Essay --

Operational Plan Business Environment: The environment at BoxofLove is based on the culture of performance and production. For employees, we try to provide the proper motivation in our organization. â€Å"Abraham Maslow broke down on what people needed for motivation into two different categories in five factors. Category one will lower level needs and concentrate on factors such as physiological, safety, and social needs. The second category is having higher level needs such as self-esteem and self-actualization (http://www.businessballs.com/maslow.htm)†. Having to focus on higher level of needs, we will be able to motivate the our employees within in the organization to achieve high levels of performance. We are committed to reduce the operating costs to reflect the values of our customers for our good business sense. Location: BoxofLove.com is a new company that will be entering the industry with other competitors. This is an ecommerce business, which has a variety of themed care package for students in greater Chicago land area. The building is an office in the Elk Grove Village area with 400 sq. ft. which provides 11’ by 13’ overhead door and 17’ inside the office. The village gave us the permission to build the office with hours from 9 am to 5pm Monday thru Friday, 8am to 12pm on Saturdays, and closed on Sundays. Our office will include rooms that will be used for operations with project management, finance, designing, and administrative tasks required in the operations of the ecommerce. The office uses Nicor, ComEd, and Comcast business program. During the summer time Nicor would require to use less gas and winter time it would use more gas to heat the building for employees. The... .... related materials. Abraham Maslow's Hierarchy of Needs and diagrams of Maslow's motivational theory. Retrieved January 14, 2014, from http://www.businessballs.com/maslow.htm Imani, F. (2014, January 1). How to Keep Track of Inventory Manually. Small Business. Retrieved January 15, 2014, from http://smallbusiness.chron.com/keep-track- inventory-manually-21920.html LOOKING FOR OFFICE SUPPLIES? WORK WITH US.. (2012, January 1). Office Supplies, Office Furniture & Office Technology at OfficeMax. Retrieved January 12, 2014, from http://www.officemax.com/ Summary. (2014, January 8). U.S. Bureau of Labor Statistics. Retrieved January 15, 2014, from http://www.bls.gov/ooh/production/quality-control- inspectors.htm#tab-2 Quality control. (2014, January 1).Wikipedia. Retrieved January 15, 2014, from http://en.wikipedia.org/wiki/Quality_control

Mcdonalds Golden Arches Essay -- Argumentative Fast Food Essays

Mcdonalds' Golden Arches When fast food comes to mind, one fast food mammoth comes to mind: McDonald's. The imperial fast food giant can be linked visually to several images, but namely its trademark golden arches. Other visual images, primarily for advertisement purposes, are also stamped into the minds of Americans associating the idea of burgers and fries with the ubiquitous franchise. However, the image displayed in the Time Magazine's September 30th 2002 issue, is an image that is hard to decipher and, most importantly, is an image that is hardly a likeness to the icons imprinted in the minds of fast food lovers across the nation. The catchy illustration invades an article tentatively titled, "Can McDonald's Shape Up?" The cartoon portrays an obscenely rotund Ronald McDonald pacing stressfully on a treadmill. The editorial cartoon is not for everyone to understand, yet it still seems to be generally humorous in its own context. At first glance, the cartoon seemingly pokes fun at the growing obesity in America. This observation is perhaps due to the rewarding conveniences of fast food. Unfortunately, the observation is in error because the graphic is located in the Business section of Time Magazine, not the Health section. After reviewing the visual meticulously, the drawing proves to represent an issue that is not quite as literal as it may seem. The obviously struggling Ronald McDonald depicted in the cartoon is making an honest attempt to lose his weight, but he seems to have no real chance. It seems the harm is done for McDonald's; and regardless of its efforts, McDonald's can not catch up to its growing competition. To begin with, the illustration is used in the business section. The intended audience for... ...tself, leaving McDonald's, with all its efforts, in the same place it starts. The editorial cartoon is altogether a reflection of ultimate failure as McDonald's attempts to get back on track and "shape up". While different aspects can be observed from the editorial cartoon, one thing is clear, McDonald's has no chance. As the metaphorical "McDonald's" fights to regain its former glory, it is ultimately left running in circles with no chance of making it to the finish line. The message is apparent in the cartoon. Ronald McDonald, tired, worn out, and fat will inevitably end up in the same slump he started from. The perspective is conveyed plainly with the use of several visual metaphors and presentation. McDonald's seems to be losing the game it started itself. Works Cited: Eisenberg, Daniel. "Can McDonald's Shape Up?". Time Magazine. Sept. 30, 2002. p52-57.

