Needs of Customer Essay Example for Free

Needs of Customer Essay When customers walk into a restaurant, whether it is McDonalds or Chez Pierre, they expect to be acknowledged. This is a small service, but it is imperative to the success of the restaurant, as customers who are not greeted may simply walk out and eat somewhere else. The type of host a restaurant has will depend on the type of restaurant it is as well as how busy it is. Some restaurants pay hosts to greet customers, call names off waiting lists and walk customers to their tables. In other restaurants, management and wait staff take over this duty. Regardless of what you can afford for your restaurant, always make sure someone has the responsibility of greeting the guests and that person knows it is her responsibility. Wait Staff When customers go to a restaurant, they expect a good wait staff, unless they are dining at a fast-food chain. Even then, customers expect the counter workers to get their orders right in an appropriate amount of time and solve problems quickly and courteously. In traditional, sit-down restaurants, customers expect the wait staff to be attentive, but not too attentive. Wait staff should not hover or interrupt, but they also should come back frequently enough to attend to their customers needs. In addition, they should bring food in a timely manner and handle problems, such as food that has been sent back pleasantly. Customers also expect wait staff to be friendly and personable. Environment Customers usually go to restaurants to meet with others socially in a friendly environment. Although environment is not usually considered a service, service plays a large role in creating a good environment. In addition to making sure the restaurant is clean, attractive and the decor is consistent with the food and restaurants image, restaurant owners need to tell their staff it’s OK to let guests linger. Wait staff should not hint that it is time for the guests to go. For example, they should not rush the food to the table unless the customer requests it. They also should not start to clean nearby tables in an obvious manner or wait for customers to get out their money to pay the check. To the contrary, wait staff should say things like, Feel free to chat as long as you like let me know if youll need some dessert or a drink refill. Food and Drink Probably the most important service that a customer expects to receive when dining out is a good selection of delicious and well-presented food. According to London wine writer Jamie Goode, it is more important that food be simple and good tasting, made with quality ingredients, than to be fancy or pretentious. Goode also notes that customers expect a large wine selection that is not overpriced. Furthermore, customers expect food to be consistent with the image of the restaurant. Customers who are dining at a family restaurant, for example, expect sandwiches, traditional dinners and moderate prices. At a more elegant restaurant, prices can be higher but food needs to be more of the gourmet variety.

Hippotherapy and Cerebral Palsy

Hippotherapy and Cerebral Palsy Intervention Analysis Background Jane Walters is a five year old girl and has a diagnosis of left sided spastic hemiplegia, a form of Cerebral Palsy. Jane has two older sisters who attend horse riding lessons at their local stables. Jane has recently expressed an interest in joining them to her parents. However her parents are worried that because of her diagnosis she will not be able to keep up with her siblings. However Jane is very independent child and she doesnt believe that she is any different from other children of her age. Diagnosis Cerebral Palsy (CP) refers to non-progressive conditions characterised by impaired voluntary movement or posture, and resulting from prenatal developmental malformations or postnatal CNS damage (Reed, 2013, pp. 38-47). According to the National Institute of Neurological Disorders and Stroke (2008), it is highly likely that a child with CP will have other medical disorders such as; cognitive impairments, seizures, delayed growth and development. Spastic syndromes such as Jane’s occur in more than 70 percent of CP cases. Spastic hemiplegia is a type of CP that typically affects the arm and hand on one side of the body, but can also include the leg. . The spasticity creates a state of resistance against any range of motion, this resistance ultimately increases with increasing speed of that movement (Reed, 2013, pp. 38-47). Children with spastic hemiplegia will generally walk later and on tiptoe because of high heel tendons. Often the arm and leg on the child’s affected side are shorter and thinner (National Institute of Neurological Disorders and Stroke 2008). Impact of Right Hemisphere Brain Damage The primary cause of CP is damage to white matter of the brain this is often caused by abnormal brain development, a bleed on the brain, or brain damage caused by a lack of oxygen in the brain, generally caused by a difficult birth. Jane has left sided spastic hemiplegia, indicating that damage to the brain has occurred on the right hemisphere. It was felt important to consider additional complications related to right sided brain damage to ensure we are aware of Ellie’s level of functioning physically, cognitively and behaviourally. Those that may relate to Ellie’s case are listed below, however, it is important to recognise that each case must be treated individually; the