How Animals Help In Psychological Healing - Free Essay Example

Sample details Pages: 4 Words: 1210 Downloads: 3 Date added: 2019/04/15 Category Society Essay Level High school Tags: Veterans Essay Did you like this example? Abstract People often overlook the importance of animals in the process of psychological healing. Animals have been used for decades as emotional and social cushions for people with debilitating ailments. Service dogs and animal-assisted therapy are a growing cultural phenomenon, as a common tool for increasing physical and mental wellness. These tools have been most commonly used for treating physical disabilities, but recent research suggest that animals can also be used to treat emotional illnesses. The prevalence for post-traumatic distress disorder (PTSD) has grown exponentially since the year 2002 (Furst, 2016). There is no cure for PTSD, but many therapists have been exploring the psychological and perhaps, even physiological benefits of the human-animal bond. Non-profit organizations have funded programs that provide training for animals specifically for the use of emotional support. Animals that are professionally trained, are protected under the Americans with Disabilities Act; requiring all public institutions to make arrangements to accommodate the needs of the patient (Silcox, Castillo, Reed,2014). Don’t waste time! Our writers will create an original "How Animals Help In Psychological Healing?" essay for you Create order Emotional Support Animals and Veterans With PTSD The human-animal connection is a complex relationship that is still being studied today. For hundreds of years animals have been used to help remedy the effects of certain disabilities. A person with a disability can suffer from impaired functional capacity and diminished social participation (Silcox, Castillo, Reed,2014). Animals of various species provide therapy to a wide range of people, says (Kane, 2015). Doctors, therapists, even the ancient Greeks utilized the relations between human and animal to aid in the recovery of physical and psychological ailments (Silcox, Castillo, Reed,2014). Using animals for therapy is growing in popularity; due to the degree of simplicity and the capability to adhere to ones autonomy. In America, there are approximately 73 million homes that own pets- some homes owning more than one (Silcox, Castillo, Reed,2014). Pet ownership is rewarding in itself; because of the many emotional and physical benefits it provides. According to (Silcox, Castillo, Reed,2014), animals help fosters the strengthening of interpersonal relationships-improving social interactions with other people. While most people seek a sense of security from their companions, animals can provide a sense of trust and empathy (Silcox, Castillo, Reed,2014). Humans psychological need for unconditional love and acceptance is primarily demonstrated in the human-animal relationship. Doctor, Charles Mayo, and Therapist, Sigmund Freud discovered the unique effects animals had on humans during the 20th century (Silcox, Castillo, Reed,2014). Patients had an overall positive behavior in the presence of a pet, and some people used pets to shard personal emotions. The president of K-9 for warriors (2015) asserts that dogs improve peoples mental health, their perspective, and their ability to relate to other people. Animal-assisted therapy (AAT) has been used increasingly within the past few years. AAT is a type of therapy that utilizes animals in the process of treating clients with moderate to severe psychological and physical impairments (Silcox, Castillo, Reed,2014). Seeing eye dogs and psychiatric service dogs are trained by professionals to aid in the people daily lives. The American Disabilities Act (1990) requires all public facilities and institution to accommodate the needs of a person with any type of disability (Silcox, Castillo, Reed,2014). Emotional sup port animals (ESAs) can be any animal, wild or domestic, that assist in the overall mental health of a person. Unfortunately, since ESAs do not have to be trained, the law passed in 1990 does not recognize to work done by the animals (Silcox, Castillo, Reed,2014) Post-traumatic stress disorder (PTSD) is a psychological disorder following an excessively traumatic event (Kloep, 2016). Effects of PTSD can be devastating, not only for the victim but the people around them. On average, twenty-two veterans die every day from suicides, some conjecture that health care professional could do more to diagnose and treat PTSD (Furst, 2016). The prevalence of PTSD in civilian populations average around 6.9% but it is immensely higher, ranging from 10.1%- 30.9% (Kloep, 2016). While anyone can suffer from PTSD, veterans who have been in combat are more likely to develop and become diagnosed with PTSD. Combat veterans who have killed or have seen death first hand are predisposed to the diagnosis of PTSD (Furst, 2016) Common symptoms for PTSD are intrusion, avoidance, negative alterations in cognition and mood, and alteration in arousal and activity (Kane, 2015). Post-traumatic stress disorder overrides a person ability to distinguish non-threatening people a nd stimuli from past memories. There are more developed ways to treat PTSD; however, veterans who have been diagnosed with PTSD rarely ever seek help. A group of approximately 50,000 veterans with PTSD were offered medical treatment, and only 9.5% actually sought help (Kloep, 2016). There are multiple non-profit organizations that provide service animals for veterans who suffer from PTSD. K-9s for Warriors (2015) is a non-profit organization- founded by people associated with PTSD- that provides emotional support dogs, including a 3-week training program for returning veterans with PTSD. Another program uses animals trained by incarcerated individuals and gives them to veterans with PTSD (Furst, 2016). According to Silcox, Castillo, Reed (2014) there are many types of animals- not only dogs- that help people achieve a better quality of life. People who suffer from PTSD, find it difficult to integrate back into a functional society, especially due to compromised feelings of trust. Animals lack a developed frontal cortex, which confines them to the limitations of their own instincts. It is easier for humans to trust in an animal; simply because, it will never conspire to do anything that is outside of its own nature. Those who participate in Animal-assisted therapy, will learn different coping methods, how to efficiently manage symptoms, and regain a sense of confidence (Furst, 2016). The relationship formed between human and animal not only improved social interactions, but reduced heart rate, and cholesterol levels- encouraging people to become more publicly involved (Silcox, Castillo, Reed,2014). Oxytocin, bonding hormone, is commonly associated between human-human, however, this hormone is also produced by pet and owner. Service dogs can be trained: to recognize the symptoms of a flashback, block people from getting too close to the veteran, and wake up a veteran during a nightmare (Furst, 2016). It was observed that in the presence of service dogs, veterans reduced taking anxiety medications, felt lessening symptoms of depression, and strengthened interpersonal relationships (Kane, 2015). Though it is still unperfected, animal-assisted therapy has made an impact on many peoples lives. References Duax, J. M., PhD., Bohnert, K. M., PhD., Rauch, S. A. M., PhD., Defever, A. M., B.S. (2014). Posttraumatic stress disorder symptoms, levels of social support, and emotional hiding in returning veterans. Journal of Rehabilitation Research and Development, 51(4), 571-8. Retrieved from https://search.proquest.com/docview/1553179753?accountid=40159 Furst, G. (2016). Helping war veterans with posttraumatic stress disorder: Incarcerated individuals role in therapeutic animal programs. Journal of Psychosocial Nursing Mental Health Services, 54(5), 49-57. doi:https://dx.doi.org/10.3928/02793695-20160420-07 Kane, E., PhD. (2015). K9s for warriors: Saving the lives of veterans with PTSD.Dvm360, 46(5), 40-41,43. Retrieved from https://search.proquest.com/docview/1678609564?accountid=40159 Kloep, M. L. (2016). The effect of psychiatric service dogs for PTSD symptom amelioration in military veterans (Order No. 10163382). Available from ProQuest Central. (1830472216). Retrieved from https://search.proquest.com/docview/1830472216?accountid=40159 Silcox, D., Castillo, Y. A., Reed, B. J. (2014). The human animal bond: Applications for rehabilitation professionals. Journal of Applied Rehabilitation Counseling, 45(3), 27-37. Retrieved from https://search.proquest.com/docview/1619358977?accountid=40159

