buy custom Articles about Observation essay

buy custom Articles about Observation essay Programs for early childhood or preschool age struggle to offer education of a high quality to the children. Such programs involve a vast range of characteristics in order to answer the purpose. These programmes include structural features that are instituted through the policies and regulations, and process features that are experienced be the children directly. For the most part, the programmes cover a physical environment such as spatial, furnishing and learning materials. Social environment also comprises the preschool programmes, which cover a classroom management as well as emotional and instructional support. The most important, they face a challenge of determining the quality of such programmes and its effect or impact on the features of development of the preschool children in terms of literacy, activity, interaction, language and skill. The level of the experience that children gain while being in preschool make significant contributions to their development of skills in li teracy, academic subject, language and competency in their emotional and social life. For this reason, the different educational systems have been developed, which provide the preschool learners with the rich experiences that prepare them for further studying. In addition, the experiences acquired in the preschool thoroughly prepare a child to join the senior classes or school. The development of these programmes is aimed at providing the preschool children with several opportunities in relation to education. One of the benefits of a high quality preschool education is that it is open for disabled children as well, which is very important. The programmes are useful in protecting such children, thus, reducing the gap of development or recognition that occurs at school entry (Burchinal et al., 2000). In the event of the above constraints, the learner can easily cope with the challenges of education due to the high quality preschool programme. Several studies conducted on this subject indicate a considerable connection between a preschool grounding and further educational advancement. Several organizations continuously emphasize the importance of the quality of the preschool programmes providing an appropriate language and interaction skills. They also insist that a conducive- preschool environment forms a strong foundation or basis for protection of the children experiencing difficulties in reading or social risks. Conducive environment means that children can learn with fewer difficulties and rely on the proper support of the teachers. They also imply that the quality preschool programmes are aimed at protecting such group of children prone to various risks being deprived of the possibility to get the due language skills in the educational surroundings. The peak of ability of a person to gain knowledge falls on a very tender age, that is why it is essential to a child to be in a conducive for studying learning environment. The early foundation in most cases will determine the future progress of the children. Poor educational background means that children will h ave difficulties in their future academics. Numerous studies have also shown the strong, positive relations that is intrinsic to children facing economic and social risks as a result of the connection between quality of preschool attended and the development of a child. However, these studies indicated the mixed evidences, which may be caused and explained by establishing the different study methods to evaluate the effects, sample compositions, varying sizes, and the measurements and definitions of a preschool quality (Cunningham, 2010). Several other researches have also found that preschools offering quality programmes to the children are more likely to achieve a greater, positive impact on the literacy of the children, cognitive or reasoning development and language skill. Preschool quality encompasses a wide range of programme characteristics such as the structural features implemented through the regulations and policies, and direct experiences of children provided via the process features. The process quality or features entail the mechanisms used by the preschool in conveying benefits to the children. It consists of the physical environment including furnishings, space and learning materials, as well as emotional support, management of the class, and instructional support. Extensive studies have been conducted to assess the relationship between various features of a preschool programme quality and the development and outcome of the children (Dickinson et al., 2006). The result of the studies indicates a significant relationship between a high quality preschool programme and future development of a child. In order for the programme to be effective, it is essential to use all the previous experience known in the system of the education of a child. For this reason, the programme ensures that all the elements consider the possible and available advantages that could provide the learners with a base needed to higher education. The creators of the programmes realized the essence of a high quality preschool programme in the preparation for the further development and education of the children. However, the connections between the development and a preschool quality tend to remain at the minimal side, with the significant relationships not evident in most of the studies. Similar studies also reflect the differential aspects and impacts of quality programmes in relation to the characteristics of the child such as sex, race and ethnicity, as well as family and home risk factors. The other factors indicate that development and further education of the learner do not mainly depend on the preschool programmes. The moderating effects in most of the studies and high quality programmes have contributed to the successful outcomes among the subgroups that had experienced the delays in development (Early et al., 2007). However, such studies are not to be relied upon because of various factors. Inconsistencies may arise in the relevant studies because of several reasons such as design of the study in detecting developmental effects, characteristic of the participants involved in the study, and