Healthcare Information Management Personal Statement

Healthcare Information Management - Personal Statement Example are record system has proven to be a better means of documenting medical records and this is the reason that I am interested in using this method in documenting the medical records of patients. I am sure that the proper utilization of the electronic medical records system would help have an easy and fast access to the medical information of my clients and this means that less time would be spent on data retrieval. The electronic healthcare record system has not only revived the medical practice, but it has also revitalized the medical practitioners themselves. This technological innovation would guarantee reduced clinical, medical and prescription errors, thus departing from the age of paper healthcare records, where errors are too many. This has further influenced my decision to work in the healthcare information field using this great technological advancement. The primary job of a medical practitioner is to cater for the needs of their patients and meet their expectations in terms of qualitative healthcare. The electronic system would not only give me a satisfactory level of job satisfaction, but it would also give me the opportunity to meet the expectations of my clients in terms of healthcare delivery and services. This great innovation would not only save the time of doctors, but it would also save the time of the patients. This is another reason that I would like to work in this field using the electronic healthcare record

United States-Russian relations in the post Cold War era Essay Example for Free

United States-Russian relations in the post Cold War era Essay The global affairs after the Second World War were dominated by two superpowers with totally different political and socioeconomic models. The central drama within the global system was characterized by conflict between the United States and the Soviet Union expressed in the form of capitalism and communism. These two superpowers had at their disposal the greatest armies and artilleries that no any other country could match during this period of time (Donnelly, 1965). The internal organization of these two superpowers was radically different with the United States having a democratic polity and a market economy while the Soviet Union having a totalitarian political system and a command economy. Each of these nations believed in the superiority of their system and thus attempted to actively promote the replication of these systems in other countries while at the same time hindering the expansion of the others system. The competition between the United States and Russia was thus driven by this ideological divide. Put simply, the United States and the Soviet Union were not only rivals because of their greatness in the international system but also because they were two powers with irreconcilable visions concerning how the political, social and economic life should be organized. During the initial stages of the final decade of the twentieth century, one side in this bipolar ideologically divided system collapsed and for the first time in the history of the modern world, there occurred a shift the international balance of power without a major conflict leading to war. For the political leaders in Russia and the United States, these were hard times and talks were initiated concerning the new task of transforming Russia into a democratic polity, market economy and a new associate with the West, instantly erasing the cold war. However, as the century concluded, the attitude in the United States-Russian relations was becoming more inclined towards the cold war era than with the more optimistic periods of the early nineteen nineties. The policies that the Clinton administration had pursued toward Russia were derided by members of the Congress, academics, journalists and the emerging campaign by George W. Bush for the presidency. The question that they most often asked was whoever â€Å"lost Russia†. In particular, the Clinton administration was charged with failing in virtually every issue. It was accused of delving too much into Russian internal affairs, ignoring or even supporting corruption among leading Russian officials, over personalizing their relationship with Yeltsin, being blind to the evils of Russia towards the breakaway Republic of Chechnya and failure to stop Russia from assisting Iran with its nuclear weapons program. Listening to the experts and the Republicans led to the conclusion that every conceivable thing that would have gone wrong concerning the United States-Russian relations did go wrong (Masci, 1998: 232-3). The major question that one is bound to ask is whatever happened between the years that the Soviet Union collapsed and the witch hunt for the lost Russia less than a decade later. Various argument have been put forward with some holding that it was largely the fault of the first Bush administration for failing to offer enough assistance to the fledgling regime of Yeltsin in 1992 (Goldgeier McFaul, 2003). Others still argue that all the wrong kinds of assistance was provided by the Clinton administration after 1993 or that it had pursued â€Å"anti-Russian† policies which maximized Russian resentment for the West (Beschloss Talbott, 1993: 9). The relations between Russia and the United States seemed to have taken a decisive turn in the aftermath of the 9/11 attack in 2001, hardly a year after George Bush became the president. Russian president showed a good gesture by moving quickly to show his sympathy for the United States and pledging his support for collective responsibility against global terrorism. There was much optimism that Russia was being inclined to the West. The relationship between the United States and Russia seemed better until the period of the American-led war with Iraq. In looking at the relationship between the United states and Russia, I am primarily interested in the perception of the United States policy makers concerning what they intended to accomplish and their understanding of the events. For instance, did they understand that there was a transition going on in the Soviet Union in 1991 and what was their belief concerning what they could do? Did the United States believe that the enemy was gone once the Soviet Union disintegrated? The most transformative events in the affairs of the world since the period that immediately followed World War II was marked by the fall of the Berlin Wall in 1989 and the disintegration of the Soviet Union. Before this period, the United States foreign policy was focused of containing the threat posed by the Soviet Union. The Americans, prior to 19090s, saw every issue in the world in the perspective of the cold war struggle with the Soviet Union-whether it was peace in the middle East, defense of Europe, African civil war or even the development of resources on the floor of the ocean. Thus, the collapse of the Soviet Union dealt a blow for United States foreign policymakers. Considering that the main American enemy was defeated, there was need for the vacuum to be filled posing an intellectual and organizational challenge of refocusing and reorienting foreign policy away from the period of cold war and toward a new relationship with Russia. With the end of the Cold War, an opportunity for creating a basically new and cooperative relationship between Russia and the United States was established. The establishment of a positive United States-Russian partnership was seen to offer benefits not only for the two nations but also in confronting the challenges that the human race is faced with during this period of time. A necessary climate for beefing up United States-Russian relations was created by the changes that were introduced in the foreign policy of the Soviet Union during Gorbachevs tenure. The new way of thinking introduced by Gorbachev held that the preservation of peace must be the fundamental objective of all nations. The Marxist thought of class struggle was abandoned as the central guiding principle in foreign policy. Instead, the global human values were to go beyond the narrow class interests in guiding the conduct and behavior of nations. This New Thinking was not the same as the principle adopted by Khrushchev. In his principle of peaceful coexistence, Khrushchev advocated for the evasion of all out war between communist and capitalist system even though he did not indicate that the struggle between capitalism and communism should be concluded. He continued to maintain that one of the systems will emerge to be the victor. Gorbachev and his associates saw the world as an interrelated totality where every nation must cooperate for in the interest of the survival of entire human race. The basic argument was that nations of communist and capitalist orientation should not exist in a state of perpetual struggle. It was held that every nation should make concerted effort to ensure that the world is a safe place. Gorbachevs New Thinking was not simply a rhetoric or propaganda but was supported by dramatic changes in the international behavior of Russia. Gorbachev saw the collapse of the Berlin Wall and signed important agreement with the United States. Russia also sought for integration in the world economy besides seeking for a more positive relation with democracies of Western Europe. The United States and Russia also participated jointly in dialogs aimed at resolving regional conflicts in places like Africa. The Soviet troops were also removed from Afghanistan and Africa by the soviet government. There was also cooperation between the two nations in their response to the Kuwait invasion by Iraq. With this regard, the relation between the United States and Russia improved so much during the tenure of Gorbachev. It was during this period that the thinking and preferences of Russians with regard to foreign policy underwent massive transformation. Russia discarded their confrontational approach of depending on their military force in favor of diplomatic cooperation as the preferred method of building and managing positive relationships with other nations. The Soviet principle of New Thinking stressed on the holistic nature of the world community, offering a significant and appropriate set of concepts for guiding the behavior of nations in the global environment. Ronald Reagan who had described the Soviet Union as an evil empire changed his view considering the dramatic changes that the Soviet Union underwent. When he was asked if he still considered the Soviet Union as an evil state, he responded that his initial remarks were meant for a different time and era. With the end of the Cold War, the animosity between the two nations also concluded. This spirit that was started by Soviet leaders was adopted by other succeeding leaders. After taking office, Yeltsin stated their aim to become involved with other countries in the world in the process of â€Å"asserting the ideals of humanism, freedom and democracy in the community of mankind†. He also stated Russias intention to pursue â€Å"an honest, open and moral policy which is not subordinated to ideological dictate†. This statement shows that Russia was slowly being integrated into the global system by changing from a military to civilian based economy. As much as his foreign policies appeared to be a continuation of the non-confrontational approach, the strategies that he adopted encompassed basic domestic changes that had implications for the United States foreign policy (Cross Oborotova, 1994). The attempt by Gorbachev to carry out reforms within the context of the existing socialist system had led to some ambiguity and suspicion in the United States concerning the intention of Soviet leadership. It also restricted the degree to which shared values existed between the former Soviet Union and the United States. Yeltsin on the other hand openly rooted for capitalism, abandoning the socialist model, thereby eliminating ideological ambiguity and extending the foundation for common United States-Russian values and objectives. He reiterated his commitment to nurturing democratization of Russia and embracing a free market economy which are the sacred values of American tradition. Although the Yeltsin era is a representation of the continuation of the peaceful policies that had been placed during the time of Gorbachev, it is during his tenure that one can actually begin talking about a new chapter in the relations between the United States and Russia. As much as the United States was cautious in their response to these dramatic changes in the former Soviet Union particularly during the tenure of Gorbachev, its administration welcomed such changes and were willing to exploit the new opportunities to improve bilateral relations. James Barker, once the United States Secretary of State, classified the progress of United States policy towards the former Soviet Union and Russia from the period of Gorbachev to the period of Yeltsin and moving â€Å"further than detente and even diplomatic cooperation† to â€Å"broad international partnership†. The leadership of Yeltsin changed the conception that the United States of the Western powers were potential enemies of the Russian Federation (Allin, 1995). Clinton recognized the heavy task faced by the new Russian Federation reformers, appealing to the United States to support the Russians. According to him, the Russians were attempting to carry out three fundamental changes at once. These fundamental changes were; the shift to market economy from communism, a shift to democracy from tyrannical dictatorship and a shift to an independent state from a great empire-an endeavor that the United States ought to support (Cohen, 1993). Clinton emphasized the importance of Russia at the 1993 Russo-American summit in Vancouver, reaffirming the United States economic and security interest in establishing a favorable United States-Russian relationship. He pointed out that the progress of Russia and the new independent states of the former Soviet Union toward democracy and free market was held with much importance by the United States as it represents a great security challenge and provides great economic opportunities (Weber, 1993: 253). After the disintegration of the Soviet Union, the United States president George Bush and the Russian president Yeltsin signed the Camp David Declaration which defined the relations between the two countries as founded on â€Å"friendship and partnership†. Andrey Kozyrev, Russian Foreign Minister, stated that the goal of Russia vis-a-vis the United States is the stable establishment of relations with an inclination toward strategic partnership and alliance founded on common values (Friedman, 2000). Conclusion Russia and the United States would do much injustice to each other if they choose to pursue isolationist course. However, there has been an increase in public support for withdrawal from the foreign scene in both countries. In the last American presidential elections was dominated by domestic issues. This trend was also seen almost two decades ago in 1992 when the presidential election was also characterized by domestic issue. After the Second World War, the Americans saw that their freedom and security were threatened by communism and thus were ready to support presidential appeals to counter the expansion of Soviet around the world. However, the post-Cold War era lacks Soviet as the enemy and thus the American public increasingly became uninterested in foreign affairs. Many Americans fail to strike the link between domestic and foreign issues as they are basically concerned with the rising unemployment, sagging economy, health care and a variety of domestic problems and hence lack the sympathy to invest their energies in dealing with the problem of other countries. Consequently, in Russia, policymakers, academics and the general public have circulated arguments that the country should concern itself with internal problems and that shifting from international realm would be integral for resources to be freed for domestic purposes. One variation of this trend seem to have gained prominence among politicians and scholars. The position holds that the Russian foreign policy should be continentalist as opposed to globalist. This position posits that the domestic problems in Russia hinders its possibilities for pursuing an active and multifaceted foreign policy (Cross Oborotova, 1994). As such, there is a general feeling among the proponents of this position that Russia should focus its energies on seeking relationships with the neighboring countries in Europe and Asia. Within the increasingly interdependent world community, isolationism is not a realistic option. Limiting the relation between United States and Russia would not serve the interest of either nation. As much as the United States is the major remaining power and the undisputed leader of the Western world, it would be wrong to think that it can maintain peace in the world alone. It lacks the resources to carry out this role and must therefore cooperate with other major global powers so as to effectively counter the challenges existing in the post-cold War arena. Russia is still a strong nation and a nuclear superpower and hence the cooperation between these two countries is very important. As much as Russia is a Eurasian nation, it cannot ignore the role of the United States or become absorbed with its own domestic problems. There have been concerns with regard to Russia becoming an adversarial competitor of the United States if it decides to support her. The basic argument is that Russia has always been an aggressive and hostile nation besides being an expansionist power. However, this question cannot be answered at the moment. Nevertheless, there may be disastrous consequences for United States interests if it ignores of fail to focus its attention and resources in furthering a favorable U. S. -Russian partnership. The Russians have thus exhibited remarkable patience in the transition period. Most Russians have shown their commitment to move ahead despite the economic difficulties, recognizing that they have endured many hardships in the past and that they cannot go back to the repressive and inefficient system that characterized their past. In order for the United States and Russia to achieve an enduring and full scale partnership, there are many obstacles that still need to be overcome despite the favorable developments in their relations that have been witnesses in the past decade. Russia does not possess much experience with market economy neither does it comprehend fully democratic principles. Its political traditions are founded on the autocratic czarist rule. Its aspirations for reforms demand a deep cultural and psychological transition coupled with the establishment of a concrete and enduring democratic representative institutions. This shift to democracy is not a linear process and thus, Russia may experience some setbacks and even some reversals. Again, the interests of the United States and Russia may not correspond owing to the multitude of cultural, historical, geopolitical and economic reasons. Work cited Allin, D. (1995). Cold War Illusions: America, Europe, and Soviet Power, 1969-1989, NY Beschloss, M. Talbott, S. (1993). At the Highest Levels: The Inside Story of the End of the Cold War. Boston: Little, Brown and Company, Cohen, W. (1993). America in the Age of Soviet Power, 1945-1991, NY Cross, S. Oborotova, A. (1994). The New chapter in United States-Russian relations: opportunities and challenges. Greenwood Publishing Group Donnelly, D. (1965). Struggle for the World: The Cold War, 1917-1965, NY Friedman, N. (2000). The Fifty-Year War: Conflict and Strategy in the Cold War, Annapolis, Garthoff, R. (1994). The Great Transition: American-Soviet Relations and the End of the Cold War. Brookings Institution Press Goldgeier, J. McFaul, M. (2003). Power and purpose: U. S. policy toward Russia after the Cold War. Brookings Institution Press Masci, D. (1998). U. S. -Russian Relations: Is the Post-Cold War Friendship in Trouble? CQ Press Weber, M. (1993). The Emergence of the Foreign Policy of the Russian Federation. Communist and Post Communist Studies, vol. 26, no. 3

Comparison of Education Reports of Behavioural Symptoms

Comparison of Education Reports of Behavioural Symptoms Running Head: Teacher, children, and parents reports of behavioral symptoms Comparison between teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors. Karelyn M. Gonzà ¡lez-Cruz, M.S., Josà © J. Cabiya., Ph.D., Lymaries Padilla, Ph.D. Jovette Sà ¡nchez, M.S. (The project/study described was supported by Grant Number 1 R24 MD00152-01, from the National Center on Minority Health and Health Disparities, National Institutes of Health. It’s contents are solely the responsibility of the authors and do not necessarily represent the official views of the National Institutes of Health.) Key Words: School age children, aggressive behavior, Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, impulsiveness depression. Abstract The goal of the present pilot study was to compare the teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors using the Diagnostic Interview Schedule of Children-Parent version (DISC-P), the Diagnostic Interview Schedule of Children-Youth (DISC-Y) and the Bauermeister School Behavior Inventory (BSBI). The parents of 52 children consented to participate in the DISC-P and DISC-Y interviews. The results showed that parents and children had a moderate degree of agreement in answering symptoms of major depressive episode, symptoms of traumatic stress disorder, and symptoms of generalized anxiety disorder. The results also showed that teachers had a high degree of agreement with children in their report of disruptive symptoms while no agreement was found between teachers and parents reports. Teachers’ reports of disruptive behaviors such as irritability, hostility, distraction, and low motivation had a moderate correlation with children re ports of symptoms related to conduct disorders and ODD. These results might suggest that parents identify more efficiently affective disorders than teachers. On the contrary, teachers appear to identify more efficiently disruptive behaviors than parents do. Comparison between teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors Assessment of child psychiatric disorders traditionally relies on information obtained from multiple informants, usually the parent, the child, and sometimes others such as teachers and additional family members. These informants may provide different information about the presence, severity, and duration of a childs symptomatology or behavior (Achenbach, McConaughy, Howell, 1987). Several studies have compared parent and child reports of the children psychiatric symptoms in structured diagnostic interviews like the Diagnostic Interview for Children and Adolescents (DICA; Herjanic Reich, 1982; Reich, Herjanic, Welner, Gandy, 1982; Welner, Reich, Herjanic, Jung, Amado, 1987), the Diagnostic Interview Schedule for Children (DISC; Edelbrock, Costello, Dulcan, Calabro Conover, Kalas, 1986; Loeber, Green, Lahey, Stouthamer-Loeber, 1989; Weissman et al., 1987), and the Schedule for Affective Disorders and Schizophrenia for School-age Children (K-SADS; Chambers et al., 1985; Orvaschel , Puig-Antich, Chambers, Tabrizi, Johnson, 1982). These studies have documented low to moderate agreement between parents and children report of psychiatric symptoms. In general, these reports have found that parents report more behavior symptoms about their children than the children report about themselves, whereas children report having more affective and neurotic symptoms than their parents report about them (Edelbrock et al., 1986; Herjanic Reich, 1982). In addition, a meta-analysis of more than 200 studies examined agreement among informants, and reported moderate to poor agreement for most studies, including those in which agreement was assessed along symptom dimensions rather than by categorical diagnoses (Achenbach, McConaughy, Howell, 1987). Somewhat better agreement between parents and children has been observed in clinical samples when semistructured interviews were used by clinicians (Orvaschel, Thompson, Belanger, Prusoff, Kidd, 1982) and for externalizing as compared to internalizing symptoms (Reich, Herjanic, Welner, Gandhy, 1982). Asymmetrical reporting of certain types of symptoms has been found to be the most frequent source of disagreement. Parents tend to report externalizing behaviors or problems more often while children tend to report internalizing depressive or anxiety symptoms with greater frequency Edelbrock et al., 1986; Reich et al., 1982). In addition, a study completed by Bravo, et al. (2001) with a Puerto Rican sample found that parents were generally fair or moderately reliable informants when reporting about their children. Children (11-17 years) were excellent or moderately reliable informants on disruptive and substance-related disorders, but were unreliable when reporting about anxiety and depressive disorders. For lifetime diagnoses, they found that parents were fair reporters of their childrens conduct disorder, as well as substance-related disorders, whereas their children were excellent or moderately reliable reporting about most of these disorders. However, no study was found that have assessed the relationship between the teachers, parents and children report of clinical symptoms related to disruptive disorders. The goal of the present pilot study was to compare the teachers, children, and parents reports of behavioral symptoms associated with disruptive behaviors using the Diagnostic Interview Schedule of Children-Parent version (DISC-P), the Diagnostic Interview Schedule of Children-Youth (DISC-Y) and the Bauermeister School Behavior Inventory (BSBI). Method Participants Fifty two (26 boys and 26 girls) from ages 9 to 12 (mean age was 10) from the San Juan metropolitan area, who were referred by their teacher for disruptive behavior in the classroom, were administered a symptoms checklist based on the DSM-IV-TR diagnostic criteria for disruptive disorders (American Psychiatric Association, 2000). Informed consent to participate in the study was then requested from the parents of these children. The socioeconomic status of all of these children was low. The mean age was 10.06 (SD = 1.07). Of the 52 referred children, 17 children (9 boys and 8 girls) were evaluated with the DISC-Y. The mean age of this group was 10.12 (SD = 1.16). Instruments Bauermeister School Behavior Inventory (BSBI). This inventory consists of six scales for male children and five for female children completed by the teachers that evaluate anxiety symptoms, social alienation, depression, irritability-hostility, distraction-motivation and activity impulsiveness. Internal consistency fluctuates between .74 and .96; test-re-test reliability (four week period fluctuated between .52 to .89. This instrument was developed, validated and standardized for Puerto Rican population (Bauermeister, 1994). Computerized Diagnostic Interview Schedule for Children (C-DISC) (Shafer, D. et al. 2000). The DISC is the most widely used and studied mental health interview that has been tested in both clinical and community populations. It is a comprehensive, structured interview that covers 36 mental health disorders for children adolescents, using DSM-IV criteria. The version used in this study was the most recent Spanish translation of the DISC-IV (Bravo et al., 2001), with parallel youth (DISC-Y) and parent (DISC-P) versions. The test-retest reliability of the DISC-IV has been reported in both Spanish and English-speaking clinic samples yielding comparable results (Bravo et al., 2001; Shaffer, Fisher, Lucas, Dulcan, Schwab-Stone, 2000). The disorders assessed by the DISC were: Generalized anxiety, Panic, Post-traumatic stress, Major Depression, Dysthymia, Attention Deficit Hyperactivity, Oppositional Defiant, Conduct Disorder, Alcohol Abuse / Dependence, Marijuana Abuse / Dependence, Nicot ine Dependence and other Substance Abuse / Dependence. Socio-demographic interview. The questionnaire used in the Research Scientific Institute at the Carlos Albizu University was administered. The questionnaire provides socio-demographic information about the child and his/her family. Procedures Teachers completed the BSBI after the parents consented to participate in the study. The project’s director selected advanced doctoral students in clinical psychology to be trained as interviewers. These students received two day intensive DISC workshops from trainers certified by the Columbia University original developers of the DISC. They were blind to experimental hypotheses. Interviewers contacted by phone the principal caretaker of each child to arrange for the DISC-P interview in the school. They administered first the DISC-P to the parent and afterwards they administered the DISC-Y to the child. The principal caretaker received an compensation of twenty dollars for their participation. The interviews took place in a classroom with comfortable chairs, illumination, tables, and non distractions. Quality control procedures were established to guarantee the integrity of the data gathering process. The project’s director conducted weekly meetings for the supervision of recorded practice DISC interviews according to the DISC instructions manual. The interviewers received recommendations from other trained DISC interviewers, specifically on how to deal with ambiguities, which did arise, and clearly define â€Å"do’s† and â€Å"don’ts† in various situations. Specific situations that lead to deviations from the interview were discussed in the weekly supervisions. Results The correlations between the quantity of symptoms of the different disorders on DISC-P and DISC-Y were as follows: symptoms of inattention on DISC-P and symptoms of inattention on DISC-Y was r = .57 (pr = .70 (pr = .64 (pr = .67 (pr = .75 (p The correlations between the BSBI distraction-motivation scale and ODD symptoms on DISC-Y was r = .87 (pr = .92 (pr = .64 (p Discussion The goal of the present pilot study was to compare the teacher, children, and parents reports of behavioral symptoms associated with disruptive behaviors using the Diagnostic Interview Schedule of Children-Parent version (DISC-P), the Diagnostic Interview Schedule of Children-Youth (DISC-Y) and the Bauermeister School Behavior Inventory (BSBI). Results indicated that parents reported more behavioral symptoms (such as ODD symptoms and Attention Deficit Hyperactivity Disorder symptoms) than the children reported. Also, parents reported more affective and anxiety symptoms than their children reported. Even more, the results on DISC-P and DISC-Y showed that parents and children had a moderate degree of agreement in answering symptoms of major depressive episode, symptoms of traumatic stress disorder, and symptoms of generalized anxiety disorder. The results also showed that teachers had a high degree of agreement with children in their report of disruptive symptoms while no agreement was found between teachers and parents reports. Teachers’ reports of disruptive behaviors such as irritability, hostility, distraction, and low motivation had a moderate correlation with children reports of symptoms related to conduct disorders and ODD. These results might suggest that parents identify more efficiently affective disorders than teachers. On the contrary, teachers appear to identify more efficiently disruptive behaviors than parents do. These results are consistent with previous research that documented low to moderate agreement between parents and children in their report of disruptive symptoms (DICA; Herjanic Reich, 1982; Reich, Herjanic, Welner, Gandy, 1982; Welner, Reich, Herjanic, Jung, Amado, 1987; Orvaschel, Thompson, Belanger, Prusoff, Kidd, 1982). In addition, a study with a Puerto Rican sample found similar results, in that parents were generally fair or moderately reliable informants about their children’s affective symptoms (Bravo et. al, 2001). One limitation of the present study was the small size of the study sample. The main reason for this was the fact that many parents that were contacted refused to participate in the study. One possible recommendation for future research is to develop specific strategies to engage more Puerto Ricans in order for them to participate in the phases of research with little immediate benefits that requires extended interviews or evaluations. These strategies could include increasing significantly the monetary compensation. Another strategy is to train the research assistants on specific ways of engaging the parents in a culturally sensitive manner like appealing to â€Å"familism† which Muir, et al. (2004) have found to be essential in engaging Latinos in general including Puerto Ricans in research. Nevertheless, engagement of Latinos including Puerto Ricans in research appears to be a significant challenge and future research needs to address this area by itself in a systematic and comprehensive manner. References Achenbach, T. M., McConaughy, S. H. Howell, C. T. (1987). Child/adolescent behavioral and emotional problems: implications of cross-informant correlations for situational specificity. Psychological Bulletin, 101, 213-232. Bauermeister, J. (1994). Desarrollo y utilizacià ³n del Inventario de Comportamiento Escuela (IDC-E) en la evaluacià ³n de nià ±os puertorriqueà ±os [Development and use of the Bauermeister School Behavior Inventory (BSBI) in assessing Latino children]. San Juan, Puerto Rico: Author. Biederman, J., Faraone, S. Mick, E. Moore, P. (1996). Child Behavior Checklist findings support comorbidity between ADHD and Major Depression in a referred sample. Journal of the American Academy of Child Adolescent Psychiatry, 35 (6), 734-742. Bravo, M., Woodbury-Farina, M. A., Canino, G., Rubio-Stipec, M. (in press). The Diagnostic Interview Schedule for Children DISC): Its translation and adaptation in Puerto Rico. Culture, Medicine and Psychiatry. Bravo, M., Ribera, J., Rubio-Stipec, M., Canino, G., Shrout, P., Ramà ­rez, R. (2001). Test-retests reliability of Spanish version of the Diagnostic Interview Schedule for Children DISC-IV. Journal of Abnormal Child Psychology, 29(5), 433-444. Chambers, W. J., Puig-antich, J., Hirsch, M., Paez, P., Ambrosini, P. J., Tabrizi, M. A., Davies, M. (1985). The assessment of affective disorders in children and adolescents by semistructured interview. Archives of General Psychiatry, 42, 696-702 Cohen (1988). Statistical power analysis for the behavioral sciences. (2nd.ed) Hillsdale, NJ: Erlbaum. Edelbrock, C., Costello, A. J., Dulcan, M. K., Calabro Conover, N., Kalas, R. (1986). Parent-child agreement on child psychiatric symptoms assessed via structured interviews. Journal of Child Psychology and Psychiatry, 27, 181-190. Herjanic, B., Herjanic, M., Brown, F., Wheatt, T. (1975). Are children reliable reporters? Journal of Abnormal Child Psychology, 3, 41-48. Herjanic, B. Reich W. (1982). Development of a structured psychiatric interview for adolescent: Agreement between child and parent on individual symptoms. Journal of Abnormal Child Psychology, 10, 307-324. Kashani, J. H., Orvaschel, H., Burke, J. P., Reid, J. C. (1985). Informant variance: The issue of parent-child disagreement. Journal of the American Academy of Child and Adolescent Psychiatry, 24, 437-441. Loeber, R., Green, S. M., Lahey, B. B. Stouthamer-Loeber, M. (1989). Optimal informants on childhood disruptive behavior. Development and Psychopathology, 1, 317-337. Orvaschel H., Puig-antich, J., Chambers, W. J., Tabrizi, M.A., Johnson, R. (1982). Retrospective assessment of prepubertal major depression with the Kiddie-SADS-E. Journal of the American Academy of Child and Adolescent Psychiatry, 21, 392-397. Orvaschel, H., Thompson, W. D., Belanger, A., Prusoff, B. A., Kidd, K. K. (1982). Comparison of the family history method to direct interview: Factors affecting the diagnosis of depression. Journal of Affective Disorders, 4, 49-59. Pliszka, S., Carlson, C. Swanson, J. (1999). ADHD with comorbid disorders: Clinical assessment and management. New York: Guilford Press. Reich, W., Earls, F. (1987). Rules for making psychiatric diagnosis in children on the basis of multiple sources of information: Preliminary strategies. Journal of Abnormal Child Psychology, 15, 601-606. Reich, W., Herjanic, B., Welner, Z., Gandhy, P. R. (1982). Development of a structured psychiatric interview for children: Agreement on diagnosis comparing child and parent interviews. Journal of Abnormal Child Psychology, 10, 325-336. Shaffer, D., Fisher, P., Lucas, C. P., Dulcan, M. K., Schwab-Stone, M. E. (2000). NIMH Diagnostic Interview Schedule for Children Version IV (NIMH DISC-IV): Description, differences from previous versions, and reliability of some common diagnoses. Journal of the American Academy of Child and Adolescent Psychiatry, 39, 28-38. Weissman, M. M., Wickramaratne, P., Warner, V., John, K, Prusoff, B. A., Merikangas, K. R., Gammon G. D. (1987). Assessing psychiatric disorders in children. Archives of General Psychiatry, 44, 747-753.

The Haberdasher Essay -- Chaucer Essays

The Haberdasher The â€Å"orphan pilgrims† of the Canterbury Tales appear to be quite interesting with their â€Å"geere apiked (365).† A snapshot of the guildsmen determines that the men were wealthy, apart of some type of brotherhood, and had wives that were socially upstanding. Now an argument arises when trying to decide whether or not the craftsmen were actually in a guild or not. Evidence supports my view that, not only were they in a guild, but it was legitimate, exclusive, and included only those with similar occupations. A haberdasher was amongst the fraternity Chaucer mentions. During the medieval times, this hat maker was probably using a cloth called chaperon to make hats. Both men and women wore these types of hats; beaver hats became popular. Women also wore veils on their head to hide their hair (Britannica). At this point in history, there were no legal contracts. This became a problem when the townspeople needed credit to buy items and the craftsmen needed raw materials. The main solution was for the craftsmen to join guilds in an effort to boost their reputation. â€Å"The ‘solempne’ and ‘greet fraternitee’ in whose livery Chaucer dressed the five Burgesses in the General Prologue of the Canterbury Tales was probably a craft fraternity (McCutchan 313).† Guilds were very important forces in the fourteenth century. A haberdasher or any craftsman would join â€Å"for personal establishment† and membership also was â€Å"the most frequently employed means of claiming such status in local society (Rosser 10).† The fraternities served as a form of kinship and inclusion amongst peers. The fictional kinship of a fraternity lent a moral force to the declarations of mutual respect sworn between the ‘... ... However, they are highly revered respected in the community and part of that is because of the product that they make. Clothing is a symbol for status, a political statement, and a first impression. Works Cited Boccaccio, Giovanni. The Decameron. Garden City: Garden City Publishing Company, 1930. Chaucer, Geoffrey. Canterbury Tales. Boston: Houghton Mifflin Company, 1987. Harwood, Britton J. â€Å"The ‘Fraternitee’ of Chaucer’s Guildsmen.† The Review of English Studies 39.155 (1988): 413-417. â€Å"Hat.† Encyclopedia Britannica. 2003. Encyclopedia Britannica Online. 13 Nov 2003 http://search.eb.com/eb/article?eu=40311. Kirby, Thomas A. â€Å"The Haberdasher and his Companions.† Modern Language Notes 53.7 (1938): 504-505. Rosser, Gervase. â€Å"Crafts, Guilds and the Negotiations of Work in the Medieval Town.† Past and Present 154 (1997): 3-31.

