Infosys Write Up Essay Example | Topics and Well Written Essays - 1750 words

Infosys Write Up - Essay Example Infosys Technologies has established a smaller firm with the name ICI, which is established in get knowledge about IT consultancy business. The company Infosys Technologies is interested in IT consultancy because it is the current business of the market and the companies are getting good revenues on the basis of the new market trend of information technology consultancy business. The company showed interest in consultancy business because of its interest in extra revenue, expansion and the client’s needs and requirements regarding IT consultancy. The company has many strengths on the basis of which, it is going to appear better than its competitors before its clients. The company also has some weaknesses but the company is interested to control and improve all its weak to progress, expand and get better. The company Infosys Technologies and Infosys Consultancy (ICI) are going to face some challenges in their interface development such as the communication development challenge and management challenge. The establishment of a subsidiary firm is beneficial for the parent company, Infosys Technologies. Infosys is a well established firm that enjoys a reputable position in the market. It is suggested by the administrators of the firm that the firm will be the foremost firm in a couple of years on the basis of its technologies and growth of information technology. Infosys Technologies has a number of competitors in the market such as IBM, EDS, Accenture, Wipro Limited, Tata Consultancy Services and many more (Info Consulting in 2006). With all these firms in market of information technology and business, Infosys faced a full-fledged challenge in the market. The position of the company Infosys Technologies in December 2005 was at 9th number (Info Consulting in 2006). The company Infosys Technologies after being developed into ICI comes up with greater success and ambitions for its clients and employees. Because of its competition with many