definition and measurement of the quality and outcomes. Contradictions that occurs due to the study designs arise when a study measures the parameters of the quality and development at the same time. These studies tend to result into positive relationships, which may not necessarily be accurate in the interpretation of the concurrent associations. The results from studies assessing the associations of preschool program qualities and development of the children take into consideration the characteristics of the participants of the study. Studies conducted in the past incorporated children who were economically disadvantaged, and targeted to get into the programs of prekindergarten. Recent research and studies a longside with a subsequent expansion and growth of the preschool facilities has encouraged the incorporation of participants or children coming from diverse racial or ethnic and economic backgrounds (Cunningham, 2010). Similar studies on the associations of developmental changes of the quality preschool programs also utilize different measures in evaluating the outcome and quality on the magnitude of the program associations. These developmental measures include direct assessments or ratings of the abilities and skills of a teacher that are useful for learning of the preschool children in terms of language, reasoning, cognitive, social-emotional and academic success. Different studies have also reported varying of measurements of the preschool quality. Teachers, administrators, policy makers, and parents in describing the characteristics of prekindergarten programmes use the term of preschool quality. There are two known types of preschool programme qualities, namely, structural and process qualities. Structural qualities encompass those features of the programme that are targeted at financing and regulation, and include the professional training of the teachers and their personal level of education, ratio and size of the clss, service programmes for families and parents, curriculum types, and several other structural features associated with the developmental outcome of the students. The level of education of the teacher would be relevant in the way he or she can be helpful in implementation of the preschool programmes. In the event, the teacher with the task of implementing of the programmes that h a low educational level would not be appropriate for the job. On the other hand, the type of curriculum determines the impact of the programs on the development of the children. The recommended curriculums at this level are those which are student centered. Curriculums, which are not student centered, may not be effective in implementing the high quality preschool programmes. In addition, the high quality programs work well in schools where there is proper regulation of the class size and number. Crowded classes with insufficient supporting materials would make the programmes ineffective, and, hence, would not produce the expected outcomes (Early et al., 2007). Rationale A literacy environment quality entails the social relations and the surroundins that the children directly encounter while participating in various classroom activities. Social relations would comprise the other students and teachers. The available, supporting staff also covers the area of social relations, which children experience while being at school. On the other hand, there is a physical learning environment, which means the learning materials. Learning materials can include books, classrooms, playing toys, charts, drawings, and other relevant materials at this level of education. These global quality programmes can be described as one containing features of the potential to improve the positive development of a child providing the safe environments, appropriate learning activities, and interactions with teachers, parents and fellow children (Hoff, 2006). As much as global quality proves to impact the literacy development of preschool children, advanced research needs to be foc used on the specific quality indicators connected to language and reasoning skills, activities and interactions. There is limited research on the quality of the preschool programme and the literacy environment. Most studies dealing with the relationship between development of the child and quality of the school focus on the quality measures of one dimension, ranging from high quality to low quality. These studies do not explore the quality aspects that are strongly connected to the development of a child, as well as evaluation of specific quality factor that protect the children facing economic and social risks. This study seeks to examine the instructional practice, classroom environment and the impact of these features on development and support of the progression of the children. It is aimed at examining the association or influence of the factors of preschool qualities on the development of the language-reasoning skills of the children, their activities and interactions, using t he Early Childhood Ratting Scale-Revised (ECERS-R) to assess the preschool programmes and ensure that they meet the needs of the student according to the standards (Harms, Clifford, Cryer, 2005). Methodology The study is focused on the prekindergarten schools with convenient and representative sample sizes from diverse cultural, racial and economic backgrounds. Data collection was done by an observational survey using the Early Childhood Environment Rating Scale-Revised (ECERS-R; Harms, Clifford, Cryer, 2005). The use of the scale has been reported for over two decades. It evaluates different subsections that are in line with the objectives of the study. They include such areas as Language and Reasoning, Activities, Interaction, Space and Furnishings, Programme Structure, Personal Care Routine, and Parents and Staff. There are 470 indicators equivalent to 43 items that are rated in a format of a seven-point scale. The descriptors for scoring the variables ranged from 1 (Inadequate), 3 (Minimal), 5 (Good), to 7 (Excellent). Observation Summary The study entailed evaluation of an ECERS-R observation evaluation as a requirement of the course Psychology of Early Childhood. The study was carried out on March 21st, 2012, in a Pre-K classroom, in Lincoln School in New Britain, CT. This observation