symptoms and severity will vary for each individual. Attention Difficulty concentrating on a task or focusing on what is said or seen. Perception Visual perception deficits causing a person to have difficulty perceiving and processing any information on the left visual field (left-sided neglect). For example, individuals with right hemisphere damage may have difficulty with reading words on the left side of a page, eating food on the left side of their plate, or acknowledging the left side of their body Reasoning and problem solving: Difficulty identifying that there is a problem and generating solutions. Memory: Difficulty recalling previously learned information and learning new information. Social communication Difficulty interpreting abstract language such as metaphors, making inferences, and understanding jokes; and problems understanding nonverbal cues and following the rules of communication Organisation: Difficulty with systematically arranging information and planning, which is often reflected in communication difficulties, such as trouble telling a story with events in the right order, maintaining a topic during conversation. Insight Difficulty recognizing problems and the impact on daily functioning. Orientation: Difficulty recalling the date, time, or place. The individual may also be disoriented to self (ASHA 2014). Medical Considerations for Therapeutic Riding People with cerebral palsy have difficulty coordinating and producing purposeful, functional movements. Some people have too much muscle tone, such as those with spasticity. Their muscles hold their limbs in rather stiff postures and it is difficult to relax these muscles. Thus, the rider cannot move his limbs easily except in the direction the spastic muscles pull. Other types of tone abnormalities include fluctuating tone, as seen in athetoid cerebral palsy and hypotonia, or too little tone. Tone is an elusive thing to quantify. Using treatment techniques to temporarily make tone more normal does not suddenly result in normal, coordinated movement patterns. In fact, increased tone may be the result of pathologic weaknesses in other muscle groups coupled with the normal human desire to move. Muscle fibers are known to change over time, resulting in increasing, age-related difficulty in maintaining posture. It may be true that abnormal tone, especially spasticity, is an abnormal response to normal sensation, such as touch and movement sensation. Orthopedic problems occur in people with cerebral palsy, perhaps partly because of the interaction of the abnormal neurologic system with the muscles, joints and soft tissues. The abnormal, usually asymmetrical pull of spastic muscles coupled with lack of normal movement and weightbearing can result in progressive scoliosis and dislocating hips. Other joints, such as wrists, elbows, knees and ankles, can lose flexibility and range of motion. Despite these factors, the rhythmic motion, shape, warmth and inherently motivating quality of the horse can be helpful to people with cerebral palsy throughout their lives. Therapeutic riding can facilitate cognitive and sensorimotor development in childhood, help develop a sense of responsibility, self-confidence and fair play in adolescence and provide life-long recreation and sport. It can do all this while stimulating the good posture, balance and flexibility needed for functional independence off the horse. Riding works best for maintaining range of motion and joint flexibility if a well-aligned, correct posture on the horse is always a goal. There is no substitute for a horse with good, symmetric movement. Many riders with cerebral palsy can achieve normal balance, posture and movement on a horse if the instructor takes a long, slow approach, focusing on posture and alignment. These are not therapy goals. Good posture, hands-free balance and a following seat are prerequisites to riding with ease and comfort for the rider and the horse. Riding sessions for people with cerebral palsy should never result in increased tone and discomfort. Ask the rider (family member or personal care assistant) how he feels after the session, when hes at home. Are the muscles relaxed or tight? If spasticity is worse after the session, decrease the amount of stimulation. Focus on less impulsion, more stretching and relaxation, more straight-line work and fewer circles. Use a horse with a wider base and a smoother walk. Offer an opportunity to sit and rest after dismounting. Try a saddle with a suede or synthetic cover so the riders seat and legs will stick to the saddle better, which will increase his stability and decrease stress. Recent articles by Ruth DismukeBlakely, SLP/CCC, in AHA News and NARHA News, indicate that the movement of the horse in hippotherapy sessions can increase the quantity, quality and volume of vocalization in the rider. For children with cerebral palsy, the horse is a wonderful motivation for speech, while the horses movement can improve the coordination of breathing, swallowing and sound production. The horse naturally motivates children with cerebral palsy to move, explore and touch. Using the horse as a large, gentle, rhytiunic and predictably moving gross-motor platform, where the child is invited and assisted to explore, can be even more useful than learning to ride. Instructors can encourage movement and hopefully disconnect it from the fear of failure. The result is self-confidence and courage on and off the horse. The