Writing Is A Major Part Of College Courses Essay - 1685 Words

Writing is a major part of college courses. Most courses will require you to write a paper to pass the course. Writing has not always been something that I have excelled in. I was never a good writer from the start. This paper is to show where I have struggled in the past, currently and where I improved in my writing. It will explain where I got help in years previous to Neumann University along with my first semester at Neumann University. This will include grammar, word choice, using resources from the local library and correctly citing them. I will also explain how my one class in my high school graded my whole paper wrong for using â€Å"I† and how I used that information in my classes now to improve on that and not let it happen in the future. Throughout my four years in high school and my years in middle school, I got help for my writing. I always tend to write a paper and not re-read it over. I just want to finish it and move on to the next thing on my to-do list. It ends up sounding sloppy and does not make sense in any way. Third grade is when I first started to get help with my writing and help in classes. I was brought to a tutor to help me learn other words and to understand them better. He helped me with my work because I always would fall behind. Then in my high school, we were able to pick an elective as an extra course to take. I always took an English course. The ones I took were called Creative Writing and Grammar Composition. I took two years of creativeShow MoreRelatedFox s College English Course1440 Words   |  6 Pagesare having some form of difficulties with college. These difficulties can range from changing work schedules to prior commitments and priorities. In Ms. Fox’s College English course, this is no different. Ms. Fox’s college English course is difficult because of the time consuming work, the importance of writing assignments, and the technology used in the course. Fox’s English class is hard because the course can be very time consuming for students. Writing papers, finishing assignments, and readingRead MoreThe Bell Jar by Sylvia Plath1540 Words   |  7 Pagesof these factors come from her surroundings. A main part of Esther’s life is her writing and her future as an English major in college. Once she begins to lose her ability to read and write, it takes a big toll on her character, creating one of the main reasons she becomes depressed. Even the thought of being sent back home to live with her mother all summer with nothing to do is a big element in her descent to depression. On top of her writing, Esther’s family situation adds on to her strugglesRead MoreCryptography1082 Words   |  5 Pagesï » ¿Ocean County College Professor s Syllabus Professor s Name: Jamie Bradley Course Title and Number: MATH 156 – Introduction to Statistics Semester: Summer 2014 Office Location: TBA E-Mail Address: jamie_bradley@portal.ocean.edu Office Hours: By appointment Catalog Description: An introductory level course for non-mathematics majors who need or desire a working knowledge of statistics. This course is oriented towards all fields in which statistics finds applicationsRead MoreThe Importance Of A Few College General Education Courses1070 Words   |  5 Pageseducation. Before a job comes college, before college comes high school, before high school comes middle school, then grade school, kindergarten, and preschool. This is because one must learn the basic fundamentals necessary for the next step in life. This is exactly what general education courses aid with in college. These general education courses teach basic skills required for every profession and provide the knowledge required for understanding more complicated courses to come. This paper will discussRead MoreEssay On Organizing Classes1121 Words   |  5 PagesElective Courses: Capitalizing or Not? Not all the courses that you choose in your college count towards your degree program. You are expected to take some courses that are outside the curriculum. The question then arises as to why take the courses when it has nothing to do with the major? Is it worthy? If it is, when will it come in use? If not, why are students wasting their time on such subjects? Why are they not spending this time better elsewhere? Generally, people think that taking courses outsideRead MoreACT and College Research Paper633 Words   |  3 Pagesactivities counts starting in high school. Thus, many students tend to start planning for their future in their first year in high school. One of the major concerns of most high school students getting ready for college is a financial issue. Doing well on national exams such as the ACT can solve this problem with possible scholarships offered at colleges. Understanding the purpose and description of the ACT as well as the information about the tuition fee and the Pre-Pharmacy program at Oregon StateRead MoreEvaluation Of Sources And Argumrnts On Developing Critical Thinking Skills860 Words   |  4 PagesAs an International student, writing course is and has always been one of the most challenging courses. However, this class helped me to improve my writing skills. The work in this portfolio demonstrates that I have used methods of analysis and evaluation of sources and argumrnts to develop critical thinking skills. Though I have made some progress in appropriate documentation and essay oragnization areas, I have work to do to come to a full understanding of grammar, mechanics and sufficient contentRead MoreI Have Always Love Science Since A Young Age1440 Words   |  6 Pageshave so many plants inside that it would be a jungle. The courses required for botany are very heavy with science. I know that I will be taking fifteen different science classes. I looked forward to the challenges that each class will bring. During the time in my freshman year I would like to know what reading and writing I will need for botany. I looked in greater detail into Botany, I came to very interesting details about what my major will include. I gathered all sorts of facts from differentRead MoreI Have Always Loved Science Since A Young Age1444 Words   |  6 Pagesplants inside that it would be a jungle. The courses required for botany are very heavy with science. I know that I will be taking fifteen different science classes. I looked forward to the challenges that each class will bring. During the time in my freshman year, I would like to know what reading and writing, I will need for botany also known as plant science. I looked in greater detail into Botany, I came to very interesting details about what my major will include. I gathered all sorts of factsRead MoreThe Sense Of Structure : Writing1434 Words   |  6 Pagesare constantly changing and adjusting how writing is taught. I surveyed ten respondents of students, faculty, and others at the University of Mary Hardin-Baylor to see their opinions on writing education. Although, all respondents answered in their own words, there were many similarities in their answers. The information gathered through these surveys may be used to support or defend certain arguments about writing education. In â€Å"Preparing to Teach Writing† J. Williams argues that reading is not

The Process Of The Semi Structured Interview - 1416 Words

