 Words   |  7 PagesThe amount of patients being diagnosed with Diabetes Mellitus has sky-rocketed these past few years. ‘†In 2010 the figures were 25.8 million and 8.3%†Ã¢â‚¬  and has increased in ‘†2012 to 29.1 million Americans, or 9.3%.†(American Diabetes Association, 2014); it is seen nationwide, and has now even begun to affect our youth. In South Texas Diabetes Mellitus seems to be the number one thriving disease affecting its general population. Diabetes Mellitus is now one of the mo st widely known diseases thatRead MoreDiabetic Care Plan For Diabetes1748 Words   |  7 PagesAmericans are almost twice as likely to be diagnosed with diabetes as non-Hispanic whites and suffer from the complications of this chronic illness† (US Department of Health and Human Services Office of Minority Health, 2015). Some of the complications includes vision loss, amputation of a limb, and end stage renal disease. The reason for choosing this illness is because a family member was recently diagnosed with diabetes mellitus type two at the age of thirty two. She is from the African AmericanRead MoreDiabetes Mellitus is a Lifelong Metabolism Disorder1504 Words   |  6 PagesDiabetes Mellitus is a chronic, lifelong metabolism disorder that affects the ability of the body system to use the energy found in food. Patients with high blood sugar will typically experience polyuria (frequent urination), they will become increasingly thirsty (polydipsia) and hungry (polyphagia)[1] .The use of certain parameters that are related to diabetes mellitus diagnosis can be used to enhance the test classification of patients, whether diabetes is present or not.can make diabetes to beRead MoreRenal Microvascular Complications Of Type 2 Diabetes Essay1105 Words   |  5 PagesMicrovascular Complications of Type 2 Diabetes: Aetiology and Pathogenesis Abstract There have been a number of manuscripts reporting on the association of complications in type 2 diabetes with high glucose blood levels, high levels of C-Peptide, high advanced glycation end products (AGEs) and vascular cell adhesion molecule-1 (VCAM-1) and oxidative stress. In order to further investigate the aetiology and pathophysiology of renal microvascular complications in type 2 diabetes, papers were reviewed throughRead MoreIs Diabetes Mellitus A Serious Condition?917 Words   |  4 Pages Diabetes mellitus is a serious condition that has been spreading around the world. Researchers are interested in this condition because it presents a challenge. The goal of diabetes mellitus is to manage the amount of glucose in the blood. Researchers have come up with data driven models to help manage the glucose in patient’s blood. In 2011, millions of cases of diabetes had been reported across the world by the World Health Organization. Many complications in the body can come as a result ofRead MoreInvestigating The Aetiology And Pathophysiology Of Renal Microvascular Complications1094 Words   |  5 Pagesthe association of complications in type 2 diabetes with high glucose blood levels, high levels of C-Peptide, high advanced glycation end products (AGEs) and vascular cell adhesion molecule-1 (VCAM-1) and oxidative stress. In order to further investigate the aetiology and pathophysiology of renal microvascular complications in type 2 diabetes, papers were reviewed through 2000 using the NIH PubMed Literature Search System. Inclusion criteria were that manuscripts 1) be primary peer-review researchRead MoreAn M-Health Application for Adolescents with Type 1 Diabetes1181 Words   |  5 PagesAn m-Health Application for Adolescents with Type 1 Diabetes Product Description Though it is known that self-monitoring blood sugar level is necessary for effective self-care of type 1 diabetes mellitus, adolescents with diabetes require decision-support aids to effectively analyze a blood glucose result and take appropriate action to optimize glycemic control (Hood, Peterson, Rohan, Drotar, 2009). Therefore, mobile technology-based intervention can be effectively implemented to help in thisRead MoreDiabetes Is The Root Cause For The Type 2 Diabetes Mellitus1210 Words   |  5 PagesType 2 Diabetes is also called Non Insulin Dependent Diabetes. In this type, body does not use insulin adequately and become resistant to even high levels of insulin. This leads to high blood sugar margins which can cause adverse effects if left untreated. There are many risk factors which can be responsible for the progression of the disease. Obesity is the root cause for the type 2 Diabetes Mellitus, People having type 2 diabetes are at risk for gain in weight due to many causes or factors including:Read MoreGlucose: The Most Important Monosaccharide in the Body1038 Words   |  4 Pagesmetabolism of glucose or cellular respiration yields a lot of ATP in the human body. Since glucose serves such important functions, understanding the biochemistry and clinical applications of malfunction of glucose metabolism are important. Glucose testing in a hospital setting can lead to important results such as if a patient has diabetes or hyperglycemia. This paper focuses on glucose testing done in a clinical setting and the biochemistry behind why and how glucose testing serves such an important role

Standing Your Ground The Life of Joshua L. Chamberlain Free Essays