Industrialization And Capitalism During 19th Century America

In 19th century America there were many changes in industrialization and capitalism which impacted the working class. One such change was the rise of unskilled labor; before the industrial revolution most people if not employed in agriculture relied on skilled trade. Meaning people had to have training and skill in order to create merchandise of a higher quality. However, with the rise of industrialization large factories began to take over the production of goods. These big businesses also began to turn to unskilled labor due to the fact that it was easier than hiring skilled laborers. Factories employed unskilled laborers because they were cheap and easily replaceable. This allowed factories to significantly grow in size and dominate the market. Such domination of the market forced the majority of smaller business to close their doors due to the fact that the factories could produce a higher quantity of goods for a smaller price. This affected the working class because their option s for employment quickly decreased to the extent that their only option was to work for these big businesses. Due to the fact that unskilled laborers were easily disposable, large factories began to take advantage of their employees. Big businesses would take advantage of their workers by forcing them to work in unsanitary, unhealthy, and even dangerous conditions for very little pay. The life of a working class citizen was a difficult one, and the lives of these workers are reflected in theShow MoreRelated19th Century Industrialization Essay1485 Words   |  6 Pages19th Century Industrialization Nineteenth Century Industrialization During the second half of the nineteenth century, the United States experienced an urban revolution unparalleled in world history up to that point in time. As factories, mines, and mills sprouted out across the map, cities grew up around them. The late nineteenth century, declared an economist in 1889, was not only the age of cities, but the age of great cities. Between 1860 and 1910, the urban population grew from 6 millionRead MoreEssay on American History: The Gilded Age America736 Words   |  3 PagesGilded Age America Throughout the history of the United States, the Gilded Age is regarded as a period that spanned the last three decades of the 19th century. This period starts from the Civil War came to an end in the 1865 up to 1900. The term Gilded Age was formulated by writers Charles Warner and Mark Twain in The Gilded Age: A Tale of Toady in 1873. They did this since they believed it to be an era that would be characterized by a variety of severe social problems that were camouflaged byRead MoreIndustrialization During The Industrial Revolution913 Words   |  4 PagesRevolution above all period of history increased the border amongst the wealthy and the underprivileged. 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This can be gained from the readings from Bailyn, Beverly, the Declaration of Independence, and other works that show not only how profitableRead MoreThe Legend Of Sleepy Hollow895 Words   |  4 Pages Capitalism can be defined as â€Å"when monetary wealth was enabled to buy labor power† (Wolf et al. 77). By the time that â€Å"The Legend of Sleepy Hollow† was written, Capitalism was the dominant mode of production, and capitalist markets were spreading rapidly. This became especially true in the United States of America, which was heavily influenced by the British in matters of economy. Since capitalism was born in England , the influence of capitalism bled over into America while they were still underRead MoreReflection On The American Culture1384 Words   |  6 Pagesmethods that these books use in providing information about the evolution of the US culture. The paper examines the relationship between these three sources and ways they challenge or inform an understanding of the American society during the late 19th and early 20th century. There is an analysis of the efficiency of the issues tackled by these books in influencing the contemporary discourse surrounding American culture. The major argument of this paper is that Crabgrass Frontier, Manifest DestinationRead MoreThe Transition From An Agrarian Society1183 Words   |  5 Pagesworkers’ movements due to the drastic nature of change during this time period. The transition from an agrarian society to an industrial empire had challenged old American values such as outwork and interdependence found within rural communities. Specifical ly, division of labor and technological advancements during this time period had shifted society from being self-reliant (agrarian) to dependent on large businesses (industry). In Who Built America by Christopher Clark, Nancy Hewitt, Joshua Brown

Up in Arms Nuclear Weapons and North Korea Free Essays

Nuclear weapons are not merely explosive devices that release an enormous amount of energy through the fusion or fission of atomic nuclei, but the issue of producing and researching it involves a more complex threat. Originally developed for use in World War II (1939-45), these nuclear weapons are among modern warfare’s most lethal and destructive weapons. These could decimate cities in seconds and the destruction would advance throughout many years as people affected by it will suffer various diseases. We will write a custom essay sample on Up in Arms: Nuclear Weapons and North Korea or any similar topic only for you Order Now Thus, the issue of nuclear weapons indeed encompass strategic, political and cultural dimensions as these are instruments that pose a global threat. Around the world, there exists a growing clamor that it is not enough merely to reduce the number of nuclear weapons in the world. People call for the total elimination of nuclear weapons. Members of the peace movement have long opposed nuclear weapons on the moral grounds that they have the potential to destroy mankind. For that obvious reason, nuclear arms should not be manufactured, tested or used, and those remaining should be destroyed. Surprisingly, calls for the complete abolition of nuclear arms have come from different quarters, even from a group of former high-ranking military officers. Just recently, North Korea had been embroiled in this controversy when it insisted that they would never dismantle its nuclear program, while the United States maintained a â€Å"hostile† policy toward the country this year. If we look into its history, nuclear weapons and Korea have been entwined for more than 50 years. During the Korean War (1950-1953), the United States threatened several times to use nuclear weapons. This is the reason why the U.S. military forces remained in South Korea (the Republic of Korea). The United States began deploying several types of nuclear weapons to the South in January 1958, a time of extensive worldwide U.S. nuclear deployments. Initially, four different kinds of nuclear weapons were introduced with U.S. Army forces in South Korea: the Honest John surface-to-surface missile, the massive 280-millimeter gun, the 8-inch artillery shell, and atomic demolition munitions (ADMs) (Mack, 1994). However, North Korea is widely believed to have produced and separated enough plutonium for a small number of nuclear warheads. Most or all of the plutonium came from the 5-MWe reactor at Yongbyon, which went critical on August 14, 1985, and became operational the following January. The U.S. intelligence community believes that during a 70-day shutdown in 1989, North Korea secretly removed fuel from the reactor and separated the plutonium. Estimates vary as to how much plutonium was obtained. The State Department believes about 6-8 kilograms; the CIA and Defense Intelligence Agency say 8-9 kilograms, an estimate consistent with the careful analysis of the Institute