The process of the semi-structured interview was to find participants willing to be interviewed about cheating. Once I found my participants I recorded our conversations whilst asking them questions from my already prepared list of questions. I followed the list as I saw fit, mostly following the questions, but breaking away a little depending on how the conversation flowed and always going back to my original questions. The domain that was studied were college aged students, ages 18-25, who were primarily UConn students. College students are seen as a major demographic for cheating, so by conducting these interviews we are able to see what college students really think about cheating and whether or not they are viewed correctly in society. In this study there were a total of 27 participants. 15 of the participants were female and 12 were male. The ages ranged from 19-25. My process of finding themes in the data was to start by reading each transcript fully until I started to see where people talked the mosts and brought up the most interesting points. Then I would read more transcripts focusing on those questions. From there I found multiple themes that occurred in many of the transcripts, then I narrowed them down to the four major themes that I wanted to discuss in my paper. For first theme is how widespread cheating is. Most people have had experience with cheating. Even if they never cheated or been cheated on, they know people who have cheated or been cheated on.Show MoreRelatedThe Reading By Atkinson Provides Information On Using Life Stories827 Words   |  4 Pagesend. The last part of the reading explained guidelines that will prepare or get one ready to do an interview. The guidelines includes finding out who you want to interview and learn more about. The last step is encouraging the individual to share their story by being a good listene r and asking open ended questions. The reading by Silverman discussed in-depth information about open-ended interviews. There are several problems the interviewer must resolve when doing open-ended questions such as decidingRead MoreThe Role Of Organizational And Contextual Constraints On The Strategic Change Management And Planning Process1520 Words   |  7 Pageschange in the public sector organisations of Dubai. In this regard, the study is going to assess the research area through conducting a research based interview data collection method. Through this method, the research will try to explore the influence of organisational and contextual constraints on the strategic change management and planning process and find out the major factors elements of the planning perspective. 1.2 Research Method 1.2.1 Qualitative Research Approach Qualitative research approachRead MoreThe Role Of Interview Data Research And Discuss The Key Characteristics Of The Processes Of Data Collection And Analysis When Using1669 Words   |  7 PagesCritically evaluate the role of interview data in qualitative research and discuss the key characteristics of the processes of data collection and analysis when using interviews as main data source.  Introduction Interview is a research-based communication that widely used in qualitative research. It collects research data through the conversation and interaction between interviewers and interviewees. This kind of conversation differs from daily one. Kahn and Cannell (1957, p. 149) described interviewingRead MoreAnalyzing E Commerce Technology On The Travel Agency s Business Model1200 Words   |  5 Pagescollection for this qualitative case study will be through semi-structured interviews. Semi-structured interviews provide meaning and understanding of the participants by preparing questions before the interview sessions begin (Petty et al., 2012). Semi-structured interviews will allow me to ask probing questions, as needed, and to make informed decisions about the participants in the study. Interviews will be facilitated in the office. All interview questions will be open-ended, and will take about 30-45Read More6. Title. â€Å"Implications Of The Convergence Of The Airlines’1058 W ords   |  5 Pageshypotheses relating to the quantification and qualification of features of brand equity among full-service European airlines. The inductive research building component will focus on the implementation of an inductive and theory-building set of semi-structured interviews designed to develop a more robust understanding of the strategic processes that European full-service airlines use to secure positive brand equity and competitive advantage. This research will be coded and areas of similarity and differenceRead MoreInterviews On Interviews For Data Collection1020 Words   |  5 PagesInterviews for data collection: The research design constitutes the blueprint for the collection, measurement, and analysis of data (Cooper and Emory, 1995). It involves (a) selecting sources and types of information used to answer the research questions; (b) specifying the relationships among the study’s variables; and (c) outlining each procedure for conduct of the research. The research design not only provides the plan and structure for an investigator to obtain answers to research questionsRead MoreThe Effects Of Prolonged And Violent Conflict On The Mental Health Of Male Politically Motivated Essay1488 Words   |  6 Pagesinclude the employment of 1 research assistant ( £25,000) and the principle researcher wage ( £25,000). The proposed timeframe is 12 months. A preliminary timescale is as followed: †¢ January - March: Research/ Design Planning †¢ April - July: Interviews †¢ August - November: Data Coding Analysis †¢ November - December: Editing Methodology Research Questions 1. What was the impact of prolonged and violent conflict on the mental health of male politically motivated (first time offenderRead MoreSocio Cultural Aspects Of Therapeutic Relations1522 Words   |  7 Pagesdesign. This study will be conduct through two phases. The first phase of this study will be focused on participant observation and on the basis of the findings from the first phase of the study, the second stage will be conducted by using semi structured interviews. Phase 1: Ethnographic: Study will be performed as an observation, which involves systematically watching the physiotherapist or student therapist and patients to find out their interactions and behaviours in outpatient physiotherapyRead MoreEssay on Research Methods1060 Words   |  5 Pagesabout a little known or poorly understood situation. It may be useful in investigating how an individual or program changes over time (the perception of the employer brand) 3.2 Survey research (Leedy Ormond, 2005) define survey research as a process that involves acquiring information about one or more groups of people, perhaps about their characteristics, opinions, attitudes, or previous experiences by asking questions and tabulating their answers. The ultimate goal is to learn about a largeRead MoreSampling And Non Random Sampling1344 Words   |  6 Pagesselected (Marchevsky, 2000). The response rate of the questionnaire was low as expected at 26. 08 %. Of the 46 companies which were sent, only 12 completed questionnaires could be collected. A request for interview was also sent to these companies of which only three gave permission and with whom interviews were conducted. Research Ethics Research ethics specifies the way the researchers’ ought to conduct themselves while conducting scientific research (Shrader-Frechette, 1994). As this research involved

Education Program on Leadership Development in Nursing

Question: Discuss about education program on leadership development in nursing? Answer: The nursing profession is entirely focused on the provision of care and support to the people need to improve their health status. The efficiency and effectiveness of the nursing profession are dependent on some factors including the application of critical thinking and problem solving skills and nursing leadership. The nursing leadership is focused on the development of efficient and potential nursing skills with nursing competency development. The development of nursing leadership can be facilitated by involving nursing students in nursing education programs aiming leadership development and nurturing appropriate leadership skills and competencies. Mentors and nurse educators have a major role in guiding and directing future nurses to develop skills and competencies required to be a potential nursing leader in the professional field (Feldman, Jaffe-Ruiz McClure, 2008). The nursing leadership development and related educational programs help the nurses to understand the way they sh ould process their nursing practices to bring changes in their commitment to the nursing profession and the development of the nursing profession. The development of nursing leadership can be facilitated by the help of nurse educators or mentors, who help to create, direct the achievement and application of nursing students leadership skills in provided health care framework (Jasper, 2011). This assignment would focus on the evidence-based data collection and discussion of educational programs based on nursing leadership. Data collected from different articles regarding the nursing leadership and education related to nursing leadership development. The article provided by Curtis, Sheerin and de Vries (2011) highlights the requirement of the training and education in the development of nursing leadership through different educational programs. In this article, authors showed that previous researches have been demonstrated that the effective teaching and integration of leadership in the nursing practice imposes positive effect upon the development of leadership skills and practices. Through the literature review and primary research, the authors