Determining Cognitive Functioning of Individual

Determining Cognitive Functioning of Individual Serial assessment in neuropsychology is necessary to make inferences regarding an individual’s level of functioning, i.e. to determine whether there has been ‘real’ improvement or decline, outside of measurement error, normal variation and clinically insignificant change [1]. A number of psychometric methods have been developed in order to interpret changes in test scores over repeated occasions of assessment. The associated problems and processes that are involved in delineating observed scores into their subcomponents of measurement error and true scores are complex and problematic [1]. Acquiring knowledge and understanding of issues pertaining to measurement error, such as the standard error of measurement (SEM,) is crucial to accurate interpretation of neuropsychological test results and change scores. The SEM refers to the total error variance of a set of obtained scores, where the obtained scores are an unbiased estimate of an individual’s true score [2]. It is the standard deviation (SD) of an individual’s test scores had the specified test been undertaken multiple times, and is calculated by multiplying the baseline SD of a measure by the square root of one minus the reliability coefficient of the measure [3]. The SEM is inversely related to a test’s reliability, such that larger SEMs reflect less reliable tests, and therefore denote diminished accuracy with the measure taken and the scores obtained [1]. This leads to greater variability within a test battery and thus any interpretation of results in such a case should be undertaken with a considerable degree of caution [4]. SEMs are useful in preventing the unwarranted attachment of significant meaning to between-score differences. That is, SEMs and their corresponding confidence intervals may overlap, indicating that some of the observed score difference may actually be attributable to error in measurement [1]. However, whilst the SEM is useful for estimating the degree of measurement error, it is not a suitable predictive measure as it is based on a distribution that presumes true score knowledge, which will always be unknown as tests do not have perfect reliability. As such, utilising the standard error of estimate (SEE) for such purposes may be the more appropriate method [2]. The SEE is a method which utilises a regression-based approach and measures the dispersion of predicted scores [5]. The SEE reflects the SD of true scores when the observed score is held constant, and is the statistic from which confidence intervals should be constructed [2]. The construction of confidence intervals is closely related to a test’s reliability. More reliable tests, in terms of internal consistency, represent homogeneity within the test itself. Thus, the associated confidence intervals will encompass a more narrow range of scores, with the resulting estimate being more precise [2]. It is therefore necessary to consider a test’s reliability coefficient, as below a certain point, the utility of a test is compromised [2]. Furthermore, as the reliability of a test is the single largest factor in determining the degree of change needed to occur over time from which the observed difference can be deemed to reflect actual change, using tests with high reliability coefficients is of paramount importance [6]. The consideration of measurement error in neuropsychological test results may also incorporate the assessment of observed score differences in terms of clinical significance. Clinically significant change can be interpreted on the basis of whether an individual’s change in test performance over two occasions reflects sufficient improvement, so that the individual has shifted classification categories, for example from ‘impaired’ to ‘normal’ [6]. Therefore, if a change is to be considered clinically significant, the tests being used to assess observed score differences need to be reliable. However, interpreting clinically significant change may also be problematic. Whilst there may be a considerable observed change in test scores from one measurement occasion to the next, if the starting point is at the extreme low end of a category, and the end point is at the extreme high end of a category, then an individual’s classification will not change and clinically significant improvement will not be deemed to have occurred [6]. This is a problematic interpretation as these changes may well have had important functional consequences for the individual that underwent assessment, and thus it is important to employ sensible clinical judgement [6]. Caution also needs to be applied to the interpretation of statistically reliable change, to avoid the implication that it represents real change. In reality, the observed change may instead reflect measurement error [6]. Statistically meaningful differences may also be a common occurrence within a particular population [7], but these are not necessarily clinically significant differences. Whilst neuropsychological test interpretation must consider, amongst other things, base rates of expected differences and abnormalities, the number of measures in a battery must also be taken into account, as abnormal performance on a proportion of subtests within a battery should be regarded as psychometrically normal [4]. A number of methods for calculation of reliable change have been proposed, adopted and further modified. These methods are usually given the designation of Reliable Change Index (RCI), and are used to estimate the effect of error variance on test score accuracy [6]. The value of the RCI is used to indicate the probability of the difference