Obstructive Sleep Apnea And Effects On Blood Pressure Essay

Continuous Positive Airway Pressure in Those with Obstructive Sleep Apnea and the Effects on Blood Pressure One issue faced daily in primary care is the incidence of hypertension. This disease impacts approximately 25% of the adult population in the world. Risk factors for hypertension include genetics, poor diet, obesity, sedentary lifestyle, and other disease processes. In addition, obstructive sleep apnea (OSA) has been recognized as an additional risk factor in the development of hypertension according to European and US guidelines (Pepin et al, 2014). According to Ohio State physicians Magalang and Valentine, (2015), there are possibly ten million people who have resistant hypertension, and most of those have OSA. In contrast, the National Sleep Foundation explains that sleep apnea affects more than 18 million people (Sleepapnea.org, n.d.). These numbers are staggering. A diagnosis of obstructive sleep apnea increases a patient’s chances of developing hypertension. With this information in mind, it is prudent to recognize the correlation between treating obstructive sl eep apnea with CPAP therapy and the benefits of this therapy in regards to blood pressure. Keeping in mind that many patients with sleep apnea have hypertension, questions remain regarding treatment options. Today, many patients use more than two medications in order to decrease their blood pressures; unfortunately, this does not always work (Magalang Valentine, 2015). If it is our duty asShow MoreRelatedSleep Apnea Essay examples1538 Words   |  7 Pages Sleep Apnea nbsp;nbsp;nbsp;nbsp;nbsp;Sleep is essential to life; it is one of several components, including food and water, which keep the living alive. However, a significant percentage of the human population has considerable difficulty reaching and maintaining Stage IV within their sleeping patterns, the stage that allows the mind and body to fall into a deep and restorative sleep, otherwise known as REM sleep. 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Collapse of the upper airway may cause decreases in ventilation, but not complete cessation of it, with desaturation and arousal (hypopnea) and/or complete cessation of airflow for more than 10 seconds entitled apnea (Figure 1) 1. Common symptoms of OSA are frequent arousal, snoring, choking/gasping, daytime sleepiness, increased carbon dioxideRead MoreThe Clinical Justification Provided By Blue Shield For Denying My Inpatient Stay970 Words   |  4 Pagesdiabetes mellitus (55.7%), ischemic heart disease (83.6%), hypertension (95.8%), or hyperlipidemia (90.1%).† [0] I also have many extra medical conditions that significantly increase my risk of having the expected complications ,â€Å"Stroke / TIA, Blood Clots, and/or Bleeding,† [1] after the surgery. My annotated medical problem list, â€Å"MyChart†, from Scripps Health in San Diego, CA, shows both the classical (highlighted in blue) and my additional comorbidities for the above expected complications:Read MoreCase Study 11339 Words   |  6 Pagesyou sleep at night? * Describe your normal daily routine and sleeping routine? (Time you go to sleep; how long you sleep average every night) * What is your diet consisting of? * Do you have any breathing difficulty throughout the daytime? CASE STUDY PROGRESS After interviewing S.R., you note the following: S.R. is under considerable stress. He owns his own business. 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There are also certain hours that a person should sleep or else they will be sleep deprived. The following will discuss the stages of sleeping, sleep deprivation, and will also talk about why we dream, and what it has to do with our everyday lives. Sleep has its stages

Explicación sencilla del sistema educativo en EE.UU.

Para los recià ©n llegados a Estados Unidos, el sistema educativo es uno de los grandes misterios y uno de los temas que mà ¡s inquietudes plantea. Para navegarlo exitosamente es importante entender los puntos bà ¡sicos de la educacià ³n obligatoria. En este artà ­culo se resuelven dudas sobre quà © aà ±os comprende la educacià ³n obligatoria, tipos de escuelas, cuà ¡les son los grados y, finalmente, temas especiales como estatus migratorio y escuelas pà ºblicas, alimentos, educacià ³n especial, etc. Aà ±os de educacià ³n obligatoria en EE.UU.: K-12 En Estados Unidos la educacià ³n es obligatoria entre los grados K-12, esto quiere decir, entre kindergarten -preescolar- al grado 12. Lo que no es tan claro es a quà © edad se debe comenzar en kindergarten y a cuà ¡l finalizar los estudios obligatorios ya que cada estado establece sus propias reglas. Pero en general puede decirse que en algà ºn punto entre los 5 y los 8 aà ±os los nià ±os deben escolarizarse y deben estudiar hasta los 16 o, en algunos estados, 18-19 aà ±os. Por ejemplo, en California es obligatoria la enseà ±anza entre las edades de 6 y 18 aà ±os, pero se permite dejar de estudiar a los 16 si el estudiante se ha graduado de high school o ha obtenido el tà ­tulo equivalente que se conoce como CHSPE y, ademà ¡s, tiene el permiso de sus padres. Por otro lado, en Connecticut la educacià ³n es obligatoria entre los 5 y los 18 aà ±os, permitiendo la ley multas y cargos delictivos contra los padres que no envà ­an a sus hijos a las escuelas.  ¿Dà ³nde deben escolarizarse los nià ±os? Estados Unidos brinda un amplio abanico de posibilidades para enviar a las escuelas a nià ±os, desde escuelas pà ºblicas y todas sus variedades o privadas y todas las diferentes opciones, pasando por educacià ³n en casa. Segà ºn el Centro Nacional de Estadà ­sticas para la Educacià ³n, 50.700.000 estudiantes estudian en escuelas pà ºblicas, es decir, la mayorà ­a de los pupilos en edad de estudios obligatorios. Las escuelas pà ºblicas se caracterizan por: ser gratuitas para los estudianteslos fondos provienen del gobierno federal, el estado, el condado, la municipalidad o una combinacià ³n de variosestà ¡n obligadas a admitir a los estudiantes que habitualmente residen en el distrito escolar En algunos estados se permite que los padres puedan elegir escuela. Tambià ©n es frecuente que se permitan alternativas a los padres cuando la calidad de las escuelas del lugar donde residen deja mucho que desear en cuanto a calidad, mediante el sistema que se conoce como voucher. Existen varios tipos de escuelas pà ºblicas. En primer lugar, està ¡n las regulares. Algunas son excelentes. Ademà ¡s de las regulares, està ¡n las chapter, que son escuelas que funcionan con fondos pà ºblicos pero que son gestionadas privadamente por empresas, por cooperativas de maestros o, incluso, por padres o por comunidades. Existe una importante diferencia en calidad de la enseà ±anza entre distintas escuelas chapters, por lo que si esa es la opcià ³n de los padres es muy conveniente que investiguen antes de registrar a sus hijos. Ademà ¡s, està ¡n las escuelas pà ºblicas conocidas como magnet, que son escuelas pà ºblicas que destacan por su excelencia acadà ©mica. Se especializan en un à ¡rea acadà ©mica en particular. Las magnet se caracterizan por asegurar la diversidad à ©tnica y racial de sus estudiantes.  En esta base de datos se puede ver cuà ¡les son las mejor calificadas en todo Estados Unidos, permitià ©ndose una bà ºsqueda por estados. Por otro lado, tambià ©n existen varios tipos de escuelas privadas en las que en la actualidad estudian poco menos de 6 millones de alumnos.  