Online Classes Essay Example Essay Example

Online Classes Essay Example Paper Online Classes Essay Introduction Online Classes Online Classes Essay Body Paragraphs Online Classes Online Classes Online Classes Online Classes Introduction Evolution is a continuous process in the world today. Technologies are improved by the day and industries have to keep up with these advancements. The same applies for institutions as society is in the digital age. Basic computer skills have become the benchmark of learning today as automation is taking over all sectors. Technology can now be incorporated in schools as educators feel the urge to be part of an advancing world. The use of these emerging technologies influences the way they continue to develop. This brings to light, the effect of both educational technology and technology in education. These segments seem similar but are quite different. Technology in education refers to the utilization of technological equipment in classrooms to aid in the learning process. These could be televisions, DVDs, radios and projectors, which are used to support the existing classroom set-ups. This should not be limited to the aspect of hardware, as it may give an inaccurate the idea of the theory. Educational technology refers to how technology is incorporated into the classrooms, and the repercussions or benefits it might have to the existing school curriculum. Here, the concept of online classes and the effect that it has on the current school curriculum is observed. It is implemented in the school district of Philadelphia. Over the years, the incorporation of technology has been minimal in the educational sector. The crucial question raised is whether the incorporation of online classes causes an improvement in the teaching techniques of the educator or increases the achievements of the students. There are several variables that come to play with the introduction of online classes. Some of these variables include educators understanding of the online class concept, computer literacy, curriculum content, the ability to effectively present the course online and ready access of the students to the program. These are just some of the factors that need to be considered during implementation. Literature Review Adoption of this technology is best done in phases. The adjustment to using this technology was implemented in both the students and teachers through a systematic process. There are different perspectives that could be used, but the most influential was the contemporary perspective. The conventional perspective emphasized on the teachers’ instruction technology, which as a result, limited the effective manifestation of the model. The contemporary perspective emphasizes on the students and their benefit from it. This helps in the full attainment of the benefits that come with this model as it reaches the evolution stage. The concepts of the online classes are implemented in a five-step process. The phases are familiarization, utilization, integration, reorientation and evolution. The chronological order of theses phases are extremely crucial in the effective implementation of the organizational concept. It ensures that the b enefits are fully optimized. Going contrary to this means that there will be loopholes in the system. Familiarization is done in order to expose both the educator and their students to the new technology for the first time (Hooper and Rieber, n.d). Over time, they are able to learn and become well acquainted with the technology. This phase sets the pace for the others to take place. Utilization is the second stage and involves being practical and putting the technology to practical implementation. Discovering how the online classes should operate attempts to make the students obtain a deeper understanding of the concept. After utilization, the integration stage follows. Here, the educator has a full understanding of the technology and can comfortably set up classes that can be incorporated into the school curriculum. This means that it becomes an integral part of the educator’s lifestyle and its removal renders the personnel ineffective. This is a sign that the educator has f ully adopted the new teaching technique and is ready to impart the knowledge on the students using constructivism (Yoder, 2006). In most cases, conventional adoption would have stopped at this point. The contemporary viewpoint incorporates reorientation and evolution. In this stage, emphasis is placed on the reconsiderations of the main objectives of the classroom. It entails reanalyzing the existing system and changing the old-fashioned way of thinking to embrace the new technology. This makes the students increasingly interactive, as the students are able to alert the educators on a few things they may have missed (Passey, Goodison, Great Britain., University of Lancaster. 