string(74) " along with about a thousand men transformed and became trained soldiers\." Lawrence Joshua Chamberlain was born on September 8, 1828 in Brewer, Maine to Joshua and Sarah Brastow. Perhaps as a portent of things to come, Chamberlain was named after a hero of War of 1812, Captain James Lawrence. Captain Lawrence was known for never giving up the fight, and whose dying words to his men were â€Å"Don’t give up the ship!† Chamberlain’s family was a Puritan, and was raised in a household that puts high value on good behavior, good education, hard work, and benevolence. We will write a custom essay sample on Standing Your Ground: The Life of Joshua L. Chamberlain or any similar topic only for you Order Now THE DUTIFUL SON Lawrence was the eldest of five children and had a strong sense of duty at a very early age, perhaps because he was tasked to look after his younger siblings. A great deal of his childhood was spent outdoors, and he grew up loving and respecting nature. He had a shy and sensitive nature, and was always caring of others. More and more, as Lawrence was growing up, he took to academic studies with great enthusiasm. (Wallace 1995, p. 19) He took to scholarly pursuits even as he worked the farm land to help his father. In the fields, Chamberlain was taught that how much the land gives in harvest depends on how much work one is willing to put into it. The lessons of hard work and industry and relentless determination were values that the land taught him, and one that would carry him through for the rest of his distinguished life. (Cashin 2002, p. 76). When it was time for Chamberlain to set on a course for a lifelong career, his father, a former soldier, wanted his eldest son to follow in his footsteps and serve the country during peacetime. However, while Chamberlain had already been preparing for West Point and a career in the army, Chamberlain’s mother protested because she wanted Lawrence to serve the church and become a minister. In spite her mother’s objection, Lawrence wanted to go to West Point. However, his enthusiasm was dampened by the prospect of holding a military position during a time of relative peace and stability. So in the end, his mother’s desires won, and Chamberlain decided to become a minster in the hopes of getting a commission as a missionary in another country. (Wallace 1995, p. 45) When Chamberlain was nineteen years old, he entered college. For Lawrence, who has been very close to his family, the thought of living away from his family must have been difficult. Thus, he was very shy and stammered during his first years at college at Bowdoin College at Brunswick. Gradually, Chamberlain was able to overcome his shyness and stammering speech and became a champion orator and writer. (Wallace 1995, p. 97) It was also during college that Chamberlain decided to use Joshua for his first name. At college, Chamberlain’s strength of character began showing. He was known for standing firm on his principles, even when he was going against people who had more power and authority than him. He never turned his back on the values that he believed in, and this earned him the respect of the people who knew him. This strong sense of honor was a value that stayed with him all his life, even when his life was threatened in the battlefield. Chamberlain also had a great love for music and he turned for it for his relaxation. When not busy with school work, he played the organ for his school chapel, a skill that he learned all on his own. His love for the organ also drew him to Frances Adams, who also played the organ for the Brunswick church choir. Frances was three years older than Chamberlain, but that age difference did not matter to them. Their romance was serious right from the start and they were engaged soon after 1852, just a year after they first met and soon after Chamberlain graduated from college. However the marriage did not happen soon after the engagement. Joshua first pursued both a seminary course and his master’s degree. After finishing both, Joshua and Frances became husband and wife, three years after their engagement. THE PROFESSOR BECOMES A SOLDIER Having distinguished himself as an orator during his college, he became professor of oratory and rhetoric at Bowdoin College a year after earning his master’s degree. Five years after, in 1861, he became the chair of the department of modern languages. Chamberlain’s ascent to chairmanship was well-deserved. He has learned several languages during his seminary course. The languages were taught as part of the preparation for overseas missionary work which was his original intent. Chamberlain was fluent in nine languages namely, Latin, French, German, Greek, Hebrew, Spanish, Italian, Arabic, and Syriac. In 1861, at the same year that Chamberlain was elected the position of chair of modern languages, Civil War broke out. The youthful dreams of serving the military and fighting in the battlefield of war were once again rekindled. Or perhaps they never left at all. It may be said that Chamberlain has always been a noble soldier. When Chamberlain was given a sabbatical, supposedly for study in Europe, he immediately went to Governor Washburn for military service. Thus in 1862, Chamberlain left the halls of the academe to fight in the Civil War. His decision was met with dissent at Bowdoin College, but for Chamberlain the need to serve the country took precedence over anything else. By virtue of his education and mastery of languages, he was commissioned as Lieutenant Colonel of the 20th Regiment of Maine Volunteers. While never having actual military training, Chamberlain soon learned the ropes through keen observation. The fact that he was in charge of an actual regiment was enough reason for Chamberlain to learn as he go. All his life, he has always been a self-starter and capable of learning things by himself. Under Commander Adelbert Ames, a recent West Point graduate, Chamberlain, along with about a thousand men transformed and became trained soldiers. You read "Standing Your Ground: The Life of Joshua L. Chamberlain" in category "Essay examples" (Ritter Wakelyn 1998, p. 116) Chamberlain’s youngest brother, Thomas, was also part of the same regiment, and the two would soon distinguish themselves as soldiers of the Civil War. The 20th