between two observed scores being the result of measurement error, and thus if the resulting probability is low, the difference is likely due to factors external to the test itself [1]. The notion of reliable change originated in classical test theory, with the standard error of the difference used as the criterion for determining whether an observed difference is credible under the null hypothesis of no real change [8]. However, the original, unmodified classical approach assumes that there are no practice effects. Certain subsequent variations of this approach have aimed to account for practice effects, in one of two ways. Either by a simple adaptation of the Jacobson and Truax approach (a widely used, simplified version of the classical approach, called the JT index), or via estimation of true change by using a regression equation, with the latter method being the favoured alternative in this context [8]. This regression-based approach does not require the test scores at each of the time points to have equal variance, and thus practice effects can occur [6]. There are many further approaches to calculation of RCIs, with no real consensus about which method is superior and should represent the ‘gold standard’ approach [8]. Furthermore, whilst RCI methods do have a number of advantageous features, there are still inherent limitations when considering factors such as real change that remains undetected if it falls below the RCI threshold [6]. Additionally, whilst reliable change methodology adjusted for practice effects has the potential to reduce measurement error and improve clinical judgement, it utilises a constant value the group mean – and so does not take into account the full range of possible practise effects, nor does it traditionally account for regression to the mean, so that error estimates are not proportional to the extremities of observed changes [1]. However, this methodology does at least provide a systematic and potentially empirically valid approach to assessment of real change [6]. In contrast, whil st regression methods do also have their own inherent limitations, such as greater utility in larger sample sizes, these are considered less extensive than RCI methodology [1]. The methods discussed thus far are primarily distribution-based approaches, meaning that they express observed change in a standardised format. A primary disadvantage of this type of approach is that they are purely statistical measurements which do not reveal the clinical significance of any observed change [9]. Alternative approaches include the use of reference states to estimate the minimal important difference or change, which refers to the smallest change in health quality that the patient is able to perceive and that is considered clinically relevant change [3]. However, these approaches have their own inherent limitations, with direct and subjective patient involvement in the change assessment process increasing the complexity of the measurement [3]. As the determination of an individual’s current cognitive functioning, as well as whether this functioning has improved or declined since prior assessment, is fundamental to the efficacy of clinical neuropsychology, the ability to reliably determine change via comparison of test scores is crucial [6]. However, as has been outlined above, the approaches involved in this determination are varied in their efficacy, and come with inherent limitations. As such, when considering the clinical significance of test results, a patient’s performance needs to be interpreted contextually, taking into account relevant behavioural, medical and historical information, as psychometric variability alone is not sufficient [4]. Furthermore, examination of the functional outcomes of any measured change is crucial, as this is of at least equivalent importance in determining whether improvement or decline has taken place [6]. References 1. Brooks, B.L., et al., Developments in neuropsychological assessment: Refining psychometric and clinical interpretive methods. Canadian Psychology/Psychologie canadienne, 2009. 50(3): p. 196. 2. Charter, R.A., Revisiting the standard errors of measurement, estimate, and prediction and their application to test scores. Perceptual and Motor Skills, 1996. 82(3c): p. 1139-1144. 3. Rejas, J., A. Pardo, and M.à . Ruiz, Standard error of measurement as a valid alternative to minimally important difference for evaluating the magnitude of changes in patient-reported outcomes measures. Journal of clinical epidemiology, 2008. 61(4): p. 350-356. 4. Binder, L.M., G.L. Iverson, and B.L. Brooks, To err is human:â€Å"Abnormal† neuropsychological scores and variability are common in healthy adults. Archives of Clinical Neuropsychology, 2009. 24(1): p. 31-46. 5. McHugh, M.L., Standard error: meaning and interpretation. Biochemia Medica, 2008. 18(1): p. 7-13. 6. Perdices, M., How do you know whether your patient is getting better (or worse)? A users guide. Brain Impairment, 2005. 6(03): p. 219-226. 7. Crawford, J.R., P.H. Garthwaite, and C.B. Gault, Estimating the percentage of the population with abnormally low scores (or abnormally large score differences) on standardized neuropsychological test batteries: a generic method with applications. Neuropsychology, 2007. 21(4): p. 419. 8. Maassen, G.H., E. Bossema, and N. Brand, Reliable change and practice effects: Outcomes of various indices compared. Journal of clinical and experimental neuropsychology, 2009. 31(3): p. 339-352. 9. Ostelo, R.W., et al., Interpreting change scores for pain and functional status in low back pain: towards international consensus regarding minimal important change. Spine, 2008. 33(1): p. 90-94.