rider with cerebral palsy benefits from advance preparation in many areas. Stretching before getting on the horse, as recommended by a physical therapist, can reduce the warm-up time on the horse. When practicing walk-halt transitions, the instructor or therapist can use: Prepare to walk, Prepare to halt, Get ready to whoa. These preparatory phrases allow the rider to prepare or set the posture needed to accomplish the task. If the rider has decreased or asymmetric range of motion at the hips and knees, select the horse that accommodates the problem so the rider can sit easily in good alignment without being pulled to one side. If the hip is partially dislocated (subluxed), the type of horse is essential. The lack of range of motion, spasticity, the horses natural shape and movement can all potentially worsen the subluxation. In general, the rider with cerebral palsy who has orthopedic problems at the hips or spine may benefit greatly from consultation with a physical therapist who can assist the instructor in creating an appropriate riding program. -Liz Baker, PT, NARHA Medical Commitfee Chairman http://www.cpparent.org/hippotherapy/articles/cp.htm Bissell, C. 2015. Cerebral Palsy and Therapeutic Riding [Online]. Available at: http://www.cpparent.org/hippotherapy/articles/cp.htm [Accessed: 29 April 2015]. Hippotherapy Hippotherapy is a form of physical, occupational and speech therapy that uses equine (horse) movement to develop and enhance neurological and physical functioning by channelling the movement of the horse. Hippotherapy is built on the concept that the individual’s neuromuscular development is enhanced when their body makes adjustments to the gait, tempo, rhythm, repetition and cadence of a horse’s movement. What is hippotherapy? In today’s world, children with cerebral palsy often benefit from several traditional treatments and therapies designed to greatly enhance his or her abilities, and by extension, his or her quality of life. Some therapies – such as physical therapy – are commonly deployed for those with mobility and function impairment. But others, like equine therapy – also known as hippotherapy – take an unconventional path in the effort to increase a child’s physical strength and cognitive capabilities. Based on the concept that humans with physical challenges can benefit from both learned and spontaneous reactions while riding a horse, hippotherapy was conceived in the 1960s and used primarily in Germany, Austria, and Switzerland as a companion to more established treatments. Hippotherapy was recognized in the United States in the 1980s as a therapy that not only helps patients with neuromuscular dysfunction increase physical strength and cognitive ability, but also offers the individual a chance to take advantage of an enjoyable activity that contributes to a positive therapeutic experience. Hippotherapy is a form of physical, occupational and speech therapy that uses equine movement to develop and enhance neurological and physical functioning by channeling the movement of the horse. Hippotherapy is not to be confused with therapeutic horseback riding, in which individuals are taught specific riding skills. Hippotherapy is built on the concept that the individual and variable gait, tempo, rhythm, repetition and cadence of a horse’s movement can influence human neuromuscular development in humans. Horseback riding triggers a series of complex physical and mental reactions; such as making physical adjustments to maintain proper alignment on the horse. Riders must also plan movements to maintain balance on the horse, and be able to interact with the animal. Hippotherapy, through equine movement, works by further developing physical and cognitive abilities, including: Strength Control Balance Posture Endurance Coordination Sensory integration Understanding of visual cues What are the benefits of hippotherapy? Hippotherapy can help children with cerebral palsy on several fronts. Interacting with the animal can lift a child’s spirits emotionally and psychologically while also providing valuable physical exercise as the child learns how to ride the horse properly. A horse’s gait has three-dimensional movement—equine movement–similar to a human that helps a child plan physical responses to the horse’s movement. Horeseback riding requires subtle adjustments and positioning to maintain proper balance and posture. Physical benefits include: Improved gross motor skills Trunk core strength Control of extremities Improved postural symmetry Reduced abnormal muscle tone Respiratory control Cognitive benefits include: Improved attention Visual coordination Sensory input Tactile response Improved timing and grading of responses Improved ability to express thoughts, needs Psychological benefits include: Enjoyable interactions with the animal Opportunities for social interaction Improved self-esteem When is hippotherapy advised? There is no specific age, or point in a child’s therapy, that dictates when or if a child would benefit from hippotherapy. Children as young as two years old, and teens, have benefitted significantly from hippotherapy. The decision to employ hippotherapy will be based on several factors, including whether a child’s specific physical and cognitive challenges could be improved by this therapy, and whether mitigating physical and cognitive conditions exist that would preclude a child’s interaction with a horse. Because it is not likely to be among a child’s