The Jubilee Singers of Fisk University :: American History Essays

The Jubilee Singers of Fisk University From the mid-1800s, most black institutions of higher education fielded a group of jubilee singers and/or a vocal quartet to sing spirituals. These groups toured the nation and "represented" the institution outside the local community. One of the earliest and most famous of these groups were the Jubilee Singers from Fisk University. According to Ray Funk, in his essay accompanying the Document compilation EARLY NEGRO VOCAL QUARTETS, there is only one recording from the 1890s extant of an African-American vocal group, the Standard Quartette. While this Fisk group was active in the l890s, it continued on throughout the years, of course with some different members each year and a complete turnover of members within each four years. For the most part, the singers were students at Fisk. I don't think you are going to find anything recorded originally before 1900, but for some modern recordings of the Fisk Jubilee Singers you should look for a 1994 Smithsonian/Folkways recording called: African American Spirituals : The Concert Tradition SF40072 At a time when most black music was being performed by white minstrel musicians in blackface and vulgar caricature, a small group of exceptionally well-trained and talented black singers at Fisk University in Nashville achieved world-wide renown for their stirring and very professional performance of traditional black spirituals. Originally, the group was composed of two quartets and a pianist, a woman named Wells, under the direction of the University musical director, George L. White. In 1871 this small group set out to raise money for the struggling little university (founded in 1866). Over the next decade they had toured most of the northern states, had performed at the White House, toured England and much of Europe and had played for Queen Victoria. The group was given its name by director White. In Old Testament history, each fiftieth Pentecost was followed by a "year of jubilee" - a year in which Hebrew law required that all slaves be set free. Organized in 1871, in the dark shadow of slavery, the "Jubilee Singers" seemed a most appropriate name. Most of the students at Fisk had been former slaves. In terms of musical history, the primary significance of the Jubilee Singers is that they introduced to the world for the first time a magnificent body of folk music -- slave songs, spirituals -- which celebrated life, survival, victory.

Henry Moore Analysis Essay

Henry Moore was born 30. 07. 1898 and lived for 88 years. Moore would have prioritised his art over his academic study. After numerous visits to the ethnographic collections of the British museum, Europian modernist; i. e Picasso, Arp, Brancusi and Giacometti became influences. Uniting these inspirations was a deeply felt humanist. He often used abstract form to draw comparisons between the human body and landscapes. Moore’s images of figures sheltering in London subway stations sheltering during World War II are still loved. Moore loves drawing from the human figure ‘studied it for half my life’ he quoted. Moore believes that our bodies help us understand nature and are the biggest influence on art. ‘If our bodies were the sizes of elephants, the whole scale of architecture and art would be different. ’ Moore loves landscape as well as figures, ‘if landscape was different, all of our lives would be different. You can’t get away from nature. ’ He believes that it is ridiculous for something to have no real connection to real life and nature. During the 1930’s, Moore became experimental with abstract and was inspired by surrealism. Surrealism shaped his mature style; it encouraged his love for biomorphic forms and also suggested how the figure could be split into parts and reduced to essentials. Henry Moore takes natural/ realistic things and uses abstract form to rearrange and magnify them to show hidden quality. Moore’s etchings are quality to viewers because of the expression and liveliness they carry each appropriate to what the image is. In the 1960s Henry Moore became so intrigues by the skull of an African elephant kept in the garden of his friends that eventually they gave the skull to him, Moore examined the object’s internal and external features through a number of etchings. When Moore published these works, he called them â€Å"a mixture of observation and imagination,† as while he studied and drew the skull up close he â€Å"could begin to see in it great deserts and rocky landscapes, big caves in the sides of hills, great pieces of architecture, columns and dungeons. What we know as hidden qualities. This is an etching from Henry Moore’s elephant skull portfolio. Concaved and convex areas are shown through darker and lighter tones; he creates the darker tones with lots of dark lines (using cross hatch perhaps), however, in the lighter areas, Moore uses less lines going in the appropriate direction to the shape of the image. The direction of each line is very important, if Moore wanted to enhance a certain part of the image or give it 3D quality, he could use the directions of lines according. Moore uses lines varying in shape, length and direction; this makes his etchings expressive, free and lively but organised enough to make sense. This makes his work incredibly effective to look at. This piece has great definition in shape thanks to the directions of his lines, the amount of lines also make it look so effortless which proves that Moore is being expressive; this gives huge effect to the viewer. The composition in this etching of Moore’s is a centre view with a slight side angle on the elephant skull, looking at his other etchings of this skull, the front is not the most detailed but it is not the least effective. It gave Moore opportunity to show expression and freedom in the directions and shapes of his lines. The eye is taken up through the centre to the eye sockets of the skull, this is because Moore’s lines are directing towards that centre line which is directing to the cows eye sockets. It is a full frame therefore the skull is the main focus of the etching as there is no detailed background. Moore’s work doesn’t vary in colour. He uses natural tones (black, grey and white), these give a simple, earthy look of the natural world. This is more than appropriate towards the etchings in which Moore creates, as it keeps them realistic and not too abstract even though they do deceptively have abstract features and hidden qualities within them. Moore still has the ability to represent warmth and coldness in his etchings despite the lack of colour; as the colder etchings i. e. the elephant skull have less heavy lines to create the cold affect, whereas warmer etchings i. e. his etchings of figures sheltering in the subway create a warm affect for the viewer. The lack of bright colour in Moore’s work is effective, keeps it unique, extremely recognisable and still keeps the sense of reality and natural world Moore believes in.