Features of Verbal and Nonverbal Communication

Features of Verbal and Nonverbal Communication Introduction Communication is extremely important in our life. Due to the need for protection, companionship and nourishment, our ancestors had communicated and gathered to form a community. Effective communication, both verbal and nonverbal communication helped us to become successful as an individual and species. Business relationships, interpersonal relationships, and also our physical and psychological well-being are shaped by the verbal and nonverbal communication. To nurture relationships and enhance positive communication, we have to understand the different features of verbal and nonverbal communication. Main Body According to Lucas (2014), verbal communication includes many forms of communication, such as written, words, signed or spoken. The news we read in the morning, the text message send by parents are both verbal communication. Language is the one which enable us to communicate rather than merely sounds. Besides, technology also allows us to communicate although we are far from each other. Verbal communication is often use to inform, either it is to impart knowledge or inform our needs. Besides, it is also use to correct a wrong. The words â€Å"I’m sorry†, is definitely more effective than action. Verbal communication deepens and creates new relationships and also provides an opportunity to debate. Robert M. Krauss, a professor in the Psychology Department at Columbia University had written an article with the title of The Psychology of Verbal Communication†. In the article, he said that â€Å"A species survival depends critically upon its ability to communicate effectively, and the quality of its social life is determined in large measure by how and what it can communicate. (Krauss, 2002) While nonverbal communication consists of body language such as facial expressions, gestures, posture and eye contact. It is coexists along with verbal communication. â€Å"Bodily Communication†, a book written by Michael Argyle, stated that the five main functions of nonverbal communication are reflect personality, express emotions, support verbal interaction, communicate interpersonal relationships and also perform rituals. (Argyle, 1975) Touch is a nonverbal communication that shows a person’s feelings, personal characteristics, as well as level of comfort. A timid handshake and a firm handshake; a warm hug and a loose pat on the back are both very different. The tone, pitch and volume of our voice are also nonverbal communication. Sometimes, the meaning of a person’s word is entirely different from the literal meaning, which is sarcasm. When a man trying to attract a woman, a playful wink is always more effective than saying a well-thought sentence. According to the paper â€Å"The Importance of Effective Communication† written by Edward G. Wertheim, Ph.D, mentioned that how verbal communication interacts with non-verbal communication. We can substitute, emphasize, contradict, reinforce, and complement our verbal communication with non-verbal cues such as expressions, gestures and vocal inflection. Baby use nonverbal cues while they still not able to speak. Belasco (2013) said that a 19-month-old baby, Matthew Orozco uses a few signs in American Sign Language (ASL) while communicating with his parents although he has no hearing impairment and has normal speech development. Signing is very important to children as it is the bridge to the verbal world. Why are we more likely to believe nonverbal behaviours than words when the two conflict? People often send conflicting verbal and nonverbal messages. When a nonverbal message conflicts with the verbal message, people will always believe the nonverbal message. As the saying said actions speak louder than words. Dr. Albert Mehrabian had written an article titled â€Å"Silent Messages† which he analysed the messages people send. The messages are divided into three parts, which are verbal, vocal and nonverbal. The actual words we use in message is the verbal part. Then, the vocal part is the tone while we speak. The message will has different meaning when we speak in sarcastic tone or sincere tone. While the nonverbal part of the message consists the physical aspects such as gestures, expressions, eye contact and posture. Dr. Mehrabian estimates that there are 7 percent of a message is verbal, and vocal is 38 percent. So, it means that 55 percent of a message is nonverbal, and it involve in each message in a few ways. (Mehrabian, 1971) Nonverbal cues have the functions of complement, regulate, repeat, replace, contradict, and accentuate our vocal and verbal messages. A message is complement by nonverbal cues via adding reinforcement to it. The intended message is supported by the nonverbal cues, for example, the distance between people. Most of the employees tend to stand nearer to their colleague compare to their boss. This does not express the message much by itself, but when it is coupled with a simple sentence such as â€Å"How are you?† or â€Å"Good morning†, it does. This shows that the employee is respectful and responsive and is not challenging the authority of the boss. Besides, by controlling the course of the discussion, nonverbal cues can regulate a conversation. For example, touching someone will be a signal that you wish to interrupt and wish to speak to that person. When a verbal message could stand alone but nonverbal cue is added to it, it is repeating the message. For instance, when someone told you some information and you said â€Å"I do not believe it† and at the same time you rolled your eyes, then the message is repeated. Actions speak louder than words; verbal can be replaced by nonverbal cues. For example, when an employee receives an unwanted assignment from the boss, the employee gives a few seconds of cold stares at the boss before returning to work instead of protest verbally or refuse the task. Contradict happens when the nonverbal and verbal messages carrying a totally opposite meaning. An example will be when an employee is looking bored and distracted while his or her boss is discussing about a boring topic, but the employee gives a comment such as â€Å"How interesting!