regiment’s first order of battle was to proceed to the battle at Antietam. However, they did not saw any action in that battle. Their first actual engagement was as a reconnaissance unit at Shepherdstown Ford. In October, Chamberlain was tasked to lead another reconnaissance at the South Mountain pass. It was during this time that Chamberlain saw first hand the horrors of war. He saw dead Confederate soldiers barely out of their youth, and such sights stayed with him during the entire course of the war. (Ritter Wakelyn 1998, p. 64) A few months after, in December 1862, Chamberlain and his men were right in the middle of the Battle of Fredericksburg, a site of overwhelming defeat for the Union. All around, Chamberlain saw dead men, and when the orders to evacuate came down, Chamberlain was tasked to lead his men to safety. The following months were uneventful for the regiment. In May 1863, an outbreak of small pox among the regiment kept Chamberlain’s men away from participating in the Battle of Chancellorsville. To keep his men in shape and their morale up, Chamberlain constantly asked for duties and engaged the regiment in positive activities. By the end of May, Chamberlain became Colonel of the 20th regiment, after having proven himself as an able soldier and a great leader. A HERO RISES On July 1863, the 20th regiment received marching orders to go to Gettysburg. The Union forces faced a formidable opponent in the person of Confederate General John Bell Hood. General Hood was bent on cutting down the Union lines and under his command; the Confederate Brigades advanced and went up the hill. During this engagement, a good number of Union officers were killed, leaving Chamberlain in command. Before he died, commanding officer Colonel Vincent instructed Chamberlain to stand ground. Joshua was now in a very difficult decision. He was given orders to stand ground but his men’s ammunition were almost spent. (Martin 2006, p. 213). Chamberlain was left to decide the fate of his men and the fate of this battled. He thus gave quick and firm orders. Having the higher ground, Chamberlain told his men to counterattack. The downhill bayonet charge caught the Confederates by surprise, and the Union held their position.   For this heroic stand, he was awarded the Congressio nal Medal of Honor. Soon after that historic stand, Chamberlain became commander of the 3rd Brigade. By this time, Chamberlain has become a seasoned solider who has survived many battlefields. He was regarded with respect and commanded the loyalty of the men who served under his command, particularly the men of the 20th Maine. While an officer, he never considered himself better than his men and he accorded all of them with equal courtesy and respect. He never asked for special quarters and endured the same sacrifices as his men. All these traits endeared him all the more to the military and the public as well. He treated the dead with respect and never forgot to attend to the sick after the smoke of battle has cleared. By now an acclaimed hero, Chamberlain never stopped throwing himself into the thick of the battle. He was a natural leader and tactician, able to execute strategic commands under exacting pressure. He never feared for his life and engaged in battle with very little regard for personal safety. For him, the safety of his men and winning the ground was most important.   (Martin 2006, p. 27) At one point, he was severely wounded but refused preferential treatment, insisting that there are others whose wounds are more serious than his. For fear of a mortal wound, General Ulysses Grant, in what is believed to be the only case of promotion on the battlefield, immediately conferred the position of general to Chamberlain. Doctors thought that Joshua had very little chances of surviving his wound, but he did. A few months after, Chamberlain reported back to duty in spite some physical limitations brought on by his war injury. Chamberlain became commander of a new 1st Brigade, 1st Division, a unit composed of two large regiments of soldiers from Pennsylvania and New York. Not fully recovered from his injury, he was prevented from seeing any military action. However, after a month of sick leave, he returned to service, much to the dismay of his doctors. Chamberlain returned to military action during the last of General Grant’s campaign on March 1865. Chamberlain and his brigade were engaged in a bayonet fight while traveling the Quaker Road and Joshua was again injured. He would have been taken prisoner if not for his fast thinking. He eluded capture by donning a Confederate officer uniform and posing as one of the Confederates. His numerous injuries could not keep him from the call of duty. Under his leadership, Chamberlain claimed the strategic and much coveted lodge on the White Oak Road. For this accomplishment in spite of injury, Joshua was promoted to Major General by President Lincoln. (Ritter Wakelyn 1998, p. 128). General Chamberlain survived many injuries and lived to see the end of the Civil War and the Union’s victory. When General Grant designated him to receive the first flag of surrender at Appomattox Court House, in a moving demonstration of his noble spirit, Chamberlain received the surrender with graciousness and honor. He asked that his original 20th Maine regiment be with him in this historic event, believing that all of them deserved the honor that was accorded to him. (Martin 2006, p. 87) For saving his men and the Union’s position, Chamberlain was awarded the Congressional Medal of Honor, the highest military decoration in the United States. He was brave under fire, and magnanimous in victory. After the war, Joshua went back to Bowdoin as president of the college. (Ashby 2003, p. 10). During his tenure, he instituted reforms which