Gilgamesh Essays (740 words) - Epic Of Gilgamesh, Enkidu, Gilgamesh

Gilgamesh Essay over The Epic of Gilgamesh The main character in the book The Epic of Gilgamesh is Gilgamesh himself. In the beginning of the book one realizes that Gilgamesh is an arrogant person. Gilgamesh is full of himself and abuses his rights as king. He has sexual intercourse with the virgins of his town and acts as though he is a god. Although some readers of this classic book may say that Gilgamesh does not change from the beginning of the book, it can easily be interpreted the other way. Throughout the book, many things cause Gilgamesh to change. He gains a friend, he makes a name for himself by killing Humbaba, and he tries to become immortal because of the death of Enkidu. Through these main actions his personality changes and he becomes a better person. First, the quest for immortality after the death of Enkidu shows that Gilgamesh has changed. Gilgamesh becomes frightened when he realizes that he isn't immortal. After the death of Enkidu, Gilgamesh tries to find immortality by trying to cross the ocean to find it. He sounds pathetic as he rambles of his reason for trying to find everlasting life. His state of being at this part in the book, which is the end, is completely different from his arrogant beginning of this epic. Gilgamesh has gone from arrogant to scared. Second, the death of Humbaba changes Gilgamesh. Humbaba is evil. Many people who live in the city of Uruk fear Gilgamesh. Most would say that Gilgamesh himself is, in fact, evil. He has sex with the virgins, he does what he wants, and he tends to offend the gods. He has lots of problems with Ishtar. By going into the forest and facing Humbaba, Gilgamesh makes a name for himself and changes the views of the people in his city. This is a very arguable point. Yes, the past of Gilgamesh does not change, but the great deed of killing Humbaba, makes him a better person because he protects his city. This is another arguable point. Most would say he does this only to make a name for himself, but that is not the case. Gilgamesh does this because of his love for Enkidu and his people; he has changed from the beginning of the epic. Finally and most importantly, the main reason that Gilgamesh changes from the beginning of the book is the friendship that he has with Enkidu. Enkidu is made to make Gilgamesh more human. In the first paragraph of the book the gods are angry with Gilgamesh and send down an equal of himself, they send down Enkidu. After becoming friends, Gilgamesh changes because he has an equal to be with. Enkidu and Gilgamesh become as close as brothers. Because of this, a very arguable point comes up. Were Enkidu and Gilgamesh lovers? The answer is obviously yes. What points in the book show this? They go to sleep holding hands, Gilgamesh loves Enkidu like a woman, and Gilgamesh goes almost insane after the death of Enkidu. The point of Enkidu being a lover of Gilgamesh is very important. It allows the reader to understand the reasoning of Gilgamesh changing. There are no changes in Gilgamesh as a person until Enkidu enters the picture. Obviously he is the reason for all eventual changes in the personality and manhood of Gilgamesh. If the belief and understanding of Gilgamesh and Enkidu being much more than good friends is present, then the understanding of why Gilgamesh changes in the book is also present. If Gilgamesh is just friends with Enkidu some change is possible, but not almost total recall as Gilgamesh does in the book. People change more if there is sex involved and there is a deep relationship. In order to make Enkidu happy, Gilgamesh has to change, and he does, throughout their relationship. In reflection, although some people would say that Gilgamesh does not change from the beginning of the book The Epic of Gilgamesh, the better understanding of the book reveals that, in fact, Gilgamesh does change from the beginning of the book to the end. The personality of Gilgamesh changes for three distinct reasons. First, Gilgamesh changes in the book