South Korea Essay -- Essays Papers

South Korea History Korea’s original name, Choson, Meant â€Å"land of the morning calm.† The country’s history has been shaped by frequent invasions from its neighbors. Korean history is divided into three main periods: the silla (668-935), Koryo (935-1392), and Yi (1392-1910) dynasties. The name â€Å"Korea† is derived from the middle dynasty of Koryo. Foreign influence-direct and indirect-occurred throughout these dynasties. All of Korea’s foreign overlords-Mongolian, Chinese, and Japanese instituted a closed-door policy in order to solidify their rule. This isolation earned Korea the name of the Hermit kingdom. In 1910, Japan annexed Korea and enforced ruthless control, outlawing Korean culture and language. Despite resistance, several generations grew up more familiar with Japanese than with Korean customs. At the Yalta Conference at the end of World War II, the United States and the Soviet Union jointly established temporary administrative trusteeship over Korea until democratic elections could be held. Japanese forces south of the thirty-eighth parallel surrendered to the United States and forces in the north surrendered to the U.S.S.R. The Soviets blocked attempts to hold nationwide elections, and the two sides became deadlocked. When authorities in the north ignored a United nations resolution for supervised elections in 1948, a pro-Western government was established in the south (the republic of Korea). Later the Soviet Union established the Democratic Peoples’s republic of Korea in the north. In June 1949, U.S. troops withdrew. One year later, North Korean forces in vaded South Korea. A United Nations-backed coalition of sixteen member nations sent assistance to South Korea. The resulting war lasted three years and ended in a stalemate. On July 27, 1953, an armistice agreement was signed and a military Armistice Commission with five members for each side was set up to supervise the implementation of the armistice. Since neither the United States nor South Korea ever signed the agreement (although they respect the terms as members of the United Nations), a state of war is formally still in effect. The Society and Its Environment Few societies have changed as rapidly or as dramatically since the end of World War II as that of South Korea. When the war ended in 1945, the great majority of the people living in the southern ... ...d lineage continuity traditionally was, and to a great extent remains, a supremely important principle. This reflects Mencius’s view that of all possible unfilial acts, to deprive one’s parents of posterity is the worst. Historically, the Korean family has been patrilineal. The most important concern for the family group was producing a male heir to carry on the family line and to perform ancestor rituals in the household and at the family gravesite. The first son customarily assumed leadership of the family after his father’s death and inherited his father’s house and a greater portion of land than his younger brothers. Traditionally, the purpose of marriage was to produce a male heir to carry on the family line and not to provide mutual companionship and support for husband and wife. Marriages were arranged. A go-between or matchmaker, usually a middle-aged woman, carried on the negotiations between the two families involved who, because of a very strict law of exogamy, sometimes did not know each other and often lived in different communities. The bride and groom met for the first time at the marriage ceremony, a practice that ended in the cities by the 1930’s.

Customized Learning Theory Essay

Educational techniques have been around for many centuries. Through the centuries, teaching techniques have not changed. However, many methods have emerged which has been defined as educational theory. Students have many different learning styles that help them learn. Teachers must learn how to teach to include each of the learning styles so each student learns what they need to know. Teaching students with attention deficit hyperactivity disorder (ADHD) can be very difficult to teach. These students need to be active in what they are doing and what they are learning. Using the kinesthetic learning style will help tremendously when teaching a child with ADHD. Learning disabilities are problems that affect the brain’s ability to receive, process, analyze, or store information. These problems can make it difficult for a student to learn as quickly as someone who is not affected by learning disabilities. Certain kinds of learning disabilities can interfere with a person’s ability to concentrate or focus and can cause someone’s mind to wander too much. Other learning disabilities can make it difficult for a student to read, write, spell, or solve math problems. Research is being conducted daily to be able to determine which learning theories work for which student. Some students learn better by listening, some by doing and some by hearing. Although, teaching can be dated back to the bible, Proverbs 4:2 states â€Å"I give you sound learning, so do not forsake my teaching† (Holy Bible, NIV). Romans 12:7 states that â€Å"if it is serving, then serve; if it is teaching, then teach† (Holy Bible, NIV). No matter what a teacher teaches, as long as each student gets what they deserve out of the teaching is the only thing that matters. Learning Theory and its Importance Every teacher has his or her own learning theory. Not every theory is the same. One of the best known learning theories in use today is the Piaget’s theory (Slavin, 2012). Piaget believed that there were four factors that lead to a child’s development. Children use aids and begin to understand how things work which helps the child learn how to do things for themselves. Another factor is that children learn from socializing with other children their age. This gives the child an opportunity to view other children’s behaviors and learn from each behavior. The child will then be able to develop their own patterns and personality. From there, the child can make their own decisions and find out what works best for them. Culture plays a big part in ways that affect learning theories. Vygotsky thought of the practice of education as a source rather than a result of the development of cognitive and learning skills. Many people before Vygotsky believed that people possessed the essential learning ability; however, it just needed to be coaxed out. Adolescence is one of the most trying times for a new Christian. According to Hosseini, Elias, Krauss, & Aishah (2010), adolescence is a point in time when an individual makes a choice in their future education, any major life roles, any relationships, and where a child establishes toward long-term goal to work toward to. This proves that it is imperative of having Christian principles of morality integrated into the school systems. Description of an Effective Teacher and Learning Environment Being an effective teacher takes a lot of determination, understanding and commitment and also considered to be an intentional teacher. When a teacher focuses too much of his or her instruction on one area, other instructional areas could drop. Slavin (2012) states that teaching involves planning and preparation, and the components which make a good teacher are decision making, reflection, application of education research and self-knowledge and self-regulation. Teachers need to be highly qualified according to federal law. The problem was that a negative impact of the requirement of having highly qualified teacher on recruitment and retention of personnel in rural areas was feared. Leading educators in education and special education have argued that the requirement may worsen the already significant critical shortages and attrition rate in rural special education. Another problem that was brought up was the cost to have highly qualified teachers and no extra compensation. Administrators fear that they might not be able to recruit special education teachers who meet the highly qualified standard. This legislation has made an impact on the rural areas of public and private schools. If the standards are set high, then individuals who would want to be teachers would see education as â€Å"not as attractive as other career options† (Courtade et. al. , 2010, p. 10). Everybody knows that there are no two children who learn at the same pace but only an effective teacher would understand this. An effective teacher would use different learning styles to help educate each child. Direct instruction and setting objectives are important in the classroom. Being able to translate directive instructions clearly and concisely is imperative. An effective teacher wants to make sure the student can understand what is being taught which makes the difference between good and great learning. Being