showed that the health care organizations and universities should support the continuous involvement of practical and theoretical training related to leadership development while maintaining and facilitating leadership development in the professional practice of nursing at the same time. In this study the author showed that in a study for determining perception of competencies and educational requirements of nurse managers and executives, 35 nurse managers and 93 nurse executives were sur veyed and the finding revealed that both groups recognized management and human resource and the staffing and scheduling are the important competencies for them. However, a significant percentage identified strategic planning and finance management. In a pilot study highlighted in this paper included evaluation of a leadership program to improve leadership development in staffs and patient care. The program included 22 clinical nurse, they were surveyed over 12 months. The data reported positive impact of work-based strategies used in the program upon the experience and changed patient care. According to Bleich (2015), the nurse educators should have the responsibility to develop appropriate leadership development educational programs for guiding nursing students in developing effective programs. This article highlighted the importance of the effective educational framework for guiding and supporting nursing students in achieving appropriate leadership skills through their educational programs. MacPhee, Skelton-Green, Bouthillette, and Suryaprakash (2012) highlighted the supporting evidence of empowerment framework for the development of nursing leadership. Authors aimed to study the perspectives of nurse leaders regarding the outcomes of formal leadership programs. The authors interviewed nurse leaders with sufficient experience of participating in the formal leadership development programs and analyzed with the qualitative analysis for understanding the empowerment strategies and their effect on achieving better nursing leadership outcomes. In this study, 27 front-line and mid-level nurse leaders were interviewed. The data were collected in 2008-2009 from 4 programme cohorts. Here 4 independently developed code categories and themes were used for qualitative content analysis. All interviewed showed similar advantages from attending NLI. The results showed the effective leadership strategies including empowerment-based programs helped in building confidence, building aware ness of the roles and responsibilities, the perception of staff recognition, etc. Therefore, this article showed the theoretical empowerment framework is efficient for empowering nurse leaders in the improvement of their nursing skills. From the view point of Benjamin, Riskus and Skalla (2011), the establishment of the potential candidates for developing nursing leaders is one important strategy for addressing the current nursing shortage. The authors highlighted the succession planning, which would be able to fill the leadership positions with qualified candidates. The authors highlighted the recognition of the importance of efficient succession planning ensuring the transition to fill the nursing leadership position when needed. The paper included a basic curriculum, which was based on the Magnet Model for future nursing leaders. Therefore, this paper highlighted the educational curriculum and requirements for engaging future nurses in effective leadership educational programs important for their nursing curriculum. Morrow (2015) reviewed literature related to the leadership curricula in nursing education critically along with the gap analysis in the curricula. The author discussed that the nursing education should integrate and involve the nursing leadership contents covering all the areas of prelicensure nursing curricula. The author used the thematic analysis of the critically identified literature and identified gaps in that literature. In this paper, for the literature review, the author included 13 peer-reviewed articles, after analyzing their acceptance according to the inclusion criteria of the paper. Within these 13 articles, 8 were descriptive articles, 2 were mixed-methods studies, 2 were quantitative studies and 1 article was qualitative study. The inclusion of studies with different methods of data analysis helped the author to analyze the research topis with different themes and gather knowledge from different dimensions. The articles were searched by CINAHL database. The themes di scussed in the article highlighted the need for active learning strategies, within which the subthemes were the need for peer learning, reflective practice, organizational partnership, interdisciplinary teams and curricular reforms. However, potential conflicts including financial constrains were identified as the blockage of undertaking active learning strategies. According to Butler Hardin-Pierce (2005), a new graduate nurses faces some problems in the new environment of the professional field, which sometimes make the nurse frustrated and impacts negatively on the professional career of the nurse. Therefore, there is a need for implementation of the educational process for the elimination of the lag phase need to adjust in the unknown environment. Therefore, the educational curriculum for developing nursing leadership should involve the basic level of education to adjust to the professional career and to prepare the future nurses for meeting the present and future needs of the nursing students, thereby eliminating or shortening the lag phase in nursing and leadership development. According to Nguyen, Zierler and Nguyen (2011), the training involving the new technologies for education and practice is necessary to be promoted by the nursing faculties. In this context, the authors used web-based surveys to the nursing faculties about the need for involving new technologies in the education and practice and the results showed that half of the faculties are using the distance learning and informatics tools. In this paper, the researchers conducted a web-based survey for 193 faculty members of a nursing school in the Western United States. The results revealed that informatics tools and other technologies are supporting distance learning. 66% faculty reported their competence with the distance learning and informatics tools and others highlighted the need for training and technical supports for distance learning programs. 69% faculty reported requirement for additional training. This article highlighted the need for involvement of four emerging educational technolo gies; distance learning, telehealth, simulation and informatics and computer fundamentals. In the article provided by Parrish and Crookes (2014), the educational evaluation study was prepared for identifying the chief principles informing the implementation and design of nursing reflection programs for enhancing the potential of nursing students to involve reflective nursing practice. The nursing graduates were eligible for this program, 321 students enrolled in the subject but 76%, 244 students completed the evaluation of questionnaire, including quantitative and qualitative response. 184 (75%) completed qualitative response and analyzed as the part of the study. These semi-structured interviews of the nursing graduates showed the identification of three principles, which include adequate preparation with a great knowledge and confidence of the nursing educators, involvement of reflection curricula with logical structure in the nursing educational curricula and the effective assessment tool to assess the key concepts of nursing. These principles would help to account the required reflection of the improvement needed by the educators. Sandstrom, Borglin, Nilsson and Willman (2011) reviewed literatures based on the promotion of the implementation of evidence-based practice in the nursing leadership roles. The objectives of this paper were to conduct a systematic review of the literature about leadership and the facilitation of the implementation process of EBP. The electronic database was used for searching articles for the literature review, here CINAHL and MedLine were used for identifying articles, through these databases 46 articles were identified to meet the inclusion criteria, but after analysis 36 were excluded after performing appraisal by 2 independent reviewers. The literature review revealed three key areas; characteristics of the organization, characterization of the culture and the characterization of