is focused on three scales, Language-Reasoning, Activities, and Interaction. Participants included 21 students between ages of two to five-years-old. This group of students was from diverse backgrounds, including White, African-American, and Hispanic origin. The staff presented during the study included one head teacher and two assistant teachers. Table 1 shows the ratings based on the observations. Language-Reasoning consists of four subscales: Books and pictures, Encouraging children to communicate, Using language to develop reasoning skills, and Informal use of language. According to the observations, the author believed that all qualifications were met in this area, and rated them with excellent (7). In this Pre-K classroom, there was an assigned center for reading providing students with a variety of books. The teacher, Ms. Thurston, also read stories to the children. The teacher would ask questions and relate the stories to the children as she read. On the free play of the children, four of them played with the books, looking at the pictures and showing to each other. This classroom presented pictures of different subjects at the eye level of the children. In the subscale, the staff and children had constant communication in order to encourage the children to communicate easily. The author observed one particular student who was shy and low in interacting and communicating to the fellow students. The teacher during the free play tried to communicate with that student, and encouraged her to communicate, play and interact with other children by explaining what she was making with clay. As for using language to develop reasoning skills, the author noticed a group of children playing bingo. This game reinforced their vocabulary and knowledge of numbers. For instance, the teacher picked a number and asked them to repeat it then match that number on their bingo cards. In the subscale informal use of language, students were assigned to different centers in the classroom. The staff walked around in order to supervise and communicate individually with the children and inquire them in what activity they were involved in. For instance, one of the teachers asked a girl what she was making with sand. The girl answered: A big house. The teacher continued communicating and interacting with the girl about the house and inquiring whether she was going to add windows, doors, and a chimney. A variety of activities were also observed at Lincoln School. The author assigned a rating of seven (7) to all the subscales under activities except Sand and Water that were rated five (5) and Nature and Science rated six (6). Under refined motor skills, the author noticed that all the materials and tools used by the children were labeled and well organized. For example, the attention was paid to how all the utensils used in the cooking center were labeled and stored in their rightful places. Art work including painting and drawings made by the students were displayed all over the classroom walls. They also had 3D art articles with their names on made by using a clay, and snowmen made of the foam balls. The teacher played music to the children after a story had been read. The students had the chance of singing and dancing to the music separately for the girls and boys. Blocks had an assigned center, where the students had the opportunity to play with different types and sizes, for instance, the coloured plastic and wooden blocks, etc. In this classroom, there was a corner assigned as the sand center with a sand table. The table contained sand tools such as shovels and small buckets among the others. The subscale was rated with a five, as there was no area designated for watter play, either indoors or outdoors. In this classroom, the staff had assigned a theater center for the children to dramatize and change their character into anything they desired. This theater included dress up clothes and puppets. In Science/ Nature subscale, there were a group of books with different themes on nature, animals, and plants. Pictures were also displayed in the classroom that was related to weather. Math/ Number subscale was reflected within the entire classroom. Numbers were everywhere including the date, the blocks, the game they played together (Bingo). Two ch ildren were using the computer with headphones. The use of computers allowed the children to reinforce their knowledge and be able to properly use a computer. This classroom was multicultural; the teachers encouraged the students to play, sing, and dance together despite their ethnic backgrounds. The supervision of gross motor, the general supervision and discipline were well guided. The teachers talked to the children about their activities of interest and promoted an excellent level of discipline in which the students, at the sound of the whistle, knew how to translate the signals to the words Stop, Look, and Listen. Table 2 shows the ratings for the Early Learning Programme (ELP). On March 22nd, 2012, the author visited a preschool programme in New Britain, CT. The number of students present at the time of the observation was ten. Similar to Lincoln School, this programme was diverse in their student admission. The author rated the ELP with an excellent in all subscales because it covered many areas and activities within an hour of observation that were required in the ECERS-R scale. The following aspects were observed in the language-reasoning scale: many books with different topics were accessible to the children, pictures and art works of the children were displayed throughout the classroom. There was also effective communication between staff and students, as well as between staff and parents. The teacher made the children talk about pets at home and their experiences with them. There were four staff members responsible for the talk with the children in the preschool. One of the staff member s played a game with three students in which counting was necessary; she counted with them and also showed them how to count in Spanish. In the activity scale, there was a series of activities that had been observed. Fine motor skills were evident throughout the classroom; materials were all organized and accessible to the children. All the shelves and cabinets were labeled. The author even