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Table of contents

1. The History of the Career
2. Career Description
3. Benefits and Drawbacks of the Career
4. Educational Requirements
5. Employment

The History of the Career

In the mid-1960s, many healthcare professionals realized there was a shortage of physicians qualified for primary care. Proposals for an advanced medical assistant surfaced in the early ’60s. For example, Charles L. Hudson in the Journal of the American Medical Association proposed for advanced medical assistants with training above that of a technician but below a doctor, in an article posted in 1961. To combat this deficit, Eugene A. Strad Jr of the Duke University Medical Center put together the first class of physicians assistants (or PAs) in 1965. He achieved this by selecting 4 recruits from the Navy Hospital Corpsman who had received extensive medical training during their time in the military. Because of this background, Stead based the training of the physician's assistants on the quick training procedures used for military physicians during World War II. This class, the first group of PA’s to graduate, graduated from the Duke University PA program on October 6 of 1967.

The relevance of physicians assistance is due to the lack of actual physicians present in most areas. Physicians assistants can take some of the responsibilities of doctors and allow them to focus on more complicated matters. According to the American Academy of Physician Assistants, PA's are medical professionals who diagnose illnesses, develop and manage treatment plans, prescribe medications, and frequently serve as a patient’s primary healthcare provider. They serve a significant role in the growing field of healthcare. The Bureau of Labor Statistics foresees the PA job market to increase 31% from 2020 to 2030.

My reason for choosing to study this profession is that I am interested in learning more about an integral part of the health care system and a possible future career choice. Most PA programs last anywhere between 23-18 months, allowing PA’s to be immersed in a medical profession at a younger age than physicians. In addition, I am interested in the versatility of specialty options. While physicians are stuck with subspecialties, PA’s can more easily switch.

Career Description

Physicians assistants work in an array of medical facilities. They can work in offices, hospitals, outpatient clinics, and other healthcare settings. They work full-time jobs, having the typical PA work about 40 hours a week. They frequently may need to work additional hours, as many are on call. Physicians' assistant's shifts may vary, and they may need to work night shifts, weekends, or even holidays. They spend the majority of their time making rounds and working with patients. Some physicians assistants are also responsible for administrative duties like updating patients' records, communicating with patients online, or taking notes. One of the advantageous portions of having a PA role is their versatility in the specialization. PAs can work in all areas of medicine, including anesthesia, cardiology, dermatology, emergency medicine, family medicine, general practice, internal medicine, neurology, pediatrics, and surgery. Advanced training is frequently required to specialize in a particular area, and responsibilities, requirements, and salary vary with specialization.

How is this career-related to Biosciences? This career works with biosciences by using scientific methodologies and procedures on a routine basis. While performing diagnostic tests on patients, physicians assistants are using biosciences tools to observe out-of-the-ordinary behaviors in human biology like responses to stimuli. Using knowledge of basic biology, a required course in the education of PAs, physicians assistants can review medical charts and make preliminary diagnoses. The physician assistant career also works in conjunction with biotechnology because they utilize advances in medicine, medical equipment, and procedures developed by biotechnology companies.

A recent development in the physician assistant career is related to education levels. Many new PAs are starting to get doctorate degrees in related fields. This is so that PA's are “on par with other doctorate-holding medical professionals.” Many will seek a Doctorate of Physician Assistant or DPA while still working full-time, health-related jobs.

Benefits and Drawbacks of the Career

Cons of this career choice are the inconvenient and unknown work hours on a day-to-day basis. PAs also make less money than similarly working physicians. Another drawback similar to most medical careers is the expensive and extensive schooling required and the academic rigor in these classes. The pros much outnumber the cons. There are many specialties to choose from, giving a less limiting feeling than most. There is job security due to the rapidly increasing need for medical professionals and the above-average market need for PAs according to the US Bureau of Labor Statistics. PA’s also required less schooling than physicians and acquired much less debt on average than their doctor counterparts, while still being able to perform hands-on procedures and engage in patient affairs.

Educational Requirements

In high school, many of the classes taken are required for college coursework. To become a Physicians assistant, students will need a deep background in sciences and mathematics. Classes like trigonometry and advanced physics classes will help. In addition, to get into accredited colleges, advanced coursework in programs like Advanced Placement and International Baccalaureate courses are helpful and may even give college credit. Some electives during high and helpful school years for the PA occupation include classes in anatomy and physiology, computer sciences, health education, and nursing CTE classes. Group activities, hobbies, and volunteerinternship hours also help with acceptance into pre-physician assistant colleges.

Many Physician assistant educational programs have prerequisites from college. Many of these schools require two years in college classes in behavioral and basic sciences. Many additionally require completion in classes like chemistry, physiology, anatomy, and biology. Almost all programs require 2 years of general chemistry with lab experience or organic chemistry classes to demonstrate knowledge of organic functions. 2 semesters of biology coursework with lab implications are required, along with a semester of physiology, human anatomy, and microbiology. 2 semesters of advanced English and math in the form of calculus, statistics and algebra are required. Two Semesters of physics classes are also a prerequisite for physicians assistant programs.

The level of education needed for physicians assistant school is a minimum of a bachelor's degree in a health career-related major. However, it is recommended for people to obtain a master's from an accredited educational program. Data show that the most common degrees for aspiring PAs are in biology and health sciences, although no need to obtain a relevant degree as long as the required credits are completed. Although the choice of your undergraduate degree will not matter too much, students with more relevant majors like medical courses and science make a stronger candidate for PA schools.