leaders. The literature review suggested that leadership should involve EBP for along with the consideration of the organizational and cultural factors within which the leader is working. In the article provided by Lucas (2012), the author discussed about various sampling methods and the application of those sampling methods which can be used in assessing the leadership development and emerging gaps. The author identified that with the help of these sampling methods, different gaps in leadership strategies and educational curriculum can be identified via a thorough data analysis which are obtained from the data gathered by interviewing nursing students, nurses and community where they serve. According to the viewpoint of Wong, Cummings and Ducharme (2013), there is a strong and significant relationship between the nursing leadership based trends and practice and the patient's outcomes. This article provides an update of systematic review on this topic. The literature search found 20 studies, which fit according to the inclusion criterion and the result found relation within the higher patient satisfaction, lower patient mortality, lowered medication errors, hospital-acquired infection, restrain use and the positive relational leadership styles of the leaders. Within these 20 articles, 17 (85%) were identified as strong, 3 (15%) were identified as moderate. 19 studies included reliable and valid measures and15 were multi-sited studies and 17 had an acceptable sample sizes. Within these, 5 studies included random sampling. In 9 (45%) studies, explicit leadership theory was used. In summary, it can be said that, the theoretical frameworks are necessary for the development of nursing leadership as well as empowering nurses. Therefore, the educational programs should involve strategies with structural empowerment. It has also been revealed that, the succession planning is a suitable approach for making nurses efficient leaders for filling leadership positions during requirements. It has also been revealed that, the patients outcomes and the positive nursing leadership aspects have a significant relationship. However, in this context, the organizational and cultural aspects are important concerns. The leadership program can be facilitated with appropriate environment, use of effective strategies, and involvement of teaching strategies. The evidence-based practice should be involved in the nursing leadership development curriculum, thereby ensuring safe and secure patients outcomes from nursing practices. The curriculum should include effective decision making wi th critical thinking and problem solving skills development, financial attributes, team building and management of professionals in the healthcare sectors through motivation. The data and information gathered from the above discussed articles were sufficient to understand the requirements for nursing competencies and leadership development programs. The nursing educational programs should be developed with appropriate structure to support the graduate nurses for developing their nursing capabilities from all aspects. The aim of the nursing leadership development program should be to provide opportunity to the nurses to acquire and refine the nursing skills needed for delivering a standard nursing practice in an appropriate and structured organizational environment. Therefore, the knowledge acquired from the raw data should be analyzed and used as the resources in developing the next steps of the future nursing educational curriculum (Doody Doody, 2012). After analyzing these data, the analysis should be discussed with the mentor for developing the further steps in the nursing leadership development educational curriculum. These data would help to guide o r direct the next step in the nursing leadership development curriculum. After collecting the data from the above articles and discussing with the mentor about the next step in the nursing leadership development program, there would be the need for building a curriculum for all the aspect of nursing. The nursing leadership development framework should be applicable to all aspect of the health care frameworks. Therefore, after building the leadership development curriculum, it should ensure that the curriculum has focused on each level of leadership development. After developing the curriculum, the next step would be teaching according to the focused areas of the curriculum. The teaching should involve all the highlighted areas in the articles discussed above, since the basic adjustment skills of a new graduate nurse in a professional nurse to the advanced skills development with the informatics and other technologies and involvement of evidence-based practice in nursing activities. In the curriculum, the levels should be set according to the designation o f the leaders in the health care organizations structures (Swearingen, 2009). Teaching should involve finance techniques, advanced staff development skills, management of change, addressing issues affecting systems of the health care systems etc. The next step in the educational program should be the evaluation step. In this step, the educational process should be evaluated according to the established learning outcomes of the educational program. This step would provide the understanding about the impact of students education for improving learning of leaders. The positive outcomes could be predicted as satisfaction of nursing leaders, extended retention along with the attainment of strategic goals, thereby ensuring the effectiveness of the educational program. After evaluating the educational process, the final step should involve reflective practice and ensuring positive feedbacks and success of the educational program (Laschinger, Wong Grau, 2013). In conclusion, it can be depicted that, the leadership development program is an effective practice for improving the nursing practice in the organizational framework. This assignment discussed different approaches and aspects of leadership development, which are essential resources for a leadership development educational program. In this context, eleven articles were reviewed in this assignment for gathering raw data regarding leadership development. After gathering sufficient knowledge in this area, the next step in the curriculum program was discussed. The next step was the development of curriculum planning and then setting teaching priorities according to the focused areas in the curriculum. Then the evaluation of the educational program should be done to ensure the success of the nursing leadership development program. Reference List Swearingen, S. (2009). A Journey to Leadership: Designing a Nursing Leadership Development Program.J Contin Educ Nurs,40(3), 107-112. https://dx.doi.org/10.3928/00220124-20090301-02 Bleich, M. R. (2015). Leadership needs assessment. The Journal of Continuing Education in Nursing, 46(1), 10-11. doi:https://dx.doi.org/10.3928/00220124-20150109-13 Butler, K. M., Hardin-Pierce, M. (2005). Leadership strategies to enhance the transition from nursing student role to professional nurse. Nursing Leadership Forum, 9(3), 110-7. Retrieved from https://search.proquest.com/docview/207446559?accountid=458 Curtis, E. A., Sheerin, F. K., de Vries, J. (2011). Developing leadership in nursing: the impact of education and training. British Journal Of Nursing, 20(6), 344-352 9p. Doody, O., Doody, C. M. (2012). Transformational leadership in nursing practice. British Journal Of Nursing, 21(20), 1212-1218 7p. Feldman, H. R., Jaffe-Ruiz, M., McClure, M. L. (2008). Nursing Leadership : A Concise Encyclopedia. New York, NY, USA: Springer Publishing Company. Retrieved from https://www.ebrary.com Jasper, M. (2011). Experiences of leadership in nursing management. Journal Of Nursing Management, 19(4), 419-420 2p. doi:10.1111/j.1365-2834.2011.01267.x Laschinger, H. S., Wong, C. A., Grau, A. L. (2013). Authentic leadership, empowerment and burnout: a comparison in new graduates and experienced nurses. Journal Of Nursing Management, 21(3), 541-552 12p. doi:10.1111/j.1365-2834.2012.01375.x Lucas, S. R. (2014). Beyond the existence proof: Ontological conditions, epistemological implications, and in-depth interview research. Quality and Quantity, 48(1), 387-408. doi:https://dx.doi.org/10.1007/s11135-012-9775-3 MacPhee, M., Skelton-Green, J., Bouthillette, F., Suryaprakash, N. (2012). An empowerment framework for nursing leadership development: supporting evidence. Journal Of Advanced Nursing, 68(1), 159-169 