noticed the teacher bringing books and placing them on the shelf for the students. On the play time, a group gathered in the art center and began to draw whatever they desired. A girl drew her mother and the head teacher. All the previous art works of the children were displayed on the walls. The classroom had a CD player available for music and had music instruments free to be used. The students had the opportunity to play with blocks on their free play time. The children even tried to create a tower that was high enough without the tower collapsing. Previously, the students had played in their sand table center. The table had sand tools stored under the table for the use. This information was made available by one of the teachers in the classroom. The author also observed children playing with puppets, talking to each other as if they were the puppets and imagining stories. The children also played a board game with one of the teachers while parents arrived to pick up their children. In the Nature/ Science subscale, the author observed plants around the room, little flower pots with the attempt to grow grass. There was a classroom pet (beta fish) in which the author witnessed the children taking turns to feed the fish. The board game played by the students had to do with numbers. The personal information of the children was displayed which included their birthdays and a family tree. The classroom had one computer accessible to all children, with different learning programmes for the pupils to learn and play with fellow students. However, it was not used at the time of the observation. The classroom promoted a diverse environment by having children from different backgrounds playing with each other. The author even noticed some Spanish and Polish conversations between mother and daughter. The teachers assisted the kids in using the different tools like working ones, kitchen utensils and grocery shopping materials in an appropriate manner. In general, the supervision was well guided allowing students to work independently but also keeping safety rules in check. At one point, the children started getting rough in their puppet game and so the teacher intervened in order to show them how to play with the puppets and gave them ideas on what to do. The level of discipline in the classroom was excellent; when the teacher was reading a book the children had to raise thei r hand to speak. The author also noticed the children getting a little bit noisy and the teacher let them know that there were interfering with other children, who were trying to play other games. Conclusion Preschool learning age is an essential one and it demands a proper foundation for the preschoolers. The above information explores the experience of the author in the two different schools which were similar to each other. The dynamism of each learning center was unique and adequate for instructional processes and purposes. Both of them were following a protocol and a proper curriculum, which is a necessary element in the implementation of any preschool programme. The teachers used the most effective ways to connect classroom activities with student daily life experiences. This was through encouraging the learners to relate the class activities with the home activities or playground ones. This makes learning to get easier for the preschoolers as they could identify the relationships between class lessons and their life experiences. In addition, the learning expectations of the teacher were focused on academic disciplines (math, language, arts) and social expectations (interactions be tween the students and teachers, respect to others). These are some of the factors which are key determinants of the impacts of the preschool programmes on the development of the children. It is clear from the above discussion and studies that the type of curriculum, level of education of the teacher, and connection of the classroom activities with the daily life experiences results in the positive outcomes (Cunningham, 2010). Evaluation of the environment is necessary in understanding the influence of the environmental features in literacy and social developmental potential of the preschool children. Proper and positive environment will ensure that the learners would gain an advancement due to the preschool programmes. A negative learning environment means that there will be obstacles while implementing the programmes, hence, negative results. Assessment of the quality of the preschool programmes and the environment is essential in improving literacy skills at school entry. Research also indicates that a strong basis or foundation of quality programmes, activities, and literacy developments can prepare students for future successful careers (Campbell et al., 2002). This increases the need to put the priority of the development and future of the students at the topmost position. The high quality programmes and environment that encourage literacy and language development, can also serve to reduce the challe nges that the students might face in the early stages of their growing, thus promoting the development of successful and fluent readers and writers. It is also necessary to put into consideration not only the practice of literacy programmes and quality environment, but also incorporate essential books, experimenting opportunities in a stimulating and a print rich environment. Other notable features with potential benefits include knowledgeable teachers on language skills, meaningful learning choices, and a conducive learning environment with a risk taking, supportive and caring staff. Buy custom Articles about Observation essay

BHS 400 STRESS MANAGEMENT (Module 2-CBT) Essay Example | Topics and Well Written Essays - 500 words

