Tuesday, August 25, 2020

Giant Foods Case Analysis

This case includes merged advancements, a mixing of conventional and bleeding edge plans of action and a union between a built up pharmaceutical supplier and a juvenile, Information Technology based, Drug showcasing firm. Together, these two organizations attempted to make patient instruction and physician endorsed sedate consistence program by sending the profound well of client information obtained by Giant Foods and the restrictive programming of Elensys Care administrations, Inc. Elensys utilizes data from Giants drug store to send customized letters, composed on drug store letterhead yet frequently paid for by pharmaceutical organizations, that remind clients to reorder remedies and pitch new items to clients with specific diseases. Mammoth originally tried the attainability of running a medication consistence program in-house yet immediately established that its’ Information System necessities were excessively overpowering and chosen to re-appropriate the program to Elensys. Be that as it may, the reaction to this new activity was negative and solid as many furious clients called authorities at Giant to gripe. Protection authorities said the training brought up new issues about patient privacy and furthermore obscures the line among medication and showcasing. â€Å"People expect that their clinical data, including solution data, is held in the strictest confidence,† said Beth Givens, chief of the Privacy Rights Clearinghouse, a philanthropic purchaser bunch in San Diego. â€Å"When that data is imparted to an outsider, they're astounded and shocked. This case epitomizes the protection issues encompassing Giant Food's choice to re-appropriate a physician endorsed medicate consistence program to Elensys. Overlooking for a second the basic benefit rationale of this program, roughly 50% of all patients quit taking their medicine inside the initial a half year of being recommended, consistence programs remind patients to reorder their remedies and help address a significant general medical problem. Nonetheless, these projects additionally raise protection issues since they include the utilization of touchy individual data. This case gives business and law understudies, firms and administrators with a chance to survey the protection issues raised by this circumstance. The case additionally gives a chance to firms to manage the difficulties of building up a security touchy execution procedure and CRM programs as a rule. Foundation: Giant Foods, Inc. Starting in February of 1936, Giant Foods was enlivened by N. M. Cohen and Samuel Lehrman. Utilizing the plan of action of offering an enormous, self-administration market with income dependent on high volume and low costs, the store was a moment achievement. A trend-setter from the very beginning, Giant Foods was the first to introduce front-end scanners in quite a while stores, showcase a private name house brand and the first to enlist a buyer backer to advance its items. A significant part of the achievement that Giant has earned is because of innovation, development and all around arranged vertical joining. Monster by and by works its own bread kitchen, dairy and soda pop firm. Monster likewise constructs its own stores, delivers its ads and promoting in-house and even makes its own signs. This vertical mix technique has been exceptionally fruitful in the food-drug store blend with which Giant assisted with spearheading. The way that every Giant drug store fills more than 1,000 solutions for every week proposes this is a gainful strategy and exceptionally respected by its clients. Elensys: Elensys started its business life in 1993, in Burlington Massachusetts. Its plan of action was one of an IT empowered data framework worked as a â€Å"prescription compliance† program among shoppers and Pharmacists. Elensys, whose name originates from an antiquated Greek city known for medication and wellbeing, was a â€Å"first mover† around there and, because of solid system impacts, had the option to arrive at a minimum amount inside three years. At first, Elensys began with four representatives and served two neighborhood drug stores. By and by, Elensys gets remedy data from 15,000 drug stores around a huge number of individuals consistently, and it utilizes exclusive, bleeding edge PC hardware to monitor these records, as indicated by Elensys author Dan Rubin. In an Internet post, Elensys depicts itself as â€Å"the pioneer in quiet conduct adjustment programs. † Interest in the organization has taken off, to some degree in light of the fact that such a significant number of individuals neglect to take medication appropriately and most chains don't have the specialized fortitude to follow clients as absolutely as Elensys, Rubin said. Up to half of all patients who ought to routinely accept medication for such sicknesses as hypertension or elevated cholesterol quit rashly, he said. â€Å"It's the essential purpose behind our reality. † Much of the expense of the examination and mailings is counterbalanced by installments from medicate producers, who contract with drug stores for the option to mail data to singular clients. In addition to other things, Rubin stated, that material could incorporate proposals that clients change starting with one medication then onto the next. Notwithstanding the client reaction from this program, numerous lawful issues become farsighted because of the not well characterized nature of protection laws. In a showcasing practice that a few specialists state brings up new issues about clinical security, a few enormous medication store chains and â€Å"thousands† of autonomous drug stores have been giving secret patient data to a Massachusetts database organization that profiles and targets patients who don't reorder remedies. The Washington Post reports Elensys gets solution data on a large number of people from 15,000 drug stores every week, utilizing â€Å"some of the most modern PC hardware available† to profile patients and send them â€Å"educational materials† about medications accessible for their conditions. Dr. George Lundberg, proofreader of the Journal of the American Medical Association, called the immediate showcasing strategies, known as â€Å"drug consistence programs,† a â€Å"breach of principal clinical moral issues. † He stated, â€Å"Do you need †¦ the incredible PC in the sky to have a PC rundown of each medication you take, from which can be found your imaginable maladies †and all without your authorization? † Elensys depicts itself in an Internet posting as â€Å"the pioneer in tolerant conduct alteration programs† The Boston Globe detailed that â€Å"Giant Foods said yesterday it is thinking about suspending† the act of sending secret data to Elensys. Stung by exposures in the Washington Post, Giant Foods held significant level gatherings the entire day before giving an announcement safeguarding the program and stating broad measures were taken to secure privacy. † The announcement stated, â€Å"Giant drug stores takes part in a predetermined number of projects intended to teach clients about remedy treatment and improve consistence with their medication routine. These projects not the slightest bit bargain the privacy of patients. † Elensys upheld Giant, shielding itself in an explanation that accentuated it â€Å"merely filled in as an operator of Giant, and the chain applied sole authority over the utilization of data. The Washington Post revealed Sunday that authorities at Giant guarded the showcasing program, â€Å"saying clients profit by their updates and from the data gave by sedate makers. The two organizations said they esteem client security and permit clients to expel themselves from investment by presenting a ‘opt-out' structure. † A representative for Giant â€Å"stressed that Elensys doesn't impart its solution database to third parties,† and Elensys President Daniel Rubin â€Å"said medicate organizations never gain admittance to the drug store's documents. Rather, pharmaceutical organizations choose which patient gatherings they need to target and pay Elensys and the drug stores to mail data to those patients. The Washington Post additionally reports that the immediate promoting is â€Å"part of an expansive move by sedate makers and drug stores the nation over to utilize clinical data, new innovation and complex showcasing procedures to sell more medications. Instead of elevating their items to doctors,† organizations are focusing on patients in order to influence them to request explicit medicines. The New York Times reports an equal pattern wherein the â€Å"pharmaceutical business is progressively promoting psychological wellness medicates straightforwardly to buyers. † Manufacturers guarantee the data is valuable to patients, while a few specialists and patient backers fight that â€Å"people with certain psychological instabilities are substantially more defenseless to being controlled than those with other clinical issues. † The Times reports that â€Å"in the most forceful case of moving toward patients legitimately, Eli Lilly and Company said as of late that it would offer grants to some schizophrenic patients who took Zyprexa, its new antipsychotic medicate. Future issues related with this new advertising ploy include: The merging of the innovative ethic, where the objective is to sell an item and the more customary clinical ethic, where the objective is the prosperity of the patient. The data could be offered to an insurance agency that would then won't sell the individual protection or charge them a higher premium. This private data could advance toward head-chasing firms, businesses and even separation courts.