able to effectively deliver educational material would allow the students to become confident with his or her ability to learn what is being taught. According to Slavin (2012), poor delivery of lesson plans can have a negative impact on a student’s mental set. When a teacher has a good lesson delivery, it allows the students to become more confident; however, it is necessary that the lesson delivery be given using various delivery methods. During classroom instructions, a student does not only need ample time to learn new material, the student needs to review old material that was already taught. Having the time to review and learn new material shows the students how the old and new material goes together and instills the importance of all the material. Homework is a part of a lesson plan that is extremely important. Homework was once thought to be essential to learning and should be mandatory. It was once thought that homework was important and can further a student’s education more than a student who did not complete the homework assignments. This was contradicted when research was conducted when students were allowed to choose whether or not they wanted to do homework. Results showed that the group who did not do the homework outperformed the students who did the mandatory homework (Gutarts & Baines (2010). Technology has become a big part in education. Technology has taken over the ranks for textbooks, emails, information, and paper. Several counties in Virginia have been using iPads and laptops instead of textbooks (Reid, 2011). Digital technology holds enormous potential for transforming instruction (Reid, 2011). The introduction of new technology into the classroom is an important component to help foster a learning environment that will encourage problem-solving and critical thinking (Reid, 2011). However, if a teacher chooses to use any form of technology in the classroom, the teacher needs to be well educated with technology. Some people would think that if a teacher was illiterate when it comes to computers, then why teach with them or use computers in a classroom. A teacher may not need to know the â€Å"ins and outs† of technology but he or she must know what websites are trusted, how to â€Å"surf† the internet, send out emails, set up blackboards, and use whiteboards (which can display what is on the computer onto the wall or blackboard). Technology has been very helpful when it comes to distance learning. Distance learning has helped many adults go back to college to get a degree when his or her life does not allow them to go to an actual classroom. Individuals with reading disabilities tend to become overwhelmed with reading and other activities during school. A child who cannot read well and is in middle school will not be able to take proper notes because he or she does not know how to write well either. In one study, a teacher used an iPad as a tool to help a fifth grade struggling reader with ADHD. The use of the iPad helped the student focus attention, and the iPad also helped the student become more metacognitive in reading. Using the iPad showed an increase of one year’s growth in a six week period using pre- and post-assessments (McClanahan, Williams, Kennedy, & Tate, 2012). The student also gained in confidence and sense of being in control of his learning. While generalizations to other struggling readers with Attention Deficit Hyperactivity Disorder cannot be made, the success this student experienced suggests that the use of this device is worth serious consideration and research in similar contexts (McClanahan, et. al. , 2012). Learning Characteristics: Modalities and Ability Grouping Learning modalities are important when it comes to learning and teaching. The three different types of modalities include, visual, auditory, and kinesthetic. According to Anderson (n. d. ), learning modalities are the sensory channels or pathways through which individuals give, receive, and store information. Perception, memory, and sensation include the notion of modality. Approximately 25-30% of students are visual learners (Anderson, n. d. ). Visual learners are those who learn by seeing (Anderson, n. d. ). Approximately 25-30% of students are auditory learners (Anderson, n. d. ). Auditory learners are those who must hear what he or she hears to really understand it. Approximately 15% of students are tactile or kinesthetic learners (Anderson, n. . ). Tactile or kinesthetic learners need to feel and touch and get a better understanding if movement is involved. However, students can have mixed modalities which include visual and auditory, visual and kinesthetic, and auditory and kinesthetic. There are about 25-30% of students who have mixed modalities (Anderson, n. d. ). Learning modalities are important but it is not the only thing that helps the students. Teachers need to be prepared in their subject and need to be knowledgeable in the area they are teaching. Just because a teacher is knowledgeable, does not make them an intentional teacher and does not make them knowledgeable in writing lesson plans. If a teacher does not know how to deliver the knowledge to the students, the students are not going to learn as much as they should. When a teacher makes a lesson plan, it helps the teacher to be prepared and helps the teacher know how to convey much needed knowledge to the students. The concept of ability grouping goes along with learning modalities. Ability grouping allows students to group together based on their ability to learn. Ability grouping allows students of higher level to be grouped with high achieving students. Ability grouping also allows students of lower level to be grouped with lower achieving students. This type of grouping makes the assumption that the teacher will be able to teach the students based on the same level. This causes a problem because it can cause the lower level students to fall further being the higher level students because they are not taught the same things and the same ways. Personal Reflection When conducting the Learning Styles Profile on myself, it made me aware of my learning styles which is that I am a more of a visual learner than anything but I feel that I am more of a kinesthetic learner so I would classify myself as having mixed modalities. Just watching something being done would not keep my attention but if I watched something being done while I was doing it, then I would have a better understanding. I would use this as part of my theory because an effective teacher has to have something for everyone. An effective teacher would have instructions for the auditory, visual and kinesthetic students so that each student can learn his or her own way. When conducting the Philosophical Methodology of Learning Profile, it showed that I scored highest and I have strong feeling in progressivist, and traditionalist methodology. My lowest score was actually a negative score and that was in socialist methodology. Inasmuch as I am an extreme progressivist, not all of it is true. I believe that everything has to have a point and to be proven but that does not mean that I deny the existence of God. I really believe that in the progressive mode the teacher becomes the facilitator or the director of learning, while the student becomes the center of focus as an individual. I believe that school revolves around the children. I believe that if a teacher looks at a class as a whole and not individuals, the individuals who need help will not get it. A child with special needs â€Å"slips through the cracks† all the time, and in my opinion, that is not acceptable. The supervisor of learning can direct the learning from different perspectives ultimately considering the needs of the individual. An experience centered approach stems from this philosophical methodology using projects, cooperative group activities, and critical thinking and problem solving, decision-making skills. Getting children to work together as well as separately will help the children get ideas off of other students. This way, the student will know if they need extra help in a certain area and can ask for help when needed. Conclusion Each child learns differently. Each teacher has to have his or her own theory on what would work in his or her classroom. Schools are for learning† and â€Å"teaching promotes learning, but learning also takes place through experience and individual study† (Van Brummelen, 2009, p. 13). A teacher must â€Å"trust in the Lord with all your heart and lean not on your own understanding† (Proverbs 3:5). Inasmuch as educational theories have been around for centuries, times change, the way that teachers educate students will change, and the way children learn will change. Teachers must adapt to the â€Å"New Age† which includes many forms of technology and new learning theories.

