Racism in Disney Movies

Anastasia Trus WRTG 3020 Professor Pat Sullivan 30 March 2010 Racism in Disney During the last several decades, the media has become a strong agent in directing and controlling social beliefs and behaviors. Children, by nature, can be particularly susceptible to the influencing powers of the media, opening an avenue where media created especially for children can indoctrinate entire generations. Disney movies, like all other media â€Å"are powerful vehicles for certain notions about our culture,† such as racism. Giroux 32). Racist scenes in Disney movies are often identified as simply being â€Å"symbols of the time† when the films were produced. Furthermore, Disney racism is often passed over as simple humor, or as a simple guide to children's understanding of cultures. These explanations of racism in the films are incomplete because they fail to take into account the fact that the primary audience members of Disney films are not old enough to see the movies as relics of a different time and place. This is not to say that Disney films indoctrinate children with racist tendencies; nevertheless, racist scenes in still-popular films cast a blanket of insensitivity over the subject of racism. Disney’s reputation of being racially insensitive has never been more evident than in the time leading up to the release of its latest movie Princess and the Frog. Nearly everything about this film has caused a storm of criticism both from the public and from people within the film industry itself. It is curious that people are so enraged and concerned with this movie, when they ignore potentially more offensive racist elements in other films. If one analyzes society’s response to Princess and the Frog as a single phenomenon, then it does seem a bit odd that a children’s film could start such a heated social debate; however, after taking into account Disney’s history with racism and racial insensitivity, it is not surprising at all that the first black Disney princess would be such a controversial figure. Bombarded with accusations of anti-Semitism and racism, in the 1940’s Walt Disney was an avid supporter of the Motion Picture Alliance for the Preservation of American Ideals, a â€Å"red-scare† anti-Semitic industry group that wanted to blacklist artists (Alan 12). Perhaps this is one of the reasons Disney’s past is filled with questionable cinematic material. Fantasia was released in 1940, the third theatrical full-length animation, as shown in Disney's canon of animated films. The original version of Disney's classic â€Å"Fantasia† (1940) features a character called Sunflower, a little black centaur handmaiden. Sunflower is an extremely insulting caricature, and a bluntly racist stereotype of the â€Å"servile grinning nigger† variety (Walker 22). In a featured scene during â€Å"The Pastoral Symphony† elegant white centaurs frolick through the woods and are waited on by Sunflower. She is noticeably smaller than the other centaurs—ostensibly because she is half-donkey instead of half-horse, but more likely to exaggerate her inferiority—and has a darker complexion. Her sole function in the film is to eagerly polish and shine the hooves of the tall, sexy Aryan centaur women who glare down their petite noses at this pathetic servant. Such scenes were later censored in the film due to the characters being considered â€Å"ethnically offensive during the civil rights movement† (Walker 26).? In addition to reinforcing the stereotype of blacks as inferior beings, the scene from the â€Å"Pastoral Symphony† also furthers racism by supporting segregation. Throughout the film the female Aryan centaurs pair up with the males of their â€Å"race,† leaving Sunflower alone and separated from the group. Rather than correcting the racism within the scene, Disney later chose to eliminate it from the film – as if it never happened. When the racial climate of America changed in the 60s, the portrayal of such insulting stereotypes in movies and television became politically incorrect, and Disney (fearing accusations of racism) deleted Sunflower from Fantasia for the theatrical re-release of the film. Her troubling presence was simply cropped out of the movie even though you can still see the Aryans she used to pamper. Eliminating Sunflower from the movie may have been intended as harmless and as an attempt to be politically correct; however, it is cinematic decisions such as this that contributed to Disney’s reputation of being insensitive to issues of race. It was insulting enough for Disney to include the smiling servant stereotype to begin with, but to make matters worse, they started denying Sunflower's existence with the Fantasia re-release in 1960. How does that possibly make things better? A few angered African American communities said, â€Å"No, you misunderstand. In our perfect, Fantasia world, Africans aren't servants. They don't fucking exist† (Weinman 64). A contemporary film critic said, â€Å"What's fun though is that Disney says they never had such a character! We're all delusional† (Brunette 123). Maybe it was â€Å"acceptable† in the past to portray characters that had such blatant racist features; nevertheless, it is strange to deny its existence to audiences who had already seen the original version. This is how we deal with our ugly past: we deny it, trivialize it, gloss over it with pretty distractions and wishful thinking. Doing so, we deny ourselves a glimpse of the compelling reality of naked history. The well-meaning rush to unmake evil deeds by hiding them from the critical eye of modern sensibilities does nothing to honor the people who lived and struggled in those different times (Walker 28). Sunflower’s existence may be news to younger generations of Disney fans, but she has been here all along, and her presence as well as her absence carry great significance, especially in the context of how viewers and critics respond to other potentially racist films. Dumbo, the fourth film in the Disney industry, was made in 1941 and produced by Walt Disney himself. It was originally designed as an economical feature to help generate income after the financial failure of Fantasia. The concerns people had against Disney being anti-Semitic and racist were sill strong, especially after Disney projected his own sense of alienation onto â€Å"others† in Hollywood, namely, Jews, blacks, and union workers. In retaliation against the studio entrepreneurs, who were predominantly Jewish, Disney refused to employ Jews in high-level positions at his studio or as actors in his live-action features. Not until 1969, two years after Disney's death, did a Jewish actor, Buddy Hackett, feature prominently in a Disney film, The Love Bug. Disney Studios also denied black workers even minimal opportunities, as technicians and support personnel. Because Walt Disney was an infamous racist, even for his time, it is not surprising that a film he produced himself would be racist as well. Dumbo is full of racist images and themes. Dumbo’s birth itself speaks to the foundations of racism when the other female elephants single Dumbo out because he looks different with his unusual ears. Considering the fact that â€Å"big-eared elephants are African,† it is especially racist that Dumbo, who is seen as different and even freakish would be associated with Africa (Lugo-Lugo 167). Because Dumbo is different from everyone else, he is ridiculed for it. Just because his ears are bigger than those of a normal elephant, he is ostracized from the rest of the group. He only has one friend (Timothy Mouse), who ironically is also socially shunned because elephants are generally supposed to be scared of mice. This could be seen as another form of racism where someone is ostracized because they are different. Furthermore, in the movie, when it is time to set up the circus in town, it is significant to take note of who performs the hard labor necessary to make the circus function. Not only are the circus animals themselves condemned to build their own chamber of humiliation, but there are also faceless black men working hard at this labor. The faces on these men are featureless, with no eyes, no mouths, and no noses – showing that they possess no individual identities, like a group of invisible men. This is characteristic of the time period because the 1940s were right before the Civil Rights Movement, and although slavery had been abolished, blacks were still segregated and considered as lesser people. The song they sing while working is very appalling: We work all day, we work all night We never learned to read or writeWe're happy-hearted roustabouts When other folks have gone to bed We slave until we're almost dead We're happy-hearted roustabouts We don't know when we get our payAnd when we do, we throw our pay away We get our pay when children say With happy hearts, It's circus day today. The lyrics of this song portray slaves working day and night doing backbreaking labor. However, it says nothing about the system doing something wrong because the slaves seem happy to do the work. The song even mentions that slaves are also satisfied with working for no pay. The lyrics suggest that money was not something they worry about. The lyrics are insulting to the workers, stating that they do not know when they will get paid, but it does not matter because once they do get paid they will just throw their money away. Furthermore, the lyrics construct and laud the image of the passive and content slave whose true payment and fulfillment is watching the joy of (white) children on circus day. Lyrics such as â€Å"we slave until we're almost dead† but, â€Å"we're happy-hearted† are utterly absurd and disgraceful. Slavery was a morally wrong institution and the fact that Disney condoned its practices in Dumbo is horrifying. Another overtly racist element in Dumbo is the characterization and function of the crows. Richard Schickel says, â€Å"There was one distasteful moment in the film. The crows who teach Dumbo to fly are too obviously Negro caricatures† (Shickel 113). Leonardo Maltint, after quoting Schickel, says that critics may be overreacting to the crows: â€Å"There has been considerable controversy over the Black Crow sequence in recent years, most of it unjustified. The crows are undeniably black, but they are black characters, not black stereotypes† (Maltin 56). Even though Maltint makes a valid point, he does not address the fact that the crows in the film are very specifically depicted as poor and uneducated. They also use slang words such as calling each other â€Å"brotha† and speak in southern accents with incorrect grammar. Any one of these characteristics could be ignored as having racial implications; however, by combining them into one character, it is very reasonable, indeed, almost necessary to interpret the crow as a black stereotype. The other big argument for the Black Crow sequence being interpreted as racist is that the leader of the group of crows, towards the end of the movie, is named Jim. Therefore, Jim the Crow can very well be construed as being a reference to the Jim Crow Laws, which were prevalent in the southern United States from 1876-1965 and promoted racism and racial segregation. The crows' racial identities as black are further implied when they perform their song in a jazz style complete with scat stylization. The song â€Å"When I  See an Elephant Fly† is part of the music style generally popular at the time in black communities. As the crows begin humiliating poor Dumbo, Timothy Mouse steps up to defend him with the following comments: â€Å"Suppose you was torn away from your mother when you was just a baby. Nobody to tuck you in at nights. No warm, soft, caressing trunk to snuzzle into. How would you like to be left out alone†¦ in a cold, cruel, heartless world? † What an ironic comment to make to a set of characters who represent African-Americans, who, at the time, would only have been a few generations removed from the time when black slaves were routinely torn away from their families. The mouse continues: â€Å"And why? I ask ya, why? Just because he's got those big ears, they call him a freak. † Finally, Timothy says, â€Å"And on top of that, they made him a clown! Interestingly, Timothy’s reference to the clown points to the time when the white power structure practiced minstrelsy by making clowns of the socially despised blacks. It is important to recognize that Dumbo is racist not because of any single scene or image, but because of the message produced when all the racist scenes and images are combined. Dumbo is a freak with big â€Å"African† ears who must be segregated from the others. Furthermore, the only role he can have in the circus is that of the clown. The crows also point to black stereotypes through color, dialogue, and even name. Finally, the blatant reference to slavery through the figures of the circus workers contributes to an overall feeling of racism in the film. In many ways, analyzing whether one scene is racist is not nearly as important as understanding that racist undertones are present and noticeable in Dumbo whether we as a society want them be or not. It is important to note that not all racism in Disney films is directed at African Americans. One of the most well recognized racist symbols perpetuated by Disney is the portrayal of the Siamese cats in Lady and the Tramp (1955). Like stereotypical Asians, they are buck-toothed and have slanted eyes, and speak in ridiculously exaggerated accents that bear little, if any, resemblance to actual Thai speech patterns. Their features, along with the banging of a gong at the beginning of their song, could not make the Asian-specific racism any more obvious, â€Å"We are Siamese, if you please. We are Siamese if you don't please! We are former residents of Siam. There are no finer cats than we am. † Goldmark comments: One can hear the confidence and superiority in their voices. Those two cats don't care about anyone but themselves, lacking any kind of empathy. They are sociopaths, prepared to ruin Lady's life because it is fun and it serves them. They are portrayed as cunning and manipulative, giving the widespread idea that all Asians act superior, are cunning and manipulative. (Goldmark 115) In the film, the Siamese cats function not only as a racial stereotype but also as a stereotype of the upper classes in Oriental countries: â€Å"The cats prance around arrogantly in a Hollywood-invented style that is supposed to represent what the audience should assume are mannerisms of aristocratic Siamese or Chinese† (Romalov 46). The ambiguity in the exact ethnicity of the cats is significant because it demonstrates how Disney films tend to combine different ethnicities under the umbrella of one: â€Å"(Disney’s films, like many Hollywood films, often tended to lump ethnic groups together into a kind of undifferentiated mass-Asians, Chinese, Japanese, Siamese, for example Arab and East Indians as another example. ) The cats even roundly sing of their supposed heritage† (Romalov 46). This practice of ethnic â€Å"lumping† is even more obscene in Aladdin where Arabic and Indian cultures are intertwined and assumed to be one and the same. Like Lady and the Tramp, Aladdin attempted to include other races in the film that had not been included in other Disney movies of the past; unfortunately, we see many of the same racist undertones in Aladdin that are present in the film’s predecessors. Perhaps the most controversial and racist part in Aladdin (1992) is a set of lines in the opening song, â€Å"Arabian Nights. † It is one of the most contentious messages found in the film and begins the movie’s â€Å"depiction of Arab culture with a decidedly racist tone† (Giroux 104). An Arab merchant sings the lyrics: â€Å"Oh I come from a land/From a faraway place/Where the caravan camels roam. Where they cut off your ears/If they don’t like your face. /It’s barbaric, but hey, its home. † The message that is given right at the beginning of the film is that the Middle East is a desolate wasteland where the justice system runs on a simple limb-removal policy. The opening song alone s ets a tone that alienates the Arabic community from Western culture: â€Å"One would have to be very naive to believe that Hollywood would dare to use such a song if it did not see Arabs as belonging to an `other' or `alien' culture. Successive themes drive home the view that these creatures are suspicious, lazy, unethical, and violent outsiders. They' most definitely are not like ‘us’†(Shaheen 50). The lyrics to the opening song in Aladdin caused an uproar in Arab countries and the words were later changed to: â€Å"Where it’s flat and immense/ And the heat is intense. † Not only are the lyrics violent, but they are truly an example of the worst kind of racism. Disney distribution president Dick Cook was quoted as saying the change was made after meetings with members of the American-Arab Anti-Discrimination League but that â€Å"it was something we did because we wanted to do it [†¦] In no way would we ever do anything [†¦] insensitive to anyone,† he said (Shaheem 52). Yousef Salem, a former spokesperson for the South Bay Islamic Association, characterizes the film in the following way: â€Å"All of the bad guys have beards and large, bulbous noses, sinister eyes and heavy accents, and they're wielding swords constantly. Aladdin doesn't have a big nose, he has a small nose. He doesn't have a beard or turban. He doesn't have an accent† (Shaheen 56). This portrayal of Arab characters gives people a negative perception of Arabs. Furthermore, the Arab characters are mean whereas those who speak clear English and appear to be Americanized are â€Å"socially accepted†, or the â€Å"heroes† of society. In the first few scenes of the movie we see an Arab merchant, with a thick accent, wearing a turban and who is trying to sell stereotypical middle-eastern products (a vase which contains â€Å"a combination of hookah and coffee maker,† which can also produce â€Å"a million fries†). In addition, the movie shows Jasmine almost loosing her hand for giving a poor little boy an apple from the market stand. That is not accurate for most Middle Easterners who strive to help the poor and the homeless – they would not attempt to cut someone’s hand off for giving an apple to a poor child. These instances show the racist way in which people from the East are portrayed as barbaric. The film could also be considered racist in that it portrays Arab culture as deeply oppressive of women and brutally violent. Princess Jasmine is trapped mercilessly inside her palace home, and the palace guards threaten to cut off her hand at one point in the film. She is also constantly controlled by the men who surround her. Finally, she is the only other woman we see in the film besides the belly dancers in the opening scenes. What does that say in regard to the significance of women in Disney? Of course, Disney does not intend to offend anyone – that would be bad business. Most people who watch the movies are probably caught up in the Disney magic and do not notice these things. Problematically, one way in which Disney creates the magic is by using stereotypes that people respond to without thinking. Aladdin looks â€Å"right† for a hero; Jafar looks â€Å"right† for a villain; Jasmine looks â€Å"right† for a trapped princess. We as consumers do not think about it, but the practices and images we internalize as being â€Å"right† are very dangerous for society. For example, it is especially concerning that the upper class in the film, the royal family, appears white. The Sultan, Jasmine, and Aladdin are all fair-skinned and do not speak with accents, suggesting that they are more â€Å"white† than the other characters in the film. This image perpetuates the white power structure in America, and most viewers are only aware of this on a subconscious level (Shaheem 54). This subconscious awareness of practices such as racism in the media is especially hazardous for our society because if an individual is not perceptive of when she internalizes social evils, than she cannot be perceptive of when she perpetuates them. Even still, the fact remains that regardless of whether we think about it, recognize or denounce it, racism and stereotyping takes place in many Disney films, including the classic 1994 film The Lion King. The first and perhaps most noticeable example of racism in The Lion King mirrors a stereotyping practice seen in Aladdin. Like Jaffar in Aladdin, Scar is arguably one of the darkest colored characters in The Lion King. While the other heroic lions are lighter skinned, Scar is the only one with dark fur and a jet-black mane, reinforcing the stereotype where the darker and more ethnic character is the villain (Twomey 1). Another obvious example of racism in Aladdin, is seen with the hyenas, who are portrayed as stupid and violent, and are comprised of a lower-class animal group that feeds upon the scraps and leftovers of the more dominant, strong, intelligent creatures. This dichotomy is then reinforced by the use of stereotypes, classifying these stupid, low-class hyenas through the use of African-American (Whoopi Goldberg as â€Å"Shenzi†) and Latino (Cheech Marin as â€Å"Banzai†) stereotypes. It has even been said that â€Å"despicable hyena storm troopers speak†¦ in racially coded accents that take on the nuances of the discourse of a decidedly urban, black, and Latino youth† (Byrne 62). The speech patterns and accents of the hyenas present quite a stark contrast compared to the American and British accents of the rest of the cast. The hyenas also serve as an interesting opposition to the thoughtful, strong, and intelligent characters of the rest of the film, who represent the upper class, indeed, mostly â€Å"white† culture. That is not to say all African-Americans are poorly depicted. James Earl Jones voices the role of the powerful and wise â€Å"Mufasa†, and Robert Guillaume voices â€Å"Rafiki,† the wise shaman. Yet even with two of the strongest main characters being voiced by African-Americans, it is hard not to notice the stereotyping Disney seems to be making about Black, Latino, and lower-class culture. It is significant to recognize that The Lion King does not stop with racial stereotypes, but also cruelly targets other underrepresented groups including women and homosexuals. According to the Associated Press, Carolyn Newberger of Harvard University complained in the Boston Globe that â€Å"the good-for-nothing hyenas are urban blacks; the arch-villain's gestures are effeminate, and he speaks in supposed gay cliches† (Twomey 33). The film also furthers gender stereotypes by displaying women as subservient and dependent upon the strength of males. The strong-spirited Nala can be viewed as a counter to this, but just as with the racial stereotyping, one strong female character does not undo the overall statement being made about the weakness of women. It is the combination of Disney’s insensitive treatment of stereotypes targeting not only non-whites, but also women, and other minorities in films such as Aladdin and The Lion King that can help explain the 21st century’s response to The Princess and the Frog. Both before and after The Princess and the Frog was released, many of the film’s critics were very vocal about racism in the movie. Nearly everyone who has an opinion about the film has something different to say – in sum, nearly everything about the film is racist and offensive to someone and needs to be changed. As a starting point in analyzing the public’s critical response to Princess and the Frog, it is important to address all the criticism surrounding the black princess’s name. Many argue that the princess’s original name, Maddy, is to close to he slave term â€Å"mammy†: â€Å"A voice actor’s tongue wouldn’t have to slip very much to say â€Å"mammy† while ordering Maddy to do a chore, and in such a context, the name â€Å"Maddy† seemed both deliberately inappropriately evocative and easy for the audience to mishear† (Kareem 1). Furthermore, others argue that Maddy’s position as chambermaid fo r a spoiled, white girl is demeaning. Just as Disney changed the name of its protagonist to â€Å"Tiana,† they have also changed her from being a maid to being a prospective owner of a restaurant. True it is traditional for fairy tale protagonists to begin their stories with having a low social status, but a black heroine who is a domestic could be legitimately read not as a fairy tale trope but as a reinforcement of real world racial denigration (Kareem 1). Some may claim that it would be historically accurate for a 1920’s black woman to be a maid, but Disney does not even necessarily care about historical accuracy when animating actual history. Another point of heated debate in the film centers on the fact that the black princess ends up with an arguably whiter prince, Naveen (or at least a prince who looks white and is voiced by a Brazilian actor who also looks white). Whatever Naveen's ethnicity is, in her article â€Å"The Word on the â€Å"Princess and the Frog,† Disney’s First Film With a Black Heroine,† Nandra Careem quotes Shannon Prince who raises some interesting points about the problems behind Disney’s choice not to make him African American: Some might argue that portraying interracial marriage in film is good – but why then weren't any of the white princesses given non-white princes to save them from white villains? And since Disney doesn't give white princesses non-white princes, isn't this interracial relationship at the expense of black boys who deserve a hero just as much as black girls deserve a heroine? (Kareem, 1) Prince is not the only critic to take issue with the difference in skin color between the prince and princess. Cultural critic Hensley Jameson comments, â€Å"The prince is lighter than she is. What’s that say about black men? Sure, Boris Kodjoe is fine, and we come in all shades, but to be truly black, a character can’t be any lighter than Denzel Washington (Kareem 1). Originally the prince was explicitly reported as being the jazz-loving monarch of a European country. By giving the prince an olive, but still white, complexion and a Brazilian accent, Disney gets to go forward with their original white hero yet make him ambiguous enough to not be unequivocally criticized as white at the same time. Tiana isn't the problem,† says Angela Bonner Helm at Black Voices: â€Å"Was there any particular reason why her love interest, Prince Naveen of Maldonia, couldn't be black, too? Though America has a â€Å"real-life black man in the highest office of the land with a black wife, Disney obviously doesn't think a black man is worth the title of prince† (Kareem 1). The plot of The Princess and the Frog also follows Disney’s pattern of making their ev il characters more â€Å"ethnic† and darker than their good characters. The central villain in the film is the voodoo master, who is also African American. Elaborating on the presence of voodoo in the film, Careem comments that Disney grossly misrepresented the purpose and reality of voodoo: â€Å"The foundation of voodoo is not charms but monotheistic faith, belief in saints and spirits, and a focus on moral values such as charity and respect for the elderly. People do perform rites for protection and defense, but suffice it to say that voodoo is not about being a magician or a fairy godmother† (Mathews 1). The fact that Disney uses uninformed voodoo stereotypes rather than accurate facts in the film furthers the racist undertones in the film. The final major point of criticism in the film is concerned with the fact that the first black Disney princess spends most of the time in the movie as a frog: â€Å"Why does the black princess have to be a frog the whole time? Are they saying black people should be green instead of black? † wonders Shirley Wilson, a waitress at Rob’s diner who plans to boycott the movie: â€Å"when I watched the film I felt disappointed to learn that the heroine spends a significant chunk of the movie not as a black princess at all but as a frog. After decades of waiting, would it be too much to actually see an hour and a half of a black princess on the screen? † (Matthews 1). Wilson’s response to The Princess and the Frog is especially significant because it demonstrates how many people, even on a non-academic level have serious concerns about issues of race in the film. When addressing the critical response to The Princess and the Frog, it is difficult to ignore the fact that even though it has been over half of a century since the first Disney films were released, racism is still a point of criticism, both in the older films and in the ones being produced today. Furthermore, despite the fact that The Princess and the Frog features the first black Disney Princess, critics are even more upset about racism in the film than they ever were before – even in the case of more overtly racist films. Many of the points raised about racism and racial stereotypes in the film are valid and interesting; nevertheless, one cannot help but notice that they overshadow many of the advances Disney has made in eliminating other equally offensive stereotypes in their films. For example, whereas other Disney films typically lack the mother figure completely and perhaps only reference the mother when explaining the past, The Princess and the Frog includes a mother who is present for the entire film. It may not be obvious to most viewers of The Princess and the Frog, but Disney takes a huge and important step in introducing a mother figure to their film – their past practice of eliminating the mother figure is arguably sexist and offensive to the female identity. Another important change Disney makes in Princess and the Frog centers on the fact that unlike other Disney princesses who dream about meeting a prince, Tiana has realistic dreams and expectations – she wants to be a restaurant owner and works very diligently to achieve her goal. Despite this significant statement about female power, however, most film critics will probably instead choose to focus on the fact that Tiana, as an African American, is limited to owning a restaurant rather than a Fortune 500 company. Works Cited: Alan, Spector J. Cultural Diversity and the US Media. Albany: State Univ. of New York, 1998. Print. Brunette, Libby. Stereotypes and Racism in Children's movies. London: Harper Collins Publishers, 2002 Byrne, Eleanor, and Martin McQuillan. Deconstructing Disney. London: Pluto, 1999. Print. Giroux, Henry A. â€Å"Are Disney Movies Good for Your Kids? † Rethinking Childhood 10. 2 (2000): 32-115. Print. Goldmark, Daniel. â€Å"Locating America: Revisiting Disney’s Lady and the Tramp. † Social Identities 14 (2008): 101-120. Print. Kareem, Nadra. â€Å"Nadra's Race Relations Blog. Rev. of Race Relations. Web Log post. About. com. 23 Nov. 2009. Web. 10 Mar. 2010. . Look Out New World, Here We Come? Race, Racialization, and Sexuality in Four Children's Animated Films by Disney, Pixar, and DreamWorks. † Print. Lugo-Lugo, Carmen, and Mary Bloodsworth-Lugo. â€Å"Look Out New World, Here We Come? Race, Racialization, and Sexuality in Four Children's Animated Films by Disney, Pixar, and DreamWorks. † Cultural Studies Critical Methodologies 9. 2 (2009): 166-78. Academic Search Premier. Web. 13 Mar. 2010. Maltin, Leonard. The Disney Films. New York: Disney Editions, 2000. Print. Matthews, Bill. â€Å"Disney's Black Princess Is the Most Racist Thing Ever. † The Peoples News. ThePeoplesNews, 2 June 2009. Web. 20 Mar. 2010. . Robin, Allan. â€Å"European Influences on Early Disney Feature Films. † A Reader in Animation Studies 25. 3 (1997): 42-46. Print. Romalov, Nancy. â€Å"Lady and the Tramps: The Cultural Work of Gypsies in Nancy Drew and Her Foremothers. † The Lion and the Unicorn 18. 1 (1994). Http://muse. jhu. edu/journals. 1 June 1994. Web. 11 Mar. 2010. Schickel, Richard. The Disney Version; the Life, Times, Art, and Commerce of Walt Disney. New York: Simon and Schuster, 1968. Print. Shaheen, Jack. â€Å"Aladdin Animated Racism. † Cineaste 20. 1 (1994): 49-52. Print. Twomey, Steve. â€Å"†The Lion King† a Roaring Success Despite Lambasting. † Washington Post 28 July 1994, 46th ed. , sec. B: 4-7. Print. Walker, Janet. â€Å"Disney's Policy? No Black People, Please. † Academic Search Premier. 23 July 1994. Web. 12 Mar. 2010. Weinman, Jamie. â€Å"Zip-a-dee-dee-doo-don't Mention It. † Maclean's 120. 18 (2007): 63-64. Print.