2004). Evolution is simply the final stage that signifies the existence of an infinite technology cycle. As long as there is continued innovation, technology will slowly be absorbed in the educational system. From the incorporation of the online classes, it is clear that there exists resistance by some educator s, as they lack the willpower to adapt to the evolution of the educational system. In other cases, there was commendable adaptation to the online classes, which helped the students greatly understand the concepts as they deepened their thinking skills through the online interactions (Wenglinsky, 2006). This aided students in revision of the concepts that were initially taught. There was increased flexibility as the students did not always have to be present in a physical classroom; all they needed was access to the internet via a functioning computer and learning would continue remotely. This has a massive impact on the organizational culture of the institution. The better it is incorporated, the faster the system of online classes is fully implemented by the institution. Application Incorporating the technology has led to several improvements within the school district. The inclusion of the Information and Communication Technology (ICT) in the school curriculums has led to reduced storage space. The use of ICT means that there is less paperwork, therefore, the large storage rooms are used for different purposes. It also meant that there was renovation of the existing classes in order to allow setting up of the equipments for the improved technology. Communication becomes fast and increasingly efficient within the premises as the use of emails is spontaneous and video conferencing makes it fast. The major disadvantage of this is the cost incurred in the implementation of the new technology. Initial cost of purchasing the equipment is high, and there is a level of job insecurity among the educators. Inclusion of the new technology would mean that if the personnel were not willing to learn, they would be easily replaced. Resistance by some of the educators would mean that their teaching might not be as effective as before. Lack of job security would lead to a divide among the teaching personnel depending on their literacy levels. There is also a reduced level of social interaction as communication can be done remotely. Application of the technology gives increased insight into the organization, as there are elements of the organization that are discovered. Such factors are the organization’s culture, structure, and values. Embracing online classes means that these elements are affected in one way or the other. For instance, the technology can be used to bypass normal protocol methods. As such, a subordinate teacher can surpass their immediate authority and deal directly with the head teacher. This is also seen in the organizational culture, as interactions may not be as frequent as they were because of remote communication by emails. Infusion of the technology had both positive and negative implications. For starters, there is an improved learning experience as the integration of the online classes help revitalize the learning process. It enhances computer literacy levels among the students and teachers as it involves researching an d preparing of presentations (Passey, Goodison, Great Britain University of Lancaster, 2004). Another positive impact is flexibility. This is advantageous to both the educator and student as a learning session can be prepared remotely by the teacher and the students will still benefit, irrespective of their location. By utilizing conferencing tools, active student-teacher interaction is still upheld. Conclusion The major problem with online classes is that it poses a risk of no learning to those who do not have self-motivation or are not under supervision. Home-schooled students, if not properly scrutinized, can easily miss the sessions and end up ignoring them altogether. There are also higher chances of distractions as the internet is a powerful tool, which possesses many distractions. These include from pop-up advertisements to online games. If one is not keen to learn, then there is a great deal of intendance during online classes than there is in the actual classroom scenario. Consequently, there could be minimal learning taking place. In retrospect, some of these distractions can be used to the benefit of the learning process. Introducing educative games into the curriculum would enhance learning skills among the students because they are both fun and educative. Another proposition is that of using simulations that will stimulate the mind and give students a visual representation, therefore, increasing participation through online blended learning programs (Edmonds and Li, 2005). It is through continual re-evaluation and revision of the online classes that there would be growth in the quest of fully embracing technology in education. References Edmonds, K., Li, Q. (2005). Teaching At-Risk Students with Technology: Teachers’ Beliefs, Experiences, and Strategies for Success. Hooper, S., Rieber, L. P. (n.d.). Teaching with technology. Retrieved from http://www.nowhereroad.com/twt/ Passey, D., Goodison, R., Great Britain., University of Lancaster. (2004). The motivational effect of ICT on pupils. Annesley, Nottingham: DfES Publications. Wenglinsky, H. â€Å"Technology and Achievement: The Bottom Line†, Association for Supervision and Curriculum Development – Educational Leadership. Retrieved from http://www.hccsc.k12.in.us/technology/tip/Teachers’%20Academy/The%20Bottom%20Line .pdf Yoder, M. B. (2006). Adventures in Electronic Constructivism. Learning Leading with Technology. We will write a custom essay sample on Online Classes Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Online Classes Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Online Classes Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