shook the foundations of the conservative school. Nevertheless, his presidency, like his tour of military duty, was marked with strong leadership and honor. He lived to an old age of 84, seeing the fruits of peace wrought by many years of war. In a poetic death, he died of the old war wound that many thought he has recovered from. He still dies in the battle, as a noble soldier. General Joshua Chamberlain stands tall in an age of greatness. His name will go down in history as among the greatest soldiers. It might be said that times make the hero, but in Chamberlain’s case, the choices that he made and his nobility in and out of the battlefield made him a soldier of life. He was a product of his times, and left just in time to plant the seeds of hope for a better and kinder world. May his nobility inspire all that is good and noble in each and every one of us. References Ashby, R. (2003). Extraordinary People. Black Rabbit Book. Cashin, J. (2002). The War was You and Me: Civilians in the American Civil War. Princeton University Press. Martin, I. (2006). The Greatest U.S. Army Stories Ever Told: Unforgettable Stories of Courage. The Lyons Press. Ritter, C Wakelyn, J (1998). Leaders of the American Civil War: A Biographical and Historiographical Dictionary. Greenwood Publishing Group. Wallace, W. (1995). Soul of the Lion: A Biography of General Joshua L. Chamberlain. Clark Military Books. How to cite Standing Your Ground: The Life of Joshua L. Chamberlain, Essay examples

Mr.Shelton complaint free essay sample

Why is Mr. Shelton upset? What should be done to address his complaint? Mr. Shelton is upset because of the very poor customer service provided by Presto Cleaner. As written in Mr. Shelton’s letter to Mr. J.W. Sewickley, president of the company, he said that he has been outraged by the entire episode (the fact that he left his laundry in a store to be cleaned, that it took more than 6 weeks in order to have his clothes back and that, to cover this lack, he has to buy other shirts), by the way Presto Cleaner company treats customers (which is very slow and insensitive and which make Mr. Shelton angry and persistent), by Mr. Hoffner’s conduct (that every time Mr. Shelton call, he is never available), by the lack of communication between departments of the company (between the central plant and different stores in the city too) and by the ridiculous system the company has introduced (staff is still unfamiliar with that and the promised waiting times halved were actually d oubled). We will write a custom essay sample on Mr.Shelton complaint or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page He could not understand how a company, running a customer service business, could have such a careless attitude to a simple customer complaint.  Some particular points should be done to address Mr. Shelton’s complaint. First of all, Mr. J.W.Sewickley should immediately contact Mr. Shelton by telephone to discuss his letter (since he never heard of this story and since he asked Mr. Hoffman about that) and to apologize for the poor service the customer has received. Then, the store at the intersection of Adams and Broadway wasted a lot of time with these clothes. It first checked for three days if the items were in the store. Then, they used both customer’s identification numbers to locate the order in the computer, but they turned up nothing. Furthermore, store assistant put a tracer on the order back to the plant. After 11 days, plant still had not called Mr. Shelton back and then, store told the customer he should call customer complaint office to make a claim for the lost items. If the company was serious, the store should have informed a manager right when it found out about the missing items, so that he could have addressed the problem quickly. Managers must always be available and approachable when are needed by customers, but it took more than a month for Mr. Shelton to get in touch with Presto Cleaner, thing that made him very persistent, due to lack of interest on the part of the company to provide a quick solution, especially for a problem which, as  discovered, was just a simple matter. Management must always make customers feel that they are very important to the improvement of the company. Third of all, the implementation of computer-based system that should have helped speed up the customer service, was a disaster actually. It was not a mess because it was a bad idea, but because employees had not enough time to learn how to use the new system. In this way, waiting time was doubled, compared with the old dry cleaning system. Then, considering the impoliteness of the company in Mr. Shelton’ regards, a refund for the order that was lost and a payment for the shirts the customer had to buy is the least the company can do, especially if we think that a factory can not go broke for less than 500$ and if we think that Mr. Shelton has clearly made understand that he will continue with his business with Presto Cleaner if he get what he asked. Last but not the least, Mr. Hoffman has made a huge mistake saying that maybe Mr. Shelton is not a customer who is worth to satisfy; this is an incorrect way of problem solving because it is true that maybe the customer was very demanding and stressful, but it is always important to find a balance between two different needs and because companies need everyday more customers to grow up or to go on working too. Afterwards, researches have shown that it is less costly to continue serving existing customers than to increase market share. If companies continue to provide high quality products and services, they will realize high customer loyalty and a customer who is satisfied by a company, he is also likely to spread positive word of mouth, creating more goodwill in the marketplace.

