Analysis Of The Book Grete s The Second Chapter Of...

Grete’s shifting feelings, actions, and thoughts toward Gregor makes her go through her own transformation. This transformation which she goes through is a central theme in the story. Grete goes from being a powerless child to a decision making women. Gregor’s transformation leads to his inevitable downfall (death) and Grete’s transformation ends in the power and responsibility which Gregor once held. After Gregor’s metamorphosis in the second chapter of the story, Grete is the only one who tries to show any affection or care for Gregor during his time of nice and she really shows that she is truly trying her best to understand and sympathize with what Gregor is going through. Gregor’s father is, however, still very violent towards Gregor because of his change, and Gregor’s mother is still frightened by his appearance. His mother won’t even stand to see him. Grete is the only one who tries and looks past Gregor’s change, even though she is still obviously afraid of his new appearance. She is also the only one to take responsibility for Gregor now that he can not care for himself. She feeds him and tries to give him foods that he has a newfound interest in (Kafka 107-108). Gregor appreciates this act of kindness his sister preforms and he is then able to show which foods he now likes to his sister. During the second chapter, Grete is not only the unofficial caretaker of Gregor but she is also Gregor’s spokesperson for his family. Gregor’s mother and father wanted aShow MoreRelatedEssay about Franz Kafkas The Trial2295 Words   |  10 Pageslong remained the subject of many writings on existential literature. His stories explore themes which are so depressing, and at times seem so futile, as to put off many a reader while entrancing yet another. The most popular of his works, The Trial is no less perplexing than its brethren, and a perfunctory examination leaves the reader distinctly unsatisfied. After all, what is the point of reading a two hundred odd page book about a man on trial if you never find out what he did, or if hes evenRead MoreLearning from the Fashion Industry: a Structured Literature Review39302 Words   |  158 Pagesstudy is a Structured Literature Review focused on identifying the learning points which can derive from the fashion industry regarding supply chain management solutions. Manufact uring, distribution and marketing issues that enable a more robust analysis of the sector are investigated. A review of business models used by companies in the fashion industry is conducted to gain insights into the way that fashion firms manage demand. An extensive review of the literature reveals that the fashion industry

Defining The Meaning Of Corporate Social Responsibility

2.0 Discussion 2.1 Defining the meaning of Corporate Social Responsibility Till now, there is no concrete definition of CSR in international level, as it is difficult to identify the boundaries of CSR. Therefore, there are several definitions to describe what the CSR policy is. However, it is noted [1] that CSR meaning is different from countries to other countries and depends upon a range of factors including culture, religion, and governmental or legislative conditions. For instance, the practise of CSR in South Africa focused on matters of racial inequality due to the historic event of Apartheid, while the practise of CSR in Argentina is determined in accordance with the impact of economical crisis in December 2001. W. 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HAIZ EP by Hailee Steinfeld free essay sample

The tale of the breakout actress-turned-songstress might not break headlines. After all, the next pop princess to announce she’s now going to sing for everybody is hailed with more criticism than usual—and while Hailee Steinfeld’s first EP debuts with less than groundbreaking new beatz, the songs are catchy, and ride like proud self-love anthems. Personally, I love all the EP’s four songs to death, and have been loving them ever since the full audio was released to the web. The striking declarations of â€Å"I love me† that pepper choruses and the mantra â€Å"I’ll stick with hell no’s and headphones† emanate with clear and revelatory messages. Better yet, various rocky instrumentals insist on an active, infectious beat. Steinfeld sings smooth, flawless, addressing the pressure on girls to self-sacrifice without ever losing her own cool. And although references to wasted teens and blown parties don’t go away, Steinfeld still asserts cleanly with lines like â€Å"Don’t want another drink, I just want to be alone†¦Ã¢â‚¬  and other bluntly smart statements. We will write a custom essay sample on HAIZ EP by Hailee Steinfeld or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There’s nothing faux that forces its way into the tracks; and it’s amazingly fresh to hear. But as fun and morally gratifying as the songs get, even the snaps and quirks of standouts like â€Å"Hell No’s and Headphones† carry influences of well-known synth and danced-out mania. They’re good. And they’re catchy. It’s just that none of it feels that new. But the songs don’t bleed into each other. â€Å"Love Myself† hits the ground running, sleek with a running tempo, easy to ignite a dance party like the one we see in the single’s music video. â€Å"You’re Such A† slams with fun, playground rock that punches through the air. (The real fun’s in the unfinished title.) â€Å"Rock Bottom† grasps compromise in a relationship and all of its unpredictable swings. â€Å"Hell No’s and Headphones† walks around plugged in, capturing Steinfeld’s breathy climax and equally rhythmic prose. It leaves the party confident as ever, simultaneously sympathizing with wallflowers and party-goe rs alike. Of course, we all know we can’t wait to come back.