En este tipo de escuelas los estudiantes envà ­an una solicitud y deben esperar a ver si son admitidos. Asimismo, deben pagar por sus estudios, aunque hay casos en los que hay becas disponibles para los mejores estudiantes sin recursos econà ³micos. En Estados Unidos, donde 1 de cada 3 high schools son privadas, existen los siguientes tipos de escuelas de esta naturaleza: En primer lugar, està ¡n las Escuelas independientes, que no pueden recibir fondos de grupos religiosos, aunque pueden tener una estrecha relacià ³n con ellos. Hay menos de 2,000 pero se encuentran dentro de esta categorà ­a las famosas  Phillips Academy  Andover, con un excelente sistema de becas para  estudiantes excelentes pero sin recursos,  y Exeter. En segundo lugar, hay escuelas parroquiales, que està ¡n estrechamente vinculadas con una iglesia y son muy populares, conformando el mayor nà ºmero de escuelas privadas. En los Estados Unidos la mayorà ­a son catà ³licas, aunque tambià ©n las hay protestantes y judà ­as. Un aspecto a tener en cuenta es que son, en general, notablemente mà ¡s baratas que las escuelas independientes. En tercer lugar, destacar las escuelas privadas con fin de lucro, que se conocen en inglà ©s como proprietary schools.   Por à ºltimo, existe una alternativa a las escuelas pà ºblicas y a las privadas: la escolaridad en casa y es que en los Estados Unidos mà ¡s de un millà ³n y medio de estudiantes reciben la educacià ³n en sus casas, lo que se conoce como home schooling,  actuando como profesores sus padres, maestros-tutores contratados o, incluso, siguiendo cursos completos por internet. Los requerimientos en cuanto a la obligacià ³n de notificar esta opcià ³n de enseà ±anza, rendir exà ¡menes o curriculum a seguir varà ­a enormemente entre los diferentes estados, por lo que es necesario informarse en profundidad de las reglas que rigen en el lugar de residencia habitual.    ¿Cà ³mo se dividen las escuelas por grados? Es muy comà ºn encontrar estos tipos de escuelas: En primer lugar, Primaria, conocida en inglà ©s como elementary school. Los muchachos estudian hasta los grados 5to o 6to, dependiendo de los distritos. Como regla general, hasta que tienen 11-12 aà ±os. En segundo lugar, Intermediaria, conocida en inglà ©s como middle school y tambià ©n como junior high. No existe en todos los distritos y donde sà ­ la hay, hay variacià ³n en los grados que la componen, siendo comà ºn que comprenda 4to, 5to y 6to grado. Se trata de un paso intermedio entre la primaria y la secundaria. En tercer lugar, Secundaria, conocida en inglà ©s como high school. comprende los grados 9 a 12 y comienza a la edad de 14-15 aà ±os. Hay una gran variedad de tipos de high school, como las especializadas en preparar para college y universidad, especiales, vocacionales  o alternativas. Las personas que alcanzan los 19 aà ±os de edad y no han obtenido el diploma de high school pueden sacar una certificacià ³n alternativa. La mà ¡s conocida es el GED, que tambià ©n se puede rendir en espaà ±ol. Pero hay otras opciones, dependiendo de los estados, como por ejemplo el TASC y el HiSET. Ademà ¡s, en el caso de los mexicanos es posible obtener el certificado de bachillerato de Mà ©xico sin salir de los Estados Unidos.  ¿Quà © hay sobre la educacià ³n temprana  o pre-k? La educacià ³n temprana  no es obligatoria pero se brinda en un buen nà ºmero de escuelas pà ºblicas y privadas. Comienza a partir de los 3 aà ±os y el programa Head Start promueve la participacià ³n de nià ±os de bajos recursos. Los padres o tutores interesados deben consultar con las opciones en su lugar de residencia, ya que hay grandes diferencias entre distritos y estados. Escuelas, derechos migrantes y problemà ¡tica de visas Todos los nià ±os en edad de recibir educacià ³n obligatoria, es decir, en grados K-12 tienen derecho a asistir a una escuela pà ºblica en el distrito de su residencia habitual. Esto aplica por supuesto a los ciudadanos americanos, a los residentes permanentes y  Ã‚  tambià ©n a los nià ±os indocumentados. Asà ­ lo establecià ³ claramente una sentencia de la Corte Suprema que se conoce como Plyler v. Doe. Los padres, madres o tutores que confronten problemas por su estatus migratorio o el de sus nià ±os pueden contactar con Equity and Civil Rights, explicar su problema y solicitar que se cumpla la ley. Tambià ©n pueden asistir a las escuelas pà ºblicas los nià ±os presentes en los Estados Unidos con visas derivadas, como por ejemplo, la F-2, la H-4 o la J-2. Tambià ©n los hijos de extranjeros con visas de inversià ³n E-1 o E-2 và ¡lidas. Sin embargo, la situacià ³n es muy diferente para el caso de nià ±os que ingresan a los Estados Unidos con visa de turista. Estudiar en una escuela pà ºblica significa que se està ¡ cometiendo una infraccià ³n migratoria y cada vez es mà ¡s frecuente que se le revoque la visa al nià ±o y tambià ©n a sus padres. Son varias las opciones de visa para estudiar en Estados Unidos que se brinda a esos nià ±os. Es muy importante entender que desde el punto de vista de la ley migratoria y las escuelas es muy distinta la situacià ³n de un nià ±o indocumentado, que sà ­ puede ir a las escuelas, y la de un nià ±o que ingresa al paà ­s con visa de turista y pretende asistir a una escuela pà ºblica. Estos  nià ±os no està ¡n protegidos por Plyler v. Doe. Idioma, educacià ³n especial, vacunas y alimentos Si los nià ±os no hablan inglà ©s o si los padres desean que hablen con fluidez inglà ©s y espaà ±ol, pueden considerar los programas de educacià ³n que se brindan en uno o ambos idiomas. Hay una gran variedad de opciones, dependiendo del lugar de residencia. Madres, padres y tutores de nià ±os con situaciones especiales, como por ejemplo autismo, epilepsia, parà ¡lisis cerebral, etc deben explorar las diversas opciones de educacià ³n especial que mejor se ajusten a las necesidades de sus hijos. Hay opciones muy diversas, desde integracià ³n a escuelas especiales. Lamentablemente, las oportunidades no son las mismas y dependen en gran medida del lugar de residencia. Entre los requerimientos para registrar nià ±os para las escuelas es muy comà ºn el de pedir el rà ©cord de vacunas, si bien esto no es igual en todos los estados y hay importantes diferencias. En esta pà ¡gina en espaà ±ol de Los Centros para el Control y Prevencià ³n de Enfermedades se explica informacià ³n muy importante sobre dà ³nde llevar al nià ±o a vacunar, cuà ¡les son las vacunas y la edad para recibirlas e incluso quià ©n puede obtener ayuda econà ³mica para las vacunaciones. Finalmente, destacar que todos los nià ±os enrolados en escuelas pà ºblicas o en privadas sin fin de lucro pueden recibir asistencia de alimentos si asà ­ lo precisan. Es indiferente su estatus migratorio y/o el de sus padres ya que lo à ºnico que se tiene en cuenta es la situacià ³n alimentaria del nià ±o. El programa mà ¡s grande es el Programa Nacional de Almuerzos Escolares. Tambià ©n destacar el Programa de Desayunos Gratuitos. Estas ayudas tambià ©n està ¡n disponibles en verano cuando las escuelas no està ¡n en activo. Despuà ©s de la educacià ³n obligatoria La enseà ±anza superior puede seguirse en colleges o universidades. Es importante considerar el costo e intentar evitar, en la medida de lo posible, llegar al momento de recibir el tà ­tulo con mucha deuda, ya que puede ser un gran lastre. Considerar las opciones de becas, debiendo los estudiantes excelentes esforzarse y animarse y creerse que pueden optar a lo mejor. Estas son 12 universidades de à ©lite que becan a todo tipo de estudiantes, incluidos los indocumentados. Tambià ©n considerar la opcià ³n de los colegios comunitarios, que resultan mà ¡s econà ³micos, ademà ¡s de brindar otras ventajas. Puntos clave: educacià ³n en Estados Unidos En Estados Unidos, la educacià ³n de los nià ±os y adolescentes es obligatoria.Tipos de escuelas: pà ºblicas (50,7 millones de estudiantes) y privadas (5,9 millones de alumnos). Tambià ©n es legal recibir educacià ³n en casa, pero cada estado regula este derecho de diferente manera.Categorà ­as de escuelas pà ºblicas: regulares, chapter y magnet.Educacià ³n obligatoria y migracià ³n: por sentencia de la Corte Suprema Plyler vs. Doe de 1982, los nià ±os indocumentados tienen derecho a estudiar en escuelas pà ºblicas. Los nià ±os con visas derivadas hijos de trabajadores temporales o estudiantes internacionales tienen tambià ©n ese derecho. Por el contrario, es ilegal estudiar con una visa de turista. Este es un artà ­culo informativo. No es asesorà ­a legal.