Literature Review Essays

Literature Review Essays Literature Review Essay Literature Review Essay This review covers reading as a subject generally and also in L 2 environment. It further considers the various models of reading propounded by researchers and authors.   It also takes a look at differences between a reading strategy and a reading skill. It then outlines and classifies the various learning strategies in use. Specifically, it reviews strategies for reading, pre-reading, while reading and post-reading. It also delves into the strategies good readers use to get by. It further reviews available literature on strategic reading and teaching of reading strategies. The last segment of the review is devoted to difficulties encountered in teaching reading strategies.1.0 Reading:Reading as a subject has been defined in several ways by different people and organizations. WorldNet (2007) has defined reading in seven distinct ways. Two of the definitions relevant to our subject matter are given below:-a.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reading is the â€Å" cogn itive process of understanding a written linguistic message†b.  Ã‚  Ã‚  Ã‚  Ã‚   Reading is a â€Å" mental representation of the meaning or significance of something†According to the Encyclopaedia, an adult reader can read and understand between 200 -1000 words per minute. Catherine Walter (2003), on the other hand, has given 300 words per minute as the optimal rate for processing prose. She added that for fluent adult readers, this rate is constant, regardless of whether the text was difficult or not.   Generally for young readers, the ability of one to read often depends on the rate of fixation of one’s eye on the words being read and also the difficulty of the material being. Reading is a core subject given greater emphasis in most schools throughout the world.2.0     Models of Reading:Two kinds (models) of processing are distinguishable in reading. These are the bottom-up processes and the Top-down processes. The former involves those that take in st imuli from the outside world in the form of letters and words for reading. Adherents of this theory (bottom up processing) focus on how readers extract information from the printed page. Whereas the latter, the uptake of information is guided by an individual’s prior knowledge and expectations. Proponents of this theory posits that readers form hypothesis about which words they would encounter and take in only enough visual information to test their hypothesis.   Acceptance or rejection of a given text is based primarily on what their formed hypothesis is all about. If the formed hypothesis is consistent with what has been read the material is readily accepted. On the other hand, if the read material is not in congruent, the material may be rejected. In practice, she added that, both processes (bottom-up and top-down) are tapped into to facilitate accurate and rapid processing of information.3.0     Reading in second language (L2):Studies undertaken by Schoonen, Hulstij n and Bosser (1998) on Dutch learners of the English language revealed that as proficiency grew, meta-cognitive knowledge contributed to a greater extent to reading comprehension skill acquisition. They further added that knowledge of textual characteristics and reading strategies played greater role in supporting the comprehension gained from reading. Sheory Mokhtari (2001) called their tool the â€Å"Survey of Reading Strategies† (SORS). In one of their studies, they assessed the differences in reading strategies between native speakers (US) and non-native speakers of English. The study revealed that ESL students reported a higher usage of strategies to get by than their US counterparts. Also, the ESL students reported using a greater number of supportive reading strategies. As an entire group, however, the study showed no significant gender differences. On the other hand, the female ESL students admitted using the strategy of underlining information in the text more their male colleagues (ESL students). Interestingly, students who gave themselves higher scores for reading ability also reported using a higher frequency of reading strategies than those readers who gave themselves a lower rating.Catherine Walter (2003) has pointed out that less skilled L2 readers do not necessarily have fewer strategies than skilled readers, but that they are less able to choose the most appropriate strategy for the problem at hand. On the basis of this knowledge, this author counselled teachers to help learners become aware of the strategies they use sometimes unknowingly when reading as well as other strategies available to them and how these strategies can be used selectively. From this account, we can learn that the problem with L2 readers are not so much about the lack of knowledge of reading strategies   but more importantly the ability to apply the most appropriate reading strategy for a given problem.   According to Catherine Walter (2003) several studies in volving L2 students have confirmed that those of them who engaged in extensive reading over a period of time showed significantly more improvement in L2 writing skills than the control groups, who did not practice extensive reading of any kind. She attributed this effect to the unconscious acquisition of the rhetorical conventions of L2 written genres.4.0     Reading Strategy   versus   Skill:Reading strategy is the plan the reader adopts to accomplish a given reading goal. Reading skills, on the other hand, is the reading ability acquired that enables the reader achieves a given reading goal. There are four strategies of reading a material effectively. First, they change their reading speed depending on the difficulty of the material. Secondly, they show a greater tendency to re-read the material, especially when the reading material is considered â€Å"hard†. Thirdly, good readers set for themselves a definite purpose for reading a given material. Fourthly, they ask themselves questions as they read the material. These strategies enable them to look for definite answers from the given text. Furthermore, it also increases their concentration and ability to draw meaning from the material read. They endeavour to visualize what the author is seeking to convey to them from the reading material.What separates good or successful readers from the poor ones often lies in the ability of the former to solve problems that relate to (a) difficult words (b) distractions (c) disagreements with the author (d) nervousness (e) lack of prior knowledge of the subject matter being read and (f) lack of definite purpose.With regards to difficult words, good readers try to re-read the previous sentence before them or try to substitute them to gain comprehension. Another means they employ to overcome difficult vocabulary is to write it down and find its meaning, as writing itself is a good way for recalling information read.The internet has become part and parcel of t he daily lives of many persons including L2 readers. Recognizing the increasing importance this information and communication medium plays in the lives of L2 readers, Anderson (2003) carried out a study to find out (a) The online reading strategies employed by second language readers. (b) Whether online reading strategies of English as a second language readers (ESL) differ from English as a foreign language reader (EFL). He found the under listed as the top twelve reading strategies most widely used. Of these strategies, eight (67 percent) were problem-solving ones, whilst the other four (33 percent) were global reading strategies.(a)   I try to get back on track when I lose concentration (problem-solving strategy).(b) When on-line text becomes difficult, I pay closer attention to what I am reading (problem-solving strategy).