11p. doi:10.1111/j.1365-2648.2011.05746.x Morrow, K. J. (2015). Leadership curricula in nursing education: A critical literature review and gap analysis. Journal of Nursing Education, 54(7), 367-371, 1-2. doi:https://dx.doi.org/10.3928/01484834-20150617-02 Nguyen, D., N,M.S., R.N., Zierler, B.,PhD., R.N., Nguyen, H. Q.,PhD., R.N. (2011). A survey of nursing faculty needs for training in use of new technologies for education and practice. Journal of Nursing Education, 50(4), 181-9. doi:https://dx.doi.org/10.3928/01484834-20101130-06 Parrish, D. R., Crookes, K. (2014). Designing and implementing reflective practice programs - key principles and considerations. Nurse Education in Practice, 14(3), 265-70. doi:https://dx.doi.org/10.1016/j.nepr.2013.08.002 Sandstrm, B., Borglin, G., Nilsson, R., Willman, A. (2011). Promoting the Implementation of Evidence-Based Practice: A Literature Review Focusing on the Role of Nursing Leadership. Worldviews On Evidence-Based Nursing, 8(4), 212-223 12p. doi:10.1111/j.1741-6787.2011.00216.x Wong, C. A., Cummings, G. G., Ducharme, L. (2013). The relationship between nursing leadership and patient outcomes: a systematic review update. Journal Of Nursing Management, 21(5), 709-724 16p. doi:10.1111/jonm.12116 Benjamin, K., Riskus, R., Skalla, A. (2011, April).The Emerging Leader: Leadership Development Based on the Magnet Model. JONA: The Journal of Nursing Administration, 41(4), 156-158. doi:10.1097/NNA.0b013e318211853d

What about Bob

Abstract The film unravels the synopsis of the events involving disorders encountered in the psychology. Abnormal psychology is the main area of interest. Bob Wiley (Bob Murray) herein described as a reclusive patient of a hedonic psychiatrist Dr. Leo Marvin (Richard Dreyfuss), is referred from his former doctor who fails to diagnose him of any health related condition.Advertising We will write a custom thesis sample on What about Bob specifically for you for only $16.05 $11/page Learn More Frantic, emotional disorders in Bob extremely annoy the psychiatrist, contrary; this is fun for Marvin’s family. He is afraid of leaving his apartment, shaking hands, using elevators, touching doorknobs, riding buses and darkness. He is a troubled patient who seems to fear anything and everything. To his newly referred doctor, Bob feels relieved. He strongly believes Dr. Marvin would help him. When the good doctor took his family on Long vacation in New Hampshi re, he was apparently running away from his patient. Bob is afraid of being alone. The patient manages to outwit the telephone operator in tracking down Marvin’s where-about. There is a revelation of emotional disconnection within the doctor’s family; his relationship with Fay, his wife, is also disconnected. This is because Leo is a parent with rigid rules and little flexibility. Bob brings closeness and flexibility to this family, which Dr. Marvin resents but the family loves it. As the events unfold in the movie, the misadventure of Bob becomes therapeutic for him progressively. However, this also results into nervous breakdown of Dr. Marvin majorly because of the shift of attention to Bob by his (Dr. Marvin’s) family. Bob seems to have a lot of trust in his new therapist, who turns out to be mean. On realizing he is going to lose his family members to his patient, Bob, due to his comic and wittiness which is contrary to his dullness; Dr. Marvin plans to kill his patient instead. Bob views the murder attempt on his life as a symbol of â€Å"Death Therapy† exercise by Dr. Marvin arising from faith he has in his doctor. Throughout the comic movie are the predicaments of the two characters: Dr. Marvin and his patient, Bob. Ironically, Dr. Marvin, a psychiatrist of Bob turns out to be a victim of psychological disorders in need of psychotherapy as the psychological conditions of Bob improves progressively.Advertising Looking for thesis on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Bob Wiley DSM-IV-TR Diagnosis based on all five axes In the movie â€Å"What About Bob† the character Bob is portrayed as having many mental disorders. However, on taking a keen observation of his behavior, it becomes apparent that he has a single disorder that replicates itself in many forms. DSM-IV diagnosis reveals that Bob suffers from the following classification of mental disorders: General Anxiety Disorder (G.A.D), Panic Disorder, Agoraphobia, Panic Attack, Factitious Disorder, Specific Phobia and Histrionic Personality Disorder. Under General Anxiety Disorder classification, the character Bob portrays excessive anxiety and worry about many activities (Michelle, 1987). As an illustration, Bob portrays his anxiety through his fear of contacting things and people arising from his specific phobia to diseases and germs. This is also seen is his fear of leaving his premises and boarding a bus as a means of transport. Secondly, Bob’s worry and anxiety is portrayed in his fear of using an elevator as seen at the beginning of the movie. He knows he must use the staircase; this leaves him in a bad state of uneasy. Thirdly, Bob’s general anxiety is portrayed in his behavior of restlessness. Other symptoms of Bob’s general anxiety which are not apparent but deeply expressed indirectly in his behavior include: irritability, sleeplessness and muscle te nsion. This general anxiety distress significantly affects Bob’s self-perception, actions and his interaction with people. Important to note is that: In this case, one would forgo the diagnosis of G.A.D. in deference to that of phobia (although, as many â€Å"phobias† as Bob appeared to have, I would not rest there, either). Bob’s anxiety mainly stems from his specific phobia. Under classification of Specific phobia, Bob is portrayed as a person with many psychological disorders which makes him afraid of virtually everything. This is seen in Bob’s first encounter with Dr. Marvin where he told his doctor that he has worries about diseases and touching things. Bob’s description of worry highlights his specific phobia which in this case is the fear of diseases and germs. Other examples of Bob’s specific phobia are seen in his constant use of Kleenex when touching things and disinfectants on telephones and other public utilities throughout the m ovie. Other highlights of Bob’s specific phobia are portrayed in his fear of using elevators: He opts for a climb of 44 flight stairs instead of using an elevator. His specific phobia is also portrayed in his fear of heights as seen in his fright when he looks out of 44th floor window, fear of using buses as a means of transport as seen in his difficulty boarding a bus.Advertising We will write a custom thesis sample on What about Bob specifically for you for only $16.05 $11/page Learn More Finally, Bob’s specific phobia is expressed in his fear of water, thunderstorm and darkness. Under Agoraphobia classification, Bob is portrayed as a person with excessive anxiety when under occasions or situations in which there is difficulty in escape or lack of help in the face of panic. This fear is evident in his description to Dr. Marvin in which he says that he’s much afraid of his heart stopping beating or his bladder might burst when he i s looking for a washroom and cannot find one. This anxiety is also expressed in his fear of public utilities such as elevators. Because Bob cannot avoid the public entirely, he is compelled to endure these situations with excessive distress as seen in his difficulty in using a bus for transport. The agoraphobic disorder of Bob is described as â€Å"classic† and it alludes to the difficulties he experiences when there is need to leave his apartments for public places and working outside his apartments. He goes ahead to describe public places as being impossible to Dr. Marvin. He also tells him that he has fear when out there in public that his bladder might burst while looking for a washroom to no avail. Bob’s Agoraphobic disorder makes him describe his going out as a trigger of dizziness, hot sweats, involuntary trembling, cold sweats and fever blisters among others. Concerning Panic Attack; Bob does not just display four of the symptoms of panic he claims to experienc e all of the systems. It is also true that Panic Disorder engulfs him; Bob states that his being out in public triggers recurrent panic attacks and he is persistently concerned about it when out in public. Finally, Bob is classified as having Factitious Disorder. Bob does intentionally feign the signs and symptoms of Tourette’s syndrome and cardiac arrest in the doctor’s office. Again he is