Teaching a Specialist Subject Essays

Teaching a Specialist Subject Essays Teaching a Specialist Subject Essay Teaching a Specialist Subject Essay Wider Professional Practice Assignment 1 How Recent Changes to UK Immigration Legislation Affect ESOL Provision in the Further Education Sector (Level 6) BryAnne Conley 7 January 2011 Introduction In recent years the English for Speakers of Other Languages (ESOL) sector has been dramatically affected by top-level UK immigration legislation. Immigration changes emanating from the Home Office, as well as corresponding funding changes for ESOL through Skills for Life, have significantly impacted public-sector Further Education (FE) teaching of ESOL. This essay will outline the recent history of national legislative changes affecting English-language teaching and identify the current operating policy and include a description of my education sector and learners. Following this description will be a detailed analysis of how the policy has been implemented in the public FE sector and especially within my own organisation. The analysis will begin by examining funding issues that affect the implementation, followed by a point-by-point discussion of positive benefits as well as negative impacts of each aspect. Both pre-existing and pending funding changes which impact ESOL provision will also be briefly mentioned. Historical Overview Hamilton and Hillier (forthcoming, p 1) could not have been more accurate when they stated It is clear from the historical record that ESOL has received uneven and often unhelpful attention from government. In the early 2000s the UK began significantly tightening immigration controls in an effort to reduce the number of immigrants to this country, and many amendments were added to the main law controlling immigration to the UK: the Immigration Act 1971. Prior to this time, the law specified only that any immigrant desiring British citizenship should have a sufficient knowledge of English (British Nationality Act 1948). In the last decade, however, an astounding 267 Statutory Instruments and 5 Acts dealing with immigration have been approved. These changes began with the Nationality, Immigration and Asylum Act 2002 and eventually led to the complete restructuring of the UK immigration system. A new Five-Tier Points-Based System (HC 439) was introduced and phased in during 2008 and 2009. This system tightened language regulations considerably, requiring different levels of English for different types of immigrants. HC 439 is the pertinent policy which this report will analyse, and one which significantly affects the FE ESOL sector, as it further restricts specifications regarding proof of English language progress and proficiency: A person is deemed to have sufficient knowledge of English and of life in the UK if he has attended a course using teaching materials derived from ‘Citizenship Materials for ESOL Learners’ and has thereby obtained a relevant accredited qualification in ESOL (or if he has passed the test known as the Life in the UK Test). [that] evidenced progress from one [ESOL] level to the next is required and that qualifications can only be obtained through attendance at a college that is subject to inspection by [approved agencies are listed]. This means that immigrants seeking to settle in the UK must now submit formal proof of their initial level of English in addition to proof of their final level, thus confirming an improvement of one whole ESOL level. In addition, instruction must now be provided by an approved, inspected college a change that could leave many private English language colleges without enough students to survive. (Tahir, 2010) Sector and Learners However, I teach in the public (approved) sector of Further Education: specifically in Adult and Community Education. ESOL provision in our sector is divided into several types of courses; the two areas I currently teach in are Skills for Life and Family Learning. Skills for Life ESOL, at the lower levels, has experienced significant cuts, whereas Family Learning ESOL is the only type of course for which funding has remained relatively stable. (NIACE, 2007) Our students are a mix of those who are settled, or wish to settle, permanently in the UK, and those who arrive from EU or EEA countries and want to improve their English for work purposes. As the Home Office has no power to regulate EU/EEA citizens in this country, this report will deal with the former group of students and how we help them achieve the required levels of proof of language proficiency and cultural knowledge for settlement (Indefinite Leave to Remain or ILR) and ultimately British citizenship. Implementation of Home Office Policy Backdrop: Funding Cuts An analysis of the implementation of Home Office policy in the Further Education sector would not be complete without mention of the effects of recent FE-wide funding cuts, for they have dramatically increased the negative impact of changes in immigration legislation. In 2007, the UK government introduced a major restructuring of the funding for the FE sector which included monetary cuts, reworking of fee remission structures, an increased emphasis on certain areas of Skills for Life, as well as workforce reforms requiring the upskilling of teachers in the FE sector (Learning and Skills Council, 2007). According to the 2007 NIACE report, all providers of FE and Adult Education experienced a reduction in LSC funding, which was their major source of revenue. The institutions surveyed by NIACE cited a few positive changes, such as becoming more focused and efficient, and learners benefiting from a sharper focus on quality. However, most of the changes cited were negative: reduction in learner numbers increased course fees and other supplementary charges (eg exam fees) significant barriers raised for low-income learners including ESOL learners staff reductions including teachers, support staff and managers reduction in administrative capacity cuts in the range and locations of provision reduction of course lengths shorter planning horizons need to invest in additional staff training In my own organisation, I have seen the following impacts of these funding changes: Job losses have caused demoralisation and increased stress for tutors, and especially for managers, as an increas ed workload is shared among fewer people. The target-driven climate has resulted in more paper shuffling by tutors and learners. Much time has been wasted by tutors and managers tracking targets on computer programs that dont work, trying to force the reality of students learning and progress into pre-determined aims, and the necessity of managing the numbers to satisfy funding requirements. Fewer locations of provision have meant that learners and tutors must travel further to classes, resources such as libraries have been considered luxuries and closed, and there has been a constant reshuffling of offices resulting in cramped, or a complete lack of, office space for many staff. Cuts in administrative staff and services have meant extra planning and workload for tutors, and learners are short-changed by receiving reduced resources and support. Selection of students is now often based on factors such as motivation or ability to complete exams rather than the need to learn the language. Our funding is now inconsistent, erratic and short-term, leading to general confusion, lack of continuity and increased spin -up time for everyone involved. As early as 2003, Lea noted problems with this approach to funding, stating that an environment in which FE is considered a profitable business †¦ could affect which ESOL students we take in or not. Requirement One: Life in the UK HC 439 requires proof that our courses include materials from the approved Citizenship Curriculum. These must be used in our planning, and we must specify what we have covered on each students Individual Learning Plan. This specification has an overall positive impact in that learners gain greater cultural knowledge of the UK; the negative impact is a small amount of extra paperwork for tutors. Requirement Two: Increase English One Full ESOL Level This requirement of the law is significantly more involved in its implementation, and has several aspects which will be discussed in turn. Aspect 1: Initial proof of English level is now required in addition to final level proof. Before, a quick initial assessment of learners’ skills levels sufficed, but now we must perform a more-thorough and well-documented diagnostic assessment. This assessment forms critical evidence that may be inspected by agencies such as Ofsted. The impact of this is significant: nearly all of the first one or two class sessions are now devoured by extensive assessments. These are stressful for the students and require huge amounts of time for tutors to prepare, mark, record and file. Additionally, because this is the public sector, Ofsted monitoring and funding concerns have led to creating a new electronic Data Return to track this assessment data. It has taken phenomenal amounts of time over two years to implement this system and train staff to use it. An unintended positive impact of these assessments has been a more detailed knowledge of students’ strengths and weaknesses, which targets the delivery of learning more precisely. Aspect 2: Students must pass exams to show an increase of one complete ESOL level from their initial assessment. This requirement has led to more teaching to the test which puts pressure on students and tutors alike to have exam success. Areas of vocabulary, grammar or knowledge which fall outside the scope of the exam are less likely to be covered in class. In the short term, this can be frustrating to learners and does not positively contribute to the quality of educational provision; in the long term, it may negatively impact other areas of students lives such as their job or family where they may need this extra information to function well and enhance their quality of life. This can lead to negative consequences for learners’ equality of opportunity in society. A