† Accenting is used to punctuate part of a message, instead of giving the entire message a general support. It is different from complement a message. For instance, pounding fist on a table is accenting the verbal message. (College of DuPage, 1998) Stewart (2011) said that nonverbal communication is bound to culture and sex. In detail, different cultures and nationalities have different relative value of talk versus action, silence versus speech, the social role of gossip or small talk, and the role of rhyme, animation and exaggeration in speech. While male and female are different in emotional expressiveness, vocalics, eye contact, appearance and the need of personal space. So, the study of verbal and nonverbal communication always been done within a cultural or social context due to these differences. A study which carried out by the Buffalo State (n.d.) shows that nonverbal communication is separated into a few categories, which are kinesics, occulesics, proxemics, haptics, vocalics, chronemics, appearance, environments, artifacts, olfactics and synchrony. Kinesics, also called as body language, deals with the movement physically. Traditional linguistics principles are applied in the study to the whole body or to specific parts of a body, mainly the hands, face and arms. The eye and facial expressions, such as rolling of the eyes or arching of eyebrows as well as the posture of sitting and standing are also included. Kinesics is different depends on the culture. For instance, a Japanese may act less excited compared to a person from Mediterranean culture when expressing anger. The person from Mediterranean culture may use extensive body gestures and hand movements while the Japanese may just have a slight movements. Furthermore, usage of frowning, smiling giggling and others also included as kinesics, they are all different in different cultures. The sign language that counts on expressions and gestures is an alternative to spoken language, it is not kinesics. Kinesics is supported and reinforced by physical gestures and emblems to what is being said verbally. There are some emblems are universal, but some are differs in cultural, or even different interpretations between men and women. Uplifted shoulders and upturned hands that represents â€Å"I don’t know† which can be seen everywhere in this world is an example of universal emblem. An encircled thumb and forefinger would be an example of culture-bound emblem. In Japan, the gesture is interpreted as money; in France, it is interpreted as worthless; a curse in Arab; OK in United States; and in Brazil, Australia and Germany, it is an obscenity. Occulesics is dealing with eye behaviour as part of communication. Part of the occulesics deal with a dynamic eye movement versus a fixed or static gaze. The interpretation of eye contact is very hard to predict as it is interpret differently in different cultures. Direct eye contact is very common in the western countries, they look into other people’s eye about 70 percent of the time while listening and 40 percent while talking. While it is more common to look at other people’s throat while talking in Japan. Direct eye contact is considered as bad manners in Indonesia and China, so they are practice to lower their eyes. In Hispanic culture, it is a form of challenge and disrespect when look into other people’s eyes. However, it is common for both listeners and speakers to have direct eye contact for a long period in Arab’s culture, it represents that they are interested in the conversation. The usage of social space in a communication situation is termed as proxemics. The distance between people when they speak is one of the aspects of proxemics. The distance is from a public distance (more than 12 feet) to social or formal distance (4-12 feet) to personal or informal distance (18 inches to 4 feet), and intimate space (less than 18 inches). The effective use of space in social settings also being deal by proxemics, for example the arrangement of space in businesses and homes can encourage or inhibit communication. Other than the above, haptics emphasize on touching as one of the elements of communication. Haptics also vary in different cultures, just like other elements of nonverbal communication. For instance, the culture in Middle Eastern, Latin America and Mediterranean include a lot of social touching in their conversation, such as hand holding and embraces. So, they are categorised as high-contact cultures. In Northern Europe and North America, they only touch occasionally, such as back slapping and handshakes. They are considered as moderate-touch culture. In Northern Asian cultures, which considered as low contact culture, social touching is not always happen. But, for example, people in the nation of Philippines include a lot of social touching in their conversation. Haptics may vary although is in the same culture. For instance, the strength and length of handshakes depends on the intimacy level of the two people shaking hands. Vocalics or paralanguage, deals with vocal, or more emphasize it is referred as the nonphonemic qualities of language. The loudness, pitch, accent, tempo, tone, cadence, nasality, insofar and even the rate of speech are included in vocalics, all these carrying different meaning. Vocalics also vary in different cultures. For example, the practice of belching is accepted in different ways depend on the cultures. Other than that, the vocal qualifiers such as pitch, volume, tempo and rhythm also associated with different cultures. Speaking loudly represents sincerity in Arab culture, but it is considered as aggressive in North America. Chronemics is about the usage of time as a component of communication. Minutes, hours and days are categorised as formal time, while informal time includes seasons, lunar cycles and social customs. Chronemics includes specifics, for example the punctuality together with the forms of dominance or the deference during a communication situation. For instance, men are more likely to interrupt or dominate a conversation compared to women. Besides, chronemics also deals with arriving time to a social setting. Americans tends to arriving early for a business meeting but will be â€Å"fashionably late† for social activities. However, Sioux are very relaxed toward time as the word â€Å"late† is not even exists in Sioux language. Chronemics are divided into monochronemics and polychronemics. Monochronemic