History to the 18th Century

History to the 18th Century The article â€Å"Spiritual life and the survival of Christianity† highlights comparisons and contrast in the 18th century and modern day Christian church. The history sheds light on the issue of secularism and how it has encroached on the church threatening its core. The relationship between secularism and the eighteenth century time is particularly important because it is during this century in history that secularism gained foothold and became accepted as an alternative to religion.Advertising We will write a custom article sample on History to the 18th Century specifically for you for only $16.05 $11/page Learn More The century is remembered in history as the first non Christian century. Christianity is highlighted from the modern and ancient perspectives with emphasis given to the present day church in the US and Europe. The article tries to show the roots of the today’s attitudes towards Christianity and how the eighteenth century contrib uted to them. The emphasis given to the Christians in the US is especially important because it sheds light on how American Christian principles came up and how the American culture acquired its secularism through Christianity. The article does show how culture was â€Å"pure†, so to say before it was penetrated by Christian values. After the penetration, thinkers found themselves enslaved by the Christian values and traditions that it was difficult to use a language free from Christian influence. That is why the eighteenth century was alive with antitheist campaigns keen on eliminating all Christian vales. What’s more, it’s the elite who led these attacks but after all was done; Christianity still maintained strong influence on people’s culture. The article contains information deeply detailing the important role that Christianity played in making the existent culture in the US and Europe and how early scholars contributed to the advancement of secularis m without bothering religion, in this case Christianity. This was done through the art of benign atheism that was led by Marx and Freud. For instance, Marx believed that curtailing Christians’ belief in their God was an unnecessary distraction of communists from their course. Freud on the other hand believed that it was a waste of time to argue for or against religion since no one had produced a rational though for or against religion. Despite modern culture drawing heavily from Christianity and other religions like Islam, culture has evolved separately and has almost become a religion on its own. Believers have become non-attached to religion and seem to have adopted the attitude that God doesn’t matter any more.Advertising Looking for article on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main point driven by this article is that the secularism that has been adopted by people is more detrimental to t he Christian religion than was the antitheism sentiments that characterized the eighteenth century. There are growing tendency by people to treat religion especially Christianity as just another part of civilization same as industrialization and agrarian revolution. Religion in the past especially in the eighteenth century was handed down as a tradition but that is not the case any more. Control that society exerted over people through religion is long gone and people are nowadays responsible for their destinies and they determine their attitudes instead of the common communal approach. Important questions are raised although subtly. The author wonders if religion and especially Christianity is slowly becoming extinct. Also, if religion is slowly giving in to the demands of culture and if it is headed into an eventual collaboration with culture through compromising of its basic tenets. There are questions too about whether there will be potential conflict between culture and religio n. Will that be the end of civilization and who and what will be responsible in case such an eventuality comes to be? Is there any thing(s) that can be done to save the situation? If yes, what can be done and if no why can’t something be done to save the notion. There is a need to start a reconstruction of values that have collapsed due to advancement of civilization and the decline of Christianity. There is also a need to change people’s thinking to believe in the power of the church and the entire Christian principles. At the same time it is important to recognize that the world is constantly changing and tolerance and accommodation of other people’s views necessary (Fahlbusch and Bromiley 2000, 195). Learning to respect human beings different ways of expressing their gratitude and appreciation is needed if peace is to be maintained in the world. Unlike the ancient times that were dominated by explicit antitheism, today’s onslaught on Christianity is ma nifested in the corruption of Christian ideals to suit people’s needs and fantasies. The trend is present in all levels of society nowadays. The 21st century can easily turn out to be one of the most anti-Christian centuries like the eighteen century was. Vigorous activism that is present these days may stem steep decline of the church in the short run but not in the long rum. Again, today’s scholars are more sophisticated than Marx and Freud of the eighteenth century. They are therefore not likely to relent in their effort to directly attack religion especially Christianity with the sole aim of distracting the remaining few faithful followers.Advertising We will write a custom article sample on History to the 18th Century specifically for you for only $16.05 $11/page Learn More References Fahlbusch, Geoffrey and Bromiley, William. The encyclopedia of Christianity, Volume 5. New York: Wm. B. Eerdmans Publishing, 2000. Louis, Dupre. â€Å"Spir itual life and the survival of Christianity.† The Free Library (1998). https://www.thefreelibrary.com/Spiritual+life+and+the+survival+of+Christianity-a021202870