motivated by his pattern of apparently feigning disease or disorder that makes him assume the sick role. We later on realize that the incentive for his behavior is not economic or external. Bob Wiley portrays symptoms of the afore-mentioned disorders throughout the movie and yet contradicts himself more often than not. He has a specific phobia of diseases and germs and yet still is willing to drop off to the cement of a New York City sidewalk when a garbage track drives past him.Advertising Looking for thesis on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More He is also described as a person who is more than willing to see his doctor which is contrary to his fear of public places and things that make him come into contact with diseases and germs. In fact, he is said to enjoy seeing his doctor. These contradictions as well as various statements which are in contrast with Bob’s psychological disorders has triggered my believe that Bob suffered from another disorder, one that produced and/or sustained the existence of the other disorders. After consulting a book listing all the Axes of the DSM-IV, I have come to a conclusion that what Bob really suffered from was histrionic personality disorder; a personality disorder is a condition in which an individual displays a pattern of excessive emotions and attention seeking (Bornstein, 1999). This condition is not only expressed through his other disorders but also through his exaggerated sounds, actions, and facial expressions used to call attention. Other diagnoses based on DMS were; Axis I (code: 300.21) – which is agoraphobic disorder accompanied by a collection of specific phobias, Axis II (code: 301.6) –which depends on personality disorder and has a characteristic acute separation anxiety, Axis III (code: 300.09) –which is based on what is not known, Axis IV (code: V62.89) –which depends on lives alone, and Avis V-which focuses on global assessment of functioning. Axis I (code: 300.21), agoraphobia is manifested by a remarkable worry while in situations where there is difficulty to escape or no realistic hope for safety in the face of panic-like occurrences (Burns, 1999). Axis II (code: 301.6) which majorly depends on an individual’s personality expounds on personality disorder of Bob Wiley. Bob Wiley is a victim of dependent personality disorder which is evidenced by his acute separation anxiety. Bob’s dependent personality is portrayed in our guided -believe that the dependence of Bob on his previous therapist drove t hat therapist out of practice. Bob expresses his dependence on Dr. Marvin when he fabricates stories; he plays an impersonate-sister to Dr. Marvin, and fakes his death to find out the where-about of Dr. Marvin’s vacation. All the afore-mentioned actions are characteristic of DSM-IV deviation in normal control of impulses and inter-personal functioning. Bob portrays his acute separation anxiety arising from his dependent personality when he lies in bed panic-stricken when he begins looking for his doctor (Dr. Marvin).Axis III (code: 300.09) is about conditions which we are not familiar with. As an illustration; when Bob talks of faking illness; we do not have an establishment whether he has any. Axis IV (code: V62.89) is all about psychosocial and environmental factors around a patient. In the movie there is no mention of any matter arising from this area. However, we can make an inference that Bob’s loneliness has an effect on his mental status having divorced his wife . Finally Axis V (code: 300.23) which gives a rating of psychological, social and functional adaptability of a patient. Throughout the movie, Bob portrays a range of symptoms which shows that he has psycho-social difficulties in coping with life. He is seen as a person who is afraid of almost everything more so the public domain but he has to cope with it since it is unavoidable. Functionally, Bob is unable to undertake his chores in life normally because he is afraid of even leaving his house. He says that he fears the public because his heart might stop beating and his bladder might burst when looking for a washing room while out in public to no avail. Socially, Bob is extremely impaired in that he is fearful of coming out of his house and making contacts with other people because of fear of germs and diseases and psychologically, Bob is portrayed in the movie as a patient with many psychological disorders including General Anxiety Disorder (G.A.D), Panic Disorder, Agoraphobia, Pa nic Attack, Factitious Disorder, Specific Phobia and Histrionic Personality Disorder. Within the movie a number of treatments were used on Bob. The use of pills and extensive knowledge of them represents his frequent biological treatment. In the beginning of the movie, Bob describes his feelings as good, wonderful and great to highlight his state of mind as a response to a form of cognitive therapy (Rupke, Blecke, Renfrow, 2006). The main therapy focused on the use of what is described as Baby Steps which is a form of cognitive therapy or possibly systematic desensitization-like. Bob learned a way of thinking in a smaller perspective. Bob had also been exposed to psychodynamic therapy when he displayed his knowledge and use of free association towards the end of the movie when he was on his way to the mental hospital with the doctor. The underlying fear of what the best therapy could be leads me to another perspective of thinking that the death therapy which was performed by Dr. Ma rvin on Bob was the real cure of Bob as far as behavioral model is concerned. This is perhaps true because Bob in this case was not exposed to his normal fears beyond his mastery but to real death threat. His living alone pre-empties his lonely life; he has no family relation to turn to for love and emotional attachment (Rupke, Blecke, Renfrow, 2006). Thus, involving him in a world of people may provide him with a meaningful emotional supportive and consequently reduce his craving for attention and eventual extinction of other disorders arising from his histrionic personality disorder. Throughout the move, Bob’s behavior does not seem to possess any threat to his own life and others and as a result there in no point of reporting his case to a legal institution by the therapist. His behavior is characterized by a remarkable fear of the world around him throughout the movie. However, from his dealing with Dr. Marvin, his behavior are portrayed as annoying and as a result, his therapist should uphold professional code of ethics to overlook his behavior and instead concentrate on administering therapy on the patient. Dr Leo Marvin In the very beginning of the movie he is always positive with Bob telling him that there is always hope for him to get better. He is also assertive because he not only tries to help Bob, but he gives him ways to try and help himself. Throughout the rest of the movie, Dr. Martin becomes aggressive towards Bob. When Bob continues to call and follow him, he gets mad and has a plan to get rid of his him. On realizing Bob has become too much of a bother he takes him to a mental hospital. Also at Dr. Marvin’s birthday party Bob shows up. Displeased with the presence of Bob, Dr. Marvin becomes greatly angered and takes a negative path or mechanism to address his own anger: The mechanism involves the following three ways: denial, displacement and projection. In addressing denial Dr. Marvin who is seen throughout the movie as envio us and jealous of Bob’s credit and attention from his (Dr. Marvin’s) family refuses to admit his feelings. Bob is seen to gain attention from Dr. Marvin’s family for being sensitive and a good listener, qualities which said to be lacking in Dr. Marvin (LeMaistre, 1985). This makes Dr. Marvin to feel that his patient is taking over his credit. Projection is the second coping mechanism that Dr. Marvin takes. Projection involves blaming another person for one’s faults. In the movie, Dr. Marvin easily gets angered with Bob and as a result projects his anger in Bob forgetting that he is a patient who needs his medical attention and not blames for what wrongs are going on in Dr. Marvin’s life. For example, blaming Bob for not taking a good posture in the Good Morning America’s camera and his family affairs. The third defensive mechanism of Dr. Marvin is displacement. In displacement an individual transfers emotions from the original source to the other. In this case Dr. Marvin who is a psychiatrist becomes unable to manage his anger and instead decides to project it to Bob and his own family. He shouts