Interviews Indian Institutes of Management and Personal Interview Free Essays

Personality Assessment Round Process Details (2013-2015 batch) By now, you must be quite familiar with the different processes that various B-schools use in the second round of their selection program. Let us now look at some individual institutes to get a better grasp of the mechanism they use in order to select the best candidates. Please note that institutes do keep tinkering with their selection processes from time-to-time. We will write a custom essay sample on Interviews: Indian Institutes of Management and Personal Interview or any similar topic only for you Order Now Therefore, this list can only help you to understand all the stages that an institute has used for selection in recent years with specific focus on last year’s method. However, please remember that it is quite likely that in subsequent years, an institute may use radically different processes as well. IIM Ahmedabad: Process: PGPM: Essay Writing Task + Personal Interview ABM: Group Discussion + Personal Interview Essay Writing: The candidates were given 1 minute to think and 10 minutes to write on the topic. Most of the topics were either general in nature or related to current affairs. Some of the topics given to the candidates were – â€Å"CAG is slowing down progress in India’s telecom and mining sector†, â€Å"Obsession with constant research by smartphone companies has had a serious effect on our social life.†, â€Å"It is advisable to raise the legal drinking age limit to 25 years for responsible drinking. † Group Discussion: Usually, the Group Discussions involved case studies. Candidates were typically given a few minutes to read the case study and prepare their points. At the end of the discussion, candidates had to write a summary of the discussion. Personal Interview: Personal interviews were conducted after completion of the essay writing task / Group Discussion and, generally, lasted for about 15-20 minutes. In this round, candidates were interviewed by panels of two members each. Those with prior work experience were asked detailed questions pertaining to their experience and their company’s business, its market share, growth prospects, industry prospects, turnover, etc. Some candidates were also asked indepth questions pertaining to their job profile and how their previous educational qualifications were being utilized in their current job profile. Candidates with no work experience were generally asked questions relevant to their academic background while a few candidates with prior work experience were also asked questions related to subjects from their academic background. Interestingly, almost all the candidates were asked a few questions from Mathematics as well. The questions related to Mathematics were primarily from areas like probability, distribution curves, statistics, etc. The candidates were also questioned about their hobbies and were expected to have an in-depth knowledge about them. Some candidates were also asked questions about the essay written by them. Specifically for ABM, candidates were asked questions regarding agriculture and why they wanted to join the ABM program. IIM Bangalore: Process: Essay Writing Task + Personal Interview Essay Writing: The candidates were given 10 minutes to think about the given topic and 20 minutes to write on the topic. Most of the topics were related to current affairs. The candidates were required to do a thorough analysis of the topic and in some cases, from a particular point of view. Some of the topics given to the candidates were – â€Å"Is crime rate in urban India high mainly due to economic disparities? †, â€Å"The world is in social, economic and political turmoil. Any suggestions to improve. †, â€Å"Recently a law has been passed to ban A-rated films on television. Why do you think this decision has been taken? † Personal Interview: Each interview panel comprised three members – two professors and one alumnus of the institute. The interviews were mostly very general in nature. Candidates were asked questions pertaining to various aspects of their CV and SOP (Statement of Purpose) and the panel was typically quite pleasant and friendly. The interviews usually started with the panelists asking the candidates to talk about themselves. Some of the candidates were asked about current developments involving their company or industry. Some of them were also asked analytical questions on issues surrounding their industry / area of work. Typically, most of the candidates were asked a few questions regarding what they had written in their SOPs. IIM Calcutta: Process: Essay Writing Task + Personal Interview Essay Writing: Candidates were allotted 15 minutes to write on the topic. The word limit for the essay was 200 words. The topics given were general in nature and typically required analysis of an issue. Some of the topics given to the candidates were – â€Å"Corruption in sports committees and government interference are degrading the quality of sports in India. Elaborate and provide remedies.†, â€Å"The television media focuses more on violence, disaster and negative news. Why is it so? †, â€Å"What are your views on FDI in retail? † Personal Interview: Mostly, panels which interviewed the candidates had three members. The interviews were largely general in nature. Most of the candidates were asked questions pertaining to various aspects of their CV. Some of them were asked in-depth questions about their subjects or areas of interest. Several candidates were asked detailed questions about their prior work-experience and their reasons for choosing to pursue an MBA. IIM Lucknow: Process: Essay Writing Task + Group Discussion + Personal Interview Essay Writing: Candidates were allotted 15 minutes to write on the assigned topic. The word limit for the essay was 200 words. The topics given were philosophical / abstract. Some of the topics given to candidates were – â€Å"Fame and riches are fleeting, stupidity is eternal†, â€Å"A great city should not be confused with a populous one†, â€Å"Engine is the heart of an airplane and the pilot is its soul†. Group Discussion: The Group Discussion was held immediately after the essay writing. The topic was the same as the Essay writing task. Each group comprised 10-12 candidates. The groups were given 15 minutes to discuss the topic. Personal Interview: Panels comprising two members interviewed candidates. The interviews were very general in nature and often focused primarily on the candidate’s goals and aims, as well as past experiences. Detailed questions related to area of work / job profile were common as were questions related to one’s subjects of study while pursuing graduation. Many candidates were asked about their decision to pursue MBA and the candidates who had applied for ABM were asked about their reasons for opting for ABM. Candidates were also asked questions pertaining to various aspects of their CV. While most of the interviews lasted for about 20-25 minutes, some candidates reported very brief interviews of just about 8-10 minutes. IIM Indore: Process: Essay Writing Task + Personal Interview Essay Writing: Candidates were allotted 30 minutes to write on the given topic. The word limit for the essay was 300 words. The topics given were very general and analytical in nature. Some of the topics given to the candidates were – â€Å"Today’s popular TV serials depict a life different