Saturday, August 22, 2020

The Hunters: Moonsong Chapter Thirty-Eight

Bonnie didn't have her keys. She knew precisely where they were, yet that didn't do her much good: they were lying on the bedside table close to Zander's flawless plain single bed. She reviled and kicked at the entryway, tears running down her face. How was she going to recover any of her stuff? Some person opened the front entryway of the structure for her. â€Å"Jeez, relax,† he stated, yet Bonnie had just pushed past him and was running up the steps to her room. It would be ideal if you let them be here, she thought, sticking to the rail, if it's not too much trouble She had almost certainly that Elena and Meredith would comfort her, would support her, regardless of what she had said to them during their battle. They would enable Bonnie figure to out what to do. Be that as it may, they may be out. What's more, she'd have no clue where to discover Meredith and Elena, no thought where they invested their free energy nowadays. How had she become so far separated from her closest companions? Bonnie pondered, cleaning her hands over her cheeks, spreading endlessly her tears and snot. Why had she treated them so severely? They were simply attempting to ensure her. What's more, they were directly about Zander; they were so right. She snuffled hopelessly. At the point when she arrived at the highest point of the steps, Bonnie hit into their room entryway with her clench hand, hearing speedy development inside. They were home. Say thanks to God. â€Å"Bonnie?† Meredith stated, alarmed, when she opened the entryway, and afterward, â€Å"Oh, Bonnie,† as Bonnie hurled herself, crying, into Meredith's arms. Meredith embraced her, tight and savage, and, just because since she had hopped away from Zander and run for the emergency exit, Bonnie had a sense of security. â€Å"What's the issue, Bonnie? What happened?† Elena was behind Meredith, peering at her tensely, and some portion of Bonnie saw that Elena's own white and frightened face was set apart with tears. She was interfering with something, yet Bonnie couldn't concentrate on that now. Past Elena, she got a quick look at herself in the mirror. Her hair stood apart around her face in a wild red cloud, her eyes were shiny, and her pale face was spread with soil and tears. I look, Bonnie idea with a semihysterical quiet giggle, similar to I was pursued by werewolves. â€Å"Werewolves,† she moaned as Meredith pul ed her into the room. â€Å"They're al werewolves.† â€Å"What are you †† Meredith severed. â€Å"Bonnie, do you mean Zander and his companions? They're werewolves?† Bonnie gestured irately, covering her face against Meredith's shoulder. Meredith drove her back and looked cautious y at her. â€Å"Are you sure, Bonnie?† she asked tenderly. She looked to Elena, and the two of them turned and looked out the window at the sky. â€Å"Did you see them change? It's not the ful moon yet.† â€Å"No,† Bonnie said. She attempted to recover, taking brutal crying swallows of air. â€Å"Zander let me know. And afterward †goodness, Meredith, it was so alarming †I ran, and they pursued me.† She clarified what occurred, on the rooftop and on the gardens of the col ege. Meredith and Elena took a gander at one another curious y, at that point back at Bonnie. â€Å"Why did he tel you?† Elena inquired. â€Å"He couldn't have figured you would have a decent response to the news; it would have been simpler to continue stowing away it.† Bonnie shook her head powerlessly. Meredith angled an unexpected eyebrow at her. â€Å"Even beasts can fal in love,† she said. â€Å"I thought you realized that, Elena.† She looked at her chasing fight, inclining toward the foot of her bed. â€Å"When the ful moon comes, presently I'l recognize what to look for.† Bonnie gazed at her with sickening dread. â€Å"You're not going to chase them, are you?† It was a dumb inquiry, she knew. On the off chance that Zander and his companions genuine y were behind the killings and vanishings nearby, Meredith needed to chase them. It was her duty. Al of their duties, genuine y, in such a case that they were the main ones who knew reality, they were the main ones who could protect every other person. Be that as it may, Zander, something inside her yelled in torment. Not Zander†¦ â€Å"None of the assaults happened during a ful moon,† Elena said mindful y, and Meredith and Bonnie both squinted at her. â€Å"That's true,† Meredith concurred, grimacing as she recalled. â€Å"I don't have the foggiest idea how we didn't understand that previously. Bonnie,† she said. â€Å"Think cautious y before you answer this inquiry. You've been investing a great deal of energy with Zander and his companions. Took care of them make you figure they may hurt somebody, genuine y hurt them, when they're not in wolf form?† â€Å"No!† Bonnie said automatical y. At that point she halted and thought and stated, all the more gradually, â€Å"No, I don't think so. Zander's genuine y kind, I don't figure he could counterfeit that. Not al the time. They play unpleasant, however I've never observed them battle with anybody aside from each other. Furthermore, even with each other, they're not genuine y battling, simply more kind of messing around.† â€Å"We realize what you mean,† Meredith said dryly. â€Å"We've seen it.† Elena tucked a lock of hair behind her ear. â€Å"The vanishings weren't during the ful moon, either,† she said insightful y. â€Å"Although I surmise they could have been taking individuals and holding them prisoner, intending to kil them when they were in wolf structure later, however that doesn't †I mean, I don't have a lot of werewolf experience other than Tyler, yet †it doesn't sound very wolfy to me. Excessively sterile, sort of.† â€Å"But†¦Ã¢â‚¬  Bonnie sank down on her bed. â€Å"You believe there's an opportunity Zander and his companions probably won't be the kil ers? At that point who are the kil ers?† She felt dazed. Meredith and Elena traded a horrid look. â€Å"You wouldn't trust a portion of the stuff that occurs on this campus,† Elena said. â€Å"We'l fil you in.† Bonnie scoured her face with her hands. â€Å"Zander revealed to me he was a decent werewolf,† she said. â€Å"That he didn't hurt individuals. Is that conceivable? Is there even such a mind-bending concept as a decent werewolf?† Meredith and Elena plunked down close to her, one on each side, and folded their arms over her. â€Å"Maybe?† Elena said. â€Å"I genuine y trust along these lines, Bonnie. For your sake.† Bonnie murmured and nestled nearer to them, laying her head on Meredith's shoulder. â€Å"I need to consider al this,† she said. â€Å"At least I'm not the only one. I'm so happy I have you all. I'm sorry we fought.† Elena and Meredith both embraced her all the more firmly. â€Å"You've consistently got us,† Elena guaranteed. A wild pounding came at the entryway. Elena looked at Bonnie, who strained obviously on her bed yet kept her hands over her face, and afterward at Meredith, who gestured solidly to her and moved to her feet, going after her fight. It had happened to them two that, if Zander needed to converse with Bonnie, he knew precisely where she lived. Elena flung open the entryway, and Matt tumbled in. He was wearing a long dark hooded robe, and his eyes were rushed as he wheezed for breath. â€Å"Matt?† she said in shock, and looked to Meredith, who gave a little shrug and set her fight back down. â€Å"What's the issue? Furthermore, what are you wearing?† He got Elena by the shoulders, holding her too firmly. â€Å"Stefan's in danger,† he stated, and she solidified. â€Å"The Vitale Society †they're vampires. Stefan spared me, yet he can't battle them al .† He immediately clarified what occurred in the mystery chamber beneath the library, how Stefan acted the hero, at that point sent him to find support. â€Å"We don't have much time,† he wrapped up. â€Å"They're kil ing †they're changing al the vows into vampires. I don't have a clue what Ethan has anticipated Stefan. We need to return. What's more, we need Damon.† Meredith got her fight again and, dreary confronted, was taking her bag of weapons from her wardrobe. Bonnie was on her feet, as well, clench hands grasped, jaw firm. â€Å"I'l cal Damon,† Elena stated, getting her telephone. Damon had dropped her off at the dormitory subsequent to strolling her back from James' home, yet he was likely stil close by. Stefan at serious risk. On the off chance that he †¦ in the event that anything transpired, if something occurred while they were separated, while he was stil harmed and it was her deficiency, Elena could never excuse herself. She wouldn't have the right to be pardoned. Blame resembled a blade in her stomach. How might she have harmed Stefan like that? She was pulled in to Damon, sure, even cherished him, yet she'd never had any inquiry that Stefan was her genuine affection. What's more, she had made him extremely upset. She'd effectively spare Stefan. She'd kick the bucket for him on the off chance that she needed to. What's more, as she tuned in to the ringing on the opposite stopping point and trusted that Damon will get, she understood that there was no doubt in her psyche that Damon would successfully spare Stefan, as well.

Sunday, August 9, 2020

Six SIPA Students and UNICEF Awarded First Place at U.S. Agency for International Development Competition COLUMBIA UNIVERSITY - SIPA Admissions Blog

Six SIPA Students and UNICEF Awarded First Place at U.S. Agency for International Development Competition COLUMBIA UNIVERSITY - SIPA Admissions Blog Most of the news on the blog lately has been about admission related news and notes, but there is always a lot going on at SIPA that is newsworthy. Workshops are opportunities designed for SIPA students to work in groups with external organizations to put their learning to real world use.   You can think of workshops as group internships.   These opportunities are set up by faculty members and the workshops provide practical learning and also give SIPA graduates a solid way to provide practical examples of their skills sets in job interviews. Sean Mahoney Blaschke, Sarah Kirsten Bokenkamp, Roxana Maria Cosmaciuc, Mari Fredrika Denby, Beza Hailu, and Raymond Short, all second year SIPA students who are participating in the Workshop in Development Practice (also known as the Economic and Political Development/Human Rights Workshop), were awarded first place in the ‘Development 2.0 Challenge’ held by USAID.   The SIPA team is partnering with UNICEF to pilot a system to monitor the health and nutrition status of children in Malawi using text messaging over mobile phones. The students will work with UNICEF and local partners through April to develop and test this RapidSMS system, initially at three growth monitoring centers in Malawi before expanding nationwide.   The goal is to help the Government of Malawi and its partners track trends in child malnutrition more accurately and in real time.   Prof. Pratima Kale, who has a long history of work with UNICEF, is the faculty advisor for this For the full story you can visit this link: http://www.unicef.org/infobycountry/usa_47068.html Photo courtesy of UNICEF Web site