Mitchem Lethbridge Ltd

A Introduction Mitch Leathering Ltd. Is an individual franchise of the parent company Mitch Office Corporation, which holds a contest every third year to award the franchise with the greatest Improvement In net Income. This year the Leathering franchise has won the contest, however the Halifax franchise, who had a net income to reflect higher net income numbers.The Mitch head office has asked us to look at the financial records and interview the Leathering management to determine if an audit is required because of suspect manipulations to the statements. We also have been required to suggest some improvements to the contest rules to the Imitate head office. The Leathering franchise is currently solely owned by Lisa McGovern and had been going through a tough year in 2010. At the end of the period they made many adjustments that had negative effects on the net income in the 2010 year and positive effects towards the net income of the 2011 year.These issues and the effects they had on net income will determine if there is a need for an audit. They will also help provide insight to determine any improvements that can be applied to the rules f the contest to ensure the future winners are indeed complying with the rules. Improvements would also help curb franchises towards the purpose of the contest, which is to be continually improving net income each year. After determine Mitch Leathering Ltd.Financial statement, we comment on some issues them may address, and Issues Commissions Expense At the end of the 2010 reporting period Mitch Leathering Limited decided to pay expected commissions of January 2011 to employees in December to help offset the poor sales year they Just had in 2010. This practice is neither acceptable by GAP ironically nor is it ethical in regards to the competition. Lisa has disregarded the revenue and expense recognition criteria by recognizing the commissions' expenses in one period when the sales that those commissions belong to will not be re cognized until they occur during January 2011.The Leathering division also appears to have favorably bolstered their expectations for January to $150,000. This estimate is far too high despite the upcoming discount sale, especially considering that the December sales were $90,000. That is a $60,000 increase in expected sales when there is not even a seasonal change. If the Leathering division wanted to give the employees a bonus for having a poor sales year when they expect a better year in the next period that is acceptable, but that was not the case.Lisa and Mitch Leathering decided to recognize commission's expenses that belonged to sales that were yet to occur in 2011. This influenced net income by decreasing the expenses in 2011 while the sales remained the same and vice-versa for the previous year. This increased net income by $9120 since actual sales were only $114,000 in January and they decreased net income by the full $12,000 2010. By over exaggerating the losses in 2010 a nd the revenue in 2011 the Leathering division destroys the credibility of their financial records.The representational faithfulness of Lettering's records will also come into question now and in future contests the Mitch Corporation puts on. Show below: $77,250 Inventory Write-down The Leathering division again appears to have ignored GAP principals when they wrote down inventory at the end of the 2010 period. According to inventory write- down information, when a write-down occurs is a Judgment of management, but how you write inventory down is not.When write-downs occur inventory needs to written down to Net Realizable Value, which is what the inventory is worth in the market now as opposed to when it was purchased. However, Jeff wrote inventory down to liquidation value which is what the inventory could be sold for immediately. This value is much lower that what it should have been written down to had the inventory value decreased since its purchase. Jeff also mentions in his no tes that he was not sure that they were going to be able to sell the abnormally high level of inventory in the following months.This is a contradicting statement considering that Lisa had mentioned in her notes that she had planned the bulk sale in late 2010 and had even began advertising in December. She also estimated sales to be $1 50,000 in January which would have exceeded the inventory account before the write-down. This exaggerated write-down affected net income by decreasing the value of the inventory when the sales occurred in the following period. This would have reduced the cost of goods sold expense while sales and revenues remained unchanged by the write-down.