Euro Crisis Essay

The ability of Euro zone countries (countries in Europe that use the common currency called the Euro) to borrow in a common currency poses free-rider problems because there may be an incentive to bailout countries that borrow excessively. How does the original design of the Euro attempt to address this incentive to over-borrow by some countries? The free rider problem refers to when someone is capturing the full benefit of an action while shifting the cost to others. The free-rider problem built into the euro lies into the fiscal structure, since the countries were fiscally undisciplined and also governments were gaining political gain running deficits supported by their euro partner nations. Over borrowing occurred due to the incentive of governments to borrow in a common currency; to address this issue the original design had to solutions. One was the Stability and Growth Pact (SGP) which limited budget deficit to up to 3% of GDP and 60% of stock of public debt, aiming to ensure fiscal discipline; where if a member state was in an excessive deficit situation then the council could impose sanctions. The Second rule is a â€Å"no bailout† clause stating that community shall not be liable for the debt of governments (with some exceptions) The original design of the euro sought to address the over-borrowing. Why were the measures in the original Euro design insufficient in preventing the Euro sovereign debt problems? First it is important to point out that the sovereign debt crisis is significantly tied to the banking crisis and macroeconomic crisis through the entire euro area. The original measure was insufficient because in a way these measures actually worsen the crisis. The sovereign debt crisis can be divided in three phases: pre-crisis period, the financial and sovereign debt crisis and post-crisis recovery. The initial design affected the pre-crisis since in reality it increased fiscal risk due to the increased in the current account imbalances across the euro area and also the dispersion in credit boom, housing prices and sectorial debt levels. Then, during the crisis 2007-2008 the original design actually augmented the fiscal impact since the global financial shock had diverse impacts across the euro area and policies were focus on European Central Bank to address the financial shock, not accounting these policies prompted a worse euro sovereign debt crisis (Especially countries with macro-imbalances). Thirdly, the original measures slowed down the post-crisis recovery period because the stated estrictions of deficit and debt made the recovery stretched, along with the poor political management of countries’ institutions to solve factors involving the crisis. What are the new reforms to address sovereign debt concerns? What makes the new measures superior to the original ones? The new reforms to address the sovereign debt is compounded on a treaty called â€Å" Fiscal Compact Treaty† which requires new fiscal principles to be pose in each country (Jan 2013). These fiscal reforms are based on two principles: a void high public debt since it’s a threat to fiscal stability. Second, the fiscal balance has to be close to zero. The improvement is a structural budget balance less than 1% of GDP when debt is below 60%. Also the country that has higher public debt (off the limit) will have to correct the issue with a timeline. Though this reform is a little more efficient than the original, it still has major implementation problems since it requires adjustments on forecast errors for the structural budget balance. Also it’s difficult to accurately trust the ability of governments to identify and tackle down excessive imbalances.

Caring of Parents

Caring for Elderly Parents How to care for elderly parents is a major concern of many Foreign Service families. Our concerns mirror those of other American families, but how to ensure good health care, find the right living situation, and handle legal questions is often complicated for Foreign Service families by being posted abroad. The distance involved makes it harder to get information and help so contingency planning is essential. Often Foreign Service families only have short visits during R & R or on home leave and hate to spend the precious time with their parents talking about serious business or unpleasant possibilities. Or we may be caught up in hectic preparations for an overseas assignment and not want to take the time to do contingency planning with parents. While it is difficult to discuss the issues of aging, the family who has discussed the options and agreed on plans will be better able to handle whatever happens. It will be worth the time taken, if there is an emergency. The ideal situation is when the parents take control of their own situations and make decisions in advance of an emergency. They should investigate the types of retirement options and decide which is most appropriate, make informed decisions about life-sustaining medical care, and make sure that documents, instructions, and powers of attorney are available to those who must take responsibility in an emergency. The American Association of Retired Persons recommends that elderly people use a document locator list (scroll to bottom of this page) to make sure their papers are in order. This list can then be given to the person(s) who will be responsible for them should an emergency arise. Going through the list with your parents should ensure that their wishes are understood. Communicating with Elderly Parents Talking with our elderly parents about their living situations and the possible need for change is not always easy. A successful conversation depends to an extent upon the relationship we have with the parent, as well, of course, as on the parent's mental, emotional and physical condition. While many people put off serious conversations to avoid conflict or awkwardness, both parent and adult child may lose an opportunity for closeness, understanding, access to information that may affect the decision, and optimum peace of mind. To the extent possible, talk with your elderly parents gently and honestly about their wishes, their abilities and their options. Far more often than not, these conversations are helpful and put the adult child in a better position to make decisions later when the parent may not be able to do so. The following are suggestions for conversations with your elderly parent: * Share your own feelings, and reassure the parent that you will support them and can be depended upon to help them solve their problems. * Help the parent to retain whatever control is possible  in making his or her own decisions. Respect and try to honor their wishes wherever feasible. * Encourage the smallest change possible  at each step, so that the parent is more able to adjust to the change. Educate yourself on legal, financial and medical matters  that pertain to your parent as background for your conversations, including current knowledge on the aging process. * Respect your own needs  Ã¢â‚¬â€œ be honest with your parents about your time and energy limits. If this kind of