The Carl Roger Concept

PP 8203 Practicum III Fall 2007 INSTRUCTOR: |Marjorie Witty | PHONE: |(312) 777-7702 | EMAIL: |[email  protected] edu | FAX: | | ALT PHONE: |(773) 327-1046 | REQUIRED TEXTS: |Title |Client-centered therapy:   Its current practice, implications and theory | |Author(s) |Rogers, Carl R. |Copyright |1951/ 2003 | |Publisher |Houghton Mifflin/ Constable & Robinson, Ltd. | |ISBN |1841198404   | |Edition |   | Title |Embracing nondirectivity | |Author(s) |Levitt, B. (Ed. ) | |Copyright |2005 | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN | 898059683 | |Edition |2005 | This Course Requires the Purchase of a Course Packet: YES NO RECOMMENDED READINGS |Title |Person-centered therapy: A revolutionary paradigm | |Author(s) |Bozarth, J.D. | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. uk | |ISBN |1898059225 | |Edition |1998 | Title |The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. | |Author(s) |Sanders, P. (Ed. ), | |Copyright | | |Publisher |Ross-on-Wye, UK:   PCCS Books www. pccs-books. co. k | |ISBN |1898059608 | |Edition | | Argosy University Illinois School of Professional Psychology Doctoral Practicum III PP 8203 Fall 2007 Syllabus Instructor: Marjorie Witty, Ph. D. Phone: (312) 777-7702 E-mail: [email  protected] eduOffice: 1325 Office hours: Tuesday 1:00 – 3:00; Thursday 10:00 – 12:00 Class meetings: Mondays, 3:30 – 4:45 Required readings Levitt, B. E. (2005). Embracing Nondirectivity. Ross on Rye, UK: PCCS Books. ISBN: 1 898059 68 3. Available from: www. pccs-books. co. uk (On reserve) (EN) Rogers, Carl R. (1951) Client-centered therapy: Its current practice, implications and theory. Boston: Houghton Mifflin. Newer edition: Constable & Robinson, Ltd. (2003). ISBN 1841198404. (On reserve) Wampold, B. E. (2001) The great psychotherapy debate: Models, methods, and findings.Mahwah, NJ : Lawrence Erlbaum Associates. Articles as assigned will be forwarded to you through e-mail. This course does not require the purchase of a course packet. (O) in the syllabus denotes available online or through e-mail, EN refers to Levitt text. CRR refers to Kirschenbaum & Henderson's The Carl Rogers Reader available in Library. Recommended Books (see attached bibliography at end of syllabus. Learning Objectives 1. Achievement of competence in empathic following response process, as assessed by performance in taped therapy sessions. 2.Expanding self-awareness of personal reactions and feelings during the therapy sessions measured by class discussion and students’ self-reports in the comments submitted with each of their therapy tapes. 3. Mastery of basic theory of client-centered therapy (or other orientation) through completion of all assigned readings; assessed by students’ transcript commentaries, participation in discussion. 4. Increased ability to evaluate oneâ₠¬â„¢s own work as a novice therapist, assessed by final self-evaluation and submission of CEC in Spring 2008. Required Assignments:Each term you will be required to present your taped session with a client from your site. Bring an audible tape. Inaudible or hard-to-hear tapes are not acceptable. Check your tape before presenting! Provide a transcript of 20 minutes of the session (any 20 minute segment is fine, but cue up your tape to coincide with the transcript before class. Bring a case conceptualization of 2 – 3 pages. Format will be covered in class. Be sure to obtain a good tape recorder from the library or bring your own on the day you are assigned to present. Schedule of presentations will be determined on the first day of class.Grading and evaluation policy Therapy practicum seminars are graded â€Å"credit/no credit. † In order to successfully complete your practicum, you must receive credit from your site supervisor, from your seminar instructor and pass your Clinical Evaluation Competency (CEC) in Spring 08. The main method of evaluation will be the comments you and I make about your tape assignments and my assessment of success in implementing the necessary and sufficient attitudinal conditions set forth by Carl Rogers. If you are having problems with the assignments, please see me to discuss the difficulty. Attendance at all classes is required.Course Outline, Readings, and Assignments September 10 Introduction to Seminar. Assignments for tape presentations. Required readings for September 10th to be read before the first class: Rogers, C. R. (1951) The attitude and orientation of the counselor. Chapter 2 of Client-centered therapy. (On reserve) Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change. (CRR, pp. 219-235). September 17 Tape Presentation 1: Defining practice; goals of therapy. Evaluating progress. Required readings: Brodley, B. T. Client-centered therapy: An expressive therapy. (O ) Brodley, B.T. Empathic understanding: Observations of a CC practice (O) Brodley, B. T. Instructions for the clinical interview. (O) (http://adpca. org/articles. html) September 24 Discussion: Ethics Confidentiality and its limits; taping/transcribing and disposition of records. Therapeutic boundaries. Required reading: Brodley, B. T. Ethics in psychotherapy. (handout) October 1 Tape Presentation 2: October 8 Discussion: Empathy, unconditional positive regard Required readings: Witty, M. , Raskin, N. J. , Rogers, C. R.. (in press). Client-Centered Therapy. In Corsini & Wedding (Eds. ), Current Psychotherapies.Excerpt of session by Brodley w/ commentary by Witty (O) October 15 Tape Presentation 3: October 22 Discussion: Congruence: A frequently misunderstood condition Required readings: Brodley, B. T. (1998/2001). Congruence and its relation to communication in client-centered therapy. The Person-Centered Journal, 5(2), 83-116. (In the library) October 29 Tape Presentation 4 Novembe r 5 Multiculturalism & Diversity Issues Required readings: Glauser & Bozarth, J. D. (2001). Person-centered counseling: The culture within. Journal of Counseling & Development, 07489633, Spring2001, Vol. 79, Issue 2 Database: Academic Search EliteMier, S. & Witty, M. Considerations of race and culture in the practice of non-directive client-centered therapy. In Carl Rogers Counsels a Black Client. (O) (on reserve) Knopf, N. Working with gay couples. Witty, M. (2005). Nondirectiveness and the problem of influence. (EN) November 12 Tape Presentation 5 November 19 Chronic Mental Illness and the significantly impaired Required readings: Sommerbeck, L. (2005). Nondirective therapy with clients diagnosed with a mental illness. (EN) Wilders, S. (2005) An exploration of nondirective work with drug and alcohol users. (EN) Recommended: Prouty, G. 1994) Theoretical evolutions in person-centered/experiential therapy: Applications to schizophrenic and retarded psychoses. Westport, CN: Praeger. ( On reserve) Prouty, G. , Van Werde, D. & Portner, M. (2002). Pre-therapy: Reaching contact-impaired clients. Ross on Wye, UK: PCCS Books. (On reserve) Shlien, J. M. (1961/2003). A client-centered approach to schizophrenia: First approximation. In A. Burton (Ed. ), The Psychotherapy of the Psychoses (pp. 285- 317). New York: Basic Books. Also in To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders.Ross-on-Wye: PCCS Books. (On reserve) November 26 Tape Presentation 6 December 3 How clients make therapy work. Required readings: Brodley, B. T. (in press). Non-directivity in client-centered therapy. (O) Bohart, A. C. Chapters from How Clients Make Therapy Work. Recommended: Bohart, A. C. & Tallman, K. (1999) How clients make therapy work. Washington, D. C. : APA. December 10 CCT case conceptualization and prep for CEC. Required reading: Rogers, C. R. (1961) Ellen West—and Loneliness. (in CRR, pp. 157-1 68) Shlien, John M. (1987/2003) A Countertheory of Transference. Person-Centered Review, 2 (1), 15-49. Reprinted in Shlien, J.M. (2003). To Lead an Honorable Life: Invitations to think about Client-Centered Therapy and the Person-Centered Approach. Edited by P. Sanders. Ross-on-Wye: PCCS Books. (O)(also on reserve) Program Outcomes: The Doctoral program in Clinical Psychology at Argosy University, Chicago Campus is an APA accredited program (APA, 750 First St. NE, Washington, DC 20002, 202-336-5500). This program is designed to educate and train students so that they may eventually be able to function effectively as clinical psychologists. To ensure that students are prepared adequately, the curriculum provides for the meaningful integration of heory, training and practice. The Clinical Psychology program at Argosy University Chicago Campus emphasizes the development of attitudes, knowledge, and skills essential in the formation of professional psychologists who are committed to the ethical provision of quality services. Specific objectives of the program include the following: †¢ Goal 1: Prepare professional psychologists to accurately, effectively, and ethically select, administer, score, interpret, and communicate findings of appropriate assessment methods informed by accepted psychometric standards and sensitive to the diverse characteristics and needs of clients. OBJECTIVE 1A: ACCURATELY AND ETHICALLY ADMINISTER AND SCORE VARIOUS PSYCHODIAGNOSTIC INSTRUMENTS. o Objective 1b: Accurately interpret and synthesize assessment data in the context of diversity factors, referral questions, and specific objectives of the assessment, and organize and communicate results in writing and orally. o Objective 1c: Examine psychometric properties of psychological assessment instruments, and use that knowledge to evaluate, select, administer, and interpret psychological tests and measures appropriate for the client, the referral question, and the objectives of the ass essment. Goal 2: Prepare professional psychologists to select, implement, and evaluate psychological interventions consistent with current ethical, evidence-based, and professional standards, within a theoretical framework, and with sensitivity to the interpersonal processes of the therapeutic relationship and the diverse characteristics and needs of clients. o Objective 2a: Synthesize the foundations of clinical psychology, including psychopathology, human development, diagnosis, diversity, ethics, and various therapeutic models in clinical applications. Objective 2b: Select, plan, and implement ethical and evidence-based interventions with sensitivity to the diverse characteristics and needs of clients. o Objective 2c: Demonstrate knowledge, skills, and attitudes to effectively implement and participate in psychological consultation and supervision. Objective 2d: Demonstrate personal development and self-reflective capacity, including growth of interpersonal skills, and therapeuti c relationships. †¢ Goal 3: Prepare professional psychologists to analyze the complexity and multidimensionality of human diversity, and emonstrate the knowledge, skills, and attitudes necessary to understand diverse worldviews and the potential meaning of social, cultural, and individual differences for professional psychological services. †¢ Goal 4: Prepare professional psychologists to examine the historical context and the current body of knowledge of biological, cognitive, affective, developmental, and social bases of human functioning. †¢ Goal 5: Prepare professional psychologists to critically evaluate the current and evolving body of scholarly literature in psychology to inform professional practice. Disability StatementIt is the policy of the Argosy University/Chicago to make reasonable accommodations for qualified students with disabilities, in accordance with the Americans with Disabilities Act (ADA). If a student with disabilities needs accommodations to c omplete the instructor’s course requirements, the student must notify the Director of Student Services. Procedure for documenting student disability and the development of reasonable accommodation will be provided to students upon request. Students will be notified by the Director of Student Services when each request for accommodation is approved or denied in writing via a designated form.It is the student’s responsibility to present the form (at his or her discretion) to the instructor in order to receive the requested accommodations in class. In an effort to protect student privacy, Student Services will not discuss the accommodation needs of any student with instructors. Instructor’s Note: If you choose not to disclose that you have a disability which affects your academic or clinical performance, then you are taking full responsibility for any related consequences which may occur.I cannot accommodate what I don’t know about. You need not disclose the diagnosis or the nature of the disability itself, you need only bring me your accommodation letter. Disclosing a disability after an assignment is due is too late to be helpful for that assignment although accommodations can be made from that point forward. Academic dishonesty/plagiarism statement The University seeks to foster a spirit of honesty and integrity. Any work submitted by a student must represent original work produced by that student.Any source used by a student must be documented through normal scholarly references and citations, and the extent to which any sources have been used must be apparent to the reader. The University further considers resubmission of a work produced for one course in a subsequent course or the submission of work done partially or entirely by another to be academic dishonesty. It is the student’s responsibility to seek clarification from the course instructor about how much help may be received in completing an assignment or exam or pro ject and what sources may be used.Students found guilty of academic dishonesty or plagiarism shall be subject to disciplinary action up to and including dismissal from the University. Technology Statement The University encourages the use of technology throughout the curriculum. This course uses methods such as email communication, videotapes and online syllabus and assignments. Save this syllabus Retain a copy of the syllabus as documentation of coursework that might be needed for licensure. This page is to be turned in to your instructor. It will be held by your instructor until after the grade appeal time allotment.PP8203 Practicum Seminar III Fall 2007 I, ____________________________________, have read this syllabus and understand the course requirements. Date: _____________________________________ Note: many of these readings can be found online or will be on reserve in the library. You are only required to obtain the books listed at the top of the syllabus. Recommended Reading s: Asay T. P. , & Lambert M. J. (1999). The empirical case for the common factors in therapy: Quantitative findings. In M. A. Hubble, B. L. Duncan, & S. D. Miller (Eds. ), The heart and soul of change: What works in therapy (pp. 3-55). Washington, DC: American Psychological Association. Bohart, A. C. (2004). How do clients make empathy work? Person-Centered and Experiential Psychotherapies, 3(2), 102-116. Bozarth, J. D. (1998). Person-centered therapy: A revolutionary paradigm. Ross on Wye, UK: PCCS Books. (On reserve) Brodley, B. T. (1999b). A client-centered demonstration in Hungary. In I. Fairhurst, Women Writing in the Person-Centered Approach, (pp. 85-92). Ross-on-Wye, UK: PCCS Books. Brodley, B. T. (1997). The nondirective attitude in client-centered therapy. Person-Centered Journal, 4(1), 18-30. Brodley, B. T. 1999a). Reasons for responses expressing the therapist’s frame of reference in client-centered therapy. Person-Centered Journal, 6(1), 4–27. Brodley, B. T . (2000). Client-centered: An expressive therapy. In J. Marques-Teixeira & S. Antunes (Eds. ), Client centered and experiential psychotherapy (pp. 133-147). Linda a Velha, Portugal: Vale & Vale. Brodley, B. T. (2001). Congruence and its relation to communication in client-centered therapy. In G. Wyatt (Ed. ) Rogers’ Therapeutic Conditions: Evolution, Theory and Practice, Volume I Congruence. (pp. 55-78) Ross-on-Wye, UK: PCCS Books. Eells, T. D. 2007) Handbook of psychotherapy case formulation. New York: Guilford. Elliott, R. (2002). The effectiveness of humanistic therapies: A meta-analysis. In D. J. Cain & J. Seeman (Eds. ). Humanistic Psychotherapies: Handbook of Research and Practice (pp. 57-81). Washington, D. C. : American Psychological Association. Kirschenbaum, H. , & Henderson, V. L. (Eds. ) (1989). The Carl Rogers Reader. Boston: Houghton Mifflin. Kirschenbaum, H. , & Jourdan, A. (2005). The current status of Carl Rogers and the Person-Centered Approach. Psychotherap y: Theory, Research, Practice, Training, 42 (1), pp. 37-51. Lambert, M. J. Ed. ). (2004). Bergin and Garfield’s handbook of psychotherapy and behavior change (5th Ed. ). New York: Wiley. Lietaer, G. , Rombauts, J. , & Van Balen, R. (1990). Client centered and experiential psychotherapy in the nineties. Leuven, Belgium: Leuven University Press. Luborsky, L. , Singer, B. & Luborsky, L. (1975). Comparative studies of psychotherapies: Is it true that â€Å"everyone has won and all must have prizes†? Archives of General Psychiatry, 32, 995-1008. Mearns, D. (2003). Problem-centered is not person-centered. Person-Centered and Experiential Psychotherapies, 3(2), 88-101. Mier, S. & Witty, M. (2004).Considerations of race and culture in the practice of non-directive client-centered therapy. In R. Moodley, C. Lago, & A. Talahite (Eds. ), Carl Rogers counsels a Black client (pp. 85-104). Ross-on-Wye, UK: PCCS Books. Miller, R. B. (2004). Facing human suffering: Psychology and psyc hotherapy as moral engagement. Washington, D. C. : APA. Moon, K. (2002). Nondirective client-centered work with children. In J. C. Watson, R. N. Goldman & M. S. Warner (Eds. ), Client-centered and experiential psychotherapy in the 21st century: Advances in theory, research and practice (pp. 485-492), Ross-on-Wye, UK: PCCS Books.Moon, K. (in press). A client-centered review of Rogers with Gloria. Journal of Counseling & Development. Muran, C. (2007). Dialogues on difference: Studies of diversity in the therapeutic relationship. Washington, D. C. : APA. Patterson, J. , Albala, A. A. , McCahill, M. E. , & Edwards, T. M. (2006). The therapist’s guide to psychopharmacology: Working with patients, families, and physicians to optimize care. New York: Guilford. Rogers, C. R. (1951). Client-centered therapy. Boston: Houghton Mifflin. Rogers, C. R. (1957). The necessary and sufficient conditions of therapeutic personality change.Journal of Consulting Psychology, 21, 95–103. Roge rs, C. R. (1959a). The essence of psychotherapy: A client-centered view. Annals of Psychotherapy, 1, 51–57. Rogers, C. R. (1959b). A theory of therapy, personality and interpersonal relationships as developed in the client-centered framework. In S. Koch (Ed. ), Psychology: A study of science, Vol. 3. Formulations of the person and the social context (pp. 184 –256). New York: McGraw-Hill. Ryan, R. M. & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.American Psychologist, 55 (1), 68 – 78. Sanders, P. (Ed. ), The tribes of the person-centred nation: An introduction to the schools of therapy related to the person-centered approach. ISBN: 1898059608 Available from: www. pccs-books. co. uk (On reserve) Sanders, P. (Ed. ) (2003). To lead an honorable life: A collection of the work of John M. Shlien. Ross-on-Wye, UK: PCCS Books. Schmid, P. F. (2003). The characteristics of a person-centered approach to therapy and counseling: Criteria for identity and coherence. Person-Centered and Experiential Psychotherapies, 2(2), 104-120. Sommerbeck, L. (2003).The client-centered therapist in psychiatric contexts: A therapist’s guide to the psychiatric landscape and its inhabitants. Ross-on-Wye, UK: PCCS Books. Wampold, B. E. (2006). Not a scintilla of evidence to support empirically supported treatments as more effective than other treatments. In J. C. Norcross, L. E. Beutler & R. F. Levant (Eds. ) Evidence-Based Practices in Mental Health: Debate and Dialogue on the Fundamental Questions (pp. 299-307). Washington, D. C. : American Psychological Association. Watson, N. (1984). The empirical status of Rogers’s hypotheses of the necessary and sufficient conditions for effective psychotherapy.In R. F. Levant, & J. M. Shlien (Eds), Client-centered therapy and the person-centered approach: New directions in theory, research, and practice (pp. 17-40). New York: Praeger. We sten, D. , Novotny, C. M. & Thompson-Brenner, H. (2004). The empirical status of empirically supported psychotherapies: Assumptions, findings, and reporting in controlled clinical trials. Psychological Bulletin, 130(4), 631-663. Wilkens, P. & Bozarth, J. (2001), Unconditional positive regard: Rogers’ therapeutic conditions: Evolution, theory and practice. Ross-on-Wye, England: PCCS books. On reserve) Witty, M. C. (2004). The difference directiveness makes: The ethics and consequences of guidance in psychotherapy. The Person-Centered Journal, 11, 22-32. Zimring, F. M. (2000). Empathic understanding grows the person†¦.. Person-Centered Journal, 7(2), 101-113. Zimring, F. M. (1995). A new explanation for the beneficial results of client centered therapy: The possibility of a new paradigm. Person-Centered Journal, 2(2), 36-48. Zur, O. (2007). Boundaries in psychotherapy: Ethical and clinical explorations. Washington, D. C. : APA.