Management Information Systems Coursework Example | Topics and Well Written Essays - 1000 words

Management Information Systems - Coursework Example Laudon and Laudon (2007) also placed emphasis on the importance of information technology in ensuring business survival. The speed with which businesses have to respond to customers requests makes this a very important point. Information is the lifeblood of an organisation and without information important decisions that determine the continuation of the business cannot be made. The major types of information systems that exist at a company that I am familiar with are inventory management, sales and accounting. These information systems are required in order for management to obtain information on a timely basis so that the right decisions can be made. The major types of problems that these information systems have helped to resolve in an organisation that I am familiar with include: i. The provision of inventory information in real time; ii. The provision of sales information; iii. The provision of timely accounting information. Inventory information is important in the prevention o f under-stocking and over-stocking of items. Stock-outs result in loss sales which eventually go to competitors. Additionally, holding too much of a particular item means that warehouse space is used to hold items that are not moving as fast as expected. The cost of holding stock can be very high especially for inventory items that are moving slowly. Furthermore, items that are moving slow takes up space that other fast moving and profitable stock items could do well with. An inventory management information system helps businesses to manage inventory effectively. Information relating to sales is important for management in service, production and retail businesses to determine if sales targets are being met. In the case of an organisation that provides services it helps management to determine which service area is generating the most revenue and which area is generating the least revenue. In the case of production and retail organisations it provides information on which products are doing well and which ones are doing poorly. Additionally, they will also be able to determine which geographic region they are performing best and worst in. It allows management to make decisions that are well informed and allow them to channel more resources if necessary towards the areas that are performing well and make corrective actions in other areas. Management require accounting information in order to determine which expenses have almost reached or have surpassed the budget. Information on receivables from customers and the amounts payable to suppliers can also be obtained. They also need to know the amount of profit that the business is making on a monthly, quarterly or yearly basis. It therefore means that an accounting system that is linked to other areas of the business becomes critical. When a sale is made and when a purchase takes place the information goes straight to the accounting system and updates the records of customers and suppliers. This allows informatio n to be readily available on critical areas of the business. Therefore, management is able to take the necessary information to achieve the level of profit required. If targets are not attained in a particular month management can then focus on putting the necessary controls in place. Part 2 In order for businesses to compete effectively they need information from within the organisation as well as from outside. This information has to be available quickly in order to enable management to make the right decisions. Therefore, the need exists for

Problem-Solution of Global Warming Research Paper

Problem-Solution of Global Warming - Research Paper Example More than a third of the US was affected by the drought that ended in late July. During this period, the country also suffered from destructive that demolished houses felled trees and brought down power infrastructure. The country also witnessed fires destroy over 700 homes in Colorado. However, the 2012 disasters are not the only ones, in the preceding year the U.S. had unprecedented fourteen unfavourable weather events that culminated to a loss of almost $50 billion and unaccounted health costs. In 2012, the country suffered 74 deaths as a result of extreme heat. Moreover, the mortality rate related to the hot climatic condition has been a trend for the past two decades. In 2011, the country lost 206 people an increase from 138 in 2010. National Oceanic & Atmospheric Administration reported that death caused by increased heat has doubled as an average of 10 years from past years average. It is forecasted that global warming if not addressed will kill more than a hundred thousand Am erica as a result of increased heat. The side effect of flood and storms do not comprise death and destruction of property only, but it includes contaminating drinking water resulting in the outbreak of communicable infectious diseases. Increased heat and air pollution make people suffer from respiratory problems. Furthermore, global warming effects have increased tropical storms. Florida experienced immersed flooding in 2012 and claimed about seven people. The flood also destroyed about 100 households and displaced thousands other while causing damages worth billions of dollars to homes, beaches and businesses.

Sex Education Research Paper Example | Topics and Well Written Essays - 1250 words

Sex Education - Research Paper Example Children are curious about sex.† (Sex Education at Home). The changing social and cultural conditions have made a huge impact on the minds of the people and more so among teenagers. There are a lot of issues pertaining to the development of teenagers particularly with regard to their sexual development. One of the most commonly encountered problems by the teenagers of today deals with their sexual desires and the age at which it is expressed. Teen pregnancy has also risen worldwide over the years which is mainly attributed to the lack of knowledge about abstaining from sex at very young age and the precautions that can be taken if in case they engage in sex. Teenage pregnancy is associated with the risk of sexually transmitted diseases, low-birth weight children, and in addition also affects the studies and subsequent career of teenagers. This has resulted in an increased dependence on sex education to help young children learn about sex (Rector and Johnson). With the rapid gro wth in information, the term sex is being often used in today’s world. ... One of the major recent problems associated with early expression of sexual desires is teen pregnancy. These issues have stressed the need and importance of sex education both at home and educational institutions in order to ensure good reproductive health and general wellbeing of children. Sex education in schools becomes even more warranted in cases where parents do not have appropriate education and resources to guide their children. It is the moral right of every child, especially girls, to be provided with sex education as it will help to prevent unwarranted pregnancies, sexually transmitted diseases and conditions such as suicide (Gabriela Women’s Party). It has been widely believed that youth should abstain from making decisions about their sexual preferences until they are at least 18 years of age or in other words till they complete their high school as research suggest that such children are able to perform better in their academics and are less likely to become scho ol-drop outs. It has been shown that children expelled from school due to the poor performance are less likely to do well in their life as they are left with little success in all their endeavors (Rector and Johnson). This has led to an increased focus on sex education for children right from a young age. Many people have argued against detailed sex education for children with the fear that they may negatively influence them. However, frightening people about sex and sexual practices have not helped them understand the morality of sex. â€Å"Attempts to impose narrow moralistic views about sex and sexuality on young people through sex education have failed.† Only

Procter and Gamble Assignment Example | Topics and Well Written Essays - 3000 words

Procter and Gamble - Assignment Example As the paper declares the matrix formula suggested by Burrell and Morgan demonstrates interaction by any organization with its internal and external environment. The matrix is summarized into four quadrants representing the four paradigms: radical humanistic, radical structuralist, interpretive and functionalist.This discussion highlights that  the society constitutes of organizations that share civic values on which they base their status quo. Change would be realized by implementing minimal structural adjustment to fit within prevailing external context. Interpretive researchers hold that reality is a construct of individuals based on how they interpret their environment. Individual elements and members of an organization influence its competitiveness. Change can be realized as a result of individual reframing of events and other factors in the organizational context. An organizational analysis from this perspective investigates input by individual departments, management decisio ns, staff members and performance of individual products. Its subjective nature allows for creative ideas in crisis resolution and implementing change in organizations.  An appreciation of unique strength and weaknesses among members of staff provides insight in responsibility allocations. In market competitiveness interpretive research realize that various regions are defined by unique characteristics which marketers should be aware. In order to penetrate such regions evaluation of specific marketing strategies and their relevance should be conducted by marketers on the basis of the product being handled. This is based on the interpretive view that events are better understood through active

Summary of thr research paper Essay Example | Topics and Well Written Essays - 500 words

Summary of thr research paper - Essay Example The conceptual framework was specifically disclosed as accurately pinpointing that structures from a supposedly identified array of 3 nanometer diameter vertical pillars, reported on six nanometer pitch can allegedly be fabricated, but clearly classified as unmanufacturable (Kelly, 2011). As expounded: â€Å"the assertion is that the resulting array is not able to be reproduced to give electronic or optical properties that are within a narrow range of pre-specified values† (Kelly, 2011, p. 1). Two evidences were apparently provided in two stages, to wit: â€Å"(a) the intrinsic variability of the cross section of the pillars and then (b) the implications of this variability on the optical and electronic properties† (Kelly, 2011, p. 1). Kelly explained two ways of making the pillars by either â€Å"using metal particle catalyst to grow the pillars or infilling lithographically defined holes in a resist layer† (Kelly, 2011, p. 1). Technical descriptions of expoundi ng on the two processes were provided in detail. As such, the author disclosed that after justifying that the 3 nanometer (nm) diameter vertical pillars could not be manufactured, there were ten enumerated implications of this outcome, as summarized herewith: (3) There were indicated range levels specifying the appropriate interface which considers a structural specification as either manufacturable or unmanufacturable, which was disclosed to be within the 7 nm design rules; (6) â€Å"Arrays of quantum dots, single-electron tunnel junction transistors, split-gate transistors, carbon nanotubes, etc, can always be used for their aggregate or averaged properties, but not as elements in any form of pixelated array† (Kelly, 2011, p.

Hansen's Disease in Ancient DNA Samples Essay Example | Topics and Well Written Essays - 1500 words

Hansen's Disease in Ancient DNA Samples - Essay Example Mycobacterium leprae, the etiological agent of leprosy was identified by G. H. A. Hansen in the 19th century and therefore leprosy is also called as Hansen's Disease (Alter et al., p.19). â€Å"It is transmitted through mucous secretions of the diseased individual. The symptoms of the disease include hypopigmented lesions enlarged peripheral nerves and skin anesthesia†(Piris et al., p.125) â€Å"Hansen's disease, also known as leprosy, remains an important public health problem throughout the world. The causative microbe in Hansen's disease is Mycobacterium leprae, an acid-fast organism that is difficult to grow in vitro† (Legendre et al., p.27). Hansen's disease is one of the oldest diseases reported in the history. Holy Bible, both New Testaments and Old Testaments, say many incidents related to the leprosy patients. As in the case of AIDS or HIV, it is difficult to predict how leprosy evolved in this world. Medical scientists are currently analyzing ancient DNA sampl es to find out more details about the origin of Hansen's disease. Anuja et al (2011) pointed out that â€Å"tissue changes in oral tissues do happen in some cases of leprosy and the causative organism Mycobacterium leprae can be demonstrated† (Anuja et al., p. 31). ... DNA is the molecule that contains the genetic information needed for a living organism to develop and function. When an organism dies the DNA molecules start to degrade, breaking up into shorter strands. These fragments are sections (?sequences?) of the original DNA and can be used in ancient DNA comparisons and identifications (Elderset al., p.2). â€Å"Ancient DNA studies allowed us to study organisms that went extinct more than ten thousand years ago, to reconstruct their phenotypic traits and evolution† (Grigorenko et al.). According to Mitchel et al., (2005), â€Å"Ancient DNA contains information pertinent to numerous fields of study including evolution, population genetics, ecology, climatology, medicine, archeology, and behavior† (Mitchel et al., p.265). However, it is extremely difficult to collect such DNAs because of the inability of it to survive longer periods. Taking DNA’s from archaeological human remains will help the medical science immensely in getting more details about leprosy. But, it is extremely difficult to detect DNA remnants in Human skeleton collected from countries in which hot and humid conditions exist. For example, it is difficult to collect suitable DNA samples from human skeletons found in Asian countries because of the comparatively hot climate exists in this part of the world. An integral aspect of any ancient DNA (aDNA) work is to deal with inevitably aged and degraded specimens, most commonly bones or teeth. Despite countless samples being available, only a few are suitable for aDNA studies as little or no DNA has survived over time. In the attempt to facilitate the identification of samples with adequate DNA preservation, indirect measures of preservation have been

Last 2 religion journal Essay Example | Topics and Well Written Essays - 1000 words

Last 2 religion journal - Essay Example In the former, spiritual experiences are taken to be the result of the processes of matter. In pantheistic theology, both nature and mind (spirit) are considered to be manifestations of some divine principle, which pervades all nature but is ultimately not different from it. The view that nature depends on God can be either theistic or deistic. For me, both of these trends have one thing in common: They assume that nature is ordered and that the human mind is capable of tracing out that order. One could, therefore, try to unfold on an analytical basis the respective impacts of those various religious ideologies on the scientific enterprise. However, such an approach would, at almost every step, imply historical considerations about science, and all the more so as science has only gradually revealed itself as a strictly quantitative study of things in motion. It may, therefore, seem more logical to specify, from the start, those impacts in their historical context, because pantheism, theism, deism, and materialism represent also a historical sequence (Byrne 54). This opinion holds true in respect both to the formulation of a major scientific theory and to its subsequent interpretation. Hence, the relation of deism to science is a matter that is essentially different in its status before and after Newtons Principia. Before the appearance of that work, which preceded the robust emergence of deism in the Western world, pantheism and deism could play their respectively inhibitory and creative roles in science (Byrne 59). After the Principia, exact science had a broadly articulated mathematical, or quantitative, structure that safely operated within its own set of methodical canons and retained a very large measure of independence from participating scientists religious or antireligious motivations. And, as is well known, this distinction led to the deism, which