Choose a topic that falls within the time frame of 1945-1964 Essay

Choose a topic that falls within the time frame of 1945-1964 - Essay Example Subsequently, the paper will highlight some of the ways the Jewish population were accepted into American society. Between 1945 and 1960, the United States of America advocated for the survival of the Jews. During this era, world war two had just come to an end and hence an era of human destructiveness was ushered. Only three million Jews were alive in around 1945 out of a total of nine million in 1939. For most of the Jews who were alive during this period, there was no home to go to in Europe1. For the few Jews who attempted to go back to their pre-war homes (Europe), cold hatred, and local ethnic violence awaited them. Between 1945 and 1946, allied forces returned home from war ready to abandon the destructive life they had lived. With this wave came more than half a million Jewish soldiers and marines. The Jews had joined the American forces and fought alongside them during the war. By 1946, they were being referred to as Jewish Americans rather than the more unfriendly term American Jews. The American society commenced accepting the Jewish population in 1945. For example, Miss Myerson was crowned in Atlantic City, New Jersey as Miss America in September 1945. She had Jewish immigrant parents. This gesture implied that the American population was slowly accepting the Jews into their society. 2The era after WWII marked the delineation between what was good and evil. The American nation stood for what was good while fascism, communism and Nazism represented or were considered to be evil. 3The American government commenced on a voyage of destroying anti-Semitic groups between 1946 to 1950. During this exercise, more than 35 anti-Semitic groups in America were banned or shut down. Although some groups remained, they were however pushed to be more receptive to the Jewish population. The stigma associated with being part of the Nazis also helped to reduce

CRANBERY SUPPLEMENTS AS PROPHYLACTIC TREATMENT Assignment

CRANBERY SUPPLEMENTS AS PROPHYLACTIC TREATMENT - Assignment Example From the above parameters it may be anticipated that if cranberry supplements are really useful then the frequency of urinary tract infection will decrease, the symptoms of UTI like polyuria and hematuria will decrease, the diagnostic results will show normal count (5000-9000 cu mm) of WBC and reduced levels of C - reactive protein. The further anticipated outcome will be the reduction in the frequency of antibiotics prescribed or there will also be a reduced need to escalate the dosage and class of an antibiotic. This means that though infection may occur but it does not require the intervention with an antibiotic and the innate immunity of the body can take care of the situation. Further decreased need to escalate the dosage and class of an antibiotic also implicate that chances of antibiotic resistance would not be high, if cranberry supplements are administered (Lane and Takhar,2011) (Wang, Fang and Chen, 2012) The protocol will be evaluated with the help of statistical tests of significance and in this regard the â€Å"chi square test† will be performed. First of all stratified random sampling would be done to specify the sample sizes and the limits. Seven groups will be formed with the women in the age range of 18 to 67 years. These groups are 18-28 years, 29-38 years, 39—48 years, 49-58 years, 59-68 year, 69-78 years and 79-88 years. Data will be collected from the urologists who classify that these women are patients of recurrent urinary tract infections. Patients below and above the specified age range will not be included in the study. Further newly diagnosed patients of UTI will also be not included in the study. After selection of samples the patients in each group will be separated as the experimental arm and control arm. The patients of the experimental arm will only be administered cranberry supplements and the patients of control arm will receive placebo treatment. However as the study will