Saturday, May 23, 2020

The Illegal Steroid Use in The Major League Baseball

The purpose in constructing this report is to take a look and study the illegal steroid use in Major League Baseball, and possible ways it can be exempt from the game forever. Use of performance enhancing drugs is cheating and causes inequalities, in which new repercussions should be implemented. These new rules should include a zero tolerance level, records stripped and not being rewarded of their accomplishments; which is to include banishment from an admittance into the Hall of Fame. Furthermore, it causes major health concerns and could end a player’s career, along with mitigating health problems down the road. The total elimination of steroids in MLB (Major League Baseball) would make the atmosphere and fans appreciate the game as it†¦show more content†¦In 2003, David â€Å"Boomer† Wells claimed that up to 40% of major leaguers used steroids, and then in 2005, Jose Canseco addressed the media with stating that 80% of major leaguers had taken steroids, and have credited the drug for their entire career (Gilman, 2013, p.2). So the facts are there, players are using and abusing to cheat their way into the HOF (Hall of Fame). The one time strike is followed without pay, because the player will not completely process the magnitude of what he did was wrong. This solution would hold true to the integrity of the game and keep the playing field fair across the board. For the fair players this zero tolerance level is a godsend. Records Stripped Players that are breaking records and accomplishing tasks a normal man cannot amount to without the use of performance enhanced drugs, should not be applauded for. Athletes who use and test positive for steroids will be banished from baseball’s record books and will be ineligible to enter the Hall of Fame. Players value their status as one of the greatest and are honored to be accounted for in the record books, and if none of that is recorded then what would be the use of cheating. It would be as if the player never participated or even played the game (Abramson, 2014, p.2). Mark Maguire, a front runner currently awaiting his election into the Hall of Fame, has beenShow MoreRelatedSteroids Abuse in Baseball1746 Words   |  7 PagesSteroid Abuse Hurts Baseball The abuse of steroids among players in Major League Baseball is corrupting the image of Americas Pastime as well as endangering the health of those who use the illegal substances. The lack of testing and punishment for the use of illegal substances like steroids in the Major Leagues portrays a negative image to aspiring young athletes. They see their role models using steroids and becoming better athletes rather than seeing suspensions for the illegal behavior orRead More Steroid Abuse Hurts Baseball Essay1701 Words   |  7 PagesSteroid Abuse Hurts Baseball   Ã‚  Ã‚  Ã‚  Ã‚  The abuse of steroids among players in Major League Baseball is corrupting the image of America?s Pastime as well as endangering the health of those who use the illegal substances. The lack of testing and punishment for the use of illegal substances like steroids in the Major Leagues portrays a negative image to aspiring young athletes. They see their role models using steroids and becoming better athletes rather than seeing suspensions for the illegal behaviorRead More Steroids Essay572 Words   |  3 Pages Steroid use in Major League Baseball is a topic of growing concern. 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Steroids make playersRead MoreSpeech On Steroids And Major League Baseball1638 Words   |  7 Pagesin Major League history. However, this record is controversial, due to steroid use. B. Thesis: Today I am going to persuade you all about the use of steroids in Major League Baseball, persuading you why steroids should not be allowed in Major League Baseball. I have a call to action for all of you to help others if they are considering using steroids, and next time you watch a MLB game to realize the impact of steroids. C. Credibility: Gave my informative speech on Steroids in Major League BaseballRead MoreSteroids in Major League Baseball800 Words   |  4 PagesSteroids in Major League Baseball Anabolic steroids have been abused by Major League Baseball players for years, it’s time to forever ban the use of Performance Enhancing Drugs before they ruin America’s past time. Why should athletes be able to cheat when teammates or rivals are competing with honest effort? 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The use of performance enhancing drugs is especially apparent in Major League Baseball. This problem can be traced back to the 1980’s when baseball was facing one of its first â€Å"dark periods†. During the 1980’s Major League Baseball was experiencing a home run drought. Home run totals were down as far as they had been since Babe Ruth, and fans were seemingly becomingRead More Anabolic Steroids Essay1560 Words   |  7 Pages Steroids Probably one of the biggest stories in the news today is steroids in Major League Baseball. This is one of the reasons that I chose to do my research paper on steroids. I knew that it would not be hard to find information on the issue. I also needed to have a topic that relates to my service learning project. This is helping coach a high school track and field team. And as you will read later, I talk about steroids with high school athletes. I also wanted to improve my knowledge on theRead MoreSteroids : Steroids And Steroids1425 Words   |  6 Pages Steroids in Baseball Players like Barry Bonds, Sammy Sosa, Roger Clemens, Mark McGwire and Alex Rodriguez, just to name a few, have disobeyed the game of baseball, and for what? To add an extra 2-5 mph on their fastball, or to hit the ball farther. If scouts liked you when you weren’t on steroids, why would you need to go on to them. It totally takes out your natural ability of what made you the baseball player that scouts recruited you. This isn’t

Tuesday, May 12, 2020

Literary Elements Of The Victorian Era - 1238 Words

The Victorian era, named after Queen Victoria of England, began after the Romantic period from 1837 to 1901. This era can also be referred to as the Fusion era because of its romantic and modernist styles of writing (â€Å"Victorian Era Literature Characteristics†). During this time period, characters in many novels had common qualities, such as: hard work, perseverance, love, and luck because people wanted to teach moral lessons (â€Å"Victorian Era Literature Characteristics†). However, teaching morals was not the only theme that was present during this time period; realism and even science fiction started to appear in this age (â€Å"Victorian Literature†). As people started to use these themes in their writings, common literary elements started to†¦show more content†¦At the end of their conversation, Black Dog leaves the Inn in anger. After a few more unexpected events, Jim Hawkins inherits very important documents from Billy Bones after his death. He then takes these documents to Doctor Livesey and Squire Trelawney, who then figure out that the documents a treasure map. Afterwards, both Livesey and Trelawney gather a crew and set out on a quest to find this treasure. While on the voyage, half of the crew made a pact to kill off anyone that gets in their way of the treasure. As the story goes on, the ship reaches the island and immediately, both halves of the crew start slaughtering each other. In the end, Jim Hawkins and a few others survivors were able to find the treasure and safely go home (Stevenson). The plots written in both The War of the Worlds and Treasure Island are undoubtedly adventurous with a frenzy twist thrown into it that the reader can enjoy and relate to. For example, in The War of the Worlds, the whole story revolves around the idea that everyone is either trying to escape or hide from the cruel aliens. While in Treasure Island, there are people who are murdering their crew members for a chest full of trea sure. Finally, the plots in both stories have similar climax which associates death. For example, in The War of the Worlds, the main character gets into a complication with a friend and ends up murdering him. In Treasure Island the climax begins when the shady crew reaches the island andShow MoreRelatedGothic Novel Essay949 Words   |  4 PagesGothic Novel’s origin and its Repertoire element Gothic novel literary defined as an English genre of fiction which came into action and became popular in 18th to early 19th century, widely characterized by atmosphere of horror, fear, death, gloom, darkness ,mystery and romantic elements ,such as nature individuality and high emotions. The term gothic actually originated as to criticise the architecture and art of that period which was dark, decaying and dismal. The term was embraced by artistRead MoreRealism And The Victorian Era859 Words   |  4 Pagesindividuals that are of different blood and social statuses fall in love? The Victorian Era was a time where your social status could be construed as directly correlating to whom said individual could socialize with, marry, or have any ties too. Perhaps maybe there weren’t three individuals that knew this more than the three of Wuthering Heights Edgar Linton, Catherine Earnshaw, and Heathcliff. The Victorian Era had many elements that could be tied to it but the one that will be the center focus for thisRead MoreAnalysis Of The Book Alice s Adventures 1293 Words   |  6 Pagesnonsense to satirize Victorian era society, morality, and their sense of justice. One reason Carroll’s novel Alice in Wonderland remains in the hearts of both children and adults after so much time is due to Carroll’s keen ability to write both logic and nonsense. The middle of the nineteenth century was the height of a genre known as literary nonsense. Literary nonsense is a genre that blends some elements that make sense with elements that do not. Carroll superbly put the Victorian era’s love of riddlesRead MoreThe Use Of Gothic Elements In Dracula By Bram Stoker1698 Words   |  7 Pagesthe nineteenth century during the Victorian era. The Victorian people had certain beliefs about Christianity and the roles of men and women in society. Women were allowed only to do certain things and were expected to do specific things in regards to men. The Victorian people also had their own interpretation of superstitions. Stoker introduced the Victorian people to gothic elements in his literary works. In literature, gothic novels often use goth ic elements to support their themes and the moodRead More Bishop Orders His Tomb at Saint Praxeds Church and The Love Song of Alfred J. Prufrock741 Words   |  3 Pagesspan of time from the Victorian age of Literature to the Modernism of the 20th century wrought many changes in poetry style and literary thinking. While both eras contained elements of self-scrutiny, the various forms and reasoning behind such thinking were vastly different. The Victorian age, with its new industrialization of society, brought to poetry and literature the fictional character, seeing the world from anothers eyes.   It was also a time in which Victorian authors and intellectualsRead MoreThe Victorians Concern With Morality1180 Words   |  5 PagesThe Victorians’ Concern with Morality â€Å"It was the best of times, it was the worst of times, it was the age of wisdom, it was the age of foolishness, it was the epoch of belief, it was the epoch of incredulity†¦Ã¢â‚¬  (Charles Dickens). This quote helps to sum up the Victorian Era. The Victorian Era is understood to have existed during the rule of Queen Victoria between 1837 to 1901. It was thought to be an exciting period that saw various literary schools and artistic styles along with social and politicalRead MoreSummary OfThey Shut Me Up In Prose937 Words   |  4 Pagesdiscusses how women are confined in society’s structured roles on women in the Victorian era. Dickinson does so in three stanzas, with an inconsistent rhyme scheme. This poem is influenced by the inequalities between genders and the limitations that prevented women from enjoying things that were seen as specifically for men, such as writing poems and having a higher education. In it, she uses various literary and poetic elements. In stanza 1, Dickinson begins by expressing the captivity that she feelsRead MorePortrayal Of Male Homosexuality Under Queen Victoria Is Oscar Wilde s Gross Indecency And Sodomy Trial1485 Words   |  6 PagesDuring the Victorian Era (1819-1901), western society went through an abundance of change. It was mostly defined by a boom in technology, commonly known and referred to as the Industrial Revolution. Socially however, the rules and laws were strict. Female sexuality was policed in the sense of a general social erasure, whereas male sexuality was viewed as a reproductive tool. This lead to the further criminalization of male homosexuality beyond its assumed sinful nature. The most famous case ofRead MoreBritish Literature : Final Exam1300 Words   |  6 PagesBritish Literature II - Final Exam British Literature is filled with diverse and talented writers who through each period has brought something new to the table. Over the course of the term we have covered the Romantic period, the Victorian Age and the Modern period. Each period has had a hand in developing literature through to the modern age and each writer has influenced the next generation. To best examine each period of literature the paper will be split amongst the three major periods theRead MoreBritish Literature : Final Exam1301 Words   |  6 PagesBritish Literature II - Final Exam British Literature is filled with diverse and talented writers who through each period has brought something new to the table. Over the course of the term we have covered the Romantic period, the Victorian Age and the Modern period. Each period has had a hand in developing literature through to the modern age and each writer has influenced the next generation. To best examine each period of literature the paper will be split amongst the three major periods the course