Population Assessment free essay sample

The aim of the assignment is to demonstrate the role of the Advanced Nurse Practitioner (ANP) when assessing and analysing the health needs of a specific population. The author will focus on one specific disease, Chronic Obstructive Pulmonary Disease (COPD) in relation to South Asian men living in both the United Kingdom (UK) and in South Asia. In view of the large demographics of South Asia the author will specifically focus on Indian, Pakistan and Bangladeshi groups also making a comparison with the population residing in Ireland.The author will provide a critical and analytical discussion of the key findings in relation to the defined population demonstrating how the ANP role can take these findings forward to inform current practice and initiate the development and planning of a new service to meet specific health needs. Firstly, an overview will be provided on the financial burden COPD is currently having on the National Health Service (NHS). We will write a custom essay sample on Population Assessment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This will be followed by a critical discussion of COPD, detrimental factors and the impact on the South Asian population.COPD is a growing concern worldwide and in the United Kingdom (UK) (Fletcher et al, 2010). COPD is a slow developing lung disease involving the airways, leading to gradual loss of lung function (NICE, 2010). COPD is the leading cause of mortality worldwide (Calverley and Walker, 2003) and projected to be the UK fifth leading cause of death and the second highest cause of emergency admission to hospital (Department of Health, 2005). There are an estimated 4. 8% of COPD cases in the UK, although only an estimated 1. 5% of the population are correctly diagnosed (Stang et al, 2009).It’s estimated that 30,000 people a year die from COPD and 1. 4% of the population consult their General Practitioner (GP) each year (Murray and Lopez, 2008). Cost varies to treat COPD dependent on the severity of the disease; mild COPD costs ? 149 whereby treating severe COPD can cost up to ten times as much at ? 1037 (British Lung Foundation, 2009). The prevalence of COPD is set to continue rising at alarming rates (British Lung Foundation, 2009). This is predominately due to the lack of awareness of the disease (British Lung Foundation, 2007).A survey by the British Lung Foundation (2007) concluded that 89% of people in the UK and 85% of smokers had never heard of COPD. An audit of 80,000 COPD admissions showed that 70% of patients had not previously admitted with the condition (Luis, Soljak and Meade, 2007). The current unawareness of the condition is leading to inappropriate hospital admissions and contributing to the significant strain on the NHS with a financial estimate costing ? 500 million per year (British Thoracic Society, 2006). COPD usually develops in life-time smokers.It is estimated 50% of smokers develop COPD although non-smokers can also be affected by COPD (Murray and Lopez, 2008). Noxious gases, pollution, passive smoking, chronic respiratory infections and genetic susceptibility are other potential risk factors for developing COPD (Murray and Lopez, 2008). Risk Factors that Contribute to the Prevalence of COPD (Murray and Lopez, 2008) The prevalence of COPD within the author’s local ward is 0. 67%, which is below the national average of 1. 5% (The National Service Health information Centre, 2008).It is estimated that these figures are grossly under estimated (The National Service Health information Centre, 2008). The prevalence of COPD in both South Asia and Ireland is significantly higher with figures estimated at 6. 2% in South Asia and 7. 2% in Ireland (Murtagh et al, 2008 and Chan-Yeung et al, 2004). However, all this data is thought to be unreliable, due to differences in disease occurrence, differences in defining COPD, cultural bias, and whether spirometry was used to confirm the diagnosis (World Health Organisation, 2011).Due to the under-diagnosis and misdiagnosis of COPD within the author’s area a predictive modelling tool using smoking status, gender, ethnic group, age and deprivation has been developed by the West Midlands Public Health Observatory (2009) to ascertain current and future estimates of COPD prevalence. This tool has been developed so the trust can plan for future health needs of the local area (West Midlands Public Health Observatory, 2009). Using the predictive tool it is estimated within the author’s local area that 5. 89% of South Asian groups have COPD compared to their White British counter parts at 4. 5% (West Midlands Public Health Observatory, 2009). There is currently a large proportion of South Asians residing in the area, which may contribute to the higher rates of COPD in this particular ethnic group. South Asians Residing in Author’s Local Ward (Office for National Statistics, 2004) Ethnic minorities make up 8% of the total population in the UK compared to only 2% in Ireland (Office for National Statistics, 2004). Within the author’s local ward South Asian groups are significantly higher at 20% compared to national average 5. 5% (Office for National Statistics, 2004).Using the predictive tool it is suggested that COPD rates within the author’s ward are estimated to steadily rise between all ethnic groups by 2020 (West Midlands Public Health Observatory, 2009). This is believed to be due to an increase in births, migration and a decrease in deaths within the area (Birmingham City Council, 2005) Environmental factors such as smoking are a significant factor in the prevalence of COPD. In the UK, smoking rates are significantly higher in South Asian and Irish groups compared to the national average of 24% (Department of Health 2007). National Smoking Rates Department of Health, 2007) A key element of the ANP role is to be able to assess the needs of their specific population (American Association Colleges of Nursing, 2005). The author analysed population trends within her defined population, South Asian men as a starting point when looking at the relationship between COPD and smoking rates. This gives the author information to inform current clinical practice and plan service to tailor services to meet the needs of that specific population (Hamric, Spross and Hanson, 2009). The author then went to analyse why smoking rates were high within this population.It’s estimated that 50% of the male South Asian population smoke (Office for National Statistics, 2004). Smoking in South Asian men is linked to social acceptance, social bonding, and tradition. Smoking is associated to be ‘Macho’ and fashionable, which is promoted by Indian films and media (Shihadeha et al, 2004). South Asian groups tend to smoke bidi or hookah (Shihadeh et al, 2004). In an hour-long smoking session of hookah, users consume about 100 to 200 times the smoke of a single cigarette (Shihadeh et al, 2004). Only 10% of South Asians associate smoking with any form of lung disease (Shihadeh et al, 2004). The belief within Asian culture is that hookah smoking is safer than cigarette smoking due to tobacco being filtered by passing through water (Shihadeh et al, 2004). Hookah contains similar properties of that of a cigarette. Research has identified that there are in fact greater amounts of tar and heavy metals in Hookah than cigarette smoke (Shihadeh et al, 2004). Stress is also thought to influence smoking in South Asian groups. South Asian men tend to lead stressful lives due to them being separated from family and employed in poorly paid work (Chang-Yeung et al, 2004).South Asian men working in the catering industry suffer particularly severe stress as a result of unsocial and long working hours (Chang-Yeung et al, 2004). Age also influences smoking. Smoking is cultural accepted especially in the older generation. However, this generation in particularly lacks knowledge of the health effects of smoking and have a more fatalistic approach to life (Chang-Yeung et al, 2004). The younger generations are more likely to smoke because of influence of peer pressure, image, and rebellion, which are similar characteristics to their White British counter parts (Chang-Yeung et al, 2004).A large proportion of South Asians are Muslims (Chang-Yeung et al, 2004). The Koran does forbid intoxicants that harm health but does not expressly forbid tobacco. However it is religiously unacceptable to smoke in a mosque (Chang-Yeung et al, 2004). A key competency with the ANP and author’s role is to promote health and reduce health risks through teaching and coaching with the long-term aim of preventing disease (RCN, 2008). The RCN (2008, p16) state that an â€Å"ANP should be able to identify any obstructive behaviours and put strategies in place to try and achieve better outcomes for patients†.The author’s objectives are to reduce tobacco smoking, raise awareness of health conditions related to smoking amongst South Asians men. Appropriate targeting and involvement of South Asian men taking into consideration culture and tradition is essential for health promotion to be successful (Chang-Yeung et al, 2004). To address these smoking rates the author plans to work with Muslim religious leaders to educate them on the health risk associated with smoking and to gain support that tobacco smoking is religiously unacceptable.With religious leaders backing the author then plans to hopefully obtain agreement for a national policy to be disseminated. To disseminate a policy nationally the authors plans to use her ANP professional credentials and expertise. The author plans to provide evidence base d literature with regards to the link between COPD and smoking. The author plans to build reliance’s with community leaders, ANP’s and the public health department to gain support in developing a national policy highlighting the risk factors of smoking in the South Asian community.Developing a coalition with the multidisciplinary team and gaining public support will influence the development of a policy and strengthen its credibility (Hamric, Spross and Hanson, 2009). The author also plans to raise awareness of smoking cessation aids by approaching South Asian radio, TV and press. Advertising through the media is a powerful way of the ANP addressing public health issue within a specific community (Hamric, Spross and Hanson, 2009). There is evidence that passive smoking can also reduce lung function and gas diffusion which can have an impact on COPD (Chapman et al, 2006).The government in both the UK and Ireland have since highlighted that passive smoking is a public health issue and have since barred smoking in the workplace and pu blic areas (Chapman et al, 2006). In the UK, cigarette sales fell by 11% following the first month of the smoking ban. However the number of smokers among the Irish population has risen significantly since the introduction of the smoking ban to 29% from 27% according to the Department of Health (2007). Current smoking rates are higher than that of the UK average which may explain the higher prevalence rates of COPD in Ireland.It’s is suggested the rise in smoking rates following the ban are that non-smokers are trying cigarette so they dont feel left out when accompanying their smoking friends outside public places, such as, public houses (Pride and Soriano,2008). The public have also adapted to the ban by smoking and ‘partying’ at home (Robinson, 2008). It’s encouraging to know that South Asia has followed both UK and Irish tobacco laws. A bill was passed in 2005 banning on all forms of tobacco advertisements, making the majority of public places smoke-free and highlighting warnings signs on tobacco products (Robinson, 2008).The smoking ban was originally implemented to h ave positive outcome on reducing smoking rates. However, the effects of the smoking ban are both controversial and embarrassing for the government with smoking rates increasing in Ireland since the implementation of the smoking ban (Robinson, 2008). The author recognises various environmental factors affecting people can contribute to the likelihood in developing COPD. The author plan to promote health promotion and educate patients around all risk factors associated with COPD.This strategy along with the smoking ban demonstrates the ANP competency by providing health protection interventions to promote healthy environments for individuals, families and communities (RCN, 2008). Social-economic status is also a detrimental factor in the prevalence of COPD (Collins et al, 2010). Nearly 50% of patients with a diagnosis of COPD live in deprivation (Renwick and Connolly, 1996). The more deprived the area, such as low income and high rates of unemployment the higher prevalence of COPD (Renwick and Connolly, 1996). Deprivation will not directly increase the risk of developing COPD but will be a factor that indirectly increases risk through environmental factors like damp housing, higher occupational exposure to sources of dust/asbestos and fewer resources to seek and receive appropriate medical care (Dewar and