BHS 400 STRESS MANAGEMENT (Module 2-CBT) - Essay Example Stress can affect both personal and professional life. Jeanne Segal, PhD, in his article ‘Raising Emotional Intelligence’ says that â€Å"people lose their confidence and become irritated or withdrawn when they feel overwhelmed making them less productive and effective in their work†. ( ¶ 5) Though cost cutting strategies are essential in the current competitive world, as a chief financial officer, I would like to bring the board’s attention to the benefits of educating the stress management techniques to our employees. A person under stress, either from the family or from the work place can never concentrate on his works and hence his productivity will be considerably reduced. Moreover working under the control of a stressful mind, can create lot of accidents at the work place which can create damages to the company and other workers as well. Creativity of a worker will be lost if he is under the control of any sort of stress. â€Å"A healthy workplace provides mutual benefits for employers and employees within a common belief that good health practices by both will lead to individual and organizational self-fulfillment and productivity. Health promotion is the process of enabling employees to increase control over and to improve their physical, emotional and social health†. (Work-Life stress management) In my opinion a little spending on training of employees for managing their work place stress can contribute immensely to the overall gain of the company. Moreover such training will educate the employees in how to manage their stress in an effective manner which will make them capable of managing their stress both at home and work place. As per Clarity Seminars  (located at Silicon Valley and San Francisco Bay Area), after a stress management training course the employees will be able to;†Understand and communicate more effectively with difficult co-workers, Manage challenging work situations with

Local School District Policies -- Students and Staff Research Paper

Local School District Policies -- Students and Staff - Research Paper Example The ways through which the policies are executed and monitored have been included in the paper. The paper also covers about the influence of community values on policies and the impact of the policies on the operations of the school. It has also been mentioned about the impact of policy on the culture of the school. The strength of these policies is included along with assurance of implementation of these policies. Certain modifications that are required in the policies have been included in the study. 2.0 How Policies are Communicated The policy of sexual harassment in the school is communicated to parents, students and faculty members by making clear written statement as memoranda which is easily understood by them. It can be shared by means of publishing in local newspaper and school newspaper or magazines (Doty & Strauss, 1996). The policy of personal assessment of teachers is communicated at the time of parents-teachers meet conducted by the school. In such occasions, the perfor mances of the teachers along with the students are highlighted (Churchill Community Foundation School, 2003). The policy of Student Assignment under ‘No Child Left Behind Act’ (NCLB) identifies that if there is proper communication between school and the home then there will be high standard of academic achievement of the students. The school authority may conduct conference among them so that there is a valuable communication between parents as well as teachers and students (Public Education Network, 2004). Then policy of ‘bullying and harassment’ is essential to be communicated to teachers and parents along with students. Proper way of communication is needed to aware each groups regarding the matter. A written document will help to distribute the information regarding the policy to each of them. The policy regarding internet and technology access is communicated so that each one may understand the rules of using such technology in school. The students an d teachers are generally informed in schools with written notice and parents are primarily communicated by providing documents in either school newspaper or special letter for parents (Wallsend Campus, 2011). 3.0 Implementation and Monitoring of Policy The policies of these issues are implemented as well as monitored in a systematic manner. The policy is implemented by higher authority of the schools due to the development of certain issues in schools. The policies are implemented after examining the accurate problems that has taken place and the specific policies that may reduce such issues. The personnel from the upper level of hierarchy of the school have the right to implement the policies because they need to think about the welfare of the school, students and faculties (California State University, n.d.). Policy monitoring generally relates to the maintenance of policies after it has been applied. It also refers to the way through which the policy is functioning effectively. T he higher authorities monitor carefully whether the executed policies are in a proper way and whether the teachers, students and parents are abiding by the set

The car crash Essay Example for Free

The car crash Essay Joni woke remembering that she still needed to get out of the car her last thought before shed fell unconscious, even though the bright lights stung her eyes her headache worse than before. She pushed her self up onto her elbows, groaning quietly at the pain that suddenly shot down her arm in response to this movement, though she couldnt tell whether they were cut or bruised. Trying to open her eyes Joni squinted at the bright strip lights directly above her. A strong antiseptic smell filled her nostrils causing a nauseous feeling to wash over her. A noise that sounded as though it was coming from far in the distance was beeping in a steady rhythm, sounded amplified against the otherwise still silence. Trying to look round the room Jonis eyesight, which was not yet adjusted to the bright light, saw that her surroundings consisted of mainly white. The dark shape of a man sitting by Jonis bed stood out against the whiteness of the room. The man wore casual clothes so he couldnt have been a doctor or nurse, and yet Joni didnt know who this man was or why he was visiting her. Ssshh, lie back down you need your rest now an unfamiliar voice told her, standing up from where he was sitting he looked tall leaning over Jonis bed. But she tried to answer being interrupted not only by the constant throbbing of her head but also the man continuing to speak. Deciding that lying down was a good suggestion Joni did as the man had told her, but was still fighting to keep her usually clear blue eyes open which felt red and sore. Im really sorry there