Project Management of F16 Software Code Update (SCU) Research Proposal

Project Management of F16 Software Code Update (SCU) - Research Proposal Example F-16 has many classified information and has several versions and type of weapons for operational flight program. The whole F-16 system hardware is enabled by the Operational Flight Program which is made up of a series of software modules. Each software module of Operational Flight Program codes the functions of a separate weapon system or operational systems. This study is aimed at analyzing the software capabilities of Operational Flight Program of F-16 aircrafts and its upgrades made from time to time. Introduction F-16 aircraft was designed to strengthen the combat capabilities of Air Force of United States. It was developed originally by the General Dynamics and later developed further by Lockheed Corporation which was then became Lockheed Martin. Fighting Falcon is one of the most significant fighters of the latter part of the 20th century. The development of F-16 began with the concept for an experimental lightweight fighter. It then fostered into an aircraft fighter that oper ated in all types of weather and had capabilities of attacking precisely to any enemy target. The manufacturing of F-16 is done at five different production lines. Over 4,000 F-16 aircraft fighters have been built for the Western World and it has become their largest fighter program. The F-16 aircraft is used in war and its design and development is mostly classified. The software technology used in embedded computer system is the most critical, accurate and zero tolerance code. The automation of warfare management is done with the operation flight program of F-16 aircraft. The Operational Flight Program (OFP) is a computer program written for computer hardware fixed inside the F-16 aircraft. The Operational Flight Program needs to be updated and upgraded as and when new needs for improvements of F-16 aircraft are identified and consequently weapons are improved or changed. Methods F-16 Operational Flight Program The F-16 Operational Flight Program is written in the form of modules. Each module executes and performs the functions of the weapon system. The coding of the functions is done such that each function describes the phases of the mission a weapon system performs. The phases which are included in the mission are â€Å"preflight, takeoff/time to cruise, outbound cruise, SAM (surface to air missile) evasion, descent, penetration, bomb delivery, climb, air-to-air combat, inbound cruise, loiter, and approach and landing.† (Charles P. Satterthwate, 1994) â€Å"Function types include communication (external/internal), IFF (identification friend or foe), navigation, guidance, steering, control, target acquisition/identification, stores management, weapon delivery and threat warning.† (Charles P. Satterthwate, 1994) â€Å"The modules of the F-16 Operational Flight Program include executive; control and display; air-to-air; air-to-ground; navigation; communication; heads up display; vertical situation display; gun, missiles; overload warning and v isual identification.† (Charles P. Satterthwate, 1994) â€Å"A module type, such as controls and displays, might contain multiple modules which are prioritized according to the timing requirements of the functional calls of the OFP. The OFP is required to process real time interrupt driven schedules, which are handled by the executive

If I Could Change 3 Things About Myself Essay Example for Free

If I Could Change 3 Things About Myself Essay Yes, maybe you will say:†Hey! Thats not enough! I need MORE! † but what are the three most importance things that you decide to change? If I could change three things about myself, I think first and foremost, I would change my desirous of food-ness. I got the stomach ache-ness when I was at Japan and tried not to eat so much. Well, to late for regrets now! I am eating now and just ate some ice-cream just now and ate fish chops for dinner. Well, good luck to me! Secondly, I would like to change my laziness. I had been pretty darn lazy through my whole life until now. Except for the time when my sister who is older than me by a year got to go to school and petty little me didnt get to go. So, I got so interested in learning that I read ALL of my sisters textbooks. And ever since my sister knew that I knew   that she was learning, made up a lame excuse and threw her homework to me and went to play some stupid computer game like MINES. Because she doesnt know how to play it, she just simply pushes some buttons. But now, I inherited her laziness and she inherited my hardworkingness and its the other way round than the time we were kids. Lastly, I would like to change the fact that I dont really have any talents. Im suck in studying, not really good in sports. I would want my talents to be: singing, dancing and acting. So, I could just be a pop star when I grow up. Well, its really nice to be a star, you know, with people fan boy and fan girling you. You just sing, which you awesomely have HUGE talent at and you get tons of money for just ONE song you sing! It would be such an awesome life! Well, its probably pretty obvious that nobody is going to magically materialize from thin air and grant those for me. So seems like I would just need to keep working at it.

Meningitis Due To Intravenous Immunoglobulin Therapy

Meningitis Due To Intravenous Immunoglobulin Therapy Acute Aseptic Meningitis Due To High Dose Intravenous Immunoglobulin Therapy for Guillain-Barrà © Syndrome Abstract The majority of adverse reactions of intravenous immunoglobulin (IVIG) therapy are mild, transient and self-limiting; however, potentially serious complications are rare and occur in less than 5% of patients receiving IVIG therapy. IVIG associated transient aseptic meningitis is an uncommon adverse effect and this phenomenon has been seldom described in literature. We report a case of aseptic meningitis due to high dose IVIG therapy in a Guillain-Barrà © syndrome (GBS) patient. The cerebrospinal fluid (CSF) analysis revealed high cell counts with predominance of lymphocytic cells, raised protein, normal glucose level and no growth of the organism on culture. He was managed symptomatically with adequate hydration and analgesic. Our patient improved without neurological complications. This case emphasizes the importance of recognizing IVIG associated neurological complications in GBS patients. Keywords Aseptic meningitis; Guillain-Barrà © syndrome; Intravenous immunoglobulin Introduction Intravenous immunoglobulin (IVIG) therapy is recommended in Guillain-Barrà © syndrome (GBS) patients. The majority of adverse reactions of IVIG therapy are mild, transient and self-limiting; however, potentially serious complications are rare and occur in less than 5% of patients receiving IVIG therapy. According to Kemmotsu et al., IVIG associated transient aseptic meningitis is an uncommon phenomenon occurring in about 1% of patient. The common adverse effects are headache, nausea and vomiting, myalgia, low backache, tachycardia, mild grade fever and flushing. The serious complications are aseptic meningitis, thromboembolism, transverse venous sinus thrombosis, myocardial infarction, acute stroke, acute encephalopathy, posterior reversible encephalopathy syndrome, anaphylactic reaction, acute renal failure and serum sickness. IVIG associated transient aseptic meningitis is a very rare complication. Our patient developed aseptic meningitis following intravenous immunoglobulin therapy. Case Presentation A 14 years old boy presented with two days history of acute onset pure motor, progressive, symmetric, areflexic, flaccid quadriparesis without bladder/bowel, bulbar, respiratory symptoms or autonomic dysfunction. He had no history of fever, preceding illness of diarrhea, respiratory tract infection or any toxin exposure. A clinical diagnosis of Guillain-Barrà © syndrome (GBS) was made with Hughes Disability Scale 4. Nerve conduction study was suggestive of pure motor, predominantly demyelinating affection of right ulnar, bilateral median, bilateral tibial and bilateral peroneal nerves. Electrocardiogram (ECG) and serum potassium level were normal and urinary porphobilinogen was negative. Clinical profile and electrophysiological parameters fulfilled the Asbury criteria of GBS. Intravenous immunoglobulin was given according to the recommended dose (0.4 mg/kg/day). His weight was 45 kg and total 90 gm IVIG was planned over five days in divided doses. On the fourth day, after receiving 72 grams of IVIG infusion, the patient developed progressive worsening headache, neck pain and recurrent vomiting. There was no history of fever, loss of consciousness or visual symptoms. His temperature was normal. On neurological examination, meningeal signs: neck rigidity, Kernig signs and Brudzinski signs were positive. Bilateral fundi were normal. There were no other focal neurological signs. Investigations Hemogram and blood biochemistry were within the normal range. Blood culture was sterile. X-ray chest was normal and Mantoux test was negative. Lumbar puncture showed normal opening pressure and cerebrospinal fluid (CSF) analysis revealed pleocytosis (Total cell counts: 180 cell/dl) with lymphocytic predominance (85%), raised protein (110 mg/dl), normal sugar (56 mg/dl) and normal chloride (111 mEq/L) levels. CSF gram stain, AFB stain, KOH preparation, India ink and CSF culture for bacteria and fungi were negative. CSF TB PCR and HSV PCR were negative. MRI brain with gadolinium contrast was normal (Figure 1). Differential Diagnosis Diagnosis of acute aseptic meningitis was based on clinical features, CSF findings, negative viral markers and negative culture. The diagnosis of IVIG associated aseptic meningitis was made as there was a strong temporal relationship between onset of aseptic meningitis and high dose IVIG therapy; the extensive search for other causes of meningitis was negative and the improvement of symptoms within few days. However, possibility of viral meningitis was also thought, but absence of prodromal symptoms, no identifiable rise in serum viral titres and self-improvement of symptoms ruled out the possibility of viral meningitis. Treatment His symptoms were managed with hydration and analgesics. No antibiotic or antiviral therapy was given. A very slow infusion of IVIG was continued under strict supervision until completion of full dose therapy on the next day. The signs of meningeal irritation-neck rigidity, Kernig’s signs and Brudzinski signs disappeared over next two days. Outcome The patient was discharged in stable condition with Hughes GBS Disability Scale 1. He recovered completely without any neurological sequelae. He was asymptomatic after three months of followup. Discussion The exact pathophysiology of IVIG induced aseptic meningitis is not clear. The various postulated mechanisms of IVIG associated aseptic meningitis are direct toxic effect, immunologic drug hypersensitive reaction, allogenic immunologic reaction, hypersensitivity reaction to various stabilizing agents and cytokine release triggered by the therapy. Wada et al. showed the excitotoxic effect of IVIG in acute encephalopathy following IVIG therapy. The IgG is an active ingredient of intravenous immunoglobulin capable of crossing the blood-brain barrier, penetrates the meninges, and enters the brain parenchyma. In our patient, aseptic meningitis developed after 72 hours of initiation of IVIG. However, in literature, most patients developed aseptic meningitis within 48 hours of beginning IVIG therapy. According to Jarius et al., aseptic meningitis was frequently associated with polymorphic pleocytosis in the CSF examination; however, our patient had lymphocytic pleocytosis. Most of the side effects associated with IVIG are mild, self-limited and related to the infusion rate and no specific therapy is required. Risk factors for IVIG associated aseptic meningitis are history of migraine and rapid, high dose infusion of IVIG. Slower infusion rate, proper hydration, antihistamines and analgesics may help to prevent mild reactions. Systemic steroid may be required in severe cases. Our patient was under strict supervision and no medical treatment was given. He improved without any neurological complications. Headache and fever are well-recognized side effects of high dose IVIG, aseptic meningitis has rarely been reported in the literature in GBS patients. A high index of clinical suspicion should be kept for IVIG induced aseptic meningitis and should be confirmed by careful neurological examination and CSF analysis. Take-Home Message Acute aseptic meningitis may develop as a transient, self-limiting complication of high dose IVIG therapy in GBS patient. Early recognition and management is required to prevent permanent neurological sequelae. IVIG therapy should be continued in mild aseptic meningitis as the IVIG infusion is a life saving drug for GBS patient, at a slow infusion rate, with proper hydration, histamines and analgesics. This case emphasizes the importance of recognizing IVIG associated neurological complications in IVIG treated GBS patient. References Figure Legends Figure 1. Normal MRI brain with gadolinium contrast