core therapies, hippotherapy is unlikely to be covered by many medical insurance plans. How is hippotherapy performed? A successful hippotherapy program incorporates the multi-dimensional movement of a horse with that of a human. The therapist will likely begin any course of treatment with an assessment of the child’s physical, cognitive and psychological abilities to gage whether hippotherapy is appropriate for a child, and what accommodations should be made if a child cannot sit on the horse in a conventional manner. Once a therapist has determined that hippotherapy is appropriate for a child, he or she will explain how sessions will unfold. Additionally, a child and his or her parents will also be given detailed instructions regarding how to physically interact with the horse, including: How to safely mount and dismount a horse How to utilize equipment, such as saddles What to expect regarding the horse movement After a child mounts the horse, it is the therapist’s job to strictly monitor and control the horse while the child is riding horseback. The therapist will walk alongside the horse to direct equine movement and modify movement in a way that is safe for the child. As the therapist monitors the horse, he or she is also monitoring the child to watch for changing physical reactions such as balance, control, strength and range of motion skills. Changes in physical reactions from the child are considered positive because when a child responds naturally to shifts in gait from the horse, it not only builds physical strength, but also vital connectivity in the brain. Because hippotherapy is practiced by physical, occupational and speech and language therapists, activities and goals in therapy may vary. Physical therapists tend to focus on improving gross motor skills, balance, and strength; occupational therapists focus on sensory processing, vestibular and proprioceptive issues, and speech therapists focus on communication Therapists will monitor the progress of a child, and make modifications to the child’s plan of treatment as needed. Where is hippotherapy performed? Hippotherapy generally takes place at specialized institutions, generally in a horse-farm setting. Because the children will eventually ride the horses, and they are encouraged to interact with the animals, special attention is paid to ensuring the environment is stress-free, friendly, and supportive for children and their families. Some programs are dedicated entirely to providing hippotherapy programs all year to the exclusion of other activities, and others will have occasional or seasonal programming during certain times of the year. Regionally, it can be challenging to find nearby programs because many horse farms are located in rural communities. Who provides hippotherapy? Those who practice hippotherapy are most often physical, occupational or speech and language therapists, and have met the rigorous educational and certification requirements to practice within those disciplines. See physical therapist, occupational therapist, and speech and language pathologists. In some cases, a hippotherapy practitioner may work closely with a professional horse trainer. The American Hippotherapy Association offers a multi-level educational program that aims to educate aspiring practitioners with a foundation of knowledge regarding how to work with both patients and horses. Certification in hippotherapy is open to physical, occupational and speech therapists that have practiced for three years in their field, and 100 hours of hippotherapy, through the AHA. Hippotherapy Clinical Specialty Certification can be obtained after the applicant sits for the HPCS examination. More information can be obtained at the AHA’s website, which also includes a list of hippotherapy educators and certified practitioners. The AHA’s educational and certification program addresses several concepts, including: Physical attributes of the horse Tacking and untacking of the horse Natural gait of the horse Unsoundness of horse movement Links between horse and human movement Emergency procedures and safety practices Selecting appropriate exercises Treatment plan effectiveness Creating quality and beneficial movements Relationship between treatment and functional outcomes HPCS certification is valid for five years; practitioners must then undergo a re-certification process. During this process, applicants must either retake the HPCS examination, or provide written evidence of 120 hours in additional coursework. Fifty percent of the work must be hippotherapy-based, 25 percent must be related to hippotherapy, and 25 percent must be related to the applicant’s professional discipline. Hippotherapy practitioners, depending on their professions, may utilize equine movement in different ways. Physical therapists may focus on cultivating strength ad balance in large muscles of the core, legs and arms; occupational therapists may focus on fine motor skills, cognitive functioning and sensory integration as it relates to everyday activities; and speech pathologists may focus on communication strategies that support speech and language, signing or other modes of communication. http://cerebralpalsy.org/about-cerebral-palsy/treatment/therapy/hippotherapy/ CerebralPalsy.org, 2015. Hippotherapy and Cerebral Palsy | Horse | CerebralPalsy.org [Online]. Available at: http://cerebralpalsy.org/about-cerebral-palsy/treatment/therapy/hippotherapy/ [Accessed: 29 April 2015].