was nothing that I could do, you drove straight into me before swerving off the edge of the road. I just wanted to stay with you at least until your family or someone came, so that you wouldnt be alone when you woke. The man told Joni in a low but concerned tone of voice. Joni relaxed realising that she was now safe in one of the hospital beds not too far from home. She recalled what had happened that had made her end up here. Jonis vision had blurred at the bright headlights approaching from the car  heading towards her. Outside the increasing rain splattered heavily on the roof of Jonis car to the same rhythm of her thumping head. It was only 11.30 when Joni had decided to leave the party early, feeling yet another headache coming on, the one that she was now suffering from. Joni hadnt had anything to drink, partly as she had wanted to drive home but also as she had been topped up with paracetamol for the past few weeks miserably trying to fight of the constant headaches though theyd had little affect. It was mid November; the wipers on Jonis old car, which her Dad had bought her only the year before to make do with until she could afford her own was having difficulty keeping the windscreen, clear of the heavy rain. The car ahead was getting closer and the lights getting brighter, it must now have been about 12.00, as Joni was driving down the sandy cliff edge road about 10 minuets from home. The road had been cut out of the dusty hillside in which Joni lived. The road itself was little more than a dusty track, turning quickly into mud as the rain beat down. One side of the road exceptionally dark with trees thickening into woodland the other a steep drop eventually ending in the distance with another small village embedded amongst the hills which could only be seen due to its thousands of glittering lights. The road didnt have any lights of its own Jonis own car lights and the lights from the car ahead were the only thing illuminating the dark road. Jonis eyes stung transfixed on the road ahead, her head still pounding somewhat worse than they were earlier and then Joni could remember nothing for what could have barely been a minuet. I must have blacked out she told the man in some sort of an explanation. The next thing that she could remember was colliding with the car that had been approaching, in her dazed state of mind Joni then tried to control the car from falling off the edge of the cliff. She felt the tumbling weight of the car, with her in it feeling like a metal ball inside a pinball machine,  only she was being thrown around inside the car. Then silence as the car suddenly sat still knowing that this could only mean that she had finally reached the bottom of the cliff she tried to host herself from the wreckage feeling a warm liquid trickling down her face which could only be blood she fell unconscious. I pulled you from the car as soon as I got down to the bottom of the cliff, it was a pretty steep climb, then called for an ambulance, I didnt think that you was still alive The man explained. Thank you Joni replied, looking at him for the first time noticing that he could be no more than 18. He had dark eyes brown or grey with longish dark which was ruffled and matted with mud and dry blood probably mine Joni thought, his face full of small cuts and bruises defined his boyish features. He shrugged shyly smiling It was nothing

Essay --

The function of proto-oncogenes in cells is to dictate the specific cell type and how often it divides. So, a proto-oncogene that undergoes a mutation â€Å"may† become an oncogene. Just because a gene undergoes a mutation does not make it a malignancy. Normally, cells that undergo mutations are detected and destroyed. However, the undetected/discovered oncogene are believed to contribute to the possibility and probability of developing cancer. â€Å"Normal genes, or proto-oncogenes, are transformed into activated oncogenes in certain malignancies through the actions of viruses, irradiation, or excessive amounts of new genetic material through amplification or over expression of the involved gene† (Neville, 2009). Furthermore, there are several well identified behavioral factors that increase the rate of development of oncogenes. â€Å"It’s major risk factors in the western world include smoking and drinking alcohol, whereas in Asia, it is primarily caused by tobacco/arecanut/betel leaf chewing and/or human papilloma virus (HPV) infections† (Mishra, 2012). Proto-oncogenes can be induced to undergo a mutation and form an oncogene in a variety of ways. â€Å"Before oral cancer appears, it undergoes several stages of oral premalignant lesions (OPLs) with varying types of dysplasia. Though these OPLs are very common precursors of OSCC, some oral cancers appear de novo from histologically normal oral epithelium. Oral cancer is very aggressive and commonly migrates invading distant organs.† (Mishra, 2012). Currently, the primary method of detecting oral cancers is via visual inspection/exam. However, it is essentially impossible to visually detect cellular changes that progress to the development of a malignancy. â€Å"Pain is a common symptom in oral cancer... ...iagnostic techniques than visual inspection, so that we can treat oral cancers sooner. Even with the current treatment option(s) biopsy/radiation/chemotherapy, earlier and better detection will surely improve the prognosis for oral cancers. â€Å"The overall 5-year survival rate in OSCC has not significantly increased in the last few years. The overall and disease-free survival rates are 56% and 58%, respectively. The most important task is to establish an early diagnosis at the first stages of the disease,† (Jose Bagan, 2010). â€Å"Although the epidemiology of oral cancer is well-established, the prognosis and survival rates for oral cancer patients have not improved significantly over the past three decades, (S.C. Cheong, 2009). Lastly, a better understanding of oncogenes for oral cancer will have additional benefits for diagnosing/managing/treating other forms of cancer.

Surgical Technology