(c) I read slowly and carefully to make sure I understand what I am reading online (problem-solving strategy)(d) When I read online, I guess the meaning of u nknown words or phrases (problem-solving strategy)(e) I try to guess what the content of the online text is about when I read (Global strategy(f) I think about what I know to help me understand what I read online (Global strategy(g) I can distinguish between fact and opinion in online texts (Problem-solving strategy(h) I try to picture or visualize information to help me remember what I read online (Problem-solving strategy)(I) When reading online, I decide what to read closely and what to ignore (Global strategy)(j) I adjust my reading online (Problem-solving strategy)(k) I scan the online text to get a basic idea of whether it will serve my purposes before choosing to read it (Global strategy).This research worker also found that the only significant difference between EFL and ESL readers were in the use of problem-solving strategies. The former group reported a higher use of problem-solving strategies than their counterparts. The predominant reason assigned to these findings was that the differences between ERL and ESL learning environments were diminishing with the advent of the internet, the increased use of Radio, television and other information and communication technologies.5.0 Classification of learning strategies:Cohen (1996) has drawn attention to the fact that the differences in criteria of classification often cause inconsistencies and mismatches across existing taxonomies and other categorizations. According to Cohen (1996) some strategies are behavioural and can be directly observed, whereas others are mental and behavioural but which are not observable. There are other learning strategies that are purely mental. He also added that another approach by which learning strategies can be classified is to label them as belonging to ‘successful’ or ‘unsuccessful’ learners. Strategies are also distinguishable from one another according to whether they are cognitive, meta-cognitive, affective or social.6.0 Strategic Reading:St rategic reading simply means purposeful reading. This is the reading in which the reader adjusts his reading to a specific purpose he has in mind. He uses a variety of strategies and skills to pawn out meaning from what he is being read. According to Eduplace (2007) a strategy is a plan selected deliberately by the reader to accomplish a specific goal or complete a given task. When narrowed to the subject of reading, it means having a deliberate plan to accomplish a specific reading goal. When a reader or student is capable in selecting the use of strategy unconsciously, he achieves expertise in using that strategy (Eduplace, 2007). Apart from strategies, Eduplace (2007) affirms that expert readers use a number of comprehension and study skills to grasp meaning from the material being read. Research has shown that readers develop reading skills and strategies 7.0 Teaching reading Strategy:Reading strategies can be taught and learnt. When reading strategies are well grasped by the st udent or reader, they are able to draw meaning from what they read quickly. Reading in this wise become profitable. What sets good readers apart from poor ones are the strategies they adopt before, during and after reading. Whereas poor readers start reading without giving forethought to the reading process and topic, good readers make a deliberate effort to build their own prior knowledge about the topic. Zimmermann and Hutchins (2003) have identified seven strategies used by good readers to unlock meaning from a given text. These are: (a) They create mental images and also become emotionally involved with what they read (b) They use their relevant prior knowledge before, during and after reading to enhance their understanding of what they have read (c) They ask relevant questions to clarify meaning and also pay particular attention to what is important (d)They identify key ideas or themes as they read (f) They also synthesis information (g) They use fix-up strategies such as re-re ading, skipping ahead, asking questions, using a dictionary. These authors further pointed out that good readers use the same strategies whether they reading ‘soft’ material such as a magazine or a ‘hard’ text such as textbook. The goal of all reading instruction therefore is to help the student overcome reading difficulties and ultimately become expert readers. By becoming expert readers, it enables the student achieve independence and use the literacy for life-long learning. Taberski (2000) has described the strategies for teaching reading in primary schools. He presented a material organized around a series of interconnected interactions with the learner as assessment, demonstration, practice and response. He outlined the role of the teacher in this approach, how to set up the classroom environment, how to assess reading and also showed how effective strategies and skills could be demonstrated.8.0   Difficulties in   teaching reading strategies:Many researchers and authors have acknowledged the difficulties in teaching reading strategies (Anderson, 1999; Beers, 2003). Bereiter and Bird (1985) reported that analysis of protocols from adults thinking aloud while reading identified four potentially teachable strategies. This study involved eighty students in grades seven and eight. They found that neither strategy modelling and practice alone, nor question and answer comprehension activities were effective. They confirmed that even in the successful group, instruction was effective with only three of the strategies. Recounting her own trials and tribulations when helping seventh grade students to learn to read, Beers (2003) considered the difficulties involved in teaching reading strategies to students or pupils. She pointed out that even with high-quality reading instruction in the early grades, it is necessary for middle and high school teachers to help students refine, practice and in some cases, develop the skills of readers.A ccording to Anderson (1999) developing a personal philosophy of teaching can be difficult to many a teacher, if not totally elusive. He offered help with a philosophy built around the word ACTIVE, which serves as the organizing mnemonic. ACTIVE consists of the first letters of six of the eight elements of this approach as: A – Activate prior knowledge C – Cultivate vocabulary T – Teach for comprehension I – Increase reading rate V – Verify reading strategies E – Evaluate progress.The last two elements are: Consider the role of motivation and select the appropriate materials. Clearly, teachers that adopt this procedure can overcome some of the difficulties encountered in teaching reading strategies.Difficulties in teaching reading strategies can be traced to two sources, namely from the teachers’ end in impacting the knowledge in a manner that is easily understandable to the student and also from the student’s end in grasping th e knowledge being impacted. Clay (1985) has outlined ways and means by which reading difficulties of such students or pupils can be detected early and helped. She counselled that through systematic observation of reading behaviours and reading recovery procedures, such children could be helped with their reading problems. Hatcher, Hulme and Ellis (1994) reported of a study involving children experiencing difficulties in the early stages. They divided these seven year old poor readers into four groups and assigned them to one of three experimental teaching conditions such as (a) Reading with phonology (b) Reading alone (c) Phonology alone and (d) A control. They found that although the phonology alone group showed most improvement on phonological tasks, the reading with phonology group made most progress in reading. They concluded from the findings that interventions to boost phonological skills should be integrated with the teaching of reading if they are to be maximally effective i n improving literacy skills.