conversation seems impossible or the situation and relationship with the elderly parent become overwhelming, professional counseling may be very helpful. You may also consider using the Department of State's resources to appro ach this delicate issue somewhat indirectly. Filling out FIVE WISHES for yourself and sharing your decisions with your parents may encourage them to open up on the subject. You may also wish to raise the subject of long-term care insurance as a practical matter. (For more information about FIVE WISHES and Long-Term Care Insurance, see below). When a Lifestyle Change May Be Necessary Physicians and geriatric social workers warn that there are a number of danger signs that indicate an elderly person needs extra help or a change in living arrangement. Any marked change in personality or behavior should be heeded. However, no change in lifestyle should be made without discussions with the elderly person, other family members, and doctors or other health professionals. Danger Signals * Sudden weight loss  could be an indication that the elderly person is simply not eating or not preparing foods. * Failure to take medication or over-dosing  may indicate confusion, forgetfulness, or a misunderstanding of the doctor's instructions. * Burns or injury marks  may indicate physical problems involving general weakness, forgetfulness, or a possible misuse of alcohol. Deterioration of personal habits  such as infrequent bathing and shampooing, not shaving, or not wearing dentures could be the result of either mental or physical problems. * Increased car accidents  can indicate slowed reflexes, poor vision, physical weakness, or general inability to handle a vehicle. * General forgetfulness  such as not paying bills, missing appointments, or consistently forgetting name, address, phone number, and meal times could be a signal. * Extreme suspiciousness  could indicate some thought disorder. Your parents thinking that their neighbors, friends, family, doctor, and lawyer are all conspiring against them would be an example. Intense ungrounded fears about dire consequences may be a danger signal. * A series of small fires  could be caused by dozing off, forgetting to turn off the stove or appliances, or carelessness with matches. They may indicate blackouts or dizzy spells. * Bizarre behavior of any kind  could be a warning sign. This behavior could be dressing in heavy gloves and overcoat in 90 degree weather or going outside without shoes when it's snowing. Watch for uncharacteristic actions or speech. Disorientation of a consistent nature  may indicate a need for help. Examples include not knowing who one is, where one is, who the family is, or talking to people who are not there. Elder Care Options If you see danger signals in your parent's behavior, it is important to discuss the changes and do some research. (See IQ: Information Quest below for information about the Department of State's free resource referral service. ) There are many housing options available to the elderly. Choosing the best one will depend on the elderly person's preference, age, health, and financial condition. Aging in Place Under this option, the elderly person continues to live in his/her own apartment. Many elderly people live in Naturally Occurring Retirement Communities (NORCs), apartment buildings, condominiums, or cooperatives not designed as retirement communities but where at least 50 percent of the residents are 62 years old or older. These buildings often have amenities such as grocery stores, pharmacies, limousine service, or shopping services. Recent technological advances often make aging in place easier: Velcro asteners, lightweight wheelchairs, devices to control appliances and dial telephone numbers. There is even a â€Å"walk-in bathtub† for people who have difficulty climbing into an ordinary bathtub. Many services are available to help the elderly person stay in his/her home. Information about them can be obtained from contacting IQ: Information Quest (see below) or  your local Area Agency on Aging. * Home care services  are available in many communities, pro viding appropriate, supervised personnel to help older persons with either health care (giving medications, changing dressings, catheter care, etc. or personal care (bathing, dressing, and grooming). * Meals and transportation  are available to older people to help them retain some independence. Group or home-delivered meal programs help ensure an adequate diet. Meals-On-Wheels programs are available in most parts of the United States. A number of communities offer door-to-door transportation services to help older people get to and from medical facilities, community facilities, and other services. * Adult day care  is similar to child day care. The elderly person goes to a community facility daily or 2 or 3 days per week. Activities include exercise programs, singing, guest lectures, and current events discussions. Cost varies and there are often long waiting lists at such centers. * Respite care  brings a trained person into the home to give the full-time caregiver time off to get a haircut, visit the dentist, or take a vacation. Service is generally offered through area Departments of Social Services and is based on a sliding fee scale. Other Housing Options There are several types of retirement communities that provide living arrangements and services to meet the needs of both independent seniors and those who need assistance. Large hotel corporations are in this field and other facilities are set up for members of a certain organization (retired military, Elks, etc. ). It is important when investigating these housing options to understand completely the services provided and the cost. * Adult congregate communities  are designed for the fully able-bodied, 55 and older. Residents buy co-ops or condominiums and pay a monthly fee for grass mowing, leaf raking, and snow shoveling. A pay-as-you-go medical center is on site and a nurse is on duty 24 hours a day to make home visits in emergencies. Leisure World is the most famous example of an adult congregate ommunity. * Assisted living communities  are rental retirement communities for independent seniors who need some assistance. A homelike atmosphere, three meals a day, maid, linen, and laundry service, availability of a registered nurse, and many personal care services are provided in the all-inclusive rent. * Rental retirement communities  with fee-f or-service nursing units charge residents an entrance fee plus a substantial monthly rent. When the need for nursing care arises, residents pay an extra daily fee and stay in a nursing unit, usually located on site or nearby. Life care or continuing care communities  provide a continuum of care from independent living to nursing home care on the premises. The individual must be independent when s/he enters the community. These communities require a substantial entrance fee and monthly service fee. Residents get one meal a day in a dining room, maid service, linen service, maintenance, transportation to shopping and cultural events, travel planning, and a pull cord to