for Science and International Security. South Korean, Japanese, and Russian analysts have made much higher estimates, ranging up to 24 kilograms (Albright and Higgins, 2002). What is incredible with this issue is that North Korea never admitted it possessed nuclear weapons, but it appears likely that it does. NBC Nightly News reported in 1993 that reprocessed plutonium had already been converted from a liquid form to metal, and several U.S. officials concluded that Pyongyang had made it into a bomb. In November 2002, the CIA went further than its previous estimates, stating, â€Å"The United States has been concerned about North Korea’s desire for nuclear weapons and has assessed since the early 1990s that the North has one or possibly two weapons using plutonium it produced prior to 1992† (Norris, Kristensen and Handler, March/April 2003). By August 2005, the issue of nuclear proliferation on the Korean peninsula continued to dominate the political landscape. Talks between North Korea and the United States had met with little success, with no narrowing of the gap between those two countries on North Korea’s peaceful use of nuclear energy. The United States continued to insist that all of North Korea’s nuclear facilities had to be dismantled while North Koreans insisted that they had the right to conduct peaceful nuclear activities.   Indeed, North Korean chief delegate Kim Kye-gwan rhetorically asked, â€Å"We are not a defeated nation in war, and we have committed no crime, so why should we not be able to conduct peaceful nuclear activities?† (BBC News, 5 August 2006). With this, several countries warned North Korea that launching a missile would yield undesirable results.   Notably, Japanese Prime Minister  Junichiro Koizumi advised North Korea against test-firing the missile saying, â€Å"Japan has been urging North Korea to stop the attempt to launch a missile. We are making efforts to urge North Korea to act rationally and with self-restraint†.   He went on to warn, â€Å"If it does not listen to us and fires a missile, we have to consult with the United States and take stern measures â€Å". Moreover, the United States Department of State reacted to the launch of the North Korea’s missile Taepodon-2 as a â€Å"provocative† and attention-seeking act.   White House press secretary, Tony Snow, said that President George W. Bush was consulting with Secretary of State Condoleezza Rice, National Security Adviser Stephen Hadley and Defense Secretary Donald Rumsfeld on the matter.   Secretary Rice called on North Korea to return to the multilateral discussion table (Associated Press, 19 June 2006). For its part, North Korea confirmed that it had test-fired a series of missiles and that further missile tests would be launched.   North Korean officials also warned that they would react strongly to punitive pressures from the international community. Furthermore, North Korea defiantly defended its right to launch the missiles, saying that it was a matter of national sovereignty.   That said, geopolitical analysts observed that North Korea’s latest moves may have been made for strategic reasons rather than simply as an act of national sovereignty. With the seemingly stubborn stance of North Korea, the United Nations Security Council unanimously approved Resolution 1718 on October 14, 2006. The resolution called for the inspections on cargo going to and from North Korea to search for weapons, a ban on the sale or transfer of materials related to North Korea’s unconventional weapons program, and a freeze on the transfer of funds connected with North Korea’s nuclear and ballistic missile programs (The Economist 21 October 2006).   Absent from Resolution 1718 was the Chapter Seven [of the United Nations charter] provision, which would enforce the sanctions via military force . Even though the resolution was approved by the United Nations Security Council and welcomed by the international community, total agreement on the matter of North Korea remained distant (Arms Control Today Magazine, November 2006). With these turn of events, we could clearly point out how nuclear weapons became a strategic instrument of North Korea to defy the will of the international community. North Korea is flexing its military capabilities by showing off its nuclear weapons. This underscored the need for the nations to begin disarming as soon as possible. North Korea may have felt an ominous threat that they decided they must acquire nuclear weapons in order to â€Å"catch up† to and achieve equal status with a military giant like the United States. However, their intentions were not well-received by their neighbours because North Korea became a â€Å"threat† itself when it decided to push with their nuclear missile tests. Moreover, the international community is frowning upon the real intentions of these â€Å"tests†, whether North Korea is just out to protect itself or is it a tactical plan to scare off their neighbours by virtually stating â€Å"Don’t mess up with us, or else†¦Ã¢â‚¬  Thus, these strategic moves by North Korea effectively served to further isolate the country and confirm its pariah status within the international community. As we all know, the effect of nuclear weapons is not limited to political and social relations. According to Frey (2003), it is undeniable that nuclear weapons cause destruction in a number of different ways. They create temperatures upon explosion that are, at least initially, millions of degrees hot. Some of their first effects are heat effects, and materials are often incinerated on contact. The heat from the blast also causes rapid expansion of air, resulting in very high winds that can blow over buildings and other structures. A weapon blast also releases high levels of radiation, such as neutrons, x-rays, and gamma rays. Humans and other animals close to the centre of the blast suffer illness and death from radiation exposure. The set of symptoms associated with such exposure is known as radiation sickness. Many individuals who survive radiation sickness eventually develop cancer and their offspring frequently suffer genetic damage. Finally, a weapon’s blast releases huge amounts of radioactive materials. Some of these materials settle out of the atmosphere almost immediately, creating widespread contamination. Others remain in the atmosphere for weeks or months, resulting in long-term radioactive fallout. In the final analysis, the impending danger of the nuclear testing that North Korea is undertaking could be an ominous phenomenon for all of us. As the scenarios above have explained, nuclear weapons encompass strategic, political and cultural dimensions of whether these harmful military arsenals need to be maintained. Experts have already cited that the continued production of nuclear weapons must be halted soon or civilization itself will be imperilled. On the contrary, some military experts disagree, arguing that the existence of sophisticated nuclear weapons is a deterrent to nuclear war, even urging that nations should be ready to use nuclear weapons first, if necessary. In studying the complex issue of nuclear weapons, people should take a closer look at the extent of the nuclear danger facing the world today and debate the best methods for enhancing nuclear security. A â€Å"win-win† solution should be drafted so that the greater good of humanity comes in first, before any strategic or political agenda of any organization or nation. Works Cited Albright, David and Higgins, Holly. North Korea: It’s Taking Too Long: Inspections in North Korea Are Tied to the Reactor Deal, Which Is Far Behind Schedule, Bulletin of the Atomic Scientists, January/February 2002. Arms Control Today Magazine. US Security Council resolution 1718 on North Korea.36.9  (Nov 2006):  30(2) Associated Press. North Korea Warned of Possible Retaliation, June 19, 2006. Accessed online 14 December 2006 at http://www.chinadaily.com.cn/world/2006-06/19/content_620814.htm BBC News. North Korea Talks ‘Near to Deadlock’, August 5, 2006 . Accessed online 14 December 2006 at http://news.bbc.co.uk/2/hi/asia-pacific/4748671.stm Frey, R. J. Nuclear Weapons. M. In Bortman, P. Brimblecombe and MA. Cunningham (eds.), Environmental Encyclopedia, 3rd ed. Detroit: Gale, 2003. Kura, Alexandra. Rogue Countries: Background and Current Issues. Huntington, NY: Nova Science, 2001. Mack, Andrew. Nuclear Endgame on the Korean Peninsula. Canberra, Australia: Research School of Pacific Studies, Australian National University, 1994. Norris, Robert S., Kristensen, Hans M.   and Handler, Joshua. North Korea’s nuclear program, 2003. Bulletin of the Atomic Scientists, 59.2 (March/April 2003): 74-77. Accessed online 14 December 2006 at http://www.thebulletin.org/article_nn.php?art_ofn=ma03norris The Economist. Going Critical, Defying the World; Nuclear-Weapons Proliferation. 381.8500: (Oct 21, 2006): 79. How to cite Up in Arms: Nuclear Weapons and North Korea, Essay examples