How to Homeschool If You Work Outside the Home

How to Homeschool If You Work Outside the Home If you and your spouse both work full- or part-time outside the home, you may think homeschooling is out of the question. Although having both parents working outside the home does make homeschooling trickier, with efficient planning and creative scheduling, it can be done. Here are some practical tips for successfully homeschooling while working outside the home. Alternate Shifts With Your Spouse Perhaps the most difficult aspect of homeschooling when both parents work is figuring out the logistics. This can be especially tricky  when young children are involved. One of the easiest ways to ensure that there is always a parent at home with the children is to alternate work shifts with your spouse. Alternating shifts also helps with school. One parent can work with the student on a few subjects while he or she is home, leaving the remaining subjects for  the other parent. Maybe Dad is the math and science guy while Mom excels at history and English. Splitting up the schoolwork allows each parent to contribute and to work to his or her strengths. Enlist the Help of Relatives or Hire Reliable Childcare If you  are a single parent of young children, or you and your spouse are unable or unwilling to alternate shifts (because that can  put a strain  on both the marriage and family), consider your childcare options. You may want to enlist the help of relatives or consider hiring reliable childcare. Parents of teens may decide that their kids can stay home alone during the parents’ working hours. Maturity level and security concerns should  be taken into serious consideration, but it is often a viable option for a mature, self-motivated teen. Extended family may be able to provide childcare and oversee schoolwork that your child can do with minimal help and supervision. You might also consider hiring an older homeschooled teen or college student to provide childcare if there are only a few overlapping hours in the working parents’ schedules. You may even consider exchanging child care for rent if you have extra space available. Use Curriculum That Your Students Can Do Independently If you and your spouse are both working  full-time, you’ll probably want to consider homeschool curriculum that your children on their own, such as textbooks, computer-based curriculum, or online classes. You might also consider mixing independent work that your children can do during your work shifts with more activity-based lessons you can do in the evenings or on weekends. Consider a Co-Op or Homeschool Classes In addition to the curriculum that your kids can complete on their own, you might also consider homeschool classes and co-ops. Many co-ops do require that the parents of the kids enrolled to take an active role, but others do not. In addition to regular co-ops, many areas offer group classes for homeschoolers. Most classes meet two or three days per week. Students enroll in and pay for the classes that meet their needs. Either of these options can meet the scheduling needs of working parents and provide in-person teachers for core classes and/or desired electives. Create a Flexible Homeschool Schedule Whatever you decide to do as far as curriculum and classes go, take advantage of the flexibility that homeschooling offers. For example,  homeschooling doesnt have to take place from 8 a.m. to 3 p.m., Monday through Friday. You can do school in the mornings before going to work, in the evenings after work, and on the weekends. Use historical fiction, literature, and engaging biographies as your family’s bedtime stories. Science experiments can make exciting family activities in the evenings or on the weekend. Weekends are also the perfect time for a family field trip. Get Creative Working homeschool families encourage thinking creatively about activities with educational value. If your kids are on sports teams or take a class such as gymnastics, karate, or archery, count that as their P.E. time. Use dinner prep and household chores to teach them home economics skills. If they teach themselves a skill such as sewing, playing an instrument, or drawing during their free time, give them credit for the time invested. Be aware  of the educational opportunities in the everyday aspects of your lives. Split up or Hire Help for Household Chores If both parents are working outside the home, it is vital  that everyone either pitch in to help or that you seek outside help for maintaining your home. Mom (or Dad) can’t be expected to do it all. Invest time to teach your children the life skills necessary to help with the laundry, housekeeping, and meals. (Remember, it’s home ec class, too!) If theres still too much for everyone, consider what you may be able to hire out. Perhaps just having someone clean your bathrooms once a week would lighten the load or maybe you need to hire someone to maintain the lawn. Homeschooling while working outside the home can be challenging, but with planning, flexibility, and teamwork, it can be done, and the rewards will be worth the effort.

