Strategic Objectives Of Operations Management Within Organization Commerce Essay

Strategic Objectives Of Operations Management Within Organization Commerce Essay Operations management is the area of business; it deals with the production and services. It involves the responsibility of the business operations are efficient with the help of using small resources as needed. It is the process that converts inputs into outputs in the form of product and services. Operation management is the heart of the organization by controlling the operations of the system. It deals with the operation, design and improvement the quality of systems product and services. Operations management, marketing and finance are the functional field of the business with management responsibilities. The importance of operations management in every business organizations activity attached and it plays important role to ensure that organization achieve their objectives and goals or not. Honda Motors is an automobile company which produces bikes and cars. To managing every business activity it requires necessary operations management techniques. To ensure efficiency and effectiveness in the organization Honda Motors uses operations management. How to well resources like human expertise, machines efficiency and materials are use to improve organizations performance. The company is having primary objective of to earn maximum profit. The company reduces cost of the production using multiple new technologies. The company must have objective to increase productivity by using minimum resources. Honda Motors have effectiveness and efficiency because they fully utilised worker productivity, proper utilization of resources, and management techniques. Honda Motors use operations management for proper utilization of its products and services management. Wide range of management activities is having product or service management, new ideas for the product to provide support to customers who purchased the new Honda product. Product management conducts by every organization whether it is done intentionally or unintentionally. Honda Motors uses it expert skill for to improving production techniques, quality improvement, marketing through advertise and magazines to introduce new products in the market place. Strategic objectives of Honda Motors Fig: Strategic Management Strategic management is nothing but of the art of implementing and evaluating well decisions that enable an organization to achieve its objective. Setting organizations objective is one of the most important and challenging task. The success and failure of the organization depends upon the setting of the strategic objectives. Strategic objectives are set for longer period. In Honda Motors strategic objectives set for three to five years. Honda Motors understand their internal capabilities as well as environment .Strategic objectives plan gives guidelines and directions to Honda Motors for where to start and where the organization is going. Another objective is to motivate the managers and team members for giving reward when they are taking initiative for to progress of the organization. The objective setting helps to evaluate the success of Honda Motors in the strategic planning. Tool for analysis of the strategic objectives SWOT Analysis SWOT tool is widely used in organization for strategic planning, SWOT analysis is basic guide for strategic planning. If management is provide proper information about objective then this tool very useful for the company. SWOT analysis finds capabilities and its internal position by identifying the companys strengths and weaknesses. Once the organization identified its strengths and weaknesses then it should determine the importance of each factor. Management team must make analysis of all strength and weaknesses and find the level of these strength and weaknesses. The importance of these strengths and weaknesses should be identified. SWOT Analysis of Honda Motors Strengths High RD Innovation Market share leadership in smart segment Strong brand equity Unique products Production system that is refined over the years Weaknesses High cost structure compared to China   Company depends on profits coming from throughout the world, thus subject to global economies performance. Opportunities Now a day, Customers continuously increased interest into less fuel consuming and minimum pollution cars, Honda Motors having powerful RD to develop these types of cars for taking more and more benefit of the market. Customers required quality product with paying minimum cost. Honda motors taking this advantage having his product minimum cost and best quality as compare to other products. Threats Economic slowdown due the financial crisis in 2008 External changes (government, politics, taxes, etc.) Lower cost competitors or imports from Performance operations, objectives of the company An organization success is depends on three major factors that is product quality, cost, and speed. In todays market trend every customer focuses on these three things of the product. If any companies product quality is good, and cost is also minimum with having good comfort as compare to other products then your products demand increase in market place. This will helps to organization for long term sale of the particular product. For maintaining all these things, companys operation management must be good. Organization must be achieving objectives with help of strategic planning. Honda Motors having good operations management, to achieve objective of the organization. Strategic objective planning helps to achieve organization objectives. To maintain good product quality Honda motors uses operations management. With the help of operations management organization finds his dependability of the production, and it also helps to organization how to fulfil the dependability of the organiz ation. Honda Motors have flexible and powerful operations management for making quality products. Honda Motors every year make survey of the market for the understanding current market needs. After the analysis of the survey Honda Motors decides his strategic objectives and these objectives organization achieve by using good operations methodology. In todays market place Honda Motors having powerful brand because of company produce quality product and sale the product with minimum price as per the market needs. Company launch his product in a market with having good quality, comfort, and minimum price as compare to competitors products. Flexibility is most important part of the organization, organization must make changes into the product as per the market requirement and this is achieved by good operations management of the company. Flexibility is very helpful for companys success. With the help of operations management organization achieve strategic objectives. If company having p owerful operations management in a company, it will automatically achieve organizational strategic objectives. Honda Motors always take this advantage and achieve his strategic objectives. [1][2] Systems to ensure quality of product and services Business Process Management In the competitive world every organization creates different products from the competitors for to secure business in the market place. Quality management is the need for todays business environment. In these days consumer can choose variety of similar products, but consumer select which are different from others. If customer not satisfied with this product performance they switch to this brand. Thus the organization must focus on customers needs and wants and differentiation of the quality from the other number of competitors. Customer satisfaction is most important for build up brand loyalty and this helps for long term sales. To complete specific business outcome business process used set of easy or difficult business oriented tasks. A business process typically starts with a specific need and end with outputs in the form of product and services. Many business processes are sometimes developed by accident, in these processes no real thought in how those processes were developed. In some instances many processes developed in case of changes in technology, environment, policy, and market trends. Whether the processes developed by intentionally or by accidently almost every process need to improvement of the quality of the product or services. For improving these processes organization must make a strategic decision or planning when they will not improve or change. Business process improvement is a systematic strategic approach to improving organizations business processes and product quality and services. Many times these processes required inputs from internal departments in the organization or outside the organization like inputs from customers or suppliers. Organization must get