further negative impact is the pressure on tutors to under-assess students levels initially, so that they can achieve an increase of one complete level in one year. It is essential for funding that students pass a minimum of one exam annually. ) Some students may not be accepted to learning programmes if it is not felt that they can achieve the required exam results; this can potentially lead to a lowering of the diversity in the class. One positive benefit, however, has been greater motivation by students to attend classes, focus on their studies and do well. Aspect 3: The Home Office is only interested in increased proficiency in speaking skills; reading and writing skills are not a priority. As a result of this, reading and writing skills can tend to fall by the wayside, and this can impact on students employability, especially for higher-skilled or higher-paid jobs. Students may be quite qualified in their own country, but unable to obtain jobs in the UK in the fields in which they were trained. A possibly-unintended consequence of this is keeping immigrants job prospects low, thus preserving higher-skilled jobs for British nationals; this is in direct contradiction to the points-based immigration scheme and the stated intentions of government policies! Future and Wider Issues At the time of this writing (Nov 2010) another change to the point-based immigration system is about to be implemented (Command Paper Cm 7944, 2010). The rule change will require spouses of UK settled individuals to have level A-1 level English before they can even enter the country. This pre-entry spouse language requirement has the potential to impact our sector significantly by reducing the number of students and making it more difficult to reach our target group of priority ESOL learners under the governments ‘New Approach to ESOL’ scheme. (DIUS, 2009), thus leading to further reductions in the diversity of our classes. It may even violate human rights and race relations laws. (Travis, 2010). Although this policy does not emanate from the Home Office and is therefore not considered directly in this report, it will nevertheless impact our sector with perhaps even greater intensity. The New Approach to ESOL was introduced by the UK government in the summer of 2009 as a joined up approach for handling ESOL provision (ibid. , p 23). A New Approach does indeed echo many of the aims of the Home Office legislation such as a refocus on ESOL priority learners, ESOL as part of preparing for work, and English to gain citizenship and integrate into communities. However, no new funding is provided to accomplish these additional tasks, and this will be intensely problematic. The Union of Colleges and Universities (2008) has stated categorically: Laudable government aims to lift migrant workers out of poverty and to deliver its community cohesion strategy [will] not happen unless appropriate funding is found. Conclusion The research done for this report suggests that ESOL provision in the Further Education sector is reaching a crisis point. More requirements are being piled on by government legislation emanating from a variety of agencies, while at the same time crippling funding cuts are being made across the sector. Staff in the sector are being stretched and stressed to the maximum. Barriers are being raised for learners that will keep immigrants in an economically-disadvantaged position in direct opposition to touted government ideals. It appears to be mainly funding policies, rather than requirement policies, which drive improvements or lack thereof in educational provision. In my opinion, the current situation is untenable, and prospects for the near future of ESOL provision are bleak. word count = 2164 Bibliography Ainley, B. (2007). Guide to Race Equality in FE. London: Continuum. Avis, J. (2007). Education, Policy and Social Justice. London: Continuum. Borders, Citizenship and Immigration Act 2009. (20 January 2010). [Electronic version. ] The Guardian. Retrieved October 2010 from: guardian. co. uk/commentisfree/libertycentral/2009/feb/13/civil-liberties-immigration. British Nationality Act 1948 (11 12 Geo. VI. c. 56) British Nationality Act 1981 (1981 c. 1). Command Papers. (2010). Statement of Changes in Immigration Rules, presented to Parliament by Command of Her Majesty October 2010. (Cm 7944). London: HMSO. Department for Innovation, Universities and Skills (DIUS). (n. d. ) Skills for Life: ESOL for Work - A new suite of qualifications. [Download, PDF. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/bank/3687_ESOL_leaflet_A4 _AW. pdf. Department for Innovation, Universities and Skills. (last updated 2 February 2009). Planning Funding. [Online. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/Planning_and_Funding. Department for Innovation, Universities and Skills. (2 February 2009). Proposed Funding Changes to ESOL and other Provision. [Electronic version. ] Extract of article first published in Update Magazine, issue 20. Available: http://rwp. excellencegateway. org. uk/readwriteplus/ESOL_changes. Department for Innovation, Universities and Skills. (2 February 2009). Race Equality Impact Assessment on proposed changes in the funding arrangements for English for Speakers of Other Languages and asylum seeker eligibility for Learning and Skills Council Further Education funding - report and emerging proposals. Download, PDF. ] Available: http://rwp. excellencegateway. org. uk/readwriteplus/bank/ACF1BE9. pdf. Department for Innovation, Universities and Skills. (May 2009). A New Approach to English for Speakers of Other Languages (ESOL). [Download, PDF. ] Available: bis. gov. uk/assets/biscore/corporate/migratedD/publications/E/esol_new_approach. Hamilton, M and Hillier, Y (forthcoming). ESOL P olicy and Change. [Download, PDF. ] To appear in Language Issues, the NATECLA Journal. Available: lancs. ac. uk/fass/doc_library/edres/hamilton_07_esol_policy_and_change. pdf Hillier, Y. (2006). Everything You Need to Know About FE Policy. London: Continuum. Home Office. (2010). Statement of Changes in Immigration Rules, laid before Parliament on 18 March 2010 under section 3(2) of the Immigration Act 1971. (HC 439). London: HMSO. House of Commons Home Affairs Committee. (9 March 2010). Follow-up to the Committee’s Report on Domestic Violence, Forced Marriage and Honour-Based Violence (HC 429-i). Available: publications. parliament. uk/pa/cm200910/cmselect/cmhaff/429/429i. pdf. London: HMSO. Lea, J et al. (2003). Working in Post-Compulsory Education. Maidenhead: Open University Press. Learning and Skills Council (LSC). (March 2007). Funding Guidance for Further Education in 2007/08. [Download, PDF. ] Available: http://readingroom. lsc. gov. uk/lsc/National/FEFundingGuidance0708. pdf. Learning and Skills Council. (2009). Fast Facts The New Approach to ESOL. [Download, Microsoft Word. ] Available: http://readingroom. lsc. gov. uk/lsc/National/nat-esol_fast_facts_LA-july2009-v1-1. doc. Migrant Health. Infectious diseases in non-UK born populations in England, Wales and Northern Ireland. A baseline report 2006: Appendix One: The history of migration to the UK. (November 2006) [Download, PDF. Health Protection Agency. Available: hpa. org. uk/webc/HPAwebFile/HPAweb_C/1201767922096. National Archives. (As of 4 January 2011). Database search for legislation using keyword immigration across years 2000 through 2010. [Online. ] Accessible at: legislation. gov. uk. National Institute of Adult Continuing Education (NIACE). (August 2007). Understanding the Impact of Funding Changes on Adult Learning: Further Education Colleges and Local Authorities. [Download, PDF. ] Available: unison. org. uk/acrobat/NIACE_Aug07. pdf. Papp, S. (18 September 2009). The impact of language assessment for language assessment for migration and integration in the UK: a preliminary survey study. [Presentation. ] Conference on Language and Integration. Berlin: Goethe-Institut. [Download, PDF. ] Available: goethe. de/ges/spa/pro/sog/ikz/pdf/Szilvia-Papp. pdf. Paton, A and Wilkins, M. (2009). Teaching Adult ESOL: Principles and Practice. Maidenhead: Open University Press. Singh, R, QC, and McColgan, A. (21 September 2010). In the Matter of Pre-Entry English Language Requirements. [Download, PDF. ] Available: liberty-human-rights. org. k/human-rights/asylum/pre-entry-language-req-matrix-legal-advice-sept-2010. pdf. Tahir, T. (2010). English language schools fear new visa rules. The Guardian, 19 January 2010. [Online]. Retrieved Nov 2010 from: guardian. co. uk/education/2010/jan/19/foreign-student-visas Tett, L; Hamilton, M; and Hillier, Y. (2006). Adult Literacy, Numeracy and Language: Policy, Practice and Research. Maidenhead: Open University Press. Travis, A. (27 September 2010). Human rights lawyers condemn English tests for spouses coming to UK. [Electronic version. ] The Guardian. Retrieved November 2010 from: uardian. co. uk/uk/2010/sep/27/lawyers-condemn-migrants-english-tests. University College Union (UCU). (2007). Increasing exclusion, raising barriers: the real costs of charging for ESOL. [Download, PDF. ] Available: ucu. org. uk/media/pdf/l/6/ucu_esolbriefing_nov07. pdf. University College Union. (2008). UCU warns community cohesion cannot happen without English classes for migrants. (2 April 2008). UCU News. [Online. ] Available: ucu. org. uk/index. cfm? articleid=3183. UK Border Agency. (July 2009). Earning the Right to Stay: A New Points Test for Citizenship. [Download, PDF. Available from the European Archive: http://webarchive. nationalarchives. gov. uk/20100422120657/ ukba. homeoffice. gov. uk/sitecontent/documents/aboutus/consultations/earning-the-right-to-stay/earning-the-right-to-stay/earned-citizenship-c onsultation? view=Binary. United Kingdom country information sheet. (n. d. ). [Online. ] European Web Site on Integration. Available: http://ec. europa. eu/ewsi/en/info_sheet. cfm? ID_CSHEET=21. Windsor, V and Healey, C. (2006). Lifelines 20: Developing ESOL, Supporting Achievement. Maidenhead: Open University Press. WorkPermit. com. UK Immigration English language requirements for spouses and

Abortion Essay Example | Topics and Well Written Essays - 750 words

Abortion - Essay Example This discussion exposes these untruths that have been reported and are widely perceived as facts. There is little freedom of choice for women who are experiencing an unwanted pregnancy. The women themselves usually wish to bring their baby to full term. Other powerful influences in her life such as husbands/boyfriends, parents and friends are generally the forces that exact pressures on her to terminate the pregnancy. â€Å"Eight out of 10 women surveyed after abortion said they would have given birth if they’d had support and encouragement from family and friends† (Reardon, 2002). It’s the abortion that, in many cases, is unwanted by the woman, not the baby. Most often, the father of the child, not wishing to accept responsibility, may beg or even threaten a woman until she agrees to the abortion. â€Å"In 95 percent of all cases the male partner played a central role in the decision† (Zimmerman, 1977). This and other studies have illustrated clearly that most women decide against their own conscience. Legal abortion enables fathers to force their wi ll on mothers. Some women resort to abortion in desperation because they fear continued abuse. That fear is substantiated as women who refuse to abort have been subjected to serious abuses which have escalated to murder if the women still persists in her refusal. Murder is the leading cause of death for pregnant women and for what other motive could there be? â€Å"64 percent of women surveyed report being pressured by others into unwanted abortions† (Reardon, 1992).   Ã‚  Immediately following an abortion, the one(s) coercing the decision are relieved and seldom, if ever, give the inconvenient issue another thought. Women, on the other hand, suffer long afterwards, racked by overwhelming guilt and agonizing over their irreversible decision. This pain may last a lifetime as they are never able to forgive themselves

The Toyota Production System Article Example | Topics and Well Written Essays - 750 words

The Toyota Production System - Article Example This paper will review the article â€Å"The Toyota Production System† by the Public Affairs Division of the Toyota Motor Corporation (2003). The main issue then is that Toyota needed to become more competitive in producing global cars, but in a more organized manner. This section proceeds to the background of the issue. The manufacturing industry is a highly competitive sector that thrives in constant innovation. Toyota discovered that quality management is one of the keys to global competitiveness, and that its management can formulate the TP, which will be its driver of global strengths. TPS relies on years of trial and error, until it has been perfected and applied by Toyota worldwide. The trial and error system means that the company learned from actual mistakes of the system and developed realistic solutions. The TPS is the brainchild of Taiichi Ohno. The main manufacturing system then was the push system, where manufacturers made whatever they thought was in demand. Thi s created a great deal of waste and inventory, however, because real demand tends to fluctuate. Ohno, through repeated trial and error, changed the push to a "pull" system that disabled the factory from making unnecessary items. The pull system consisted of tools, including the kanban (information card), andon (display board), and poka yoke (error prevention). Minoura asserted that only when these "loose collection of techniques" were consolidated into a fully-fledged system that the company was able to deploy TPS across its manufacturing plants. The major points of the article are that the TPS can identify wastes in the production process and optimize the scheduling process, training people are fundamental to achieving quality products and processes, and good supplier-manufacturer relations are critical to an efficient production system. The article highlights the importance of just-in-time production that begins with cutting the lead-time for making things. Minoura argued that it is important to cut processes that do not add value. He noted that many delays come from transferring one part to another and so if it is possible to eradicate transfers, this greatly reduced lead-time. The TPS is also about developing people. The article argues the value of human development to TPS, because people are the ones making products. It asserts the importance of training people to following rules and regulations of kaizen so that Toyota's monozukuri (making things) can be attained. Minoura also underscores that localization or genchika is important. It is about promoting the attitude of TPS ingrained into the local employees of the company. Finally, suppliers are called to think like car manufacturers, so that they can also cut costs and customize their products. Toyota maintains good supplier relations to attain cost advantages and preserve trust, which is critical to the just-in-time system. Hence, TPS is truly a comprehensive approach to manufacturing, as it merges peo ple, technology, management, and systems thinking under one umbrella of total quality management. In conclusion, this article suggested the use of lean manufacturing in reducing lead time and generating a climate for developing a learning organization. I believe that lean manufacturing will truly have an impact on lead time, because its diverse tools and practices are crucial in identifying wasteful processes. These tools also stress the value of correcting mistakes as they occur and incorporating thinking when solving problems at individual work levels. Furthermore, TPS is not only a technological system with information system dimensions, but also a people management system dimension. The

Clinical Trials Essay Example | Topics and Well Written Essays - 250 words

Clinical Trials - Essay Example The investigator is also responsible for their designated treatment or intervention. After the trial, outcomes are measured. Observational studies, on the other hand, are observation only of the individuals and measuring of outcomes by the investigator. In participating to a clinical trial, human subjects must be informed of its pros and cons. Among the pros of clinical trials are the following: the participants will be able to play an active role in their health care, they will be the first one to access to new research treatments before it becomes widely available, participants will be entitled to obtain expert medical care at leading health care facilities during the trial, and they will help others by participating to the medical research. Investigator must also inform the participants of the consequences such as possible occurrence of unpleasant, serious, or life threatening reactions during experiments, ineffective experimental treatment for the participant, and protocol comple xity requiring more time and attention of participants. Although there are standard protocols for a clinical trial, ethical concerns cannot be avoided. Issues regarding confidentiality of information and beneficence might be violated.

Family Support in Mental Illness

Family Support in Mental Illness Family is an important and inevitable part of an individual and its uninterrupted presence gives us a psychological support and courage to courageously deal with any kind of trouble.It provides a strong and long lasting shelter to a person and every one looks toward his family for primary care. Although family’s role is necessary in physical illness but in psychiatric illness it has an undeniable and imperative part in treatment exercise and it is indeed one of the mental health promoting practice. So we can say that family plays an integral role in alleviating the significance of mental illness because only medical intervention is ineffective. The support of family for an individual with mental illness is crucial in Asian Indian culture. The involvement of the family is so imperative, that often it becomes a prerequisite of seeking help for psychiatric illness (Stanhope, 2002 as cited in Cook Tarnovetskaia, 2008). Studies have concluded that the rate of recovery from schizophrenia is greater and mortality of people with schizophrenia is lower in the developing world than in the developed countries and the key positive factor that bring that change is the involvement of families in the course of treatment (Warner, 2009). Let’s view this aspect in a sense that what difference it will make if family is not involved in the treatment of psychiatric illnesses in cases where people living alone without any family support during the course of their illness. Maladaptive parental behavior is associated with an increased risk in offspring for anxiety, depression, disruptive personality, and substance use disorders during late adolescence and early adulthood. (Ajit Avasthi,2010) Childhood exposure to parental verbal aggression is associated, by itself, with moderate to large effects on measures of dissociation, irritability, depression and anger-hostility.According to studies, lack of family and social relationship cause homelessness and badly effect the quality of life (Pinikahana, Happell, Hope Keks,2009). . This causes too much frustration to the patient and instead of reducing mental illness it enhances much pain and suffering to the patient. Thus it has been found that when family support is absent the severity in the mental disorder keep increasing and any sort of medication often failed to produce good result. Resultantly family support is very vital and has a big impact to a patient suffering from mental illness.. Families have valuable information and knowledge about their relatives. They also have expertise, acquired through sometimes painful experience.They know about approaches that work and those that do not. Consumers, service providers and families beneà ¯Ã‚ ¬Ã‚ t greatly when family members are involved as full partners in the care and support of people with mental health and addiction problems. When family support is not provided to an individual suffering from a mental illness, he endures a lot of setbacks and it has a direct impact on him. Mostly he confused about his parents changed behavior and feels embarrassing for being in the affected persons company. A 50 years old male patient Noor Ali Hussain was in Nizari Senior Citizen, suffering from mental illness for the last ten years. The patient has a history of schizophrenia, bipolar disorder, depression and odd behavior. On clinical day, I interviewed him about his family history. He told me that his family leaves in America and they have left him in senior citizen. Moreover, he explained that his family doesn’t come to meet him, they just call him only on some special occasion. He stated that he feels happy when he talk to family and he want to live with them. However his family doesn’t take him with them to America because he is illiterate and aged.Further stated family told him that we are busy in our work no one is here to take care of you and left me in senior citizen. After carefully assessing this pathetic situation I decided to choose this topic that is family support in mental illness. In my patient multiple disorders were present and in such cases family suppor t is very important in rehabilitation and recovery of mental illness. But, in my patient case, unfortunately the family support ceased to exist. Care giving literature has illustrated that the prominent role in the provision of support for individuals with mental illness falls on family members, especially on women (Saunders 2003, Zauszniewski et al. 2008, Huang et al. 2009). Evidence linking caring for a member with mental illness to increased levels of burden for the family caregiver is compelling and consistent. Family caregivers have widely identified burden as ‘any individual whose presence and performance aroused either fear or shame must be burdensome and could not be living within a supportive environment’ (Thompson Doll 1982, p. 380). Studies have concluded that mostly people consider taking care of a mentally ill person as a burden. The family care giving burden framework best define my patient case because it distinguishes between the objective and subjective burden (Hoening and Hamilton,1996). Objective burden emerge in the form of disruption in everyday life in the household, financial constraint, breakdown in daily activities and social interaction and these are observe by the caregiver. Subjective burden are the caregivers feelings, attitude and emotions that reflects that he carries a burden(Bull, 1990; Hoening Hamilton,1966; MaurinBoyd, 1990; Reinhard, 1994). Therefore it is necessary to minimize the sense of burden felt by caregivers. Some strategies and interventions that could be help when families are involved in order to promote mental health are discussed briefly. Skilled Training and Health Management(STHM) intervention was developed with the aim of enhancing independent functioning and health care outcomes for older adults with SMI (primarily schizophrenia-spectrum disorders and bipolar disorder) (Bartels et al., 2004).moreover HM consisted of health care preventive measures to identify and monitor acute and chronic medical problems. Moreover family interventions should focus on expanding training to patient and key relatives about mental illness recovery, skills training, task sharing of household and self-care. A positive change in these areas is likely to improve the quality of life of people with mental illness and their families. Other effective strategies include discussion, debriefing session and family therapy that are good practices to involve family in care. Family therapy is also useful Psychotherapy that teaches families and their members to resolve the issue effectively and improve their understanding. According to psychiatric mental health nursing book(2006) Psychoeducation family therapy has been more successful in treatment of patient with schizophrenia and it reduces long term hospitalization as well(Dixon, 2001). According to psychiatric mental nursing book(2006),Self-help group are best position to help clients and families find additional support and information. Family support in mental illness can’t be ignored and it has a lasting role in the recovery of a mentally disorder individual. But sometime family considers burden and feels embarrassed and frustrated. In such crucial time, I think nurse can play a positive role by educating and counseling the family and his close relative about the intensity of the case and teach them strategies and skill to tackle the issue. By concluding, it can be said that family is an important source in promoting mental health but at the same time it is also necessary for the care professional to avoid commenting any mistake which may restrain the family from their beloved one who suffer from mental illness.Lastly, through assessing the identified framework and effective strategies we can play a role in alleviating the burden of mental illness that may bring a positive change in the patient who is diagnosed with mental illness. The prerequisite to promote mental health is to deal the patient holisticall y and make family involvement in treatment an integral part.

Leo :: Free Essays

  Ã‚  Ã‚  Ã‚  Ã‚  Leonardo da Vinci was an all around Renaissance Man, who accomplished many things during his life. He was a celebrated painter, sculptor, architect, engineer, scientist and inventor. Innovations of his paintings influenced Italian art a century after his death. His scientific studies such as anatomy, optics, and hydraulics led to the development of modern science.   Ã‚  Ã‚  Ã‚  Ã‚  He was born in a town in Tuscany, near Florence. His dad was a wealthy Florentine notary, and his mom was peasant woman. In the mid-1460’s his family and he settled in Florence, where he was given the best education that a major intellectual and artistic center could offer. There he rapidly advanced socially and intellectually. At first he became an apprentice for Andrea del Verrocchio, the leading painter and sculptor at that time. Then in 1478 he became an independent master. He was first commissioned to paint an altarpiece for the chapel of the Palazzo Vecchio, the Florentine town hall, which was never executed. Other works that he’s done in his youth are; Benois Madonna, Ginevra de Benci, and the Saint Jerome.   Ã‚  Ã‚  Ã‚  Ã‚  In about 1482 he went to work for Ludaico Sforza, the duke of Milan. He wrote the duke a letter that stated that he could build portable bridges and that he knew the techniques of constructing bombardments and making cannons. He also wrote that he could build ships as good as armored vehicles, catapults, and other war machines. He served as the principle engineer in the duke’s military enterprises and was an active architect of his. While in Milan it was said that he had apprentices and pupils. The most important painting during the early Milan period was The Virgin of the Rocks. Then from 1495 to 1497 he labored on The Last Supper, a mural in the refectory of the Monastery of Santa Maria delle Grazie in Milan. Leo :: Free Essays   Ã‚  Ã‚  Ã‚  Ã‚  Leonardo da Vinci was an all around Renaissance Man, who accomplished many things during his life. He was a celebrated painter, sculptor, architect, engineer, scientist and inventor. Innovations of his paintings influenced Italian art a century after his death. His scientific studies such as anatomy, optics, and hydraulics led to the development of modern science.   Ã‚  Ã‚  Ã‚  Ã‚  He was born in a town in Tuscany, near Florence. His dad was a wealthy Florentine notary, and his mom was peasant woman. In the mid-1460’s his family and he settled in Florence, where he was given the best education that a major intellectual and artistic center could offer. There he rapidly advanced socially and intellectually. At first he became an apprentice for Andrea del Verrocchio, the leading painter and sculptor at that time. Then in 1478 he became an independent master. He was first commissioned to paint an altarpiece for the chapel of the Palazzo Vecchio, the Florentine town hall, which was never executed. Other works that he’s done in his youth are; Benois Madonna, Ginevra de Benci, and the Saint Jerome.   Ã‚  Ã‚  Ã‚  Ã‚  In about 1482 he went to work for Ludaico Sforza, the duke of Milan. He wrote the duke a letter that stated that he could build portable bridges and that he knew the techniques of constructing bombardments and making cannons. He also wrote that he could build ships as good as armored vehicles, catapults, and other war machines. He served as the principle engineer in the duke’s military enterprises and was an active architect of his. While in Milan it was said that he had apprentices and pupils. The most important painting during the early Milan period was The Virgin of the Rocks. Then from 1495 to 1497 he labored on The Last Supper, a mural in the refectory of the Monastery of Santa Maria delle Grazie in Milan.

Ap Euro Martin Luther Conservative or Revolutionary Essay

Martin Luther was one of the greatest monks, priests, and theological teachers of Germany, along with being the symbol of the Protestant Reformation. He did not start off so religious however. One day he was caught in a frightening and dangerous storm. He prayed to God begging not to be killed, and vowed to become a monk if he survived. He did live, upholding his word to the lord, and joined a monastery. He joined an Augustinian friary in 1505, where he suffered from anfechtung, or spiritual anxiety. He never knew if he was doing enough good works to achieve salvation and gain entrance to the kingdom of heaven, as it was believed by the Catholic religion that it took good works along with faith in order to enter. To take his mind off of his religious worries, he was recommended to a teaching post at the University of Wittenberg. There, he taught theology and was quite popular among his students. Luther suffered from constant constipation, so he often read the bible while on the toile t. One day while doing this a certain passage from the epistle of St. Paul to the Romans: â€Å"the just shall live by faith,† which led to Luther’s core belief of sola fide, or faith alone. Through this belief, Luther believed that the only thing needed to achieve salvation was to live by faith alone, which challenged the Roman Catholic Church’s theology that both faith and good works were necessary. Luther shared his beliefs with the people of the Holy Roman Empire, demanding change to the way theology was widely taught. He agreed with parts of the current teachings and was conservative, wanting to keep parts of the religion the same. He kept the sacraments, however reduced the amount of them from 7 to 2. He was also like many Roman Catholic religious figures, anti-Semitic. Lutheranism, as his religion came to be called, became more submissive to the state as well. However Luther also had many revolutionary ideas, which angered those of the RCC. In response to the political problems, he wished to do away with the process of indulgences, which were no more than pieces of paper in his eyes as works had nothing to do with salvation. His nailing of the 95 Theses highly angered the church authorities, as it went against everything they taught and believe. However in his response to the social problem of the Peasant’s Revolt, he told the princes to crush those who rebelled, as social revolution was not his intention. After careful evaluation, Martin Luther has proven to be both a revolutionary as well as a conservative. Luther proved himself time and again of his revolutionary approach to religion. His best example of this was the 95 Theses. Johann Tetzel, a German Roman Catholic priest, was selling an expensive indulgence as a fund-raising idea of Pope Leo X to finance the building of St. Peters basilica. When one of Luther’s parishioners came to confession, he presented an indulgence he had paid for, claiming he no longer had to re pent of his sins, since the document promised to forgive all his sins. Luther was outraged, and wrote up the Ninety-Five Theses, protesting the sale of indulgences, which he proceeded to nail to the door of All Saints’ Church in Wittenberg Germany. He did this on a major Catholic holiday, All Saints Day, which struck at the core of the Catholic religion. The most prominent, challenging, and well known was Theses 86 which read â€Å"Why does the pope, whose wealth today is greater than the wealth of the richest Crassus, build the basilica of Saint Peter with the money of poor believers rather than with his own money?† He said indulgences did not do what the Church said it did because salvation was granted by sola fide. The ideas in the Ninety-Five Theses quickly spread throughout Europe via the moveable type printing press. Another time Luther engaged in revolutionary actions was at The Disputation at Leipzig. He was invited to participate in the Church-sponsored debate, as the Church wanted a dialogue concerning Luther’s challenges to Catholic doctrine and practices. RCC leaders at Leipzig declared that Luther’s ideas were wrong because the pope and Church traditions could not be wrong. Luther then shocked everyone, denying the authority of the pope and church councils. He declared that the only authority on matters of faith for Christians was the Bible. He said that sola scriptura, or scripture alone, determined the belief of Christians, not the teachings of the Pope. Upon the conclusion of the meeting at Leipzig, Luther was threatened with a papal bull of excommunication, which he burned in protest. Luther also showed revolutionary idea at the Diet of Worms. He was called to attend by Charles V, the recently elected Holy Roman Emperor. At the assembly, Luther was asked if he had written the â€Å"Ninety-Five Theses,† â€Å"The Address to the Christian Nobility,† â€Å"The Babylonian Captivity of the Church,† and other works. Luther accepted the accusations and acknowledged that he had written them, and when asked to recant his ideas or suffer the consequences, he requested a night to think about his decision. When Luther returned the next day, he stood firm when asked if he would recant and proudly declared â€Å"Here I stand, I can do no other.† Luther was then declared a heretic and became a marked man. Troops of Frederick the Elector rescued Luther and took him to safe hiding in Wartburg Castle, where he proceeded to translate the Bible into the vernacular, which was highly against the teachings of the church and very illegal. He also declared that monks and nuns were not obligated to uphold their vows. Luther not only acted revolutionarily towards political religious issues, but towards the social issues of the time as well. The most well known was the Peasants’ Revolt. Some religious leaders twisted and perverted Luther’s ideas to benefit their own causes, with the most prominent being Thomas Mà ¼ntzer. They wrote the â€Å"Twelve Articles†: a petition of peasant demands and sent it to the Swabian League that called upon the Holy Roman Emperor to help the peasantry deal with economic and religious issues. When Charles V ignored the â€Å"Twelve Articles,† preachers led by Mà ¼ntzer stirred the masses to revolt against the nobles. Luther believed the peasants were way out of line, as he was adamantly against mixing religious reformation with political and social revolution. He disassociated himself with Mà ¼ntzer and the revolting peasants. He urged the princes to work together to â€Å"slaughter the swine,† or the peasants. He argued that religious subjects must be subordinate to their secular authorities. Luther proved himself a revolutionary over and over through many acts throughout his religious life. Though Luther was a revolutionary, many of his actions also dictate a conservative approach, wanting to keep some things the same or even go back to the way they used to be. An important message Luther delivered was that good Christians owed obedience to established authority in worldly matters. Lutheranism viewed the state with more respect than other religions did. Lutheranism was much more submissive to the state. He insisted that Christian liberty was an internal freedom, known only to God. Luther wanted the church teachings to go back to how they used to be, based on sola scriptura or scripture alone, without the need of outside interpretation by the pope, bishops, abbots, etc. He was conservative in that he made many alliances with princes who liked his ideas, spreading them to their own kingdoms. He didn’t side with armed rebellions, citing his name, against the nobility in regions of Germany, instead he backed the nobility, telling them to work together to â€Å"slaughter the swine.† He did not want to do away with the sacraments, however he did want to reduce them from seven to two. This showed how he did not want to change all parts of the Roman Catholic religion, only parts. Also, like most religious figures of the time Martin Luther was anti-Semitic. He wanted all the Jewish people to convert to Lutheranism, as he did not believe the Jewish religion was correct in its teachings and beliefs. He restricted the right of private judgement in matters involving conscience, but never denied it. A conservative in the way he did things, Luther was truly a great leader. Luther believed that the only thing needed to achieve salvation was to live by faith alone, which challenged the Roman Catholic Church’s theology that both faith and good works were necessary. Luther shared his beliefs with the people of the Holy Roman Empire, demanding change to the way theology was widely taught. He agreed with parts of the current teachings and was conservative, wanting to keep parts of the religion the same. He kept the sacraments, however reduced the amount of them from 7 to 2. An anti-Semitic, Luther displayed similarities with other religious officials. Lutheranism b ecame more submissive to the state, as Luther believed that in worldly matters religion has to listen to authority. However Luther also had many revolutionary ideas, which upset those of the RCC as it went against the basics of Roman Catholic teachings. In response to the political problems, he wished to do away with the money robbery of the selling of indulgences, which were no more than pieces of paper in his eyes as works had nothing to do with salvation. His nailing of the 95 Theses made the power of the church authorities fluctuate, as it went against everything they taught their followers and everything they had been taught.. However in his response to the social problem of the Peasant’s Revolt, he told the princes to crush those who rebelled, as social revolution was not his intention. He meant to keep the matters of social or political problems separate from religious reform. After carefully evaluating his actions, Martin Luther has proven to be both a revolutionary a s well as a conservative on multiple occasions.

Analysis on Intelligence Support Needed for HLS to Prevent Terrorism essays

Analysis on Intelligence Support Needed for HLS to Prevent Terrorism essays 1.Analyze and discuss the intelligence support needed to HLS to prevent terrorism. Homeland security needs an all-encompassing and single point clearing house for intelligence services and support. The centralized requirement will ensure that the big picture is always clear, and informing the big picture, the details are collected and collated from the various intelligence units. The establishment of the Department of Homeland Security (DNS) is a good starting point because the United States now has an organization with over 20 federal entities that can focus on three national security priorities: preventing terrorist attacks within the United States; reducing Americas vulnerability to terrorism; and minimizing the damage and facilitating the recovery from attacks that do occur (The White House, 2006). Aside from the establishment of the DHS, intelligence support can now be achieved with the reorganization of the American Intelligence community endowed with expanded budgetary, acquisition, tasking, and personnel authorities to integrate more effectively the effort s of the Community into a more unified, coordinated, and effective whole (The White House, 2006.) 2.Describe and assess the intelligence available before the 9/11 attack. There is intelligence per se available before the 9/11 attack and there are different agencies with the intelligence mandate. However, the intelligence situation then was like the right hand did not know what the left hand was doing. There was internal compartmentalization between agencies thus; the big intelligence picture was not clear as a result of each intelligence-mandated agency holding a piece of the puzzle or mosaic. As a point of policy, terrorism was not the overriding national security concern for the U.S. government under either the Clinton or the pre-9/11 Bush administration. The policy challenges were linked to this failure...

The Future of Trucking While Deaf

The Future of Trucking While Deaf The trucking experts over at CareersInGear.com recently explored the policies and attitudes the hearing trucking world holds towards Deaf or hard of hearing truckers. It’s not as simple as a question of discrimination based on disability- the physical exam all truckers must pass in order to acquire their CDLs involves a â€Å"forced whisper† test and, failing that, an audiometry test, which they can take with or without their hearing aid.This tests  that truckers must be able to:Make a decision based on emergency sounds/sirensHear sounds of improperly operating mechanicsCommunicate with other drivers, lumpers, consigners, customers, or trucking scales operatorsHowever, not all trucking environments require a perfect ability to hear. Accommodations available for current Deaf and hard of hearing drivers include assistive mirrors, enhanced visual turn indicators, and visual signals of horns, sirens, or loud noises that can be adjusted when a driver goes through a constru ction zone or similarly loud environment. Service dogs are also growing in popularity- trained animals can alert drivers to intruders, door bells, knocks, alarms, and phone calls, and signal drivers that other drivers are trying to talk to them.And what often goes unsaid during discussions of Deaf drivers is that all truckers, regardless of their hearing status when they first climbed into their rig, are losing their hearing during their years on the road. Banning Deaf or hard of hearing drivers from behind the wheel entirely means eventually losing entire generations of experienced, capable drivers!In 2013, responding to repeated requests from the National Association for the Deaf, more than 100 hours of interviews with deaf/hearing impaired drivers, and reports that Deaf drivers actually have fewer distractions behind the wheel, the DOT granted hearing waivers to 40 Deaf drivers. In the next year or so, these drivers should be reporting back on their experiences and whether their safety ratings are similar to  those of hearing drivers. The results should be highly informative to up-and-coming drivers with hearing impairment.

Law of succession Assignment Example | Topics and Well Written Essays - 3000 words

Law of succession - Assignment Example Browne. The deceased will of Mr. Harbottle was homemade and was formulated in the year 2010 on 22nd March. Circumstantially, Mr. Browne appointed Ms. Josie Morrison, who is a professional solicitor of Morrison and Jeffries LLP with the aim of advising him with regard to certain issues with respect to the will signed by Mr. Harbottle. To be specific, in the will, the name of the executor who is Mr. Browne has been misspelled as ‘Mr. Brown’. Moreover, the address of Mr. Browne has been inscribed wrongly in the will which has again raised confusions regarding the gains of Mr. Browne from the will by Mr. Harbottle. Furthermore, as the will was roughly torn, which damaged the date of signing the will, the specifications mentioned in the same became hardly interpretable that again increased confusions. Additionally, the last two letters of the surname of the testator was also found torn wherein Mr. Browne denied any such careless act from his end and also did not depict any si gnificant interest of the gifted amount of ?50,000 being wealthy in his own right. Sometimes back, Mr. Browne formulated his will and assigned Harriet Reid, the accountant of Mr. Browne, to be his executor. Mr. Browne further deciphered his unwillingness to accept the gift offered through the will by Mr. Harbottle in order to prevent high tax imposition. Mr. Browne has planned to provide this sum to the daughter of his gardener, Mary Stapleton for her university study. Additionally, the case scenario depicts that Mr. Browne is pleased with the service of Ms. Morrison and has therefore planned to pay her a sum of ?5000 be means of inheritance in his will. The will of Mr. Browne also specifies that if she dies before Mr. Browne, the sum will be paid to her husband. Discussion The Issues Which Are Identified In the Case Mr. Browne has observed that there are number of issues in relation to the deceased will of Mr. Harbottle. As Mr. Browne is the ultimate executor of the will, he has ra ised the issue that his name has been misspelled as ‘Brown’ instead of ‘Browne’ in the will. Moreover, Mr. Browne has also noticed that the address which has been mentioned in the will is inappropriate or wrong as Mr. Browne resides in a different place when the will was formed. Additionally, Mr. Browne and Late Mr. Harbottle were dweller of a same village but Mr. Browne could not remember to promise to execute the will of Harbottle owing to the absence of any deep relation with Mr. Harbottle. However, Mr. Browne is willing to carry out the will even though he is reluctant to accept the entire amount gifted due to tax implications and has thus planned to gift the amount to his gardener’s daughter if obtained [Wilson v. Beddard (1841) 12 Sim. 28]1. In this regard, Mr. Browne is seemed to be confused about the procedures which are required for the appropriate execution of the will. Contextually, it is important that the name as well as address of an ex ecutor or executors should be mentioned in detail taking into account the up-dated data for better validity of the will. Eventually, the misspelled name of the executor may restrict Mr. Browne from executing the will of Late Mr. Harbottle. Moreover, the address of Mr. Browne was also mentioned as incorrect. As per the ‘Inheritance (Provision for Family and Dependants) Act 1975’ the name and address of an executors or executors are required to be mentioned correctly for the appropriate execution of the will of a late person2 [Barrett v Bem [2012] EWCA Civ 52]3. Furthermore, an

Job Design and Description Essay Example | Topics and Well Written Essays - 1750 words

Job Design and Description - Essay Example Job description and design are tools that are used in structuring an organization. In an organization, the first stride to acquiring the appropriate person with the required skills into the right position is to get the job right. In reference to Lussier, a good description and design of job supports a manager to effectively run the organization (242). Job description arises from job design. An organization’s management should clearly state the job description and design before embarking on recruitment. Each job should have various requirements or essentials. These inherent requirements are the responsibilities and chores that should be undertaken to get the job done. These requirements stipulate achievement of the result rather than how to achieve them. For instance, an employee is obliged to take minutes in meetings. In this case, it is essential for all employees to take minutes of all the meetings within the organization. Needless to say, it is also necessary to understand that not all the tasks in a job description are integral prerequisites. For instance, though making coffee is not an essential receptionist’s task, he or she may be required to make some coffee for guests. It almost goes without saying that the job design and description is the foundation for getting the best and brightest employees. Job Design The ability of an organization to succeed in its goals depends on how well it can identify the various activities that must occur and the quality of the individuals selected to perform them. It is the responsibility of the management to ensure that both activities and personnel are appropriate. By carefully analyzing the purpose, responsibilities and qualifications of each job, the selection process can be made more efficient and fruitful (Lussier 242). Lussier defines job design as â€Å"the process of laying out job responsibilities and duties and describing how they are to be performed† (242). Designing a job requires answeri ng such questions as â€Å"what activities are necessary to accomplish organizational goals?† Answering this simple question is apparently more complex than one might expect. It requires detailed information in order to be useful. The goal is to be as comprehensive as possible in listing the tasks. Being too brief or too broad creates more work later in the process (Lussier 243). For example, a task for a circulation service point position should be more than â€Å"check out materials.† Job design should consider organizational requirements, individual worker attributes, health, and safety. Job design is a broad concept that not only involves human relations but also job satisfaction, motivation and interpersonal issues. Organizations can best achieve their objectives by designing work that motivates workers to attain their full capability (Lussier 243). A deep understanding of job design requires an understanding of behavioral science, organizational behavior, psychol ogy, human resources management, economics, and operations management. The process by which jobs are designed includes three sub processes: job analysis, job description and job segmentation. These subprocesses are related and their relationship is very essential in job description. Long before recruiting and selecting employees begin, the organization needs to carry out an analysis (Lussier 243). This analysis consist of â€Å"observing and studying a job to determine its proper