Trade Analysis between Brazil and the USA Term Paper

Trade Analysis between Brazil and the USA - Term Paper Example creation of Southern Common Market and participated in the formation of the G-20 as a coalition to represent developing countries in the World trade organization negotiations. Brazil works bi-laterally with the U.S due to her influence in the trade groups. She also co-chairs the Free Trade Area of the Americas (FTAA) negotiations as with the U.S. Indeed for the two countries, closer ties serve advantageously both economically and politically. There is mutual benefit when there are good trade relations and the partners have stable political governance. Political stability of any country greatly determines the economic performance of the country. This is evident from the economic recession experienced by the two countries during the Word War II. Economic ties in the U.S and Brazil are much dependent on the two-way trade that is far much empowered by the World Trade Organization. Additional resources and economic growth are the direct benefits realized by the countries in relation to ex port-import trade relations (Schott, 2003, p 2). US recorded the highest imports from and exports to Brazil in the year 1997. However, a sharp decline was noted in 2002 due to the financial crisis experienced in Brazil. A contrast was sited as US imports from Brazil rose in 2002 than in 1997. Bilateral trade between U.S and Brazil has grown rapidly since 1992. The US had commendable trade surplus with Brazil between 1990’s and 2002 when she recorded a drastic merchandise trade deficit with Brazil. United States’ basic exports comprise of industrial manufactured goods such as electric machinery, air crafts and computers. On the other hand, she relies on imports from Brazil that comprise of steel, iron, footwear and mineral fuels. Approximately about 70% of United States’ exports to... In Brazil and the United States, closer ties majorly brought about by the trade relations serve both for economic and political reasons. The two countries have common objectives in trade. Opening markets is beneficial to both boosting innovation and competition. They both have a role to play in order to deepen their trade relations especially bilateral. The success of trade negotiation in WTO and in the hemisphere largely depends on them. An increment in trade and investment in both countries will lead to boosted employment and income. This would also lead to greater cooperation politically, culturally and economically in the hemisphere. Brazil and the U.S both share a role to play in order to deepen their bilateral relations. They have a challenge to ensure better results for their citizen and entire trading block partners (Schott, 2003, p22- 23). Free trade is an essential emerging aspect in these countries’ trade. However, Brazil is still a way off to understanding the benefits associated to the trade and thus is yet to open up her boundaries for the trade. Countries adopt trade policies at will and this explains the difference in trade liberalization between the United States and Brazil. Bilateral and regional trade agreements have put the United States at an advantage in trade relation to Brazil. Prospects are good over future trade relations going with the current signing of trade agreements to enhance mutual trade. It is also crucial that these two countries maintains and develops the already established trade partnership for the well being of the two economies.

HRM of Apple Company Assignment Example | Topics and Well Written Essays - 3250 words

HRM of Apple Company - Assignment Example The organization chosen for this coursework assignment is Apple Company. This organization is an American multinational corporation that designs and manufactures consumer electronics and personal computers. The most famous products of the company are Macintosh computers, iPods, iPad, iPhones, etc.It was established in Cupertino, California on April 1, in the year 1976 and incorporated on January 3rd in the year 1977. The company was called as Apple Computer, Inc. for nearly 30 years of its incorporation and later computer was removed from the company’s name for its ongoing expansion in designing and producing new products. The company by the year 2010 has nearly 284 retail stores operating in ten countries and an online store where the software and hardware products are sold. It also sells and delivers digital content through its application stores. The products are sold through worldwide retail stores, online stores, and direct sales force, other third parties, and value-adde d resellers. This company ranks as the tenth largest company in the world. This organization has employed 80,000 people worldwide of which majority hail from the US. Apple Company serves its customers by offering a broader range of services and products which include mobile communication and other technological and sophisticated gadgets which attract more consumers in purchasing. Besides these services and products, the Apple Company offers its characteristic software products. Task 1 a. The differences between personnel and human resource management Personnel management deals with people employed and its management; and HRM deals with managing employee skills, acquaintance, abilities and aptitudes. Personal management views employees as a money-making or profitable man where he offers his services and gets paid in the form of wage/salary. Therefore, it views employee as equipment which can be purchased and utilized. On the other hand HRM considers employees to be not only economic but also as social and psychological. This approach regards employee as a complete man and are viewed as a reserve or source for his services rendered. Personnel management considers employees as charge centre and hence expenses of employment are maintained by the management whereas in HRM employees are treated as profit centres and hence put in capital for human resources development and future effectiveness. Personnel management uses employees for organizational benefits while HRM uses them for the multiple mutual benefits of the organization, employees and the family members. HRM is a function of strategic management and it lays much emphasis on strategic fit and integration (Armstrong, 2006, p. 19), while in personnel management, personnel functions are considered supplementary. The HRM functions in terms of its contribution to organizational purpose. Managerial functions and Operational functions together constitute to the Human Resource Management functions. Managerial functions include Planning, Organizing, Directing and Controlling. All these functions are important towards the contribution to organizational purpose. The operational functions include Employment, Human Resource development (HRD), Compensation and Human Relations. b. The role and responsibilities of a line manager The line manager plays an important role in the Apple Company. The responsibilities in the performance and development system are diverse and require varying skills for effective management. The line authority is direct authority exercised by a supervisor or manager over his subordinates so that his orders and instructions are carries out in a proper manner. A line manager is considered as generalist of an organization, who directs his subordinates and delegates authority and has power to vote. He makes the operating decisions and bears the final responsibility. The role manager has to motivate his employees, subordinates to work effectively and maximize the potential by identification and