at Bob constantly throughout the movie and this way, he displaces his anger to Bob. DSM-IV-TR Diagnosis for Dr. Marvin based on all five axes Dr. Leo Marvin can be addressed as whole person based on these perspectives. In axis I (code: 300.1), he features principal disorders like panic disorders, his fears are illustrated at his initial interview with Bob, and he anxiously plans to leave his patient for a long vacation. His attempt to convince Bob to return home and leave him and the family in peace until the vacation is over turns in vain; this worsens his condition and tends to be instrumental in his nervous breakdown. His generalized anxiety disorder is evident when he responds excessively to Bob on several occasions to make him leave the vacation camp to no avail. He cannot control his emotions on realizing his family memb ers like Bob much than they take notice of him. He has social anxiety disorder, the fear of losing control of his family and incorporating Bob into the family. Some specific disorders are also true, he fear resuming therapy to his new patient and plans hurriedly to leave for a long vacation after the first consultation, he also fears incorporating his patient to the family member. He also develops fear of imagining being abandoned for Bob who is warmly accepted by the entire members. Axis II (code:301.83) , the doctor is suffering from a number of personal disorders, borderline personal disorder makes him develop paranoid thoughts, he develops intense anger against Bob, on realizing the patient may be trying to â€Å"cause him harm† to his family members. He subsequently, on realizing that Bob is fondly accepted by them, develop an intense fear of being abandoned by his loved ones and therefore attempts to avoid the reality of imagining abandonment. This disorder lures him to engage in risky and impulsive behavior of wanting to kill Bob, this later on leads to his self -destruction (house explodes). He also suffers from histrionic personal disorder, his self- centeredness does not allow him stare the family taking more notice of Bob. He is not ready to neither apologize nor invite Bob for supper. He quickly shifts from emotions and being overly sensitive to criticism from his wife about Bob. He also suffers dependence personal disorder, his relationship with children and wife is not fatherly, the family member sees him as passive, he has problems in expressing disagreements with the members about Bob. Obsessive compulsive personal disorder is also evident, his rigid behaviors in expediting his thoughts, being inflexible to change and stern measures he imposes on the family as well as Bob alludes to this. No axis III diagnosed. According to axes IV (code: 309.9), the good doctor has mild symptoms; he lacks adequate family support because they view him as mean and self-centered, he does not want any of family to get close with Bob, his patient. Other psychosocial issues emanates within the family more so with the wife, theirs is a ‘broken relationship’ he does not rise up to their expectation, he is not comic, always stern and stubborn. Lastly, Axis V (code: 297.1) rates Dr. Marvin as a person with appreciable difficulties in coping with life both psychosocially and functionally. In the movie, Dr. Marvin is portrayed as jealous and envious of the good reputation of his patient. When his wife comments Bob as sensitive and attentive (good listener), Dr. Marvin becomes envious of Bob because he lacks the reputation and pushed to the extreme with jealousy and envy, he plots to administer death therapy on Bob. This attribute of Dr. Marvin impairs him from doing his work normally and instead plots to kill his own patient. Socially, Dr. Marvin is unable to socialize with his family because of his strictness and insensitivity. This makes his family to turn to Bob, an act which makes the doctor to feel alienated from his own family and starts blaming his patient, Bob for it.Psychologically, Dr. Marvin is portrayed in the movie as a patient of many psychological disorders as compared to Bob, his patient. He is unable to accommodate his patient and instead plots to kill him. Dr. Marvin is unable to control his anxiety and choses to displace and project it to his family and Bob. He blames Bob for what goes wrong in his life. Talk therapy and psychotherapy would certainly suit well for this good doctor, though according to Michelle (1987), Behavioral and Cognitive Therapy (BCT) could prove to be the best instrument in allowing the Psychiatrist to develop new coping skills, way of thinking and healthy behavior towards his patient and family members (Michelle, 1987). Dr. Marvin is a patient that possesses a threat to others. This is seen in his attempt to administer death therapy to Bob and the way he projects h is predicaments onto his family and Bob as well. It is important that such behavior of Dr. Marvin be made known to an established legal system so that incase it rises to endanger people around him, the therapist is not to blame. When handling a patient of such a nature, it is important that a therapist adhere to the highest code of ethics and overlook the patient’s utterances which might not be good and concentrate on administering effective treatment to the patient. In conclusion, the movie What About Bob is more than what appears on the surface as a dealing between Bob Wiley as a patient and Dr. Marvin as his psychotherapist. It is a complex comic which in the beginning presents Bob as a troubled patient with many Psycho-social disorders. However, as the events unfold, it turns out that Dr. Marvin becomes a much threatened psycho-social patient as the condition of Bob Wiley improves progressively. This majorly arises from his involvements with Bob. It may be thought out tha t Bob’s progressive improvement results into emotional depreciation of his doctor, Dr. Marvin. References Bornstein, R. (1999). Histrionic personality Disorder. Journal of psychopathology and Behavioral Assessment, 21(1), 79-94. Burns, D.D. (1999). Feeling Good:The New Mood Therapy. New York: Harper. LeMaistre, D.J. (1985). After The Diagnosis. Cognitive behavior, 45(5), 12-17. Michelle, F.S.A. (1987). Cognitive Bevavioral Therapy for Treatment of Generalised Anxiety Disorder. New Strategies for combining mindfulness with integrative Cognitive Behavior, 10943(1), 19-42. Rupke, S.J., Blecke, D., Renfrow, M. (2006). American Family Physician. Cognitive Therapy for Depression, 73(1), 83-86. This thesis on What about Bob was written and submitted by user J0nah to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Analysis of Tchaikovskys Fantasy Overture Romeo and Juliet essays

Analysis of Tchaikovsky's Fantasy Overture Romeo and Juliet essays A Russian composer known for his colorful and romantic music, Peter Ilyich Tchaikovsky was born May 7, 1840. He was a composer of the Romantic Period a time when music acquired poetic/philosophical meaning. In accordance with this focus on the arts, Tchaikovsky was an extremely well-read and educated man. Therefore, it was only natural he write a musical interpretation of one of Shakespeares greatest tragedies, Romeo and Juliet, which I had the please of seeing performed by the RPO. The Romeo and Juliet overture is done in sonata-allegro form and contains two major musical themes: the Friar Laurence/Capulet This first theme is broken up into two parts. The music begins as a solemn chorale, much like the music used in the Russian Orthodox Church, here obviously Tchaikovsky is musically representing Friar Lawrence. This section starts off with a series of woodwind instruments, leading to the strings and horns, and coming full circle back to the woodwinds. Tension begins to build as this part of the theme is repeated; the opening wind chords become much faster over plucked strings. The timpani is then added in, making the tempo speed up, leading into the second half of the first theme-the struggle between the Capulets and Montagues. Here, Tchaikovsky brilliantly utilizes a break in the music filled by the crash of the cymbals to indicate a swordfight. Flutes are added in to suggest the scurrying that usually takes place during a battle. Fragments are passed between the woodwinds and strings to illustrate the scrape of metal on metal. Such image painting is a characteristic mark of Tchaikovsky. The first theme is then repeated, and the tempo slows, down decreasing the tension. This is when the transition to the second theme (Love theme) occurs. Like the first theme, the second is also separated into two pa...