Talent Management for Value Chain Activities- myassignmenthelp

Question: Discuss about theTalent Management for Value Chain Activities. Answer: With the changes in market and ramified business functioning, each and every organization should focus on developing effective value chain activities. It is considered that hiring expert employees is the key aspects for the business success in this complex business environment. Five matrix for measuring the organizations success It is evaluated that talented and efficient staffs is the key pillar for the business success for the organization success. There are five matrices for measuring the success of organizations which are given as below (Morris, 2015). These matrix are the true measure tools to evaluate the business performance of organization. Customer satisfaction score There are several Matrices that could be used for various purposes such as evaluating the customer value and identifying the actual needs of the clients. In this section, internal control systems will be evaluated to identify the value chain effectiveness of the organization. In addition to this, customer satisfaction score is high then it will assumed that company is delivering the more positive outcomes to organization as compared to other companies in market (Csikszentmihalyi Larson, 2014). Employees satisfactions score Company needs to manage the effective organization culture to increase the overall effectiveness of business. In addition to this, employees satisfaction score showcases how well company has managed its operational policies and measures (Silzer, Church (2010). Productivity It is considered that if company increases its productivity then it will be measured by evaluating the last years turnover and present years data. If company has increased its overall productivity by 10% in just one year then it will reflects that company has effective business. Computation of the gross margin of the business It is evaluated that if company could increase the gross profit of the business then it will increase the overall return of company. For instance, if gross profit of the company is increased by 20% within 2 years then it will show that company has created value on its investment (Atwal Williams, 2017). Business turnover and return to equity shareholders It is evaluated that if turnover of the company is increasing and also increase the return to its equity shareholders then it will accomplish its set objective and goals in determined approach. In addition to this, if return to equity shareholders increases then it will showcase that company is creating value in its invested capital (Morris, 2015). These tools have shown that company is efficient enough to achieve its goals and objective throughout the time. Own experiences I used the return on equity shareholders provided by the Tesco Company before investing in that company. I found that company has increased its value throughout the time and offered higher return to equity shareholders each year (Morris, 2015). Determine the relevancy and application for the success of these tools These determine relevancy and applications has shown that TESCO Company is very efficient in deploying its resources in its business. Investors by investing their money in this business could increase the overall return on their investment in effective manner. Particular Evaluation for determining the relevancy Business turnover and return to equity shareholders This increased turnover and return to equity share holders will indicate that company is creating value in its investment. It reflects the positive indicators for the business success. Gross margin of the business It is a good indicator. If company has higher gross margin as compared to other rival in market then it showcase that company has more sustainability and efficient in achieving its set objectives and goals. Customer satisfaction score These scores are collected from the clients and reflect that company has been offering better quality and services to its clients if these scores are high. However, in case of less customer satisfaction score, it is assumed that company has not running its business efficiently. Employees satisfaction score These scores are collected from the internal stakeholders and reflect that company has maintained effective positive business functioning (Hsieh, 2016). Productivity The higher productivity of company reflects that company has been deploying its resources optimally. If companys productivity is higher as compared to last year data then it is assumed that company has created value on its investment and increased the business efficiency. It is very good indicator to evaluate whether company is performing well in market or not. Own Experiences It is evaluated that I have used one of the matrix to invest my AUD $ 3000 in Tesco Company. It is considered that by using the gross profit margin matrix I invested my AUD $ 3000 in Tesco Company and after one year that company gave me 20% return on investment (Schwarzer, 2014). Weight rates and reason behind assigning the weight Particular Weight Reason behind assigning the weight Business turnover and return to equity shareholders 7 It has more accurate quantitative data which could be used to gauge the business performance of company. Gross margin of the business 6 It put more emphasis upon the identification of the trend of business and evaluating the business performance in quantitative terms. Customer satisfaction score 7 These scores help in identifying the value of the business and implementing new strategies to customize the business products and services. Employees satisfaction score 7 It will help company to learn new business concepts and develop effective employees oriented culture. Productivity 6 It shows to what level company could increase its productivity to increase the overall efficiency of the business. Own experiences It is evaluated that these above ratings are given out of 10 and reflects that business turnover and customer satisfaction program is the best suitable program for measuring the business success (Jenkins, Wiklund Brundin, 2014). I have learned that TESCO company is creating value in its investment by using effective business functioning. MY own experience is related to implementing the BCG matrix when I was evaluating the business problems and issues of the GE capital. I used these weighting rates to bifurcate the possible issues of the GE capital business (Schwarzer, 2014). References Morris, M. H. (2015). Entrepreneurship as Experience.Wiley Encyclopedia of Management. Csikszentmihalyi, M., Larson, R. (2014). Validity and reliability of the experience-sampling method. InFlow and the foundations of positive psychology(pp. 35-54). Springer Netherlands. Morris, M. H. (2015). Entrepreneurship as Experience.Wiley Encyclopedia of Management. Atwal, G., Williams, A. (2017). Luxury brand marketingthe experience is everything!. InAdvances in Luxury Brand Management (pp. 43-57). Palgrave Macmillan, Cham. Jenkins, A. S., Wiklund, J., Brundin, E. (2014). Individual responses to firm failure: Appraisals, grief, and the influence of prior failure experience.Journal of Business Venturing,29(1), 17-33. Hsieh, C. (2016). Do the Self?Employed More Likely Emerge From Sequential or Parallel Work Experience in Business?Related Functions?.Entrepreneurship Theory and Practice,40(2), 307-334. Morris, M. H. (2015). Entrepreneurship as Experience.Wiley Encyclopedia of Management. Schwarzer, R. (Ed.). (2014).Self-efficacy: Thought control of action. Taylor Francis.