from normal life. Is it a form of escapism or just for entertainment? †, â€Å"How does migration of people into other countries affect nationalism and patriotism? †, â€Å"With so many mergers and acquisitions by big business houses in India, is there any future for small scale enterprises in the country? Suggest ways to help out small scale enterprises. †, â€Å"Despite advances in medical science, progress is slow. Should research knowledge be shared with other scientists or should it be a closely guarded secret? † Personal Interview: The candidates were interviewed by a panel of three members. The interviews often focused primarily on a candidate’s academic background. Detailed questions related to the candidate’s subjects of study while pursuing graduation were asked to almost all candidates, even those who had more than two years of prior work experience. Candidates with work experience were generally asked detailed questions about their job profile. Some candidates were queried on their decision to quit their job and pursue an MBA. Quite a few candidates were also asked questions about their hobbies and extracurricular activities while some were also asked questions about  current affairs, specifically questions related to the budget. Interviews typically lasted for about 25 to 35 minutes. IIM Kozhikode: Process: Essay Writing Task + Personal Interview Essay Writing: Candidates were allotted 45 minutes to write on the given topic. The word limit for the essay was 500 words. The topics given were philosophical. Some of the topics were – â€Å"I don’t know the key to success, but the key to failure is trying to please everyone†, â€Å"Forgive your enemies but don’t forget their names†, â€Å"Absence of evidence is not evidence of absence†. Personal Interview: Panels comprising two members interviewed the candidates. The interviews did not have a set pattern; rather, they were more panel-dependent. While some candidates reported that their interviews were very general in nature and focused on their goals and aims, others reported that their interviews comprised only current affairs questions. Some candidates even reported that they were asked questions pertaining to their academic background only. Interviews generally were 20-30 minutes long. IIM Shillong: Process: Group Discussion (Case study + Essay) + Personal Interview Group Discussion: Each group comprised 8-10 students. They were given a topic and the candidates were allotted 10 minutes to read the topic and write on it. This topic was then discussed by the group for 15 minutes. The topics given were small cases which described certain scenarios. The candidates had to present their perspectives on the given case. The cases were quite general in nature. Some of the cases given to the candidates were – â€Å"A diamond necklace has been stolen fromjewellery store. There is no evidence. The security in-charge decides to pin the blame on the person who last handled the necklace. It was also pointed out that the accused had provided some fake data in his joining application form. Decide whether he can be expelled on that basis, with the charge of theft. †, â€Å"An automobile company had done whatever they could to ramp up the production like overtime, compensation increment etc. There was an employee aged around 30 who died on the floor of the factory. He had been doing overtime to get extra compensation for his family needs. Now the production manager wanted to increase the production owing to the impending festival season. But the employees disagreed on grounds of the death, and demanded 200% increment in overtime compensation. What should the production manager do? † Personal Interview: A panel, typically comprising three members, interviewed candidates. The panelists were reported to be very pleasant. The interviews generally focused on current affairs and the candidate’s academic background. Questions on current affairs were asked in order to get the candidate’s opinions on various issues and these opinions were then thoroughly discussed. At times, these questions were also based on the interest areas mentioned by candidates in their resume. A few candidates with prior work experience were also questioned in detail about the nature and technical aspect of their work. Some candidates were also asked ethical questions, like â€Å"What is the difference between right and wrong? †, â€Å"Is it right for the pharma companies to give gifts to medical practitioners? †, etc. Interviews typically lasted for about 20 to 30 minutes. New IIMs Joint Process: Process: Essay Writing Task + Personal Interview Essay Writing: For this task, candidates were allotted 20 minutes to write on the given topic and the word limit was 300 words. The topics given were very general in nature, like – â€Å"MBA, B. Tech are gearing up with the market. Are the courses like Literature, Sociology, etc. irrelevant in education today? Give your opinion†, â€Å"What if a business chooses to focus on the bottom of the pyramid? Is innovation really necessary for the growth of a business? †, â€Å"Social networking strengthens relationships but also makes youngsters lonely. † Personal Interview: Interviews were conducted after completion of the essay writing task. Candidates were interviewed by a panel of two members. The interviews were largely pleasant and stress-free. Different candidates were asked different kinds of questions; there was no set pattern to the interviews. While some of the candidates with prior work experience were asked detailed questions pertaining to their experience, including details about their company; other candidates were primarily asked questions pertaining to their goals and ambitions. Questions such as how do subjects from your graduation help you in your job, etc. were also asked. Some candidates were also asked questions related to their academic background, their hobbies and even the effects of the most recent budget. FMS, Delhi: Process: Group Discussion + Extempore + Personal Interview Group Discussion: Group discussions typically lasted for about 14 minutes. Each group was given one minute to think before the discussion began and one minute to conclude the discussion. Every group comprised 10 to 15 candidates. The topics given to the candidates for discussion were general in nature. Some of them were – â€Å"Formal education stems the free spirit. †, â€Å"Should sting operations be carried out? †, â€Å"Morals and values are on the decline in India†. Extempore: The extempore was typically conducted at the start of the personal interview. Candidates were given their topic and 1 minute to speak on it. No preparation time was given. A stopwatch was kept on a table in front of the candidate so that he / she could keep a tab on the time. Topics allotted to the candidates were general in nature and many of them were given topics that were somewhat related to their work. For e.g. , a candidate, who had worked in the Oil and Gas sector, was given the topic â€Å"Energy sector in India†. Another candidate, who had work experience in the field of Data Analytics and had qualified for the Maths Olympiad, was asked to speak about â€Å"Infinity†. Personal Interview:Typically, interviews were quite brief and continued for about 5 minutes. Most of them were conducted by a panel of three interviewers. The interviews were quite general in nature. Questions primarily dealt with current affairs and / or hobbies and interest areas mentioned by candidates in their forms. A few candidates reported that they were also queried about their ambitions and future plans. MDI, Gurgaon: Process: Group Discussion + Personal Interview Group Discussion: Typically, around 12 to 15 candidates participated in each group discussion and they were given around 15 minutes for the discussion. Additionally, 