Curry, 2006). Within the author’s ward 82% of the population are within the 5% most deprived area and is amongst the 20% most deprived areas in the UK. Figures in Ireland are marginally lower with 20% of the population living in poverty.However, figures are double in South Asia suggesting 40% of the population lives in poverty surviving on less than 76 pence per day. The number of South Asians living in poverty is occupied by low income (Chang-Yeung et al, 2004). High levels of poverty can have a serious impact on people’s access to appropriate healthcare (Robinson, 2008). ANP’s are central to improving patient access to services by providing clinics in accessible pla ces where historically care would not of been provided, such as in a mosque, refugee or shopping centre (Hamric, Spross and Hanson, 2009). A report by the Agency Healthcare Research and Quality (2005) concluded that 85% of people living deprivation received lower quality in care in comparison to people receiving higher incomes. This may be due to people living in areas of high levels of poverty and deprivation is strongly associated to crime and violence (Collins et al, 2008). This can lead to difficulties recruiting staff into these areas contributing to staff retention due to the added risk factors associated to crime and violence (Collins et al, 2008).South Asians groups living in the UK have similar educational backgrounds to their White British counter parts (Tanner, 2000). However, degrees achieved in South Asia are often not accepted in the UK (Tanner, 2000). For this reason, there are higher instances in this group forced into lower paid jobs, such as, taxi driving and hotelier, which will contributes of deprivation which is known to increase the incidence of COPD (Tanner, 2000). Poor housing, damp and inadequat e ventilation can contribute to the prevalence and mortality of COPD (Chapman et al, 2006). Nationally overcrowding is a concern in-particular within Bangladeshi households with 44% living in overcrowded conditions compared to only 6% of their White British counter parts (Office for National Statistics, 2004b). The rise in property price, limited affordable housing contribute to low income and high levels of over-crowding (Office for National Statistics, 2004b). South Asians have higher average household sizes than the national average, which again make them more liable to overcrowded conditions (Ahmed, 2001).Overcrowding may also be related to poor accessibility to adequate housing in different parts of the country (Office for National Statistics, 2004b). Ethnic Minorities Percentage Who Own Their Own Homes (Office for National Statistics, 2004b) The author’s local ward is densely populated with a population of approximately 26,000 people. The population density is 364 people per Square Kilometer (km2) compared to an Irish population density of just 63 people per km 2 (Gallego, 2008). South Asia on average consists of 571 people per km2 (Gallego, 2008). However within these figures Bangladeshi have the highest population density at 1,127 people per km2 (Gallego, 2008). This is due to high fertility rates and young population 40% of the population is under the age of 24 years old ( Koenig et al, 1997). Traditionally, marriage is promoted relatively young; contraceptive prevalence is low, leading to childbearing starting early among Bangladeshi women (Koenig et al, 1999). Highly densely populated areas have an impact on the incidence of COPD due to higher levels of air population (Gallego, 2008).Air pollution can have a detrimental effect on lung function and exacerbations of COPD (Chapman et al, 2006). Air pollution levels are higher in densely populated areas because that is where most sources of pollution are found and are generated from human activity (Ayres and Harrison, 2005). The World Health Organisation (2005) estimates that air pollution causes 1-2 % of COPD cases annually. Air pollution is exacerbated in South Asia due to its heavy reliance on coal for power generation ((Ayres and Harrison, 2005). Vehicle emissions are responsible for 70% of the country’s air pollution (Anderson, 2010).Indoor air pollution is one of the most important causes of COPD in South Asia (World Health Organisation, 2005). Over 700 million people in South Asia suffer from high levels of indoor air pollution in-particular affecting women and young children as 75% of homes use burn biomass fuels use inefficient wood stoves in poorly ventilated area ( World Health Organisation, 2005). Evidence shows that people living in deprivation have less healthy diets, such as, less fruit and vegetable intakes and consumption of more processed foods which are higher in saturated fats and salt rather that fresh food (REF).Generally South Asians tend to eat fewer fruit and vegetables, which contain lower antioxidants (Department of Health, 2007). This may be because they traditionally adapted their diet before migration to the UK due to financial constraints and high levels of deprivation within their original country (Collins et al, 2008). A diet rich in antioxidants may be a risk factor in lung injury leading to COPD (Rahman and Kilty, 2006). Although not intentional a diet low in antioxidants may be beneficial in COPD, however, the overall risk factors of a diet consisting of little fruit certainly outweigh this theory (Collins et al, 2008).Research highlights a diet rich in omega-3 inhibits arachidonic acid production protecting against bronchoconstriction, which can lead to COPD (Chapman et al, 2006). However, foods such as fish which contain high levels of omega-3 can become costly for people who are on a low income (Collins et al, 2008). Research suggests that genetics may also determine the likely hood and progression of developing COPD (Britton and Hopkin, 1999). It is estimated that about 1% of all COPD patients actually have anti-protease antitrypsin (A1AT) deficiency. Patients who have A1AT deficiency i have a high risk in developing COPD. A1AT deficiency is more common in White than in South Asian groups (Britton and Hopkin, 1999). People with low levels of A1AT are further characterised by their phenotype (Britton and Hopkin, 1999). The normal phenotype is MM, which means one normal gene from each parent. There are many phenotypes which categorise a level of risk of developing COPD with ZZ indicating a high risk of contracting COPD. The ZZ phenotype does not occur in black and is very rare in Asian groups (Britton and Hopkin, 1999). This genetic difference indicates that the risk of developing COPD is more probable in White than Asian groups (Britton and Hopkin, 1999).However, further research is required in genetics to confirm this theory (Britton and Hopkin, 1999). Diagnosing COPD in both the UK and Ireland are robust using standards, such as National Institute of Clinical Excellence (2010) and Global Initiative for Chronic Obstructive Lung Disease (2006) which suggests spiromery as ‘gold’ standard when diagnosing COPD. Both standards give clear evidence based recommendations in the management of COPD (National Institute of Clinical Excellence, 2010 and Global Initiative for Chronic Obstructive Lung Disease, 2006).In South Asia COPD is predominately diagnosed by a medical practitioner on symptoms alone. Diagnosis is not always consistent nor evidence based. The use of spirometry is not commonly used due to financial constraints (Raherison and Girode, 2009). This leads to under diagnosis due to these financial constraints in a country where there are high levels of deprivation (Raherison and Girode, 2009). Purchasing healthcare in South Asia can be extremely costly due to a private healthcare system (Raherison and Girode, 2009). This can leaves people unable to seek medical help, and unable to purchase the appropriate medical treatment.However, evidence also highlights that COPD is also under diagnosed in developed countries, such as the UK and Ireland (World Health Organisation, 2011). This is due to under-diagnosing, mis-diagnosing and lack of public awareness of the disease worldwide (World Health Organisation, 2011). In view of the UK’s financial deficit the government have published a document, The White Paper Equity and Excellence: Liberating the NHS (Department of Health, 2010a). The paper plans is to reform the NHS (Department of Health, 2010a). The policy aims to make GPs responsible for commissioning health services through consortiums.GP consortiums plan to work closely with secondary care, community and other health and care professionals to design services that are tailored to patient needs (Department of Health, 2010a). These consortiums will have to make savings of ? 50 million over the next four years (Department of Health, 2010b). That equates to ? 1m for each month for the next 48 months (Department of Health, 2010b). For this to be achieved requires a significant reduction in costly hospital admissions (Department of Health, 2010b). It is estimated that commissioners could save more than ? 00 million over the next decade by improving COPD care (Calkin, 2010) The disease is costly accounting for one in eight emergency admissions in the UK and the second highest number of bed days. Data suggests that consortiums could save an average ? 5. 3 million each by 2020 if they implement programs to educate patients and help them manage their condition without the need for hospital admissions (Department of Health, 2010b). This could reduce the number of COPD hospital spells by an average of 33% by 2014 (Department of Health, 2010b). In the author’s local area between 2006-2007 there were 470 hospital admissions for COPD accounting for 3,592 hospital bed days average cost with each admission averaging a single hospital stay at ? 2,426 (The National Health Service Information Centre, 2009). This equates to a substantial amount of money due to hospital admissions that could have been avoided with earlier diagnosis and better management of the condition within Primary Care (The National Health Service Information Centre, 2009). A population assessment can be beneficial within the ANP role when evaluating and improving on existing services, (RCN, 2008).The author is currently working within an ANP role. The author plans to enhance existing community COPD screening provision by implementing a clinic to identify South Asian patients at risk of developing COPD. The author plans to setup various prevention and early diagnosis screening clinic throughout her ward, targeting South Asian men. The author plan to targe t this at risk group by firstly examining GP’s Quality Outcome Framework registers. This ANP led service will promote early diagnosis and improve the long-term management for these patients and reduce the financial burden long-term.The service would provide health promotion and education, early spirometry screening informing patient of their lung age and smoking cessation support. Early spirometry screening telling smokers their lung age significantly improves the likelihood of them quitting smoking (Parkes et al, 2008). Currently within the authors trust services focus on managing late onset COPD which is both timely and expensive. Clinics led by ANP’s are rapidly growing due to being easily accessible, conveniently situated and value for money (Hamric, Spross and Hanson, 2009).ANP led clinics are substantially lower in cost than employing a doctor (Hamric, Spross and Hanson, 2009). However, some doctors do have concerns with ANP led clinics and the quality of care they may be provided in comparison to a doctor (Hamric, Spross and Hanson, 2009). However, with consortiums facing substantial cuts in budget’s it is speculated that the role of the ANP will be embraced by GP’s throughout the country with regards to meeting the needs of their population and the delivery of quality cost effective treatment (Department of Health, 2010b).The authors proposed service would meet several of the priorities set out by the White paper to improve COPD services, reduce costs and improve outcome for patients. On the basis of the needs of the author’s local area this would address the number of hospital admission, reduced bed days with the overall aim of reducing cost and improving outcome for patients. This highlights the author is demonstrating skills defined by an ANP, such as, planning, developing and implementing programmes of care to promote health and well-being and address the needs of her population (Hamric, Spross and Hanson, 2009).In conclusion, research consistently shows that there is a lack of awareness of t he serious health risk associated with smoking in-particular among south Asian groups. Unfortunately there is further evidence needed in the prevalence of COPD especially in South Asian groups. The current under reporting of QOF data prevalence means that it may be difficult to plan for and deliver future health needs. Under reporting can lead to a failure in identifying the disease. Identifying the disease earlier can lead to most cost effective treatment (Department of Health, 2010b).