an emergency nurse. If nursing care is needed, it is provided at no extra cost. Personal care homes (board and care)  are licensed in many communities to provide shelter, supervision, meals, and personal care to a small number of residents. * Subsidized housing for the elderly  is an option for the elderly poor in reasonably good health. Subsidized by Department of Housing and Urban Development, income limits apply. No round-the-clock care is provided but nurses come in to check blood pressure and assess a resident's functioning. Residents take meals in a dining room and may have use of a library, recreation area, or beauty shop. Nursing Facilities If the elderly person is not capable of independent living, a nursing home may be the appropriate option. Nursing homes offer two levels of care – skilled nursing and intermediate care – depending on the patient's needs. Most nursing homes offer both levels of care on a single site. * Skilled nursing facilities  provide 24-hour nursing services for people who have serious health care needs but do not require the intense level of care provided in a hospital. Rehabilitation services may also be provided. * Intermediate care facilities  provide less extensive health care than skilled nursing facilities. Nursing and rehabilitation services are provided but not on a 24-hour basis. These facilities are for people who cannot live alone but need a minimum of medical assistance and help with personal and/or social care. Paying for Long-Term Care It is important to understand the different types of insurance that are available to older people. Many people believe that Medicare will cover long-term care needs. It will not. Medicare Medicare is a Federal health insurance program which helps defray many of the medical expenses of most Americans over the age of 65. Medicare has two parts: (Part A) Hospital Insurance  helps pay the cost of inpatient hospital care. The number of days in the hospital paid for by Medicare is governed by a system based upon patient diagnosis and medical necessity for hospital care. Once it is no longer medically necessary for the person to remain in the hospital, the physician will begin the discharge process. If the person or the family disagrees with this decision, they may appeal to the state's Peer Review Organization. Medicare  does not  pay for custodial care or nursing home care. It will, however, cover up to 60 days in a nursing home as part of convalescence after hospitalization. (Part B) Medical Insurance  pays for many medically necessary doctors' services, outpatient services, and some other medical services. Enrollees pay a monthly premium. Medicaid Medicaid is a joint federal-state health care program for people with a low income. The program is administered by each state and the type of services covered differs. There are strict income requirements so it is necessary for the person to â€Å"spend down† all income and assets to poverty levels before becoming eligible. Medicaid is the major payer of nursing home care. The Medicaid requirement to â€Å"spend down† all income and assets created a great hardship for the spouse of a person needing nursing home care. Changes in the Medicaid rules now allow the spouse to keep a monthly income and some assets, including the primary residence. The amounts allowed change, so you must check for current levels. Other Insurance Why buy other insurance? The purchase of additional insurance gives the policy holder access to a greater choice of facilities without dipping into additional financial resources. Medigap  is the name given to rivately-purchased supplemental health insurance. It is designed to help cover some of the gaps in Medicare coverage but does not cover long-term care. Study Medigap policies carefully to be sure they provide the protection needed and do not duplicate other health insurance. Long-Term Care Insurance  is a private insurance that is usually either an indemnity policy or p art of an individual life insurance policy. An indemnity policy pays a set amount per day for nursing home or home health care. Under the life insurance policy, a certain percentage of the death benefit is paid for each month the policyholder requires long-term care. Policies are priced differently depending on the age of the policyholder, the deductible periods chosen, and indemnity value or duration of benefits. Information about other long-term insurance policies are available from: The American Foreign Service Association (AFSA) Retiree Liaison 2101 E Street, NW Washington, DC 20037 Tel:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  202-338-4045  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  , ext. 528 Fax: 202-338-6820 E-mail:  [email  protected] org http://www. afsa. org American Foreign Service Protective Association (AFSPA) 1716 N Street, NW Washington, DC 20036 Tel:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  202-833-4910 Fax: 202-883-4918 ttp://www. afspa. org As with Medigap health insurance, it is important to read the policy carefully and understand its restrictions before purchasing. Who Can Help? IQ: Information Quest (formerly LifeCare? ) IQ: Information Quest is a free 24-hour/ 7 days per week counseling, education and referral service t hat can help Department of State employees find the programs, providers, information, and resources they need to manage personal and professional responsibilities. IQ: Information Quest makes referrals, not recommendations. IQ: Information Quest counselors will help etermine what services are needed and available in any U. S. locality and refer to appropriate providers. In addition to other services, they provide referrals in the area of adult care services (anywhere in the U. S. ), including case management, emergency and respite care, home health care, long-distance care giving and legal and financial issues. Their web site features information on caring for an aging loved one, discussing caregiving options with your loved one, adult care information worksheet, caregivers of older adults, managing work while caring for your loved one, and geriatric care management services. IQ: Information Quest will also provide an â€Å"Eldercare Kit† upon request which features caregiving guidance, checklists, and resources information, as well as a few useful practical items such as a pill sorter, night light and jar opener. Permanent employees of the Department of State, The U. S. Agency for International Development, the Department of Justice, the Department of Labor, and FMAs overseas are eligible to use IQ: Information Quest. For the Department of State, this includes both Civil Service and Foreign Service employees serving at any Department assignment location nationwide and worldwide. Other employees working for the Department are not covered at this time (contractors, Foreign Service Nationals, PITs, PSCs). Spouses, children or others who are members of the employee's immediate household may use IQ: Information Quest. They verify eligibility by providing the name and date of birth (month and day) of the eligible employee. Employees of agencies