Wednesday, May 6, 2020

Benchmark Jobs Free Essays

In the business world today, many companies are made up of benchmark jobs and also non-benchmark jobs. A benchmark job is an occupation that is common throughout that field of work. Therefore, it is a job that has standard responsibilities that can be found from one organization to another. We will write a custom essay sample on Benchmark Jobs or any similar topic only for you Order Now A non-benchmark job is just the opposite. It is a job that it is unique to the organization and cannot be found in other organizations of the same occupation. Through our interviews one will be able to have a better understanding of a benchmark job, with it being applied to reality. Also, through reading, â€Å"Lectures on the Measurement and Evaluation† by Saul Rosen one will be able to clearly identify a benchmark job. Throughout this article, it goes into detail about real and synthetic benchmark job. As stated in the article, a synthetic benchmark job is one that has been designed specifically for inclusion in a benchmark model. They use this model of benchmark jobs for system measurements or testing of evaluation. Throughout the paper we will discuss the importance of benchmark jobs, the process of determination, what has been found in the past, future research, and discussion on personal interviews and information from articles and books. In the end the reader will be able to have a better understanding from our research on benchmark jobs. The importance of a benchmark job Many individuals may wonder why benchmark jobs are important to an organization. Companies use benchmark jobs as a form of evaluation in order to better their company. Through this information it opens the eyes of the organization to be able to see many new methods and ideas that they may not of otherwise been able to acknowledge. They use these methods and ideas towards improving their effectiveness within the company. Another benefit of a benchmark job is that they can be applied to many different kinds of jobs and also newly created jobs. It is not built to only benefit a certain type of career. The benchmark job process In order to determine a benchmark job, the company can do a survey to compare jobs throughout their industry. There are several questions that a company can ask themselves in order to determine what occupations within their company are classified as a benchmark job. Why does the job exist? What knowledge is needed? What does the job consist of? What couldn’t be done without it? Does almost every company in our industry have this job? Simple questions like these can help businesses determine what jobs are a benchmark job. Some examples of a benchmark job would be a secretary in an administrative company, a scientist in a technical group, or an inspector in a manufacturing business. In the reading â€Å"Handbook of Industrial Engineering: Technology and Operations Management† it discusses the benchmark job process and how it is used for evaluations. The first step is to select a benchmark job. This is very critical to an evaluation, because the entire method is based on them. These benchmark jobs serve as reference points. The number of benchmark jobs for the evaluation varies, because it depends on the range and diversity of the work to be evaluated. Next, one will want to rank the benchmark job. They are ranked on each compensable factor, they use the example of a job family consisting of six jobs is first ranked on mental requirements, 1 being the highest, then on experience and skills, and so on. After each benchmark job is ranked on each factor the next step is to allocate the current wages of that benchmark job among the compensable factors. â€Å"This is done by deciding how much of the wage rate for each benchmark job is associated with mental demands, how much with physical requirements, and so on, across the compensable factors (Salvendy, Gavriel). † How to cite Benchmark Jobs, Essay examples

Saturday, May 2, 2020

Clinical Psychology And Gerontology Behavior Patterns

Question: Discuss about theClinical Psychology And Gerontology for Behavior Patterns. Answer: Psychology as a professional discipline could be better understood through gaining crucial knowledge concerned personality and motivation. Psychology is an extensive field of education that includes the study of human growth and development, thoughts, behavior patterns, various personalities and motivation among others. Notably, the great psychologist Sigmund Freud revealed how the psychic energy shifts from the id to create the ego and eventually develop the superego gradually as the child matures (Blatny, 2015). Significantly, personality is shaped by the behavior patterns influenced by id impulses as well as ideal behaviors prompted by the superego. Most importantly, an individuals personality is evidenced through the behaviors portrayed by that individual. Additionally, Freud discussed the impact of cathexis and anticathexis processes that are associated with individuals desire to satisfy their needs and desires among others. Furthermore, motivation is a major factor that reinfor ces good behavior. Lastly, increased motivation is a useful tool that triggers positive behavior changes thus contributing to the better perception of the discipline of psychology (McAdams, 2015). Therefore knowledge of personality and motivation has a significant effect on understanding the psychology and behavior of different individuals of various ages as well as their interest a key factor that can enable good interactions with them including the provision of guidance and counseling. References Blatny, M. (2015). Personality and well-being across the lifespan. Houndmills, BasingstokeHampshire; New York, NY: Palgrave Macmillan. McAdams, D. P. (2015). The art and science of personality development. New York: TheGuilford Press.