Observing an Unknown Object Lab report

Observing an Unknown Object Lab report Materials List:1. metric ruler 5. graduated cylinder2. Triple Beam Balance 6. beaker3. unknown object 7. water4. stopwatch or clock 8. hot plateProblem: We were given an unknown object to observe and identify.Question: What is the unknown object?Hypothesis: I hypothesize that the unknown object is a red and white roll ofcheese.Procedure:1. We observed the unknown object with the wrapper on. We recorded our observations.2. We weighed the object with wrapper on. We recorded the mass.3. We found the length of the object with the wrapper on. We recorded our answer.4. We found the thickness of the object with the wrapper on. We recorded our answer5. We recorded any other observations6. We drew a picture of the object with the wrapper on.Concert Record 78 rpm License Label, Undated7. We took off the wrapper, observed the object and again recorded our observations.8. We found the weight of the object with the wrapper off. We recorded the mass.9. We found the length of the object without the wrapper. We recorded the answer.10. We found the thickness of the object without the wrapper. We recorded the mass.11. We multiplied the objects length by 3.14to find the circumference of the object.12. We recorded any additional observations.13. We drew a picture of the object without its wrapper.14. We used the water displacement method to find the object's volume.15. I put the object in my mouth and I recorded the time it took for the object to dissolve.16. I recorded many observations while the object was in my mouth.17. We put the object on the hot plate and we recorded the amount of time it was heated.18. We recorded many observations while the object...