Stopping By The Woods On A Snowy Evening - Symbolic Setting :: essays research papers

Robert Frost’s love of nature is expressed in the setting of his poem "Stopping by the Woods on a Snowy Evening." His elaborate description of the woody setting brings vivid images to the reader’s mind. Frost explains the setting so descriptively that the reader feels he is in the woods alsoThe setting is a very important tool Frost uses in writing this poem. The setting is obviously in the woods, but these are not just any old woods. Something caught the speaker’s eyes in these woods making them a special place for the speaker. It seems as if the speaker has associated these woods with an aspect of his "personal paradise". The peacefulness, tranquillity, darkness, and silence are all important parts of this "paradise". These aspects help the speaker escape from reality. The snow symbolizes the purity and peacefulness the speaker feels while stopping in the woods. (4) The darkness can symbolize many different things. Some times darkness would be considered evil or dangerous, but I do not think this is the case in this poem. I believe the darkness symbolizes the undisturbed atmosphere of the woods. Darkness may also symbolize the mystery of the yet to be discovered secrets deep within the woods. (8) The silence makes the speaker feel secluded from all other aspects of reality. (11-12) Stopping by the woods provides the speaker with a temporary escape from reality. Frost does not ever tell what business the speaker is on, but you can assume it may be very stressful. This escape from reality is very important even in today’s world. This poem was written in 1923 and still has aspects of 20th century society. The speaker knows he can not stay in this "paradise".(14) The speaker does not want to leave this spot, but he has made other promises that he has to keep. (14) I believe Frost uses repetition of the last two lines of this poem (and miles to go before I sleep) to emphasize the importance of this promise he has made, and to support the speakers reasons for having to leave. (15-16)I am not a big fan of poetry, but this poem caught my eye because I am a fan of nature. Frost and I would have had a lot in common, his poetry reflects many of my own personal views of nature.

Essay on Sophocles Antigone :: Antigone essays

Heroes come in many forms. Some immense in size and strength as Hercules, some in the form of people that are shunned, such as Harriet Tubman, and some that are only valorous heroes to some, such as Kurt Cobain. These heroes have many characteristics that make people flock to their side and follow them without a moment of hesitation. In Sophocles' Antigone the hero is a women who believes in her heart far stronger than that of her leader's rule. Sophecles shows many of Antigone’s characteristics that are also seen in many heroes. She is up against an impossible enemy, she does not fit well into society's mold, and is destroyed by her own pride. For these characteristics Antigone is given the title of an epic Heroine. Antigone is one of the lucky townsfolk to be born of a royal house. As Antigone defies Creon's law, she is cast into a pool of danger between what she believes is right and what the state's law decrees is right. As Antigone is charged with the burying of her brother, an action, which the King has declared unlawful, she holds like stone to her undying gratitude for her deceased brother. She believes that this will help lift the curse plagued on the household. The curse in which Antigone’s father tried to hold at bay and failed. Her sister Ismene warned Antigone by exclaiming, "Sister please, please! Remember how our father dies: hated, in disgrace, wrapped in horror of himself, his own hand stabbing out his sight. And how his mother-wife in one, twisted off her earthly days with a cord. And thirdly how our two brothers in a single day each achieved for each a suicidal Nemesis.† This has already given Antigone the mindset that even the Gods are against her will. She is also up against a great foe in fighting that of Creon's edict. Ismene said this: "The rest, if we defy our sovereign's edict and his power. Remind ourselves that we are women, and such not made to fight with men. For might unfortunately is right and makes us bow to things like this and worse.† Antigone sees herself as not only one who can defy the power of the Gods but the power of the state. Thus she would be up against a force greater than her own. Second, another characteristics of a tragic hero is that the person does not always fit into society's mold.