Taking the Veil (by Katherine Mansfield) Essay Example for Free

Taking the Veil (by Katherine Mansfield) Essay It seemed impossible that anyone should be unhappy on such a beautiful morning. Nobody was, decided Edna, except herself. The windows were flung wide in the houses. From within there came the sound of pianos, little hands chased after each other and ran away fluttered in the sunny gardens, all bright with spring flowers. Street boys whistled, a little dog barked; people passed by, walking so lightly, so swiftly, they looked as though they wanted to break into a run. Now she actually saw in the distance a parasol of the year. Perhaps even Edna did not look quite as unhappy as she felt. It is not easy to look tragic at eighteen, when you are extremely pretty, with the cheeks and lips and shinning eyes of perfect health. Above all, when you are wearing a French blue frock and your new spring hat trimmed with cornflowers. True, she carried under her arm a book bound in horrid black leather. Perhaps the book provided a gloomy note, but only by accident; it was the ordinary Library binding. For Edna had made going to the Library an excuse for getting out of the house to think, to realize what had happened, to decide somehow what was to be done now. An awful thing happened. Quite suddenly, at the theatre last night, when she and Jimmy were seated side by side in the dress-circle, without a moment’s warning – in fact, she had just finished a chocolate almond and passed the box to him again – she had fallen in love with an actor. But – fallen – in – love†¦Ã¢â‚¬ ¦. The feeling was unlike anything she had ever imagined before. It wasn’t in the least pleasant. It was hardly thrilling. Unless you can call the most dreadful sensation of hopeless misery, despair, agony and wretchedness, thrilling. Combined with the certainty that if that actor met her on the pavement after, while Jimmy was fetching their cab, she would follow him to the ends of the earth, at a nod, at a sign, without giving another thought to Jimmy or her fat her and mother or her happy home and countless friends again†¦.. The play had begun fairly cheerfully. That was at the chocolate almond stage. Then the hero had gone blind. Terrible moment! Edna had cried so much she had to borrow Jimmy’s folded, smooth-feeling handkerchief as well. Not that crying mattered. Whole rows were in tears. Even the men blew their noses with a loud trumpeting noise and tried to peer at the programme instead of looking at the stage. Jimmy, most mercifully dry-eyed – for what would she have done without his handkerchief? – squeezed her free hand, and whispered â€Å"Cheer up, darling girl!† And it was then she had taken a last chocolate almond to please him and passed the box again. Then there had been that ghastly scene with the hero alone on the stage in a deserted room at twilight, with a band playing outside and the sound of cheering coming from the street. He had tried – ah! How painfully, how pitifully! – to grope his way to the window. Hw had succeeded at last. There he stood holding the curtain while one beam of light, just one beam, shone full on his raised sightless face, and the band faded awa y into the distance†¦Ã¢â‚¬ ¦ It was – really, it was absolutely – oh, the most – it was simply – in fact, from that moment Edna knew that life could never be the same. She drew her hand away from Jimmy’s, leaned back, and shut the chocolate box for ever. T his at last was love! Edna and Jimmy were engaged. She had had her hair up for a year and a half, they had been publicly engaged for a year. But, they had known they were going to marry each other ever since they walked in the Botanical Gardens with their nurses, and sat on the grass with a wine biscuit and a piece of barley-sugar each for their tea. It was so much an accepted thing that Edna had worn a wonderfully good imitation of an engagement-ring out of a cracker all the time she was at school. And up till now they had been devoted to each other. But now it was over. It was so completely over that Edna found difficult to believe that Jimmy did not realize it too. She smiled wisely, sadly, as she turned into the gardens of the Convent of the Sacred Heart and mounted the path that led through them to Hill Street. How much better to know it now than to wait until after they were married! Now it was possible that Jimmy would get over it. No, it was no use deceiving herself; he would never get over it! His life was wrecked, was ruined; that was inevitable. But he was young†¦Ã¢â‚¬ ¦.. Time, people always said, Time might make a little, just a little difference. In forty years when he was an old man, he might be able to think of her calmly – perhaps. But she, what did the future hold for her? Edna had reached the top of the path. There under a new-leafed tree, hung with little bunches of white flowers, she sat down on a green bench and looked over the Convent flowerbeds. In the one nearest to her grew tender stocks, with a border of blue, shell-like pansies, with at one corner a clump of creamy freesias, their light spears of green criss-crossed over the flowers. The Convent pigeons were tumbling high in the air, and she could hear the voice of Sister Agnes who was giving a singing lesson. Ah-me, sounded the deep tones of the nun, and Ah-me, they were echoed †¦.. If she did not marry Jimmy, of course s he would marry nobody. The man she was in love with, the famous actor – Edna had far too much common-sense not to realize that would never be. It was very odd. She didn’t even want it to be. Her love was too intense for that. It had to be endured, silently; it had to torment her. It was, she supposed, simply that kind of love. â€Å" But, Edna!