George Washingtons First Inauguration

George Washington's First Inauguration The inauguration of George Washington as the first President of the United States on April 30, 1789, was a public event witnessed by a cheering crowd. The celebration in the streets of New York City was also a very serious event, however, as it marked the  beginning of a new era. After struggling with the Articles of Confederation in the years following the Revolutionary War, there had been a need for a more effective federal government and a convention in Philadelphia in the summer of 1781 created the Constitution, which established the office of president. George Washington had been selected as president of the Constitutional Convention and, given his great stature as a national hero, it seemed obvious he would be elected as the first President of the United States. Washington  easily won the first presidential election in late 1788 and when he took the oath of office on the balcony of Federal Hall in lower Manhattan months later, it must have seemed to the citizens of the young nation that a stable government was finally coming together. As Washington stepped out onto the balcony of the building, many precedents would be created. The basic format of that first inauguration more than 225 years ago is essentially repeated every four years. Preparations for the Inauguration After delays in counting votes and certifying the election, Washington was officially informed that he had been elected on April 14, 1789. The secretary of the Congress traveled to Mount Vernon to deliver the news. In an oddly formal meeting, Charles Thomson, the official messenger, and Washington read prepared statements to each other. Washington agreed to serve. He left for New York City two days later. The trip was long, and even with Washingtons carriage (a luxury vehicle of the time) it was arduous. Washington was met by crowds at every stop. On many nights he felt obligated to attend dinners hosted by local dignitaries, during which he was toasted effusively. After a large crowd welcomed him in Philadelphia, Washington was hoping to arrive in New York City (the location of the inauguration as D.C. had not yet become the nations capital) quietly. He didnt get his wish. On April 23, 1789, Washington was ferried to Manhattan from Elizabeth, New Jersey, aboard an elaborately decorated barge.  His arrival in New York was a massive public event. A letter describing the festivities that appeared in newspapers mentioned a cannon salute was fired as Washingtons barge passed the Battery at the southern tip of Manhattan. A parade formed consisting of a cavalry troop formed when he landed and also included an artillery unit, military officers, and the Presidents Guard composed of Grenadiers of the First Regiment. Washington, along with city and state officials and followed by hundreds of citizens, marched to the mansion rented as the Presidents House. The letter from New York published in the Boston Independent Chronicle on April 30, 1789, mentioned that flags and banners were displayed from buildings, and bells were rung. Women waved from windows. During the following week, Washington was kept busy holding meetings and organizing his new household on Cherry Street. His wife, Martha Washington, arrived in New York a few days later accompanied by servants which included enslaved people brought from Washingtons Virginia estate at Mount Vernon. The Inauguration The date for the inauguration was set for April 30, 1789, a Thursday morning. At noon a procession began from the Presidents House at Cherry Street. Led by military units, Washington and other dignitaries walked through several streets to Federal Hall. Keenly aware that everything he did that day would be seen as significant, Washington chose his wardrobe carefully. Though he was mostly known as a soldier, Washington wanted to emphasize that the presidency was a civilian position, and he did not wear a uniform. He also knew his clothes for the big event had to be American, not European. He wore a suit made of American fabric, a brown broadcloth made in Connecticut that was described as resembling velvet. In a small nod to his military background, he wore a dress sword. After reaching the building on the corner of Wall and Nassau Streets, Washington passed through a formation of soldiers and entered the building. According to an account in a newspaper called The Gazette of the United States and published on May 2, 1789, he was then introduced to both houses of Congress. That was, of course, a formality, as Washington would have already known many of the members of the House and Senate. Stepping out onto the gallery, a large open porch on the front of the building, Washington was administered the  oath of office by the Chancellor of the State of New York, Robert Livingston. The tradition of presidents being sworn in by the Chief Justice of the United States was still years in the future for a very good reason: the Supreme Court would not exist until September 1789, when John Jay became the first Chief Justice. A report published in a newspaper (The New York Weekly Museum) on May 2, 1789, described the scene which followed the administration of the oath of office: The Chancellor then proclaimed him THE PRESIDENT OF THE UNITED STATES, which was followed by the instant discharge of 13 cannon, and loud repeated shouts; THE PRESIDENT bowing to the people, the air again rang with their acclamations. He then retired with the two Houses [of Congress] to the Senate Chamber... In the Senate chamber, Washington delivered the first inaugural address. He had originally written a very long speech which his friend and adviser, future president James Madison, suggested he replace. Madison drafted a much shorter speech in which Washington expressed typical modesty. Following his speech, Washington along with new vice president John Adams and members of Congress walked to St. Pauls Chapel on Broadway. After a church service, Washington returned to his residence. The citizens of New York, however, continued celebrating. Newspapers reported that illuminations, which would have been elaborate slide shows, were projected on buildings that night. A report in the Gazette of the United States  noted that illuminations at the homes of the French and Spanish ambassadors were particularly elaborate. The report in The Gazette of the United States described the end of the great day: The evening was fine- the company innumerable- every one appeared to enjoy the scene, and no accident cast the smallest cloud upon the retrospect.

Tertullian, From Apologia Essay Example | Topics and Well Written Essays - 750 words

Tertullian, From Apologia - Essay Example bout worship and nothing ulterior, they would be wise enough to convert to the true religion and end the persecution that they inflicted on Christians at that time. Tertullian is not a man with moderate temperament and his defense for Christianity is very fiery in Apology. He is very forceful when advocating for Christianity and uses every opportunity to discredit the roman polytheism which was the tradition of the Roman Empire and also was against the worship of the emperor as he felt they were mere idolatry and superstitions that were baseless. His love for Christianity would not allow him to sit back and watch while the people who worshipped with him were persecuted by the Romans who did not care even a little about the religion and felt that it was a threat to the traditional roman ways. Tertullian was looking to end this so that there would be harmony between the two factions and probably the Romans crossing over to Christianity. His cause was helped by his education as he was a ble to explain things much better. Apologia is the Latin word for apology and it means to explain; Tertullian was trying to do this in his apology. He tries to make the roman people view Christianity from a different angle as they had perceptions that were untrue about the religion. His education was very useful as he was able to talk to the other educated Romans and have their attention. There were ridiculous accusations leveled against Christianity like incest, atheism and even cannibalism and he tried hard to help the people understand the values of Christianity as a way of helping clear the reputation of Christianity that was stained by false accusations. He also felt that rather than persecuting them, the Romans should have thanked the Christians as all they did was expound the truth to the citizens who believed and followed other religions other than Christianity. They totally deserved the plaudits that Tertullian was trying to get them as they persevered the pain and suffering

A Case Examination of Policy for Natural Resource Management Essay

A Case Examination of Policy for Natural Resource Management - Essay Example In terms of public sentiment it’s understood that there is substantial public divide in regards to zoning considerations. The older residents of the town generally reject increased zoning and public policy measures, while the newer residents have sought a more structured policy. Adding to the dilemma are two major land use considerations; namely, the land areas in question contribute in substantial ways to the Albany metropolitan region’s water supply, and an impact on the surrounding natural habitat. In addition to these natural concerns, there are concerns related to changes in the social environment and increased need for infrastructure to meet the demands of development. One of the notable features of the public community is that while older and newer residents disagree on the extent of public control the land should be under, they both are in agreement in regards to the sorts of preservation that should occur. In these regards, the question becomes more one of gove rnmental control than it does of disagreements over the types of measures that should be enacted. Even as the older residents oppose government policy measures, it’s clear that they must be enacted; as such, the following policies represent a compromise between desires for land control and the need for regulatory measures. Zoning In terms of zoning there are a number of concerns that must be addressed when deciding on a course of action. The most overarching concern is the balance that must be achieved between land-use and water supply. This policy reports recommends that a comprehensive investigation be made into the proportion of land use and water supply that is necessary for the adjoining reservoir. In developing a suitable compromise between old and new residents a zoning policy were be enacted with different regulations for current and future residents. Upon determining these figures, zoning will be determined along a proportion system. In these regards, there will be established a policy that balances resident seniority and land size, with zoning policy. Transfer and Purchase of Development Rights; Land Trusts; Differential Property Taxation While current landowners will experience a proportionate allotment of land-use within the specified figures, the transfer and purchase of development right s to future owners will be given increased restrictions. In these regards, individuals seeking to purchase development rights for recreational procedures will only be able to do so within the boundaries of the proportionate measures. Current land owners seeking to transfer development rights to outside parties will need to do so within the proportionate standards that are established by the water supply statistics. This will ensure that the base land needs for the adjoining reservoir will never be circumvented through increased land use. Another major concern of current residents was maintaining the current social climate, as well as the increased infrastructure needs brought on by the new residents. As a means of addressing these concerns it’s recommended that the regional authority institute differential property taxation. In these regards, outside of the proportional restrictions put in place for the adjoining reservoir, there will be no zoning that restricts the developme nt of a specific type of use. However, the regional authority will institute a quarterly tax rate that is designed to regulate the transfer, purchase, and development of property. It is understood that increased taxation on recreational land use will slow down development in this zone. This will ensure that a steady social climate is maintained and that the region has the funding to support increased infrast