3 minutes were given to the group to think about the topic. At the end of every discussion, each candidate was asked to summarize what all had been discussed. Further, all the candidates were asked if they wanted to say something more on the topic. In some groups, candidates were also asked to write down a conclusion of the discussion at the end. Topics for the discussion were very general in nature, like – â€Å"Certainty of justice is more important than severity of punishment. †, â€Å"Does Reservation in Higher Education hamper the real purpose of Education? †, â€Å"Should religious teachings be taught in our schools to inculcate better values in students? † Personal Interview: Generally, a panel consisting of two members interviewed the candidates while a few candidates reported that there was only one interviewer in their case. The average interview lasted for around 10 minutes. However, there were some students who reported that their interview went on for 30 minutes and some others said that theirs lasted hardly 5 minutes. The interviews were quite pleasant and were very general in nature. Candidates were typically queried about their opinions on various issues of current affairs. In many cases, candidates were also queried on the topic that was given to them for their group discussion. Candidates with work experience were also asked questions related to their job profile and the industry they were in. How to cite Interviews: Indian Institutes of Management and Personal Interview, Essays

The Political Economy of Housing, and Community Development

Introduction The concepts of housing and community development deal with the various processes and activities affecting the development of land (Adorno 2005, 41). Shelter is a physiological human need, making the issue of housing a matter of concern to many fields in the society today.Advertising We will write a custom essay sample on The Political Economy of Housing, and Community Development specifically for you for only $16.05 $11/page Learn More Such fields, which are concerned with the issues of housing and shelter, include, among others, politics and the economy. Community development is related to housing. It involves efforts to improve the various aspects of the environment within which communities exist. It aims at helping members of the community by offering them skills needed to change their localities. Such skills are achieved as a result of the people’s desire to improve their living conditions. In this paper, I am going to explore va rious aspects of the housing industry in the United States of America. In addition, I will address the contribution made by the United States of America government to the Federal Housing Administration. The latter is charged with the responsibility of financing single- families wishing to own homes in various parts of the country. I will analyze how this initiative has helped in promoting social equality in the United States of America (Burawoy 2009, 4). Moreover, I addressed the issue of housing policies and their effects on the lives of people in the United States of America in the paper. Other issues I focused on include the role of housing in community development the role played by housing agencies in a capitalist economy. I fully understand that ours is a capitalist economy, and that is one of the reasons why I sought to analyze how the two concepts of housing and community development interact with the economy. Housing and Community Development As I explained earlier, the two concepts refer to the various processes that influence land development. The processes are characterized by the activities of members of the society as they strive to improve their living conditions (Creswell 2009, 64). I believe that housing and community development initiatives should enhance the quality of sustainable shelters in the society. In addition, such initiatives should enhance equality in the society. The success of the initiatives is determined by how well they achieve the outlined objectives. The housing and community development trend has gained momentum over the years, especially in urban settings. I regard David Harvey as one of the most popular social theorists in the world. He has made attempts to explore political and economic factors surrounding the issue of housing. One of his greatest contributions to this end is in the field of urban political economy. While addressing the issue of urban political economy, David Harvey is particularly vocal on the issue of neoliberalism (Fernand 1995, 93).Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More He views a neoliberalized political economy as an oppressive capitalist system that benefits a few individuals at the expense of the majority. The oppression brings about the issue of inequality, which is associated with the emergence of socio-economic classes in the society. I agree with Harvey given that these concepts have a bearing on housing in the society. For example, individuals within the same socio-economic class are likely to seek housing within the same neighborhood as a result of homogenous financial status. The Federal Housing Administration is the body charged with the responsibility of providing safe, small, self-contained, and low-cost housing facilities to Americans in suburban settings (Althusser Etienne 2009, 58). The administration came up with housing policies aimed at improving housing s tandards in the United States of America, especially in suburban settings. The central government has over the years funded the Federal Housing Administration to help it meet the various objectives. You will note that the federal government went a step further and insured the loans offered by private lending institutions to individuals wishing to establish suburban single-family homes. However, I note that the success of this initiative is debatable. For example, the initiative spurred large scale construction operations, providing shelters to the citizens. At the beginning, the initiative supported white Americans only. What this means is that the middle class white families benefited more from the initiative compared to colored families. The discrimination was a social injustice considering that the state is expected to help all citizens acquire decent housing, regardless of their racial backgrounds. The practice widened the gap between the rich and the poor in the United States. In addition, the Federal Housing Administration’s housing policies promoted racial segregation among the American citizens (Bloch 1953, 21). I will address this issue from the home owner’s hypothesis, which states that each and every individual is entitled to decent housing. The state is charged with the responsibility of empowering its citizens to acquire these services. There are various housing policies promoted by the Federal Housing Administration. One of them required developers wishing to build single-family units to select locations that exhibited a healthy and growing demand for homes. In addition, the developer was required to select locations with a topology suitable for human dwelling, a location with good infrastructure and with various public utilities (Bourdieu 2011, 69). I am vehemently opposed to some of these policies. For example, most of them favored families living within inner-city neighborhoods. The locations met these standards and qualified for funding. Families living in poor neighborhoods, majority of them black families, were locked out of this initiative. Racial segregation, which resulted from these unjust housing policies, led to the rise of institutionalized racism as members of the society favored their own.Advertising We will write a custom essay sample on The Political Economy of Housing, and Community Development specifically for