other than the Department of State should check with their headquarters for guidance in how to contact and use IQ: Information Quest services. IQ: Information Quest Tel:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1-800-222-0364  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  or  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1-888-222-0364  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  for the hearing impaired http://www. worklife4you. com For access to the passworded area of the site, contact your agency's HR Bureau. The Employee Consultation Service (ECS) The Employee Consultation Service (ECS) at the Department of State should be the first stop for Foreign Service members with eldercare concerns. The clinical social workers offer brief counseling and help in coordinating an evaluation and assessment anywhere in the United States. ECS social workers act as a liaison in providing appropriate and necessary services for the elderly. All services are free and confidential. In Washington, make an appointment for a personal consultation; from overseas write or cable for advice. ECS also conducts support groups for employees and their families who are responsible for an aging relative. The groups meet at the State Department to share issues, resources, and approaches to the problems that arise as an elderly person declines, including the issue of emotional stress that occurs for family members watching such decline. Employee Consultation Service (M/MED/ECS) Columbia Plaza, Room H246 Washington, DC 20520 Tel:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  202-663-1815 FAX: 202-663-1456 Email:  [email  protected] gov The Administration on Aging (AoA) The Administration on Aging (AoA) is part of the U. S. Department of Health and Human Services. It was set up to â€Å"remove barriers to the economic and personal independence of older persons and to assure the availability of a range of appropriate community and family based services for older persons in social or economic need. AoA supports a network of the state and  Area Agencies on Aging  that reinforce and supplement the daily support that the elderly receive from family, friends, and neighbors. Administration on Aging Department of Health and Human Services 330 Independence Avenue, SW Washington, DC 20201 Tel:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  202-619-0724 http://www. aoa. gov To get information on eldercare servi ces in a particular community, contact the Area Agency on Aging. One can locate a specific state agency on aging through the Eldercare Locator Service via telephone (  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1-800-677-1116  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ) or the website at  http://www. ldercare. gov. The  Eldercare Locator Service  is sponsored by the AoA and operated by the National Association of Area Agencies on Aging. National Association of Area Agencies on Aging 927 15th Street, NW Washington, DC 20005 Tele:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  202-296-8130 http://www. n4a. org Services provided by Area Agencies on Aging include information and referral, homemaker/home health aides, transportation, congregate and home delivered meals, chore and other supportive services. Types of services available vary in each community based upon needs and resources. Private Geriatric Care Managers Private geriatric care managers are professional social workers and nurses who assist the elderly and their families by assessing need, coordinating services, and monitoring care for a fee. They are particularly helpful when long-distance care giving is necessary. Fees vary and are sometimes covered by Medicare or private insurance. The Department of State's Employee Consultation Service or IQ: Information Quest, the local Area Agency on Aging, and community agencies can provide referrals nationwide. If the older person has been hospitalized, hospital discharge planners can also provide information and referrals for after-care. Services Offered by the Private Sector Some private companies have set up programs to help their employees with eldercare. Foreign Service spouses who work in the private sector should investigate any eldercare options offered by their employers. These programs can include seed money for eldercare services, flexible work schedules for caregivers, subsidies for eldercare expenses, unpaid leave for up to a year, referral services, inter-generational day care centers (for both the elderly and children), geriatric assessment and case management, and group rates for long-term care insurance. Unfortunately, many of the services provided by companies require that the elderly person meet the tax-law definition of a dependent. This increases the burden for families whose elderly relatives are not financially dependent or who are not living with the employee. Eldercare in the Foreign Service Putting Parents on Your Orders Foreign Service employees may request that their elderly relative(s) (including step parents and legally adopted parents) be approved as an eligible family member and added to their Post Assignment Travel Orders for an overseas assignment. The employee must complete an OF-126 Foreign Service Residence and Dependency Report. This form can be found on the Department of State Infoforms with instructions on completion. Each new OF-126 replaces the old OF-126, therefore all blocks must be filled out each time a new OF-126 is done. The new OF-126 must be forwarded to the employee's personnel technician in HR/CDA/ASD, Room 2419, Truman Building (Main State). Travel orders can not be authorized for newly-acquired eligible family members until the personnel technician receives the OF-126 form. Along with a completed OF-126 form, the officer must prove that the relative is at least 51 percent dependent for support (subject to review and approval per 6 FAM 117; USAID employees should also see Supplement 1B to HB 32, Chapter 1). The officer must quantify that he/she has provided more than 51% of support by submitting an affidavit or notarized statement testifying to that fact. This is termed passing the â€Å"financial support test. † An explanation regarding the parent's residency is also required, with an explanation as to why the application is being made to add the parent to the travel orders. Other documentary evidence may be required by the employee's agency. These documents are attached to the completed OF-126 form and sent to the officer's agency as specified on the forms. Requests are reviewed for approval by a Personnel OF-126 Committee. Employees of the Department of State can obtain advice on how to put your parents on your orders through the Career Development and Assignments (CDA) division of the Bureau of Human Resources. Ask for an Assignments Support (CDA/AS) officer. Employees of other agencies should contact their HR representative. See section below, Taking an Elderly Relative to Post, for details regarding official government support. Bringing Parents to Post Who Are Not on Your Orders If your relatives are not financially dependent