Virtues and Vices Essay Example for Free

Virtues and Vices Essay Would you sacrifice your identity just to fit into a certain crowd? Higher social class increases unethical behavior. Social class confuses Pip into believing his vices are really his virtues. In a study by Paul K. Piff, Daniel M. Stancato, Stephane Cote, Rodolfo Mendoza-Denton, and Dacher Keltner, they found that people of higher social class were more likely to cheat, steal, and break the law. Why does Pip feel the need to be a gentleman, or in a higher social class? Pip grew up in a low social class in England around the Mid-nineteenth century. Joe, Pip’s father figure and brother in law, taught him the importance of kindness and generosity. You can recognize this in Pip’s fundamental inclination to help. Pip gets invited to Miss Havisham’s home; also know as the Satis House. Miss Havisham, Estella’s adoptive mother, plays Pip in one of her sick, twisted games by harassing Pip into seeing how beautiful Estella is. The only reason Estella does what Miss Havisham wants of her is because she is bribing her with family money and gems. Miss Havisham manipulated Pip by making him fall in love with Estella just so Estella can, metaphorically, rip his heart out. Miss Havisham was left on her wedding day by her fiance; therefore she has made it her life’s mission to destroy any man in her she can get away with. Because of Miss Havisham’s influence, Estella gives Pip the impression that she will only like him if he would be a gentleman. To become a gentleman Pip mixed vices and virtues by believing that education, dress, and manners was the most important thing over love, appreciation and hope. No matter what Joe taught Pip, the new beginning that could behold him captivated him. Joe was not enough to hold Pip’s virtues, but if Pip had more people who cared for him when he was younger, he would have never succumbed to Estella. A virtue is a positive trait of quality deemed to be morally good and thus is valued as a foundation of principle and good moral being. A vice is opposite of a virtue, it is a practiced behavior or habit generally considered immoral, sinful, depraved, or degrading in the associated society. Pip practices both in this novel, however somewhere in the middle of all that was going on, he couldn’t differentiate between vices and virtues.

Weaponry: A History :: essays research papers

Weaponry: A History   Ã‚  Ã‚  Ã‚  Ã‚  What is the most destructive power in history? Is it a rocket torpedo that shoots straight to the surface from a submarine, flies through the air toward an enemy sub, and then dives at its target? Is it the electrically powered machine gun that spews out 110 rounds per second to obliterate its opponent completely? Maybe it’s an intercontinental ballistic missile armed with nuclear warheads, capable of killing hundreds of thousands with a single atomic bomb. Then again, is it the tank with thermal-imaging sight that senses an enemy vehicle’s heat so it can see—and kill—even it total darkness?   Ã‚  Ã‚  Ã‚  Ã‚  Actually, it is none of these. One must go all the way back to the beginning of weapons development, when humans first figured out that certain tools made warfare a lot more effective. A person’s arm, for example, could not throw a stone or stick very far, so people devised slings and sharp tips to let their projectiles travel farther, faster and land harder. Iron-tipped spears, javelins and swords came into existence when humans learned to use and shape metals thousands of years ago. Other early warfare devices included bows and arrows, catapults , and with the domestication of the horse, the horse-driven chariot.   Ã‚  Ã‚  Ã‚  Ã‚  None of these primitive weapons seem to answer the above question, so skip ahead to the transport of gunpowder from China to Europe in the thirteenth century. With the introduction of gunpowder, the armor of the famed â€Å"knights in shining armor† gradually became useless against the penetration of ammunition shot from a harquebus, musket, or cannon . By the fourteenth century, most European armies used gunpowder, rockets and other explosives in warfare. Yet the art of war was revolutionized again by the revolver and the automatic firearm in the nineteenth century.   Ã‚  Ã‚  Ã‚  Ã‚  The first major war to use the rapid-fire guns was WWI. New contraptions were needed to protect the soldiers, now huddled in trenches, unable to move, let alone fight. Enter the tank. Infantry could now be on the offensive. Progress in the building of warships led to stronger, more lethal submarines that fired torpedoes from beneath the waves. Torpedo-boat â€Å"destroyers† were then created to combat the submarines.   Ã‚  Ã‚  Ã‚  Ã‚  Germany’s defeat in WWI led to its development of ballistic missiles, one of the inventions that reformed warfare again. Advances in automatic weapons and aviation were the latest innovations on the battlefront. However, it was the deadliest weapon ever created- the atomic bomb- that decided and ended the war once and for all.