you for only $16.05 $11/page Learn More I agree with Braudel (1992, 91) when he says that housing is not only a material commodity, but also a social process. People inhabiting a particular location interact amongst themselves, leading to the development of a community of people. Moreover, the quality of housing has a significant bearing on the productivity of people. Satisfaction derived from proper housing gives the people a sense of fulfillment, putting them in a better psychological condition. They are able to engage in meaningful economic activities. Safe and secure neighborhoods are vital in housing since dwellers enjoy the peace and sense of security associated with it. It improves integration among members of the society. Karl Marx’s reserve army of labor theory is comprised of political economy concepts. The term ‘reserve army of labor’ is used to refer to both the unemployed and the under-employed members of the society (Mian 2009, 1451). The housing industry plays a significant role in labor production. The industry employs millions of people annually. The people provide various services, ranging from those of architects, engineers, foremen, as well as manual workers at the construction sites. The various labor groups created in the housing industry leads to the reproduction of social classes as a result of the varied levels of income among the individuals. It is expected that people will inhabit neighborhoods occupied by people with financial capabilities that are similar to their own. The quality of s ervices offered in these neighborhoods is dependent on the taxes contributed by members of the society (Mikhed 2009, 368). I believe this is the reason why housing is tied to education. Schools are funded using the taxes collected from the people living within the neighborhood where the school is located. Kids from poor neighborhoods end up accessing education that is of poor quality. Housing is vital to community development given that it is linked to a place, as well as the facilities found in that place. People use their skills and available resources to improve their living conditions and the society around them. Proper housing decreases conflicts in the society and strengthens ties in the community (Solo 1999, 118). Henri Lefebvre, a French sociologist, is well known for his discussions on the ‘reproduction of social relations of production’. His slogans serve as a point of reference for many urban revolutionaries today. Reproduction of social relations improves in tegration and ties among members of the society.Advertising Looking for essay on political sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More Speculations in the housing industry have led to inequalities in the housing sector. The reason for this is that speculations create uncertainties among members of the society with regard to future trends in the housing industry. When such uncertainties occur, people tend to rush to cushion themselves against losses or to maximize profits. You will note that the rich in the society always have an upper hand since they have the resources required to take advantage of the speculations, as well as to influence policies to suit their interests (Bourdieu 1990, 48). The government has supported housing in the private sector through the introduction of subsidies, which are aimed at spurring economic growth and stability. Politics and culture are dependent on time and the people in the society. Housing facilities continue to gain cultural and political value regardless of the fact that the quality may be deteriorating (Grogan 2002, 34). It is my opinion that the increasing value is associat ed with the fact that housing does not lose its cultural elements, such as functionality and structure. Housing issues are blamed for more than 50% of all capitalist crises. The reason for this is that housing is a physiological need for all individuals and families. The industry has many players and it is often characterized by rapid changes, which may lead to crisis. As a result, many poor people in USA cannot afford decent housing. Critical Theory Critical theory is an academic discipline that encompasses concepts and knowledge from social sciences and humanities. It aims to critique and solve circumstances surrounding human existence (Ferguson 1999, 48). Critical theory aims at critiquing and spurring change in the society, unlike the traditional theory, which aims at helping people understand the society. I believe that it is the ‘direct opposite’ of positivist concepts. I will use critical theory to address the issue of housing and community development in USA. Co nclusion As I have explained in this paper, housing and community development deal with the various processes and activities that affect land development. Housing is an important factor in community development (Febvre 1973, 69). Inappropriate housing policies in USA have led to inequality and racism in the society. As a result of the many stakeholders involved in the housing industry, the sector is responsible for more than 50% of all capitalist crises. The issue of housing affects each and every citizen. As a result, the state should make sure that every family has access to decent housing, regardless of its racial background. Reference List Adorno, Theodor. Critical Models: Interventions and Catchwords. London: Columbia University Press, 2005. Althusser, Louis, and Balibar Etienne. Reading Capital. London: Verso, 2009. Bloch, Marc. The Historian’s Craft. New York: Vintage Books, 1953. Bourdieu, Pierre. Outline of a Theory of Practice. New York: Cambridge University Press, 2011. Bourdieu, Pierre. The Logic of Practice. London: Stanford University Press, 1990. Braudel, Francis. Civilization and Capitalism, 15th-18th Century: The Structure of Everyday Life. Berkeley: University of California Press, 1992. Burawoy, Michael. The Extended Case Method: Four Countries, Four Decades, Four Great Transformations, and One Theoretical Tradition. Berkeley: University of California Press, 2009. Creswell, John. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Thousand Oaks: Sage Publications, 2009. Febvre, Lucien. A New Kind of History: From the Writings of Lucien Febvre. New York: Harper Row, 1973. Ferguson, Ronald. Urban Problems and Community Development. New York: Brookings Institution Press, 1999. Fernand, Braudel. The Mediterranean and the Mediterranean World in the Age of Philip II. Berkeley: University of California Press, 1995. Grogan, Paul. Comeback Cities: A Blueprint for Urban Neighborhood Revival. London: Westview Press, 2002. M ian, Albert. â€Å"The Consequences of Mortgage Credit Expansion: Evidence from the US Mortgage Default Crisis.† The Quarterly Journal of Economics 124, no. 4 (2009): 1449-1460. Mikhed, Victor. â€Å"Testing for Bubbles in Housing Markets: A Panel Data Approach.† Journal of Real Estate Finance and Economics 38, no. 1 (2009): 366–386. Solo, Tova. â€Å"Small-Scale Entrepreneurs in the Urban Water and Sanitation Market.† Environment and Urbanization 11, no. 1 (1999): 117–32. This essay on The Political Economy of Housing, and Community Development was written and submitted by user Alejandro Riley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The first major experiment on conformity The WritePass Journal