the customers current requirement about quality, cost and comfort about product and service. Identify new processes or alternative process to make desired output faster, less costly, improve quality of the product. Business process Management tools In the market there are many business process management software solutions are available. Following some of the business process management applications are as follows: Pegasis system Savvion Lombardi Oracle IBM Appian Software AG To finding the solution buyers should perform an extensive search that meets the organizations long term needs and long term direction for the company there are many more systems are commonly used.BMP solutions having few existing standards. Some of the standards used are Business Process Execution Language (BPEL), XML process definition language (XPDL). With the help of business process management solutions, it helps to organization to improve all business processes and quality of the product and services. It also helps to increase efficiency of the employees and also helps to find organization strengths and weaknesses. Business process management can apply to improvement of all business process activities. It can help to identify gaps in existing processes. It can help to development of new innovative processes which helps to increase product quality and services, whether you are working on improvement of employee efficiency process or improvement of production system process. Quality audit system The internal quality audit is the mechanism with the help of this operation of the quality management system is monitored and similar with the documented quality system is assured. Audits done by the auditors, auditors are appointed by the company for the Organizations functions or procedures being audited. Through the internal audit effectiveness of the quality system is gathered. The main purpose of the quality system is to verify quality of the product and services as per the organizations standard. Internal quality audit is very good for to increase effectiveness of the organization. Approaches to Auditing Vertical Auditing Horizontal Auditing Vertical audit looks at particular function or department. These types of audit monitor all the activities and procedures in the particular department. Internal audit are generally vertical audits. Horizontal audit follows start to end process. These types of audit look at procedures as they support the process itself and are likely to period many different departments. The internal quality audit system is a documented system covering the planning, execution and follow-up of quality audits carried out within the scope of the quality management system. It is part of the quality management system itself. Internal quality audit system having three functions (required by the ISO 9000) Management Representative Internal Quality Auditors Management Review Body All these three elements required by ISO 9000 but the method and implementation style of the internal quality audit system (IQAS) is not compulsory. The IQAS needs the corrective action system to be effective. An internal quality audit requires involvement of the organizations senior management peoples. This requires expert on the management team or the management representative. The management representative is the link between the operating quality management system and the company management through the management review function. The management representatives continuously focus on those problems which cannot be solve at any level. These problems may be detected through normal quality control activities, but these problems will also detect at the time of internal audits. The management representative is responsible for ensuring requirement of the organization in terms of policy, objective and supporting procedures are implemented and maintained. Quality manager is also responsibl e for organizations day to day activities. The role of quality manager is must fulfil these responsibilities. The quality manager must make good relationship with the workers. The quality manager must not have conflicts between workers or team. The quality manager is responsible for selecting, training and managing the quality auditors, managing internal audits, monitoring the implementation of the audit schedule and give report to the top management peoples. How many auditors required for auditing its depend on the size of the organization. The scope of the quality management system and the different functions carried out into the quality management system. For example manufacturing company having manpower 800 peoples, and spread over 3 sites, it could manage with a 24 internal auditors team and quality management system covered all the major functions. When the auditors take a audit in the organization at that time they must be independent. This prevents conflicts and internal politics which may be generates wrong results. Auditing is about communication with the peoples and listening about processes. Auditor must be good listener. The auditor must have good knowledge to ask the right questions for getting the required information. Implementation of the quality audit system The audit conducted as per the particular objective base and quality system and standard base. It is conducted by the auditors independently where they are auditing. This means when audit is conduct there must not include internal conflicts and politics which generate wrong results for the auditor. The typical process of audit will include: In first stage i.e. preparation stage during this stage auditor makes a list of functions to be audited. Deciding the scope of the audit. Preparing proper list of the questions to be covered during the audit. The manager or supervisor of the function being audited, it must be first receive copy of the list of the audit. The audit processes generally start with the meeting to clarify the scope of the audit. To everyone familiar with the audit process this stage is very short. During the audit noted any non-conformances and cross referenced to either the standard. The process of the audit will closes with taking meeting with auditee to agree the non conformances, and discuss about taking corrective actions and decide dates for actions to be completed. Solutions and the corrective actions and dates for the completion will all in the form of audit report. Once the audit is completed report should be prepared within 24 hours. The audit is not considered as closed until organization take corrective actions have been completed and auditor confirms all taken actions. If the Follow audit is not complete auditor must take re-audit start from the first process and find useful solutions. Ways to introduce new quality culture Company, Suppliers and customers we are all in together When company follows this culture means we are all this together, reminds everyone how individuals success depends on company success and the companys success depends on how everyone doing their work well. This type of environment helps to identify everyone is a part of organization and having personal identity. Its also support for teamwork with the teams. It will help to company for create strong employee loyalty. Open, Honest communication is important Sympathy In the organization everyone has problems regarding to personal, social, or any problem in organization work. Managerial person must having sense and appreciation about the employee when employee having any problem. Listening Sometimes some peoples not listen to others. Peoples try to say what on their minds, they try to say how they are right and others are wrong, but no one wants listens him, sometimes this will creates organizations big loss. Because whatever they try to say which is very beneficial for the organization. The manager must have encouraged open and honest communication. This will support to making powerful decisions against the problems by involving everyones views in the organization. Different peoples having different views and ideas, if in organization having facility to listen everyones view and ideas then it will very useful for organizations success. Focus on Processes Every organizations success depends on how efficient processes done in the organization. Organization must focuses on processes because all processes in the organization not going well, it will automatically affects on product quality and hence it will affects on product sale. If organization wants success, it must have proper controls on all organizations processes. This will helps everyone to understand the importance of teamwork and cooperation to each other and the independence of the work. This helps to improvement of the quality using efficient quality tools and measure process performance and teamwork. Organization must monitor every process and by making