Phar-Mor Essays

Phar-Mor Essays Phar-Mor Essay Phar-Mor Essay On the other hand, it may not effect their independence if they like their current Job and could not care less about the other auditors transferring to the client. 1 c) The Serbians-Solely Act of 2002 require current auditors to wait at least one year pass since they were involved in the auditing of a client before they are able to accept an employment offer in certain designated positions. They also require that auditors report any employment offer or intention to seek employment with an audit client, after which they are removed from all engagements until they either reject the offer or are no longer seeking other employment. At which time the accounting firm should determine if any additional measures need to be taken to ensure that reasonable assurance can be given that the work of that specific CPA had been objective and with integrity. Old)No, it is not appropriate for auditors to trust executives of a client. If an auditor trusts the executives of a client, the auditors independence is compromised. Auditors are supposed to look for fraud, errors, and problems; they are to expect them until they can prove that there is a reason not to. If they trust them, they will not expect or be cooking for fraud or errors, they will assume that everything is correct because of their trust. AAA) b) AAA) Yes, I would pursue legal action against the auditor in this situation. The basis of my claim would be similar to those that filed against Coopers, that the auditors were reckless and provided misleading statements causing so many investors to invest when they probably wouldnt have if everything would have been appropriately stated. I would bring suit under The Federal Securities Exchange Act of 1934 Section BOB and Section 18. B) For the CPA, negligence is failure to perform a duty in accordance with applicable standards. For practical purposes, negligence may be viewed as failure to exercise due professional care. c) Fraud is misrepresenting a material fact that is known by the person misrepresenting it, where negligence may also be misrepresenting a fact but it is not known to the person misrepresenting it. So, the primary di fference is that fraud is done on purpose and negligence is not. AAA) When a third party is not a primary beneficiary or they are unidentified, auditors can still be held liable if they committed fraud or gross negligence. They cannot be held liable for ordinary negligence like they can for a primary beneficiary that is specifically identified as a user of the report and their client. B) Even though the third party had not specifically identified to the Caps, they were still aware that the financial statements were going to be used to obtain financing from third parties. It made them liable for more than Just their client and third parties that were known because they were able to foresee other third parties being involved 05) The Securities Acts of 1933 and 1934 are very similar but they have large differences as well. Under the 1933 Act plaintiffs do not need to prove that they relied on the audited financial statements, only that they suffered a loss and that the statements were misleading. However, under the 1934 Act the plaintiffs do need to prove that they relied on the financial statements in their decisions. Another major difference is that under the 1933 Act the auditors need to prove that they acted with due diligence, where under the 1934 Section 18 Act they need to only prove that they acted in good faith. Under Section 10 in the 1934 Act plaintiffs must prove that there was a sciences as well. The 1934 Act gives a little leeway to Auditors when compared to the 1933 Act. With the third party (plaintiff needing to prove that they relied on the financial statements and that there was a sciences, it is more difficult for them to easily win the case. Along with it being easier for auditor to prove that they acted in good faith rather than they acted with due diligence. AAA) I am not positive how high-profile these companies were in their accounting scandal, but the two I found are Bristol-Myers Squibb Company and Crazy Eddies Electronics. In the Bristol-Myers scandal, the insane chief and the man who ran the worldwide medicines group misled investors by concealing the extra inventory held by the companys wholesalers from 1999 to 2001. This resulted in inflated revenues of millions of dollars. Similarly, Crazy Eddies Electronics also committed inventory fraud by exaggerating the numbers by millions of dollars for several years before being caught. B) Auditors are not able to audit the entire inventory at every store of a company. They select smaller portions at a select number of stores. Also, if a company has someone who used to be an auditor, specially the auditor for your company, you are given an insight to what auditors look for and what/how to hide it from them. It also helps to have so many people involved in the scheme; different people from different levels of management and non-management. Par-Moor took advantage of the fact that the auditor was trying to cut the costs of the audit and would not be able to audit the entire inventory. They also had hired their former auditor in their financial department who helped cover up the fraud and misstatements. Par-Moor knew what to expect from the auditors and planned ahead accordingly. C) Doing test counts on larger samples from more stores will give a better insight to the accuracy of the inventories. Also, the auditors do not need to let the management know ahead of time or during the audit which samples they tested, that only makes it easier for them misstate the rest of the inventory and know which ones to expect to be audited next time. Also, they should never make a pattern in the samples that they count, it should never be detectable. And as always, be skeptical of everything you count, never trust the company or management.

Goals of auditing and Risk Management Research Paper

Goals of auditing and Risk Management - Research Paper Example The people involved in this process are certified practitioners, as they dig down the application connected to a networked environment for known and unknown threats. Organizations are now adding an extra layer of defense against intelligent threats that are now called as advanced persistent threats. One of the examples for this added security is the inclusion of Intrusion detection system that continuously monitors anomalies on the network. The auditor must incorporate reviews for activity of the culprit from the World Wide Web, remote connections, real time applications performing financial transactions, and interaction with the intranet i.e. the inbound network. Moreover, code audits are very important because vendors cannot be completely trusted, and the patches along with security updates must be tested prior to deploying them to the lie environment. Furthermore, testing documentation with standardized practices is also essential in this regards. Configuration management has a lo t to offer, as it strongly contributes in the process of securing applications and demonstrates configuration items that may conflict with each other, resulting in exposing a vulnerability to cyber criminals. In addition, primarily change management practices will east the tasks for the auditor, as all the related documentation must be reviewed with the current scenario. Today, advance persistent threats are using specialized codes that are capable of bypassing the firewall, as well as, the updated antivirus programs. Passive attacks utilize a script with techniques such as obfuscation, polymorphism and encryption (Gharibi & Mirza, 2011). All these techniques are used for making the detection mechanism fail, resulting in a successful security