The first major experiment on conformity Introduction The first major experiment on conformity IntroductionReferences:Related Introduction Conformity is defined as the act of matching attitude, beliefs and behaviour to what individual perceive as normal of their society or social group (Wikipedia ). Conformity is something that happens in everyday life. People conform because they like to be in a group or to go along with the group or society. This is the reason why we see same fashion, taste of music, movies, cars and many things of similar choices. So can we imagine a life without conformity? And what are the reasons of conformity. There are many reasons of conformity such as   normative social influence, informative social influence and social role conformity. The psychologists in the past have done researches on conformity. For example, Muzafer Sheriff (1938), Asch (1951), and Philip Zimbado (1973) had conducted experiments on why people confirm. In addition   Kelman (1958) identified three types of conformity. Compliance a type of conformity when people conform due to the views, opinions and beliefs of their fr iends or society. Internalization a type of conformity when one confirms to match a group and   Identification   a type of conformity when one adapts to a new behaviour of a group’s   view both privately and publicly. The first major experiment on conformity was done by Sherif (1935). He did an experiment to study the conformity. He wanted to see why people conform. With the use of auto kinetic effect, he asked the participants to look at the stationary spot of light in a darkened room in which small movements of the eyes made the light move. First, the participants were tested individually and then later in small groups of three. The answers were different when asked in individual   about the movement of light .Even so, when they were put in the group they ended up with similar answers to each other. This experiment showed that people conformed when in an ambiguous situation. They tend to seek informations and answers from others. However, this experiment was a total artificial situation so lacked ecological validity. The situation was unlikely to come across in everyday life. Moreover, there was no definite answer for it On the other hand, Asch (1951) conducted an experiment on conformity to see why people conform on an unambiguous situation. He   criticized Sherif’s experiment and suggested that the experiment had no definite answer .Asch `s experiment in contrast had a definite answer to the Sherif`s experiment. For this experiment, he participated seven people (confederates) whom were already told about the   behaviour beforehand, whereas one who was the real participant (subject) was not known about the experiment and believed that the others were also the real participants. The task was very simple to compare the line X with others A, B and C lines. Each participants were to deliver the answer aloud.   On each trial, the real participant was asked at last about his opinions on the lines. Asch found that the subject showed the influence by the majority and gave the wrong answers on average of 37% .74% at least conformed once and 26% never conformed. After the post experimental interv iew he concluded that people go along with the views of others for different reasons. Similarly, in 1980 the exact experiment was repeated by Perrin and Spencer with chemistry, engineering and mathematics students. In contrast to the result of Asch’s experiment ,conformity was high on only one trial out of 369 trials. So Perrin and Spencer (1980) suggested Asch study as â€Å"Child of its own time.† Asch’s experiment was   artificial as it was unlikely to come across in everyday life. And it was done at that time when Americans were high on conformity. In addition all the participants were males as the wider population was   ignored Philip Zimbado (1973) also conducted an experiment to see how people adapt to new roles of guards and prisoners. At that time in America, there were many reports of brutal attacks on prisoners by guards. So he was interested in finding out why the guards behave in such a way, was it because of the   sadistic personalities of the guard or   due to the environment of   the prison. The experiment was conducted on the basement of the Stanford University so was known as â€Å"Stanfords prison experiment†. For this, he selected   twenty- four students to become prisoners and guards, and he became the superintendent. He wanted to make the situation real so the ones who became prisoners were arrested with handcuffs and were put in the prison. They were given   prisoner’s uniforms and were referred by the numbers where as the ones who were guards were given military uniforms and were equipped with wooden batons and mirror shades glasses. The stimulation became so real that the guards became brutal   and sadist so the experiment had to stop in six days, which were rather planned for two weeks. From this experiment, he came to the conclusion that people conform to their social roles especially if the roles were strongly stereotype as the prison guards. The student who played the guards was not brutal before. After the post experimental interview he found out that people enjoyed the power and that the role had strongly influenced their behaviour and attitudes. Nevertheless, the experiment had important ethnical issues as the prisoners were mentally and physically tortured. Importantly mock prison was different from the real one, and the students were role playing. Apart from those reasons of conformity, there are various factors that influence the conformity .We humans are very complicated animals with lots of individual differences. Conformity also as well differs in individuals, and are influenced by many factors such as cultural, historical, gender, group size and so on. According to social psychologist culture are of two types, individualist culture such as of American and British and collective cultures such as of Asian and African. In individualist culture people tend to view oneself more   individually where as in collective they tend to view themselves as the member of   a group or society. So conformity tends to be high in collective cultures compare to individualist cultures. Historically, in 1950s Americans were high on conformity. It was the time when Asch conducted an experiment on conformity. Some studies have also found gender   differences in the conformity and found that higher conformity in women than in men. However, E agly (1978) suggested that the sex differences were due to their different social roles. Another important is the group size. Conformity is found higher in groups of three to five. On the other hand, conformity highly decreases when there is a lack of unanimity. When the tasks are more difficult, people are more   likely to conform as they seek others for information and answer. In addition if the person is knowledgeable he may stick and believes himself and may not go along with the group so are low in conformity. In conclusion, conformity is going along with the group for different reasons at various situations. It is something that dominates our lives. It happens everyday, and we cannot run from the fact that conformity exists in a society. In short it is about our society and the interaction we have in our society. It is neither   good nor bad but sometimes conformity is helpful sometimes not. Besides there are many types of conformity such as compliance, Internalisation and identification. Psychologists   had done various researches or experiments on conformity and different findings ,opinions and criticism were made. Sherif, Asch, and Zimbado have fairly justified the experiments. However, these things are unlikely to come across in everyday life. Besides, conformity is   influenced by factors such as cultural, historical, gender, type of task, size of the group and so many other factors. References: Michael W. Eysenck (2008) AS Level Psychology, Fourth Edition. East Sussex: Psychology Press Ltd. Mark Holah. Conformity. Available:http://holah.co.uk Last accessed on 19/04/2011. http://en.wikipedia.org/wiki/conformity McLeod, S.A (2007) Simply Psychology [On-line] UK Available: psychology.pwp.blueyonder.co.uk Accessed on 19/04/2011.