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UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS GCE Advanced Subsidiary and Advanced Level MARK SCHEME for the November 2005 question paper 9708 ECONOMICS 9708/04 Paper 4, maximum raw mark 70 This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which Examiners were initially instructed to award marks. It does not indicate the details of the discussions that took place at an Examiners’ meeting before marking began. Any substantial changes to the mark scheme that arose from these discussions will be recorded in the published Report on the Examination. All Examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes must be read in conjunction with the question papers and the Report on the Examination. The minimum marks in these components needed for various grades were previously published with these mark schemes, but are now instead included in the Report on the Examination for this session. †¢ CIE will not enter into discussion or correspondence in connection with these mark schemes. CIE is publishing the mark schemes for the November 2005 question papers for most IGCSE and GCE Advanced Level and Advanced Subsidiary Level syllabuses and some Ordinary Level syllabuses. Page 1 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section A 1 (a) What evidence is there in the article that the UK mobile phone companies operate in an imperfect market structure? Only four companies, can fix price, have product differentiation in the handsets, no perfect knowledge. (b) Explain the statement ‘one result will be that cross-subsidisation will disappear and the price of a new handset will go up considerably. Explanation of meaning of subsidising one product or service by the profits on another which itself may be overpriced. The removal of the subsidy will result in the price of the subsidised product increasing if profit levels are to be maintained. Often the subsidised product makes a loss but is produced because it is supplementary to other profit making products or services. (c) The article says the decision of the High Court will cost the companies ? 1. 5 billion to ? 2 billion. Explain how the phone companies might react in order to retain their profit levels. Could try to reduce labour costs, implement some redundancies, could stop research and development, could generally try to reduce costs or could try to increase revenue by promoting products through advertising. (d) Explain with the aid of a diagram how the existence of termination charges would affect consumer surplus. Termination charges are placed above the market level. Diagram should show a price above market clearing which will result in reduction in consumer surplus. 1 mark for D/S diagram correctly labelled; 1 for showing the reduced area of consumer surplus; 1 for explanation. e) Does the information lead you to agree with the spokesperson when he said that consumers should not necessarily regard the decision as a good thing? In consumers’ interest: they would save ? 700 but over next three years, price reduction would be on all calls. Against consumers’ interest: cost of telephone handset would rise; there is a fear of increased calls for text messages; possib ility of phone company finding some other way to keep profits high. [6] [4] [4] [3] [4]  © University of Cambridge International Examinations 2005 Page 2 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 General comments for Section B The essay questions carry a maximum mark of 25. Try not to ‘bunch' marks, but use the whole mark range. If there is any doubt in your mind, give the benefit of doubt to the candidate. The difference in grades should be assessed on the ability of the candidate to demonstrate the various objectives of the examination listed in the syllabus and not purely on the ability to itemise further facts from the content of the syllabus. Marks should be awarded for the ability to demonstrate that aim (b) of the syllabus has been achieved as well as aim (a) – which refers to content knowledge. It is the objective of the examination, as listed in the syllabus, to assess both these aims. An overall guide for marks for individual questions is given below; these are from a total of 25. They may be applied proportionally of course to parts of questions where the total is less than 25: Mark 1 – 9 (Linked to level one in individual question notes). 1-5 where the answer is mostly irrelevant and only contains a few valid points made incidentally in an irrelevant context. There will also be substantial omissions of analysis. here the answer shows some knowledge but does not indicate that the meaning of the question has been properly grasped. Basic errors of theory or an inadequate development of analysis may be evident. 6–9 Mark 10 – 13 (Linked to level two in individual question notes). 10 –11 where there is evidence of an ability to identify facts or some ability at graphs and/or a fair ability to apply known laws to new situations. There should be an a ccurate although undeveloped explanation of the facts relating to the question together with an explanation of the theory, and evidence of some bility to discriminate and form elementary judgements. Do not expect a clear logical presentation. There will not be much evidence of the ability to recognise unstated assumptions, nor to examine the implications of a hypothesis, nor of the ability to organise ideas into a new unity. 12 – 13 where the answer has a more thorough relevance to the question but where the theory is incompletely explained.  © University of Cambridge International Examinations 2005 Page 3 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 14 – 17 (Linked to level 3 in individual question notes). 4 –15 where there is a good knowledge of the facts and theory of the question, clear evidence of the ability to use the facts and theory with accurate reference to the question that may have presented the candidate with a novel ap plication. There should also be evidence, where appropriate, of the ability to examine the implications of the question and an attempt to distinguish between facts and value judgements. Clear statements, supported by reasoned arguments should be given and there should be some attempt at a conclusion to the question. There should be a reasoned structure to the whole answer. Do not expect too many extra Illustrative points which are not explicitly referred to in the question, do not expect too much critical comment on unstated assumptions 16 – 17 for an answer showing a well reasoned understanding of the question's requirements and of the relevant theory: the analysis should be sound though the illustration and development may not be very full. 18 – 25 (Linked to level 4 in individual question notes). 18 –20 where there is a thorough knowledge of the facts and theory with an excellent ability to describe, explain or analyse this in a precise, logical, reasoned manner. There should be an ability to query some of the assumptions in the question and clear evidence of an ability to distinguish between fact and value judgements and to draw some conclusions on the matter being discussed. Conclusions should be formed and expressed within a sound structured answer so that the whole is well presented. New illustrations and apposite examples should be introduced as further evidence of an ability to recognise the principles of the question and their application to relevant current situations. 1 – 25 for an answer which, given the time constraint, could not be improved significantly: it will have clear analysis, ample illustration and a good attempt at considered evaluation. Be positive in your marking, awarding marks for what is there without being too much influenced by omissions. Marks should not be deleted for inaccuracies. Corresponding marks for sub-sections. Total Mark 10 Total Mark 12 Total Mark 13 Total Mark 15 1 1-3 1-4 1-4+ 1-5 2 4-5 5-6 5-6 + 6-8 3 6-7 7-8 7-8+ 9-11 4 8-10 9-12 9-13 12-15  © University of Cambridge International Examinations 2005 Page 4 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 Section B 2 (a) Explain what is meant by efficient resource allocation in a free market. L4 L3 L2 L1 (b) For a sound explanation with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. [6 – 7] For a correct explanation of a free market but undeveloped explanation of allocative efficiency. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 3] [10] Would you agree that in some circumstances it is best to accept the decision such as that of the French government and abandon the search for economic efficiency through the free market? [15] Discussion of the reason for market failure. Monopolies, merit goods, public goods. Consideration of whether this might apply in the case of the large engineeri ng company. L4 L3 L2 L1 For a reasoned discussion of causes of market failure and clearly structured answer. [12 – 15]. For a fair explanation of market failure but lack of development and reasoned conclusion. 9 – 11] For a limited but acceptable attempt to consider some market failures. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] 3 (a) Explain how trade unions can be incorporated into the economic analysis of wage determination. [12] Candidates are asked to comment on trade unions so the economic theory of wages that they should use is that for an imperfect market. This theory should be explained using marginal revenue productivity. Trade unions can have an effect on the supply curve which is now no longer solely determined by market forces. Where the actual wage will be determined depends upon the relative strengths of the employer and the trade union. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. [9 – 12] [7 – 8 D and S approach] For a competent comment but with limited elaboration of the analysis. [7 – 8] [5-6 D and S approach] For a correct explanation of part of the analysis. Candidates might explain either the government or the unions. 5 – 6] [3+ – 4 D and S approach] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 4] [1 –3 D and S approach]  © University of Cambridge International Examinations 2005 Page 5 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss the possible effects that trade unions might have on the economy of a country. [13] Trade unions could affect the supply of labour and working practices. They could cause production to decrease with consequent downward effects on income, spending and national income. Candidates could explain this using the multiplier concept. Union could, however, through negotiation prevent disruption of production, or could monitor the implementation of safety procedures which might involve extra spending by the employer. This might well have an upward effect on national income. L4 L3 L2 L1 For a reasoned and clear explanation with accurate development of theory contrasting possible outcomes. [9 – 13] For a clear but undeveloped explanation which concentrates on change of income in one direction only. 7 – 8] For a limited attempt to consider the theory and with a greater concentration on the descriptive elements. [5 – 6] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis are substantial. [1 – 4] 4 (a) With the help of diagrams distinguish between normal profit and abnormal profit. [10] Diagrams to show normal and abnormal profit with accompanying explanation of the c urves used in the diagram. Candidates can distinguish between perfect and imperfect markets. L4 L3 L2 L1 For a sound explanation, good diagrams correctly labelled, with clear understanding of the principles involved in the analysis. [8 – 10] For a competent explanation but with limited development of the analysis. Diagrams clear but not fully labelled. [6 – 7] For a correct explanation of terms but some poor diagrams. [4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3] (b) Discuss whether firms always want to maximise profits and are able to do so in the way suggested by economic theory. 15] Discussion of the theory of profit maximisation. Candidates should consider not only whether it is possible to calculate marginal revenue and marginal cost to achieve profit maximisation but also whether the firm might have alternative aims. Sales maximisation, behavioural, managerial, satisficing, market share aims might be mentioned. L4 L3 L2 L1 For a reas oned discussion and clearly structured answer. [12 – 15] For a fair discussion but undeveloped answer mentioning either only one part of the question or both parts but only scant mention of alternative aims. 9 – 11] For a limited but acceptable attempt to consider the question with very limited development of either part. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5]  © University of Cambridge International Examinations 2005 Page 6 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 5 How far do you agree that low interest rates and low inflation are the most important aims of government policy in maximising economic welfare? 25] Discussion of the general macro aims of government policy with a comment on whether the two mentioned should be regarded as the most crucial. The effect of low interest rates and low inflation and po ssible links between them can be developed. Reasons should be given for either choosing or not choosing these aims as the most important. L4 L3 L2 L1 For a thorough explanation of the aims, a clear analysis of the link between them, a discussion of the possible outcome of a choosing either those aims or alternatives with a reasoned conclusion. 18 – 25] For a competent explanation of the aims but where there is only limited attempt to consider the significance of the importance of the aims. There will be some discussion but the evaluation will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. 1 – 9] 6 With the appr oval of the Malaysian government, the Swedish company IKEA, the world’s largest retailer of home furnishings, has invested $106 million in Malaysia in the past three years. It plans to open another large store in the country, employing 450 people with expected sales of approximately $50 million in the first year. (Herald Tribune Aug 15 03 p 12) (a) Use the multiplier analysis to explain what effect this investment might have on the Malaysian national income. [10] Discussion of the effect of increasing investment in terms of employment, income, spending, saving. Multiplier analysis. Usually this question is asked with reference to government spending and investment but this is a large investment and it also will have multiplier effects. L4 L3 L2 L1 For a sound explanation of the analysis and a clear understanding of the principles involved. [8 – 10] For a competent comment but with limited elaboration of the analysis. [6 – 7] For a correct explanation of part of the analysis. Candidates might explain how investment might increase income but might not deal with further increases in as they do not discuss what leakages occur at each ‘round’. 4 – 5] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 3]  © University of Cambridge International Examinations 2005 Page 7 Mark Scheme GCE AS/A LEVEL – NOVEMBER 2005 Syllabus 9708 Paper 4 (b) Discuss whether the activities of multi-national companies are always beneficial. Candidates should discuss the effects of large companies. They could consider whether a large company is beneficial for the shareholders, the workforce and the consumer. These groups may be in different countries. They should comment on the effect in host country where wages/incomes/employment might increase and on the possible benefits for directors (and shareholders) who may be in the home country. The multi-national might have chosen to operate in the host country because of reduced costs or cheaper inputs so a comment on the possible benefits of comparative advantage would be pertinent. L4 L3 L2 L1 For a sound discussion with good explanation of the analysis and a clear understanding of the principles involved. Reasoned evaluative comments should be given. 12 – 15] For a competent comment but with only limited evaluation of the effects. [9 – 11] For a correct discussion of the analysis but with only very brief, or no evaluation. [6 – 8] For an answer which has some basic correct facts but includes irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 5] [15] 7 ‘There are so many difficulties in measuring living standards that w e can never be sure that people in one country are better off than those in another country. ’ Comment upon this statement. [25] Candidates should consider each part of the statement. They should discuss whether there are many difficulties in measuring living standards and give reasons for their conclusion on this part of the question. They should then consider whether it is possible to compare one country with another and discuss what use national income statistics might be. They should form an overall conclusion. L4 L3 L2 L1 For a thorough explanation of the difficulties of measuring living standards, and a clear conclusion to the assertion followed by a consideration of the usefulness of using the statistics to make comparisons. [18 – 25] For a competent explanation of the difficulties but with a limited conclusion. There will be some consideration of comparison between countries but this will not be fully developed or extensive. [14 – 17] For an accurate though undeveloped explanation with some attempt at analysis but only limited evaluation. The conclusion will be weak. [10 – 13] For an answer which shows some knowledge but does not indicate that the question has been fully grasped. The answer will have some correct facts but include irrelevancies. Errors of theory or omissions of analysis will be substantial. [1 – 9]  © University of Cambridge International Examinations 2005