RFID and Bar Coding Technologies

RFID and Bar Coding Technologies Introduction Barcode is an optical machine-readable representation of data, which shows certain data on certain products. Originally, barcodes represented data in the widths (lines) and the spacing of parallel lines, and may be referred to as linear or 1D (1 dimensional) barcodes or symbologies. They also come in patterns of squares, dots, hexagons and other geometric patterns within images termed 2D (2 dimensional) matrix codes or symbologies. Although 2D systems use symbols other than bars, they are generally referred to as barcodes as well. Barcodes can be read by optical scanners called barcode readers, or scanned from an image by special software. The first use of barcodes was to label railroad cars, but they were not commercially successful until they were used to automate supermarket checkout systems, a task in which they have become almost universal. Their use has spread to many other roles as well, tasks that are generically referred to as Auto ID Data Capture (AIDC). Other systems are attempting to make inroads in the AIDC market, but the simplicity, universality and low cost of barcodes has limited the role of these other systems. It costs 0.5 ¢ (U.S.) to implement a barcode, while passive RFID still costs about 7 ¢ to 30 ¢ per tag. In hospitals bar codes are now used in a number of ways. In blood banks, as has been the case for a number of years now, they have the ability to track blood back to the initial donor. Because of whats happened in the past three or four years in discovering the risk of AIDS, thats very important. And for keeping track of patient numbers, the checking in or out of patients through the bar code on the little wristband that all hospital patients wear is much the same as the check-in/check-out process of buying products. This coding process has just started within the last year or so because its a more efficient way to make sure that when the patient gets two aspirins, he gets billed for those aspirins. In many hospitals about 30 to 40 percent of their total supplies never get charged out to patients because the paperwork involved in billing for two aspirins costs far more than the aspirins, so nobody worries about it. The problem with that is quite obvious. The federal government is getting a great deal tougher on hospitals to increase room rates to cover items like that. The bar code is very efficient at keeping track of supplies. Again, its an easy way to get information into a computer and then do something with it. Additionally, youve been in the department stores, such as Dillards, which now use security tags. And, if youve done what Ive done namely, pay for a sport coat but the clerk forgets to take off the tag, then walk out the door and the whole building comes down on you because that tag is still on there then you know what electronic bar codes are about. These security tags have little transformers in them, which are really another form of bar coding. The same is true if you are, for example, a bank tied in with a grocery store. We now have developed credit cards with bar codes on them such that when you go into the grocery store to cash a check, they dont have to look at your identification or make a telephone call or key your number into a little checker unit. They simply scan it, and instantly the checkout process becomes an information-gathering process, keeping track of what youre buying so that, at the end of that process, out comes not only a tape of your purchases but also some coupons toward purchases for the next time you come in. And the coupons that come out are a function of what you bought. Some ingenious things are now starting to happen along those lines, but its all a function of the same thing. We have the ability to do something with that gigantic bunch of information that heretofore was impossible to process. The bar code is simply a way to do that very efficiently. the last two years of being able to put information into a computer directly by simply talking into a microphone. That ability is probably number of years off, but it is coming. Something along those lines will happen as it becomes more important that you get the data quicker and faster. Information is the new currency of the world. I really believe that. I believe its the key to outsmarting the competition. If you think about it and think about your own concerns and your own businesses, I think youll agree with me. Bar codes provide the information vehicle that you need to make some decisions that involve merchandising and ultimately servicing your customer better. The nichemanship that bar codes help create permits a flexibility that will win out. And well beat the competition hands down. Bar codes are commonsense solutions for many problems involving the collection of information. Defeating the foreign competition will be a relatively simple proposition because of the flexibility we will have and the superior information we have about what our customers really want. 3. Literature Review A review of the literature reveals that very few empirical investigations have been undertaken to quantify the benefits of RFID and Bar coding technologies. The number of articles that discuss RFID technology and its adoption has risen from almost zero in the early 1990s to nearly nine thousand by 2005. Of those studies that have been conducted so far only one dimensional barcodes were studied (Vijayaraman Osyk, 2006). This does not appear to be an accurate representation of the technologies currently used in supply chains and firms. Have companies and researchers become so consumed with the hype that surrounds RFID that they have forgotten about the most widely used technology on this planet bar coding, with five billion barcodes scanned each day across the world and already implemented across diverse businesses and product ranges (Wyld, 2006). Barcodes are part of every product that we buy and has become theâ€Å"ubiquitous standard for identifying and tracking products† (Wyld, 2006, p. 157) Traditional bar coding is coupled with the Universal Product Code (UPC) and every day accounts for billions of scans all over the world. According to a survey conducted by Zebra Technologies in 2006, over 96% of European companies cited improved efficiency as the main benefit of using bar coding. Other reasons that European companies gave for using barcodes were: increasing the accuracy of ordering and invoicing (32%), cost reduction (26%), and the fact that newer technology isnt ready yet (16%) (â€Å"Accuracy tops UK†, 2006). Within the Auto-ID family, a new two-dimensional system of bar coding has evolved which allows barcodes to hold more data than the traditional method. Product data is encoded in both horizontal and vertical dimensions and, as more data is encoded, the size of the barcode can be increased in both the horizontal and vertical directions thus maintaining a manageable shape for easy scanning and product packaging specifications (â€Å"2D Barcodes Explained†, 2007; Shaked, Levy, Baharavl, Yen, 2001). Two-dimensional barcodes are already being used for concert tickets by sending a barcode to a mobile phone and then scanning the message at the door by a laser gun. In Japan, mobile phones are being adapted to scan two-dimensional barcodes placed in magazines adverts. The barcode is scanned and connects the mobile to the internet and shows the user the film clip or plays the ring tones. Further developments in the lasers used to scan barcodes help improve the efficiency and speed in which barcodes can be scanned (Dearne, 2006; Ishii, 2004; Suzuki, 2006). Example, they are adversely affected if they are brought into contact with metal and liquids. The signal frequency that RFID uses is also subject to interference as they are commonly used by other technologies, and RFID standards as yet have not assigned a lone frequency for RFID transmissions (Clarke et al, 2005; Forcino, 2004; Ranky, 2006) Barcodes, though, can be printed on durable materials and are not affected by substrate materials or electromagnetic emissions, all of which lend them a competitive edge in some industries and environments. Improvements in how barcodes are printed are evolving all the time as manufacturers strengthen the barcode system. Two-dimensional barcodes can be read even when damaged, so this further shortens the gap between the two technologies (â€Å"Barcode scanners†, 2007; Dover, 1995). Developments in the range at which barcodes can be scanned similarly reduce the apparent performance gap between RFID and bar coding (â€Å"Wide ranging barcode scanner,† 2007). It is questionable why there has been no significant research around these developments that can purportedly improve the quality and performance of existing systems. 4.Methodology This report is depending on the secondary data include both raw data and published summaries. Most organizations collect and store a variety of data to support their operations consumer research organizations collect data are subsequently by different clients. A growing variety haves been deposited in and are available from data archives. In addition, the vast majority of companies and professional organizations have their own Internet sites from which data may be obtained. 4.1Questionnaires: Questionnaire can be conducted in different form: telephone, Internet or postal. The data from each of these techniques needs to be reliable and valid. Bell (1997), suggests there are seven questions types, verbal or open, list, ranking, scale, category, quantity and grid. Questionnaires can be use to gather information from respondents on for example there: Beliefs Demographic characteristic Knowledge Attitudes. The questions fall into two main categories, demographic and content questions, the demographic seek information about the respondents such as age, occupancy, and so on. The content questions are dealing with the subject being surveyed, and ask about the respondents opinions, attitudes, perceptions and behaviors. 4.2 Interviews Interviews are time consuming it is a highly subjective technique and therefore there is always the damage of bias. Analyzing responses can present problems, and wording the questions is almost as demarking for interviews as it is for questionnaires. Interviews can be divided into many sub areas, and how they are conducted will classify then either as quantitative or qualitative. Structured interviews, use questionnaire but the interview meet respondents and ask the questions face to face. The interviewer must not deviate from the schedule of questions., semi-structured interviews, the researcher will have a list of themes and questions to be covered. Each form has its own advantages and disadvantages. The needed data and each form has its nature shall highly influence which form shall be used and there will be always a reference to the form used to gather given data. 4.3 Field Survey The research methodologies comply of both quantitative and qualitative modes of dates collection and include: background, literature review, questionnaire. In addition research on the literature review of books, Journals and web pages around subject areas. The research shall not follow either positivism nor phenomenological shall it be a hybrid of both- pluralism. Also the writer research methods are deductive where the writer shall be formulating certain hypothesis and then shall test those hypotheses through data collected. 5.Barcode applications in practical life Uses barcode technology has no limits; it is medicine for trade and education for tourism. For example, bar code scanning can be used on some merchandise to give the buyer more information about the product. This is what started applying a global fast food, and had ensured that with each fund and a small meal that contains health information on the meal. In the field of medicine can provide some medical drugs contain a link to the property and its medical. Barcode can also be used in tourism by providing tourist guidebooks containing the bar code symbol for the particular tourism can benefit from it to access the required information or to find out more about the region. It also began the spread of bar code scanning as an alternative to postage stamps and seals. Even in foreign restaurants do put the code bar code menu to be translated from one language to another. Finally barcode applications in education, many of them to provide the student with the code bar code after the end of the lecture scans the code, and routing mobile phone site article on the network to work after the exam to download calendar of what has been explained, or ask a question is confused by his understanding. The technological developments in mobile barcode technology have made it available to all. Enough to have a supported mobile phone camera and supports the third generation to be able to take advantage and experience of the barcode technology. Known as a barcode label product globally and locally in the form of the device can designed to be read being picked up and sent to a file of information within the computer and to obtain information for a particular product with the utmost precision, speed, and a code number of data products, which facilitates the operations as follows: It contacts the abolition of manual data and easy access to data with speed and accuracy in identifying the products and Electronic control of production lines and handling of raw materials. Moreover, control the movement of electronically stores with ease and speed of trading through the distribution channels and thus reduce costs and satisfy customers. Also it is easy handling and circulation of goods at point of sale and easy follow-up product at any point during the stages of manufacturing, storage, supply, distribution and sale and the final follow-up services. It is communication through the exchange of information electronically criteria. Furth more, it is collecting and presenting information in a fast, accurate and reliable in strategic planning for the production of marketing. Also it reduces the size of inventory and reduce losses resulting from the expiration of products and increase the value added of the product and raise its competitiveness in both domestic or world ma rkets through find a way to exchange data globally agreed. In additional it is coding of products in accordance with the Code is the image of a civilized world and keep abreast of globalization and trade developments international and WTO requirements. Also the numbering of the product in the form of bar code and a simple, inexpensive process to facilitate data retrieval automatically and raising the efficiency of customer service to expedite the sale and payment. In point-of-sale management, the use of barcodes can provide very detailed up-to-date information on key aspects of the business, enabling decisions to be made much more quickly and with more confidence. For example: Fast-selling items can be identified quickly and automatically reordered to meet consumer demand, and Slow-selling items can be identified, preventing a build-up of unwanted stock, The effects of repositioning a given product within a store can be monitored, allowing fast-moving more profitable items to occupy the best space and historical data can be used to predict seasonal fluctuations very accurately. Items may be re-priced on the shelf to reflect both sale prices and price increases. This technology also enables the profiling of individual consumers, typically through a voluntary registration of discount cards. While pitched as a benefit to the consumer, this practice is considered to be potentially dangerous by privacy advocates. Besides sales and inventory tracking, barcodes are very useful in shipping/receiving/tracking. When a manufacturer packs a box with any given item, a Unique Identifying Number (UID) can be assigned to the box. A relational database can be created to relate the UID to relevant information about the box; such as order number, items packed, qty packed, final destination, etc. The information can be transmitted through a communication system such as Electronic Data Interchange (EDI) so the retailer has the information about a shipment before it arrives. Shipments that are sent to a Distribution Center (DC) are tracked before being forwarded to the final destination. When the shipment gets to the final destination, the UID gets scanned, so the store knows where the order came from, whats inside the box, and how much to pay the manufacturer. The reason barcodes are business-friendly is that the scanners are relatively low cost and extremely accurate compared to key-entry, with only about 1 substitution error in 15,000 to 36 trillion characters entered. The exact error rate depends on the type of barcode. 6. References: Tony Seideman, Barcodes Sweep the World, barcoding.com Wonders of Modern Technology George Laurer, Development of the U.P.C. Symbol, bellsouthpwp.net Nelson, Benjamin (1997). From Punched Cards To Bar Codes. Varchaver, Nicholas (2004-05-31). Scanning the Globe. Fortune. http://money.cnn.com/magazines/fortune/fortune_archive/2004/05/31/370719/index.htm. Retrieved 2006-11-27. Selmeier, Bill (2008). Spreading the Barcode. pp. 26, 214, 236, 238, 244, 245, 236, 238, 244, 245. ISBN 978-0-578-02417-2. Bishop, Tricia (July 5 2004). UPC bar code has been in use 30 years. SFgate.com. http://www.sfgate.com/cgibin/article.cgi?file=/chronicle/archive/2004/07/05/BUG6Q7G4AJ1.DTLtype=business. Retrieved 22 December 2009.

Capital Punishment Essay -- essays research papers

In my opinion the Retributivist approach to Capital Punishment is the more appropriate view. The Retributivist believes that evil done with a vengeance should be repaid with punishment in-kind. In order to protect society and prevent crime, the death penalty has to be the most severe form of punishment with the biggest impact on society. Persons who commit murder should suffer and be punished for their inexcusable action(s). The principles of retributivism suggest that a convicted murderer should be executed because they â€Å"deserve† and â€Å"have earned† the death sentence. The right of retaliation can only be made equal by balancing of the crime with the punishment even if it is the death penalty. Those opposed to the death penalty argue that on moral grounds, all lives are sacred and killing is always wrong, a society, which kills, is no better than the murderer’s being punished. The Retributivist maintains that the death must be kept free from all maltrea tment that would cause suffering to be loathsome or abominable. Punishment and more specifically â€Å"Capital Punishment† is a very controversial and sensitive subject. Not all countries actively enforce Capital Punishment as a punishment, for a person found guilty by a Judge and/or Jury. Punishment is repairing an injustice – â€Å"Making a wrong right†. However, the question is â€Å"once a person has been convicted and sentenced to the death penalty† who has the more appropriate point of view: a)  Ã‚  Ã‚  Ã‚  Ã‚  The Retributivist: Legal Retributivism says that if a law is broken, punishment must result, regardless of any moral effects. Moralistic retributivism is concerned with the wrongdoing itself; if pain and grief have occurred, the criminal should be compensated with an equal punishment to the crime. Convicted felons must be punished and suffer to the full extent of their crime. It is morally fitting that a person who does wrong should suffer in proportion to their wrongdoing. Society must inflict as much pain and suffering on convicted criminals as was inflicted during the commission of their crime(s). b)  Ã‚  Ã‚  Ã‚  Ã‚  The Utilitarian: A moral theory according to which an action is right if and only if it conforms to the principle of utility. Utilitarianism is applied to the proposition that the supreme objective of moral action is the achievement of the greatest happiness for the grea... ...ed by it. The retributivist would point out that under this view, if punishment of an innocent person can be used to increase good or decrease harm, the utilitarian principle would be justified. Although the retributivist and utilitarian views of punishment differ, I believe that both these ideas exist in the legal system. There are two positions to punishment: a judge follows retributivism, looking to the past event to determine punishment, whereas the legislators follow the utilitarian view, looking to the future at all possible general cases. There are problems with the apparent coexistence of these two views of punishment. A retributivist cannot allow utility to be too involved in determining punishment, since there guiding principle is that those guilty of wrongdoing must be punished, no matter what. Imagine a scenario where so many criminals get away with a crime, that a utilitarian viewing body of law might decide to punish a token innocent in order to calm public fears. Justice is the theory and practice of exacting the price for the action. Convicted murderers should be put to death because they deserve to die. Utilitarian and humanitarian considerations are irrelev ant. Capital Punishment Essay -- essays research papers In my opinion the Retributivist approach to Capital Punishment is the more appropriate view. The Retributivist believes that evil done with a vengeance should be repaid with punishment in-kind. In order to protect society and prevent crime, the death penalty has to be the most severe form of punishment with the biggest impact on society. Persons who commit murder should suffer and be punished for their inexcusable action(s). The principles of retributivism suggest that a convicted murderer should be executed because they â€Å"deserve† and â€Å"have earned† the death sentence. The right of retaliation can only be made equal by balancing of the crime with the punishment even if it is the death penalty. Those opposed to the death penalty argue that on moral grounds, all lives are sacred and killing is always wrong, a society, which kills, is no better than the murderer’s being punished. The Retributivist maintains that the death must be kept free from all maltrea tment that would cause suffering to be loathsome or abominable. Punishment and more specifically â€Å"Capital Punishment† is a very controversial and sensitive subject. Not all countries actively enforce Capital Punishment as a punishment, for a person found guilty by a Judge and/or Jury. Punishment is repairing an injustice – â€Å"Making a wrong right†. However, the question is â€Å"once a person has been convicted and sentenced to the death penalty† who has the more appropriate point of view: a)  Ã‚  Ã‚  Ã‚  Ã‚  The Retributivist: Legal Retributivism says that if a law is broken, punishment must result, regardless of any moral effects. Moralistic retributivism is concerned with the wrongdoing itself; if pain and grief have occurred, the criminal should be compensated with an equal punishment to the crime. Convicted felons must be punished and suffer to the full extent of their crime. It is morally fitting that a person who does wrong should suffer in proportion to their wrongdoing. Society must inflict as much pain and suffering on convicted criminals as was inflicted during the commission of their crime(s). b)  Ã‚  Ã‚  Ã‚  Ã‚  The Utilitarian: A moral theory according to which an action is right if and only if it conforms to the principle of utility. Utilitarianism is applied to the proposition that the supreme objective of moral action is the achievement of the greatest happiness for the grea... ...ed by it. The retributivist would point out that under this view, if punishment of an innocent person can be used to increase good or decrease harm, the utilitarian principle would be justified. Although the retributivist and utilitarian views of punishment differ, I believe that both these ideas exist in the legal system. There are two positions to punishment: a judge follows retributivism, looking to the past event to determine punishment, whereas the legislators follow the utilitarian view, looking to the future at all possible general cases. There are problems with the apparent coexistence of these two views of punishment. A retributivist cannot allow utility to be too involved in determining punishment, since there guiding principle is that those guilty of wrongdoing must be punished, no matter what. Imagine a scenario where so many criminals get away with a crime, that a utilitarian viewing body of law might decide to punish a token innocent in order to calm public fears. Justice is the theory and practice of exacting the price for the action. Convicted murderers should be put to death because they deserve to die. Utilitarian and humanitarian considerations are irrelev ant.