Sunday, March 22, 2020

Recruitment and Selection Strategies Recommendations

Companies should focus on developing effective recruitment programs that will attract people who correctly matches their organizational policies and business objectives (Lavigna Hays, 2004). Even though this is the focus of every organization which needs to thrive in today’s business world, finding the right people to fill positions in the workforce has proved to be a difficulty task for many businesses.Advertising We will write a custom coursework sample on Recruitment and Selection Strategies Recommendations specifically for you for only $16.05 $11/page Learn More However, the main reason behind this failure is that the right considerations are not applied when recruiting employees. In this regard, the Limousine Company should rely on a well-structured recruiting and selection program that will enable it recruit the most suitable people in the workforce. Following is a summary of all the factors which the company needs to consider when carrying out the exercise. Organizational Goals Before recruiting employees, the company should consider its overall organizational goals and the targeted expectations and use these as a basis for the exercise. This will enable the company to understand what needs to be done in ensuring that corporate goals are fully achieved. It is also important for the company to align its workforce with the organizational goals, for this will be crucial in the execution of the business objectives. More importantly, being a new business, the company will have to focus on how it can grow within the shortest time possible. This, however, may prove to be a big challenge, considering the fact that there are other established businesses in the industry. In this respect, the Limousine Company should target qualified and experienced persons who will be able to move the business forward. Forecasted Demographic Changes Demographic changes are common in the workplace due to changing organizational policies and oth er factors (Reskin, McBrier Kmec, 1999). For instance, people are expected to get older with time and eventually retire from work, paving way for others to join the workforce. There is also the big possibility of maternity-related issues where female employees are forced to abandon work for sometime to attend to family matters. These are just some of the things which the company should consider when structuring a recruitment and selection program. About the age factor, the company should consider hiring young people to ensure that maximum employee service is achieved. Even though it will be good for the company to observe the issue of gender equality in its recruitment exercise, the number of male workers should be higher than that of the female workers.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More This will make it easy for the organization to accommodate the situation when female workers go for maternity leave. All these are factors that can lead to demographic changes which should be considered when recruiting employees into the company. Projected Workforce Needs There are various workforce needs that will be expected in the next 5 years based on organizational goals and demographic changes. For example, the business will be seeking to expand its horizons to reach new markets. This means there would be an increase in the number of employees who will be needed to serve in various parts of the company. There is also a possibility of new market needs and increase in competition as businesses try to outperform one another in the industry. This is likely to influence the Limousine Company to consider applying certain interventions that are aimed at developing its workforce. This way, employee training will come in as an effective way of improving the company’s competitive edge in the market. Another projected reason which could lead to the above situatio n is when the company decides to diversify its organizational goals as it advances. Workforce Diversity Objectives Workplace diversity has over the years become a key necessity of business success. Some of the common benefits associated with workplace diversity include increased workers’ exposure, business reputation, conflict resolution, and mutual respect among employees (Bucher Bucher, 2004). All these are objectives of workforce diversity that are crucial for business success and which the company should embrace when recruiting employees. Drawing workers from different cultural backgrounds will not only enrich the workforce, but will also ensure that the business benefits from workplace diversity objectives. Organizational Branding Brand is arguably the most important feature that can be used to differentiate a company from other organizations in the market. In this regard, the manner in which brands are presented to the public means a lot to the success of businesses. I n most cases, employees are viewed as brand ambassadors of their companies, since they tend to play a significant role in the promotion of organizational goals.Advertising We will write a custom coursework sample on Recruitment and Selection Strategies Recommendations specifically for you for only $16.05 $11/page Learn More This objective is achieved through workers’ attitudes, behaviors, and interests on products and services offered by their organizations. These aspects can give a significant impression on brands depending on the manner in which they are presented. In this regard, it is important for the Limousine Company to attract good employees who will promote healthy messages about its services. Methods Of Recruiting Candidates There are various approaches that can be used to find suitable candidates for employment in the company. These would include both internal and external tools. Internal tools include the use of organizational communi cation platforms and employee referral programs, among other internal sources. External tools, on the other hand, comprise of things such as newspaper advertisement, radio, TV, vocational events, institution hiring fairs, mobile outreach, and the internet. Being a new venture in the market, the company should focus on methods that would tend to have a strong impact on people and ones which are likely to attract the best candidates for the job. In this regard, newspaper advertisement, institution fairs, and the internet will be the most appropriate methods to apply here. Methods Of Screening Candidates Candidate screening entails the use of various techniques to determine the suitability of potential employees based on aspects of qualification, skill, and competence. This crucial exercise begins after the application has been received and it is the only way through which recruiters can get to know the candidates better. The most common techniques of initial candidate screening will i nclude resumes, telephone interviews, face to face interviews, and background checks. Another effective method of screening potential employees is the use of multimedia interviewing. This is whereby candidates present themselves to the recruiter through voice response, written answers, multiple choice, and video response, among other ways. Multimedia interviewing is regarded as a powerful tool of conducting pre-employment screening, since it offers people the ability to select the interview method which is appropriate for every question featured in the interview (Chapman Webster, 2003). Based on these observations, multimedia interviewing is the most appropriate screening method to use here.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Interviewing Methods Pre-employment interviews are conducted with the aim of getting to know the candidates better before absorbing them into the workforce. There are various interviewing methods to use recruiting candidates and these would include the following. Behavioral Based Interviews This mainly focuses on the past achievements of an individual. In this regard, the questions asked revolve around an individual’s past experiences that illustrates their competence in the job they are seeking. Behavioral based interviews are important to both the recruiter and the candidate in a number of ways. To the candidate, this serves as an avenue through which they can present their concrete achievements and contributions to their potential employer. To the recruiter, this is the most suitable approach that can be used to identify the right people. Informational Interviews These types of interviews are aimed at giving candidates an idea of what is involved in the job they are intere sted in. Here, the candidates are able to compare their qualifications and skills with what is needed for the job. In most cases, the candidates are likely to get a chance to speak with people who are currently employed in the organization, and this places them in a better position to understand the nature of the posts they are targeting. Case Interviews In these types of interviews, candidates are presented with work-related scenarios that would enable interviewers to understand them better (Cable Graham, 2000). It is through these types of interviews where recruiters get to determine how competent the candidates are on the job being offered. Testing Procedures It is important for organizations to test their candidates before employing them so as to identify the most qualified applications. This critical process ensures that potential workers are fit for the work. This is the process of auditioning candidates so as to have a thorough check on their abilities and skills in the targ eted job. Examples of common pre-employments tests include aptitude tests, job knowledge tests, skills tests, cognitive tests, behavioral tests, and typing tests. There are numerous ways which the company can use to test candidates before hiring them. One effective way is through reference checks. This is whereby references attached to a candidate are contacted and questioned about the candidate’s background, qualifications, working experience, and behavior, among other key aspects. Another way of conducting pre-employment testing is by assigning work-related responsibilities to candidates for a certain period of time in order to observe their abilities and skills before hiring them. Legal Requirement on Pre-Employment Testing Candidate screening is recognized under Title VII of the Civil Rights Act, where the law permits recruiters and organizations to conduct pre-screening job tests on candidates (Nielsen, Nelson Lancaster, 2010). Interviewing Process Considerations There are several things that should be considered when conducting the interviewing process and some of the key issues here are as follows. Legal considerations It is always important to consider all the necessary legal requirements on employment when conducting the interview. Invitations Candidates who have been selected for the interviews should be presented with invitations informing them of the venue for the interview, time, and arrival procedures, among other key requirements. Interview day All arrangements pertaining to the exercise should be ready on the interview day. This may include things such the venue, sitting arrangement, and interview materials. Receptionist Instructions The receptionist should be well instructed on how to receive and welcome the participants as they arrive for the exercise. If necessary, written guidelines on how people are expected to behave during the exercise can be left with the receptionist to be given to the participants. Ensure Preparation and Prese nce of Panelists The company should ensure that panelists are well instructed and prepared with all the necessary information prior to the exercise. It is also important to confirm the presence of all panelists before the exercise begins. Methods Of Selecting Candidates The main goal of any business organization is to attract and retain the best employees for its workforce. This, however, is determined by the methods used to select the employees as discussed below. Using the Interview Notes This is whereby the assessment notes taken in the course of the interview are compared to determine the most suitable candidates. Here, qualities such as competence, behavior, and experience as presented in the interview would be essential factors to consider. Outcome of Pre-Employment Screening Candidates are selected on the basis of competence, ability, and skill as it has been observed during screening. Resumes The company can also use Resumes or CVs to select the best people to fill positions in the workforce. This will give the recruiters an opportunity to match candidates’ qualifications with the requirements of the job being offered, thus helping them to make the right choices about them. Interview Panel Opinion In situations where several candidates appear to be fit for the job, recruiters can seek the opinion of the interview panel to come up with perfect decisions (O’Leary et al., 2002). Here, the panelists are given the chance to present the most suitable candidates to the company based on the observations made. Laws On Recruitment And Selection While conducting the recruitment exercise, the Limousine Company should consider the following laws on recruitment and selection. The Sex Discrimination Act 1970 This law calls for equal treatment of candidates in all organizations irrespective of their gender identities. In this regard, the selection procedures applied should protect candidates from any form of discrimination on the basis of gender. The Emp loyment Equality (Religion or Belief) Regulations 2003 This law protects the candidates from any form of discrimination on the basis of religion or cultural beliefs. The Equal Pay Act 1970 According to this law, candidates intended to serve in same working capacities should be treated equally in terms of wages, salaries, and other relevant benefits regardless of their gender, religion, and cultural backgrounds. References Bucher, R. D., Bucher, P. L. (2004). Diversity consciousness: Opening our minds to  people, cultures, and opportunities. New Jersey: Pearson/Prentice Hall. Cable, D. M., Graham, M. E. (2000). The determinants of job seekers’ reputation perceptions. Journal of Organizational Behavior, 21(8), 929-947. Chapman, D. S., Webster, J. (2003). The use of technologies in the recruiting, screening, and selection processes for job candidates. International Journal of  Selection and Assessment, 11(3), 113-120. Lavigna, R. J., Hays, S. W. (2004). Recruitment and s election of public workers: An international compendium of modern trends and practices. Public Personnel  Management, 33(3), 237-253. Nielsen, L. B., Nelson, R. L., Lancaster, R. (2010). Individual Justice or Collective Legal Mobilization? Employment Discrimination Litigation in the Post Civil Rights   United States. Journal of Empirical Legal Studies, 7(2), 175-201. O’Leary, B. S., Lindholm, M. L., Whitford, R. A., Freeman, S. E. (2002). Selecting the best and brightest: Leveraging human capital. Human Resource Management,  41(3), 325-340. Reskin, B. F., McBrier, D. B., Kmec, J. A. (1999). The determinants and consequences of workplace sex and race composition. Annual Review of  Sociology, 15(7), 335-361. This coursework on Recruitment and Selection Strategies Recommendations was written and submitted by user John Webb to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Friday, March 6, 2020

Letter from Birmingham Jail and Discrimination essays

Letter from Birmingham Jail and Discrimination essays Discrimination can be seen as a permanent problem, encountered in many societies. Usually it is made on the base of differences between sex, race or religion. On of these is the racial discrimination and particularly involves the black peoples society. The blacks have always suffered because of the consequences of their past, namely slavery. Even today they cant enjoy the same treatment and rights as the white people, enduring oppression from them. In Letter From Birmingham Jail" by Martin Luther King Jr., there are many images which describe the black peoples situation and the problems they have to face in front of the racial injustice. One of these images takes in consideration the problem of justice. Justice is the cause for which Martin Luther King Jr. fights, trying to gain respect and to restore his community in its own rights. He talks about the just and unjust laws and comes up to the fallowing difference: A just law is a man made code that squares with the moral law or the law of God. An unjust law is a code that is out of harmony with the moral law. The most concrete example on this matter, given by King regards the blacks right to vote. Every citizen has the right to vote, but in some stats, such as Alabama, the black community is considered a minority, and they are prevented from being registered as voters. King sadly confesses that this kind of treatment doesnt agree with the democratic structure and also gives a wrong example to the citizens. They know that they commit injustice but they dont admit it, considering that this is the right thing to do. He would appreciate if a person accepted the cons equences of his acts. Every person has his own responsibilities and if he breaks a law he must accept the penalty. And there is always the moral law, which must move a persons mind and prevent him from breaking other persons right just beca...

Tuesday, February 18, 2020

Operation management Assignment Example | Topics and Well Written Essays - 3000 words - 3

Operation management - Assignment Example Operation management is important for two main reasons – firstly it can improve the productivity and secondly it helps to meet the competitive priorities of the customers. Productivity can be defined as the ratio of the output to input. It is rather a measure through which the efficiency of the employees or managers is utilized to convert the scarce resources of the organization into products or services. The more is the numerical value of this ratio the higher is the level of efficiency. The importance of operation management is increased in the recent years due to stiff competition, quality conscious customers, new technologies, and service life cycles which imposes pressure on the organization’s operations so as to improve productivity and provide a better quality of the goods and services. This assignment will put focus on Starbucks Corporation which is the largest coffee company across the world and is based in Washington. The brand is a part of the booming restaurant industry and operates through 20,891 stores in almost 64 countries. The company was founded in the year 1971 as a Seattle retailer of coffee beans and from then it has expanded very rapidly. The company is well known for selling coffees but also has extended its product range to pastries, sandwiches, hot and cold beverages, snacks, etc. The inputs of its operations are mainly coffee beans and milk that comes from across nineteen countries, once the beans are collected it is then send to its manufacturing, roasting, and packaging plant. The output is the finished product that is then delivered across its stores and supplies adequate amount of coffees to each of the stores. The input/output transformation model describes the process through which the inputs such as capital, labour, equipment, land building, information, and materials are converted into outputs such as products or

Monday, February 3, 2020

The Largest Health Insurance Firms in the US Essay

The Largest Health Insurance Firms in the US - Essay Example If ObamaCare succeeds in creating oligopolies, the insurance sector may experience some problems for example high operating costs and premiums, low-quality service and less innovation that would otherwise improve service provision. The merging of the firms would significantly reduce competition. In a non-oligopolistic market, insurance firms strive to gain competitive advantage over other fellow service providers. Providing quality service at affordable prices is an essential competitive advantage. Therefore, competition is necessary as it guarantees the proper performance of insurance as opposed to an oligopolistic market scenario.Conversely, the creation of oligopolies would also benefit clients and shareholders. If insurance firms come together to form a single commercial entity, the standardization of benefits that accrue to clients would be possible and premiums may be adequately controlled. As a result, mergers would attract more customers compared to independent insurance firm s. The interest of shareholders is to reduce overhead costs in administration and other expenses. Consolidation of the insurance industry would initiate a centralized administrative system that would control the firms under the oligopoly and reduce the subsequent administrative costs.In addition, ObamaCare advocates for extensive consolidation of hospitals and health care services. Large health care facilities are in a better position to provide quality services and maintain best practices by use of the vast resources that are available.