Apple’s iPhone Price Cut Consumers’ Reaction

Apple Inc. (Apple) was established in Cupertino, California on April 1, 1976, engaged in producing, selling and supporting a wide range of personal computers, portable media players, mobile phones, computer software, computer hardware and hardware accessories (Apple Store). The company is always known for its strive for delivering new and improved products and find innovative means of marketing and strategies of human resource management. Since its inception, the firm has been enjoying a prominent place among the players in the computer industry with most successful marketing strategies and innovative products and services. The company is a US – based multinational corporation that focuses on design and manufacture of consumer electronics and closely related software products. The company was established in Cupertino, California on April 1, 1976, engaged in designing, developing, selling and supporting a wide range of personal computers, portable media players, mobile phones, computer software, computer hardware and hardware accessories. Till 2007, the firm opened around 200 retail stores across five countries and one online store through which hardware and software products are being sold (Retail Stores). In the year 2008, the firm was awarded the best corporate performer organized by the famous business magazine, Business Week. (Best Performer Award 2008). iPhone: A Revolutionary Invention The mobile phone technology made its beginning in the mid 20th century. In the opinion of Robert Conway (Conway), the head of, Global System for Mobile Communication (GSM) Association â€Å"Mobile phones are becoming absolutely indispensable in the developing world†. It was in Sweden the first mobile service introduced in the form of radio telephony which was two-way radio; used in taxis and police cruisers as tested by Swedish police. Then in 1946, first commercial mobile service for use in communication devices was launched by American AT&T and South-western Bell. It was only in 1970s the ‘modern’ mobile phones were developed, researched and experimented. Thereafter from 1980s, it attracted more and more consumers as a result the growth in the mobile phone industry was tremendous. In 2003 the number of mobile phone users around the world reached to 1. 52 billion. So the mobile phone technology is experiencing fast growth and making greater sophisticated one. The mobile users were also benefited from security systems and surveillances. Conway also stated that,† â€Å"The technology is a gravitational force that brings into its orbit a huge amount of innovators. † The trend in the mobile phones users in the developing nations never showed a negative trend but instead it always showed a positive trend. For estimating the target market in mobile technologies and services, it is necessary to have proper knowledge regarding consumers live style and their demand because as the consumers passes through different stages their interest levels, usage patterns, spending habits, and brand preferences for mobile and other technological products and services constantly changes. So a good e. g. to give is iPod a revolutionary model of Apple bringing bundle of digital music’s introduced by the Apple company in order to exploit maximum home computer market. With this iPod, the company created user friendly product so that the users could download music from the Internet to the player and used technological expertise to improve their product based on consumer needs. The analyst Richard Jameson, GfK NOP said,† Apple's history proves that it has the magic touch when it comes to product development and marketing†. There after Apple introduced by totally redesigning iPod a small sized that changed the rules for the entire portable music market named iPod nano. This introduction made no changes in the market for iPod and continued as Apple’s monopoly product. As the competition rose between various devices in market, the iPod nano became the most fashionable product of Apple, made a stiff move with many optional accessories including lanyard headphones. There was a price-cut in iPod nanos i. e. Its 4 GB version was priced at $149, which was $50 below the cost of current version having a similar memory and the 8 GB version was priced $199 lower than current model which resulted its success, so the Apple thought of launching iPhone by combining iPod and mobile phone in order to meet its design and user interface with consumers and proved to be number one in the market. This gadget was launched on June 29, 2007 and revolutionized the tech-savvy market. It also entered highly volatile cell phone market combining telephony, MP3, web surfing and video watching. The iPhone was the most awaited gadget by technology enthusiasts and mainstream media. It wants to reach top during holiday season of 2007 than the previous year’s 2121 million units and the way it interacted its consumers succeeded it to reach the top. Exhibit 1) describes the features of iPhone as: it has got2-megapixel camera, headset and audio jacks, an iPod dock, Wi-Fi, stereo Bluetooth and a speakerphone; weight is about 135 g little heavier than standard mobile phone but lighter than many devices having QWERTY keyboard; its thin design has a touch screen that allow users to use on-screen soft keys to dial numbers, enter web addresses and type e-mails and text messages; it makes more appealing to the less tech-savvy users because of touch screen that helps for all menu navigation an d data entry from typing messages to dialing phone numbers; it can also support digital-music player that syncs with iTunes; the Apple’s voicemail system provides visual interface that allow users to pick messages as the wants to listen; finally it has built-in rechargeable battery that allow users to talk up to eight hours and standby time up to 250 hours but browser sessions on General Packet Radio Service (GPRS), depletes its battery rapidly, however if the iPhone is used as an iPod music player by users its life would be shortened. Apple iPhone also possesses unique features that perform its most functions with single contract and able to standby long time. It also has supportive functions of like multi tasking where the user can read a web page while downloading e-mail in the background over Wi-Fi or Enhanced Data rates for GSM Evolution (EDGE). Here interface is unique with large multi-touch display and innovative new software that allows controlling everything by finger on touch screen. It also combined the features of multiple tools into one handheld device to appear as the grid of colorful icons, with the four chief functions—Phone, Mail, Safari web browser and iPod—in a separate strip along the bottom. These all sophisticated features made iPhone a much sought after device and enjoyed a top position in the market (Exhibit 2) in spite of its acute competition from the top mobile players having overlapping features. The combined features of iPod music and video player with mobile telephone, the iPhone was available through AT&T Wireless Services. But it was locked by the service provider AT&T in its two-year service agreement. The consumers in India could not use iPhones in their home town even they have purchased from US or UK, because of reloading software. The demand for iPhones rated greater than any other product of Apple. In the opinion of iSuppli, the best-selling handset among the 2, 70,000 smart phones and featured phones sold to US consumers during the beginning of month in July 2007 is iPhone. Even market analyst pointed that Apple created a strong brand and customer Market analysts pointed out that Apple had created a strong brand and customer loyalty by following a skimming price strategy and customers are ready to purchase highly priced products now and in future with equanimity. iPhone: Banking on Pricing The iphone entered the market a month with stock of 3, 00,000 and a manufacturing capacity of 1, 50,000. Their version 8 GB was available for $399 in the US through Apple's retail and online stores and AT&T retail stores but 4 GB version were sold till the supplies lasted. To make it affordable to customers, Apple launched more iPhones during holiday seasons. The launching of Apple iPod in October 2001 is a success story which was priced at$349 (as of 2007) for 160 GB lower than a MP3 player and remained popular by gaining high demand till date though there was a price rise in 2005. Later another product named ipod shuffle with 512 MB, was introduced having unique appeal with a price at $99 and $149 for 1 GB. The analyst at Jupiter Research Joe Wilcox analyzed that the lower-priced iPod is part and parcel of Apple's new mass-market strategy, and before September 2007 it wanted its one-millionth piece to be sold. Similar to the price cut of the iPod, the Apple after two months decision to cut the price of 8 GB storage iPhone from $599 to $399 on September 5, 2007 showed a good response from many quarters. In accordance to Steve Wozniak, Cofounder of Apple Computers, remarked, â€Å"Nobody expects a product to drop that much in price in such a short time† and criticized Steve Jobs (Jobs) the chief executive of Apple Inc. , for his decision to price cut of iPhone by $200 within 68 days of its launch. He also said that Jobs has received letter on the company’s website and complaints from hundreds of customers acknowledging that Apple has disappointed some of its customers through price cut of iPhone's 8-gigabyte model. According to Apple executives the plan for price cut was done long ago and hoped it would keep the iPhone's pricing in line with its new iPod Touch. But this price cut suggested that Apple which long lived in a pricing bubble insulated from other personal computer makers was not different from the brutal pressures of the cellular phone business. Van Baker, an industry analyst at Gartner Group said that. â€Å"My suspicion is that they got to 7, 50,000 really quickly, and then it started to slow down†. This price cut dropped down the share price of Apple by 5% and stood at $136. 76 on September 5, 2007. Protests against Apple went to the extent of consumers filing cases against the company. Dongmei Li (Li) a customer of Apple filed a case on September 24, 2007 in the US District Court, against the company for violating price discrimination laws claiming that it should stop selling the $499 4 GB model. Li had waited for the launch of iPhone and then found that the store only had 4 GB iPhones in stock and had subsequently purchased one. Much to her charging, Apple then slashed the price of the 8 GB iPhone and stopped selling the 4 GB model. 100s of customers like Li who paid the full price did not expect the sudden reduction and complained bitterly. Apple, however, had no financial reason to cut prices, but to gain more customers during the holiday season. By the end of September 2007, Apple had sold 1. 4 million iPhones and also launched the device in the UK, Germany, and France. In Asia and Australia iPhone was scheduled to be released during 2008 (Exhibit 3). While the company was dealing with the price cut controversy, its competitors were working on developing models that could compete with the iPhone. Apple's competitor LG was working on iPhone `killers', its new product Prada phone KE850 will attempt to offer unbeatable combinations of style, features and price. It costs ?300 ($614). Nokia with its N800 was already a tough competitor to Apple's iPhone with a niche market. The iPhone price cut caught the media attention in a big way and raised questions about the device's continued success. However, there are also some advantages to Apple's price cut (Exhibit 5). The price cut has raised the question as to whether Apple needed to stimulate demand as it is the most valued gadget in history, by reducing the price drastically soon after its release. Experts observe that Apple is switching from a price-skimming strategy to market penetration strategy. They felt that it would be able to expand market share more rapidly and competitive barriers could be strengthened through the change in strategy (IPod: Factors of Success). In spite of its popularity, the iPhone is said to suffer a few shortcomings. Apple iPhone lacks some features like user-changeable battery, voice dialing, voice recording, video recording, instant messaging, Multimedia Messaging Service (MMS), copy and paste and common Bluetooth file transfer OBject EXchange (OBEX). It is hard to use the on-screen keyboard because of its small sized surface. Further, the iPhone is available only through AT&T service provider and not through third parties. It comes with a two-year service agreement in the US. In countries like India even if iPhones are purchased customers cannot use them, as they have to reload the software to use it. Many users opine that though it boasts of a very clear and sharp screen, Apple's user interface is finger driven and the screen rapidly becomes covered in unsightly fingerprints (Ziegler). Apart from these limitations, Apple had to tackle the consequent criticism following the price cut of the iPhone Stephen Hoch, marketing professor at Wharton University, observed, â€Å"The reversal on Apple's iPhone may have been more dramatic because the company has marketed itself as consumer friendly. People have strong positive feelings about Apple. They feel they are part of the Apple family. When Jobs announced the price decrease, people felt betrayed†. According to Wharton faculty and analysts, the iPhone episode reveals the perils of pricing in a marketplace where constant innovation, fierce competition and globalization are changing the rules of the game (Smart pricing boosts revenue). John Zhang, marketing professor at Wharton University, said, â€Å"The product lifecycle is short and the market is moving quickly. You don't have a lot of time to learn from your mistakes. You have to price the product right the first time†. Jobs, while speaking to reporters, defended his move stating that his price cut was directed to attract new customers in the holiday season with more aggressive pricing. He added that it benefits both Apple and every iPhone user to get as many new customers as possible in the iPhone `tent'. Jobs observed, â€Å"†¦even though we are making the right decision to lower the price of iPhone, and even though the technology road is bumpy, we need to do a better job taking care of our early iPhone customers as we aggressively go after new ones with a lower price. Our early customers trusted us, and we must live up to that trust with our actions in moments like these. † Greg Joswiak, Apple's worldwide vice president of iPod and iPhone product marketing, also agreed with Jobs and observed that there was no better time for the price cut and he also added that it was that time of the year that was most important and an opportunity to come into the holidays with a fresh and aggressive product line (Ziegler). Work Cited Aaker, Kumar, Day George, and Kumar V. Marketing Research. 2nd Edition, John Wiley ; Sons, Inc., 2000 Apple Retail Store, â€Å"Interior Design of Apple Retail Store in the US, Apple Inc â€Å". Apple Inc. 16 June 2009 ;www.apple.com/retail ;. Apple Store, â€Å"Store information: Apple Inc â€Å". Apple Inc. 17 June 2009 ;http://store.apple.com/us ;. Apple Changes Strategies, Apple Changes Strategies for iPhone and iPode Touch Devices†, Apple Inc â€Å". Apple Inc. 16 June 2009 ;www.enbite.com/apple-changes-strategies-for-iphone-and-ipode-touch-devices/ ;. Best Performer Award 2008, â€Å"Best Performer Award 2008†. Apple Inc. 17 June 2009 ;http://search.businessweek.com/Search?i=1;page=2;resultsperpage=20;searchterm=best+corporate+performers+2008;sortby=relevance;u1=searchterm;. Hawkins, D I, Best R J, and Coney K A. Consumer Behaviour: Implications for Marketing Strategy. Homewood: Boston, 1989. IPod: Factors of Success, â€Å"Big Apple†. Apple Inc. 17 June 2009 ;www.korekalibre.wordpress.com/category/successfulpioneers ;. Mahajan, Vijay, Muller Eitan, and Bass Frank M, A New Product Diffusion Models in Marketing – Review and Directions for Research. Journal of Marketing, ; Self Service Account Program, â€Å"Self Service Account Program†. Apple Inc. 16 June 2009 ;http://www.apple.com/support/programs/ ;. Ziegler Chris, â€Å"The Apple iPhone†. Apple Inc. 17 June 2009 ;www.engadget.com/2007/01/09/the-apple-iphone ;.

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Motivation in the Work Place - Dissertation Example This essay's main focus is motivation in the workplace. Motivation has gained importance in the competitive business environment following globalization, liberalization and internationalization. In addition, new technologies have compelled companies to develop the ability to respond to the fast-changing business environment. Businesses work in an intensely competitive environment where employees play a crucial role in the survival and growth of an organization. Organizations recognize the value of human capital and the importance of retaining employees and motivating the work force. Employees’ willingness to work is determined by the motivation they have towards the work. Low motivation among employees can lead to high levels of attrition thereby impacting performance. There has to be a psychological force within the people that arouses their interest, directs their attention and leads them to work persistently and insistently so that they can achieve their intended goals. The refore, it is not just the effort of the organizational managers that impact performance but it is the employees that control how much they are willing to exert. Factors that motivate employees, has been a subject of research for decades and this has resulted in several theories governing motivation. However, few studies deal with how motivation affects employee performance at workplace. The researcher intends to review literature focused on different theories of motivation and on how motivation affects employee performance at workplace.

Benchmarking Microarchitecture Using Software Research Paper

Benchmarking Microarchitecture Using Software - Research Paper Example 327). These are defined by many parameters such as the instructions set, the instruction encoding and the rules for using these instructions. Some of the rules are mnemonics addressing modes and functionality. The details at this level are invisible to the user. This is known as abstraction. The implementation of MIPS is borne on the platform of Reduced Instruction Set Computers (RISC). Validation and Verification Validation in system design is concerned with the confirmation that the goals set are the right ones. This is to enable the proper implementation of the project. Validation is usually done during several different stages of development. It is essential at each level because it ensures that the preceding level is valid before proceeding to the next one. Validation is achieved in different ways. In the micro architecture, use of test inputs and checking on the result is the most common way of validation and verifying the system. So, before the development of the I/O functions , an algorithm is used to test various features if the microsystem. The benchmark program checks for the validity of many features of the micro architecture and verifies some of the features (Patterson, p. 47). Some of these features of the microsystem are illustrated below. The benchmark program used generates a quadratic residue from the integer inputs used by the algorithm. This program checks for functionality of different features mostly in computation. This is because it is the most important feature of the design. The instruction that will be fed into the system will need to be computed consistently. This makes the feature the basis of the design. This computation results in the output of the residue problem used. The program can be altered by using different quadratic residue problems to check for consistency in the system. This is also good for checking the range of values that the program can accept as input and compute without crashing. This is vital because then the desi gners can tell whether the system can accept the range of inputs specified in the requirements. They can also check whether it will need reprogramming. During this kind of testing, sometimes, wrong inputs are put to check how the system will react to them. The system should be able to handle wrong inputs without devastating consequences that will lead to system failure. The users are likely to enter wrong inputs from time to time and their handling should be factored in the design. The use of an 8-bit feedback register shows that the system has functionality for feedback. Feedback is described as the process where the system uses the output generated from a process as input for the same or a similar process. This is common in scenarios where complex computations are performed. These computations require the output of a process to be used as input. If this value has not been generated correctly, the system is likely to encounter an error. This is another feature, which is checked by the system. The application of this feedback is handled using a register. There are several other methods used for feedback systems such as logic circuits, but they are all used interchangeably. The program also has an increment functionality. This functionality is used to increase the value in the counter. The counter has many uses in the system, but is mostly utilized in checking the number of times a program performs a certain function. The increment functions increase the value

selecting a toy Essay Example for Free

selecting a toy Essay I have selected 3 toys : 1.HEX BUGS CRAB , 2. STOMP ROCKET JUNIOR ,and 3. SQUIGZ , all of  which manufactures have deemed appropriate for children 3 to 5 years old. 1. Why is this toy developmentally appropriate for children this age group ?  The Hex Bug Crab is somewhat appropriate to children in this age group , its smaller size  is a good fit for smaller hands but not to small where it could become a choking hazard.  This toy would encourage small motor practice because of its size , also would  encourage gentle play ,and some small amounts of patience to allow the toy to become  accustom to the child just like a real animal or pet might be .   The Stomp Rocket is age appropriate because it is a skilled down version of the Stomp  Rocket orginal toy for older children , it has a smaller size and a larger  stomp pad,  easier directions for a younger age group of children.  The Squigz toy is age appropriate for children 3 thru 5 , it is a good size for smaller  hands , but large enough to not be a choking problem play, encourages open ended play, problem solving and imagination. 2. Why is this toy appealing to a child in this age group?  All of the toys are packaged very appealing , bright colors and bold print .  The Hex Bug would be appealing to any child who might be wanting a pet , and would  encourage quite play , gentleness , and pet ownership practice.  The Stomp Rocket would be appealing to a child in this age group , because the toy can  be used indoors or outdoors , can be played with alone or with multipule children .  The Squigz toy would be fun for a child in this age group because it has very bright  colors , easy to put together , has a fun poping sound when they are pulled apart , and  have multipule places to be played with. 3. Would a parent select this toy? Why and why not?  I believe a parent would buy any of the three toys here, they all have appealing  packaging , larger pieces, and all have extended pieces or parts that can be purchased  nd added later for more activity and fun with the original toys.  All of these toys are unisex, and can be played with either boys or girls ,all can encourage learning , creativity, patience ,small motor as well as gross motor skills. 4. Would you select this toy to use with a child in this age group ? Why or why not ?  Yes I would select any of these toys for the children in our classroom of 3 to 5 year  olds. They all seem fun , safe , and encourage playing and using small motrot skills  aswell as gross motor skills , all seem easily explained and easy to use without a lot of  extra directions , they all encourage creativity , very open ended play and does not  have a definitive winner , loser so play can go on and on aslong as the children are  engaged , they seem to be able to adapt to being played with inside or outside, to  being played with multiple children as well as just a single child and will still be fun and  functional, all have replacement parts or extra parts so play can go on and on.

The Inevitability of Conflict Essay Example for Free

The Inevitability of Conflict Essay Indeed, conflict is inevitable because change is unavoidable as well (McReynolds n.d.). Take for instance, in a business established between friends, of course at first everything will go smoothly, especially if profits or gains are consistently increasing (McReynolds n.d.). However, the existence of change may occur in the form of, in this case, let’s say, a co-owner establishes   a business of his own which is of the same nature as the business that he helped establish with his friends (McReynolds n. d.). Of course, the other co-owners will cry out â€Å"foul† which will consequently lead to conflict (McReynolds n.d.). Changes indeed occurs whether we like it or not, and since it leads to conflict, it is safe to claim that conflict also is inevitable (McReynolds n.d.).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another reason for the inevitability of conflict is because people possess different values and thus also having diverse preferences (Berteig 2005). Let’s take for instance, a family with four members would like to purchase a new vehicle, the husband would like to get a pick-up truck, however, the wife would like a simple sedan, but the daughter prefers an SUV, on the other hand, the son would like a convertible (Berteig 2005). Of course, conflict already came up since they were unable to agree simply because they hold different values and preferences (Berteig 2005). Conflict is inevitable simply because it is natural for an individual to have his or her preference (Berteig 2005).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Inevitability of conflict occurs also because of the fact that â€Å"the parties involved have already each decided on their own solution and fails to discuss the problem those solutions should be addressing (Berteig 2005). For example, a business that a group of four established encountered a financial dilemma, then one of the co-owners, extremely worrying that the aforementioned may be the beginning of their downfall, immediately looked for investors and promised them a high position in the company, as well as, sells them a considerable amount of shares (Berteig 2005). Of course, upon discovery of that â€Å"speedy move†, the other three co-owners, got mad because they believed that such a move was not the only alternative or solution (Berteig 2005). Surely, conflict is inevitable because there are people who decide immediately without even speaking about the problem or consulting other people who are involved (Berteig 2005).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Furthermore, conflict is inevitable because â€Å"lack of clarity in communication† is unavoidable also (Berteig 2005). For example, if your mother requested you to go to the supermarket and asked you to purchase some ingredients including oil and mayonnaise but did not specifically tell you that you’re supposed to get her olive oil and fat-free mayonnaise, when you come home with ordinary oil and regular mayonnaise then a conflict will surely arise (Berteig 2005). You will explain that the information she gave you were incomplete, simply put, she did not state her specific instructions, but then she would probably have told you that such specifics were unnecessary since you knew those were the things typically utilized around the house (Berteig 2005). This only proves that ‘lack of clarity’ indeed starts up miscommunications thus making conflicts inevitable as well (Berteig 2005).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, there are times when there are disagreements in the past that go unsolved which causes the present to be affected (Berteig 2005). Either, their present relationship will get harder to work on or everything something negative happens they will be reminded of the unsolved disagreement that occurred in the past, which will surely create conflict between both parties (Berteig 2005). However, whether we approve or not, such occurs and thus making conflict inevitable as well (Berteig 2005).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Last but not least, there are some people who were raised not to listen, or interfere when someone is speaking (University of Cambridge 2004). By not listening alone or interfering may already lead to conflict since nobody would like to be interrupted or ignored, it will make them feel that they are not respected or that they are not credible enough to speak about what they are talking about, etc (University of Cambridge 2004). This is yet another evidence that proves that conflict is inevitable (University of Cambridge 2004). Bibliography    Berteig, M. 2005, ‘Reasons for Conflict or Disagreement’, n.p.,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [Online] Available at: http://www.agileadvice.com/archives/2005/05/reasons_for_con.html McReynolds, D. n.d., ‘Philosophy of Nonviolence: The Inevitability of Conflict’, n.p.,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [Online] Available at: http://www.nonviolence.org/issues/philo-nv2.php University of Cambridge. 2004, ‘Conflict with Others’, n.p.,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   [Online] Available at: http://www.counselling.cam.ac.uk/conflict.html

The Fundamental Caring skill of Blood Pressure recording

The Fundamental Caring skill of Blood Pressure recording The fundamental caring skill that was chosen to demonstrate knowledge and understanding within a reflective framework was recording blood pressure. Blood pressure was chosen because it is a critical physiological function and a fundamental indicator of well being (Fullbrook 1993). It is an important and vital observation, in that it allows early therapeutic intervention should a patients status change (Fullbrook 1993). This essay will also demonstrate an understanding of best practice for the theory of blood pressure measurement of the patient. The factors which can influence different results in the measuring of blood pressure. In a model of reflection to aid the reflective process Gibbs (1998) was chosen. Before placement started we were given books for Nursing Midwifery Council (NMC 2004) code of professional conduct, and the NMC (2004) guide for students of nursing and midwifery. This gave me the guidelines and knowledge for my accountability and confidentiality. Marieb (1998) suggests that Blood Pressure may be defined as the force exerted by the blood against the walls of the arteries in which it is contained. Differences in blood pressure between different areas of the circulation provide the driving force that keeps the blood moving through the body. Blood pressure is measured for one of two reasons, firstly to determine the patients blood pressure as a baseline prior to admission and secondly to monitor fluctuations within the blood pressure. Blood flow is defined as a volume of blood flowing from the heart through a vessel at any given time. Blood flow is equivalent to cardiac output. Resistance to the cardiac output is the opposite to flow and is a measure of the friction the blood encounters as it passes through the differently sized vessels. (Marieb 1998). There are three important sources of resistance, blood viscosity, vessel length and vessel diameter. Normal blood pressure is maintained by neural, chemicals and renal controls. Blood pressure varies from not only moment to moment but also between the distributions of the various organs of the body. It is at its lowest in neonates and increases with age, stress, and anxiety (Marieb1998). Hypertension (high blood pressure) is also hereditary, 50% of people with high blood pressure have an inherited predisposition (Marieb1998). Alcohol abuse is also linked to high blood pressure as well as renal disease for e.g. renal impairment (Marieb1998). Other factors also can include shock, myocardinal infartion, and haemorrhage factors that cause a fall in blood pressure as they reduce the cardiac output. Some patients who are taking the oral contraceptive pill can be at risk from hypertension, or anyone whos health status is being assessed. As suggested by Mallett and Dougherty (2000), Systolic pressure is the maximum pressure of the blood against the wall of the vessel following the ventricular contraction and is taken as an indication of the interity of the heart, arteries, and arterioles. Diastolic pressure is the minimum pressure of the blood against the wall of the vessel following the closure of the aortic valve and is taken as a direct indication of the blood vessel resistance. Normal blood pressure generally ranges from 100/60mmHg to 140/90mm Hg but can fluctuate within a wide range and can still be considered normal (Mallett and Dougherty 2000), Hypotension or low Blood Pressure is generally defined in adults as systolic blood pressure below 100mmHg . In many cases hypotension simply reflects individual variations e.g. postural changes that result in lack of normal reflex response leading to low blood pressure (Mallett and Dougherty 2000). Ideally the patient should be allowed to sit down for 15 minutes before blood pressure is measured. Elevation of systolic blood pressure as suggested by Mallet and Dougherty 2000 may be a temporary response to fever, physical activity or pain, even emotional stress other factors may also include obesity, a full bladder, diet, and legs crossed . Persistent elevation is diagnosed in several days apart exceeds upper limits of what is considered as normal for the patient. Mercury will be phased out of clinical use as a result of environmental, health and safety concerns and is being replaced by aneroid devices ( http://www.bpmonitoring.com/pt/re/bpm/abstract ). Two main ways of measuring blood pressure are, indirectly by use of electronic monitoring for example, a Doppler. This is a machine which is attached to a patients arm by means of a cuff. This is inflated automatically by the machine, which then reads the pressure in the artery. The result is displayed on the machine as two readings. Mean arterial pressure (MAP) which is the mean blood pressure during the reading. Mean arterial pressure is the average pressure required to push blood through the circulatory system this can be determined electronically or mathematically. Arterial pressure = 1/3 systolic pressure + 2/3 diastolic pressure. A blood measure of 130/85mmHm gives a mean pressure of 100mmHg (Mallett and Dougherty 2000). A conventional method of recording a blood pressure is carried out using a sphygmomanometer. Blood pressures were traditionally recorded this way. But in acute settings they are increasingly recorded electronically. However nurses need to learn how to record a blood pressure manually as electronic devices are not always available. When taking a blood pressure I always gain consent of the patient as regulated by the NMC (2004). I washed my hands to prevent any cross infection. Whilst this was gained I explained why, as this will allay any fears the patient may have and always endeavour to make the procedure as private as possible. Allow the person to sit down and relax prior to the procedure. Allow them to sit comfortably with their arm supported, using a pillow if possible as suggested by Mallett and Dougherty 2000 remove any restrictive clothing such as dressing gowns as this can give a false reading. I chose the cuff size as my patient was of normal weight. I position the equipment so that I can see the column clearly. After positioning the patients arm in line with the heart, I located the Brachial pulse, if a communal stethoscope has been used, I always clean the ear with alcohol swab to reduce cross infection between staff. The cuff as suggested by Mallett and Dougherty 2000 should fit snugly to the arm 2 .5 cm above the brachial pulse. Ensure the cuff fits snugly to the arm and is secure. It is suggested by Mallet and Dougherty the cuff bladder should cover 80% of the circumference of the upper arm. I always take this into consideration when choosing a cuff that you use in practice. The sizes are suggested as a guide, a standard bladder 12 by 26 cm is suitable for majority of adults. An obese bladder 12 by 40 cm for obese or oedema of the arms. A small bladder 10 by 18cm for lean adults and children. However there may be some instances where taking the blood pressure on the arm is not possible such as a cerebrovascular accident, trauma, amputation , pain, so the nurse will have to use another site to record the blood pressure . I checked that the stethoscope is in working order and placed correctly in the ears. I palpated the radial pulse, then I inflated the cuff and waited till the pulse disappeared I noted the level at which this occurred as this equates the systolic pressure. I Deflated the cuff and waited for one minute. I placed the stethoscope over the brachial pulse, I inflated the cuff to 20 mmHg above the estimated systolic pressure. Then I started to deflate the cuff slowly, listening carefully for the first korotkoff sound. Korotkoff sounds were named after Nicola Korotkoff who first identified the audible sounds of blood pressure in 1905, (Korotkoff as cited by OBrian 1977). The sounds of the Korotkoff have five phases, phase one a clear tapping sound , phase two a softening of the sound, phase three, return of the sharper sound, phase four , abrupt muffling , phase five disappearance of sound diastolic. (Roper, Logan , Tierney, 1990). I noted the measurement on the column in front of me . This is the systolic pressure- the top number. I continued listening whilst deflating the cuff I noted the change in the sounds when the sound disappears this is the Diastolic blood pressure the bottom number. I Recorded the results clearly the reading was 140/70 mmHg I informed my patient advising them if there is any change as generally patients are interested in the results and often know what their blood pressure is and can advise if its not the norm. I thanked the patient for their cooperation and ask if there is anything else they needed or that they are comfortable. I Documented the result in a clear way as in the NMC (2004) guidelines for records and record keeping. Also is it good nursing practice to compare with the last recording, note any differences and report any abnormal findings. If the result of the blood pressure recording is abnormal I always consult a doctor or nurse in charge of the result. I Disposed of the equipment safely as with health and safety and to prolong the use of the equipment, and cleaned the stethoscope again to prevent any cross infection. Put the equipment back from where I had it from so other members of team can locate it when it is needed as there is nothing more frustrating trying to locate a piece of equipment when one is needed. Whilst on my first placement in the endoscopy and treatment unit, there is a small but extremely busy ward. Patients went to the ward to recover from procedures. Following these procedures observations were routinely carried out, Temperature, blood pressure, pulse and respirations were routinely done. When the patients procedure was over observations were carried out at 15 minute intervals for the first hour, they were taken at these intervals so that if any sudden change occurred there was a possibility something might have gone wrong as a sudden drop in blood pressure can mean internal bleeding. My first blood pressure recording was using a sphygmomanometer the patient was recovering after a procedure taken place and had been sitting comfortably for 15 minutes. I introduced my self that I was a student nurse and explained that I needed to take a recording of their blood pressure and could I do so I gained permission and asked if they had had this procedure done before to which Mrs Smith (a pseudonym) said yes she had. I washed my hands to prevent any cross infection. I followed the protocol for taking a manual blood pressure as suggested by Mallett and Dougherty (2000). I washed my hands and I removed any restrictive clothing, my patient was wearing a dressing gown as this can cause a false reading. I got the equipment making sure it was clean, and cleaned the ear pieces to prevent any cross infection (Wilson. 2001). I ensured the air was removed from the cuff. I located the brachial artery listened for a pulse I found this. I placed the cuff securely then I palpated the radial pulse and inflated the cuff until the radial pulse disappeared I noted this. I waited a minute asking the patient if she was comfortable. I inflated the cuff to around 20mmHg above the expected pressure. I made sure that I could see the column in front of me to avoid any mistakes and putting the patient through the procedure again so soon. I deflated the cuff at around 2mm per second, I listened out for the systolic pressure the first korotkoff phase. These can have many v arying sounds from a thud to a swishing, to a muffled sound. I noted the first sound and waited for the second phase, korotkoff phase 5 to disappear and noted the recording which was 140/70 mmHg I told the patient what the reading was and documented it on her care plan. Throughout this procedure you have to really concentrate and make sure no interruptions can take place as you can miss the korotkoff sounds. I actually couldnt get the first korotkoff sounds on my first attempt so I explained to the patient and gained permission again to take the recording. To which she agreed, I felt self-conscious and nervous as I had missed the first korotkoff sounds but very pleased when I did manage to get the recording a second time. Having an underpinning knowledge in the procedure for taking blood pressure helps to understand the theory behind the practice. To conclude my essay the skill of recording blood pressure is a vital one for the nurse, as we can not always rely on having electronic equipment to hand. I also gained that if different circumstances can have an effect on the pressure reading. I feel I have gained a learning skill I was quite worried about this skill but practice makes easier. The more blood pressure recordings I took me soon realised that no two patients were the same. I also learned that different factors can affect blood pressure, from the patient rushing in late for his appointment which can lead to elevated blood pressure. It has also given me a lot of confidence in myself and confidence with the patients I care for. Word Count 2,200.

John Okada’s No-No Boy Essay -- Japanese American Internment

The United States of America a nation known for allowing freedom, equality, justice, and most of all a chance for immigrants to attain the American dream. However, that â€Å"America† was hardly recognizable during the 1940’s when President Franklin Roosevelt issued Executive Order 9066, ordering 120,000 Japanese Americans to be relocated to internment camps. As for the aftermath, little is known beyond the historical documents and stories from those affected. Through John Okada’s novel, No-No Boy, a closer picture of the aftermath of the internment is shown through the events of the protagonist, Ichiro. It provides a more human perspective that is filled with emotions and connections that are unattainable from an ordinary historical document. In the novel, Ichiro had a life full of possibilities until he was stripped of his entire identity and had to watch those opportunities diminish before him. The war between Japan and the United States manifested itself into an internal way between his Japanese and American identities. Ichiro’s self-deprecating nature that he developed from this identity clash clearly questions American values, such as freedom and equality which creates a bigger picture of this indistinguishable â€Å"America† that has been known for its freedom, equality, and helping the oppressed. Ichiro frequently faced hostility from Japanese-American veterans for being a No-No boy, which heightened self-hatred of his identity. From the moment he arrived back to Seattle, he was met with negativity from Eto Minato, a Japanese-American veteran who went from friendly to hateful after realizing Ichiro was a No-no boy. Ichiro came face-to-face with Eto’s harsh criticism as he told him, â€Å"Rotten bastard. Shit on you†¦ I’ll piss on you nex... ...her he is Japanese or an American. The obstacles Ichiro faced in searching for his lost identity reveal a discrepancy of American values, such as freedom and equality, which are deeply rooted in a segregated society. Through the negativity of many of the Japanese-American veterans and the differences among Ichiro’s entire family, he has literally gone from having a duel-heritage to no identity at all. Since he has no desire to be Japanese and feels unworthy to be American, he sees himself as nothing. His hatred of himself not only hinders the possibilities before him, but it also paints a whole new picture of America. Instead of a nation that is united and fights for freedom and equality, America is divided by racism and strips away the freedom of those they find inferior. Works Cited Okada, John. No-no Boy. Seattle: University of Washington, 1981. Print.