Reducing HIV Stigma Among Nursing Students

Reducing HIV Stigma Among Nursing Students 1 The journal article being critiqued is a study of HIV stigma and a study’s intervention at reducing that stigma among nursing students. First, stigma is introduced, the type of stigma’s seen with HIV, and then how those are interpreted in nursing practice. The purpose of the study was to reduce HIV stigma in nursing students through a dynamic course given at a nursing school. The article will be reviewed, analyzed, and critiqued in its significance as a research source and implementation value. A study was carried out by the University of California in India, at a nursing school in a city where HIV prevalence was high. This study consisted of a curriculum, and 91 nursing students. The class was focused on educating and reducing different stigma-influencing measures of HIV. The sample received a pre and posttest that served as the main set of data for how the class influenced the student’s HIV stigma. Statistics was used to evaluate student response data in its measures of standard deviation and confidence intervals. These measures helped the study in deciding whether student answers were significant, or how effective their class was on reducing HIV stigma. An HIV stigma is something that can alters one’s view of a person with HIV that is based on some cultural or social belief. The study believes that stigma can devalue or interfere with care for a person with HIV. This commonly effects people who are drug users, sex workers, or of the male homosexual population. It not only affects a nurse’s care, but also the patient’s motivation to seek care. The study states, â€Å"HIV stigma is considered to be among the greatest impediments to effectively combating the global HIV epi- demic.† There is instrumental and symbolic stigma, which includes misconceptions about transmission and attitudes or beliefs towards the previously stated populations commonly believed to have HIV. The method of this study was at a nursing school in India, St John’s College of Nursing. Second year, English speaking students were the sample group. They were given information about what the study was going to test and signed informed consent to participate. The control group was 46 people, and the intervention group was 45 people. The course was focused on the two types of stigmas previously mentioned and offered on session on instrumental stigma, which included knowledge, fears, epidemiology, transmission, prevention and proper use of PPE. The second session was on symbolic stigma and had a speaker come and talk about their experience with HIV and HIV stigmas. The control received no intervention. A questionnaire was given before and after the interventions that assessed student’s symbolic and instrumental stigmas. They were asked questions like their gender and age, prior care for a person with HIV, their attitudes, misconceptions, fears, discrimination, and so fo rth. The topics of the questionnaires tested demographics, experience with persons with HIV, knowledge of HIV, endorsement of coercive measures, worry about HIV infections, blame, and intent to discriminate. This is included true or false, with different right and wrong misconceptions or truths about HIV. They were tested on whether they agreed with certain statements like mandatory testing, right to refuse an HIV patient, to marry, have children, etc. One question asked if the student blamed people with HIV for their disease or thought they deserved it. There were multiple-choice questions about medication administration and blood draws and precautions to take that tested the student’s intent to discriminate. Each section had a few questions that was intended to test the students aptitude in that subject area. All participants were female and between 18 and 29 years old. Results were found to be significant. Post-intervention found many changes from the baseline that showed a reduction in stigma based on previous definitions. There was a lower percentage of misconceptions in the intervention group compared to the control group. Participants who had preexisting discrimination among people with HIV lowered with a question regarding medication administration, but did not lower with regard to drawing blood. There were a slightly lower number of people who worried about transmission of HIV but were not statistically significant when compared to the control group. On average about 95% of students believed the session was helpful and would change their care towards a person with HIV. About 40% of students were embarrassed to reveal their opinions about it. The questionnaire taken before the intervention showed that the students had a fairly high HIV stigma. Compared the post questionnaire, control group, and preceding results, a conclusion that the course â€Å"showed promise† in lowering stigma of people with HIV was perceived. The questionnaire showed that students had high levels of â€Å"intent to discriminate while performing nursing duties.† In the study it says this may be because of lack of experience. Also students said that people with HIV were blamed for their disease if it was through drugs or sex and believed mandatory testing of sex workers and male homosexuals was called for. One of the biggest findings of this questionnaire was that there was seen to be a lack of knowledge among nursing students in transmission of HIV, blame of persons with HIV, discrimination in a professional workplace, and calling of coercive measures. This shows high stigma levels, which were akin to high discrimination levels of peopl e with HIV. After the course however, it was shown to be effective in giving students more knowledge base for HIV stigma across many dynamics. The post questionnaire showed fewer misconceptions, less blame, and decreased discrimination. Not all data deemed to be statistically significant, but the data that was significant still deemed the course in reducing HIV held promise. It might be more effective with a larger sample that also included male nurses, varying ages, and varying schools. It is significant that this study used a â€Å"convenience sample† of people that were readily available and in a high prevalence HIV area. Taking the study to various states, cities, and people of different cultural and moral values would make this study more significant in it’s actual effectiveness in reducing HIV stigma. Future continuation of this study should look at various population content and high numbers of people, mainly. All measures used to define stigmas, assess stigma levels, and test prejudice was based on a previously developed theoretical model of HIV that had been formulated in India. The definitions and guidelines of the curriculum seemed to be well defined and showed a good possibility of being standardized for larger sample size testing. They were also easy to understand and interpret. The questionnaire was a successful evaluation too l for this study (with 29 questions) and was well defined in the article. It might also benefit this study to try different methods of evaluation other than only using a questionnaire survey technique. It may even be interesting to compare the nursing students results with already registered nurses, experienced nurses, doctors, UAP’s, and patients/civilians. This study is very important to nursing care today. HIV stigma is prevalent and something that is seen daily. Marginalized groups such as homosexual populations, female sex workers, and drug users should not be stigmatized from the moment they enter a hospital or become a patient, that is something they do experience as not only a marginalized group, but also the select few with HIV. Nurses are the basis of these patients’ care and need to be able to give care without bias or discrimination. This requires evaluating ones own beliefs of this stigma. A course that helps nurses through this process while also giving them a dynamic educational and experiential background of stigma’s, transmission, and persons with HIV would be extremely helpful to that patients care. Anything that can help nurses become better, give more effective care, and be more sensitive to others cultures, beliefs and illness is helpful to the medical field, and more importantly, helpful to the patient s healing and disease process. Personally, I believe that people with HIV are stigmatized well beyond due cause. Yes they have an incurable disease, and it can be transmitted through blood, which we deal with a lot as a nurse. But we still need to be professional and give proper care. A person with HIV is something that has been very popular to stigmatize, especially in our social and cultural society in the United States. Even I realized I hold some of these beliefs as I read this study. It is important as a professional, and as a nurse, to make sure we hold everyone to the same standard of care and give continuity in our nursing process. If this course was available to me it is definitely something I would be interested in taking. It can only help me to become a more effective and sensitive nurse to a patient with HIV and it is something that could easily be added into hospital orientation. It would be great to make it available to all staff and be more knowledgeable and less discriminatory against those with HI V and the marginalized population we target when we have an HIV stigma. This study is really just the tip of the iceberg on the subject of reducing HIV stigma, but I feel it’s the step in the right direction and could be vital in finding a way to resolve prejudices against HIV. Citation List 1. Shah, S., Srinivasan, K., Perumpil, S., Ekstrand, M. (2014). Reducing HIV Stigma Among Nursing Students: A Brief Intervention. Western Journal of Nursing Research, 36(10), 1323-1337. Retrieved October 19, 2014, from Sagepub.