A Dissertation Proposal Essay

Chapter One: The Problems and Its Components The problem to be investigated in this study is school climate, considering and comparing teacher perceptions of both the actual and ideal psychological environment in three different African American private schools. The literature indicates that an open climate with lines of communication that are established at all levels, staff freedom, professional interest, and participatory decision making, among other similar factors, will lead to positive teacher attitudes and improved teacher performance. The relationship between teachers’ perceptions of the actual and ideal psychological school environment has not yet been tested for African American private schools. See more: Examples of satire in adventures of huckfinn essay Problem Background As explained by Beachum and McCray (2004), school climate has a significant impact on the attitudes and performance of teachers in that it influences professional growth and development in academic and social terms, influences the ability to handle work pressures, and ultimately can lead to attrition if the climate is not open and does not have adequate lines of communication. The school’s value systems, work pressures, participatory decision making, resource adequacy, growth opportunity, and student support all play a part in the overall climate of the school (Cole-Henderson, 2000). The study of this climate is of critical importance to the well being, positive attitudes, and professional development of the school’s teachers. The current need to provide every child with qualified and committed teachers in the face of a national teacher shortage supports the importance of conducting research on factors influencing teacher attitudes and stressors in the teaching profession, particularly those that might affect burnout and turnover. It is also clear that a healthy school climate–a school with a strong academic emphasis and a principal who has influence with superiors and is willing to use it on behalf of teachers–is conducive to the development of teachers’ beliefs that they can influence student learning and make a difference. It is also clear that work pressures can exert additional stress on a teacher if the school climate is perceived in a negative light. Numerous studies (Harris, 1999; Jamal, 1999; Ma & Macmillan, 1999; MacDonald, 1999; Remy, 1999) have focused on teacher stress. According to Remy, research has shown that 40% of new teachers leave the profession within 5 years. These studies also have shown that approximately half of all teachers leave the profession within the first 7 years because of job-related stress. Because teaching is a stressful occupation (Ma & Macmillan; Remy; Weiss, 1999), teachers often self-select out of the profession. Schools must then scramble to replace these teachers. Remaining faculty and the school district become further strained in the attempt to make up for the shortage. Knowledge of how teachers perceive the current school climate and what teachers think the ideal environment should be would be of invaluable importance. Theoretical Orientation The literature review will focus on both the conceptual framework of the study and the major variables of concern. The conceptual framework will be based on attribution and motivation theory. The major variables of concern are the ideal and actual perceptions of the school climate by teachers. Initially, attribution theory was presented as a theoretical process in the late 1970s and middle 1980s (Frieze, 1976; Weiner, 1979, 1985, 1986). It provided the framework for examining the responses of teachers to such academic outcomes of students as failure or success in the general education classroom. Since that time a number of studies have been conducted that provide empirical support of its principles. According to Graham (1990; 1991), both ability and effort have been identified as the major perceived causes of individual teacher failure or success. In other words, failure can be overcome by effort, while success comes about as a result of personal competence. Teacher ability is comprised of aptitude and learned skills in an academic context. Effort, on the other hand, is the amount of exertion applied to a learning situation. Attribution can be applied in situations in which teachers try to understand their own behavior. It can also be applied when teachers try to assess the classroom performance of students in order to increase their teaching success (Graham, 1990, 1991). When teachers’ expectations are not met, the instructors may resort to any number of actions. They may often be tardy or absent. In fact, attrition is often the end result. The individuals may also withdraw from teaching psychologically–that is, not concentrate, do no more than absolutely necessary, and have no interest or initiative. As a result, the quality of teaching in general may suffer. Vroom (1964) stated that motivation is a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal. According to Vroom, three factors influence achievement: force, valence, and expectancy. Force equals valence times expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. For example, if teachers show indifference in achieving a goal, the valence becomes zero. Specifically in his expectancy theory, Vroom (1964) suggested the following: Motivation = Perceived Probability of Success (Expectancy) x Connection of Success and Reward (Instrumentality) x Value of Obtaining Goal (Valance, Value).   From this formula it is clear that a high value for one variables of the formula will result in a high motivation value and vice versa. In Vroom’s (1964) view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. Organizational theory also relates to the proposed investigative study in terms of communication. According to this theory, restrictive and closed climates with closed lines of communication relate to poor teacher performance (Cole-Henderson, 2000). The school system is an organization, and thus communication theory applies. When lines of communication are closed teachers do not communicate with administrators or students, and school management does not communicate with teachers other than giving orders from the top down. Communication only flows from the top down. In such a school system, the perceived motivational climate is negative and achievement goals suffer (Bennett, 2002). Clearly, when there are open lines of communication, there is more interest in teaching and thus knowledge has more meaning. This translates into improved achievement on the part of both the teacher and the student. It is clear to see that school climate has a decided bearing on teachers in a number of different ways. Purpose of the Study The purpose of the study is to evaluate teacher perceptions of the climate of three independent Black private schools in relationship to the actual and ideal climate. Thus, the purpose is three-fold: 1. To determine if teacher perceptions of the actual school climate differs between and among the three African American private schools included in the study. 2. To determine if the teacher’s perceptions of the ideal or preferred school climate differs between and among the three African American private schools included in the study. 3. To determine if there is a correlation among teachers who teach at different levels in the three schools included in the study regarding their perceptions of their school climate. Research Questions The major research question can be stated as follows: â€Å"Is the actual school climate of independent African American private schools adequately meeting the perceptions of its teachers regarding their ideal school climate perceptions?† From this question several sub-questions have been formulated. These may now be listed as follows: 1. Do teacher perceptions of the actual school climate differ between and among the three African American private schools included in the study, as determined by scores on the actual environment answer form of the School Level Environment Questionnaire (SLEQ)? 2. Do teacher perceptions of the ideal or preferred school climate differ between and among the three African American private schools included in the study, as determined by scores on the ideal or preferred environment answer form of the School Level Environment Questionnaire (SLEQ)? 3. Is there a significant correlation among the perceptions of teachers employed in the three schools included in the study in terms of their view of their school climate, as determined from both answer forms of the School Level Environment Questionnaire (SLEQ)? 4. Do the perceptions of teachers differ for those who teach at different student grade levels, as determined by a comparison of results from the School Level Environment Questionnaire for teachers instructing at different levels? Limitations and Delimitation One limitation of the study relates to the fact that the research has no control over the teacher participants’ reliability. It will be assumed, however, that the teachers will answer the survey questionnaire items honestly and to the best of their ability. There is also a certain weakness associated with only the use of a survey questionnaire to obtain data for analysis. Researchers do suggest the use of two or more sources–that is, triangulation – to produce better support data (Babbie, 2003; Creswell, 2003). With respect to delimitations of the study, the data source of this case will be limited to three independent Black private schools located in an urban city. Definitions Several common terms and designations are used uniquely in the proposed study. These are defined as follows: Independent Black private school. This term refers to a school owned by African Americans which is not dependent upon national or local government for financing its operation and is instead operated by tuition charges, gifts, and perhaps the investment yield of an endowment (Mahiri, 1998). School climate. This term refers to the school atmosphere. In restrictive and closed schools, authority emanates from the top down through hierarchical levels. Communication is restrictive and closed. In an open school climate, communication reaches all levels and moves in all directions (Moeller, 2005). School climate perceptions. Teacher views of their school environment will generally influence their motivation to teach, grow professionally, participate in decision making, and handle work pressures. In this study, the term will be operationally defined by scores on the School Level Environment Questionnaire (SLEQ)? Self-concept. Self-concept is considered the most basic and crucial components of personality and can be influenced by environment. Self-concept can become positive in an open school climate; conversely it can become negative in a closed and restrictive school climate. The proposed study views self concept in this context (Branden, 1999). Staff development. For this research project, this term pertains to any activities that attempt to improve the teacher’s ability to implement a new instructional program. Staff development includes an emphasis on attitude, competencies, and knowledge that enhances learning (Sykes, 1996). Teachers’ perceptions. In general, perceptions in the present study pertain to teachers’ thoughts, beliefs, and feelings about professional development training, work pressures, participatory decision making, innovation, staff freedom, student support, professional interest, and affiliation, among other related variables. Their thoughts and beliefs affect their teaching approach and presentation. Teachers are active information processors who affect classroom events as much as they are affected by them (Chance & Costa, 1998). Importance of the Study African American students are not doing as well in school as others and this may be related to their teachers (Tatum, 2006). The findings of this investigative study may provide valuable knowledge about the teachers of these students. Also, other independent schools can use these outcomes to improve their educational programs for teachers and improve teacher productivity. In addition, the implications may insure that the professional and development needs of the teachers are met at school. The proposed study will add to the scholarly research. School reform and restructuring as it relates to professional development of teachers have gained momentum in the United States for the past 2 decades (Sparks, 1997). Meaningful educational reform cannot occur, however, unless teachers are integrally involved in the reform process and unless they have the time and resources to conceptualize the implementation of the changes need in their classrooms. But more research is needed to identify the ways in which the school climate can become more open and conducive to these needs. The significance of the proposed study lay in its ability to add to the database in this respect. The significance of the study and its potential results touches a number of areas and addresses several different audiences. As noted, the findings will add to the scholarly research. For example, understanding factors that influence teacher perceptions of climate in African American private schools can help reveal the underlying logic that influences their motivation, professional development, and perhaps their participation in the decision making processes. Chapter Two: Review of Literature It is important to note that educational researchers have consistently found unequal levels of achievement between African American and Caucasian students (Bankston & Caldas, 1997; Graybill, 1997). Educational specialists such as Hurd (2001) refer to the problem faced by African American students, as the achievement gap and further point out that in today’s school systems less than 60% of African American high school students graduate in 14 years. Joseph (2000) noted that if Caucasian students were dropping out at the same rates as African American students, we would declare a state of crisis in teaching these students. According to Tyson (2002), it is time to require teachers and administrators to address the problem and to consider issues related to achievement motivation among African American students. According to Baldwin, Coney III, and Thomas (1993), the eleven areas of school effectiveness are â€Å"effective instructional leadership, clear and focused mission, safe and orderly environment, positive school climate, high expectations, frequent assessment/monitoring of student achievement, emphasis on basic skills, maximum opportunities for learning, parent community involvement, strong professional development, and teacher involvement in decision-making.† In these areas of school effectiveness, school climate is one of the most important things wherein it has been subject to extensive research. School climate is a term referring to the â€Å"personality of a school,† according to Hoy and Miskel (1982). It is a characteristic of a school which includes the school’s physical structure of its buildings and the interactions between students and teachers. These are the two factors that both affect and help to define the concept of school climate according to Marshall (2004). Les Gallay and Suet-ling Pong (2004), on the other hand, viewed school climate as â€Å"the part of the school environment associated with attitudinal and affective dimensions and the belief systems of the school that influence children’s cognitive, social, and psychological development.† They also cited Ashby and Krug (1998) and Griffith (2000) on what school climate is a how it affect the society. According to Ashby and Krug (1998), school climate is reflected in the social interactions within the classroom and within the school community. According to Griffith (2000), values, attitudes, beliefs and communications are subjective matters; many researches rely on the perceptions of the participants (teachers, students, parents) to measure the effect of school climate. For many years and up to the recent days, the concept on school climate influencing significantly in educational outcomes is still being researched by many researchers. Perceptions on school climate influence many people (e.g. students, teachers, parents) which may also influence the processes and outcomes in a physical, social, and learning environment. Research shows that both teacher and student perceptions of school climate influence student achievement. An early study by Fraser (1989) laid the groundwork for this research. Fraser (1989) studied the effects of classroom environment on student achievement, for example, and found that student outcomes could be improved by creating classroom environments that are conducive to learning. Classroom environments studied by Fraser (1989) used student perceptual data to assess the school environment and reach conclusions. A number of studies have been conducted since the 1980s showing a relationship between students’ perceptions of the school climate in various terms and their achievement in one form or another. In 1995, the study of Bulach, Malone, & Castleman on the investigation of variables related to student achievement showed that there is a significant difference in student achievement between schools with good school climate and schools with poor school climate. On schools with positive school climate, students develop a positive perception on school climate, making them comfortable with the learning environment they are in. On separate studies conducted by Hirase (2000) and Erpelding (1999) on the relationship between school climate and achievement of students, both studies came up with same result that schools with a positive climate had a higher academic achievement as compared to schools with negative climate. Another case presented by Freiberg (1998) showed that the students’ perceptions are important especially during the transition from one school level to another (e.g. elementary to high school). According to him, attending a new school can be frightening for students which could affect their perceptions on the school climate which could consequently affect their learning outcomes or performance. With that, the research showed that having good or positive school climate will result to an easy transition or adaption to the new school environment and a good performance of students may be easily achieved. This chapter will focused more on the theories and studies related to the teachers’ perception on school climate in order to have critical views on it. In addition, this chapter will also present and analyze established studies on the influences made by school climate on teachers’ perceptions and subsequently to the effect of having these perceptions to the assessment and improvement of the students’ performance in school. Conceptual Framework The conceptual framework of the study is related to attribution, motivational, and organizational climate in terms of lines of communication. According to attribution theory, teachers’ perceptions of their school teaching experiences will generally influence their achievement motivation and performance development more than the actual objective of those experiences (Weiner, 1985). School climate is also an important aspect of learning and effective instruction (Freiberg, 1998). When teachers are more empowered, students are able to voice their concerns and learn from the experience. When questions and answers are free flowing, the school climate is open. For example, understanding factors that are influenced by an independent Black school climate such as academic achievement can help reveal the underlying logic that influences teacher motivation and performance (Joseph, 2000). Motivation on the part of teachers is an important aspect of effective instruction (Joseph, 2000). Vroom (1964) defined motivation as a product of the anticipated worth that individuals place on a goal and the chances they see of achieving that goal, as mentioned in Chapter 1. According to him, three factors influence achievement: force, valence, and expectancy. Force is the strength of the teachers’ motivation while valence is the anticipated satisfaction from the result. Expectancy is the probability of achieving the outcome. The impact of force depends on both valence and expectancy. In his view, the three variables must exist for motivation to take place. Thus, when teachers do not think they will be successful at a task or do not value the results of becoming successful in their school or do not perceive a connection between their attitude and the school climate, it is more than likely that they will not apply themselves to the teaching activity. But when teachers are motivated to perform competently in the classroom, they will have more positive attitudes resulting to a positive result to the students. As noted by