Essay --

Virginia Henderson was known as a modern legend of nursing. She was born in Kansas City, Missouri on November 30, 1897. Henderson graduated in 1921 from the Teachers College at Columbia University, for a Bachelor of Science degree, which she completed in 1931. She also earned a Master’s of Science degree in 1934 (Tlou, 2001). She wrote and edited numerous editions of the Principles and Practice of Nursing. Henderson’s main idea of nursing was that the unique function of the nurse is to assist the individual, either if they are sick or well. Nursing Theory Virginia Henderson categorized nursing activities into 14 components, based on our basic human needs. She described the nurse's role, as doing for the patient, helping the patient, working with the patient, and with the objective of helping the patient become as independent as possible. The 14 components started off with breathing normally and to eat and drink effectively. You must eliminate body waste, have good posture and gait, and you must sleep and rest. When dressing a patient you should pick appropriate wear. By checking the patient’s temperature, this would keep it sustained. Henderson believed that keeping the body well cleaned and groomed would make the patient more comfortable and confident. You must avoid injuries and dangerous situations, and communicate with others expressing emotions, needs, fears, or opinions. You must respect one’s ethnicity and belief. A nurse should always feel accomplished and participate with patients in recreational activities. Las t of the 14 components of health was to learn from your mistakes as a nurse and to encourage normal development and health. (Dijkstra et al., 2012). Henderson’s nursing theory had four main concepts; individual, e... ...s theory relates to the future practice of nursing because we are being taught to promote independence, which Henderson had a strong belief in. We are to encourage patients to get better again and provide reassurance. Her theory works well with the future of nursing. She focused on patients basic needs which are one of the most important features of nursing. Us as future nurses should promote independence, provide basic necessities, respect the patient’s ethnicity and beliefs, and lastly to assist the individual even if they are not ill. Conclusion Henderson said to be the patient and supplement their strengths and weaknesses according to their needs. She highlighted the importance of promoting independence for future knowledge to patients. Communication is key when dealing with your patient. Without good communication, the level of care and independence weakens.

Oran: The Good, The Bad, And The Ugly :: essays research papers fc

Oran: The Good, the Bad, and the Ugly Oran, peaceful and unprepared, is overcome by Bubonic plague. Separation, isolation and indigence become the common lot of distinct characters whose actions, thoughts and feelings constitute a dynamic story of man imprisoned. Prior to the closing, people went about their business as usual, almost oblivious to the plague. When Oran was shut off from the world, its residents had to adapt to the new conditions of life. Men reacted to the terrible visitation in different ways, according to their beliefs and characters. I believe their reactions were based on their personality and their experience during the plague. Each react to the circumstances of the plague in a unique way, and emerge from the plague with his own new perspective of life and its values. The residents of Oran are as travelers on a long, straight, boring road. They came upon the plague as a traveler comes upon an unexpected fork in the road. Some veer left, some right. A few are unaffected by (or unaware of) the fork in the road, and proceed straight ahead with their lives with very little change in habit. These persons lift themselves above the desperation and focus their actions on the grueling responsibility of making life better for themselves and others. The greatest affliction the citizens of Oran suffer when visited by the plague is not fear but the sense of separation, the loneliness of exile, the pain of imprisonment. The plague has an affect on most everyone in Oran. Some become better people, some worse. Grand, Rambert and Paneloux are all markedly changed afterward. Dr. Rieux and Tarrou are virtually unaffected. Cottard undergoes but a temporary metamorphosis. Monsieur Cottard is a criminal hunted by the law. A silent, secretive, plump little man, he comes to Oran to hide from prosecution. M. Cottard is basically a man lacking in morals, drive and direction, a, " a traveling salesman in wines and spirits." He tries unsuccessfully to hang himself when life seems hopeless. Prior to the plague, he had an aloofness and mistrusted everyone. When the plague descends upon the city, he develops an altruistic side. He sets out to help people. He becomes more amiable as the plague progressed through the population. He tries to take control of his life but becomes discouraged by circumstances. Rather than dealing with the circumstances effectively, he allows them to dominate his life. When the plague passes, and his philanthropic efforts are outmoded, he looses his humanitarian side and starts randomly shooting. The plague gave him only a temporary suspension from prosecution and the plague had

Perception on the Nursing Profession and Career Choice of High School Students Essay

According to Wieck (2006), the nursing workforce seems to be at an exciting crossroad of change, both in recruiting and in curriculum. The environment of healthcare has changed and so has nursing, resulting in students asking, â€Å"What is nursing?† This question creates a challenge for nurse educators. In order to attract and retain bright, capable students in nursing, there must be changes in the nursing curriculum to provide and assure accurate and definitive perceptions of nursing. Factors which currently contribute to students’ perceptions of nursing must be identified in order to establish and provide students with the career making skills necessary in choosing a nursing career, find job satisfaction following graduation, and remain in nursing as a career. Peterson (2006) stated that historically, nurses have been predominantly females who were easily recognized by a white hat and uniform making the professional and the profession more visible. Today, white uniforms and hats have been replaced by vivid colored scrub suits worn by both male and female nurses. Students’ perceptions of nursing are based on visual images that are often limited to bedside care and drug administration instead of that of a highly skilled and well-educated nursing professional with an important role to play in healthcare. Foskett and Hensley-Brown (2008) suggests that students’ career perceptions are highly individual, and are the product of contracted images of jobs they see for themselves, derived images from media, and delegated images from parents and friends. The U.S. Department of Labor, Bureau of Labor Statistics (2000) lists nursing as one of the top 40 growth jobs for the next ten years. But looking in today’s scenario, the number of students applying to baccalaureate nursing programs across the nation is decreasing. In the Philippines, according to CHED Executive Director Julito Vitriolo (2010), nursing is considered one of the country’s oversubscribed courses – programs that have continually rising enrolment rates in the face of dwindling job vacancies, leading to an oversupply of graduates. With the study, the researchers would like to know view of high school graduating students regarding nursing profession and their career choice in college, whether to take up nursing or not. As reflected in today’s reality, many notice that there is a continuous decline in students taking up nursing course and being taken by some to be their future job but not as a profession as it should be. The researchers hope that this study will help schools on how they will intervene with the nursing curriculum being offered. Statement of the Problem This study aimed to determine the perception of high school students on the nursing profession and their career choice. Specifically, this study answered the following questions: 1. What is the profile of the 4th Year high school students in terms of: 1.1 Sex 1.2 Family’s Monthly Income 2. What is the career choice of high school students? 2.1 Courses in the College of Commerce 2.2 Courses in the College of Aviation 2.3 College of Criminology 2.4 College of Theology 2.5 College of Law 2.6 Courses in the College of Science 2.7 Courses in the College of Engineering 2.8 Courses in the College of Medicine and Health Care 2.9 Courses in the College of Arts 2.10 Courses in the College of Computer Studies 2.11 Courses in the College of Education 2.12 Courses in the College of Architecture and Fine Arts 3. What are the reasons of 4th year high school students in their preferred courses? 4. What are the perceptions of 4th year high school students on the nursing profession? Theoretical Framework People have a way of seeing the world and interpreting what is experienced. When encountering new knowledge or an experience that cannot be integrated comfortably with current ways of seeing the world, one has a choice of rejecting the new information or revising previous views. Mezirow calls this â€Å"transformative learning†, which can be done by reading or hearing something new, taking a course, or by having a discussion with friends or colleagues. Transformative learning involves changing one’s perspective. Mezirow also uses the term â€Å"meaning perspective† to describe how one sees the world. One expects to see things a certain way because of past experiences. This frame of reference or perspective stems from the way an individual grew up, one’s culture, and knowledge that has been acquired. Mezirow describes meaning perspectives as values of culture that have been accepted without question (i.e. because one grew up with it). For example, nursing is commonly perceived as a female profession. The opportunity to influence students’ perspectives about nursing can influence whether accurate perceptions are used in making a career decision about nursing. Transformative learning about nursing can satisfy certain needs that many students may have in order to make a more informed career decision regarding nursing. Students’ meaning perspectives about nursing that are outdated or inaccurate and not redirected by providing transformative learning, can affect students’ interests in nursing. Frank Parsons’ Trait-and Factor theory maintained that an individual would be best satisfied with a career that was matched with the characteristics of the individual. Parsons wrote the first book on career decision-making early in the twentieth century entitled Choosing a Vocation. His conceptual framework for helping an individual select a career one liked and that matched one’s abilities provides a systematic plan for career guidance. Shadowing, volunteer experiences, and academia about nursing can provide a conceptual framework for prenursing students that will allow them to determine if nursing is a satisfying career choice and matches their strongest personal skills. Ginsburg, Ginsburg, Axelrod, and Herma developed the first approach of career development from individual developmental stages. These researchers viewed career choice as a life-long developmental process and cited three stages categorized by characteristics within age groups. First, fantasy period of childhood before age 11, purely a play orientation early in the stage, becoming more work-oriented near the end of the stage. Second, tentative period of early adolescence, ages 11-17, a period of gradual recognition of work requirements, interests, abilities, work reward, values, and time perspectives. Third, realistic period involves adolescents, age 17 to young adult. Within this age, individuals integrate capacities and interests, further develop values, specify occupational choice, and crystallize occupational patterns. The Realistic Period is the age group and period of the typical prenursing student. Ginsberg theorized that as career decisions were made during this period, other careers were no longer potential choices. Although this was later proven to be false, Ginsberg continued to stress earlier choices in the career decision-making process. Conceptual Framework Figure 1. Perception on Nursing Profession and Career Choice of Fouth Year High School Students The figure on the next page shows the profile of fourth year high school students namely sex, and family income. Each respondent would be asked to specify their gender and how much their family earns every month. The study would gather the courses preferred by fourth year high school students through a variety of courses list given by the researchers. The study would tackle the reasons behind the choice of course made by the students. The study would also tackle the number of students who have chosen nursing as a course for college, and the reasons for such preference for nursing. Lastly, the study will show how fourth year high school students view nursing as a profession regardless of their course preferences. Assumptions of the Study This part of the study aims to shows the perceived possible cause-and- effect relationship to simplify a complex analysis. Female Fouth Year high school students choose nursing as their course in college than male 4th year high students. Fouth Year high school students from high earner families choose nursing as a course than 4th year high school students from low earner families. Fouth Year high school students who have relatives or family members who are in the medical field tend to enroll in the nursing curriculum than 4th year high school students who have no relatives or family members in the medical field. Fouth Year high school students who have friends enrolling in the nursing curriculum follow the same course than students without friends enrolling in the nursing curriculum. Significance of the Study This part of the study aims to show where it is relevant and useful. It provides insight to the following institutions and individuals which will serves as benefactors of this study. Parents. The study will provide better understanding of the students’ perception on choosing a career, thus, parents can help their children in the hardest decision in choosing a career that would suit them. It will make them be aware with the perceptions of students about nursing as a profession and a life career. Nursing Schools. Determining students’ perceptions about nursing would provide Nursing Schools with a basis for curriculum development. Identifying these perceptions can lead to academic standards and healthcare experiences that could prove crucial to meeting students’ individual career development needs both now and in the future. Graduate Nurses/Registered Nurses. This research is also important because it could provide information related to current perceptions about the nursing profession that experienced nurses could address as they mentor students. Students who wish to enrolled in nursing need to have nurse role models that present positive and accurate characteristics about nursing, as well as the negative aspects of the profession. Knowledge of both types of factors can provide students the necessary skills to formulate quality perceptions for career decision making. Nurses in the Academe. The result of this research can serve as a tool for nurse educators in developing a challenging curriculum preparing nursing students to integrate seriously the career into their life. The result can also serve to be a basis for an improve way of education and promotion of nursing profession to the young generation. Future Researchers. For researchers who want to pursue the study, it will be a great contribution in taking up steps to find further answers and knowledge on the perceptions of students and the relevance of nursing as a profession. Furthermore, the study can be a guide to know an increase or a decline on the number of nursing enrollees for the future Scope and Limitation This research study was conducted on Fouth Year high school students. This research is limited only to the first section of graduating high school students that enrolled for the school year 2013-2014 at Notre Dame of Marbel University – Integrated Basic Education Department, Notre Dame of Sienna School of Marbel, and Koronadal National Comprehensive High School located in the City of Koronadal, South Cotabato. Definition of Terms This part of the study provides meaning of terms being used by the researchers to support the understanding of the readers. Perception on the Nursing Profession. This term refers to a mental image of a person to the nursing profession. Perception is a subjective mater affected by different factors that vary from person to person. A person perceives nursing profession based on his observations in his day-to-day living in the society. Nursing Profession. It is a kind of career that gives an opportunity in rendering care and service to others. People who are in this profession are persons who has knowledge and skills in promoting health and wellness among individuals, families and communities he or she cared for. Career. The occupation in which a person does for a period of time. This is an occupation which a person has the opportunity to progress and it is regarded as a long-term or lifelong activity Career choice. A decision made by an individual to choose a field to specialize in for progression of jobs. A decision to attain career goals set by an individual. College. This term describes an institution of higher learning that offers tertiary level of education and awards bachelor’s and sometimes master’s degrees. College offers courses of different fields for undergraduates to specialize in. Chapter II REVIEW OF RELATED LITERATURE This section presented a review of related literature based from different sources such as from previous studies that supported the reliability of the study. Historical Perspective of Nursing Since Florence Nightingale’s pioneering work, only five generations of nurses have set their footprints in history. In that short time, nursing has grown enormously in knowledge, skill, prestige, and value. Nursing needs to be recognized as a member of the scientific discipline that can make valuable contributions to healthcare (Mundinger, 2000). America witnessed nursing first in the 20th century in home visiting and community-based care. Then, during World War II nurses cared for patients on the European front and ran hospitals in the United States while physicians were at war. Nurses were entrepreneurs for soup kitchens for the poor, directed individual and family counseling on dietetics and school health stations, and provided most community-based care with physicians seeing only the critically ill. Nurses shed their uniforms for coveralls in the war and worked with their medical colleagues in the indistinguishable teamwork of saving lives, only to return after the war to resume their prewar status (Mundinger, 2000). Associate degree (AD) hospital based nursing programs, which had been the education and clinical training centers for nurses and supplied its nursing workforce, began to decline. Baccalaureate nursing programs, which offered a bachelor of science in nursing (BSN) in addition to preparation for RN licensure became the focus for nursing education. The BSN degree began its ascendancy with emphasis on public health and leadership training, which resulted in advancing the BSN nurse as the hospital head nurse (Mundinger, 2000). Today NPs work in institutions and in private practice as clinical specialists where they see patients over an extended time period and across many settings and accountability in advanced nursing practice is growing. These advancements have fostered nurses with authoritative and complementary roles in team care with physicians (Mundinger, 2000). The valuable background of professional development of nursing is influenced by need, biomedical knowledge, and the economic and financial structure of the nation and its health care system. Among nursing’s greatest contributions are primarily counseling, teaching, disease prevention, and health promotion, which are much less riveting to the public than elegant technology and life-and-death medical situations that are often associated with the physician (Mundinger, 2000). Thus, nursing has struggled for recognition and independence as well as opportunity while often overshadowed by its partner, medicine. Mundinger further said that nursing has proven that it can advance its future by educational preparation, securing public recognition and access through research, and by developing a structure in the nation’s healthcare system that uses nursing services in a protected and focused way. Instead of preparing students for a specific job, literature suggests that nurse educators are equipped with knowledge, skills, and experiences that will allow them flexibility and an opportunity to advance throughout their careers (Moore, 2000). Key words to look for in nursing will be Advanced Nursing Practice (APN), Clinical Nurse Specialist (CNS), Nurse Practitioner (NP), and Nursing Role (Lynch, 2000). Image of Nursing Career images of nursing can be shaped by a number of influences. Data by researchers in a South Hampton, United Kingdom study involving secondary and college age students, confirmed the importance of career images and perceptions in shaping the career choices of individual students (Foskett and Hemsley-Brown, 2000). The word â€Å"perception† is defined as the â€Å"ability to perceive and the result of perceiving, to realize or become aware of something through the senses, an impression accompanied by an understanding of what it is† (Webster, 2000). Foskett and Hemsley-Brown (2000) state that gender images influence perceptions of nursing. Historically, nursing has been an occupation of women, as seen in all female nursing management, staffing, teaching, discipline, and organization. In fact, males under 10 years of age included in this study did not take the question about males in nursing seriously. The 17-year old males, however, were more conscious of being politically correct but still referred to the stereotypically feminine personality characteristics needed to be a nurse (i.e., patient, nice, caring). Additional data indicate that young men are unlikely to make a decision to enter nursing before age 21. College age males felt that male masculinity would be doubted if men chose a nursing career. Interestingly, the focus of a career as a physician centered around intellectual potential, whereas nursing focused around personality traits (Marshland, 2000). This could indicate a significance of role models and mentors as key factors influencing a student’s image of nursing. Students’ focus on the roles and tasks of nursing showed that younger students in the Foskett and Hemsley-Brown (2000) study saw nursing as very task oriented (i.e., related to visible tasks of patient care at the bedside). A greater percentage of older students appeared to perceive nursing as carrying out orders without responsibility, status, or authority. Foskett and Hemsley-Brown (2000) suggest that images of career progression and security are very important factors to students in formulating career perceptions. For example, most students in the research chose jobs they believed to offer greater career opportunities than nursing. These students chose jobs which were difficult to enter or highly selective, such as sports and acting. Understanding why students choose or reject a nursing career is relevant in designing a recruiting program for students. Nurse educators face the challenge of providing students with a variety of informative factors about nursing, which are important to students in career decision-making. Students are currently formulating career decisions from a variety of sources that do not include nurses; therefore, students may have vague, distorted, or inaccurate images of nursing that result in disillusioned career choices. A review of literature suggests that increasing numbers of students are making career decisions related to nursing based on a limited range of informational factors and deficient career making skills. The following data define how students presently view the nursing profession, at what age they begin to make decisions related to nursing, and some identified factors influencing students’ images of nursing. According to Kerstern, Barkwell, and Meyers’ (2001) students chose nursing related to five categories of reasons. In order of frequency students’ reasons stemmed from a desire to nurture, meet emotional needs, employment opportunities, financial opportunities, and interest in science/disease. Stevens and Walker (2003) reported the most frequent reason for collegebound students to choose nursing was the desire to help people, followed by wanting to do important work and the desire to work with all kinds of people. Kelly, Shoemaker, and Steele (2006) examined the motivational factors for males choosing a career in the predominantly female dominated field. The results revealed that the choice of a career in nursing was influenced by the following: job security/availability; desire to help people, professional autonomy, and previous contact with the healthcare system (i.e. volunteering, working, family member, etc.), and family support. The foregoing studies revealed that most male and female students’ primary interest in nursing was not linked to cognitive understanding of nursing, but on emotional desires, such as helping people and the desire to nurture. In the three studies cited in examining students’ interests in nursing, at least two of the studies showed significant interest in each of the remaining areas. Students’ knowledge base of educational programs for nursing, nursing licensure, professional opportunities, or professional responsibilities were not indicated. (Foskett and Hemsley-Brown, 2000) Beck (2000) suggests that nurse educators need to use creative strategies and programs in career education to attract more applicants, and that first-hand knowledge of why students choose nursing as a career is basic and necessary. Three new pieces of important information on students’ reasons for choosing a nursing career that emerged through Beck’s study in the year 2000 were the powerful effect of observing nurses in action, feeling as though something was missing from their original career choice, and not gaining acceptance into medical school. Although Beck’s study cannot be broadly generalized, it does have implications for nurse educators. It confirmed a repetitive pattern among students entering nursing as a career, namely a strong desire to help people and to experience an idealized â€Å"one to one† relationship with patients. A student’s perception that the nursing profession reaps benefits for both patient and nurse are not always matched with the realities of today’s healthcare delivery. Consistently, a student’s strongest perception about nursing is that of a nurse’s one to one relationship with patients, which in today’s managed healthcare system is not a reality. One implication in general for nursing educators was that of not setting up students for disillusionment. Changes in nursing practice need to be made clear to students. Curriculum must be implemented to help students and new graduates adjust to realities of today’s healthcare. Importantly, students must still be able to realize satisfaction and pleasure in the career they have perceived as one of caring for others. Otherwise, students are more likely to drop out of nursing programs or leave the profession after entering the workforce. (Author) Why are students overlooking careers in nursing? The Journal of Vocational Education and Training (Foskett and Hemsley-Brown, 2000) sought to develop an understanding of how students perceive nursing as a career at various stages in their education, and how these perceptions affect students’ interests in nursing. The study indicates that decisions about jobs are being made at an early age and that by late elementary school students have often rejected jobs on the basis of perceptions. Thus, it is important to provide career information and experience for well-defined perceptions about nursing that can be developed for greater career decision-making skills. On many campuses, curriculum-based community â€Å"service learning,† as it is most frequently referred to rather than traditional co-curricular volunteerism, represents a real growth area to enhance career-making skills (Fisher, 2006). Bringle and Hatcher (2006) define service learning as a credit-bearing educational experience in which students participate in an organized service activity that meets identified community needs. Students reflect on the service to gain further understanding of the course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility. Overall, the data revealed that young people have a very limited and out-dated understanding of career progression of nursing and were unaware of changes in nurse education and training. Nurse educators have a responsibility not to set up students for disillusionment but instead to identify prenursing students’ perceptions about nursing, help them to formulate accurate perceptions of nursing, and to adequately prepare them to succeed in nursing education and the nursing workforce. Impending Nursing Shortage Nursing programs everywhere are using inventive tactics of tuition reimbursement, financial aid, high school â€Å"shadowing† programs, and opening doors to immigrant and minority students in order to attract the volume of students needed to provide the nursing workforce to care for the future population. Declining enrollment in baccalaureate nursing programs, an aging nursing workforce, the majority of nurse educators nearing retirement, and the current environment of healthcare are key factors underlying the current nursing shortage. (Benjamin, 2000) Although recruitment incentives are being offered, little is being done to influence a prenursing student’s image of nursing, career making skills, or factors that negatively affect students’ images of nursing. Sound images of nursing and more informed dimensional career opportunities in nursing could provide students significant skills for more informed career decisions. Developing improved career-making skills allows prenursing opportunities to explore career/job satisfaction in nursing. Locke (2009) states, â€Å"Job satisfaction is the pleasurable emotional state resulting from the appraisal of one’s job as achieving or facilitating the achievement of one’s job values.