changes into the processes increase efficiency, accuracy and speed to increase the productivity. If processes or plans are predefined in a company its outcome is always beneficial for a company, because management focuses on the processes which executed as per the requirements or plans, it helps to improve the productivity an d also quality. [6][3][8] Improve organizational performance Identify problems and opportunities for improvement In Honda Motors organizations work activities have done with the help of operations management activities for to achieve organizations objectives. Organization fixes objectives with the help of strategic planning. Company facing some problems in production system, but company continuously research on these problems and try to improve production speed, efficiency, and accuracy of the product. Company having good RD team for making continuously research on product quality and try to find solutions which increases product quality better than current quality. It helps to organization maintain position in the current market. In todays market customers required more fuel efficient cars, this is the big opportunity to Honda making cars with maximum fuel efficient with maintaining good quality of the product. Organization improvement Every organization produce product as per the current market need, and try to giving good quality product with minimum cost for improving product sale and secure place in market. Organizations objectives must set with the help strategic planning which helps for success. If the organization objectives set as per the market trend and need then it will helps to reduce variation between what customers want and what product and services deliver. Any product sale depends on how this product fulfils the customers requirement. When any organization produces any product, company must be making survey of the market and try to find out what the need of customers. Because what customers and stakeholders required and what product company delivers this is very important for organizations success. If the company produce any product which not fulfils customers need it will results customer leave this product, this will affect on product sale and companys status in the market. Implications of proposed changes within the organization. Organizational change it is nothing but of changing current work routines by introducing new rules and systems into the operation. Organizational change is very difficult because the regular routine activities not support to change. Organizational change also not directly supports because company working in current set environment which is not easily supports to the change. To compete with the competitors in the market every organization must make changes in the organization. Using new technologies and innovations produce quality product which will compete with the competitors product. Change in organization is very helpful for organization success. If the organizations proposed change implements properly with the help of change models and tools then it will increase organization efficiency, productivity, quality, and helps to produce quality product in minimum cost, otherwise it will generate organizations loss. The main objective of the organizational change is to increase quality of the product with minimum defect and earn maximum profit with investing minimum cost. 4.4. Implement changes in the organization Product quality Every organizational success is depends on his product and services. To increase product quality as per the customers requirement and comfort, because when consumers purchase your product if he will not satisfy long time with your product then he will leave your brand. Organization must continuously improve product quality and technology for the secure base in market place and increase sale of your product. If your product is good he compete with others product then automatically improve your organization profit. A good customer always customer always see the product quality. Because they wants long life comfort with the product, customers have many choices while buying a product so for that every company needs to maintain the product quality for to attract the customers. Cost of quality measurement In organization the three things are very important which are cost, time, and manpower required for the production, before producing any product every manufacturing company analyze this three things. For to maintains product quality organization must invest cost. Organization must calculate production cost and how much price he will get from the market it is very important. Organization must take care of these things when maintaining quality of the product. Because if organization produce quality product, but in market having competitors same product which having price is less than our product, if our company decrease product cost and this is less than production cost then it will generate organization loss. Sometimes it will not affect on companys sale of the product, when company having strong brand in a market place. Honda Motors have balance quality cost as per sales cost, and in the organization effective quality programs can reduce this almost, It will result making direct contribution to the profits. Honda Motors having powerful brand in market, thats why product cost not affects on product quality. This is the big advantage to the Honda Motors to earn more and more profit. To improvement of total organization performance and quality following points are important: Leadership must be important. Better implementation strategy and better planning Employee involvement should be accurate Easy and simple identification and measurement Proper Control and improvement in processes. Focusing on critical areas Honda Motors always research his critical areas and try to find solutions for how to convert these weaknesses into strengths. This strategy will helps to organization to create powerful organizational environment, and also helps to increase productivity. When Honda Motors introduce any product in the market after that they make survey in the market and finds critical areas of this product which is directly affect on his sale, for example Honda Motors introduce his new product (Honda City) which is not fuel efficient, this is appeared into customers feedback. Company focus on this area of this product, and try to find how to increase fuel efficiency in current production cost. Flexibility Organization must be flexible when any change creates, like environmental change, market changes, technological change etc at that time organization must find alternatives to solve these problems. If any machine downtime occurs at that time whole production not to be stop, it must be having alternatives to continue production process. If any employee knowing any machines operations and in case he will not able to come on work then, it must be having any alternative employee to handle this work. Flexibility in the organization is very important to smooth organization process. These all things support to increase organizations performance. Human Resource Development Employee is the major part of the organization. Managers must motivate to employees to complete their work. Arranging training sessions for the employees to the improve work efficiency. Give increments to the employees. Human resource development is also called as personnel developments consist of all activities to ensure that effective utilization of employees to completing organizational objectives. Provide good facilities to the employees where they work. Automation in production To improving organizational production processes, it must be use machines and robots for the production. This will very helpful for those organizations that are produce mass production. Automation is very useful for accuracy and fast production. It reduces manpower, cost of the production and helps to support batch production. Using automation in the organization, it increases productivity in minimum time. Minimum manpower is required. Teamwork Teamwork is the very important in organization to completing any task properly and fast. Organizational manager must motivate to employees work in team. Teamwork is very important factor to improving organization performance. It increases work efficiency. With the help of teamwork fast problems are to be solved, finds new innovative ways to completing particular task. Easily completed any task because of work is dividing in different parts. It helps to sharing new innovative ideas with the colleague, and this may be helps to increase organization performance. [1][5][7] Conclusion In the study of this assignment, we introduce new techniques for improving organizations quality. We also suggest how to manage business processes and how to improve processes. We find organizations strength, weaknesses, opportunities, threat with the help of SWOT analysis tool. We suggest how to improve product quality. In this assignment we take one case as Honda Motors and make analysis of the different factors of organization which affects on organizations quality, and we give solutions for to increase quality. This will helps to organization maintains organization as well as products quality.

Classroom Management Strategies Essay

How can a teacher prevent irritating classroom behaviors? 1. The students and teacher should first discuss and then write a â€Å"group† contract adopting acceptable classroom rules and procedures by the end of the first week of school. 2. Periodically review the rules and procedures of the classroom until the students can successfully adhere to them. 3. Use simple verbal reprimands when the misbehavior occurs. Make sure that they are to the point, moderate in tone, and private (e. g. , â€Å"Stop talking and work on your math problems, please†). 4. Give praise to the entire class as frequently as possible (e.g. , â€Å"Thank you for working so quietly,† or â€Å"I’m delighted to see you all working so well today†). 5. A student who continually exhibits an unacceptable behavior (e. g. , out of his/her seat) might profit from an â€Å"individualized† contract pinpointing the â€Å"desired† behavior (e. g. , remaining in his/her seat) and delineating the consequences (e. g. , if goal is reached, then student will receive designated reward or recognition). 6. Intervene as soon as possible in order to prevent the misbehavior from occurring (e. g. , say â€Å"Harry, may I help you with your assignment? † when the student begins to show signs of frustration). 7. Use facial expressions to convey to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems. Return to Top ANTAGONISM WITH AUTHORITY What can be done to help students improve their interaction with authority figures? 1. Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc. 2. Give students reading and/or writing assignments that deal with antagonistic behaviors, and ask them  to comment on different socially acceptable ways of handling conflict situations. 3. Praise the students whenever they are cooperating with other adults (e. g. , â€Å"That was very kind of you to help her find her keys†). 4. Talk to the student in private to ascertain the reason for his/her misbehavior. 5. Provide the students with models of appropriate communicative behavior through role-playing activities. 6. Encourage students to strive for greater self-control in as many situations as possible. 7. Emphasize to students the difference that exists between acceptable communication in school and that  which is used at home and/or in the community. 8. Contact parents and/or administrators when there is no other way of resolving the conflict situation. 9. Refer the student to appropriate staff members (e. g. , the Child Study Team, if the student frequently displays uncontrollable verbal hostility). Keep anecdotal records to support your concerns. Return to Top ARGUMENTATIVE STUDENT How can the teacher deal with a child who becomes argumentative upon confrontation? 1. Do not confront the student in a group situation. 2. Do not use an accusatory tone upon approaching the student.  3. Evaluate the situation that led to the confrontation. 4. Do not back the student into a corner. Leave room for options. 5. Do not make threats that cannot be carried out. 6. Allow your emotions to cool before approaching the student. 7. Maintain the appearance of control at all times. Use a clear, firm voice. 8. Give the child an opportunity to speak his/her piece. 9. Allow for role-playing, doing role reversal. 10. Try to explore and discover what led to the confrontation. Avoid repeating these circumstances. 11. If you made an error, admit it! Return to Top  BEHAVIOR PROBLEMS What steps can be followed to resolve a child’s constant misbehavior? 1. If possible, meet with the child and describe in exact terms the behavior you find unacceptable in the classroom. 2. During the discussion, explain the reason(s) why you find the behavior unacceptable. 3. Be sure the child understands that it is not he/she who is unacceptable, but rather the behavior. 4. Let the student know exactly what will happen if the problem continues. 5. If the misbehavior occurs again, follow through with the previously planned disciplinary action. 6.  Throughout the process, keep the parents and the principal informed of the progress or lack of progress. 7. If the child continues to misbehave and you feel that you have utilized all of your options and resources, send the child to the principal’s office. Explain to the child that he/she is welcome to return when he/she is ready to follow the classroom rules. Return to Top BOASTFUL, ATTENTION-SEEKING STUDENT What can be done for a student who is constantly disrupting the class in order to gain the teacher’s attention? 1. Give the student a position of responsibility in the classroom and encourage him/her to set a good  example for others (e. g. , passing out papers). 2. Post a chart in the front of the room delineating the rules to be followed when responding. For example: 1. Raise your hand if you wish to talk. 2. Wait to be called on. 3. Listen while others talk. 3. Assign the student a special project of interest and let him/her present the report to the class. 4. Ignore the student’s annoying comments, but give praise when the student describes his/her real achievements. 5. Assign the student to a small group in which he/she must participate primarily as a follower. 6.  Provide recognition and positive attention whenever possible. 7. Model appropriate behavior every day for the student, so that he/she can see what is expected of him/her (e. g. , role-playing by teacher and/or peers). 8. Arrange parent conferences to discuss any factors that may be contributing to the student’s problem in school (e. g. , sibling rivalry). Return to Top CALLING OUT IN CLASS – RESPONSE #L What do you do with a student who calls out answers or comments during class? 1. Discuss your expectations with the class. Make up rules and consequences at the very beginning of  the school year. 2. Keep a frequency record in your grade book of the calling out, and increase the severity of the consequence in direct proportion to the frequency of the â€Å"calling out. † 3. With children in the middle grades and older, divide the class into two groups and make a game out of questions and answers. Each team scores a point for each correct answer. If a team member calls out an answer out of turn, that team loses a set amount of points. 4. Praise the student who does not call out, but waits to be called on. 5. Ignore the calling out. Do not acknowledge having heard it.  6. Use a strict behavior-modification program to lessen and ultimately extinguish this behavior. 7. Examine the reason for the calling out. Is it for attention? Do you tend to overlook calling on this student? Is the calling out a result of an inability to sit still? Does this child have a learning disability? React to these symptoms appropriately. 8. Contact the parents. Try an at-home reward system for good days (days in which calling out did not occur). This will involve sending a note home daily. Return to Top CALLING OUT IN CLASS – RESPONSE # 2  What can you do about children constantly calling out in class, even when they are supposed to be working quietly at their seats? 1. Be sure that the students know what you expect of them concerning this problem. Describe what procedure you want them to use to get your attention, and explain why they should not call out in class. 2. If students’ calling out is a major problem, hold a class meeting and ask the children to make recommendations for solving this problem. This would include the type of discipline to be used for the children who continue to disturb the class by calling out. 3. Be consistent and persistent in disciplining the children who call out. 4. If a child communicates with you by calling out, make your only reaction one of displeasure and do not answer the question or fulfill the request. 5. Tell the class that if calling out in class only occurs a certain number of times during the week, you will do something special with them on Friday afternoon. Peer pressure is then utilized to solve the problem. In the weeks that follow, calling out will lessen, as students anticipate the special Friday activity. 6. Calling out may be motivated by the student’s enthusiasm, or by the fear that he/she will forget what  he/she wanted to say. Have students keep a pad and pencil on their desk to write down a thought they might forget. That way they can refer to it when they finally get called upon. Be sure to give everyone a chance to answer something — even the slower thinking students! Return to Top CLASS CLOWN How can you deal effectively with a â€Å"class clown†? 1. Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her. Try to form a trusting relationship with this student. Listen to his/her feelings and expectations. Try to channel his/her talent for humor into something more productive, such as creating a class play or dramatic skit. 2. If you think it would be beneficial, try role-playing with this student. Give him/her the role of the teacher who is trying to teach a lesson. You take on the role of the class clown and exhibit the same behaviors that he/she does in class. This may be a learning experience for the entire class! 3. Explain to the student that the solution to his/her problem is his/her responsibility as well as yours. However, if the â€Å"class clown† behavior continues and it affects the level of learning for the rest of the  class, then the responsibility for the solution will lie with him/her and the administration. 4. Try to find the curriculum areas in which the student is interested. Give him/her some independent work in these areas and observe any change in behavior. 5. Let the child gain the attention of the class in such a way that it has a positive effect on the class. The student could conduct mini-lessons, lead study groups, assist students, or make other contributions that will benefit the entire class. 6. Ask for the assistance of a counselor to investigate various possible reasons for the child’s need to be  the â€Å"class clown. † Return to Top DEMANDING STUDENTS How do you cope with a child who demands your constant attention? 1. Give this child a special job to show that you care about and have confidence in him/her. 2. Make this child the captain or leader whenever possible. 3. Play games that nourish self-confidence. For example, try the Circle Game: Have children sit in a circle and take turns naming someone in the circle who has done something to help or to make him/her feel good. 4. Use personal evaluation sheets. These can be as simple or as complex as you desire. In this way, you  can help children express feelings and recognize their own strengths/weaknesses in a non-threatening atmosphere. 5. Provide a wide variety of classroom experiences. Familiarity breeds self-confidence! 6. Implement a buddy system for this child. 7. Check into the home environment. See what is motivating this dependency. 8. Frequently assign this child simple, easy tasks that allow for success. 9. Provide self-correcting tasks so that the child may see his/her own errors firsthand. 10. Videotape your class in action and let the student (as well as the other students) actually see how  he/she interacts in class. Return to Top FAILURE TO ASK FOR HELP What can you do about a student who fails to ask for help with matters he/she does not fully understand in the curriculum or in the classroom in general? 1. For various reasons, the student may not feel comfortable or confident about asking questions in certain classroom settings. Have an individual conference with the student to discuss the problem. Work together to develop possible solutions. 2. If the student does not feel comfortable asking questions in the classroom setting, have him/her write  the questions on a piece of paper or a 3Ãâ€"5 card. Then, when time permits, meet with the child individually to review the questions, or provide general answers to the class if you think others may have the same questions. 3. Designate other students in the classroom as resource persons, who can meet with the student and offer assistance. The student may be more apt to ask for help from a peer than from the teacher. 4. Consider having the child evaluated by the Child Study Team for a possible learning disability or a health problem (poor hearing, poor vision, etc. ). 5. Check to see whether the student exhibits this behavior in other classrooms. If he/she does not, you may want to focus on the way you relate to this student. 6. If available and practical, utilize the services of a counselor to assist the child in overcoming his/her reluctance to express him/herself in class. 7. Create a chart listing all students, and give recognition to those who ask questions in class. Emphasize that asking a question indicates intelligence, not stupidity. Return to Top HYPERACTIVITY – SHIFT IN ATTENTION What can be done for students who frequently shift their attention and/or interests in class? 1. Assign the student some type of classroom responsibility that he/she looks forward to doing (e. g. , collecting completed work, delivering messages, etc. ). 2. Carefully arrange the student’s work area to minimize classroom distractions (e. g. , study carrels, room partitions, etc. ). 3. Plan individual and/or group lessons that foster the development of analytical abilities in your students (e. g. , a step-by-step approach to solving everyday problems). 4. Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. 5. Provide your students with firm but fair classroom rules. Make sure you consistently adhere to the consequences of breaking rules. 6. Use social reinforcers frequently and as soon as possible (e. g. , physical nearness or contact, a smile or frown, etc. ). 7. Prepare a variety of short lessons to maximize student attention and participation (e. g. , manipulation exercises of 15 to 20 minutes in duration). 8. Make suggestions to parents about the possible use of various nutritional diets (e. g. , the Feingold diet). 9. Regularly incorporate â€Å"relaxation† techniques into the daily classroom routine. Use them whenever the student is in need of them. Return to Top HYPERACTIVITY AND DISTRACTABILITY How do you manage the â€Å"hyper† student and the student whose ability to screen out irrelevant stimuli is limited? 1. Employ hands-on activities. 2. Eliminate as many environmental distractions as possible. 3. Establish a well-defined work area for the child. This will help to limit outside activities that would detract from his/her concentration. 4. Use classroom aids such as headphones, tachistoscope, videos, etc. Provide for controlled exposures. 5. Pace activities realistically. 6. Incorporate gross motor skills into activities whenever possible. 7. Use bilateral activities, using hands and eyes in the lesson. 8. Make an obstacle course and have the students move through it at varying paces. 9. Use a timer. When the timer stops, students may have a short break. Never use a timer to speed up work, for it will cause tension and frustration rather than increase skill. 10. Use a â€Å"time-out† period to reward a hyperactive child who has spent time doing correct activities. Return to Top LACK OF MOTIVATION – RESPONSE 1 What do you do with students who lack motivation, have a very negative attitude toward school, and come to class unprepared? 1. Do everything possible to make sure the physical needs of the student have been met. Has he/she eaten breakfast? Had enough rest? Can he/she see the board clearly, hear clearly, etc.? 2. Make your classroom interesting and stimulating to the students. Make your lessons inviting and challenging, so students are interested in finding out what comes next! 3. Show your students that you take an interest in them. Show that you like them and that they belong in your classroom. 4. Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful. 5. Make goals that are challenging, but attainable. 6. Take advantage of the student’s interests and formulate some lessons around them. 7. When developing practice worksheets, use the students’ names and some things you know about them to teach a concept (e. g. , â€Å"Susan expressed her enjoyment regarding her trip to Disney World† when identifying parts of speech). 8. Send home weekly reports to parents. Encourage parents to reward their children for high motivation. 9. Use the concept of students’ working together to encourage one another (e. g. , cooperative learning groups). 10. Have students chart their own behavior for a week. Return to Top LACK OF MOTIVATION – RESPONSE 2 What methods can be used to motivate students and increase their interest in learning? 1. Use incentives in the classroom to reinforce motivation toward accomplishment (e. g. , prizes, stars, or other rewards for completing assignments on time). 2. Get to know each child as an individual, to gain insight into his/her strengths and interests. 3. Hold monthly conferences with students to discuss their work habits, motivation, behavior, etc. 4. Have a real purpose in the school work you assign to your students. Make sure that it relates to their needs. 5. Assist the student in setting realistic goals. 6. Don’t always point out errors in a student’s work, but show how the finished product can be improved. 7. Provide editing time when you work one-on-one with students to perfect their creative work. 8. Show enthusiasm when you teach. The teacher is the key to motivation in the classroom. 9. Develop special projects for the child whose interests have not yet been tapped by the school routine. 10. Give special recognition through â€Å"Student of the Month† or â€Å"Star for the Day† designations. Return to Top LACK OF RESPECT What do you do with students who show a lack of respect for adults, peers, their belongings, and the property of others? 1. The teacher should practice the 3 R’s: Respect, Responsibility, and Reciprocity. 2. Role-play situations where there is lack of respect. For example: Someone fails a test and others make fun of that person. Follow with group analysis and discussion of the situation and alternative actions. 3. Clearly state the reasons for respecting other people’s property. Publicly acknowledge those who demonstrate respect for others’ property, so their peers can model their behavior. 4. Show videos dealing with respect and then discuss them. See Guidance Associates materials. Obtain materials from your county audio library. 5. Don’t make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a boundary they might be tempted to cross because they feel it is unreasonable. 6. Listen to each student. Never assume that you know what the student is going to say to explain his/her actions. 7. Show that even though, as the teacher, you are in charge of the class, you respect the student and expect respect in return. 8. Never make idle, sarcastic threats (e.g. , â€Å"How many times have I told you to sit down? I am going to have to take away your recess time for the semester unless you behave. â€Å") Return to Top NEGATIVE RESPONSE TO REQUESTS AND RULES What can you do when you are confronted with students who are negative about rational requests and/or rules? 1. Try to use these guidelines when establishing classroom rules: a) Involve your class in making up the rules. b) State the rules positively. c) Keep rules brief and to the point. d) Review rules periodically with the class. 2. Arrange private conferences with students to discuss the problem in depth. 3. Ask the student(s) to write down the disturbing behavior in a class logbook. Have them write some appropriate alternative ways of responding to negativity, for future reference. 4. Give students choices, in order to minimize negative reactions (e. g. , â€Å"Would you rather stay an extra ten minutes and finish the exercise before lunch, or go to lunch now and finish it when you come back? â€Å"). 5. Try to have frequent, positive interaction in the class (e. g. , praise, group projects, discussions, etc. ). 6. Make sure students clearly understand what is expected from them. (In some cases, it’s the student’sconfusion that causes oppositional behavior. ) 7. Handle difficult students individually outside the classroom, so that there is less chance that others will get involved. 8. Contact the parents, the principal, and/or the counselor to discuss the student’s inappropriate behavior. :: PRINTER FRIENDLY Related Links ?Protest Art in Pre-Revolutionary Russia ?Book Snake ?Asking Pre-Reading Questions ?Catch Them Being Good: A Technique for Handling Disruptive Behavior ?Olympic Leaders ?More Resources Comets and the Solar System The European Space Agency successfully landed a probe (nicknamed â€Å"Philae†) on the surface of  a comet over 300 million miles from Earth! As scientists uncover the mysteries of Comet 67P, teach your students about the makeup, structure, andappearance of comets. Then, explore the rest of our wondrous Solar System. Handwashing Awareness A rare respiratory illness, enterovirus D68, is quickly spreading across the United States. Kids are especially susceptible. Like any virus, prevention starts with proper handwashing. Show students how to keep germs away. Poptropica Teaching Guides Poptropica is one of the Internet’s most popular sites for kids—and now it’s available as an app for the  iPad! It’s not just a place to play games; each of the islands featured on the site provides a learning opportunity. Check out our teaching guidesto four of Poptropica’s islands: 24 Carrot Island, Time Tangled Island, Mystery Train Island, and Mythology Island. November Calendar of Events November is full of holidays and events that you can incorporate into your standard curriculum. Our Educators’ Calendaroutlines activities for each event, including: America Recycles Day (11/15), International Day for Tolerance (11/16),Geography Awareness Week (11/16-22), Thanksgiving (11/27), and Buy Nothing Day (11/28). Plus, celebrate Aviation History Month and American Indian Heritage Month all November long! Take Our Survey! Help us improve TeacherVision by taking our brief survey. Thank you for your input! Teaching with Comics Reach reluctant readers and English-language learners with comics! Our original teaching guide to the Galactic Hot Dogs comic series, as found on Funbrain. com, will take students on a cosmic adventure while engaging their creative minds. Plus, find even more activities for teaching with comics, featuring many other classic stores.         

Free Will And Determinism Essay

The concept of free will plays an important part in our apportioning blame or praise, and our holding persons morally responsible for their behavior and actions. In the philosophical work devoted to free will there is no strict definition of this concept but it is widely believed to be a condition necessary for moral responsibility. Proponents of determinism, libertarianism, and compatibilism explain the importance of free will in their theories each in their particular way (Compatibilism; Lecture Notes on Free Will and Determinism). Silenus Silenus, the central hero of Stephen Robinett’s â€Å"The Satyr† story, can be regarded as a staunch proponent of philosophical hard determinism. Like a true determinist, Silenus, a satyr, does not believe he is responsible for his actions and behavior because he is the creation of another person, namely Hench. He explains his enormous interest in ladies as well as his promiscuous behavior by the fact that Hench gave him the extra Y-chromosome which became a major determinant of his behavior (Robinett). According to the satyr, only human beings can be held responsible for what they do. As Silenus does not consider himself a human being on the one hand, and as he was created by Hench on the other hand, it is the latter that Silenus believes is responsible for him and for anything he does. Silenus maintains that he does not know exactly why he does things and that it is Hench who made him like this, and thus it is Hench who should be held accountable for the way Silenus is and behaves (Robinett). However, nowhere in the story does Silenus give any clear explanation why he believes this. All in all, it is obvious that he does not care about responsibility at all, but considers it a useful, although peculiar, notion, which he often uses to appeal to Hench’s sense of responsibility in order to influence his decisions in his favor. Silenus’ desires and inclinations are caused by factors and circumstances which are outside his control and for which, therefore, he should not be held responsible. All he seems to be interested in is having sex with ladies and taking a drop every now and then. As we know it from the story, his love for ladies is caused by the extra Y-chromosome that Hench gave him. We can also assume that his disposition to alcohol has something to do with the â€Å"material† he was synthesized from, too. From Silenus’ deterministic perspective, it follows that he is not accountable for his decisions and actions as they are not free but are the result of his desires over which he has no control and which he is not able to resist. Libertarians would suggest that Silenus’ actions are actually free, depend on his reason and volition, and are not predetermined by any factors such as the extra Y-chromosome. From the compatibilistic perspective, Silenus’ desires are caused by the above mentioned factors but as he is still free to choose in many situations then he should be held responsible for his actions. There is plenty of evidence in the story that Silenus is able to control his behavior. For example, at Merton’s offices Silenus became interested in the receptionist, â€Å"a bird-legged girl†, who made him sexually excited. When she left him after several awkward attempts to have sex with her, Silenus at first intended to chase her but then decided to let her go (Robinett). Given the influence of the extra Y-chromosome, the receptionist’s body must have clouded Silenus’ mind. However, he was able to control his strong sexual desires at that moment because Hench could hear her screams and come to punish him. Another good example of Silenus’ ability to control his behavior can be seen during the meeting with Merton. Silenus was constantly interrupting Hench while the latter was talking to Merton. When Hench got angry, he told Silenus to be silent or he would punish him later by not feeding him properly. Although Silenus was eager to appear as a disobedient and unreliable creature, he stopped immediately misbehaving himself and annoying Hench because he did want to eat that night. One more example is a clash between Hench and Silenus which broke out when they came home after the appointment with Merton. When Hench slapped Silenus, the satyr felt like grabbing and throwing his creator across the room. But Silenus managed to control his anger because he realized that if he hit Hench he would never convince him not to sell him into slavery (Robinett). All these examples show that Silenus can, if he wishes to, control his behavior. The above mentioned examples of Silenus’ abilities to control his especially violent or unacceptable behavior also show that Silenus is able to draw causal inferences in this story. In these situations he demonstrates his awareness of the possible consequences of his actions (which could be disastrous for him) and decides to avoid them. It follows that in most cases Silenus behaves well or does not do unacceptable actions not out of a sense of deep understanding of the consequences of such behavior and, what is particularly important, responsibility for his actions, but only because he tries to escape punishment. In many other cases (for example, when he forced Audrey to have sex with him), his unacceptable behavior can be explained by the fact that Silenus, as a rational being (and he proves several times in the story that he is indeed a rational being) must realize his moral responsibility for his actions, but also understands that he is likely to escape punishment for them. As a rational being, Silenus is fully capable of drawing causal inferences of his behavior, but his acceptable or unacceptable behavior depends on whether he is likely to be punished for it or experience certain inconveniences because of it and not on his sense of moral responsibility for his actions. In every situation Silenus has the choice whether to follow his inclinations and behave in an unacceptable way or whether to postpone the satisfaction of his desires to a later time. As we can see, in some cases Silenus postpones his intentions to do certain things, but in other situations he prefers to misbehave himself rather than control himself. So in most cases it would be incorrect to conclude that Silenus could not do otherwise than he did. Silenus is in fact a drunk who avoids responsibility for his drinking habits. But the question of Silenus being a drunk should not be restricted only to this vice. He is also fond of having sex and likes being fed well. It would be fairer to describe Silenus as a person who has some bad habits and preferences (like most humans have) and tends to satisfy some of his vicious needs and inclinations but who does not want to be held responsible for his actions. For Silenus, it seems easier to enjoy life and satisfy his desires than to control them and be responsible for his actions. Silenus holds clear deterministic views on the extent of his moral responsibility for his actions. Determinists believe that human behavior, decisions, and actions are determined and caused by prior occurrences (Determinism). If all human actions are predetermined then there is no free will and humans are not morally responsible for what they do. Contemporary determinists also believe that human behavior is determined by some external causes which are beyond man’s control, particularly genetic and environmental factors (Geisler). We do not know exactly whether Robinett’s Silenus has ever heard of determinism and free will, but he successfully applies deterministic views to explain his behavior. He believes his behavior is determined and caused by his genetic constitution that was given to him by Hench and that his inclinations that are caused by this constitution can’t be controlled. Silenus maintains that if he is not responsible for what he is made from, then he can’t be responsible for what he does. Although Silenus’ position about behavior and responsibility corresponds to the views of proponents of determinism, it is obvious that Silenus’ arguments do not at all reflect his philosophical deterministic position in life, but rather are a convenient excuse for shifting moral responsibility for his actions to others. Silenus versus Hench Silenus’ â€Å"I am not responsible for what I am† and Hench’s â€Å"You are responsible for what you do† are in fact compatible. Hench created Silenus with certain predispositions which make him likely to behave and act in a particular way in certain situations. Hench is the author of Silenus’ predispositions and the one who shaped Silenus’ character. Silenus has nothing to do with the â€Å"material† he was made from and he is right when he says that he is not responsible for what he is. But Silenus is also a rational being and in several cases he demonstrates that his decisions are based on reasoning. He is also able to control and guide his behavior. It follows that it is Silenus, not Hench, who can be held responsible for what he does. So both Silenus’ and Hench’s positions are correct and compatible. In this story, the problem is that Silenus is not responsible for what he is and extends this irresponsibility to what he does. In the beginning of the story, Hench agrees with Silenus’ view of the extent of his moral responsibility. In his discussion with Audrey, Hench maintains that as Silenus’ creator he is fully responsible for him. Hench does not consider Silenus a human being and maintains that he is not able to take care of himself and assume responsibility for what he does. Hench even goes so far as to state that he is responsible for everything Silenus is or does because Silenus is exactly what he, Hench, made him (Robinett). However, we can also see Hench criticize Silenus for his unacceptable behavior, because he does not control his desires, and also suggest that Silenus should be responsible for his actions (Robinett). It seems there is a certain contradiction in Hench’s belief of responsibility for Silenus. On the one hand, he feels responsible for Silenus’ actions because he is his creator. On the other hand, although in Hench’s view Silenus is not a human being, he is at least a rational being as he often demonstrates his ability to express thoughts and explain things that are based on reasoning. Hench believes that Silenus should at least try to be responsible for his actions and control them (Robinett). We may assume from what we read in the story that there is some struggle in Hench’s mind as to whether only he should be held responsible for Silenus’ actions or whether this responsibility should be shared between both him and Silenus. As we read on, at the end of the story Hench comes to the conclusion that Silenus should be held accountable for his behavior, too. Although this conclusion is reached on the basis of his personal grievance against Silenus (because Silenus had sex with Audrey), it is clear that now Hench is firm in his opinion that he is responsible for what Silenus is, but not for what Silenus does. Gorr Michael Gorr is a proponent of the compatibilistic theory. Unlike libertarians, who maintain that humans have free will which is incompatible with determinism, compatibilists believe that determinism and free will exist and are in fact compatible ideas. According to this belief, free will is not a person’s ability to make a certain choice independently of prior causes and events, but a person’s ability to choose when he or she is not forced to do it. Compatibilists do not deny that our choices are predetermined, but they emphasize that the choices we make are examples of free will if we are not forced to make them. But if we are forced to make whatever choices we make, then this is an example of a lack of free will (Compatibilism and Incompatibilism). If a person’s action is coerced, then this person is not responsible for it. But if a person’s action is not coerced, that is, under certain circumstances the person can do otherwise, then this person is accountable for the action. Gorr’s compatibilistic position is seen in his example of â€Å"knocking down Jones†. Gorr maintains that in the case where another person pushes him and makes him bump into Jones, he should not be held responsible for his action as its consequence is not a result of his intention or choice. In the case where he deliberately bumps into Jones and injures him, he is accountable for his behavior because he could do otherwise. Gorr states that we are responsible for our actions only when we desire for these actions to occur (Gorr). Gorr accepts, unlike libertarians, the deterministic universal causation, but he rejects the deterministic belief that humans are not to be held responsible for their actions because their actions are determined and caused by factors which are beyond their control. He agrees with Hench who states at the end of the story that Silenus is responsible for his behavior which is the result of his desires even though he is not responsible for his genetic constitution that determines and causes his desires. Gorr maintains that it is not necessary to be responsible for one’s desires in order to be responsible for one’s behavior. For Gorr, it is more important to have control over one’s actions and   not to have control over the causes of these actions. So long as we have control over our actions and it depends on our choice whether these actions will occur or not, Gorr concludes, we are responsible for these actions. And Silenus, regardless of his genetic constitution and environment, should be held responsible for his actions (Gorr). Conclusion We can partly reject determinism as philosophical proposition and do not agree with the belief that whatever we do is predetermined and we can’t control it or do otherwise and are,   therefore, not to be held responsible for what we do. But it seems wrong to reject or neglect the notion of universal causation which determinists believe is integral to their theory. It would be wrong to deny that some events are caused by other preceding events, and the latter were caused by earlier events, and so on. It seems there exists an unbroken causal chain of which humans are part. Similarly, it would be wrong to deny the importance and influence of factors such as heredity or upbringing on how we make our decisions or choose to behave in a particular situation. So every event has its cause and every human action is also caused by certain factors. What does seem important in this case is, as Gorr points out, the difference in the kind of causation (Gorr). Our genetic make-up and the environment are important, but not the only, factors which predetermine or guide our behavior as we can often control them and choose to do otherwise than these factors predispose us to do. Personally, I can’t accept the deterministic position that everything that exists or occurs has a sufficient reason for existing or occurring as it exists or occurs, and not otherwise (Causal Determinism). It is hard to believe that human actions are predetermined, are not free, and can’t be changed (hard determinism), or that there is chance they could be changed (soft determinism). I do not particularly like the idea that since human actions are not free humans are not to be held morally responsible for them because in my view this promotes certain moral chaos. I am not convinced by the indeterministic position that all human acts are uncaused. I share the libertarian belief that humans actually do have free will, but like Gorr, I do not believe it is incompatible with deterministic causation. That is why I am most inclined to accept compatibilism which is something in the middle between determinism and libertarianism and does not disparage deterministic causation and accepts free will, and therefore, moral responsibility. I believe that my actions can be in fact predetermined by several factors, but in many cases I still have the possibility to choose between two and more options, and that I should be held responsible for whatever the consequences of my choice are. BIBLIOGRAPHY: 1. Causal Determinism. Retrieved January 27, 2008 from the World Wide Web: http://plato.stanford.edu/entries/determinism-causal/ 2. Compatibilism. Retrieved January 27, 2008 from the World Wide Web: http://plato.stanford.edu/entries/compatibilism/ 3. Compatibilism and Incompatibilism. Retrieved January 27, 2008 from the World Wide Web: http://en.wikipedia.org/wiki/Compatibilism 4. Determinism. Retrieved January 27, 2008 from the World Wide Web: http://en.wikipedia.org/wiki/Determinism 5. Geisler, N. Freedom, Free Will, and Determinism. Retrieved January 27, 2008 from the World Wide Web: http://www.mb-soft.com/believe/text/determin.htm 6. Gorr, M. Being and Doing: Some Thoughts about Responsibility. Though Probes. 7. Lecture Notes on Free Will and Determinism. Retrieved January 27, 2008 from the World Wide Web: http://www.sfu.ca/philosophy/swartz/freewill1.htm 8. Robinett, S. The Satyr. Thought Probes.

A Stroke Is Also Known As A Cerebrovascular Accident (Cva).

A stroke is also known as a cerebrovascular accident (CVA). Strokes can be either ischemic or hemorrhagic. An ischemic stroke is caused by a blockage of a blood flow to the brain. It can be caused by a thrombosis or embolism. A thrombosis is a clot that disrupts the flow of blood to the brain. An embolism is a blood clot that forms in a different area of the circulatory system and travels through the bloodstream and blocks a blood vessel in the brain. Hemorrhagic strokes are when a blood vessel bursts causing bleeding in the brain or in the area surrounding the brain. This can be caused by an aneurysm or an arteriovenous malformation. An aneurysm is a weakened area of a blood vessel that eventually is weakened so much that it bursts. An†¦show more content†¦About half of all pediatric strokes are hemorrhagic and is also listed as one of the top ten causes of death in kids. (American Heart Association, 2016). The origin of stroke in kids in unknown, but contributors can be si ckle cell anemia, congenital heart defects, immune disorders or other clotting factors. Strokes can also happen during the perinatal period, or the last 18 week of gestation to the first 30 days after birth. This is the most common time for pediatric strokes to occur (International Alliance for Pediatric Stroke, 2017). Many people are unaware of the possibility of a stroke occurring to someone so young, it is often only thought to happen to adults. The actuality is that two-thirds of all strokes do happen to people aged 65 and older. (Radomski Latham, 2014) The location and severity of the CVA determine the impairment or disability of the individual. Possible areas affected are paralysis or weakness, gross and fine motor skills, speech and language, cognition, vision, and emotions. A stroke that occurs on one side of the brain will affect the opposite side of the body. 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The lack of blood flow in the arteries builds up an absence of oxygen, vitamins, and proteins that cause the brain cells to die. Hippocrates of Kos, also known as the â€Å"Father of Medicine† was a Greek physician that first recognized the existence of the Cerebrovascular Accident overRead MoreA Brief Accident : A Cerebrovascular Accident ( Cva ) Is The Medical Term For What?1338 Words   |  6 PagesCerebrovascular Accident A Cerebrovascular Accident (CVA) is the medical term for what is more commonly known as a stroke. A stroke can range from very mild to severe and even life threatening. When a stroke occurs, no matter how severe, it means there has been an episode of inadequate blood supply to a particular region of the brain. Having a stroke does not necessarily mean that other organs will be affected, however, there is that chance. For example, if the stroke occurs to the part of the brainRead MoreWhat Is Cerebrovascular Accident ( Cva )862 Words   |  4 PagesWhat is Cerebrovascular Accident (CVA) For many centuries human advancements in technology have saved the lives of many people. Mainly because people are becoming aware of various health conditions and have figured out how to treat these conditions. Throughout this process medical specialists have learned what are the causes and why. People have acquired knowledge of the human body , but one organ that is very complex is the brain. The brain is the central nervous system which is composed of billionsRead MoreEffects of Stroke (Cva)996 Words   |  4 Pagesare many risk factors associated with stroke. The more risk factors a person has, the greater the chance that he or she will have a stroke. Some of these you have no control of, such as increasing age, family health history, race and gender. But you can change or treat most other risk factors to lower your risk. The chance of having a stroke more than doubles every decade after the age of 55. The chance is greater in people who have a family history of stroke. African Americans have a much higherRead MoreAnatomy of the Brain: Brain Divisions3799 Words   |  16 Pagesregion of thebrain is involved in auditory and visual responses as well as motor function Definition of Cerebrovascular accident | | | | Cerebrovascular accident: The sudden death of some brain cells due to lack of oxygen when the blood flow to the brain is impaired by blockage or rupture of an artery to the brain. A CVA is also referred to as a stroke. Symptoms of a stroke depend on the area of the brain affected. 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