Analysis of Emily Brontes Wuthering Heights :: Wuthering Heights Essays

  In the novel Wuthering Heights, Emily Bronte, shows how different aspects of themes are presented for a reader’s consideration. Some of the important themes in Wuthering Heights are, revenge, spiritual feelings between main characters, obsession, selfishness, and responsibility.   Bronte mainly focuses on the spiritual feelings of her characters. The difference between the feeling that Catherine has for Heathcliff and the one she feels for Edgar is that Heathcliff is part of her nature, he is like her soul mate. While on the other hand Edgar is only part of her superficial love, and because she is attracted to Edgar and his love for her. It is the spiritual love rather than a physical love that brings Heathcliff and Catherine together.   Revenge is the most dominant theme in the book, although at the end Heathcliff abandons his plan for revenge. For Heathcliff revenge started when Hindley used to abuse him when they were younger. He started to hate him and wanted to seek revenge. After he came back from his journey he made Hindley’s life a living hell. Heathcliff got all of the property from gambling with Hindley. Heathcliff also wanted revenge on Edgar who married the woman Heathcliff loved. In the last chapter Heathcliff first believes that if he can avenge the death of Catherine that he will somehow grow closer to her. Though the exact opposite happens. When Heathcliff gives up his plan for revenge, he is then reunited with Catherine in external bliss.   Obsession played a big role on Heathcliff’s love for Catherine. After Catherine came back from the Lintons and Edgar used to pay her visits, Heathcliff would mark off the days that he came over to spend time with Catherine and the days that he did not come over, which would be the days she would spend time with Heathcliff. Also when Catherine moved to Thrushcross Grange, after she married Edgar Linton, Heathcliff would stand outside her window to watch her. Heathcliff was obsessed with the love he had for Catherine. He loved Catherine more than his own life. The two have a powerful emotional bond together, something Heathcliff never experienced with anyone else, being that no one else ever loved him, so he became obsessed with the one person he related to emotionally.   Selfishness was in everyone’s character in some way or other. It was first showed by Mr.Earnshaw   when he brought home Heathcliff and presented him to the family.

Developmental psychology Essay

Up until a week ago I thought that the states ideas of â€Å"kindergarten readiness† were just political lip service, but last week my opinion changed. I was in the car listening to an interview on NPR (sadly I do not remember the woman’s name) about a new program called Washington Kindergarten Inventory of Developing Skills, or WaKIDS. This year is the pilot season for this program. The interview was also on the up and coming mandate the child care workers, and preschool teacher have a Bachelor’s degree. This mandate will go into effect in 2013 in Washington State. The mission statement for WaKIDS is â€Å"The Washington Kindergarten Inventory of Developing Skills (WaKIDS) is a kindergarten process that: * Welcomes families into the Washington K-12 system as partners in their child’s education. * Gives kindergarten teachers information about the development of children in their classroom to help them teach every child—data about social/emotional, cognitive, language/literacy and physical development. * Align practices of early learning professionals and kindergarten teachers to support smooth transitions for children. * Offers a statewide snapshot of where children in Washington are in their development at the start of kindergarten, to help inform state-level decisions about policy and investments This program is designed to provide a smooth transition from pre-school to kindergarten and maintain positive development in each child. WaKIDS focuses on four main areas in child development they are physical, social/emotional, cognitive and language. The program aims to maintain a collaberation between child care provides, preschool, early education and policy makers in an effort to provide the best arena for children to develop. These collaborations are in person meetings when a child is transitioning from one â€Å"grade† to another. For example, preschool teachers will meet with kindergarten teacher and discuss each child progress or â€Å"standing† and needs. This aids the next teacher in keeping a positive flow to a child’s education, and it allows for the child to be more personally invested in their own success if they know that they teachers is also invested on a personal level. In the NPR interview the woman who was speaking; she owns a daycare facility,  said that she only hires people who have at least a Bachelor’s degree. This is also going to be state mandated by 2013 that every kindergarten teacher have at least a BA, and that there is a 1 to 2 or 1 to 3 ratio of BA holding workers in day cares. The interviewee talked about how she would prefer to hire only those who have college degrees, because they are â€Å"professionally† trained in child development area. I think this is an admirable desire, but it does narrow the employee field because not everyone who is committed to making children’s live better can afford to go to college. This provides material for a great debate, but for me, what it really does is take away from the development of children. Children thrive because they can use their ability to assimilate their surroundings, and the experiences there in. If only people who have college degrees are working with kids imagine how that lessens a child’s experience of life’s diversity. In conclusion, I fully support the desires by the Superintendent’s office to enrich the education standards of this state and heighten the educational level of our children; I am very leery about all the politics that accompany a program such as WaKIDS. I do believe that it is a step in the right direction, and if we as people who work toward the betterment of children will take the risk; we ought to look even further toward education. For example: the Friends school, or Montessori school, or even parochial school. Look at what works. Look into why they provide better education than public schools. And with the guide and more programs like WaKIDS I believe that we will achieve the goal of educating well and enriching our children.