is define as doing one thing at a time, and is stress on agendas and promptness; while polychronemic means doing several things at a time, it emphasis on relationships. In North America and Northern Europe, monochronemic conversation is common. While people are more likely to use polychronemic conversation in Asia countries, Middle East, Latin America and Mediterranean. Appearance is dealing with a person’s physical appearance or look. It deals with the physical aspects such as hair colour, body shape, dressing which included accessories and clothing, skin tone and the use of appearance enhancement such as body tattoos and piercings. The public speakers in North and Western Africa are prefer to wear big sleeves and long robes so that they are able to raise their hands, they are looking bigger and more elegant as the extra sleeve cloth will slips through their arms and puffs up their shoulder. Environment is also very important in nonverbal communication, for example the physical space such as location, room size and colour, and accessibility. In a company, there are significant meanings about the size of desk and the design or location of the office. For instance, the most important people in a company will locate his or her office at the highest floor of the building. Furthermore, artifacts deals with the visible objects in communicative aspects, this may indicates a person’s status or even revealing the lifestyle of a person. For example, the choice of automobile is carrying much meaning about a person. However, artifacts always important in some cultures, for instance, rugs are prestigious in Arab. Olfactics is dealing with smell, such as the use of perfume and spices. In communication, the smell is more likely to be relevant when the people are closer. It is normal that a person get close enough to smell other people during a conversation in high-contact cultures such as Arab and Samoan. According to the teaching of Prophet, smell nice for others is a charity. So, it is known that Muslims and Arabian like to use perfume. Lastly, synchrony deals with the amount of coordination in the behaviour of people when their nonverbal cues are synchronise with another person, for example, mimicry, mirroring and also behavioural meshing. Lucas (2014) also mentioned that to enhance a person’s verbal communication skills, he or she needs to be an affective listener. The person needs to understand the point of view of another person, it is not just hearing. So, takes time think before speak to ensure that the information that expressed is correct. While to enhance nonverbal communication’s skills, a person needs to observe the facial expressions and intonations, body language, and also being aware of own feelings and physicality. Conclusion In a nutshell, communication is really significant in our daily life. Effective communication can only be achieve when all types of communication is proper used. No matter it is communicating verbally or nonverbally, both the sender and receiver need to understand the message. So, a sender should have good communication skills and the receivers should have good understanding and interpreting skills by understand the functions of both verbal and nonverbal communication. References Lucas, A., 2014. The Importance of Verbal Non Verbal Communication. [online] Available at: http://www.livestrong.com/article/156961-the-importance-of-verbal-non-verbal-communication/ [Accessed on 20 June 2014] Krauss, R. M., 2002. The Psychology of Verbal Communication. [online] Available at: http://www.columbia.edu/~rmk7/PDF/IESBS.pdf [Accessed on 21 June 2014] Argyle, M., 1975. Bodily Communication. York: Methuen. Belasco, J., 2013. Babies signing before speaking. The Star, 19 Sep. p.46. Mehrabian, Albert (1971). Silent Messages (1st ed.). Belmont, CA: Wadsworth. College of DuPage, 1998. Communication. [online] College of DuPage. Available at: http://www.cod.edu/Course/Mgt100/mgtcomm.htm [Accessed on 22 June 2014] Stewart,J., 2011. Bridges Not Walls. 11th Edition. McGraw-Hill. Buffalo State, n.d.. Verbal and Nonverbal Communication. [online] Buffalo State, The State University of New York. Available at: http://faculty.buffalostate.edu/smithrd/UAE%20Communication/Unit2.pdf [Accessed on 22 June 2014]

Macbeths Conniving Lady Essay -- Macbeth essays

Macbeth's Conniving Lady      Ã‚  Ã‚   William Shakespeare's popular tragedy Macbeth surprises the audience with the character of Lady Macbeth, who is quite evil in her inclinations. Let us explore her memorable character in this paper.    Clark and Wright in their Introduction to The Complete Works of William Shakespeare interpret the character of Lady Macbeth:    Lady Macbeth is of a finer and more delicate nature. Having fixed her eye upon the end - the attainment for her husband of Duncan's crown - she accepts the inevitable means; she nerves herself for the terrible night's work by artificial stimulants; yet she cannot strike the sleeping king who resembles her father. Having sustained her weaker husband, her own strength gives way; and in sleep, when her will cannot control her thoughts, she is piteously afflicted by the memory of one stain of blood upon her little hand.   (792)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons comments on the Lady's cold manner:    [Macbeth] announces the King's approach; and she, insensible it should seem to all the perils which he has encountered in battle, and to all the happiness of his safe return to her, -- for not one kind word of greeting or congratulations does she offer, -- is so entirely swallowed up by the horrible design, which has probably been suggested to her by his letters, as to have forgotten both the one and the other. It is very remarkable that Macbeth is frequent in expressions of tenderness to his wife, while she never betrays one symptom of affection towards him, till, in the fiery furnace of affliction, her iron heart is melted down to softness. (56)    Fanny Kemble in "Lady Macbeth" depicts the character of M... ...Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Mack, Maynard. Everybody's Shakespeare: Reflections Chiefly on the Tragedies. Lincoln, NB: University of Nebraska Press, 1993.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Siddons, Sarah. "Memoranda: Remarks on the Character of Lady Macbeth." The Life of Mrs. Siddons. Thomas Campbell. London: Effingham Wilson, 1834. Rpt. in Women Reading Shakespeare 1660-1900. Ann Thompson and Sasha Roberts, eds. Manchester, UK: Manchester University Press, 1997.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