Accredited Physicians Assistant schools are important in the education of aspiring PAs because they allow connections to potential workplaces and connections with others in the same field. Some colleges that provide students with good opportunities are Northeastern University, Baylor School of Medicine, and Arizona State University. Northeastern helps aspiring PAs reach their career goals by allowing students to earn dual master's degrees in either PA and a Masters's in Public Health or Health Information. Northeastern has also been a top-rated physician assistant master’s program since 1971. Baylor School of Medicine offers an advanced biomedical facility on their campus. This can help in the further studying of students seeking a master’s degree at a top-ranked medicinal school. Lastly, ASU offers a Pre Physicians Assistant Pathway 4-year plan that allows students to take the GRE during their junior year. Additional benefits of this program include internship and volunteer opportunities at local outreach programs and hospitals.

There are many skills needed to become a registered Physicians assistant. Before enrolling in a PA program, many students need around three years of healthcare experience, working with patients. Many do this by working as a registered nurse, EMT, or paramedic. During PA school, students also complete up to 2000 hours of clinical rotations working in clinics, physicians' offices, and long-term care facilities. Once you have graduated from a PA program, students are eligible to take the Physician Assistant National Certifying Exam (PANCE) administered by the NCCPA. If this is passed, then you need a state license to practice. Currently, all states in the US require that PA’s pass the PANCE after graduation from a PA program.

Employment

The first step in the employment process is to get prepared for a PA school. Because these programs are so competitive, students interested need to start gaining healthcare experience and finishing prerequisites as early as possible. Healthcare experiences can be volunteering at hospitals, being an EMT or paramedic, or being a nurse at local medical centers. In college, coursework in behavioral and basic sciences for about two years is required, a requirement shared with most premedical studies. Many PA programs have prerequisites in chemistry, anatomy, types of biology, English, and mathematics. Most students have a bachelor's, but a higher degree is always recommended, and about three years of healthcare experience. The next step is to attend an accredited PA program. Most of these programs last 3 academic years and can grant master's degrees. Many newer programs can additionally offer dual masters or doctorate degrees to students. Academic life consists of normal classroom instruction along with clinical rotation. Students learn about anatomy, diagnosis, biology, medical ethics, and much more while completing over 2,000 clinical hours in an array of medical locations. This can be in private practices, primary care clinics, or long-term facilities. Students have rotations in all specialties. The following step is to become certified through the National Commission in Certification of Physical Assistant by completing the PANCE exam. After that, registered Physicians assistants can use the title Physician Assistant-Certifies or PA-C after their name. Next, the now PA’s obtain state licensing and maintain that license while working as a medical professional.

According to the AAPA, Physicians Assistants work in hospitals, medical offices, community health centers, nursing homes, retail clinics, academic facilities, and correctional institutions. PAs can also work in companies in the pharmaceutical, biotechnology, and medical device manufacturing industries.

According to the US Bureau of Labor Statistics, the median annual pay for a physician's assistant was $115,309 as of May 2020. The top 10% of PA’s made over $162,470 a year working upwards of 40 hours a week. Benefits tied to employment include dental, medical, and vision insurance along with retirement and vacation plans. Some employers provide more or less compensating benefits.

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And the last one, an internships that can be beneficial to future physicians assistants are shadowing internships. By shadowing medical professionals, it lets colleges and PA programs know that you are interested in this particular field. Shadowing internships offer pre-medical students the ability to gain exposure in the specialty that they are pursuing, like becoming a physician's assistant. For college of high school students, many internships are held over the summer. Positions that help students gain healthcare experience are equally important in becoming a PA. Students can work as assistants to medical professionals, EMTs, Paramedics, lab assistants, and technicians.

In the movie The Blind Side by John Lee Hancock, the true story of Michael Oher and his interesting path to NFL stardom help shine light on many topics related to educational psychology. Michael is a 17-year-old African American boy, who comes from a broken home and becomes homeless, who one night gets seen walking around town with just a bag clothes by the Tuohy’s, a white upper-class family. The family decides to take Michael in after Michael tells them his story, and place him in school with their own children at a private school. At first, Michael isn’t the brightest student, but his size and passion for others start to stand out to the Tuohy’ sand other adults such as Miss Sue, who becomes Michael’s school tutor, and Mrs. Boswell, his only teacher that takes him and his work seriously. It is with the help, perseverance, and unwilling to give up attitude of the Tuohy’s, Miss Sue, and Michael that help show this movie is a psychology lenses and shows that when placed in the right situation with people who will support your every move, that impossible becomes possible.

In this movie, the topic of Nature vs Nurture almost becomes the central issue. With Michael coming from a place where he was taken from his mother who was a drug-addict, was in and out of foster homes, many believed that Michael couldn’t be capable of doing any good or even be able to live with a wealthy white family such as the Tuohy’s. They believed Michael’s instincts and beliefs all came from the Nature perspective and that he could only be no good, since his background was no good. This is shown when Mrs. Tuohy goes out with her friends and they talk about how Michael is a “big, black boy” and that he could be a threat to the safety of the family, especially the daughter. But all this statement does is infuriate Mrs. Tuohy and helps push her to be a better mentor and guardian to Michael. To help Nurture him to be the best version of himself possible. The Tuohy’s motives and actions with Michael are grounded in the beliefs that “primary/basic emotions have different functions with respect to survival and reproductive behaviors”. That is was Michael’s need for survival that made him the way he was. He came from a place where his mother was a drug-addict and got separated from her. Was in and out of foster homes. Michael never really had that sense of home or family, and because of that he distanced himself from everyone and acted different. That was the nature in him, as seen when he received a 98% in the protectiveness section of his school’s aptitude test. He cared about people, he just didn’t really have anyone to genuinely care about until the Tuohy’s came along. In Montag and the other researcher’s article, they talk about a “seeking system”. They say this system in every human “energizes human beings and helps them not only to be energized with “enthusiasm” and “interest”, in explorative/investigative way in everyday life”. This seeking system is most definite in Michael. Once he has that reason to be better and try harder because of the Tuohy’s the many options for him can be seen. He plays football, gets better in school, cares about his new family, but most importantly, became the best version of himself.

When analyzing the Blind Side, glimpses and sprinkles of Vygotsky’s theory can be seen throughout. Vygotsky’s theory is that it isn’t just Michael who plays a role in his learning and development, but it also his caregivers, his peers, his siblings, and his educators who play a role in Michael’s learning and development. In an article written by Irina Verenikina from the University of Wollongong, she talks about how in regards to Vygotsky’s theory that “development is, in this case, co-constructed”. With this concept of a co-constructed development, the Blind side can be seen in a better light. Without the help of the Tuohy’s, Miss Sue, or Mrs. Boswell, who knows where Michael Oher would have ended up. He was homeless and with no place to go. But when all of these individuals came into Michael’s life and pushed him to be the best version of himself, magical things happened. But rather than just see what Michael accomplished, you have to understand why he wanted to accomplish it and how he did it. It was with the help of “externally mediated activity, actions that involve the use of external means” that allowed Michael to reach his goals. Michael wanted to make his new family, especially his new little brother S.J. proud. He wanted to be a better person than the environment he came from depicted him as. But he was only able to do this through his own motivation and through the help of others. Without Miss Sue spending countless nights tutoring him and pushing him in education, without Mrs. Tuohy pushing him to be a protector of his new family at home and on the football field, without Mrs. Boswell understanding Michael and pushing him in the classroom, and without Coach Cotton pushing him on the football field, Michael would have never have had those external motivations to do better and better internally. It is very evident through this film that Vygotsky’s theory is what helped Michael Oher transform into the caring, selfless human he became.

Another psychology aspect that plays a vital role in the story of Michael Oher is prejudice and discrimination. Throughout the film, prejudice and discrimination against Michael is seen almost everywhere. From his own mother who talks about how Michael will always come back to her, from the people in his former neighborhood who see Michael as another hood dude with no shot, Mrs. Tuohy’s friends who believe Michael is not safe and can not be trusted, teachers in his school who see him as a not intelligent with no chance of success, a parent at a football game who says very racial and inappropriate slurs towards Michael, a college football investigator who originally believes that the Tuohy’s only helped Michael because of his size. What all of these people have in common is that they never tried to get to know Michael or give him a chance. People seem scared of Michael because of his size and skin color. In an article written by Stuart Oskamp, references “aversive racists are people who sincerely believe themselves to be unprejudiced, but who still harbor some negative feelings towards ethnic minority groups”. This aversive racism and misunderstanding of Michael comes into a better light when we see where exactly this story takes place, Memphis Tennessee. As many know, the South is well known for its beliefs in the Civil War and how it wanted slavery, and regardless of what others say, that sense of racism can still be seen in the South to this day. That is where this aversive racism drawn upon with regards to Michael. These people I referenced above see Michael as big, black kid who is intimidating from his size and judge him based off the color of his skin. They don’t know Michael or what he is really about because they don’t give him the chance due to their unsubconscious and even subconscious prejudice. They weren’t willing to try and knock down their own personal barriers. It is through the Tuohy’s willingness to take in Michael and get to know him that they were able to knock down the barriers that Michael and even the Tuohy’s have put up. They both became “aware of their interdependence” with each other and reduced “their stereotypic thinking” to nothing.

While looking at the Blind Side, many might just see a story of a kid who got picked up by a wealthy family and made the best of his circumstances by getting a scholarship for football to the University of Mississippi and eventually was a 1st round draft pick in the NFL. But when you look further into the details of the film and not just the big moments, but especially the little moments in the film, many references to psychology come into play such as Vygotsky’s theory, prejudice and discrimination, and Nature vs Nurture. Without the Tuohy’s, Michael Oher would have never been drafted into the NFL as no one ever gave him a chance or even the light of day. Without Michael, the Tuohy’s would have never been able to knock down their own barriers or get a better understanding of just how important people are in our lives. What this movie really shows is that if you knock down your barriers, help others, and push yourself and others to be the best version possible, that the possibilities are endless and unfathomable dreams can become a reality.

Political institutions throughout modern governance have played a fundamental role in the operation and management of our society and its affairs. Through changing times it is evident that institutions have remained at the core of human civilization and its development. Political institutions can be defined and synthesized as enduring governing arrangements guided by norms and rules that provide stability, resilience, consistency, scalability, and adaptability. Comparing and understanding the important individual roles each institution takes to maintain a society and govern it is vital. The judiciary (Courts), legislator (Parliament), police, military and the church are just some examples of political institutions. We at times undermine how truly important this intuition are and do not recognize the role and responsibilities they incur.

This essay will give an in-depth view of political institutions elaborating on its purposes including why they are important in addition will argue the point of why we should compare them to conclude.

Political institutions are essential in our society as they contribute towards our daily lives giving a sense of security and direction. There are numerous definitions of political institutions as political intuitions are broad and cover a number of organizations, but what makes an institution truly political is the fact that its main component has to influence the distribution of power ( Hague, R., & Harrop, M,2010). Intuitions have shifted from just being judiciary and legislator to organizations that have rules and norms also this is what makes institutions complex. Outlining the importance of political institutions democracy works well when these institutions perform functions assigned to them, the Constitution of any country lays down basic rules on the powers and functions of each institution. Decision makers in our society as the Prime Minister and the Cabinet are institutions also making important policy decisions that directly impact the society. In contrast to policy decisions, we need the political institutions for the following purposes to ensure security to the citizens and to provide facilities and education importantly to settle the disputes determining what is wrong or right.

Another major factor is tax collection and maintaining administration are also fundamental to a successful society, in addition, defense and development programmes leading to formulating and implementing certain development schemes that benefit the society as a whole power ( Hague, R., & Harrop, M,2016). The institutions as outlined are crucial in every day of our society without it there is simply no order. How a political institution is managed by a certain individual is also a driving force towards how beneficial it can be to society as corruption and mismanagement are some main challenges, one main argument to be a downside to the political institution. It can be used for personal gain and thus leading to a corrupt society, one that is incapable of managing itself. This leads to the argument of the creation of institutions and a broader concept of individualism or liberalist society where government control is minimal, however, it is still impossible for democracy to prevail without institutions. Thus comparing them to better them instead of abolishing them should be considered. In the argument to whether political institutions should be compared or not we must always take into account that in order to create new ideas we must compare and that one institution alone cannot bring benefit to whole of society, therefore, all must be taken into account as society is complex and different components work together to keep it moving (Pennings, P., Kleman H., & Kleinnijenhuis, J. 2005).

Comparing political institutions gives us an insight into the similarities and differences of an institution in doing so creates alternatives or ideas to better it as no single political institutions can be correct in benefiting everyone in society. In addition comprehending the mechanics of political power and understanding, it is also why comparing political institutions is undoubtedly fundamentally crucial (Pennings, P., Kleman H., & Kleinnijenhuis, J. 2005). Each institution has their strengths and weakness comparing sees which is better at doing which so it will be completed efficiently. By comparing, valuable ideas and better understanding are created leading to a more robust society that changes with time rather than being left behind (Peters, B. G., & Pierre, J. 1998).

In conclusion of this essay, political institutions are set rules and norms that continue to govern our society and will continue to into the future, they are important because they give a structure to society that is founded on the interest of all and not for self-interest or individualism. In addition comparing gives us ways to better our society leading into the future thus it is of most importance to compare as a comparison is better than no comparison at all, power is uncontrollable however through political institutions it is used to benefit us.

Works Cited

1. Hague, R., & Harrop, M. (2010). Comparative Government and Politics: An Introduction. Palgrave Macmillan.
2. Pennings, P., Kleman, H., & Kleinnijenhuis, J. (2005). Political Data Handbook: OECD Countries. Oxford University Press.
3. Peters, B. G., & Pierre, J. (1998). Governance without Government: Rethinking Public Administration. Journal of Public Administration Research and Theory, 8(2), 223-243.
4. Ostrom, E. (2005). Understanding Institutional Diversity. Princeton University Press.
5. Sartori, G. (2005). Comparative Constitutional Engineering: An Inquiry into Structures, Incentives, and Outcomes. Palgrave Macmillan.
6. Tsebelis, G. (2002). Veto Players: How Political Institutions Work. Princeton University Press.
7. Cox, G. W., & McCubbins, M. D. (2005). Setting the Agenda: Responsible Party Government in the U.S. House of Representatives. Cambridge University Press.
8. Hall, P. A., & Taylor, R. C. (1996). Political Science and the Three New Institutionalisms. Political Studies, 44(5), 936-957.
9. North, D. C. (1991). Institutions. Journal of Economic Perspectives, 5(1), 97-112.
10. March, J. G., & Olsen, J. P. (2004). The Logic of Appropriateness. Are Institutions the Answer? In J. G. March (Ed.), The Oxford Handbook of Political Science (pp. 649-670). Oxford University Press.

Henry Fleming, after receiving his red badge of courage?a blow to the head?takes over the role of color-bearer during a vicious combat. As he sees his comrade sink to the ground in pain, he fights with his friend Wilson for the esteemed position of flag-bearer and finally wrenches the Union colors from the grasp of the dying man. With the flag in hand, Henry feels immediately empowered; the ubiquitous symbol of freedom and courage invests him with his own power and valiancy as he rushes headlong towards the enemy lines. Stephen Crane's continuous reference to color in The Red Badge of Courage, manifests itself outright in his few descriptions of the flag. The flag, symbolic by its very nature, invests the warriors with violent emotion as well as acting as an impetus for action, in the case of the young soldier. Crane emphasizes descriptions of the colors, the flag-bearers and the enemy's own flag to further increase the depth of feeling in the novel. Since a flag often invokes deep sentiments of nationalism, patriotism and faith, Crane's very descriptions of the flag tend to be wrought with feeling and augment a description of character.

As Henry Fleming's character shifts throughout the course of the novel, the symbol of the flag also has a changing effect on him. As he becomes empowered rather than terrified by the battle, the flag too impresses him in an equally more powerful manner. Before he attends his first battle, he sees the "flags, the red in the stripes dominating." Crane further describes them as splashing "bits of warm color upon the dark lines of the troops." This convivial description further effects Henry's countenance as he feels "the old thrill at the sight of the emblems. They were like beautiful birds strangely undaunted in a storm" (29). The flag as a "beautiful bird" strikes Henry prior to his first true experience of battle gore; he has fought, but not at the height of aggression as we observe later in the novel. After this description of the flag and his affinity towards its symbolism, Henry runs away from the troops. Immediately before he scampers towards the back of the line and away from his regiment, Crane describes the flag as "sometimes eaten and lost in this mass of vapor, but more often, it projected, sun-touched, resplendent" (31). The flag, throughout, is described as something holy and divine; however, Henry sees this and then "into the youth's eyes there came a look that one can see in the orbs of a jaded horse. His neck was quivering with nervous weakness and the muscles of his arms felt numb and bloodless" (31). Henry's sudden feeling of fear and hatred for the war cause him to lose himself "in this mass of vapor." The flag, though described with glory, is the first symbol that drives Henry to distraction.

As he berates himself for escaping the regiment, Henry again thinks of the flag and feels even more fear of battle. By observing his feelings about the symbolic colors, Crane markedly presents his awakening fear and then descending empowerment throughout the novel's chronology. In this instance, Henry thinks of the flag and wishes for death. "If the army had gone gloriously on he would be lost. If the din meant that now his army's flags were tilted forward he was a condemned wretch. He would be compelled to doom himself to isolation. If the men were advancing, their indifferent feet were trampling upon his chances for a successful life" (50). The idea of the flags being tilted towards battle frightens Henry to distraction due to his desert of his party. He knows that if the flags were demonstrating a continuation into battle, he would forever be marked as a deserter, a pathetic soldier of abandoned manhood. The symbol of the flag leading the troops to war, invokes a fear and awe in him which is contrasted with his return to the regiment, where he struggles to redeem himself through bearing the flag.

Running like a football player, Henry approaches the flag of the enemy and sees his own colors and, within him, "was born a love, a despairing fondness for this flag...it was a creation of beauty and invulnerability. It was a goddess, radiant, that bended its form with an imperious gesture to him." Crane continues to write, "It was a woman, red and white, hating and loving, that called him with the voice of his hopes. Because no harm could come to it he endowed it with power" (80). Henry's changed war philosophy is reflected in his feelings about the flag. As he becomes nearly omnipotent in his battle tactics, he holds the flag and adopts its "endowed power." The flag called him "with the voice of his hopes" and he pursued those hopes by taking the flag in hand and bearing the colors forward towards the front of the lines. His shift in understanding of battle is aided by his love for the flag and the very autonomy he feels while holding her colors. Even as he angrily thinks of the comments of the General against his regiment, "he wrapped his heart in the cloak of his pride and kept the flag erect" (82). The symbol keeps Henry fighting with the might of many men; the very femininity of the flag keeps his manhood intact and strong. He is now the flag's protector and he must wreak vengeance on the enemy even as their "fierce-hued flag flashed before his vision" (82).

As Henry moves towards the realm of heroism, the flag is his shield, his pride and his charge. While he was feeling frightened and mistrustful of the pursuits of war, the flag was still resplendent yet it invoked an unknown fear within him. By following Crane's descriptions of the flag, Henry's shift in character is apparent. He becomes fully empowered by the war as he holds the colors and charges the enemy lines. The flag, besides presenting the obvious characteristics of courage and patriotism, acts as Henry's personal impetus for battle. While bearing the colors, he becomes a heroic leader?a man embodying the symbolic meaning of the flag. Moreover, the colors of the enemy produce such a hatred, that Henry insists on holding his own flag higher and using her colors as a sign of his battle-worthy self.

Abramovitz and Modigliani (1957)

They highlighted the relationship between capacity utilization and inventory investment. Existing stock of inventories was expected to adjust to the desired levels. Thus the variable, existing stock of inventories, was essential to be negatively related with the desired stock. The result was that there is positive relation among the ratio of inventory to sales and inventory investment. Highratio of stocks to sales in the past suggests requirement of high levels of inventories in the past and promising high investment in inventories in the current period also.

Krishna Murthy (1964)

Study was aggregative and dealt with inventories in the private sector of Indian economy as a whole for the period 1948-61. This study used sales to represent demand for the product and suggested the importance of accelerator. Shortterm rate of interest had also been found to be significant.

R.S. Chadda (1964)

Study had been made on inventory management practices of Indian companies. The analysis suggested application of modern scientific inventory control techniques like operations research. These modern scientific techniques furnish opportunities for the companies, Companies can minimize their investment in inventory but there is continuous flow of production. He argued that industrially advanced countries, like, USA, were engaged in developing highly sophisticated mathematical models and techniques for modernizing and redefining the existing tools of inventory investment.

National Council of Applied Economic Research (NCAER) (1966)

Conducted a study in 1966 regarding working capital management of three industries namely cement, fertilizer and sugar. This study mainly devoted to ratio analysis of composition, utilization and financing of working capital for the period of1959 to 1963. The study reveals that inventory constituted a major portion of working capital i.e. 74.06 per cent in the sugar industry followed by cement industry (63.1%) and fertilizer industry (59.58%). It was observed that inventory had not managed properly. So far as the utilization of working capital was concerned, cement and fertilizer industry had better implementation of working capital. The sugar industry had huge accumulation of stocks so there was inefficient utilization of working capital heavily.

The administrative reforms commission(1967) has made some recommendations for reducing inventory levels. The RBI study group(25) appointed to frame guidelines and to lay down norms for bank credit applicable to all classes of industrial borrowers (popularly known as Tandon Committee Report), has classified inventories prescribing inventory norms for fifteen industries.

The committee on inventory control(26) appointed by Bureau of Public Enterprises (BPE) in 1972 examined inventories of the three public sector undertakings viz, Hindustan Shipyard Limited (HSL), Hindustan Cables Limited (HCL), National Mineral Development Corporation Limited (NMDCL). The committee fixed inventory levels for HSL and made some concrete recommendations to reduce inventory levels in all the three undertakings

Krishnamurty and Sastry (1970)

It is the most comprehensive study on manufacturers’ inventories.They used the CMI data and the consolidated balance sheet data of public limited companies published by the RBI, in order to analyse each of the major components, like the raw materials, goods-in-process and finished goods, for 21 industries over the period ranging from 1946-62. The study was a time series one although there were some inter-industry cross-section analyses that were carried out in the analysis. The Accelerator represented by change in sales, bank finance and short-term interest rate was found to be an important determinant. The utilisation of productive capacity and price anticipations was also found to be relevant in the study.

George (1972)

It was the study on cross section analysis of balance sheet data of 52 public limited companies for the period of 1967- 70. Accelerator, internal and external finance variables were considered in the formulation of equations for raw materials including goods-in-process inventories. However, equations for finished goods inventories conceive only output variable. Deliberation was given on accelerator and external finance variables.

Mishra (1975)

It is the study of six major public sector enterprises. He concluded that (i) inventory constitutes the most important component of working capital of public enterprises (ii) efficiency of working capital funds employed in receivables is terribly low in the selected enterprises and (iii) In all units both the current assets and the quick ratios are greater than their standards. Enterprises need proper control on receivables.

Bansal(1976) in his study on Materials Management: A case Study of Bharat Heavy Electricals Limited, Bhopal Unit, (BHEL), has evaluated the existing systems of inventory management. He emphasises. The need for automatic replenishment system in the undertaking offer studying the application of ABC analysis and EOQ technique of inventory control. He also points out the accumulation of surplus stores and non-moving items in the organization and recommends that the surplus and absolute stores which are no longer required should be disposed off as early as possible at the best available price.

Further, he suggests the preparation of monthly class wise statements on inventories for effective control over them and the introduction of reconciliation system of stores ledgers with account ledgers to avoid misappropriation of stores, and spares for production and operation are above their actual consumption level. The inventories in general are found to be above their routine requirements. The holdings of stores and spares corresponding to two to three years requirements should be considered excess.

Lambrix and Singhvi (1979)

Adopted working capital cycle approach in working capital management, also suggested that investment in working capital can be optimized and cash flows can be improved by reducing the time frame of physical flow starting from the receipt of raw material to the shipment of finished goods, i.e. inventory management, and by improving the terms and conditions on which firm sells goods as well as receipt of cash.

Lal (1981)

He studied Modi Steels Limited as a case study, his study focused on inventory management. He originated a model which involve price variable in inventory management;earlier price variable in inventory was not considered in that company. The analysis recommended solid policies, which would look after internal and external factors, ultimately it would help in bringing in efficient working capital management.

Despite the fact that, individuals and the economy is moving at an unfaltering pace yet instances of individual damage is still on the ascent. We have started accepting and treating men and women equal yet the cases of personal injuries are still being heard of. Some people believe that being abrasive, or violent is a weapon of being strong, however, it just shows that they are just animals with no mind and heart. Personal injuries that happen by chance are less reported than the ones which are done brutally and intentionally.

So what is a Personal injury? It is referred to as a legal term for any injury done physically, or mentally. Legal proceedings can be filed against any individual who has caused damage due to sheer neglect, careless or rash behaviour, or an act done to harm intentionally or purposely as well as some even on the basis of severe legal responsibility. The Different set of authorities illustrate the harm in different ways and can be compensated for the medical expenses of the injured, their pain and agony. Let us see some of the cases or incidents qualifies for a personal injury in brief:

Car Accidents

This is very common worldwide and generally is the result of rash driving, not adhering to traffic rules, or being drunk. One in ten cases is due to car accidents. The person driving, in this case, can be held financially accountable for the same.

• Medical misconduct- These incidents happen on the negligence of a medical practitioner, where he is unable to deliver skilled and adept care which leads an injury to the patient.
• Physical assault- These kinds of incidents are done intentionally and purposefully to harm the other person, could include, burning, attempt to kill, physical abuse etc. These also take the form of a criminal case and the proceedings are dealt with severity. The compensation will also include the criminal charges along with the compensation for all the injuries. Subject to the intention or neglect of the accused, the injured side can claim financial compensation, either through a judgement or a settlement. While personal injury cases generally are the result of the rash behaviour or intentionally done, yet maximum cases are based on the fact that it was due to carelessness and sheer neglect. In case, the party is held liable for the injuries and damage, based on neglect and carelessness, it needs to qualify the below mentioned four points to be able to do so.
• The party was bound to be dutiful as per the situations
• The infringement on the side of the party caused harm,
• The party violated the duty laws.
• The financial damage that was caused to you during the sufferings when the party violated the laws and did not take care. In most of the cases, the personal injury cases are initiated by filing a court with a credential referred as a “Complaint”. This complaint detects the parties to the legal proceedings, ascertains what mistakes have been done by the suspect, claims the defendant for all the wrongdoings, and even demands compensation for the injured.

The fact though remains that accidents and casualties do happen, but the injury, pain and melancholy cannot be overlooked when it happens to a near and dear one. We need to understand that we need to respect the other person as much as we need him/her to respect us, be patient and not get abrasive or rash with others as even we could experience the same.

Works Cited

1. American Bar Association. (n.d.). Personal injury. https://www.americanbar.org/groups/public_education/resources/law_issues_for_consumers/personalinjury/
2. Centers for Disease Control and Prevention. (2021). Motor vehicle injury. https://www.cdc.gov/injury/features/global-road-safety/index.html
3. Cook, J. (2018). Medical negligence. In J. Cook (Ed.), Tort law: Text, cases, and materials (4th ed., pp. 671-692). Oxford University Press.
4. Criminal Code, RSC 1985, c C-46, s 265 (Can.).
5. Gerhardt, R. (2018). Personal injury law. In N. J. Emanuel (Ed.), Principles of business law (2nd ed., pp. 213-226). SAGE Publications.
6. Goggin, M. (2021). Physical assault. In M. Goggin (Ed.), Criminal law: Text, cases, and materials (5th ed., pp. 142-157). Oxford University Press.
7. Legal Information Institute. (n.d.). Negligence. Cornell Law School. https://www.law.cornell.edu/wex/negligence
8. National Center for State Courts. (n.d.). Civil case process. https://www.ncsc.org/education-and-careers/education-and-professional-careers/careers-in-justice/publications-and-multimedia/the-case-of-the-clarinetist/the-case-of-the-clarinetist-case-process
9. Prosser, W. L., Keeton, R. E., Dobbs, D. B., & Kaveny, M. C. (2015). Prosser, Wade and Schwartz's torts: Cases and materials (12th ed.). Foundation Press.
10. US Legal. (n.d.). Elements of negligence. https://injury.uslegal.com/negligence/elements-of-negligence/

In the poem Invictus by William Ernest Henley the writer has given us a glimpse of the theme in the title itself. Invictus means unconquerable or undetected in Latin. Knowing that this poem was written by Henley while he was in the hospital being treated for tuberculosis of the bone. This only helps strengthen my thesis that this poem is about strength and perseverance in the faces of death.

The first stanza is about strength and death. The entire stanza is basically stating that the author woke up from the dark knight that he describes in the poem. He was thankful for waking up because he does not wish to die. Although he does not wish to die he knows that he will die one day. He states this in the sentence “I thank whatever gods may be for my unconquerable soul”. I believe that the author was thinking dark because he was on his death bed. You can see that he is thinking dark when he uses phrases like “out of the night that covers me” and “black as the pit from pole to pole”. When he wakes up the next morning and is still alive he is thankful so he is thinking happy thoughts because he is still alive.

The second stanza is about the author persevering through his troubles. “In the fell clutch of circumstance I have not winced nor cried aloud”. In this sentence the author is stating that under the sinister hold of circumstance he has preserved through his troubles. Henley also states that under the beatings of chance the authors head is bloody but unbowed. This is basically stating that even though he has taken the many beatings of life he is not giving up. I believe that he is talking mostly about his strength and how he is fighting to stay alive. When he is talking about strength he says things like “I have not winced nor cried aloud” and “My head is bloody but unbowed”. When he is talking about fighting to stay alive he says things like “In the fell clutch of circumstance” and “Under the bludgeoning’s of chance.”

The third stanza is mostly about death. “Beyond this place of wrath and tears.” This sentence is talking about the Earth. The writer is describing earth as a place of harshness, pain and tears. “And yet the menace of the years Finds and shall find me unafraid.” This statement is saying that the author is not afraid of death and will never be afraid. I believe that Henley was thinking that for him life was hell for him so he writes about it. You can see this when he uses sentences like “looms the horror of the shade, and yet the menace of the years” and “beyond this place of wrath and tears.” I believe that the poet was having another bad day because he goes back into writing really dark stuff. For example the realm of the dead, harshness and tears.

The final stanza is talking about the author’s strength to go forward. “It matters not how straight the gait or how charged with punishments the scroll.” This is stating that he does not care how narrow the gait is to get to where he is going or how many punishments are destined for him for whenever he gets where he is going. He will decide where he goes whether it be heaven or hell. “I am the master of my fate I am the captain of my soul.” I believe that the when writing the author was thinking about the end of his goal because he knows that it is almost his time.

All of the evidence that I have provided supports my thesis which is to have strength and perseverance in the face of death. In the end the author realizes that he is the master of his life. In life you will always have to make decisions that will steer your fate one way or another but you are the only one to blame for your outcome.

I interviewed two teachers about diversity, inclusivity, strategies, and respect in their classrooms. The first teacher, Rachael, is outgoing, creative, family oriented, and very dependable. She is a staple at our school and her opinion is sought by many other teachers. The second teacher I interviewed, Patricia, is a speech pathologist who tends to keep to herself, has an extremely large wealth of knowledge, and is the backbone of our Exceptional Student Education (ESE) department.

Education is a field of hard working professionals who are willing to give their time and resources to make a difference in a child’s life. I have the privilege of working with several teachers at my elementary school who inspire both children and their colleagues.The culture of our school is diverse with a large Hispanic and Caucasian population. The ELL department works very hard to make sure students are tested and placed in the appropriate language group.

Rachael has been teaching for 11 years. She has taught various elementary grade levels and is currently teaching fourth grade. Rachael is the grade chair (team lead) for fourth grade and is also on the school instructional leadership team (ILT).Patricia teaches speech therapy and language therapy. She assists the Exceptional Student Education (ESE) team with various lesson plan ideas, research based strategies, and writing techniques to promote successful writing. Patricia has been teaching for 19 years and is a huge asset to our school. Patricia teaches every grade level in language or Speech therapy.

Again, the culture of our school is diverse with a large Hispanic population representing several countries such as Honduras, Puerto Rico, Cuba, Mexico, El Salvador, Guatemala, Brazil, Costa Rica, Venezuela, and Argentina. We also have a student from Greece, a student from England, and a student from Spain.

When asked the question “Describe the current state of diversity and inclusivity in your educational setting”, Rachael answered “I think we have a pretty diverse setting. We have children from all different walks of life culturally and economically. I personally try to make sure everyone feels valued and has a voice-even if their voice is small-it’s important that they feel important.”, (Rachael, personal communication, May24, 2017).When Patricia was asked this question, she stated “Diversity tends to be a function of the neighborhood in which a school is situated. Within the school, students appear to be evenly distributed among teachers both when considering race/cultural background/language and when considering disabilities including SLD, Other Health Impaired, and Autism among others. The Administration appears to actively recruit teachers from a variety of ethnic backgrounds. Our school is also challenged to bring diversity as one of the oldest schools in our County. Segregation had a long hold on our school and it continues to push against this legacy. Inclusivity is sometimes challenging for English-speaking staff who cannot communicate effectively with parents of students who do not speak English. There is also a range of experience and skill within the teacher and staff population to respond to the special needs of students with disabilities. The issue of inclusivity seems to be more a function of District support than an intrinsic lack of desire for understanding on the part of teachers toward unique students. In sum, things are good, things are getting better, and there's quite a ways to go before we get there.” (Patricia, personal communication, May24, 2017).

When asked the second interview question, what strategies do you use to create inclusive learning environments? Rachael answered “I try to make an inclusive learning environment by using Kagan structures. It gives each student a chance to participate and have a voice. I also differentiate instruction so that they feel successful at their level. The easiest thing I do is just listen to them and let them talk about their weekend, thoughts, and family. Classroom jobs also help to make the students feel valued.” (Rachael, personal communication, May24, 2017).

Patricia answered the second question with this statement “Speaking only for myself, rather than the general sense as above, inclusivity is the mission for a speech language pathologist. This career exists to help those with communication gaps bridge the gap, or ideally fill the gap. To this end, I am constantly seeking to know the standard for a student without a disability and devising ways for students to reach or come close to meeting the expectations of the regular classroom. At this school, there is also some income disparity. While we are a Title I school and the majority of students meet the poverty criteria, there are students who enjoy a middle and upper-middle class life. The disparity is sometimes glaring as one student may have shoes with soles separating from the shoe body and another is wearing SPARKLY boots today instead of the leather carved pair. I compliment both students, genuinely, appreciating not just the aesthetic of the material item "I love those rainbow sparkles!" but the gesture of the item "Those shoes must have seen a lot of amazing places! Where have they taken you?" Inclusivity also embodies the idea that "fair" is not necessarily "equal." I have used my own resources, time and money, to fill resource gaps for poverty-affected students - boxes of crayons just to take home for example outside of the treasure everyone earns. Students know I am here for everyone, not just the ones that look like me!”(Patricia, personal communication, May24, 2017).

For the final interview question, what strategies do you to show you value and respect diversity in your classroom setting? Rachael answered “I know that I can be better at this...its easy to call on the same students because you know they have the right answer or wont waste your time with a silly answer. Sometimes I don't even have time to listen to them. But, I know that they need to feel like they are important.”(Rachael, personal communication, May24, 2017).

Patricia answered the final question with this statement “Growing up in a foreign country, a Spanish-speaking foreign country, has afforded some advantages for me especially in working with the large Hispanic population at our school. Daily, I take a risk and exchange a few conversational turns in the language students hear at home, creating rapport. I do the same for the parents that come to meet with me. I have also integrated materials that resonate with students culture and history such as the lesson I built on "Cactus Soup" a version of the fable "Stone Soup," that includes Spanish words, illustrations rich with images found in towns of the Mexican desert, and Mexican cooking ingredients. Many students here are connected to the strawberry crop. Lessons have also revolved around all things strawberry. This platform allows for more than just discussions about "fresas," it creates an opportunity for students to talk about daily life for their family as their parents pick through the light hours and the students themselves help in the fields on the weekends. Realizing the lesson objective may sometimes take a back seat to conversation is paramount. However, will we guide students toward knowledge if there is not mutual trust and respect that the journey will be what both envision?”(Patricia, personal communication, May24, 2017).

Patricia is far more proficient at this skill than the other teacher. Her years of experience and diverse background provide her with various outlooks on any topic. Patricia tends to support her ideas and approach to teaching with research based articles and materials.

I have witnessed Rachael in action and she truly allows each student an equal opportunity to express themselves. She is quite a remarkable teacher. Patricia’s passion is a reflection of our entire team. Working with her these past three years has been a pleasure and she has taught me many valuable lessons. She utilized so many research-based strategies, programs (LIPS by Linda Mood), and professional development materials in all of her lesson plans and IEP’s.

My ‘aha” moments, that Patricia inspired, revolve around student self-assessments. Patricia has changed the way I view teaching and her inspiration will be with me for the remainder of my career. She taught me to teach the students to assess themselves and allow them to tell you their comfort level about their knowledge of a topic.

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This made such an impact on me. Her response was so heartfelt and sincere. Patricia and I have worked hard to make sure a student is able to attend summer camp at our local science museum. There have been times when we have paid his way out of our own pocket. The look on his is worth a hundred times more.