† cried Jimmy. â€Å" Can you never change? Can I never hope again?† Oh, what sorrow to have to say it, but it must be said. â€Å" No, Jimmy, I will never change.† Edna bowed her head; and a little flower fell on her lap, and the voice of Sister Agnes cried suddenly Ah-no, and the echo came, Ah-no†¦.. At that moment the future was revealed. Edna saw it all. She was astonished; it took her breath away at first. But, after all, what could be more natural? She would go into a convent†¦. Her father and mother do everything to dissuade her, in vain. As for Jimmy, his state of mind hardly bears thinking about. Why can’t they understand? How can they add to her suffering like this? The world is cruel, terribly cruel! After a last scene when she gives away her jewellery and so on to her best friends – she so calm, they so broken-hearted – into a convent she goes. No, one moment. The very evening of her going is the actor’s last evening at Port Willin. He receives by a strange messenger a box. It is full of white flowers. But there is no name, no card. Nothing? Yes, under the roses, wrapped in a white handkerchief, Edna’s last photograph with, written underneath, The world forgetting, by the world forgot. Edna sat very still under the trees; she clasped the black book in her fingers as though it were her missal. She takes the name of Sister Angela. Snip! Snip! All her lovely hair is cut off. Will she be allowed to send one curl to Jimmy? It is contrived somehow. And in a blue gown with a white headband Sister Angela goes from the convent to the chapel, from the chapel to the convent with something unearthly in her look, in her sorrowful eyes, and in the gentle smile with which they greet the little children who run to her. A saint! She hears it whispered as she paces the chill, wax-smelling corridors. A saint! And visitors to the chapel are told of the nun whose voice is heard above the other voices, of her youth, her beauty, of her tragic, tragic love. â€Å" There is a man in this town whose life is ruined†¦Ã¢â‚¬  A big bee, a golden furry fellow, crept into freesia, and the delicate flower leaned over, swung, shook; and then the bee flew away it fluttered still as though it were laughing. Happy, careless flower! Sister Angela looked at it and said, â€Å" Now it is winter.† One night, lying in her icy cell, she hears a cry. Some stray animal is out there in the garden, a kitten or a lamb or –well, whatever little animal might be there. Up rises the sleepless nun. All in white, shivering but fearless, she goes and brings it in. But next morning, when the bell rings for matins, she is found tossing in her fever†¦. in delirium†¦Ã¢â‚¬ ¦ and she never recovers. In three days all is over. The service has been said in the chapel, and she is buried in the corner of the cemetery reserved for the nuns, where there are plain little crosses of wood. Rest in Peace, Sister Angela†¦.. Now it is evening. Two old people leaning on each other come slowly to the grave and kneel down sobbing, â€Å" Our daughter! Our only daughter!† Now there comes another. He is all in black; he comes slowly. But when he is there and lifts his black hat, Edna sees to her horror his hair is snow-white. Jimmy! Too late, too late! The tears are running down his face; he is crying now. Too late, too late! The wind shakes the leafless trees in the churchyard. He gives one awful bitter cry. Edna’s black book fell with a thud to garden path. She jumped up, her heart beating. My darling! No, it’s not too late. It’s all been a mistake, a terrible dream. Oh, that white hair! How could she have done it? She has not done it. Oh, heavens! Oh, what happiness! She is free, young, and nobody knows her secret. Everything is still possible for her and Jimmy. The house they have planned may still be built, the little solemn boy with hands behind his back watching them plant the standard roses may still be born. His baby sister†¦.. But when Edna got as far as his baby-sister, she stretched out her arms as though the little love came flying through the air to her, and gazing at the garden, at the white sprays on the tree, at those darling pigeons blue against blue, and the Convent with its narrow windows, she realized that now at last for the first time in her life – she had never imagined any feeling like it before – she knew what it was to be in love, but – in – love!