China :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  China, (People's Republic of China), is situated in eastern Asia, bounded by the Pacific in the east. The third largest country in the world, next to Canada and Russia, it has an area of 9.6 million square kilometers, or one-fifteenth of the world's land mass. It begins from the confluence of the Heilong and Wusuli rivers in the east to the Pamirs west of Wuqia County in Xinjiang Uygur Autonomous Region in the west, about 5,200 kilometers apart; and from the midstream of the Heilong River north of Mohe in the north to the southernmost island Zengmu'ansha in the South China Sea about 5,500 kilometers apart.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  CLIMATE: China lies mainly in the northern temperate zone under the influence of monsoon. From September and October to March and April next year monsoon blow from Siberia and the Mongolia Plateau into China and decrease in force as it goes southward, causing dry and cold winter in the country and a temperature difference of 40 degree between the north and south. POPULATION: Total Population 1.2591 billion (1999) about 22% of total population in the world. Year  Ã‚  Ã‚  Ã‚  Ã‚  Total Population  Ã‚  Ã‚  Ã‚  Ã‚  Urban Population  Ã‚  Ã‚  Ã‚  Ã‚  Rural Population 1995  Ã‚  Ã‚  Ã‚  Ã‚  1.2112 billion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1996  Ã‚  Ã‚  Ã‚  Ã‚  1.2239 billion  Ã‚  Ã‚  Ã‚  Ã‚  359.5 million (29.4%)  Ã‚  Ã‚  Ã‚  Ã‚  864.39 million (70.6%) 1997  Ã‚  Ã‚  Ã‚  Ã‚  1.2363 billion  Ã‚  Ã‚  Ã‚  Ã‚  369.89 million (29.9%)  Ã‚  Ã‚  Ã‚  Ã‚  866.37 million (70.1%) 1998  Ã‚  Ã‚  Ã‚  Ã‚  1.2481 billion  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   1999  Ã‚  Ã‚  Ã‚  Ã‚  1.2591 billion  Ã‚  Ã‚  Ã‚  Ã‚  388.92 million (30.9%)  Ã‚  Ã‚  Ã‚  Ã‚  870.17 million (69.1%) 2000  Ã‚  Ã‚  Ã‚  Ã‚  1.29533 billion  Ã‚  Ã‚  Ã‚  Ã‚  36%  Ã‚  Ã‚  Ã‚  Ã‚  64%   Ã‚  Ã‚  Ã‚  Ã‚   Country name:  Ã‚  Ã‚  Ã‚  Ã‚  conventional long form: People's Republic of China conventional short form: China local long form: Zhonghua Renmin Gongheguo local short form: Zhong Guo abbreviation: PRC Government type:  Ã‚  Ã‚  Ã‚  Ã‚  Communist state Capital:  Ã‚  Ã‚  Ã‚  Ã‚  Beijing Administrative divisions:  Ã‚  Ã‚  Ã‚  Ã‚  23 provinces (sheng, singular and plural), 5 autonomous regions* (zizhiqu, singular and plural), and 4 municipalities** (shi, singular and plural); Anhui, Beijing**, Chongqing**, Fujian, Gansu, Guangdong, Guangxi*, Guizhou, Hainan, Hebei, Heilongjiang, Henan, Hubei, Hunan, Jiangsu, Jiangxi, Jilin, Liaoning, Nei Mongol*, Ningxia*, Qinghai, Shaanxi, Shandong, Shanghai**, Shanxi, Sichuan, Tianjin**, Xinjiang*, Xizang* (Tibet), Yunnan, Zhejiang; note - China considers Taiwan its 23rd province; see separate entries for the special administrative regions of Hong Kong and Macau Independence:  Ã‚  Ã‚  Ã‚  Ã‚  221 BC (unification under the Qin or Ch'in Dynasty 221 BC; Qing or Ch'ing Dynasty replaced by the Republic on 12 February 1912; People's Republic established 1 October 1949)

Breaking the Rules, Wrong or Right

Ismayrani Olmos October 20, 2015 English 2. Peeples. 1st period Breaking the Rules, Wrong or Right? Is it ever okay to break the rules to get what you want? Well it is never okay to break the rules to get what you want. Do you know what that is called? Greed, acquisitive, avaricious, self-seeking. You become so caught up in winning or getting what you want that to satisfy your desires that you disobey the rules. Regulations that have been set so that things run smoothly or fairly for that matter. The unimaginable depravity it requires to commit such a wicked perverse act is unbelievable.It is wrong, unfair, and disrespectful to the other person who of which you are cheating. Take this for example, lying on your food stamps application. You are cheating the government and actually stealing. There are people, families that apply for food stamps and are truly in need of them and they are rejected. And if you really sit down and think about it you are taking away that opportunity from th ose who are really do need that extra help, but don’t get to receive it all because you don’t want to have to pay with your money.Money that comes from your pocket. Money that you do have. Instead you are taking advantage of the governments money. That is to loathe, it is unfair to the other people who are rejected but need it. Another example to take into consideration is not paying your taxes. When you do not pay your taxes to the IRS, for starters it's wrong and at the end you come out loosing because they will find you and you will pay all that you have been holding back on. There are people who do pay their part.What makes you think that you are anymore special to feel you have the liberty to no pay just because you don't feel like it. Nobody in their right mind has the authority to say they won't pay taxes. If the case is that you just want to save a little more money well then cut back on extra things that you really don't need to be buying or start couponing. Y ou can even go looking for sales. There is nothing wrong with saving money but there is a lot of wrong doing when you decide you are not going to pay the IRS.Paying your do's is a must. There are thousands and thousands of people who work extremely hard for what they want, whether if it's a position at the office, a higher title in a business, or even a spot on the team. What ever it may be, and then for some stranger to come along one day and cheat his or her way in without doing any sort of backbreaking work to have received what you so desperately put all your blood and sweat in.To want something just doesn't cut it. You have to work even fight if it's necessary to get what you want. When and while you do it the right way, meaning you don't play dirty, throwing people under the bust. Then when that day comes you will be recognized as worthy of what you are receiving and not seen as an egoistic person. So next time you see something that yo want are you going to think twice about how you are going to obtain it.