† Job satisfaction and dissatisfaction are functions perceived by what we want and what we obtain. Periodic assessments are needed periodically to determine the changes of students’ desire and need in a career. Locke says students who make more informed career decisions tend to find greater satisfaction in a chosen career. Therefore, students who choose a nursing career based on a more informed career decision should find greater career satisfaction as a nurse. Although the U.S. Department of Labor, Bureau of Labor Statistics (2000) predicts a significant 21 percent job growth rate among RNs by 2006, the largest among all professions, fewer students are choosing careers in nursing. The American Association of Colleges of Nursing Media Relations (2000) states that with the steady decline of enrollment in baccalaureate nursing programs, the need to attract nursing students appears imperative. The Bureau of Health Professions, Division of Nursing (U.S. Department of Health and Human Services, 2000a), estimates that by 2010 the country will need 1.4 million RNs with a BSN, but will have only 635,000. Of the 532,000 nursing positions requiring a master’s degree or Ph.D., only 250,000 nurses will actually be available to fill the demand. Literature reflects the aging of the current nursing workforce, indicating the average age of RNs to be 44.3 years, with those under age 30 representing only 10 percent (Peterson, 2001). Alarmingly, one-third of these young nurses indicated that they plan to leave the nursing profession within the next year (Hagan, 2001). Most nurse educators are nearing retirement with an average age of 55.5 years. This will affect the future of nursing education and the supply of students to fill nursing vacancies according to the National Sample Survey of Registered Nurses Preliminary Findings (U.S. Department of Health Services, 2000a; Department of Labor, Bureau of Labor Statistics, 2000). Conversely, changes in financing and organization of healthcare delivery resulted in a decreased demand for nursing services through the 1990s. In addition, forced deteriorations in quality healthcare resulting from constant cutbacks have made it difficult for frustrated nurses to encourage students to become nurses (Peterson, 2001). The projected intersection of supply and demand to the current shortage of nursing is estimated to be 2010, when the supply of RNs will no longer exceed the need. The future supply and demand of RNs will show a widening gap unless measures are taken to attract students into nursing, reduce attrition rates, and retain nursing graduates (Peterson, 2001) Virtually everyone has been in contact with and experienced the importance of having a nurse care for them during one’s lifetime. Dicey Smith, MSN RN, an expert in the field says, â€Å"Nursing is the only profession I know that allows one to impact the lives of others from birth to the grave (Smith, 2001).† It is often referred to as the â€Å"heart and soul† of health care (Harris, 2000). Studies prompted by Congressional involvement showed a strong and consistent relationship between nurse staffing and important patient outcomes in acute care hospitals inpatient units (Needleman, 2001). The results of these studies indicated that patients cared for by a higher RN share of total staffing had a reduction in secondary infections and length of stay in hospital. Also, careful monitoring of in-home technology by nurses showed improved clinical outcomes (Compher, 2001). A number of related factors provide useful guidelines to indicate the increasing need for RNs. Study results indicate that older Americans compose a greater segment of the U.S. population than ever before. The U. S. Census Bureau (1995) and the U.S. Government Census (2000) report that since 1990, the percentage of Americans aged 65 and older has tripled, and the elderly population itself is getting older. Americans 85 and older, representing 4.0 million individuals, is 33 times larger. According to the Programs and Initiatives for Aging (U.S. Department of Health and Human Services, 2000b), one out of every six Americans, a total of over 89 million, will live to be 100 years old in the next 30 years (Peterson, 2001). An adequate nursing force will be needed to care for this aging population of â€Å"baby boomers,† who are living longer and healthier lives and are expected to live well into their 80s and 90s. Nurses oversee patient care in the community; provide primary care in a variety of non-acute settings, and highly technical care with acutely ill patients requiring hospitalization. Nurses are among a few health professionals responsible to their patients and profession to validate the safety and efficacy of healthcare practice. Over 50 million people a year are hospitalized, and because of the central role nurses plays in hospitals and nursing homes across the nation, the nursing shortage is everyone’s problem (Nursing World, 2000; Nevidjon and Erickson, 2001). Importance of Informed Career Decision-Making Studs Turkel stated, â€Å"A career is about daily meaning as well as daily bread. For recognition as well as cash, for astonishment rather than torpor; in short for a sort of life rather than Monday through Friday sort of dying. We have a right to ask about work that includes its meaning, recognition and astonishment, and life† (Byars, 2006). Many prenursing students are uncertain about what career opportunities nursing will offer them, and some have misconceptions about what a nurse actually does. Some students have just never considered nursing. Could informed career decision-making influence recruitment of students into nursing, lower attrition rates, and help retain nursing graduates in the workforce? Career development is a lifelong process, which incorporates education, occupational training, and work, as well as one’s social and leisure life (Zunker, 2000). Today, the changes in the work-world and new definitions of what a career is are challenging us to make sense of our careers and reassess their meaning in our lives. Traditional job definitions are vaporizing, and it is never too early to begin preparing for a life-long career (Alaniz, 20001). Career guidance and counseling are components of a total career education program. Students need to understand themselves in order to explore and plan a career. The School-To-Work Opportunities Act of 1994 states the strong need for career education and development programs for all students in order to provide students with information sharing, outreach, communication, career education, labor market information, job placement, work experience programs, counseling and assessment, and public relations (Cunanan, et. al, 2000). Developing accurate perceptions about the career in which a student is interested is one key to informed career decision-making. Recruiting students into nursing can begin with younger students as they formulate career goals and look to mentors as role models in careers they identify with. â€Å"Eyes to the Future† is an online multi-age magazine targeting middle school girls interested in math and science. It reaches them at an age when they are thinking about which career path they might take for the future. It also links middle school girls with high school girls interested in math and sciences who can be mentors and help the former make wise career choices (Little, 2000). The curriculum for an Introduction to orientation to nursing course could include placing prenursing students as mentors for younger students whose images of nursing are gradually increasing. A greater number of students may choose careers in nursing if provided with better decision-making skills and positive perceptions at a younger age, before negative images of nursing are shaped. There are many challenges for nursing to develop programs to interest students in nursing. Primary Care Resource Initiative for Missouri (PRIMO) is an example of a career development program designed to remedy the shortage of nurses by placing students in grades 7-12 in summer â€Å"shadowing† health-related professional programs. PRIMO serves as a successful career decision-making tool for students interested in health careers, and encourages students in high school through post-graduation education to remain and practice in Missouri (Northeast Missouri Area Health Education Center, 2000). Some nursing programs encourage or require a volunteer or â€Å"shadowing† experience for admission. This experience helps students to see firsthand what a career in nursing has to offer (Benjamin, 2000). A introduction to Nursing course that is designed to acquaint students with professional nursing could provide students further opportunities to explore the academia of nursing, as well as clinical images, before a career choice is made. If bright, capable students are uncertain or have not made a decision about a career, the orientation class may provide them with insight into an excellent and promising career of nursing. Foskett and Hemsley-Brown’s study (2000) indicates that the main reason individuals desire to become a nurse is helping people. Indifference is the main reason for not wanting to enter nursing; therefore, many students had not rejected a nursing career but instead had not given it any consideration. Identifying students’ perceptions about nursing academia can indicate to nurse educators, advisors, and recruiters whether or not students’ perceptions are based on accurate information from professional sources. Also, by linking students’ images of clinical nursing in the setting with facts, nurse professionals can help students to develop accurate perceptions, which can determine career goals now and in the future. To provide an adequate nursing workforce and to replace waning numbers of nurse educators, it is important to understand factors contributing to students’ current career decision-making skills (Beck, 2000). This researcher’s findings could provide data to professional nurses related to current student expectations about the nurse workforce. Recently, career opportunities for women have escalated and the mostly female dominated profession of nursing is facing stiff competition in career choice alternatives. Schools of nursing, nurse advisors/recruiters, and nurse mentors could utilize information related to current student perceptions of nursing in understanding what students are looking for in making career choices. Prenursing students could make more informed career decisions about a career in nursing if their perceptions were clearly understood by professionals and those who educate nursing’s future practitioners. (Marshland, 2000) Little research has been done to determine prenursing students’ academic and clinical perceptions regarding nursing. It is the researcher’s intent to determine what these students’ perceptions are, and to identify any factors that may have influenced their development. Data collected can then be used by nurse educators to develop a curriculum that will address student’s needs, which may affect recruitment and/or retention of prenursing students. Identifying images that may affect the perceptions of nursing can also provide data for improving or developing a new curriculum in career education for prenursing students. Questions that can be targeted in an Introduction to Nursing course may include: What are the reasons students are not choosing a nursing career, what are students’ perceptions of a professional nurse, or what can one do with a degree in nursing, and can students be recruited into the nursing profession through career education/development? These questions need to be answered in order to address the current shortage of baccalaureate nursing students in our universities and in the nursing workforce. (Hinshaw, 2001) Teenagers see nursing as working irregular shifts, taking orders from doctors, and bedside care probably forever (Sherrod, 2001). Many students still see nursing and think of bedpans and needles. Although this certainly can be part of nursing care, the role of the registered nurse today is a team coordinator of healthcare providers assuring quality care for all patients (Corcoran, 2001). Alaniz (2000) says that nursing students will need to possess the qualities: motivator, savvy, and team player. They will need to speak several languages and understand the cultures from which those languages come; master the Internet and know how to navigate its sea of information to find the precise data needed; feel at ease with all of the latest medical technology; be knowledgeable of all medical insurance policies and legal and ethical codes (state and federal) related to healthcare; and understand the human 32 psyche. Nurses must also be excellent communicators and maintain clear communication with all colleagues, doctors, and patients defusing all interpersonal conflicts in a flash. The nurse of the future must anticipate healthcare trends years away and train for them now. A nurse will marry and raise a family, coach children’s sports teams, care for aging parents, and finish graduate degrees while completing research. If that is not enough, they will be on the cutting edge in telemedicine and consulting on several committees and boards. The nursing profession and America must be sensitive to the needs of providing career development to students and adults, formulating well-defined perceptions about professional nursing in the 21st century. In the study conducted by Rasmussen (2001), he mentioned that high school students of today want some adventure in their lives and some travel in their careers as cited by Diane Mancino, Ed.D. RN, executive director of the National Student Nurses Association (NSNA). The NSNA has recently produced a youth recruitment video, â€Å"Nursing: The Ultimate Adventure,† targeting youth at the high school level in promoting modern images of nursing. The video creates a sense of excitement about the field and discusses the emotional effect a nurse can have on patients. It shows interviews with students who want to go into nursing, and new images of career opportunities in nursing such as, research, the pharmaceutical industry, technology, and law, and the ability to make autonomous decisions on a moment-to moment basis in healthcare delivery. Byars (2000) says that exploring careers is essential for youth to understand the world of work, but it must also include career education that will inform youth of challenges of adult life. Reaching one’s career goals does not guarantee happiness, success, and personal fulfillment. Synthesis of the Review of Related Literature As times goes on, Nursing as a profession must need to recognized as one of the important professions aligned with scientific discipline that always make valuable contributions to the society. In early times, nurses were already known as individuals who gave care to the sick and they were the assistants of physicians in treating those ill and sick persons. Today, in these modern times, nurses work in institutions and in private practice as clinical specialists where they see patients over an extended time period and across many settings and accountability in advanced nursing practice is developing. Theses advancements offered nurses to have authority and complementary roles as members in the health team with physicians. Indeed, nursing is a profession that our society needs. This is because each of us should have knowledge about diseases so that we will be able to manage if certain diseases will attack our health and then because our healthcare system is suffering from economic and financial constraints. Expert says that one factor that influences perception on nursing profession is the gender criterion. Many people see nursing as a profession only for female. They are only few males who take up nursing than females. Another is, people see nursing as very task oriented profession. There should be that appropriate career image of nursing so that people will be guided to what is nursing really about. Also, understanding why students choose or reject nursing as their career is relevant in designing an recruiting program for students especially for those nursing schools. There must be an instillitation to the students’ minds about basic and appropriate information regarding the nursing profession so that they will be guided appropriately in perceiving nursing as a profession and in choosing nursing as their career. A study showed that students chose nursing because they have the desire to nurture, to meet their emotional needs, because of employment opportunities, financial opportunities, and because they have an interest to science and diseases. Some says they chose nursing as their career because they have the willingness to help people and the desire to work with all kinds of people. Chapter III METHODOLOGY This chapter presents the methodology, the setting, the respondents involved, the instruments used which will be validated to establish reliability of the questionnaires, and summary of the data obtained to be interpreted. Research Design Generally, the study is a descriptive study; descriptive research designs that provided researchers with information about the perception of Fourth Year high school students on the nursing profession. This will further describe their views. Their career choice and the reasons for the course preferences and preference for nursing. Research Instruments A questionnaire-type instrument was chosen, the researchers aim to have accurate results on the career choice of Fourth Year high School students, their perception on nursing profession, and their reasons for their course preference. The instrument was subjected to evaluation and validation by panel of experts. It was subjected to a pre-test to evaluate its appropriateness to the study. To test validity, the method Content Validity. The questionnaire was criticized and evaluated by a group of experts to validate reliability and accuracy of questionnaire. Target Population and Sampling Procedures The target population of the study was the Fourth Year high school students. This fourth year high school students were taken from Notre Dame of Marbel University – IBED, Notre Dame Sienna School of Marbel, and Koronadal National Comprehensive High School located in Koronadal City, South Cotabato. It is limited to the Fourth Year high school students enrolled for School Year (S.Y) 2013 – 2014) and belonged to the first section of the three (3) schools mentioned above located in Koronadal City, South Cotabato. The first section was chosen because of the following characteristics: Nursing grade standards. Thus, convenience sampling was adopted as the sampling method of the study. Setting of the Study The study was conducted in three different High Schools of Koronadal City, South Cotabato. The researchers entered the firsts sections of each school and conducted the study. Chapter IV FINDINGS This chapter includes the presentation analysis and the interpretation of the data gathered about the perception of fourth year high school students presents the interpretation of the data gathered about The Perception on the Nursing Profession and Career Choice of High School Students. Table 1.1 shows the sex distribution of the respondents of the study. Out of one hundred twenty eight (128) total respondents of the study, eighty eight (88) were females and forty (40) were males. Table 1.2 shows the sex distribution of the respondents that chose nursing as their career. Out of seven (7) who chose nursing, all are females. Table 1.3 shows the family’s monthy income of the respondents of the study. Among the given projected monthly family income, above fifty thousand one pesos (50,001php) is the highest monthly family income and below ten thousand (10,000) being the lowest. Out of one hundred twenty eight (128) total respondents of the study, fourteen (14) respondents have a family income of below ten thousand pesos (10,000php) per month, thirty-four (34) respondents have ten thousand one to twenty thousand pesos (10,001 – P20,000php) per month, twenty-four (24) have twenty thousand one pesos to thirty thousand (20,001 – 30,000php), ten (10) have thirty thousand one pesos to forty thousand pesos (30,001 – 40,000) monthly family income, fourteen (14) have forty thousand one pesos to fifty thousand pesos (40,001 – 50,000php) monthly family income, thirty-two (32) have a family income of above fifty thousand one pesos (50,001php). Table 1.4 shows the family monthly income of the respondents that chose nursing as their career. Out of seven (7) students that chose nursing, the distribution are as follows: Below ten thousand pesos (10,000php) (0); ten thousand one pesos to twenty thousand pesos (10,001 – 20,000) (2); twenty thousand one to thirty thousand pesos (20,001 – 30,000php) (2); thirty thousand one pesos to forty thousand (30,001 – 40,000php) (0); forty thousand one pesos to fifty thousand pesos (40,001 – 50,000php) (1); above fifty thousand one pesos (50,001php) (2). Communication, Public Relations and Communications, Journalism, Political Science, Legal Management, Philosophy, Specialization in Software Technology, Specialization in Network Engineering, Information and Communication Technology Management, Specialization in Instructional Systems Technology, Management Information Systems, Home Economics, Nutrition and Dietetics, Library Science, Child Development and Education, Music, Special Education, Advertising, Arts Management, Creative Writing, Industrial Design, Fashion Design and Merchandising, Music/Music Production got none. Table 3.1. Shows the reasons behind students’ preference for nursing as their career. Among the seven (7) students who chose nursing, four (4) said that they preferred nursing because of their desire to nurture, interest in science and disease, and their previous contact with healthcare system (relatives, peers, etc.). Three (3) out of seven also said that they chose nursing to meet their emotional needs, and because of their desire to work with all kinds of people. And one (1) said that she chose nursing because of employments/financial opportunities. Table 3.2. Shows the reason of Fourth Year high school students for their preference for other courses. Out of one hundred twenty-one students who chose other courses, eighty-eight said that they chose their desired course because of their own personal interest; twenty-nine (29) said that it was because their course of choice is aligned with their proficiency; twenty-six (26) said that it’s for certainty of employment; twenty-four (24) said that it is their parents/benefactors’ choice; brother’s choice, high salary, and family background got one (1) each. Table 4. Shows the perception of Fourth Year high School students to the nursing profession provided by the said respondents. Among the one hundred twenty-eight respondents, the perception of Fourth year high school students are as follow: nursing means providing care (27); nursing is a hard/difficult profession (24); nursing provides less job opportunities (17); nurses are overpopulated (11); nursing as a preparatory course for medicine (10); nursing means helping others (6); nurses save lives (4); nursing is not aligned to their interest (3); nursing deals with the health of people (2); nursing is an important aspect of the society (2); a nurse is someone who would specialize in different medical aspect (2); nursing is an important and a risky job (1), nursing is a way abroad (1); courageous job(1); tiresome job (1); very common job (1); boring job (1); nursing profession is enjoyable (1); nursing is a profession to be proud of (1); nursing tackles sciences and diseases’ information (1); no idea (1). Chapter V SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS Summary The researchers found out that the most students perceive nursing as â€Å"providing care†, and that majority of fourth year high school students prefer to take other courses than nursing because of their personal interest, certainty of employment, alignment with their proficiency, and the choice of their parents/benefactors. The main objective of this study is to find out the perception of fourth year high school students studying in Koronadal on the nursing profession and their career choice. Specifically, the study answered questions about what fourth year high school students prefer to take as a course on college and the different reasons for the preference for such courses, and the reasons for the preference to take nursing. The study used the Descriptive Survey Method and the main tool used was the research-made or self-made type of examination (questionnaire), including the record sheet as instrumentally utilized for the 128 students as selected respondents in the fourth year. Majority of students, 26 students or 20.30% prefer Accounting over other courses followed by Medical Technology (14 students/10.9375%). The reasons for choosing these courses are their personal interest, certainty of employment, alignment with their proficiency, and the choice of their parents/benefactors. Seven (7) or 5.46875% students prefer nursing over other course, the top three (3) reasons for this are their desire to nurture, interest in science and diseases, and their previous contact with healthcare system. The researchers found out that majority of students (27 students) perceive nursing profession as â€Å"providing care†; followed by â€Å"nursing is hard/difficult profession† (24 students); and â€Å"nurses are over populated† (11 students). Conclusion Based on the results, the researchers concluded the following: Therefore, the respondents that choose nursing as their career were all females. Therefore, the respondents that choose nursing as their career mostly have fifty thousands (50,000 Php) and above family income. Therefore, the top reasons why students choose to take up nursing were their desire to nurture, they have an interest in sciences and disease, and they had previous contact with health care system. Therefore, the top reason of students for choosing other courses instead of nursing were their personal interest lies to their chosen course. And therefore, the respondents perceive nursing profession mostly as a profession that provides care. Recommendation Based from the result of the study, the researchers recommended the following: For nursing schools, that they will offer more high quality curriculum to attract more nursing enrollees and to have more proper dissemination of information about what the nursing profession truly is. For the Commission in Higher Education of the Philippines, that they will continuously monitor nursing schools in the country in delivering high quality nursing curriculum to produce skillful, knowledgeable and with good attitude professional nurses. For the parents, that they should always become a good support system for their sons and daughters in choosing their career in life. For students, in choosing a career, they must first assess their capacities, skills, personalities and abilities if it is really suited on the career they will choose. And for the future researchers, that they will conduct more studies with wider scope regarding the perception on nursing profession and career choice of high school students to obtain a more accurate and up-to-date results and interpretation. Recom: further studies why no male choose nursing Recom: career choice; in-demand courses (reasons)