Sunday, January 26, 2020

Oral And Written Feedback To Improve Writing English Language Essay

Oral And Written Feedback To Improve Writing English Language Essay This study is an investigation of the perceptions about effectiveness of oral and written feedback on writing of thirty-seven Cambodian English-major students at the National University of Management (NUM). Two instruments were used to collect data from the oral feedback group (N=19) and the written feedback group (N=18) before and after the two-month treatment: questionnaires and student paragraphs. Results indicate that the two groups equally delivered better performance on holistic writing although oral feedback was viewed as preferable to written feedback. While the former positively impacted on both the micro-aspects (i.e. grammar, vocabulary, and mechanics and spelling) and the macro-aspects (i.e. content and organization), the latter encouraged revision only in language and organization. The study suggests that student writing improve, regardless of feedback method; that preference may not associate with revision; that reading be integrated into L2 writing classes; and that re vision may correlate with feedback intake which depends on learner-focus and teacher-student interaction. Introduction Since the late 1950s, attitudes towards the role of corrective feedback have changed along with the evolution of language teaching methodologies grounded on theories of both educational psychology and second language acquisition with the aim of enabling learners to acquire the target language effectively. In the late 1950s and 1960s, the Audiolingual Method (ALM), based on behaviorism and structuralism, was very popular in second and foreign language classrooms. Error correction was seen as helping learners to form good habits by giving correct responses instead of making structural mistakes. In the 1970s and 1980s, Communicative Language Teaching (CLT), developed from nativism, was commonly practised to equip learners with communicative competence in terms of function over form or comprehensibility over grammaticality. It infers that formal correction should be discontinued since it was deemed as interfering rather than facilitating the acquisition of the target language. In the ear ly 1990s, the Interaction Approach (IAA) emerged, and it entailed such three dimensional phases as learning through input, production of language, and corrective feedback that comes as a result of interaction that arises authentically. Since the mid-1990s, the position of feedback, with the dominance of CLT, has been debated among the theorists, researchers, and practitioners in the fields of second language writing and second language acquisition. In 1996, Truscott, for example, claimed that feedback on student writing should be discarded because it is ineffective and harmful. Ferris (1997), on the other hand, argued that feedback is virtuous as it enables L2 students to revise their own writing and assists them to acquire correct English. Because research evidence was scarce in support of feedback, both Ferris and Truscott called for further research into questions about the impact and provision of feedback on L2 student writing (Bitchener Knoch, 2009). Accordingly, a great body of research has been conducted with a look into teacher written feedback: correction strategies (e.g., Bitchener, Young, Cameron, 2005; Ferris, 1997; Ferris Roberts, 2001; Lee, 1997; Sugita, 2006), feedback forms (e.g., Hyland Hyland, 2001; Silver Lee, 2007; Treglia, 2008), feedback foci (e.g., Ashwell, 2000; Ellis, Sheen, Murakami, Takashima, 2008; Sheen, Wright, Moldawa, 2009), students attitudes toward feedback (e.g., Alamis, 2010; Lee, 2004, 2008a; Saito, 1994; Treglia, 2008; Weaver, 2006), and teachers beliefs about feedback (e.g., Lee, 2004, 2008b). These studies suggested that feedback plays a pivotal role in helping L2 students improve the accuracy and quality of their writing. This finding is in line with the Vygotskyan model o f Zone of Proximal Development (ZPD) which claims that learners need to be provided with scaffolding to be capable of reaching a stage of autonomy and accuracy (Patthey-Chavez Ferris, 1997). However, many of the studies have design flaws in terms of the small sample size or of not having a control group. Other studies explored the effectiveness of other feedback techniques: oral feedback or teacher-student conferencing (e.g., Hedgcock Lefkowitz, 1992; Hyland, 2003; Marefat, 2005; Sheen, 2010a, 2010b), peer feedback (e.g., Kamimura, 2006; Rollinson, 2005; Tsui Ng, 2000), reformulation (e.g., Hyland, 2003; Santos, Lopez-Serrano, and Manchon, 2010), audio-recorded feedback (e.g., Huang, 2000; Jordon, 2004), and computer-mediated commentary (e.g., Ferris, 2003; Hyland, 2003; Hyland Hyland, 2006). However, most of the studies failed to examine which feedback mode was more effective in improving student writing. Even though some of them were comparative in nature, the studies were conducted solely with a group of English-as-a-second-language (ESL) learners. As a result, conclusion is hard to be drawn with regard to the effectiveness of each feedback strategy when it is applied in another classroom setting where English is in the Kachrus (1985) expanding circle or where English is taught as a foreign language. As Ferris (2003) put it, What is preferable cannot be equated with what is effective, and what is effective for one student in one setting might be less so in another context (p. 107). In light of the aforesaid insightful and encouraging premise, this current quasi-experimental research attempts to compare teacher oral and written feedback in terms of perceptions and efficacy among Cambodian English-major students at the National University of Management (NUM henceforth). Definition of Terms: Oral Feedback and Written Feedback According to Rinvolucri (1994), the term [feedback] originates in biology and refers to the message that comes back to an organism that has acted on its environment. In biology it describes a neutral process, a link in the chain of action and reaction. (p. 287) In second language writing, feedback can be defined as input from a reader to a writer with the effect of providing information to the writer for revision (Keh, 1990, p. 294). Simply put, the teacher suggests changes that will make the text easier for the audience to read, or that help the writer to be more aware of and sensitive to his/her reader. When the writer of any piece of writing gets the perspective of the reader, then that writer is able to see more clearly where any points of confusion exist. As Keh (1990) elaborates, The writer learns where he or she has misled or confused the reader by not supplying enough information, illogical organization, lack of development of ideas, or something like inappropriate word-choice or tense (p. 295). In this study, feedback can be operationalized in terms of oral and written feedback (Berg, Admiraal, Pilot, 2006; Hedgcock Lefkowitz, 1992; Hyland, 2003; Hyland Hyland, 2006; Patthey-Chavez Ferris, 1997; Sheen, 2010a, 2010b). Oral feedb ack (OF) refers to the provision of feedback on errors and weaknesses in content, organization, and language (i.e. grammar, vocabulary, mechanics and spelling) through face-to-face conferencing lasting about five minutes for each student-writer. In so doing, the teacher gives comments (in the forms of questions, imperatives, praises, and suggestions), provides correct forms or structures in faulty sentences, tells the location of errors, makes recasts, and gives prompts in the forms of elicitation, clarification requests, and repetition of errors. Written feedback (WF), on the other hand, refers to the correction of errors and weaknesses in content, organization, and language through writing on student paragraphs. In this regard, the teacher makes use of direct versus indirect correction, coded versus uncoded feedback, and marginal versus end comments, in the forms of corrections, questions, imperatives, praises, and suggestions. Literature Review Written feedback A number of studies have been done to examine what to be commented on for substantive revision. For example, Ellis (1994), reviewing several studies on what effect formal corrections have on language acquisition, concluded that the learners whose errors are corrected improve the accuracy of producing existential structures (i.e. There is/are). However, the Ellis-reviewed studies entail only focused feedback, meaning that only one linguistic feature is targeted. Kepner (1991), in a comparative study of feedback on content and grammar, found that students who receive content feedback produce writing that has better content than those who receive grammar feedback. He also found that students who receive formal feedback do not produce fewer errors than the uncorrected group. In another study, Leki (1991) asked 100 ESL freshmen to complete questionnaires to examine how effective feedback was and how they reacted to the positive and negative comments on both form and content. He found that correcting errors in both form and content is beneficial since good writing is viewed as equated with error-free writing. Moving a step away from what to be commented on, several studies have been carried out to investigate how errors should be corrected to improve student writing. According to Ellis (1994), formal feedback is helpful to L2 acquisition only if problems are corrected implicitly or only if the errors are induced and then corrected. In a similar vein, Weaver (2006) explored how 44 students in the Faculty of Business, Art and Design perceived written feedback and if the feedback that they received showed a student-centered approach to learning. In light of interviews, questionnaires, and feedback content, he found that teacher comments are useful only if they are specific and clear, give sufficient guidance, focus on positive points, and are related to assessment criteria. Ferris (1997), examining over 1,600 marginal and end comments written on 110 first drafts by 47 university ESL students, found that marginal comments are more immediate and easier for students to locate errors and revise, whereas end comments can be more useful for writing development since they summarize major problems. Marginal comments are also deemed to be more motivating since the reader is actively engaged with the writers text (Goldstein, 2004, as cited in Hyland Hyland, 2006). In a related vein, much research has focused on whether comment types influence revisions and which of them are more, if not the most, effective. In so doing, Sugita (2006) analyzed 115 revised papers by 75 EFL students at a private university in Japan. He found that imperatives are more effective than statements and questions. In contrast, Conrad and Goldstein (1990, as cited in Hyland Hyland, 2006) found that imperatives, declaratives, or questions were less effective than the type of problem in the feedback. They further explained that problems related with facts and details were successfully revised by 50%, while those dealing with argumentation and analysis were successfully revised only by 10%. Treglia (2008) interviewed two teachers and fourteen students in a community college in the United States to examine how the students reacted to the feedback given by the teachers in the forms of mitigation and unmitigation. This study showed that the students saw both mitigated and dir ective comments easy to revise, but they liked the feedback in the forms of acknowledgements, suggestions, and choices. Alamis (2010) investigated the reactions and responses of 141 students at the Faculty of Arts and Letters of the University of Santo Tomas towards teacher written feedback. In light of questionnaires and student essays, Alamis found that praises are superior to criticisms and that content feedback should entail suggestions rather than questions, direct corrections, and indirect corrections. However, this study is a result of opinion-based responses, so it may be hard to conclude that its findings were valid. Many other researchers have moved farther to find out the extent to which teacher written feedback should be made explicit and sufficient in order to encourage comprehension and revision. In so doing, Enginarlar (1993) used 20-item questionnaires to examine the attitudes of 47 freshmen at Middle East Technical University to coded feedback and brief comment in English Composition I class. This study revealed that the participants like the two feedback types, seeing review work as a type of co-operative learning in which the amount of work and responsibility is shared by students and teachers. Ferris and Roberts (2001) also explored how explicit error feedback should be to help students to self-revise their papers. By analyzing papers written by 72 university ESL students, they found that the treatment groups outdo the control group in relation to self-revision, but the coded feedback group is not statistically different from the uncoded feedback group. Ferris and Roberts also conclude d that less explicit feedback seems to facilitate self-revision just as well as corrections coded by error type. Ferris (2003), in her review of three key studies, suggested that comprehensive feedback (i.e. all errors marked) is preferable to selective one (i.e. only some errors marked) and that indirect correction (i.e. coded and uncoded errors) is more effective than direct one (i.e. teachers making the corrections for students). Lee (2004) analyzed teacher error correction tasks and used questionnaires to and follow-up interviews with teachers and students to examine their perspectives on error correction practices in the Hong Kong secondary writing classroom. Like Ferriss (2003) reviewed studies, this research showed that comprehensive error feedback encourages substantive revision and that students depend on teachers to correct their errors. Oral feedback The effectiveness of oral feedback for improving student writing has still got very few answers (Hyland Hyland, 2006). As such, several studies have been done to examine teacher-student dialogue, and they found that successful conferencing rests on the interactive nature. For example, Hyland (2003) claimed that conferencing is fruitful when students are actively involved, asking questions, clarifying meaning, and arguing instead of accepting advice. Johnson (1993, as cited in Gulley, 2010) did a qualitative study and concluded that the question, a tool often used by teachers and tutors during a writing conference, can be ineffective in eliciting a meaningful response from students (p. 13). By contrast, Carnicelli (1980, as cited in Gulley, 2010), in his qualitative study among English-major students at the University of New Hampshire, showed that conferencing is more preferable to in-class teaching. He also noted that conference might fail if the teacher does not listen to the student, if the student feels insecure, or if the student does not remember the teachers comments (p. 13). However, this study has a design flaw in terms of not having a control group, so it is hard to conclude if such a preference is a result of conferencing, instruction, or practice. In his response to Carnicelli, Keh (1990) did his article review and pointed out that conferencing fails when the teachers take an authoritarian role, dominate the conversation, and pay no attention to what their