Psy 240 the Nature-Nurture Issue Essay

The Nature-Nurture Issue The nature versus nurture perspectives have been have been argued for centuries. The pro-nature perspective follows the theory that genetics and biological inheritance determine behavior, internal forces or stimuli; the pro-nurture perspective follows the belief or theory that experience and environment determine behavior, external forces or external stimuli. The psychology field known as biopsychology researches the aspects of both perspectives using critical thinking and research practices to determine the effects of both of these perspectives on human behavior; the control groups used in experimentation can be human or non-human subjects of a similar species. (Pinel. (2009)). The flaw in attempting to determine what degree of behavior is attributed to nature and what degree is attributed to nurture is that both of these perspectives play a role in how and why a behavior is exhibited. Some of the behaviors which individuals exhibit can be linked to animal or primal instinct, these are behaviors based on nature; however, we must consider that the primal fears we have as children such as fear of the dark, often no longer exhibited in the individual as an adult. This change in the behavior can be attributed to experience over time, the nurture perspective agrees with experience’s influence in behavior. (Pinel. (2009)). The brain is the central focus of the study of biopsychology, and researchers have determined that the brain’s functions are responsible for human behavior; research has determined the neuroplasticity theory of the brain changing based on both genetics and experience. The neuroplasticity of the human brain can be used as an example of why it is important to consider how much of behavior is based on genetics and how much is based on environment; however, it would be difficult if not impossible to determine what portion of behavior is nature or nurture because both effect behavior based on the neuroplasticity theory There are genetic factors that can affect behavior; however, experience and nurturing can assist in controlling some behaviors based on learning or the xpectations set for an individual. This idea makes sense that both genetics (nature) and environment (nurture) play important roles in behavior, the behavior of an individual may change over the course of a lifetime. (Pinel. (2009)). Reference Pinel, J. P. J. (2009). Biopsychology. Boston, MA: Pearson.

Rebuilding Employee Morale Essay

Layoffs and work-force reductions have a big impact on both those who lose their jobs and those who remain. Employees who remain after a work-force reduction may be affected for weeks or months afterwards. They may feel overwhelmed, have a hard time focusing on work, or experience low morale. This may be a stressful time for you as well. As a manager you not only have to make the transitions yourself, but you’re also counted on to help steer your team through the changes. As a manager, it’s important to be aware of what employees are feeling and to offer support in ways that can help your team get through this difficult and challenging period. And it’s important to recognize how the changes affect you as well. Common feelings employees may have Several employees, or hundreds of employees, may have lost their jobs at your company. Whatever the size of the work-force reduction, it’s likely that many well-liked people who were doing good work will be leaving the company and that the employees who remain are sad and are grieving for co-workers who were let go. The remaining employees may also be fearful about the security of their own jobs or how their roles might change. Employees may experience some or all of the following emotions, all of which can affect productivity, commitment, and morale: †¢ Sadness. †¢ Anger. †¢ Guilt. †¢ Fear and anxiety. Many may wonder, â€Å"Am I the next to go?† †¢ Envy of those who are leaving. Employees may feel that those who were laid off are moving on to new opportunities while they are â€Å"stuck at the same old job.† †¢ Apathy. They may find it hard to concentrate or get back to work. †¢ Loss of trust in the organization. Employees may lose trust in upper management’s messages and mission and may not feel that the company cares. †¢ Overwhelmed. People may feel overloaded and worried about how their workload will change. 57114-1008 2 Rebuilding Employee Morale Following a Layoff Helping employees cope A layoff or downsizing is a business decision. But before employees who remain can move on and begin working productively again, it’s important to deal with the emotional side of the job cuts and their impact on people’s lives. †¢ Hold an initial meeting with employees staying on your team on the day of the downsizing announcement. Have an open and honest discussion with them about the job cuts and why they took place and how they will help keep your organization moving forward. Employees need to know why the cuts happened and what the organization is doing to avoid more job cuts. Talk about the layoffs in terms of job functions and the business. Do not discuss specifics or specific individuals. Expect this to be a time of deep emotion, confusion, and anxiety for your employees. †¢ Hold a â€Å"jump-start† meeting. A work-force reduction can change the way your team functions. In the days following the announcement, plan and hold a jumpstart meeting to get people focused on what matters. At the meeting: – Review the organization’s goals, strategy, and new direction. Enlist your team’s support in finding ways to meet those goals. – Clarify the reasons for the change. Identify and describe ways that individual employees may have to shift their attention. – Explain fully the expected results of the team’s efforts, linking those results to the overall business goals of the organization. – Identify those things the team and individuals are already doing well that support the new direction or business strategy. Highlight what may change. – Discuss needs and develop concrete action plans for short- and long-term periods. – Provide training if employees will be asked to take on new work or functions. †¢ Give employees continued opportunities to talk about their feelings. Encourage them to voice their fears, questions, complaints, and concerns. Hold meetings. You can do this both one-on-one with employees and as a group. Have drop-in sessions. These will be helpful for employees and for you as a manager. Remember that when people are allowed to express their feelings they are better able to adjust and move on. Continue to have these discussions for as long as they seem productive. Watch that employees don’t get stuck or caught up in too much negativity. Use coaching skills to help them accept the change and move on. †¢ Be honest with employees and keep lines of communication open. The more honest and straightforward you are, the more quickly you’ll rebuild trust on your team. During times of major change, information is often incomplete. No manager has all the answers. If an employee asks a question about the reorganization that you are not in a position to answer, don’t be afraid to say, â€Å"I don’t have the answer to 3 Rebuilding Employee Morale Following a Layoff that question.