Psychology in the Modern World Essay Example

Psychology in the Modern World Essay Critical Thinking using Psychological Science The Learning Alliance for Higher Education, an educational consulting firm based at the University of Pennsylvania, was hired by City College in 2011 to investigate and make recommendations for improving undergraduate retention and graduation at the College. Even though most City College students receive financial assistance, have decent high school grades, and live at home with their parents – factors that should contribute to good graduation rates – in fact, currently only 7% of students admitted to the College graduate from it in four years. Only 36% graduate in six years. Indeed, roughly half of the students admitted drop out completely within two years. Students who transfer to City College from another school, either inside or outside the CUNY system (e. g. , a CUNY community college), disappear even faster: Half leave the College, and half of those leave by their first year at the College. We will write a custom essay sample on Psychology in the Modern World specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Psychology in the Modern World specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Psychology in the Modern World specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The goal of Fun Paper #1 is to use your critical thinking skills to evaluate the consultant’s report and consider hypotheses for explaining and improving the low City College graduation rate. We want you to write a paper that considers the strengths and weaknesses of the evidence and arguments, provides interpretations, and reaches your own conclusions using psychological science. Begin by reading the report, which is included at the bottom of this assignment. First, title your paper â€Å"A Critical Examination of Retention and Dropout at City College†. Next: FOLLOW EACH OF THE FOLLOWING FIVE INSTRUCTIONS EXACTLY (The following is a detailed outline on how you should write this paper): Your paper should consist of five paragraphs corresponding to the 5 questions below. DO NOT write an outlined paper: It needs to be in essay format. Within each paragraph, please be clear on which letter you are answering by placing a bold letter in front of the sentences. If you are answering â€Å"1a† place a letter â€Å"a† before the sentence/s. (Here’s an example: The purpose of this paper is to evaluate a summary of a report conducted by City College to make recommendations for student admission to the College. I found several strengths in this report. 1 a. One of the most convincing statements by the report’s author was†¦) 1. Begin the first paragraph of the paper with these sentences: â€Å"The purpose of this paper is to evaluate a report conducted by The Learning Alliance to investigate student retention at City College. I found several findings from this report helpful in illuminating the retention problem. † a. Which combinations of ethnicity and gender are most vulnerable to becoming college dropouts at City College? Which combinations of ethnicity and gender are least vulnerable to becoming college dropouts? Develop one hypothesis for why certain ethnic/gender groupings tend to drop out. (5 pts). b. Describe the correlation between when someone is admitted to the College and the tendency to drop out? Has this correlation increased, decreased, or stayed the same between 2004 and 2006? Suggest one interpretation of this correlation and its trend. (5 pts). c. City College dropout rates appear to depend in part on where someone originally comes from: the city, the state, or outside the country (which could include both the documented and the undocumented). How does where you come from affect dropout? Develop one hypothesis for why place of origin affects retention. (5 pts). 2. Begin the second paragraph of the paper with this sentence: â€Å"The retention problem may be due in part to the background preparation of students for college. † a. Describe the relationship between retention at City College and scores on pre-admission indices such as high school grades and SAT scores. What do these indices and this relationship suggest is one reason why City College students drop out in such great numbers? (5 pts). b. Describe the relationship between retention at City College and the numbers of courses students take and receive credit for each semester. Why would the number of courses taken affect retention? (5 pts). c. Use the relationships you have described in the second paragraph to develop a hypothesis about the role of background preparation for college in explaining dropout. (5 pts). 3. Begin the third paragraph of the paper with these sentences: â€Å"The retention problem may also be due in part to the reasons students come to study at City College, which has a lower retention and graduation rate than other senior colleges within CUNY. For example, many students come to City College to become engineering or pre-med majors. † a. Describe the relationship between students’ preferences for CUNY colleges and retention. (5 pts). b. How do engineering or pre-med majors fare here compared with other majors at the College? (5 pts). c. Describe how student preferences and area of major might jointly explain low retention at City College (hint: return to your hypothesis about background preparation for college). (5 pts). 4. Begin the fourth paragraph of the paper with these sentences: â€Å"One limitation of the report by The Learning Alliance is in the research strategy they used, which focused on associations between retention rates and a set of academic factors such as demographics and performance. † a. Name three variables not considered in this report that you think would have a strong relationship with retention at City College. For each variable, describe how you would collect the data and what relationship to retention you hypothesize. (6 pts). b. Explain the weakness in the research strategy used by The Learning Alliance. Why is it difficult to explain the high dropout rate at City College when relying exclusively on the relationships among variables (6 pts). c. What alternative research strategy would you recommend that obviates the problems of the one used by The Learning Alliance. Why is your recommended research strategy better? (6 pts). 