students ask during the dialogue. He also noted that teacher-students conferencing is more effective than teacher-student conferencing since the former allows them to learn ideas and problems from one anot her. Moving a step away from the teacher-student interaction, several studies have been conducted, focusing on students-related variables that may affect the substantive revision of student writing. In so doing, Marefat (2005) examined the perception about the efficacy of oral feedback on the improvement of writing among 17 male and female Iranian students of English as a foreign language. He found that males could write paragraphs better than females, whereas females outperformed males in essay writing. He concluded that the students can produce pieces of writing with better quality, regardless of the feedback technique. Patthey-Chavez and Ferris (1997, as cited in Hyland Hyland, 2006) investigated how four writing teachers did conferencing with poorer and better students. They found that however useful teacher suggestions were for revision, the poorer students seemed to use advice more often than their counterparts. Better students were more self-confident, and they often used teacher suggestions as a base to revise their own writing. The co-researchers suggest that in the case of less capable students, conferences may be harmful if they entail appropriation rather than intervention. In another study, Goldstein and Conrad (1990, as cited in Hyland Hyland, 2006) noted that the L2 learners having cultural or social inhibitions about engaging informally with teachers are most likely to passively and unreflectively use teacher advice to revise their writing. The co-researchers found that only students negotiating meaning well in conferences were able to perform revision more successfully. This finding was similar to that of Williams (2004, as cited in Hyland Hyland, 2006), claiming that students were successful in using advice when teacher-suggestions were direct, when students actively engaged in negotiating meaning, and when they took notes of teacher comments, during the dialogues. Williams also added that negotiation is a precondition for revising higher-level texts, although her research suggested that conferencing has greater impact on correcting local errors (as cited in Hyland Hyland, 2006). However, the findings of all the four studies are based on the sm all sample size, so it is unclear if conferencing strategies and other contextual factors play a part in improving student writing. In line with the studies grounded on L2 writing theory, a number of studies have been done based on the theories of second language acquisition to investigate the impacts of indirect and direct corrective feedback, focusing on single linguistic structures. For example, Ellis, Loewen, and Erlam (2006, as cited in Sheen, 2010b) did an experimental study to examine whether implicit or explicit feedback is more helpful for adult ESL learners to acquire regular past tense. They put the students into three groups: the group with implicit recasts, the group with explicit metalinguistic feedback, and the group without any corrective feedback. The findings showed that both implicit and explicit feedback does not have any impact on the immediate posttests, but the latter is more effective than the former on the delayed posttests. In another study, Sheen (2007, as cited in Sheen, 2010b) found that explicit corrective feedback is superior to implicit corrective feedback in terms of formal acquis ition in both the immediate and delay posttests when the former is provided in the form of metalanguage and the latter in the form of recasts. Several other studies have also been done to compare input-providing feedback in the form of recasts with output-prompting feedback in the forms of elicitation, clarification requests, repetition of error, and metalinguistic clues. Lyster (2004, as cited in Sheen, 2010b) did a study with a group of fifth-grade French learners to examine whether recasts or output-prompting feedback methods encourage more accuracy of using articles agreeing with the gender of nouns. The study revealed that the output-prompting group alone outdid the control group on all eight measures of acquisition. Ammar and Spada (2006, as cited in Sheen, 2010b) investigated if recasts are more effective than prompts on the acquisition of possessive pronouns among six-grade learners in intensive ESL classes. They found that prompts were more helpful only for students with pretest scores below 50 percent, whereas recasts and prompts together were less effective for those whose scores were below 50 percent. However, t hese studies entail only focused corrective feedback, meaning that only one linguistic feature was targeted. Therefore, the results are hard to be generalized since the effects of recasts and prompts might be different if multiple-linguistic features are corrected. Research Questions As can be seen, no research had been conducted before to explore the comparative effectiveness of oral and written feedback in improving student writing in the context where English is in the Kachrus (1985) expanding circle. Accordingly, the present study sets out to look for answers to the following two research questions: How do Cambodian English-major students at NUM perceive oral and written feedback? Which feedback strategy, oral or written, is more effective in improving student writing as measured by writing performance? Methodology Participants Thirty-seven students participated in the present study, 19 of whom were males and 18 were females, with an average age of 22.59 (SD=.62) years. They were English-major students at NUM, and they had been learning English since Grade 7 of Cambodian Secondary Education (G7CSE) under the Ministry of Education, Youth, and Sports (MoEYS). The subjects were selected from each English class of the university based on the pre-treatment scores of 150-word paragraph writing. Based on this criterion, 19 of them were put into the oral feedback (OF) group, and 18 were filtered into the written feedback (WF) group. A control group was excluded from this study for two main reasons. First, it is believed that feedback is an essential element, so to get student to write without feedback would be unfair to them. Second, it is claimed that one of the things that students expect from teachers is feedback, so to deny them feedback would be unethical. Instruments Two instruments employed in this study were questionnaires and student paragraphs, both of which were used for data triangulation. The questionnaire, so-called Affective and Effective Response Feedback (AERF), consists of three sections with a total of 22 items: Section A (A1-4 for Demographic Data), Section B (B1-9 for Effective Responses), and Section C (C1-8 for Affective Responses). A five-point Likert scale (1=Strongly Disagree, 5=Strongly Agree) was utilized for the 17 items in the latter two sections (B1-9 and C1-8), and several items thereof (i.e. B1, B3, B5, B8, C2, C5, and C8) were reverse-ordered to reduce response set bias. A statistical validity analysis showed that EARF was reasonably reliable with the Cronbachs Alpha value of .853. The student paragraphs were collected before and after the two-month treatment, and they were inter-rated by three well-trained teachers each with more than four-year experience of teaching writing skills to English-major university students. The scoring was performed based on the researcher-formulated criteria divided into content, organization, grammar, vocabulary, mechanics and spelling, each of which earns equal marks (1=Very Poor, 5=Excellent), with the total score of 25. The reliability of the inter-rated scores employed by the present study was .789 for the pre-treatment scores and .806 for the post-treatment scores, using Cronbachs Alpha coefficient of internal consistency. Procedures Before this study, letters were sent to the Chair of Foreign Languages Center (FLC) of NUM, where it was conducted, and finally to the Rector of the university as well. Once approval letters were received, the researcher went on to select classes for both groups (OF and WF) and sent out informed consent forms. There were informative meetings with both groups of participants to let them know about the study and to receive signed informed consent forms. It was also made clear to the subjects that this study would not affect their course grades. They responded to the questionnaires anonymously, and those who mastered more than 80 percent of the total scores in paragraph writing would be awarded with Certificate of Recognition in order to motivate them to write and incorporate the feedback they had received from one week to another into their revision process. Data collection was conducted in the following steps. First of all, the students were asked to write a 150-word paragraph about the person whom I admire in my life. The paragraphs were then collected and inter-rated by three well-trained lecturers who had been teaching writing skills for more than four years. Based on the results, the participants were divided into two groups of similar size (OF=19, WF=18) and overall equivalent writing competence. An independent-samples t-test revealed that the overall mean score of the oral feedback group constituted 16.47 (SD=3.042) and that of the written feedback group was 16.46 (SD=3.045). Then, the treatment was conducted for two months with single-draft feedback provided on each of the three paragraph types taught during this experimental period: narrative, process, and compare-contrast. The topics included my happy story, how to make a nice cup of coffee, and rural life and city life. The feedback on each topic was comprehensive and targeted all aspects of writing: content, organization, grammar, vocabulary, mechanics and spelling. In this regard, various feedback strategies of each commentary mode were employed to ensure that both groups would receive similar treatment condition and that they would provide more authentic responses to the research questions. It is worth noting that the treatment (i.e. the delivery of feedback) was undertaken with specific reference to the operationalized terms at the very beginning of this study (Please refer to pages 3-4.). Soon after the two-month study, the participants were again asked to write a 150-word paragraph about one of the three topics (i.e. my bedroom, my house, or my favorite place), complete the questionnaires consisting of both close- and open-ended items. Finally, the data obtained from the questionnaires and student paragraphs were coded and input into SPSS 19.0 with the utilization of one-sample t-test, independent-samples t-test, and paired-samples t-test for data analysis, using the test value of 3.5 and the significant level of .05. Findings and Discussion Research question 1: How do Cambodian English-major students at NUM perceive oral and written feedback? A one-sample t-test was employed to provide descriptive statistics by comparing the mean scores and standard deviations of the oral feedback group and the written feedback group with the test value of 3.5 rather than with those of the written feedback group and the oral feedback group, respectively (i.e. oral feedback group vs. written feedback group, and vice versa). Table 1 shows that the students had highly positive attitudes towards oral feedback in the forms of detailed correction (M=4.42, SD=.838, p=.000), comprehensive suggestion (M=4.26, SD=.806, p=.001), and sincere praise (M=4.00, SD=.816, p=.016), which thus enabled them to write with increased confidence (M=4.26, SD=.452, p=.000). This preference was due to the fact that oral feedback was perceived as the cornerstone of building closer bonds (M=4.16, SD=.765, p=.001) between the student and the teacher who always paid special attention during each dialogue (M=4.58, SD=.507, p=.000). However, no statistical differences wer e significant in motivation (C5. It encouraged me to work harder on my revision) and sufficiency (C8. It was helpful enough for my revision), the p-values of which constituted .137 and .497, respectively. Table 1 Descriptive statistics for affective responses of OF group M SD t df p C1. It made me feel I had a more personal and human relationship with my teacher. 4.16 .765 3.750 18 .001 C2. I did not feel more confident about my writing. (Reverse-ordered) 4.26 .452 7.353 18 .000 C3. It gave more details about the errors in my writing. 4.42 .838 4.793 18 .000 C4. It gave more details about how I can improve my writing. 4.26 .806 4.129 18 .001 C5. It discouraged me from working harder on my revision. (Reverse-ordered) 3.84 .958 1.556 18 .137* C6. Praise was helpful for my revision. 4.00 .816 2.669 18 .016 C7. I got special attention from my teacher. 4.58 .507 9.271 18 .000 C8. It was not helpful enough for my revision. (Reverse-ordered) 3.68 1.157 .694 18 .497* * p > .05 (not significant) As can be seen in Table 2, students preferred written feedback in the forms of comprehensive correction (M=4.39, SD=.698, p=.000), detailed suggestion (M=4.39, SD=.608, p=.000), and sincere praise (M=4.22, SD=.647, p=.000), to make them feel more confident about their writing (M=4.00, SD=.594, p=.002). A one-sample t-test also indicates that statistical differences were significant in attention (C7) [M=4.22, SD=.808, p=.001], but not in relationship (C1, p=.655), encouragement (C5, p=.055), and sufficiency (C8, p=.080). Taken Tables 1 and 2 together, oral feedback, unlike written feedback, builds closer bonds between the teacher and the student because the former tends to be more interpersonal in terms of reciprocal attention during the dialogue. While written feedback, if it includes encouragement and personal, text-specific comments, can also strengthen teacher-student relationships, it is not the same experience as sitting down face-to-face for negotiation and questions. Table 2 Descriptive statistics for affective responses of WF group M SD t df p C1. It made me feel I had a more personal and human relationship with my teacher. 3.61 1.037 .455 17 .655* C2. I did not feel more confident about my writing. (Reverse-ordered) 4.00 .594 3.571 17 .002 C3. It gave more details about the errors in my writing. 4.39 .698 5.404 17 .000 C4. It gave more details about how I can improve my writing. 4.39 .608 6.206 17 .000 C5. It discouraged me from working harder on my revision. (Reverse-ordered) 4.00 1.029 2.062 17 .055* C6. Praise was helpful for my revision. 4.22 .647 4.738 17 .000 C7. I got special attention from my teacher. 4.22 .808 3.790 17 .001 C8. It was not helpful enough for my revision. (Reverse-ordered) 3.00 1.138 -1.87 17 .080* * p > .05 (not significant) Table 3 presents the descriptive statistics of the perceptions about the impact of oral feedback on improving student writing. A one-sample t-test was performed with the test value of 3.5 and the p-value of .05. The results show that oral feedback was viewed as effective in encouraging substantive revision of organization (B4) [M=4.32, SD=.671, p=.000], clarity (B1) [M=4.05, SD=.780, p=.006], content (B5) [M=4.00, SD=.577, p=.001], and grammar (B2) [M=3.95, SD=.705, p=.013]. Significantly, oral feedback was also seen as enabling students to use specific linguistic features in conformity to different genres or text-types (M=3.95, SD=.705, p=.013). Such an improvement was strongly confirmed by the