Holapersona

PROBLEMA 1 The Maser is a new custom-designed sports car. An analysis of the task of building the Maser reveals the following list of relevant activities, their immediate predecessors, and their duration. Job LetterDescriptionImmediate Predecessor(s)Normal Time (days) AStart — 0 BDesignA8 COrder special accessoriesB0. 1 DBuild frameB1 EBuild doorsB1 FAttach axles, wheels, gas tankD1 GBuild body shellB2 HBuild transmission and drivetrainB3 IFit doors to body shellG, E1 JBuild engine B4 KBench-test engineJ2 LAssemble chassisF, H, K1MRoad-test chassisL0. 5 NPaint bodyI2 OInstall wiringN1 PInstall interiorN1. 5 QAccept delivery of special accessoriesC5 RMount body and accessories on chassisM, O, P, Q1 SRoad test carR0. 5 TAttach exterior trimS1 UFinishT0 a)Draw a network diagram for the project. b)Mark the critical path and state its length. c)If the Maser has to be completed 2 days earlier, would it help to i. Buy preassembled transmissions and drivetrains? ii. Install robots to halve engine-building time? iii. Speed delivery of special accessories by 3 days? )How might resources be borrowed from activities on the non-critical path to speed activities on the critical path? PROBLEMA 2 MANAGING HARD ROCK’S ROCKFEST At the Hard Rock Cafe, like many organizations, project management is a key planning tool. With Hard Rock’s constant growth in hotels and cafes, remodeling of existing cafes, scheduling for Hard Rock Live concert and event venues, and planning the annual Rockfest, managers rely on project management techniques and software to maintain schedule and budget performance. Without Microsoft Project† says Hard Rock Vice-President Chriss Tomasso, â€Å"there is no way to keep so many people on the same page. † Tomasso is in charge of the Rockfest event, which is attended by well over 100,000 enthusiastic fans. The challenge is pulling it off within a tight 9-month planning horizon. As the event approaches, Tomasso devotes greater energy to its activities. For the first 3 months, Tomasso updates his MS Project charts monthly. Then at the 6-month mark, he updates his progress weekly. At the 9-month mark, he checks and corrects his schedule twice a week.Early in the project management process, Tomasso identifies 10 major tasks (called 2 acti vities in a work breakdown structure, or WBS): talent booking, ticketing, marketing/PR, online promotion, television, show production, travel, sponsorships, operations, and merchandising. Using a WBS, each of these is further divided into a series of subtasks. Table 1 identifies 26 of the major activities and subactivities, their immediate predecessors, and time estimates. Tomasso enters all of these into the MS Project software. Tomasso alters the MS Project document and the time line as the project progresses. It’s okay to change it as long as you keep on track. † he states. The day of the rock concert itself is not the end of the project planning. â€Å"It ’s nothing but surprises. A band not being able to get to the venue because of traffic jams is a surprise, but an ‘anticipated’ surprise. We had an helicopter on stand-by ready to fly the band in,† says Tomasso. On completion of Rockfest in July, Tomasso and his team have a 3-month reprieve before starting the project planning process again. Discussion Questions: 1. Identify the critical path and its activities for Rockfest. How long does the project take? . Which activities have a slack time of 8 weeks or more? 3. Identify five major challenges a project manager faces in events such as this one. 4. Why is a work breakdown structure useful in a project such as this? Take the 26 activities and break them into what you think should be level 2, level 3 and level 4 tasks. TABLE 1 Some of the Major Activities and Subactivities in the Rockfest Plan. ActivityDescriptionImmediate Predecessor(s) Time (Weeks) AFinalize site and building contracts —7 BSelect lo cal promoterA3 CHire production managerA3 DDesign promotional Web siteB5 ESet TV dealD6FHire directorE4 GPlan for TV camera placementF2 HTarget headline entertainersB4 ITarget support entertainersH4 JTravel accomodations for talentI10 KSet venue cpacityC2 LTicketmaster contractD, K3 MOn-site ticketingL8 NSound and stagingC6 OPasses and stage credentialsG, R7 PTravel accomodations for staffB20 QHire sponsor coordinatorB4 RFinalize sponsorsQ4 SDefine/place signage for sponsorsR, X3 THire operations managerA4 UDevelop site planT6 VHire security directorT7 WSet police/fire security planV4 XPower, plumbing, AC, toilet servicesU8 YSecure merchandise dealsB6 ZOnline merchadise salesY6