Banks (2001), school climate can also impact teacher identity. Banks reported that, â€Å"The school climate communicates†¦the school’s attitudes toward a range of issues and problems† (p. 24). School values not in agreement with those of its teachers and a lack of communication and perceptions of shared power and control on the part of administration (teachers and principals), may negatively influence teachers’ attitudes about the school itself and their chances for professional development (Hoy & Woolfolk, 1993). When the climate of the school promotes a harmonious value system that is in agreement school wide, and when high levels of communication exist, teacher attitudes are more positive. Thus it can be seen, as Karpicke and Murphy (1996) have noted, a positive school climate has a great impact on success of both teachers and students alike, significantly encouraging achievement on the part of all. Lynn and Hassan (1999) examined pedagogical practices and beliefs of African American teachers and students at a private middle school in an affluent African American community. Their investigative study provided a portrait of the school and the students in an attempt to raise the critical consciousness of the students. From their observations and interviews, they found the role of alignment between the school mission and teacher beliefs and practices was high. Also, there were shared views about the principles taught regarding the development of moral, intellectual, and spiritual aspects of students. According to attribution theory, teachers’ perceptions of their school climate experiences, whether they be the actual objective of the experience or not, will generally influence their attitudes toward teaching (Weiner, 1985). In other words, teachers try to explain their failure or success by relating (attributing) this to certain school climate characteristics. Weiner (1986) also linked attribution theory to achievement motivation in specific steps. In Weiner’s view, the first step starts with an outcome realization. Deciding whether or not the outcome is negative or positive represents the second step of this sequential process. During the third step, specific information about the outcome is gathered. Next, the search for a cause takes place. This involves a determination as to whether the outcome is the effect of a specific strategy, conscious effort on the part of the student in question (i.e., the doer), or just plain luck. In this way, achievement motivation is explained. McClelland (1985) also linked attribution theory to achievement motivation, but carried the analysis as well as the theoretical orientation a step further. McClelland identified variables or component parts that comprised achievement motivation and subsequently acknowledged some common characteristics. These included (a) concern for personal achievement over concern for external rewards for success, (b) an ability to set obtainable goals, (c) the desire for performance related feedback as opposed to attitudinal feedback, and (d) consistent thinking about ways in which progress can be made which thus increases their achievement levels. Expectancy theory as related to achievement theory is yet another theoretical orientation of the present investigative research. It should be explained that the emotional feelings of achievement and satisfaction are actually determined by each individual. Teachers decide on the degree to which their learning experiences are satisfying by comparing them with their own expectations (Whaley & Smyer, 1998). Aspects of learning that fall short of these expectations can cause discontent. Often teachers compare their perceptions of their school climate to their perceptions of what it should be. If a teacher’s subjective evaluation or perception of ratio of school climate inputs to output (e.g., positive attitudes and satisfaction) is lower than the comparison, the teacher is very likely to be dissatisfied. Expectations and comparisons of perceived worth, however, are subjective, and often biased or even erroneous. Private Schools As the achievement gap grows larger, African American parents have also lost faith in public school education, especially those who have enrolled their children in private schools (Sander, 1997). This is because of some factors such as racial discrimination of the white teachers and white students to black students, low interest of students to go to school for a reason that they develop low self-esteem in school because of diverse ethnicity, and many other more. Black and White parents alike believe that attending private schools would rid their children of such problems as bullying, skipping school, high dropout rates, and would give their children a better chance to higher academic achievement. According to National Center for Education Statistics (2008), there are 28, 384 private schools in the United States now with 6.1 million PK-12 students enrolled. Over 25 percent of the nation’s schools are private schools and about 11% of all students are enrolled in these private schools. On the other hand, the National Center for Education Statistics, which periodically test the grade 4, 8, and 12 students’ skills and knowledge using the National Assessment of Educational Progress (NAEP), showed their analysis on the score of students from private and public schools. Based on their results, students in private schools consistently score well as compared to public students. There are many factors that could affect students’ achievement. Factors may include the type of school the student is enrolled, number of students in a classroom (class size), the efficiency of the teacher teaching the subject, the student’s classmates, and many other more including family and social factors that could hinders students’ achievement (Betts et. al, 2003). However, one of the most influential on students’ achievement is the way the teacher is teaching the subject and the values he/she taught to the students. With this reason, the teachers’ perception on their school climate will greatly influenced the way they will teach the students for their perceptions will determine factors that motivates them to teach such as job satisfaction or secured environment. Attribution Factors in Terms of School Climate A number of attribution factors influencing achievement motivation are identified in the literature and are examined in the research. These include (a) school climate in terms of lines of communication, (b) peer influence, and (c) perceptions of educational experiences. Each has an important influence and is considered to be an important attribution variable influencing achievement motivation. With respect to school climate, perceptions are related to their overall educational experience. Studies have shown that perceptions of school climate affect a wide variety of social and academic success factors, and vice versa. For example, the social environment and climate of the school and the actions within those environments influence students’ perceptions of their own effort and success in school (Kaufman, 2004). Moeller (2005) found that students’ perceptions of school climate and their own sense of responsible behavior are correlated. Studies also found that school climate can be effective in many ways. Researchers found school climate positively affect academic performance/achievement. They also found that it influences the behaviour of a student and the decision to remain in school (Monrad et al., 2008). Similarly, according to Kuperminc et al. (1997), a positive school climate showed association with fewer behavioural and emotional problems for students. Smerdon’s (2002) study, which collected data from a nationally representative sample of high school students, discovered that students who may need perceived school membership and open school climate the most and may benefit most from it perceived lower levels of membership than did their peers. The cultural environment in schools can also contribute to African American students’ poor academic performance. Teachers often comment on the fact that these items give them little chance to help African American students in meaningful ways: (a) they often can only maintain minimal order in the classroom, (b) school violence is on the increase, (c) with curriculum requirements teachers have little time to help student’s to fulfill the requirements of the curriculum, and (d) these students become discouraged and very often drop out of school (Hale-Benson, 1996). Voelkll (1995) examined the influence that participation and creating a warm school environment would have on academic achievement. The study included a nationwide sample of 13,121 eighth graders. The finding showed, â€Å"that there was a direct relationship between warmth in the classroom environment parent involvement in the school and students willingness to participate. It seems that participation in class has a distinct and crucial influence on the relationship between students’ perceptions and achievement† (p. 112). In addition, on the study conducted on school climate in urban environments by Haynes & Comer (1993) showed that a positive school climate and is conscious of cultural differences can significantly improve academic success or performance among the urban students. Hoy and Woolfolk (1993), on the other hand, assessed teachers’ perceptions of the school climate as related to organizational health. Specifically, the researchers examined the relationships between two dimensions of teacher efficacy (general and personal teaching efficacy) and aspects of a healthy school climate as defined in terms of institutional integrity, principal influence, consideration, resource support, morale, and academic emphasis. The sample of the study consisted of 179 teachers from 37 elementary schools in New Jersey (Hoy & Woolfolk, 1993). A modification of the Organizational Health Inventory was administered to the teachers to obtain the data for analysis. The researchers concluded from their data analysis that a healthy school climate (strong academic emphasis and a principal who was able to influence superiors on behalf of teachers) was favorable to the development of teachers’ beliefs that they could influence student learning, â€Å"Thus, teachers’ confidence that they can reach students was supported by organizational factors that help teachers manage and teach students† (p. 355). Studies have shown that a positive school climate is associated with increased job satisfaction for teachers (Taylor and Tashakkori, 1995; Ma & MacMillan, 1999), level of work efficacy, and teacher autonomy. Teachers found satisfied in their jobs have more positive views or perception about school climate as compared to those teachers who were not satisfied (Bahamonde-Gunnell, 2000). While on the research conducted by Hirase (2000), the researcher found out that teachers working in a school with positive school climate have greater sense of work-efficacy. The research conducted by Erpelding (1999) found that there is a strong relationship between teacher autonomy and school climate. Same with the studies of Bempah et al. (1994) and Rosenholz (1989), when teachers feel that they have some power or autonomy and also involves into school-level decision-making, they are less likely to leave. Consequently, when teachers feel powerless and alienated, their efficiency to teach lowers (Ashton & Webb, 1986). With an increased in job satisfaction, work-efficacy, and teacher autonomy, teachers will be able to educate the students with quality education, thus, increasing the students’ performance or success in learning and making the school successful too. To support this favourable development of teachers in positive school climate which can lead to successful school, studies also found that a having a positive school climate is related to indicators of school success such as standardized test scores (Monrad et al., 2008). Chapter Three: Methodology Previous chapters introduced the problem of the study, explained the purpose, provided the theoretical orientation, and reviewed the literature pertinent to the major variables. The purpose of this chapter is to detail the methodology that will be employed to collect and analyze the data. Thus, this chapter presents the design, procedures, and analysis plan for carrying out the study. Research Design The method for this study is based on a non-experimental design that focuses on the use of data collected using scores from the SLEQ in a selected population. Thus, the research approach of the study will be descriptive and will essentially represent a quantitative study. Research provides us with a variety of perspectives from which to see things and a way of empirically analyzing our findings (Rinaldo, 2005). It enables use to see from where we have come, provides us with a description of where we are now, and gives us some semblance of the direction in which we seem headed (Rinaldo). Quantitative and qualitative research is vital part of any investigation. Quantitative research is defined as the collection of numerical and statistical data (O’Neil, 2006). Quantitative research is frequently used to investigate research questions. This research often starts with the collection of statistics, based on data, observations, or surveys. One popular quantitative technique is the survey. Surveys can be administered by telephone, face to face, mail, or more recently by the Internet. Quantitative data is described by O’Neil as data which can be sorted, classified, measured in a strictly objective way. The relationship between these variables is expressed using effect statistics, such as correlations, relative frequencies, or differences between means (Hopkins, 2000). The researcher is a very valuable component throughout the collection of data. According to Glesne and Peshkin (1992), when conducting a quantitative study, the researcher is described as being detached, impartial, objective, and portrayal. The researcher’s purpose is to generalize, predict, and provide causal explanations. There are several approaches the research can use. Some approaches are subject to hypothesis, theories, manipulation and control, experimentation, deductive, and component analysis (Glesne & Peshkin). According to Hopkins (2000), in a descriptive study, subjects are usually measured once and no attempt is made to change behavior or conditions; things are measured as they are. Hopkins stated that the aim in quantitative research is to distinguish the relationship between the independent variable and the dependent variable in a population. Selection of Participants Babbie (2003) indicated that it is appropriate for a researcher to conduct purposeful sampling because of the researcher’s knowledge of the population, its elements, and the nature of the research objectives. In addition, Babbie (2003) suggested that a researcher may want to study a small subset of a larger population in which members of the subset are easily identified. It is for this reason that three African American private schools in one urban area in the United States were selected for inclusion in the study. These will be named A, B, and C to ensure anonymity. Together, the study population total will be 67 teachers instructing preschool through twelfth grade. All will become the target population. Those who agree to participate in the study will become the sample. Their responses will provide data regarding their perception of the climate in their school, both actual and ideal. School A focuses on educating students ages 2-12 and strengthening basic educational components to prepare students to be competitive in a global society. The co-educational school enrolls 121 students in grades prekindergarten to fifth grade and employs 20 teachers. The student to teacher ratio is 9.3:1. All of the students are African American. School B is a Christian school. The co-educational school enrolls 220 students in grades prekindergarten to twelfth grade and employs 26 teachers. The student to teacher ratio is 7.8:1. Ninety-eight percent of the students are African American. School C has built its program around the concept currently known as African-Centered education, a holistic approach based upon the premise that children excel academically and intellectually when the curriculum, teaching methodology, and environment reflect the builders of yesterday and the ideas of the future. The co-educational school enrolls 215 students in grades prekindergarten to eighth grade and employs 21 teachers. The student to teacher ratio is 10:1. Ninety-eight percent of the students are African American. Instrumentation Data used in the proposed study to analyze the perceptions of teachers will be collected through administration of a test instrument, the School Level Environment Questionnaire (SLEQ), as developed by Fisher and Fraser (1990) and published in the Handbook of Tests and Measurement in Education and the Social Sciences (2000). The SLEQ is comprised of 56 items that measure teacher’s perceptions of the psychological environment of a school. As explained by the originators, the SLEQ consists of two answer forms–one that measures the actual environment as perceived by teachers and the second that measures the ideal or preferred school environment. Three different teacher samples assisted in the development of the test instrument (Fraser, 1989). Alpha coefficients ranging from 0.70 to 0.81 were provided as an estimate of the internal consistency of each of the eight subscales. These subscales include student support, affiliation, professional interest, staff freedom, participatory decision making, innovation, research adequacy, and work pressure. Each subscale consists of seven items which, when added together, provide a separate score. The scale development for the SLEQ was derived from the Work Environment Scale (Fraser, 1989). It is divided into three basic dimensions. These include relationship, personal development, and system maintenance and system change dimensions. As reported by Fisher and Fraser (1990), these broad dimensions were used for the development of the SLEQ. Non-participatory decision making (suggesting a closed school climate) is indicated, for example, by such items as â€Å"I have little say in the running of the school† and â€Å"It is very difficult to change anything in this school.† Resource inadequacy is indicated by responses to such items as, â€Å"Tape recorders and cassettes are seldom available when needed† and â€Å"The supply of equipment and resources is inadequate.† Assumptions It will be assumed that all study subjects will answer the survey questions honestly and to the best of their ability. It is also assumed that the students in the three schools where their teachers are being surveyed will be representative of the larger population of African American students attending an independent Black private school. Procedures Data will be collected by the researcher from the teachers at each school at a time selected by the administrators and researcher. The purpose of the study will be presented to the teachers and the questionnaires will be distributed. The researcher will remain until the teachers have completed the questionnaires and will collect the completed forms before leaving the meeting. Those teachers who agree to participate and return completed survey forms will become the sample. All respondents will be asked not to sign their name. In this way this researcher can assure anonymity. Those who wish a copy of the results when the study is completed will be asked to provide an e-mail address to be used for this purpose only. Data Processing and Analysis Data collected from survey questionnaires will be assessed to determine whether teachers’ perceptions of their actual school climate are similar to their perceived ideal school climate. The perceptions will be compared. Teachers’ view of the ideal and actual psychological environment will also be compared across the three African American private schools included in the proposed study. Findings from the analysis of data will be reported as descriptive statistics. These include standard deviations, percentages, mean averages, and others of a similar nature. From this information, implications and conclusions will derive from the teacher perceptions. Findings from schools will be compared to each other and to those in the literature. References *Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309. Ashby, Dianne E., and Samuel E. Krug. (1998). â€Å"Understanding and Promoting School Climate and Culture.† Thinking Through the Principalship. New York: Eye on Education Inc. Ashton, P. T., & Webb, R. B. (1986). Making a difference: Teachers’ sense of efficacy and student achievement. New York: Longman. Atkinson, J. 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