Saturday, January 18, 2020

Phineas Gage Paper Essay

There are many cognitive functions that the brain performs on a daily basis. People can survive with traumatic brain injuries or strokes and still function to a point. The brain is an amazing organ that can be resilient and bounce back from brain injuries due to an accident or stroke, depending on which areas of the brain are affected. If certain areas of the brain are affected then the person could lose the ability to see, speak, remember, function, or even die. A person’s brain continues to change and develop throughout their lifetime, even if parts of the brain become necrotic due to dementia and other disorders. The best known case of how a person can survive and have a relatively normal life after a brain injury was Phineas Gage. His story is an amazing one that is hard to believe. There are several parts of the brain that are responsible for the cognitive functions. One part of the brain that is responsible for cognitive functions is the amygdala. The amygdala is an almond shaped set of nuclei that control emotions such as fear, disgust, anger, and even pleasure. The amygdala is also responsible for what memories that the brain stores. For this reason, if the amygdala is damaged, then a person might lose their ability to control their temper, or the ability to remember their childhood. Another part of the brain that is responsible for cognitive function is the Wernicke’s area and the Broca’s region. Both of these regions are named for the person who discovered them. They both are responsible for speech and how we talk. It is also involved in how a person understands written and spoken language. For this reason, if a person sustains damage to either of these areas, then they could lose the ability to speak or understand words that are spoken to them or written words. The story of Phineas Gage is the most famous story of how neuroscience plays a part in a person’s survival. Back in 1848, in Cavendish, Vermont, Phineas Gage was a construction foreman working on a railroad bed when he was loading a hole in the ground with explosives. He was stuffing the explosives into the hole with a tampering iron when they went off and the forty-three inch long, thirteen pound tampering iron went through his left cheek and throughout his brain and out of the back of his skull. The accident affected his frontal lobe of his brain and stories have indicated that he was never the same again. He became blind in his left eye. He spent ten weeks in the hospital under the care of Doctor John Harlow and then was sent home (Unknown, 2010). Harlow observed Gage the entire ten weeks. He was unable to hold a foreman’s job again. Unfortunately, his recovery was not a complete success. The once likable and friendly man became fitful, irreverent, and grossly profane. He worked odd jobs from that time until his death in 1860 from seizures due to his injury. Harlow wrote that he was never the same after his injury and that â€Å"the balance between his intellectual faculties and animal propensities seemed gone. † He could not stick to plans, uttered the grossest profanity, and showed little deference for his fellows (Twomey, 2010). The reason that the case of Phineas Gage became so popular and famous was because it was the first case of its kind where brain injury and personality changes correlated and became prominent in the field of neuroscience. This was the first case where it was proven that brain injuries can affect how a person acts in their behaviors. Gage sustained damage to the frontal lobe of the brain and Dr. Harlow even claims that Gage never lost consciousness due to his injury. After his death, Dr. Harlow had Gage’s body exhumed and studied both the skull and the tampering iron before donating both to the Warren Anatomical Museum for display. This was after he authored reports of the case of Phineas Gage. There have been increasingly more cases of Traumatic Brain Injuries causing damage to the brain, especially in the past decade of the war in the Middle East. These injuries are paving the way for the world of cognitive psychology and neuroscience for how to treat the damage to the brain. The most famous case so far in history has been the case of Phineas Gage. He proved that the damage to the frontal lobe can affect how a person acts and their behaviors. With the technology that is becoming available, we should be able to make more and more strides in the subject of brain injuries. Hopefully someday, we can find how to treat these brain injuries from accidents and strokes and possibly cure them.