Bulimia and Depression Essay -- Causes of Bulimia, Eating Disorders

Bulimia and Depression The prevalence of eating disorders among American women has increased dramatically in the past decade. In turn, the psychological community has expanded it's scope of research and study by focusing more attention on eating disorders and concentrating on other extended issues related to eating disorders. The desire to distinguish and understand a possible relationship between bulimia nervosa and depression has become a major focus within the field. The purpose of this paper is to introduce the reader to literature from two different journal articles on this relationship. How Are Bulimia and Depression Possibly Related?: Presently, there are two predominant hypotheses on the relationship between bulimia nervosa and depression. The first hypothesis states that bulimia nervosa is an affective variant of depression. (Hinz and Williamson, 1987) This idea came about due to early reports of a high prevalence of clinical depression in bulimics and a high lifetime prevalence of depression in the families of these patients. Recent studies, however, provide evidence that this type of relationship between bulimia and depression is still unconfirmed. (Levy et al., 1989) The second hypothesis constitutes that bulimia is a "distinctive diagnostic entity with a psychopathological process different from that of other mental disorders". (Hinz, et al., 1987) The following articles review the findings of research which effect the level of support for these two hypotheses. Cognitive Comparisons in Defining Bulimia and Depression: Bulimia is characterized by a number of symptoms. Many of these symptoms are also common among depression. Schlesier-Carter, et al., 1989 state that for bulimia, "the distinctiv... ... psychopathological process different from that of other mental disorders". (Hinz, et al., 1987) Further research and study on the relationship between bulimia and depression is highly encouraged. With the high percentage of depression found in bulimic patients, understanding the link between these disorders is essential for treatment development. Bibliography: Hinz, L. and Williamson, D. (1987). "Bulimia and Depression: A Review of the Affective Variant Hypothesis". Psychological Bulletin, 102(1), 150-158. Levy, A., Dixon, K., and Stern, S. (1989). "How are Depression and Bulimia Related". The American Journal of Psychiatry, 146(2), 162-168. Schlesier-Carter, B., Hamilton, S., O'Neil, P., Lydiard, R., and Malcolm, R. "Depression and Bulimia: The Link Between Depression and Bulimic Cognitions". Journal of Abnormal Psychology, 98(3), 322-325.

Calvetta Essay

4. How, if at all, should Calveta’s organization structure and practices be changed to accommodate growth and effective communication, while maintaining the company’s culture? This is a very sticky issue. Growth, along with other factors, seems to have diminishing effects on company culture, popularly referred to as â€Å"Antonio’s way†. Two forms of growth present themselves to the company. They can either expand into the hospital segment (which falls in line with core competencies); or they could buy up GSD consequently growing their SLF customer base. Given the issues listed, I don’t believe purchasing GSD would be profitable, as debt financing would have to be undertaken thus, going against Antonio’s way. However, Frank believes they must grow in order to stay competitive within the industry so the former opportunity should be undertaken. The turnover, and promotion rate for Calveta is too rapid. It’s one of the major issues dissatisfied customers had with the SLF. Frank should consider slowing this down, and perhaps placing new staff members in proper training programs administered by current staff to ensure smooth staff changes. Whilst flexibility and ease of advancement may make the employees happier, the customers will suffer from the constant interrupted changes. Calveta should maintain a degree of normalcy in the workplace, and make it harder to advance (could have positive affects on employees motivation). Another structural issue is the current staff organization. If Frank is worried about the loss of emphasis on his father’s ideals he must communicate this effectively with the staff. Discussion groups, incentive packages, and achievable goals should be established for all staff members, especially new ones, so that company culture is maintained and reinforced. If Calveta are to grow, they will need a larger amount of regional employees. This will most likely lead to the hiring of persons outside of the company. Calveta need not hire them right out of college though. They may obtain them from similar companies with similar values and ideals. As GSD is about to be taken over, perhaps the better staff members may wish to come to Calveta  instead of staying on with a new owner. To ensure continuation of company culture pointed questions in the interview and recruitment process pertaining to it should be asked. Similarly, constant feedback for current employees would reinforce challenge 4, of Antonio’s way.