on you, they may come to post as members of the employee's household, but will receive no official support from the U. S. Government. No official support translates into no access to the U. S. embassy health unit, no airfare or allowance payments in the case of evacuation from post, and no diplomatic status with the host country. Parents who come to live overseas for an extended period of time should consider having additional medical insurance (Medicare does not cover costs related to care overseas). In addition, parents should also maintain Air Medical Evacuation Insurance. A list of companies that provide this insurance can be found on theDepartment of State Consular Affairs  web site. Family Medical Leave Act and Family-Friendly Leave If you think you may need to care for an elderly relative, be sure to check the provisions of the 1993 Family Leave Act on taking leave for this purpose and contact the a leave specialist in your agency. Department of State employees can contact a Department leave specialist in the Office of Employee Relations (HR/ER/WLP) about paid and unpaid leave at  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  202-261-8180  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  . Eldercare Emergency Visitation Travel (Eldercare EVT) In January 2001, the Eldercare Emergency Visitation Travel (Eldercare EVT) provision was implemented, permitting travel at government expense for employees and eligible spouses serving at an overseas post who need to assist parents in declining health. Eldercare EVT allows an employee two trips over a career to visit his or her parents. It is meant to support one mother and one father of the employee and of the eligible spouse. It does not mean a couple may pool their four eldercare visits to assist the parent(s) of only one member of the married couple. For more information, email the Family Liaison Office ([email  protected] gov) for a copy of â€Å"Questions and Answers on Eldercare Emergency Visitation Travel. † Taking an Elderly Relative to Post If elderly relatives are classified as eligible family members, they travel on diplomatic passports and have the same diplomatic immunity as a spouse or child. If not classified as such, elderly parents use tourist passports and do not have diplomatic status. Housing assignments are based on the number of official eligible family members the employee brings to post. Travel to and from post (with the exception of medical travel) is also available to all elderly parents designated as eligible family members. Elderly parents, regardless of their status, are  not covered  by the Foreign Service medical insurance program. While the use of post's health facilities is not promised as a benefit, these limited facilities are sometimes available depending on the location and an authorization by the Ambassador. The medical officer has the authority to refuse to provide services should a patient have a complicated problem that the physician is unable to treat. Employees may, however, ask the Health Unit for names of local physicians who can provide medical services for their elderly parent. This kind of assistance from the Health Unit may also be requested during the bidding process, to determine if a post has adequate local heath care providers to meet the medical needs of a parent. The Department of State Office of Medical Services has a brochure entitled  Medical Questions and Answers about Taking Your Parent Overseas. The brochure addresses the questions of obtaining prescription medicines overseas, high altitude climates and the elderly, health unit access, hospitalization overseas, and more. For a copy of the brochure or more information about medical questions related to taking your parent overseas, contact the Office of Medical Services, Foreign Programs (MED/FP). Because elderly parents are not covered under the Foreign Service medical insurance program, they also do not have access to embassy medical evacuation (medevac) services. Therefore, all parents coming to post for either a short or an extended period of time should purchase (and maintain) Air Medical Evacuation Insurance. A list of companies that provide this insurance can be found on the  Department of State Consular Affairs website. Medical Insurance It is essential that a parent going overseas, either officially or unofficially, have adequate medical insurance. Medicare only pays medical expenses in the United States, and in Canada and Mexico under certain very limited circumstances. The insurance companies listed below provide a variety of coverage and can be contacted for more information. Pay special attention to â€Å"age limit† noted in the policy. Clements and Company Under its GlobalCare Plus program, Clements and Company provides overseas major medical insurance, including full world-wide evacuation services. Coverage is offered for individuals as well as families. Substantial coverage is available at a reasonable cost. GlobalCare Plus is for policies lasting 6 months to one year. Clements also write policies for shorter-term travel (15 days to 4 months) through Patriot Travel Medical Insurance.

Nonverbal Communication Reflection Paper

Reflection Paper on Nonverbal Communication I learned a lot about Human Communication when I read the chapter about Nonverbal Communication. Nonverbal Communication is the process of using messages that are not words to generate meaning. I learned that it happens every day. I also learned that is very hard to read or understand depending on the person you are speaking to or with. Verbal and Nonverbal codes work in conjunction with each other. The words we speak or say are used in conjunction six different ways: to repeat, to emphasize, to complement, to contradict, to substitute, and to regulate. I never knew until reading this chapter that we do these things all most every time we communicate. These are things I took for granted until now. I now know that I will pay closer attention when speaking so I can work on how I communicate my nonverbal codes. I also learned that nonverbal codes consist of nonword symbols. Those symbols are bodily movements, facial expressions, bodily appearance, and personal space, time, touching, vocal cues, clothing and artifacts. I now know from this lesson that I also so all of these things as well when communicating. Everyone uses one or more of these when they communicate. I know from my own experience that people can read me by my kinesics. I know that I need to be more aware of how I communicate my nonword symbols. People can stereotype you if you are not careful. Understanding nonverbal communication is more common than not. I now understand how to interpret nonverbal codes better than I did before. I am also aware now of how I should speak to people using my nonverbal codes so that they may understand me as well. This chapter was very interesting to me because all of the things we do without speaking to people is amazing. I never paid attention before. I now understand nonverbal communication as well as how to use it in my everyday life better than I did before taking this class.