5. Suppose you hypothesize from The Learning Alliance report that the high dropout rate at City College might be alleviated if at-risk students could be identified early with immediate intervention. Bob agrees to test your hypothesis using the current class of students enrolled in PSY 102. You divide students in the class into two groups: (1) Intervention Group: Sections in which the teaching assistants meet individually each week with any student who misses a class or an assignment; and (2) Baseline Group: Sections in which teaching assistants post grades and absences on Blackboard, but don’t meet specially with at-risk students. Begin the final paragraph of the paper with this sentence: â€Å"I have designed a study to test a hypothesis intended ultimately to improve the retention rate at City College. a. Describe the study, including how and when you plan to measure retention and how you plan to control for any preexisting differences between the groups. (6 pts). b. How can you tell whether any improvement in retention in the Intervention Group is due to at-risk students getting more attention from teaching assistants, developing better college learning skills, or som ething else entirely? How would you control for the different alternative explanations? (7 pts). c. Describe the statistical test you would perform to test the difference in retention between the two groups. What is the numerator of your statistical test? The denominator? (7 pts). d. Create a chart in Excel to show what you expect to find. Label the independent and dependent variables. Paste the chart into your fun paper. Write a concluding statement that summarizes your results from the chart and their implications for students entering City College this year. (7 pts). A tenth of your grade will be based on the following: a. Effective written communication (2 pts) b. Critical thinking and logical reasoning ability (2 pts) c. Ability to formulate questions, hypotheses, and research designs (2 pts) d. Proper use of psychological concepts and theories (2 pts) e. Competence in quantitative reasoning and analysis of research findings (2 pts) †¢ Due by 5:00 pm on MONDAY, OCTOBER 15th. Late papers will not be accepted. †¢ All papers need to be submitted electronically using the Assignment section in Blackboard (click on YOUR SECTION, then click on Course Tools > go to assignments > go to fun papers > click on the link corresponding to Fun Paper #1. Once there, scroll down and where it says â€Å"Attach local file† browse your computer for the finished paper and add it. Then click submit, and you are done). †¢ With the exception of the instructed sentences, the entire paper must be in your own words, in essay format and typewritten (double spaced) using Microsoft Word. †¢ Quoted, paraphrased, or borrowed sentences or phrases are not allowed. DO NOT USE ANY OF THE TEXT FROM THE LEARNING ALLIANCE REPORT, EVEN IN QUOTES. These will be regarded as plagiarism, which will be penalized by a zero on the assignment and a report filed with the Office of the Academic Integrity Official. Plagiarism software will be used to analyze your paper prior to grading. Do not use external references outside of lecture notes, the retention report, and the textbook. †¢ The paper should not exceed 4 pages. [pic] TOWARD UNDERSTANDING PERSISTENCE A Report on Undergraduate Retention at The City College of New York submitted by The Learning Alliance for Higher Education at the University of Pennsylvania April 2011 Undergraduate Retention The Issue The City Colleg e of New York (CCNY), concerned about its ability to retain and graduate the students who enter as full-time undergraduates, asked The Learning Alliance to conduct a study of student retention. Just about half of the first-time full-time freshmen leave CCNY before completing a degree, and nearly half of the students who enter as full-time transfer students stop attending before they finish their courses of study. This report examines the factors that contribute to the non-persistence at CCNY. It focuses more specifically on who leaves, when they leave, and what appears to cause them to leave. The Data For the analysis, CCNY provided the records for all 14,428 students who started CCNY as full-time undergraduates in fall 2004 though fall 2009 (Admissions Files). Consisting of data for 9,245 freshmen and 5,183 transfer students, the file includes demographic and admissions information. (See Appendix B for the data elements. ) In addition, CCNY provided academic profiles of all enrolled undergraduates for every semester from fall 2004 through spring 2010 (Academic Files). These files were merged with the Admissions Files so that each entering student has a profile of his or her experience at CCNY. The information in the Academic Files includes grades and credits, among other data. (See Appendix C for data elements. ) A file containing all undergraduates who received bachelor’s degrees from CCNY between spring 2005 and spring 2010 enabled us to flag those who had completed their degrees, and a list of those enrolled in fall 2010 allowed us to flag those who were continuing to pursue a degree. The Analysis The analysis is divided into two parts: freshmen and transfers. For freshmen there is good information about academic preparation, with high school GPA and SAT scores for most incoming students. For transfers there is information about the institutions from which they transferred and the credits1 they carried forward to CCNY. The freshmen analysis comprises matriculating students from fall 2004-2006, while the transfer analysis includes students who entered in fall 2007 as well. In addition to statistical profiles and statistical significance tests of the differences between students who failed to continue or complete their studies and those who did continue or complete their studies, logistic 1As will be discussed later in this report, the transfer credits were not recorded