Juvenile Incarceration Linked to More Crime

Juvenile Incarceration Linked to More Crime Juvenile offenders who are incarcerated for their crimes are more likely to have significantly worse outcomes in their life than youngsters who commit the same crimes, but receive some other form of punishment and are not incarcerated. A study of 35,000 Chicago juvenile offenders over a 10-year period by economists at the M.I.T. Sloan School of Management found substantial differences in outcomes between kids who were incarcerated and those who were not sent to detention. Those who were incarcerated were much less likely to graduate from high school and much more likely to wind up in prison as adults. A Deterrent to Crime? One might think that it would be a logical conclusion that teens who commit crimes bad enough to be incarcerated for will naturally be more likely to drop out of school and wind up in adult prison, but the MIT study compared those juveniles with others who committed the same crimes but happened to draw a judge who was less likely to send them to detention. Approximately 130,000 juveniles are incarcerated in the United States each year with an estimated 70,000 of them in detention on any given day. The MIT researchers wanted to determine if jailing juvenile offenders actually deterred future crime or it disrupted the childs life in such a way that it increases the likelihood of future crime. In the juvenile justice system, there are judges who tend to hand out sentences that include incarceration and there are judges who tend to mete out punishment that doesnt include actual incarceration. In Chicago, juvenile cases are randomly assigned to judge with different sentencing tendencies. The researchers, using a database created by the Chapin Hall Center for Children at the University of Chicago looked at cases in which judges had wide latitude in determining sentencing. More Likely to End Up in Prison The system of randomly assigning cases to judges with different approaches to sentencing set up a natural experiment for the researchers. They found that juveniles who were incarcerated were less likely to return to high school and graduate. The graduation rate was 13% lower for those who were jailed than offenders who were not incarcerated. They also found that those who were incarcerated were 23% more likely to end up in prison as adults and more likely to have committed a violent crime. Teen offenders, especially those around age 16, were not only less likely to graduate from high school if they had been incarcerated, but they were also less likely to return to school at all. Less Likely to Return to School The researchers found that incarceration proved to be so disruptive in the juveniles lives, many dont return to school afterward and those who do go back to school are much more likely to be classified as having an emotional or behavior disorder, compared with those who committed the very same crimes, but werent jailed. The kids who go to juvenile detention are very unlikely to go back to school at all, said MIT economist Joseph Doyle in a news release. Getting to know other kids in trouble may create social networks that might not be desirable. There could be a stigma attached to it, maybe you think youre particularly problematic, so that becomes a self-fulfilling prophecy. The authors want to see their research duplicated in other jurisdictions to see if the results hold up, but the conclusions of this one study seem to indicate that incarcerating juveniles does not act as a deterrent to crime, but actually has the opposite effect. Source: Aizer, A, et al. Juvenile Incarceration, Human Capital, and Future Crime: Evidence from Randomly Assigned Judges. Quarterly Journal of Economics February 2015.

Start a SME use SWOT and Pestle to analysis how it will benifit Essay

Start a SME use SWOT and Pestle to analysis how it will benifit Simventure - Essay Example The mission statement of the company would be â€Å"Best computing solutions in most affordable ways†. In order to achieve this mission, the company has established a vision that specifies the way in which it can act both incrementally and opportunistically. This will aim at providing cheapest products at the best affordable prices. The values that have been devised for the company are as follows: From 1980s, industrialized countries of the world had taken up extensive R&D programs in their computing industry to improve efficiency of this sector and in this regard, U.K. was no exception (Impagliazzo, Lundin and Wangler, 2011). Internationalization of research had largely depended on political factors. It had been observed that, in Britain, the public policy was largely based on privatization and liberalization and R&D in the computing industry there was based on competition (Santangelo, 2002). This means that Jingo can carry out its operations without any public intervention and develop in a competitive manner. In U.K., the technology sector is under a competitive tax regime and is supported by a great infrastructure, which will propel the growth of firms in this sector. This, therefore, will be beneficial for Jingo. The government in U.K. has been actively trying to stimulate its technology sector by three main ways: The inflation rate of U.K. had been recorded to be 2% in December 2013, which indicates that the economy is slowly recovering from recession (Trading Economics, 2014a). The GDP per capita of the country has been recorded at 37849.57 US dollars in 2012 (Trading Economics, 2014b). In the past few years, there has been a steady growth in demand of computer and related products in workplaces, with rise in social and educational status of people. The biggest strength for the company will be the supportive attitude of the government and favourable