social research Essay -- essays research papers

Social Research Methods  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Sahar Thariani Paper II   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Section 01 Introduction and Data Source   Ã‚  Ã‚  Ã‚  Ã‚  Attending college is slowly changing from what was once considered a rare opportunity to a staple part of what constitutes an education today. As the number of colleges has also inflated, and means of attending college expanded, such as Internet based universities, the number of people attaining a higher-level education has also increased. This paper attempts to test and analyze fifty American states and conclude upon factors within states that may give an individual a better chance of being college educated. The three variables being tested in this research include median household income, race and Internet access. In order to do this, statistical data had to be gathered for all the states, these fifty being my unit of analysis. To ensure accurate results, the statistical data had to be collected from a reliable source. The numbers used as indicators of educational achievement and households with Internet access were obtained from the official website of the U.S Census Bureau. A governmental institution, well known for its detailed statistics on every state, provided a set of figures that would be most reliable. Data for median household income for each state and population distribution by gender was acquired by an organization referenced by Professor Hansell, an acclaimed sociologist. â€Å"State Health Facts online† supplied by the well-reputed Kaiser family Organization is a resource that contains the latest state-level data on demographics, health, and health policy. The website also has a section of raw data through which one may verify the statistics. Hypothesis   Ã‚  Ã‚  Ã‚  Ã‚  The aim of this study is to find issues within states that result in higher education levels, that is, factors that education is dependant upon. This makes education the dependant variable in this study. Higher education is usually expe... ...ome, again leading to higher Internet access, and one can envision a highly possible cycle. I feel that in the future it would be important to research the role of race in this cycle, and also find ways to prevent higher income states from going ahead while being in this cycle, and low income states from being denied a high education. International studies might be able to make a global understanding of the role earnings play towards getting an education. References Babbie, Earl (2001). The Practice of Social Research, 9th Edition. Belmont: Wadsworth United States Census Bureau (2002). â€Å"Education.† Statistical Abstract of the United States. Fact Sheet: [Online at http://www.census.gov]. United States Census Bureau (2002). â€Å"Information and Communications.† Statistical Abstract of the United States. Fact Sheet: [Online at http://www.census.gov]. Kaiser Family Foundation's State Health Facts Online, State Data 2000-2001 (U.S.2001). â€Å"Population Distribution by Race/Ethnicity.† [Online at http://statehealthfacts.kff.org]. Kaiser Family Foundation's State Health Facts Online, State Data 2000-2001 (U.S.2001). â€Å"Median Family Income† [Online at http://statehealthfacts.kff.org].

Comparison of Moses and Odysseus Essay

The stories of heroes have been at the axis of nearly all cultures throughout history. Each different type of religion or culture has their own heroes or legends, each one of them having their differences to go along with the beliefs at hand. On the other hand, each and every hero also has their similarities, which therefore makes them the hero. The setting, events, and characters in each and every story may change, but the characteristics of the hero remain basically the same. Each person is usually made into a hero in a somewhat similar fashion. For example, many heroes begin as imperfect characters, and then begin some sort of quest which leads to them becoming a leader of what they are doing, and then the character goes through a personal transformation into a legendary hero of their people. Therefore, both Odysseus of the Greeks and Moses of the Jewish can both be considered as heroes to their people. In both cases, the person does not decide to be a hero, but they are instead chosen by a greater force, such as a god, to become the one. Both Moses and Odysseus perform three similar tasks. These are for the person to fulfill a destiny handed down to them by a greater power, undertake a journey where great sacrifices are made on his part to overcome difficult obstacles, and finally complete their legacy through the sharing of their stories for the greater good of the people that believe in the hero. Both Moses and Odysseus can be compared in that neither were perfect heroes, they both experienced some sort of quest, and they both experienced personal limitations along with a transformation. The major differences between Odysseus and Moses are mostly relative. They both share practically the same qualities. They are universal heroes who could exist in any culture, context or time. Just like Odysseus and Moses, many heroes are made from the same qualities and have similar stories about how they came to be heroes. As a young man, Moses murdered an Egyptian who was harassing a Jew. A savior who kills someone seems contradictory, but the action served as a metaphor for Moses’ freeing of the Jews from Egypt. Odysseus had a habit of raping, burning and looting villages, which is hardly appropriate conduct for someone who is supposed to bring peace to a civilization. However, his cunning proved useful in both defeating monsters and killing the suitors that had taken over his palace. The reality that each hero was and device of God or the Greek gods was important in both  cultures. Moses was picked by God to be the one who would free the Jews and take them across the desert and into the Promised Land. He spoke directly with God in the burning bush and through various angels. Information was given to Moses from God when instruction was needed. Similarly, Athena visited Odysseus frequently with Zeus’ consent through different disguises to help him along his journey. Though Greek and Hebrew culture varies, their heroes are considerably similar. Both Odysseus and Moses could represent model heroes in any culture at any time. But these universal heroes are not perfect as nobody on Earth is. Many heroes do something of questionable moral action at some point in their early life. As mentioned earlier, Odysseus was constant to raping, burning and pillaging villages, and continually had affairs though his wife Penelope always remained faithful. As also stated earlier, when Moses was young, he killed an Egyptian who was harassing a Jew. But these actions do not abolish they hero, they are instead necessary for the development of his character. Moses spoke directly with the Lord and was given specific instructions to embrace his destiny. He did not choose to lead the Hebrews out of Egypt, but God chose that destiny for him. Faced with many different challenges of his own, Odysseus also received a divine message, but it was from the goddess, Athena. The theme of being chosen by a higher power is a recurring theme that is seen in most hero stories of every culture. No matter when or where these heroes were destined for greatness, they each were a part of a quest or journey where they had to overcome many obstacles, trials, and tribulations. Odysseus’s voyage had to be completed before saving his people, while Moses’ exodus and his people’s salvation were simultaneous. In either case, the journey is vital to the hero in order for him to undergo a personal transformation into the legendary hero they became. Moses fought a Pharaoh, the desert, his own people, and himself during his long journey to the Promised Land. Odysseus also had a long journey home and while on that journey battled Poseidon, the sea, his men, and himself. Not only are the stories of The Odyssey and Exodus the similar, but the heroes, Odysseus and Moses, share many of the same attributes and behaviors. Both,  despite having murderous pasts, were chosen by their God or gods to be the savior of their people. Each had a specific limitation that directly interfered with the completion of their mission. And since they were helped by God or the Greek gods along the way, Moses and Odysseus ultimately had faith that they would be successful, regardless of the obstacles ahead. Their similarities exist on a personal level as well. Both heroes had to make great sacrifices for the good of the whole. They each underwent a personal transformation as a result of the trials they faced. And each learned a lesson that they passed on as a message for their people. The hero’s journey is also determined by how each story originated. The Hebrews passed down Moses and the Exodus orally, in the form of a linear story with a beginning, middle and end. Moses’ linear journey took the Jews out of Egypt, through the desert and to the Promised Land. In contrast, Homer’s poetic writing of the Odyssey is circular in that the ending is a new beginning. It begins and ends in Odysseus’ palace in Ithaca. Like the story, his journey back home is a circular one. In spite of all the divine intervention, Moses and Odysseus both had to overcome a personal limitation in order to become successful in their endeavors. The limitation itself was directly in contrast with their main task at hand. Moses was given the job of spokesman for all Jews, yet had poor public speaking skills. â€Å"O Lord, I have never been eloquent, neither in the past nor since you have spoken to your servant. I am slow of speech and tongue (Exodus 4:10).† Odysseus was sent home to save his people from a civil war, but his lust for conquest and adventure took him on many detours and prolonged his eminent return. Both were able to rise above these limitations. Perhaps the most shared attribute these heroes had been their faith that they would make it through the journey and complete their mission. Moses struggled with the Egyptians, the desert, God, his people and himself yet still believed that he would accomplish his goals set for him. Odysseus lost all his men, more than one ship, and continually battled monsters, weather, and captors but still succeeded due to his faith in Athena’s word that he would persevere. The way the hero acts towards outside events only tells half the story but the thoughts in his mind and soul makes up the rest. Odysseus and Moses both had to make sacrifices for the good of their people and both experienced a personal transformation during their quest for significance. The transformation of Moses was found in his lack of public speaking, which held him back from fully becoming a leader of the people. As he confronted the Pharaoh and commanded the Hebrew people, he eventually gained confidence in himself and his ability. Moses went from being a timid servant to an authoritative leader of a nation of God. He was responsible for constructing the ways of their new civilization. Likewise, Odysseus transformed from a restless adventurer to dependable husband and king. Both experienced an epic journey that altered them from within. In conclusion, both Odysseus of the Greeks and Moses of the Hebrews can be compared because they perform three similar tasks: to fulfill a destiny handed down by divine inspiration, undertake a journey where great sacrifices are made on his part to overcome difficult obstacles; like Odysseus traveling home after the Trojan War or Moses Leading his people out of Egypt, and finally, the mission is not complete until the message learned throughout is shared for the greater good of the people whom the hero represents. Neither Odysseus nor Moses was perfect, but they both experienced some sort of quest and overcame personal limitations, which led to their personal transformation into heroes. Because of all the parallels between Odysseus and Moses, there is not much surprise that they both exemplified the same message. Even though the messengers were different, whether it was Athena, a burning bush, or angels sent by God, the message is still the same: listen to and obey the words of one’s God/gods. This is the message they both brought back for their people to live by and led to their legacy as heroes of their culture.