consistently. regression models were built to help quantify the odds of a student with a particular profile failing to be retained. FRESHMEN Highlights †¢Half of all entering freshmen stop attending CCNY. Freshmen who fail to persist tend to do so early: about one-third of the non-persisters are off the rolls in or after the first year, two-thirds of all non-persisters stop attending by the end of the second year. †¢Freshmen who stop attending begin to develop academic problems in the first semester. Those students earn fewer credits on average than persisting students and have significantly lower GPAs on average than those who persist, and particularly those who graduate. The later the admissions phase in which a freshman is admitted, the more likely he or she is to stop attending. †¢Freshmen who chose CCNY as their first choice school are more likely to persist. †¢Freshmen who persist for at least four semesters, but ultimately leave without a degree, attend school part-time in a larger proportion of semesters than do students who continue to persist. †¢Freshmen who select a math-based STEM major (excluding those in the biological sciences) are somewhat more likely to be non-persisters. SAT scores are correlated with academic performance, so it is no surprise that students with lower entering SAT scores, on average, are less likely to persist. †¢Similarly, students with lower high school grade point averages are less likely to persist. General Findings Any freshman that matriculated as a full-time student at CCNY in the fall of 2004, 2005, or 2006 is included in this analysis. Students are considered â€Å"Not Enrolled,† that is, non- persisters, if they did not enroll in fall 2010. If they are included in a list of graduates from 2004 through 2010, then they are considered â€Å"Graduated. Everyone else is â€Å"Still Enrolled. † As Figure 1 shows, more than half of all students who enrolled as freshmen in 2004 and 2005, and nearly half of those who entered in 2006 left CCNY before completing their degrees. Because students tend to take more t han four years to complete their programs, the data for the students who entered in 2006 is less complete than the data for 2004 and 2005. It can be expected that a number of those who are still enrolled will be off the rolls before they can graduate. Figure 1. Full-time Freshmen by Status as of Fall 2010 Fall of First Freshman Enrollment | |F2004 |F2005 |F2006 | |Not Enrolled |612 |665 |698 | |Still Enrolled |105 |246 |718 | |Graduated |451 |367 |113 | |Total |1168 |1278 |1529 | |% Non-Persisting |52% |52% |46% | Freshmen who fail to persist tend to leave CCNY early in their academic careers. Among those who leave CCNY, between 8 and 11 percent are gone after just one semester. For example, of the 612 freshmen that entered CCNY in fall 2004, but did not persist, 62 or 10. 1% attended for no more than one semester. At the end of two semesters around one- third of those who ultimately leave are not registered, and after only two years the vast majority—around two-thirds of those who ultimately drop out—are no longer registered. Figure 2. Distribution of Non-Persisting Freshmen by Semesters Attended Before Leaving CCNY Semesters Enrolled Fall of First Freshman Enrollment Cumulative Number No Longer Enrolled | |F2004 |F2005 |F2006 | |1 |62 |55 |77 | |2 |199 |212 |253 | 3 |288 |316 |354 | |4 |406 |439 |484 | |5 or more |612 |665 |698 | Semesters Enrolled Cumulative Percent of All Non-Persisters F2004 F2005 F2006 |1 |10. 1% |8. 3% |11. % | |2 |32. 5% |31. 9% |36. 2% | |3 |47. 1% |47. 5% |50. 7% | |4 |66. 3% |66. 0% |69. 3% | |5 or more |100. 0% |100. 0% |100. 0% | Demographics The demographic profile of freshmen who stop attending reflects the conventional wisdom: men are more likely to be non-persisters than are women, and traditionally underrepresented minorities—black and Hispanic freshmen (who are nevertheless not underrepresented at CCNY)—are more likely to stop attending than are others. The differences between men and women, across ethnic groups, and citizenship, are statistically significant every year. Figure 3A. Percent of Freshmen Who Did Not Persist by Gender Fall of First Freshman Enrollment | |F2004 |F2005 |F2006 | |Gender |Total % Not |Total % Not |Total % Not | | |Freshman Enrolled |Freshman Enrolled |Freshman Enrolled | | |Cohort |Cohort |Cohort | |Female |531 48. % |592 48. 1% |760 43. 7% | |Male |637 55. 9% |686 55. 4% |769 47. 6% | p =

How to Say Want or Desire in Japanese

How to Say Want or Desire in Japanese There are many ways to express wants or desire in Japanese depending on the situation. Are you in want of an object or an action? Are you speaking to a superior or a peer? Are you telling a statement or asking a question? Each scenario will require a different way to express to want or to desire in Japanese. Lets go through them! Involving a Noun When what one desires requires a noun, such as a car or money, hoshii (to want) is used. The basic sentence structure is  someone) wa (something) ga hoshii desu.  Note that the object of the verb to want is marked with the particle ga, not o. Here are some sample sentences: Watashi wa kuruma ga hoshii desu. ç § Ã£  ¯Ã¨ »Å Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a car. Watashi wa sono hon ga hoshii desu. ç § Ã£  ¯Ã£  Ã£  ®Ã¦Å" ¬Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want that book. Watashi wa nihonjin no tomodachi ga hoshii desu. ç § Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã¤ º ºÃ£  ®Ã¥ â€¹Ã© â€Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a Japanese friend. Watashi  wa  kamera  ga  hoshii  desu. ç § Ã£  ¯Ã£â€š «Ã£Æ' ¡Ã£Æ' ©Ã£ Å'æ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£â‚¬â€š - I want a camera. Involving a Verb There are times when people dont want a material object but instead desire an action, like eating or buying. In such a case, to want in Japanese is expressed as ~tai desu. The basic sentence structure is (someone) wa (something) o ~tai desu. Here are a few sample sentences: Watashi wa kuruma o kaitai desu. ç § Ã£  ¯Ã¨ »Å Ã£â€šâ€™Ã¨ ² ·Ã£ â€žÃ£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to buy a car. Watashi wa sono hon o yomitai desu. ç § Ã£  ¯Ã£  Ã£  ®Ã¦Å" ¬Ã£â€šâ€™Ã¨ ª ­Ã£  ¿Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to read that book. When you want to emphasize a subject, the particle ga is used instead of o. For instance,   Boku wa sushi ga tabetai desu. Ã¥Æ'•ã  ¯Ã£ â„¢Ã£ â€"㠁Å'é £Å¸Ã£  ¹Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to eat sushi. Informal Setting When speaking in informal situations, ~ desu 㠁 §Ã£ â„¢ can be omitted. The following are examples of more casual sentences: Watashi wa okane ga hoshii. ç § Ã£  ¯Ã£ Å Ã©â€¡â€˜Ã£ Å'æ ¬ ²Ã£ â€"㠁„。 - I want money. Watashi wa nihon ni ikitai. ç § Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ â€žÃ£â‚¬â€š - I want to go to Japan. Watashi wa eigo o benkyou shitai. ç § Ã£  ¯Ã¨â€¹ ±Ã¨ ªÅ¾Ã£â€šâ€™Ã¥â€¹â€°Ã¥ ¼ ·Ã£ â€"㠁Ÿã â€žÃ£â‚¬â€š- I want to study English. When to Use ~Tai Since ~tai expresses a very personal feeling, it is usually used only for the first person, and in a question for the second person. Note that ~  tai  Ã£ Å¸Ã£ â€ž) expression is not normally used when asking about the desire of ones superior. Nani  ga  tabetai  desu ka. ä ½â€¢Ã£ Å'é £Å¸Ã£  ¹Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š - What do you want to eat? Watashi  wa  kono  eiga  ga  mitai  desu. ç § Ã£  ¯Ã£ â€œÃ£  ®Ã¦Ëœ  Ã§â€ »Ã£ Å'㠁 ¿Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to watch this movie. Watashi wa amerika ni ikitai desu. ç § Ã£  ¯Ã£â€š ¢Ã£Æ' ¡Ã£Æ' ªÃ£â€š «Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want to go to America. Third Person When describing a third persons desire, hoshigatte imasu æ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢) or the stem of the verb ~ tagatte imasu 㠁Ÿã Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢ are used. Note that the object of hoshii  Ã£  »Ã£ â€"㠁„ is marked with the particle ga  Ã£ Å', while the object of hoshigatte  imasu  Ã¦ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢ is marked with the particle o ã‚’.   Ani wa kamera o hoshigatte imasu. 兄㠁 ¯Ã£â€š «Ã£Æ' ¡Ã£Æ' ©Ã£â€šâ€™Ã¦ ¬ ²Ã£ â€"㠁Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - My brother wants a camera. Ken wa kono eiga o mitagatte imasu. Ã¥  ¥Ã£  ¯Ã£ â€œÃ£  ®Ã¦Ëœ  Ã§â€ »Ã£â€šâ€™Ã¨ ¦â€¹Ã£ Å¸Ã£ Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - Ken wants to watch this movie. Tomu wa nihon ni ikitagatte imasu. ãÆ'ˆãÆ'  Ã£  ¯Ã¦â€" ¥Ã¦Å" ¬Ã£  «Ã¨ ¡Å'㠁 Ã£ Å¸Ã£ Å'㠁 £Ã£  ¦Ã£ â€žÃ£  ¾Ã£ â„¢Ã£â‚¬â€š - Tom wants to go to Japan. Desire to Have Someone Do Something for You Hoshii is also used to express a desire to have someone do something for him or her. The sentence structure will be ~te (verb te-form) hoshii, and someone is marked by the particle ni. Here are some examples: Masako ni sugu byouin ni itte hoshii n desu. é›…å ­ Ã£  «Ã£ â„¢Ã£  Ã§â€"…é™ ¢Ã£  «Ã¨ ¨â‚¬Ã£  £Ã£  ¦Ã¦ ¬ ²Ã£ â€"㠁„ん㠁 §Ã£ â„¢Ã£â‚¬â€š - I want Masako to go to the hospital right away. Kore o kare ni todokete hoshii desu ka. 㠁“ã‚Å'ã‚’å ½ ¼Ã£  «Ã¥ ±Å Ã£ â€˜Ã£  ¦Ã¦ ¬ ²Ã£ â€"㠁„㠁 §Ã£ â„¢Ã£ â€¹Ã£â‚¬â€š - Do you want me to deliver this to him? The same idea can also be expressed by ~ te moraitai. Watashi wa anata ni hon o yonde moraitai. ç § Ã£  ¯Ã£ â€šÃ£  ªÃ£ Å¸Ã£  «Ã¦Å" ¬Ã£â€šâ€™Ã¨ ª ­Ã£â€šâ€œÃ£  §Ã£â€šâ€šÃ£â€šâ€°Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬â€š - I want you to read me a book. Watashi wa Yoko ni unten shite moraitai desu. ç § Ã£  ¯Ã¦ ´â€¹Ã¥ ­ Ã£  «Ã© â€¹Ã¨ » ¢Ã£ â€"㠁 ¦Ã£â€šâ€šÃ£â€šâ€°Ã£ â€žÃ£ Å¸Ã£ â€žÃ£â‚¬â€š - I want Yoko to drive. This pattern can be used when stating ones desire for someone of a higher status to do something. In this case, itadaku which is the humble version of morau is used. Watashi wa Tanaka-sensei ni kite itadakitai. ç § Ã£  ¯Ã§â€ °Ã¤ ¸ ­Ã¥â€¦Ë†Ã§â€Å¸Ã£  «Ã¦  ¥Ã£  ¦Ã£ â€žÃ£ Å¸Ã£   Ã£  Ã£ Å¸Ã£ â€žÃ£â‚¬â€š - I would like Professor Tanaka to come. Watashi wa shachou ni kore o tabete itadakitai desu. ç § Ã£  ¯Ã§ ¤ ¾Ã©â€¢ ·Ã£  «Ã£ â€œÃ£â€šÅ'ã‚’é £Å¸Ã£  ¹Ã£  ¦Ã£ â€žÃ£ Å¸Ã£   Ã£  Ã£ Å¸Ã£ â€žÃ£  §Ã£ â„¢Ã£â‚¬â€š - I want the president to eat this. Invitations Although in English, expressions like do you want to~ and dont you want to~ are informal invitations, Japanese questions with ~tai cant be used to express an invitation when politeness is required. For example, Watashi to isshoni eiga ni ikitai desu ka is a straightforward question, asking if one wants to go to a movie with the speaker. It is not meant to be an invitation. To express an invitation, negative questions are used. Watashi to isshoni eiga ni ikimasen ka. ç § Ã£  ¨Ã¤ ¸â‚¬Ã§ ·â€™Ã£  «Ã¦Ëœ  Ã§â€ »Ã£  «Ã¨ ¡Å'㠁 Ã£  ¾Ã£ â€ºÃ£â€šâ€œÃ£ â€¹Ã£â‚¬â€š - Dont you want to go with me? Ashita tenisu o shimasen ka. 明æâ€" ¥Ã£Æ'†ãÆ'‹ã‚ ¹Ã£â€šâ€™Ã£ â€"㠁 ¾Ã£ â€ºÃ£â€šâ€œÃ£ â€¹Ã£â‚¬â€š - Wont you play tennis tomorrow?

Public Health Report Essay Example | Topics and Well Written Essays - 250 words - 2

Public Health Report - Essay Example One suggestion for getting involved in hunger alleviation programs in OC is to participate and attend construction event. The event raises awareness about malnutrition and hunger among children. Other than joining such events a person can host individual canned food programs and drives, volunteer or donate to OC food bank. I think creating public awareness and education on ways to reducing hunger among vulnerable communities is crucial for reducing food insecurity. We should not wait for people to have malnutrition or even die from hunger. Programs should be developed to educate the community on methods to reduce hunger. For people facing hunger, the food security programs can offer food to these people. As such, any person who donates to food security programs such the OC food bank would have participated and involved in reducing food insecurity. People should advocate for local, state, and federal authorities to improve access to food and other associated health services among vulnerable communities. Through political involvements and commitment, leaders can set pledges, policies, and mobilize resources to reduce hunger. Coker, M. (2014, September 16). Orange County CAN Turn Around Its Shameful Childhood Hunger Statistics. OC weekly. Retrieved at: