Critical Mistakes to Avoid While Writing Actuarial Science Personal Statement Essays

Critical Mistakes to Avoid While Writing Actuarial Science Personal Statement Essays Critical Mistakes to Avoid While Writing Actuarial Science Personal Statement Essay Critical Mistakes to Avoid While Writing Actuarial Science Personal Statement Essay Actuarial science is the study of appraising risk factors in the finance or insurance industry. The actuaries calculate the risk by using certain mathematical or statistical methodologies. Students who are pursuing this field have to take care of personal statement writing during taking admission in a university for an advance program such as Masters. These days, getting into a prominent university has become difficult than ever. When students apply to any university they are contending against other bright students but only few can avail the limited seats in the university, while the rest have to look for another academia. The personal statement is the only thing that helps the academia in evaluating which applicant is best suited for the program and for the university. Aside from your undergraduate grades, you can convince the admission officers of the university that you deserve a seat in the university by writing a single page but appealing actuarial science personal statement. However, there are certain critical mistakes that every applicant must avoid to solidify their chances of getting into their dream university. Critical Mistakes First of all, never think that the personal statement is an essay or an autobiography. But think it as a marketing statement which you use to market yourself or sell yourself to the university. Keep in mind that this single page statement is the only thing that can help you in distinguishing yourself from other qualified applicants. You can think of it as a product and consider yourself as a marketing agent whose job is to make the audience – the admission officers – want to buy the product, which in this case is YOU. Majority of students don’t make the most from the statement because they don’t highlight their strengths and positive qualities in it. They don’t sell their accomplishments or achievements as they think it as bragging. Remember that every big or little accomplishment which you have worked hard to achieve must be included in the statement. Many students also fail to address the weaknesses in their academic performance or record. Keep in mind that admission officers look for reasons why the applicant has inconsistencies in his/her record. If you don’t address it effectively the admission committee will assume that the applicant doesn’t care and in the end your applicant will most likely be rejected. Students tend to make mistakes while writing any manuscript. However, those grammatical or spelling mistakes can be corrected if proofread thoroughly. Remember that failure to proofread is the most critical mistake that can reject your application no matter how hard you have worked on it. Consider these critical mistakes and try to avoid them as much as possible.

Weather Phobia Signs and Symptoms

Weather Phobia Signs and Symptoms Do you jump at every flash of lightning and rumble of thunder?  Or monitor the TV whenever theres a severe weather threat near your home or workplace? If you do, its very possible you have a weather phobia- a marked fear of or anxiety about a specific weather type or event.   Weather phobias are included in the natural environment family of phobias- fears triggered by objects or situations found in nature.   Why Am I Afraid?   Phobias are sometimes described as irrational fears, but they dont always develop out of nowhere. If youve ever experienced a natural disaster such as a hurricane, tornado, or  wildfire- even if you didnt suffer any physical injury or trauma- its possible that the unexpected, sudden, or overwhelming nature of the event could have taken an emotional toll on you.    You Might Have a Weather Phobia If... If you feel any of the following in certain weather situations, you may suffer, to some degree, from a weather phobia:   Anxiety and panic (heart palpitations, shortness of breath, sweating, and nausea)A desire to be around others when unfavorable weather is forecast or occurringAn inability to sleep or eat during sever weatherHelplessness when certain weather is occurringYou change your schedule so that you can  plan  around ill weatherYou obsessively monitor the TV, weather forecasts, or your weather radio One in 10 Americans Are Afraid of Weather   While you might feel ashamed to be afraid of something like weather, which most other people consider to be routine, please know that youre not alone. According to the American Psychiatric Association, approximately 9-12% of Americans have natural environment phobias, of which 3% of that number are afraid of storms. Whats more, some meteorologists can trace their interest in learning about weather back to a fear of weather. Let this encourage you that your weather phobias can be overcome! Coping with Weather Fears When your weather fear strikes, you may feel helpless. But there are a number of things you can do, both before and during attacks, to help manage anxiety and stress. Learn how weather works. If youre afraid of something, the last thing you may want to do is willingly subject yourself to it. But sometimes, fear of something is rooted in a lack of knowledge of it. If you understand the reality of how weather works, you can better differentiate between threats that are real and those that are perceived in your mind. Read weather books, visit science museum exhibits, and learn about weather basics from your favorite weather company and links. (Your presence here on About  Weather means youre already off to a good start!) Practice weather safety. Having an emergency plan in place may help put your mind at ease should bad weather actually strike. It can also make you feel like you have more control of the situation, and are not just a passive victim. Relax. While its easier said than done, relaxing is one of your best defenses. To help keep calm, try engaging in activities that keep your mind occupied and off of the weather happening outside your do or. Practice a favorite hobby or start up a conversation with friends or family. Meditation, prayer, music, and aromatherapy are other good options. (Lavender, chamomile, bergamot, and almond are scents frequently used to ease anxiety.) To find out more, including what the most common weather phobias experienced among Americans are, read Afraid of the Atmosphere. Sources: Jill S. M. Coleman,  Kaylee D. Newby,  Karen D. Multon, and  Cynthia L. Taylor.  Weathering the Storm: Revisiting Severe-Weather Phobia.  Bulletin of the American Meteorological Society (2014).

Literacy narrative Essay Example | Topics and Well Written Essays - 500 words

Literacy narrative - Essay Example Further, even writing an essay about our experiences after a school trip was also difficult for me for the same forgetfulness. More recently after high school, I decided to get a casual job and save some money since I was not keen to join college immediately. However, that is when I realized the seriousness and implications of my reading and writing challenges. Although I was only seeking casual jobs that did not require strict academic of professional qualifications, I did not pass a single interview. The questions asked were directly related to what I was supposed to do on a day to day basis and had very little academic significance. However, in as much as I had the correct answers, I could not organize them in a logical and comprehensive manner. I later came to learn that my answers were received with skepticism because they were considered a reflection of the way I would conduct myself and perform my duties. After a third interview at the same job, a friend of mine who worked in the human resources of the company advised me to consider improving my communication skills. This came as a surprise, because although I knew I had researched enough on the job I had applied for, I had realized that the problem was how I presented my ideas. I inadvertently found myself remembering the problems I had speaking in front of the class and while at it, I strangely remembered my days as a younger kid when I enjoyed reading Dr. Seuss. Somehow, in those earlier days I could tell the story to other kids without a problem. Reflecting on that, I convinced myself that it is something I can do again despite the many years that had gone by. As an adult who has missed several jobs because of being unable to communicate my ideas, I realize that it is costly not to address the problem. Therefore, I have decided to go to college particularly to learn communication skills. Equally important, I need to learn how to

Effective written communication Essay Example | Topics and Well Written Essays - 500 words

Effective written communication - Essay Example Cultural beliefs and perceptions determine the way in which an audience interprets information. Therefore, understanding the audience cultural background makes it possible for a public speaker to craft the message within the audience’s cultural context. Understanding oneself marks the beginning of an effective rapport between a communicator and audience. For instance, a public speaker can only joke to the extent in which he or she is funny. Listening to the audience enables the speaker to know when to pause, repeat, or simply â€Å"allow a light moment to be expressed† (Ellis 124). Self-awareness ensures that the speaker remains in control of the audience at all times. For instance, an audience may laugh at a pronunciation error. However, the public speaker may take quick control and pass it on as a bluff. On the same note, self-awareness enables a public speaker to remain honest to the audience especially when questions are asked. By assessing personal knowledge on the subject matter, a public speaker may decide to or not to answer questions after a presentation. Providing false information may actually raise more difficult questions than anticipated. Public speaking may involve speaking to an audience with unique characteristics. For instance, a public speaker addressing an investment group needs to understand the investment context of the audience. Validating the audience’s beliefs or system of thinking strengthens the bond with the audience. For instance, the speaker might keep echoing ‘return on investment’ because that is what investors believe in. This way the audience will feel the speaker validated their heartfelt sentiments. Another important reason for audience validation is that it puts the speaker as knowledgeable in the subject matter irrespective of whether the speaker has a strong background on the subject or not. Prowess in public speaking and leadership is a continuous process of constant growth and development. One

Shezan International Limited Essay Example for Free

Shezan International Limited Essay In 90s or earlier people hadn’t liked such drinks e.g. cold drinks, juices made by companies, at that time people had preferred fresh juice,sattu,sardai, jam-e-shireen etc in summer. But later there is new trend comes in exist that is coke and Pepsi become more prominent in market or among the people. To compete this market indirectly, different companies made focus on manufacturing juice like shezan, country, nestle etc. Although juice line of shezan is going well, it has enough market share but in last 5 years shezan introduce its two products Quench in competition of tang and shezan syrups in competition to qarshi syrups. Strategy in Action Organizational Culture Shezan International has excellent organizational culture. The culture is very professional but yet very enjoyable, the environment is very easy and casual. Shezan international gives lot of importance to its junior employees and seniors are always ready to listen to their juniors and are also willing to act upon their advices and suggestions if considered feasible. Employees are free to pursue and select their goals and objectives and HR department is always there for employees to provide them with the best guidance.The priority is always given to the job by the staff. The employee working there declares Shezan international a best place to work in and to make a reputable name in the corporate market, with a very open career ahead Organizational Structure of Shezan Human resources management: Human resource management involves the training and development of workers and employees in order to increase their productivity and efficiency.For this purpose company make their employees to work with the seniorworker to get the experience, apart from this on-the job training, they haveseparate training program for new employees. The company has goodplanning, quality control systems and future orientation, which althoughdoes contribute directly in value addition and increase the effectiveness of whole process. Long-term goals and Objectives As our company produces variety of juices with competitive market prices to make market stable for long period of time and company has expanded its production capacity and exports. For long term objective company set units in different cities for the comprehensive range of production in the fruit processing field in Pakistan Top Level Strategy Shezan uses related diversification strategy to grow its business. Shezan is owned by Shahnawaz group of industries. Shezan buys sugar from the shahtaj sugar mill,owned by Shahnawaz group. Shezan have its own fruit farms to fulfill its needs.Shezan also have its own cod storage to store the raw materials. These all related diversifications provide Shezan an edge over its competitors. Shezan creates value for its customers by providing quality and rich in taste products.

Happiness is a State of Mind :: Happiness Essays

Happiness is a state of mind. The dictionary definition is "feelings of joy and pleasure mingled together†. A feeling of happiness is more than just an experience of joy or pleasure. It is a state of mind where the individual feels that â€Å"life is good†. As Aristotle says, â€Å"happiness is the meaning and the purpose of life, the whole aim and end of human existence.† I believe that everyone wants to be happy in life. One is abnormal if he prefers to be sad and alone. Happiness is something that must be practice according to John Lubbock. Well, I guess he’s right. I know happiness will come deep within us if only we set our minds on it. How could I promote happiness? Of course by beginning with myself. The saying, â€Å"10 percent is what happens to us and 90 percent is how we react with it† is one of my favorite. I may not be able to control what will happen to me, but surely, I always have the power over my emotions. In every circumstance, whether it may be good or bad, I must always keep those smiles plastered in my face. I must be thankful to God in whatever things happen for I know He’s always in control of everything. Another thing to do is for me to know my purpose in life. Since I already knew it, and I already realized what I really wanted in life, it is important for me to have a lot of faith in God and have self-confidence inside. Next is for me to, share God’s love to other people†¦ it may be through serving others. The feeling of making other people happy is something that I would never trade. Enjoying the company of my love ones also would bring happiness to me. If I would make a way to get even closer to my family and friends†¦ I bet that would be a sure source of happiness. Mark Twain believes that whoever is happy will make others happy, too. So if I wanted to promote happiness to others, I must have that happiness first. I could promote happiness to others by means of always smiling to them.

Human Biology Unit 1 Organelle Structure and Function

[pic] ASSIGNMENT GUIDELINES |Theme and Unit title: Human Biology |Student Name: | |Unit 1 – Cells and Tissues | | |Title of assignment: Assignment 1: Short answer question paper- in class/open book examination. | |Date issued: Week 2 – w/c 13. 09. 10 |Submission date: Week 6 w/c 11. 10. 0 | | | | | | | | | | | | | | | | | | | | | | | |ASSIGNMENT GUIDELINES | | | |This assignment consists of a short answer question paper (SAQP) which will be completed as an open book examination in week 6, i. e. in class in timed | |condition with access to an agreed number of resources. | | |You may bring into this examination the following two sets of PowerPoint handouts as issued in class: PP2 – â€Å"Cells † and PP5 – â€Å"Tissues of the Human | |Body† | | | |These Power Point handouts may be annotated with your own notes taken during class and after class following any additional reading. You will also have | |access to these two Power Points on-line via the student shared drive. The time allocated to complete the paper is 2 hours. | | | |In addition to the guidance overleaf, examples to illustrate what is required to meet the grading criteria, will be discussed in class. | | |PLEASE ENSURE THESE GUIDELINES ARE SUBMITTED WITH YOUR ASSIGNMENT | | | | | |LEARNING OUTCOMES | | | |1. 0 Understand the component nature of a generalised cell. | | | |5. 0 Understand that human body cells are specialised for a variety of different functions. | | | |6. Understand the structure and function of the major body tissue types | | | |ASSESSMENT CRITERIA LEVEL 2 | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria. | |1. 2 Describe the function of the organelles in 1. 1 | | | |5. 1 Accurately draw and label at least two different specialised human body cells. | | | |5. 2 Describe the functions of the cells drawn in 5. | | | |6. 1 Describe the structure and function of the major body tissue types. | | | | | |ASSESSMENT CRITERIA LEVEL 3 | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria, endoplasmic reticulum, | |ribosomes, lysosomes, centrioles, and golgi apparatus. | |1. 2 Explain the functions of the organelles in 1. | | | |5. 1 Produce accurately scaled, labelled drawings of at least two different specialised human body cells. | |5. 2 With reference to the examples in 5. 1 explain the importance of complementarity of structure and function. | |6. 1 Explain the structure and function of the major body tissue types. | If all learning outcomes are achieved at level 3 the assignment will be graded according to the grade descriptors below. For this assignment grading criteria 5 and 7 apply. Descriptor |Content for merit |Content for distinction |Guidance | | | | | | |5. Communication and |The assignment work shows a very |The assignment work sho ws an excellent |Diagrams of the cells drawn in questions 1a and 1b | |presentation |good command of: |command of: |are clear and neatly presented with all parts | | |Use of images |Use of images |labelled as instructed. | | | | | | | | |The appropriate biological terms are included and | | |Language (including technical or |Language (including technical or |used correctly throughout the assignment. | | |specialist language. ) |specialist language. ) | | | | | | | |7. The assignment work is: |The assignment work is: |Make sure that you have clearly organised the | |Quality |Structured in a way that is | |resources that you are allowed to bring into the | | |generally logical and fluent. |Structured in a way that is |examination room. | | | |consistently logical and fluent. | | | |Taken as a whole demonstrates a | |Make sure that you are familiar with these in order| | |very good response to the demands|Taken as a whole demonstrates an |that you can use them effectively to complet e the | | |of the brief/assignment. |excellent response to the demands of |assignment in the time given. | | |the brief/assignment | | | | | |When using written prose this should be fluent and | | | | |explanations should be presented clearly and | | | | |logically. | | | | | | | | | |Writing should be in blue or black ink, diagrams | | | | |should be drawn in pencil. | | | | | | | | |There should be evidence that explanations are in | | | | |your own words. | [pic] FEEDBACK SHEET |Theme and Unit title: Human Biology |Student Name: | |Unit 1 – Cells and Tissues | | |Title of assignment: Assignment 1: Short answer question paper- in class/open book examination. | |Date issued: Week 2 – w/c 13. 09. 10 |Submission date: Week 6 w/c 11. 10. 0 | |Markers comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Initial submission level awarded: |Resubmission level awarded: | | | | |TUTOR/ASSESSOR : Janet Vickers |TUTOR/ASSESSOR : Janet Vickers | |SIGNED: |SIGNED | |DATE: |DATE: | |INTERNAL VERIFIER |INTERNAL VERIFIER | |SIGNED: SIGNED: | |DATE: |DATE | |Learning Outcomes: | |Level achieved 1st submission | |Level achieved 2nd submission | | | | | |1. 0 Understand the component nature of a generalised cell. | | | | | | | | | | |5. 0 Understand that human body cells are specialised for a variety of different functions. | | | | | | | | | |6. Understand the structure and function of the major body tissue types | | | | | | | |Assessment Criteria | |Met (()/Not Met(x) | | | |To achieve at Level 2 you need to: | |1st sub | |2nd sub | | | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria. | | | | | | |1. 2 Describe the function of the organelles in 1. 1 | | | | | | | | | | | |5. 1 Accurately draw and label at least two different specialised human body cells. | | | | | | | | |5. 2 Desc ribe the functions of the cells drawn in 5. 1 | | | | | | | | | | | |6. 1 Describe the structure and function of the major body tissue types. | | | | | | | | | | |Met(()/Not Met(x) | | | |To achieve at Level 3 you need to: | |1st sub | |2nd sub | | | |1. 1 Accurately label a diagram of a generalised human cell showing the: nucleus, cytoplasm, cell membrane and mitochondria, endoplasmic reticulum, | |ribosomes, lysosomes, centrioles, and golgi apparatus. | | | | | | |1. 2 Explain the functions of the organelles in 1. 1 | | | | | | | | | | | |5. 1 Produce accurately scaled, labelled drawings of at least two different specialised human body cells. | | | | | | | | |5. 2 With reference to the examples in 5. 1 explain the importance of complementarity of structure and function. | | | | | | | | | |6. 1 Explain the structure and function of the major body tissue types. | | | | | | | | | | |If all learning outcomes are achieved at level 3 the assignment w ill be graded for this assignment grading criteria 5 and 7 apply. | |Descriptor |Grade awarded |Comment | |5. | | |Communication and presentation | | | | | | | | | | | | | | | | | | | |7. | | |Quality | | | | | | | | | | | | | | | | | | | | | | | Markers comments: | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ———————– Access to Higher Education: Health Studies/Combined StudiesWork presented in an assessment must be your own. Plagiarism is where a student copies work from another source, published or unpublished (including the work of another student) and fails to acknowledge the influence of another’s work or to attribute quotes to the author. Plagiarism is an academic offence. If you are thought to have plagiarised someone else’s work this could result in disciplinary action. I have read the above information and I can confirm that this work is my own, and that any sources used have been acknowledged using the appropriate referencing system. Signature:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Access to Higher Education: Health Studies/Combined Studies

Veterans and Ptsd

Veterans and PTSD Toni L. Enemy Hunter Psychiatric Rehabilitation/REHA 425 Professor McDermott October 29, 2011 Abstract The United States is seeing an increasing number of Veterans coming back from Operation Enduring Freedom (OEF) and Operation Iraqi Freedom (OIF) being diagnosed with Post-Traumatic Stress Disorder (PTSD). PTSD is affecting the lives of men and women, their family and those closest to them. The goal of this paper is to give some general information for women and their families experiencing PTSD. It will give symptoms and treatment options available to women veterans.Women Vets and PTSD According to the 2009 and 2010 National Survey on Drug Use and Health, Substance Abuse and Mental Health Services Administration (SAMHSA), nearly 600,000 veterans aged 18 or older experienced a co-occurring substance use disorder and mental illness in the past 12 months. Post-Traumatic Stress Disorder (PTSD) is now becoming more prevalent with men and women in the military. How can th e families of the veteran better understand what to expect and how to deal with their loved ones suffering from PTSD? DefinitionAccording to the Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition, Text Revision (DSM-IV-TR; APA, 2000) the diagnostic criteria for PTSD include a history of exposure to a traumatic event meeting two criteria and symptoms from each of three symptom clusters: intrusive recollections, avoidant/numbing symptoms, and hyper-arousal symptoms (Appendix 2). Challenges The British Medical Journal reported that veterans do not experience trauma or disabling symptoms until they return from the war (Gabriel & Neal, 2002).Friedman said PTSD symptoms appear when they return home trying to readjust to civilian life. When a person is on active duty in the military, if one does not have a physical injury then psychological symptoms are seen as a weakness and being a coward (Friedman, 2004). Those that did seek help found it difficult to be diagnosed bec ause they were not exposed to direct combat (i. e. hostile fire, returning fire, or seeing others injured). The veterans that do have PTSD from military trauma are from non-combative events such as sexual trauma.They may feel alone and worry about their families. PTDS is comorbid with traumatic brain injuries and other psychiatric disorders such as depression, social phobia, panic disorder, substance abuse, and mood and anxiety disorders (Feczer, 2009). [W]e deny that war changes its participants forever- †¦America claims innocence and goodness as fundamental traits. We believe that our young men and women should be able to go to war, get the job done, and return home blameless and well. (Tick, 2005) InterventionThe Readjustment Counseling Service is available for veterans who served in war zones, Vietnam Era Veterans, veterans that experienced sexual trauma while in the military, and for family members that have lost loved ones while on duty. At a Veteran Center, the services that are provided are: individual counseling, group counseling, marital and family counseling, addiction counseling, benefits assistance and referral, employment referral and counseling, community education, liaison with VA facilities, referral to community agencies, contracts with area counselors and Mobile Vet Center Outreach.The client first has to go through assessments to figure out the best therapeutic approach. They need to be screened for victimization, suicidal potential, addictive behaviors, differential diagnosis, comorbidity, and family assessment (Meichenbaum, 1995). Medications, along with therapy, have been the most helpful types of treatment for PTSD. The medications used are antidepressant medications, anti-anxiety medications, mood stabilizing medications, and other medications to ease nightmares, irritability, sleeplessness, depression, and anxiety (Feczer, 2009). It is important when interviewing the client to find out their childhood history.Many times trauma du ring childhood will not come out until later in life and it can be the underlying issue to their problems (Feczer, 2009). Therapy Modalities PET After a traumatic event, many individuals experience distress and signs of PTSD. The veteran may experience suffering when dealing with the recollections related to the trauma. This type of therapy helps by approaching those thoughts, feelings, and events that the client has been avoiding because of the stress they cause. By repeated exposure to the emotions it helps the veteran reduce the power thoughts have over the client.However, during the assessment, it is important to discuss with the veteran the main event(s) that causes the stress. By doing this at a comfortable pace, the exposure to that trauma can be dealt with accordingly (Creamer & Forbes, 2004). The first part of the therapy is education. The counselor will explain the treatment, the common trauma reactions and symptoms of PTSD. PET helps the veteran understand what the go als are for the treatment and what to expect for the duration of the upcoming sessions. Teaching methods of breathing techniques will help the veteran to relax.Breathing changes when a person becomes anxious or fearful. This is a short-term technique to assist in managing sudden distress. The third aspect of PET is in vivo exposure where the client has exposure to real world situations or events that may be anxiety-producing. This is safely done by approaching the situation that has been avoided because of the stress it causes. PET uses imaginal exposure where the veteran talks through the trauma(s) with the counselor. By talking, it helps the client to gain control over the traumatic events and realize that he or she does not have to be afraid of his or her memories.The overall goal is to work through the events from least to most traumatic events and what is comfortable for the client. This type of therapy is usually eight to fifteen sessions that last about ninety minutes (Resick , Nishith, Weaver, Astin,& Feuer, 2002). CPT Many times those with PTSD have problems dealing with their thoughts and memories of the trauma they have been though. They may get â€Å"stuck† in their thoughts and have a hard time making sense of what has happened or is happening to them. CPT helps in giving clients a new way of dealing with their thoughts and to gain an understanding of the events that haunt them.There are four parts to CPT: learning about PTSD symptoms, becoming aware of thoughts and feelings, learning skills and understanding changes in beliefs. CPT requires educating the client about PTSD and what to expect from the disorder. The veterans can ask questions and find out how the skills are going to help them. In this modality, the client needs to become aware of their thoughts and feelings. When bad things happen we want to know why they happen. Clients can get stuck in their thought process and not be able to let it go.However, with CPT a person learns t o pay attention to these thoughts that the trauma has caused and discuss how they make one feel. Then he or she can take a step back and see how it affects the person now. This will hopefully help the veteran think of the trauma in a different way. This can be done by writing about it or talking to the counselor. Next, the veterans need to begin learning the skills to help challenge their thoughts and question them as well. This is done by doing worksheets (appendix 1). These worksheets will help veterans decide the way they want to think and feel about their traumatic situations.These skills will eventually help in dealing with every day issues. Finally, there is trying to understand the changes in beliefs. There are common changes that happen after going through a trauma. There are going to be changes in the way a person thinks about safety, trust, control, self-esteem, other people and relationships. By talking about these beliefs, hopefully they can find a balance with the belie fs before and after the trauma. The approximate time for this type of therapy is twelve sessions. EMDR The final type of therapy is Eye Movement Desensitization and Reprocessing or EMDR.Clients that are involved in EMDR use imaginal exposure of their trauma and at the same time the counselor uses their index finger for them to follow back and forth. EMDR therapy seems to directly affect the brain by unlocking the traumatic memories, allowing clients to resolve them. Veterans work through the upsetting memory, beliefs, feelings, sensations until they are able to think about the event without reliving it. The memory is still there, but not as upsetting. It is like detaching oneself and watching a movie but relieving the trauma at the same time (Barton, Smith, Corcoran, 2011).Case Management, Employment and Vocational Rehabilitation According to the Vocational Rehabilitation and Employment Program that Congress prepared, case managers work closely with Vocational Rehabilitation Counsel ors (VRC) to create a rehabilitation plan. This plan consists of evaluation and planning for the future goals of the veteran. The veteran is evaluated to see if he or she is capable of independent living or will need rehabilitation services. The VRC is responsible to see that referrals for medical, eye care and dental are taken care of for the client.The vocational-education counselor will be able to assist the veteran in acquiring education, training, equipment, and financial aid if the client needs to develop new skills for employment. The President of the United States is also giving great tax breaks to employees for hiring veterans. The Counselor and Support Systems The downfall to helping veterans with PTSD is that there are not many counselors have the experience with this type of client. Counselors in this field are few, especially in the rural and underserved geographic areas.The VA resources are overwhelmed with clients so there is a backlog, which creates frustration with veterans. There are many that have contemplated or have committed suicide because they did not receive the help they needed. According to the National Center for PTSD, some may have had past mental health issues and may not have good support systems in addition to what was mentioned earlier. So that is why it is important to have a good support system and education is essential for the families when the veteran returns home. They will more than likely not be the same person as they were before they were deployed.Conclusion Veterans do so much for the United States citizens and we need to be thankful for the job they do for our freedom. The veterans put their lives in danger so we can live the life as Americans. Veterans deserve the respect and assistance when they return home to us. So it is my opinion that we do our best to ensure they can become productive citizens once again. I would like to be part of that team to assist in helping veterans adjust back into civilian life. I woul d like to see more citizens do the same by helping the veterans any way possible.Where would the United States be if we did not have such a great military team? References American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (Revised 4th ed. ). Washington, DC: Author. Feczer, D. A. (2009). Forever changed: Posttraumatic Stress Disorder in female military veterans, A Case Report. Perspectives in Psychiatric Care. Friedman, M. (2004). Acknowledging the psychiatric cost of war. New England Journal of Medicine, pp 351, 75-77. Gabriel, R. A. (2002). Post-traumatic stress disorder or somatic dysfunction after military conflict may hide posttraumatic disorder.British Medical Journal, pp 324, 340-342. Tick, E. (2005). War and the soul: Healing our nation's veterans from post-traumatic stress disorder. Wheaton, IL: Quest Books. Masson, N. (2010). Mindful Cognitive Processing Worksheet. Retrieved from http://drnataliemasson. com/images/Mindful%20Cogn itive%20Processing%20Worksheet. pdf Creamer, M. , Forbes D. (2004). Treatment of Posttraumatic Stress Disorder in Military and Veteran Populations, Psychotherapy: Theory, Research, Practice, Training, (Vol. 41, pp. 388-398). Resick, P. , Nishith, P. , Weaver, T. , Astin, M. , Feuer, C. 2002). A comparison of cognitive-processing therapy with prolonged exposure and a waiting condition for the treatment of chronic posttraumatic stress disorder in female rape victims. Journal of Consulting and Clinical Psychology, (Vol. 70, pp. 867-879). Bartson, S. , Smith. , M. , Corcoran, C. (2011). Help Guide. EMDR Therapy. Retrieved from http://www. helpguide. org/mental/pdf/emdr. pdf Meichenbaum, D. (1995). A clinical handbook/practical therapist manual for assessing and treating adults with post-traumatic stress disorder (PTSD) book. Florida: Institute Press. Appendix 1Mindful Cognitive Processing Worksheet 1. Describe situation briefly 2. List emotions (single words) and rate the intensity (0-1 00%) 3. List automatic thoughts. Circle â€Å"hot thought†. (For deeper work, identify the â€Å"core belief. †) 4. Observe breathing and body sensations. Describe these briefly. 5. Practice acceptance and validation. List thoughts that promote acceptance, non-judgment, validation. Take a few moments to practice breathing in an attitude of allowing things to be as they are without judging or trying to change/fix things. 6. List objective evidence that supports your automatic thoughts. . List objective evidence that counters your automatic thoughts. 8. Identify any distortions involved in your automatic thoughts. 9. Consider a more balanced thought. 10. Describe the outcome. List emotions, rate intensity. List any other reactions, observations. Bonus†¦ 11. Identify any core beliefs that could use revising†¦. and a more adaptive belief. 12. Consider behavioral experiments to disprove the core beliefs and support a new belief. Summary of some common cognitive di stortions: 1. Probability overestimations – overestimating the likelihood of a negative event 2.Mind reading – assuming what others will think about you Appendix 1 Cont. 3. Personalization – taking too much responsibility for a negative situation 4. Should statements – incorrect/exaggerated statements about how things should be 5. Catastrophic thinking – assuming that a negative event would be catastrophic 6. All-or-nothing thinking (Black ; White Thinking) 7. Selective attention and memory –attend to negative information, discount positive 8. Overgeneralization – a single event is taken as a sign of a global pattern 9. Fortune telling – predicting the future with absolute certainty 10.Negative core beliefs – negative assumptions about oneself. Taking an event and turning it into a core characteristic. (â€Å"I made a mistake† vs. â€Å"I am a loser†) 11. Emotional reasoning – believing that if you f eel as if something is true, that makes it true (Masson, 2010) Appendix 2 DSM-IV-TR criteria for PTSD In 2000, the American Psychiatric Association revised the PTSD diagnostic criteria in the fourth edition of its Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR) (1). The diagnostic criteria (A-F) are specified below.Diagnostic criteria for PTSD include a history of exposure to a traumatic event meeting two criteria and symptoms from each of three symptom clusters: intrusive recollections, avoidant/numbing symptoms, and hyper-arousal symptoms. A fifth criterion concerns duration of symptoms and a sixth assesses functioning. Criterion A: stressor The person has been exposed to a traumatic event in which both of the following have been present: 1. The person has experienced, witnessed, or been confronted with an event or events that involve actual or threatened death or serious injury, or a threat to the physical integrity of oneself or others. . The person's response involved intense fear, helplessness, or horror. Note: in children, it may be expressed instead by disorganized or agitated behavior. Criterion B: intrusive recollection The traumatic event is persistently re-experienced in at least one of the following ways: 1. Recurrent and intrusive distressing recollections of the event, including images, thoughts, or perceptions. Note: in young children, repetitive play may occur in which themes or aspects of the trauma are expressed. 2. Recurrent distressing dreams of the event.Note: in children, there may be frightening dreams without recognizable content 3. Acting or feeling as if the traumatic event were recurring (includes a sense of reliving the experience, illusions, hallucinations, and dissociative flashback episodes, including those that occur upon awakening or when intoxicated). Note: in children, trauma-specific reenactment may occur. 4. Intense psychological distress at exposure to internal or external cues that symbolize or resemble an aspect of the traumatic event. 5.Physiologic reactivity upon exposure to internal or external cues that symbolize or resemble an aspect of the traumatic event Criterion C: avoidant/numbing Persistent avoidance of stimuli associated with the trauma and numbing of general responsiveness (not present before the trauma), as indicated by at least three of the following: 1. Efforts to avoid thoughts, feelings, or conversations associated with the trauma 2. Efforts to avoid activities, places, or people that arouse recollections of the trauma 3. Inability to recall an important aspect of the trauma 4.Markedly diminished interest or participation in significant activities 5. Feeling of detachment or estrangement from others 6. Restricted range of affect (e. g. , unable to have loving feelings) 7. Sense of foreshortened future (e. g. , does not expect to have a career, marriage, children, or a normal life span) Criterion D: hyper-arousal Persistent symptoms of increasing arousal (not pre sent before the trauma), indicated by at least two of the following: 1. Difficulty falling or staying asleep 2. Irritability or outbursts of anger 3. Difficulty concentrating 4.Hyper-vigilance 5. Exaggerated startle response Criterion E: duration Duration of the disturbance (symptoms in B, C, and D) is more than one month. Criterion F: functional significance The disturbance causes clinically significant distress or impairment in social, occupational, or other important areas of functioning. Specify if: Acute: if duration of symptoms is less than three months Chronic: if duration of symptoms is three months or more Specify if: With or without delay onset: Onset of symptoms at least six months after the stressor (American Psychiatric Association, 2000)

MLA Referencing †How to Cite a Book

MLA Referencing – How to Cite a Book MLA Referencing – How to Cite a Book MLA referencing, as developed by the Modern Language Association, is a way of citing sources in academic writing, commonly used within the liberal arts and humanities. Books, on the other hand, are papery things with pages that live in libraries. They’re usually full of words, sometimes with a few pictures. These things. You can put them on shelves, too. You probably knew that already, but we thought it was best to clarify. Now that’s settled, in today’s blog post, we explain how to reference a book with MLA citations, which is an essential skill if your college uses this referencing system. In-Text Citations MLA referencing uses parenthetical citations, but the format differs slightly from the â€Å"author–date† system you might know if you’ve used APA or Harvard citations before. The only things you need to give in an MLA citation are the author’s surname and the relevant page number(s) for the passage you’re referencing: Geographical latitude is a â€Å"major determinant† of growing conditions (Diamond 189). If the author is named in the text, simply give page numbers after the relevant passage: According to Diamond, latitude is a â€Å"major determinant† of growing conditions (189). When citing two books by the same author, moreover, you’ll need to differentiate between different sources. To do this in MLA, give a shortened title in the citation alongside the other information: According to Diamond, latitude is a â€Å"major determinant† of growing conditions (Guns, Germs Steel 189). This effects how societies rise and fall (Diamond, Collapse 44-45). Note that there’s a comma between the author name and shortened title when both are given in parentheses. You should also italicize book titles in citations, just in the main text. Reference List/ MLA referencing requires all cited sources to be added to a â€Å"† page at the end of your document. The information to include here for a print book is as follows: Surname, First Name. Title of Book. Publisher, Year of Publication. In the case of the book cited above, Guns, Germs Steel, this would appear as: Diamond, Jared. Guns, Germs Steel: A Short History of Everybody for the Last 13,000 Years. Vintage Books, 1997. The names here are reversed so that sources can be listed alphabetically by author surname. If a book written by more than one person, you only need to reverse the first author’s names. When citing multiple books by the same author, order them alphabetically by title, but only give the author’s names for the first entry, using three hyphens and a period for subsequent sources: Diamond, Jared. Collapse: How Societies Choose to Fail or Succeed. Penguin, 2006. -. Guns, Germs Steel: A Short History of Everybody for the Last 13,000 Years. Vintage Books, 1997.

5 Signs You May Be the Right Person for the Job

5 Signs You May Be the Right Person for the Job Jobs are anything but one size fits all. In fact, another candidate’s â€Å"perfect† position may be your employment nightmare. So how do you know which job promises success and fulfillment and which job harbors only frustration and failure? The short answer? You don’t. But there are some signs to look for throughout the process which can indicate that you’re indeed the right person for the job. Let’s count them down. 1. You’re Charged Up By the Thought of the JobAre you thrilled by the mere thought of the roles and responsibilities involved with a particular job or specific company? Would you wake up every morning looking forward to getting to work and making a contribution? If so, this is a strong indication that the job may be a terrific fit.If, however, you feel more excited about getting any job than about the specifics of the job at hand, this should trigger an alarm.2. You’ll Be Crushed If You Don’t Get ItNo one likes to be rejected. But if the thought of being rejected from a particular job is especially crushing, this may indicate that the job offers a unique opportunity. After all, there are hundreds of thousands of different jobs available at any given moment. If your heart is set on this one above everything else in the job classifieds section, you’re probably the right person for the job.3. It’s In Line With Your Career GoalsHave you always dreamed of working in a specific industry or of being responsible for a certain set of core job functions? If a job offers the opportunity to realize your goals and ambitions, it’s a natural leap to the conclusion that it’s not only the right job for you, but an unprecedented opportunity.Alternatively, if a job feels like a detour from your career path or a step in an uncertain direction, it merits more consideration: can it ultimately help you reach your career goals?4. You’re a Good Culture FitToday’s employers ar e increasingly prioritizing cultural fit - as opposed to mere functional fit - as an important part of the hiring process. This consideration should go both ways. If your beliefs and core values are aligned with a prospective company’s views on everything from collaboration to work/life balance to giving back to the community, this bodes well for your level of satisfaction, productivity, and staying power.5. There’s Plenty of Room for GrowthA job that’s a good fit for you at this particular moment in time may not be a good fit for you five years from now. The â€Å"right† job is not just one that makes sense in the here and now, but is also one with plenty of room for growth.The potential for advancement can also help keep you motivated, inspired and engaged on the job - critical attributes when it comes to professional fulfillment.Ultimately, it’s impossible to know with absolute certainty whether a job is the right one for you. However, these five tips can help you make the most informed and beneficial decision.

Performance & reward mgt Essay Example | Topics and Well Written Essays - 1500 words

Performance & reward mgt - Essay Example It keeps the management aware of the importance of focusing on results rather than concentrating on whether the management or employees in an organization are busy. More over, it serves as a reminder of the fact that employee training, motivation and enthusiasm in the workplace are not sufficient for the accomplishment of organizational goals. In other words, Latham et al (2005) observes that results go beyond employee capacity and the level of satisfaction. They can be enthusiastic about their work, and the management may offer attractive packages that enhance satisfaction, but their output may not be satisfactory. This means that the organization may not be able to achieve the desired results. In order for an organization to accomplish its goals, it is important for it to have several operations taking place, such as classifying and giving priority to results, establishing the performance standards and the manner through which results need to be realized. Evaluation of progress is important while focusing on the results and also reviewing the manner in which they were accomplished (Facteau and Bartholomew 2001). Organizations use results as a measure for evaluating the performance of the business. A literature review concerning performance management is important in generating a better understanding of the concept. This paper describes a personal experience of performance management and analysis using concepts drawn from performance management literature. In many instances, organizational managers and overseers of organizational operations usually make a mistake of conceptualizing that the conduct of employees and the organizational operations are similar to the desired outcome. As Viswesvaran and Ones (2000) observe, employees within an organization may seem to be busy to a great extent, while in reality they do not add to the realization of organizational goals. Such cases are evident amongst employees

Technology research paper Essay Example | Topics and Well Written Essays - 1250 words

Technology research paper - Essay Example Some of the reasons include media intrusiveness and little added value that the Picturephone had over the normal telephones. Some articles report that the Picturephone failed to hit the markets positively because it lacked a robust reference point for its take-up. A majority of the successful new technologies have reference points, which are not extreme, for the society to get. Certain new technologies may seem disruptive but with societal reference point, these technologies are likely to be adopted by the society if they provide incremental improvements to the new users instead of comprehensive divergence from the normal life practices (Coburn 33)i. Prior surveys, before the Picturephone was launched, revealed that the market consumers were uncomfortable with the concept of being seen in the process of a telephone conversation. The Bell System defied the customers’ desires and wants proceeding to develop the new technology which was regarded as a solution seeking a problem. The Picturephone did not succeed because it failed to address the problems of the customers in the market, hence, customers did not have a reason to purchase and adopt the equipment (Brown 16). The Picturephones were installed in certain areas, such as Chicago and New York, in the United States in the 1960s and the cost of making telephone calls using these new technology equipment ranged between $16 and $27 for every minute used to make a call. Only 71 patrons had acquired the picturephones within the first half year of their development and marketing. Unfortunately, within a span of six years, the patrons of the Picturephones had declined to zero (Kaigo 3)ii. The use of Picturephones in making telephone calls was considered to be intrusive and crossed the privacy boundary of the users. The Picturephones did not improve the information on the voice but only made little advances on the communication. The flop of the technology