In order to apply these concepts you first need to understand ways to evaluate the Issues. How is ethics defined? According to the Ethics Center for Engineering and Research, ethics means being concerned with what Is right or wrong, good or bad, fair or unfair, responsible or irresponsible, obligatory or permissible, praiseworthy or blameworthy. (Online Ethics Center for Engineering, 2006) It Is associated with guilt, shame, indignation, resentment, empathy, compassion, and care. It Is being Interested In character as well as conduct.This article presents two ways to evaluate potential ethical questions: First is the utilitarianism system. This system concerns itself with determining the greater good and what decision will be beneficial to the most people. The second system presented Is the deontological system. Under this system, a worker would look at the needs of the individual and determine the best course of action for the patient themselves. There is no suggestion that these tw o methods should conflict. In fact, quite often, what is best for a patient is often what is best for society as a whole.The robber arises In the Instances where these two methods conflict. In these cases, a worker must apply the concept of prudence. This Is the Idea that a salary person would make the same decision under the same circumstances. After presenting the general concepts of ethics, the author lists several examples of situations where questions of this nature may arise. Personal decisions such as abortion, Den's, drug use, and sterilization are explored. Society decisions to allow animal and human experimentation and organ transplantation are also reviewed.Situations that could tangentially cause a worker to be uncomfortable are examined. The author points out how difficult it is watching a DEN patient pass without acting can be. The issue of a patient's right to privacy Is also delved Into. A patient Is not required to reveal their HIVE status even though this could pos e a danger to any worker in the operating room. Quality versus quantity of life is explained, however, the ethical problem is not a decision that needs to be made. In this case, the law has already determined assisted suicide Is not an option.The problem lies in the workers desire to help a wing individual die, even though they are unable to do so. This instance shows that ethical problems do not necessarily Involve decision making on the surgical technician's, but rather a state of mind in many circumstances. Despite the medical reason one might have for being hospitalized or cared for by a health care professional In an operating room setting and, regardless of how â€Å"ethically or unethically† the medical situation may be perceived through the eyes of the medical 1 OFF professional, It Is ten Neal care proportional's duty to De Touches on ten patient.The patient has a right to quality health care regardless of the circumstances or situations surrounding the procedure. Th is includes, but is not limited to, any situation that evokes an inevitable emotional human response. The underlying theme in patient care and ethics is that the health care worker's feelings do not play into the decisions that need to be made for the patient nor do they have any bearing on what is best for society as a whole. Our responsibilities, as Purpose Surgical Technologists, go beyond the mere ability to perform our daily Job functions.Our position is all encompassing in that, not only does it include the use of surgical instruments and equipment towards promoting health and well being, but it also extends to the rights of the patients under our care to receive the best quality, appropriate care within the patient's wishes and desires. We, as health care professionals, owe it to our patients to give them the highest possible quality of care of which we are capable. Uses in Career In order to be able to provide care without Judgment you need to do some deep soul searching and have a complete understanding of your ethical beliefs and biases.Once you have that understanding, if you find your ethical beliefs could interfere with your work performance, you need to share these feelings with your employer. Each patient is entitled to the same level of understanding regardless of your personal Judgment. What you feel or believe to be wrong does not necessarily have a bearing on what is best for the patient. Summary The intent of this article is to point out the various ways a health care professional can evaluate circumstances they may encounter in the work place.They can determine what is the best ethical course of action for society as a whole, they can determine what is best for the patient and his or her personal situation, or they can combine the two methods and approach the situation prudently. No matter which approach is taken, it is always best to take your personal feelings and emotions out of the equation. The bottom line is to combine doing what is right in general with what is right for the patient. Even in a surgical situation, customer service is paramount. Putting yourself in another person's shoes may be a simple click, but it goes a long way in this occupation.

Analysis of ICICI bank and Bank of Rajasthan merger - Free Essay Example

Sample details Pages: 4 Words: 1122 Downloads: 3 Date added: 2017/06/26 Category Finance Essay Type Compare and contrast essay Did you like this example? Analysis of ICICI bank and Bank of Rajasthan merger– Reasons for the deal The promoter group of the Bank of Rajasthan (BoR) had been under immense pressure from regulatory authorities to restructure the Bank due to a variety of problems from 2009 onwards. RBI levied a penalty of INR25 lakhs in February, 2010 for a series of violations including extension of repayment period over permissible limits on intra-day overdraft, irregularities in the accounts of corporate groups, deletion of corporate records from the information systems , irregular property deals, actions against money laundering norms, and poor corporate governance. Further, the RBI nominated 5 directors for the Bank and appointed a new CEO. Don’t waste time! Our writers will create an original "Analysis of ICICI bank and Bank of Rajasthan merger" essay for you Create order Tayal family decided to merge BoR with ICICI Bank due to these regulatory actions. ICICI Bank was also looking for a target to increase their customer base and geographical reach in northern India. Important dates in ICICI Bank- Bank of Rajasthan Merger – Corporate Profile of