Reliability and Validity

Reliability and Validity Reliability and validity are important with any kind of research. Without them research and their results would be useless. This paper will define the types of reliability and validity as well as give examples of each. Both the data collection methods and the data collection instruments used in human services research will also be given. This paper will also look into why it is important to ensure that data collection methods as well as the instruments are reliable and valid. ReliabilityThere are several kinds of reliability used in research. The first kind is the alternate-form reliability. This kind of reliability consists of the degree of relatedness of different forms of the same test. For example, a psychological tests where the questions are changed. The second kind is the internal-consistency reliability. This kind of reliability is the overall degree of relatedness of all items in a test or raters in a judgment study. Internal-consistency is measured between different items on the same test.An example of this would be If a respondent expressed agreement with the statements â€Å"I like to eat frozen chocolate† and â€Å"I’ve enjoyed eating frozen chocolate in the past,† and disagreement with the statement â€Å"I hate frozen chocolate,† this would be indicative of good internal consistency of the test. The third kind is the item-to-item reliability. This kind of reliability is the reliability of any single item on average. An example of this would be the reliability of two items such as a construction worker’s hammers that are identical.The last kind of reliability that I will discuss is the test-retest reliability. This kind of reliability consists of the degree of temporal stability (relatedness) of a measuring instrument or test, or the characteristic it is designed to evaluate, from one administration to another (Rosnow, 2008). Statics. com (n. d). states, â€Å"a group of respondents is t ested for IQ scores: each respondent is tested twice – the two tests are, say, a month apart. Then, the correlation coefficient between two sets of IQ-scores is a reasonable measure of the test-retest reliability of this test. † (Para. ) It is more reliable because the scores are on average between two separate situations. Validity Proving that the results of the research are correct is called validity. Construct validity refers to whether a scale measures or correlates with the theorized method. An example of this is an employer using selection methods to measure the degree to which a possible new employee has psychological traits called constructs. This includes verbal ability, intelligence, mechanical ability, and leadership ability. Content validity is the sampling of the relevant material or content that a test intends to measure.An example would be a typing test for a secretary or a test of checkbook balancing for an accountant. Convergent and discriminant validit y is the grounds established for a construct based on the convergence of related tests or behavior (convergent validity) and the distinctiveness of unrelated tests or behavior (discriminant validity). An example of this Trochim (2006), states â€Å"to show the discriminant validity of a Head Start program, we might gather evidence that shows that the program is not similar to other early childhood programs that don’t label themselves as Head Start programs.Or, to show the discriminant validity of a test of arithmetic skills, we might correlate the scores on our test with scores on tests that of verbal ability, where low correlations would be evidence of discriminant validity. † (Para. 10) Criterion validity is the degree to which a test or questionnaire predicts an outcome based on information from other variables. An example would be high school student’s grades predict his or her success in college. External validity is the generalization of an inferred causal relationship over different people, settings, manipulations (or treatments), and research outcomes.An example would be using a sample from a population. Face validity is a property of a test intended to measure something. It is the validity of a test at face value or the degree to which a test or other instrument â€Å"looks as if† it is measuring something relevant. An example would be if you have a test to measure whether students can read at a fifth grade level, and the people you show it to all agree that it looks like a good test of fifth grade reading ability, the face validity of the test is shown. Internal validity is the soundness of statements about whether one variable is the caused of a particular outcome.An example would be manipulating the variable in a scientific experiment. Statistical-conclusion validity is the degree to which conclusions about the relationship among variables based on the data are correct or ‘reasonable’. An example would be do ing a study on the relationship between socioeconomic status and attitudes about free health care. Based on the data, it may be concluded that persons with lower economic status tend to be more opposed. Conclusion validity is the degree to which the conclusion reached is credible or believable (Rosnow, 2008). Data Collection Methods in Human ServicesData collections methods include experiments, clinical trials observing and recording and events, obtaining relevant data from management information systems, and administering surveys with closed-ended questions. It is important to ensure these data collection methods are both reliable and valid because if unreliable and invalid data is used the results of the research would be false. Data Collection Methods in Managerial Research Case studies reveal the strengths and weaknesses within the agency. Case studies analyze results of information obtained from cases pertaining to the population served.The cases are also evaluated against othe r case studies to see similarities and discrepancies. Case studies give human service agencies detailed information about the individual and population studied. Performance appraisal systems are used by managers to track employees work performance. It is important for these systems to be reliable to objectively and consistently measure the employee’s performance. All employees activities and result should be measured the same. Without reliability employees would not have faith in his or her manager and the appraisal process.Conclusion Reliability and validity enable human service professionals to use true data and obtain legitimate results. Using these types of reliability and validity allows researchers to provide clients and agencies sound, appropriate conclusions. Using data collection methods managers can improve employee performance and services provided to clients. Reliability and validity ensure accurate data is used in human services research. References Rosnow, R. L. (2008) Beginning Behavioral Research: A Conceptual Primer, Retrieved from