† If possible, commit to finding answers and information within a fixed period of time and â€Å"close the loop† with the employee who asked the question. If relevant, share the information with everyone on the team. Remind employees that in times of flux even some of the updated information will change but that you will keep them as up to date as you can when this happens. †¢ Lead by example. Take a close look at your own attitudes and behavior and how you are responding to the workplace change. Positive, sincere, and communicative managers who demonstrate strong leadership qualities while acknowledging the difficulty and pain of the layoff are typically able to get their staff back on track during times of adversity and challenge. †¢ Offer resources to help employees reduce feelings of stress. Make sure members of your team are aware of the resources available to them to help reduce feelings of stress, including the employee assistance program (EAP) or the program that provided this publication. †¢ Recognize that, initially, employees may be so absorbed with the reorganization that they get less work done than usual. During times of major change, especially in the period right after the change, it’s common for people to look out for themselves. Employees may spend increased amounts of time on personal activities like phone calls and Internet use. By keeping employees actively engaged in constructive job-related tasks with a direct value to the business, anxiety can be kept in check and employees will be more focused on what matters. It’s important to take action to rebuild the team and help employees get back up to speed and move forward. Ways to rebuild trust and morale It can take months for employees to adjust to a major organizational change and to new systems and ways of doing things. It’s important to keep an eye on employee morale during this transitional period. Here are some ways to rebuild trust and morale on your team during this time: †¢ Spend extra time with your team and with individual employees. In times of stress managers can be tempted to spend more time in their offices away from their anxious employees, but this is just the time your employees need you to be more visible and accessible than usual. †¢ Communicate openly and often about company strategies and goals. Share information. Clarify goals. Be honest in your communications. If more change is coming, share as much as you’re able to with employees. It’s critical to check with upperlevel managers on what messages to communicate to employees. Different messages coming from managers across departments will result in mixed messages and rumors. Encourage employees to share any rumors they hear with you and address each one as quickly as you can. 4 Rebuilding Employee Morale Following a Layoff †¢ Talk about changes within the organization and how these may affect the work and your group. Talk about how the work will change as a result of the reorganization. Let everyone know that plans or tasks may change and that this is normal during times of transition. If work expectations for the department or individuals have changed, communicate this as soon as possible. Be clear and concise about new job duties and responsibilities. Remember to give frequent updates. This helps employees deal with feelings of uncertainty and confusion. †¢ Avoid complaining about the organization or telling employees your woes. Managers sometimes do this to reduce feelings of guilt — they want employees to feel that they are suffering, too. But a manager who complains to employees only loses respect and creates more anxiety among employees. Speak with other managers you trust about your feelings and concerns and to get more ideas of what steps you can take to help rebuild your team. Take very good care of yourself during this time as many managers experience additional stress as they guide their teams through challenging times. †¢ Use team-building exercises to renew relationships and commitments to goals. Work on a group or team project together. You might order pizza or bagels when you do. Offer a seminar on dealing with workplace change. Work hard to be sure everyone understands his or her role on the team and how group efforts contribute to the larger business goals. †¢ Be respectful of the people who have been laid off. Avoid comments like â€Å"He wasn’t such a great employee anyway.† Focus on the positive attributes of employees who have left. Express regret and make sure your team knows that you wish them well. This will show those who are staying that the organization treats people with respect and dignity. Your employees will assume that if they were to be laid off, you would talk about them the same way you talk about former em ployees. †¢ Help employees see the opportunities that change can bring. The reorganization may mean that people will have the opportunity to learn new skills or to take on new responsibilities. †¢ Recognize and reward good work and continued commitment. Let employees know that you appreciate everyone pulling together to do their part in meeting the company’s goals. It’s more important than ever at this time to reward employees who are staying — for meeting goals and milestones and for steady, dependable effort. Here are some ways to offer rewards: – through company recognition or incentive programs – by giving public recognition at a meeting – by sending an e-mail to upper management applauding an employee’s efforts and spelling out what those efforts were and how they contributed to the company’s goals – by using bulletin boards to call attention to someone’s good efforts 5 Rebuilding Employee Morale Following a Layoff Keep in mind that it takes time for people to let go of old ways, adapt to new ones, and recommit to the organization. The more proactive you are in helping employees through this transition, the more everyone will be able to adjust, move on, renew their enthusiasm, and confirm their commitment to the company. Written with the help of Elizabeth Bakken, B.A., M.A. Ms. Bakken has a certificate in organizational development and an extensive background in the fields of human resource development and career coaching. She writes a column, CareerWise, on executive career issues for the Rochester Business Journal.  © 2001, 2008 Ceridian Corporation. All rights reserved. 102908