“Digging” Analysis Essay

In many families, fathers take pride in receiving remarks regarding their sons such as â€Å"He’s a chip off the ol’ block† or â€Å"like father like son,† often exalting the sons who have followed in their fathers’ vocational footsteps. In â€Å"Digging,† by Seamus Heaney, the speaker describes the quintessential potato farming tradition that his father and grandfather partake in, while the speaker himself observes through a window barrier. Seamus Heaney, through his use of imagery, repetition, and extended metaphors, reveals his feelings in straying away from Irish tradition to follow his own path in writing. In his poem, Heaney utilizes imagery to further emphasize the speaker’s action in choosing a different job than potato farming. The speaker begins at a windowsill, with a â€Å"squat pen† resting â€Å"as snug as a gun† in his hand. Heaney’s description connotes a sense of defense, almost as if the narrator sees himself as an old wilderness-survival junkie, sitting on the porch with a gun to defend his property from government officials, but in â€Å"Digging,† the speaker defends his choice in jobs. Later on in the poem, the speaker describes the actions of a potato harvester, who must endure the â€Å"cold smell of potato mold [and] the squelch and slap of soggy peat.† Heaney’s images of mold and soggy mud convey the speaker’s true feeling and apprehension toward the sickening, gross environment in which his father and grandfather work. In the same way, Heaney’s repetition further alludes to the speaker’s need and desire to write. In the first and last stanzas of the poem, the speaker repeats the same sentence: â€Å"Between my finger and my thumb / The squat pen rests.† As a starting point in the poem, the speaker directly jumps to his comfort zone—describing his love for putting pen to paper, yet as an ending note, the narrator reemphasizes his possession of not only the pen, but of his life choices. Also, Heaney often uses the word â€Å"digging† as a separate prepositional phrase during a sentence, reiterating the word to simply give the reader a sense of the mundane life his father is living. There are no adverbs surrounding the word; simply put, the speaker evokes a sense of nothingness that is associated with â€Å"digging† a hole in the ground, only to fill said hole with a potato and cover it back up—a menial task for which he has no inclination. Again, Heaney repeats some phrases in order to accentuate his aversion to the job of potato harvesting. Lastly, Heaney implements extended metaphors throughout his poem to subtly convey his feelings towards his father’s tradition. As stated earlier, the repetition of â€Å"digging† also connotes a deeper meaning—the speaker, while also observing his father literally dig through the mud and peat, figuratively digs through his memories of his family, recalling the days when he would help his grandfather out in â€Å"Toner’s bog.† In the second to last verse, the speaker alludes to revisiting the past by stating the â€Å"living roots awaken in my head.† The roots, although they can refer to the physical roots in the ground, symbolize the narrator’s family roots in potato farming, a culture that is associated with digging into the ground to find food and money in the form of potatoes. In the end, the speaker ends the metaphor of digging, noting he will â€Å"dig,† but not with the spade, but with his pen. Seamus Heaney’s poem â€Å"Digging† tells a tale of a man musing about his decision to leave behind family convention. Heaney employs a series of images that convey the speaker’s feelings, repetition to show the narrator’s dislike of potato harvesting, and metaphors to provide an underlying message about tradition. In the end, the speaker is left commenting on the spade, his father and grandfather’s tool of choice, while he himself chooses the pen.