ICICI Bank ICICI Limited was incorporated in the year 1955 by joint efforts of the Government of India, World Bank and representatives of the Indian Banking Industry’s. However, ICICI Bank was established in 1994. ICICI Bank had around 2000 branches in May 2010. An extensive range of Product and services offered by ICICI though diverse delivery channels are personal banking, corporate banking, retail banking, commercial banking, NRI banking, asset management, investment banking, finance and insurance, mortgages, credit cards. Merger experience: Since 2000, ICICI bank has been using mergers as a strategy to expand its geographical coverage, customer base and to meet regulatory req uirements. Merger with BoR is the 4th acquisition by ICICI Bank. Corporate Profile of Bank of Rajasthan The bank of Rajasthan was established in 1943. In the year ended March 31st, 2010, it had asset base of INR17,300.06 crores and it incurred net loss of Rs. 102.13 crores. The bank had around 463 branches spread across India. It also had 67 onsite and 29 offsite ATMs. The bank provides range of products and services in 3 segments including treasury operations, Banking operations and residuals. Glimpse of the Banks Merger Details Branches of Bank of Rajasthan will function as branches of ICICI Bank. A holder of 118 shares of BOR will be given 25 shares of the combined entity. Existing products of BoR will continue with same charges and features. Customers will get services as per existing procedures of Bank of Rajasthan. 58 branches of a regional rural bank sponsored by BOR will also be transferred to ICICI in addition to the other 468 branches. Negatives – BoR’s non-performing loans are a source of significant risk for the combined entity. As in FY-10 the net worth of BoR was approximately Rs. 760 crore and that of ICICI Bank Rs. 51,700 crore. For December 2009 quarter, BoR reported loss of Rs. 44 crore on an income of Rs.373 crore. Table 1 ICICI Bank offered to pay 188.42 rupees per share, in an all-share deal, for Bank of Rajasthan, a premium of 89 percent to the small lender, valuing the business at $668 million. The BoR approved the deal, which was subject to regulatory agreement. Strategic fit A merger will substantially increase the value of the firm only when there is a proper integration of strategic, financial, economic and organizational aspects. These factors are directly correlated to the performance of the firm after the merger. However, there should be proper strategic fit for a successful integration. Strategic similarity index gives the distance between banks by difference in the k ey strategic variables Table 2 Strategic Variables ICICI Bank (in %) Bank of Rajasthan (in %) Return on loan 12.71 16.30 Liquidity ratio 49.85 48.15 Financial leverage 14.21 5.40 Cost to income ratio (CIR) 87.86 106.86 Efficiency ratio 34.85 38.09 Loan to deposit ratio 89.71 55.31 CRAR 19.41 7.75 NPA 1.88 1.60 Source: Annual reports of the banks, Note: Calculations are based on secondary data Relative size of the target bank is a significant determinant of post-merger performance. A smaller size of BoR compared with ICICI implies easier integration, limited or no overlapping of branches, sharing of technology, etc. BoR’s CIR stands at 106% (including fee expenses) which show that their expenses exceed income. While ICICI Bank’s CIR stood at 87.87 % (including fee expenses). Financial leverage of ICICI Bank is higher than BoR which implies ICICI Bank has higher fixed expence obligations in terms of interest. The net NPA of the target bank is 1.6% against ICICI’s 1.87% but, in Capital Adequacy Ratio, the situation is worse for BoR. ICICI Bank has a strong CRAR of 19.4% against 9% prescribed by RBI and Basel II norms, whereas BoR’s CRAR is 7.74% which may harm the post-merger performance. BoR’s non-interest expenses (efficiency ratio) are more but, their earnings diversity (non- interest income) is better than ICICI Bank which may offs et in effect. The earnings diversification strategy indicates the bank’s exposure to the components of revenue other than interest income. Merger Announcement, Share Price Movements and Shareholding Pattern Changes The deal appears more favourable to BoR since their shareholders gained almost 90% between 07.05.2010 (the start of merger negotiations) and 23.05.2010 (Board Meeting approval). Swap ratio and relevant closing prices of banks Particulars ICICI Bank Bank of Rajasthan Swap ratio 1:4.72 ( 25:118) Price before a day of merger announcement 901.10 82.85 Price on the day of merger announcement 809.20 99.45 Price after a day of merger announcement 824.45 99.45 Source: Economic Times and website of NSE On February 26th, the closing price of BoR’s scrip was 61.8 and on 6th May, it was 84.7. This is the period where the bank faced serious actions from the regulators. During this period, the bank’s scrip value appreciated by 20.9% against the Bank Nifty return of 9.9%. Share price movement of Bank of Rajasthan February 26 to May 6 On May 6th, BoR’s scrip was at 84.7 and ICICI Bank was traded at 902.85. On May 17th, ICICI Bank and BoR recorded a price of 901.1 and 82.25 respectively. It indicates that merger negotiation has a zero effect on the price of merging entities. The Bank Nifty return for the period was 2.7%. Share price movement of BoR and ICICI Bank after the merger announcement (May 17 to June 28) On June 24th, BoR filed the information about the merger to the Bombay Stock Exchange. On May 16th, BoR’s price was 82.85. After the announcement of the merger, it shot up drastically to 99.45, 119.35, 131.30, 144.45, 158.9, and 162.3 on May 17th, 18th, 19th, 20th, 21th and 24th respectively. On the contrary, ICICI’s price reduced from 901.10 to 809.35. During the period, BoR gained about 77%, whereas ICICI lost 1.7% of its value. It is interesting to note that Bank Nifty showed a decline of 4.6 % during this period. Short term wealth creation of BoR can be read in line with the valuation and fixation of swap ratio. The indicative price agreed by both the banks was 188 per share. In the light of the present analysis, it can be concluded that there was not much vulnerability in the prices during the negotiation period. But, after the announcement, BoR’s share price adjusted almost to the price offered by ICICI.