Autobiographical Sketch Essays - Schuyler Family, Schuylerville

Autobiographical Sketch I was born on June 7, 1983 to two loving parents in the small town of Warrensburg, New York. I was the second of two children to be born to John and Jacqueline Farndell. In 1981 they were blessed with my brother Jason. The four of us lived in a small apartment in Warrensburg for two years. We then lifted our roots and moved to an even smaller town called Greenwich. This is where I currently live. We live in an old house that my father bought from my great-grandmother. I started school at the age of five. I attended Schuylerville Elementary School, which actually was closer to where we lived than Greenwich Elementary. At the end of my Kindergarten year my stable family life grew shaky. My Parents divorced. My brother and I stayed with my father in Greenwich and my mother moved to an apartment in Arygle just north of us. We visited her every other Sunday from 9 in the morning until 3 in the afternoon. Eventually we saw her more often. In 1989 my father met his future wife, Betty Mullen. They married in 1991. She had two sons, Norm and Chris. Norm was 18 and Chris was 16. Our house just didnt seem big enough for the six of us. My dad being an Architect drew up some plans for a complete remodel and an addition to our house. It was a slow process, but eventually with the help of all six of us the remodel was complete. Ironically, as soon as the building project was finished Norm went off to college at the State University of Albany and Chris joined the United States Army. The house now seemed empty. Soon after, my Grandmother moved in. She was a welcomed addition to the house. She lived with us for about four years, then moved in a nursing home in Argyle. There she could have 24 hour supervision. She was stricken with the terrible disease of Alzheimer. By this time I was attending Schuylerville Jr./Sr. High. I did well and had many friends. I was involved in the Yearbook committee and was an active member of the Spanish Club for four years. For two of those years I held the proud honor of being the President. I also filled my study halls at the Elementary School. I volunteered to help out in a Kindergarten Art class and a first grade class. I took any opportunity that I could get to be in the classroom. I played Basketball and Field Hockey up until the time that I had to have knee surgery. I had to give up my love for the game. Two years later I saw the inside of the emergency room again. This time it was to have my enlarged gallbladder removed. This brings me right to the middle of my Senior year at Schuylerville. I am currently interning at Skidmore College with their pre-K program. Though Schuylervilles Work Experience Program I have been able to spend my afternoon at various classrooms. I interned at Schuylerville Elementary in a Third grade class and also with a Co-K class. I look forward to completing this sector of my education and moving onto the next step, hopefully at Oneonta. Acceptance Essays

20 Quotations About Young Love

20 Quotations About Young Love Young love- so naive, so immature, so unsophisticated, yet ever so charming! Every generation warns the next of the heartaches and the heartbreaks that come with this love, yet, each generation is eager to experience it. Authors have tried to express the happy occurrence that we call young love. Here are some such young love quotes. Margaret Atwood, The Blind Assassin: A Novel The young habitually mistake lust for love, theyre infested with idealism of all kinds. Richard Dahm, The Middle, episode: A Tough Pill to Swallow, 2016, Frankie Heck Wind power, water power, coal power- how great would it be if you could harness the power of a young man in love? Criss Jami,  Killosophy â€Å"Its a good sign but rare instance when, in a relationship, you find that the more you learn about the other person, the more you continue to desire them. A sturdy bond delights in that degree of youthful intrigue. Love loves its youth.†Ã‚   Ta-Nehisi Coates â€Å"What I am telling you is that you do not need to know to love, and it is right that you feel it all in any moment. And it is right that you see it through- that you are amazed, then curious, then belligerent, then heartbroken, then numb. You have the right to all of it.† Alessandra Torre,  The Ghostwriter â€Å"There is nothing like young love. It comes at a time before the heart knows to protect itself, when everything important is raw and exposed- the perfect environment for a soul-sucking, heart-crushing burst.†Paige P. Horne,  If Id Known Young love is like a raging fire that cant be tamed. Its addictive and borderline obsessive. Satisfying in every way, yet never getting enough. Im the flames, and hes the fuel keeping me burning. We are perfect.† Liz Thebart,  Walk Away   â€Å"Beginnings are easy, but after that, happiness takes some work.†Ã‚   Eoin Colfer,  Airman â€Å"Young love is common, but that doesnt mean its not precious.†Muse, â€Å"Lollypopthe passion contained merely kissesplaced upon lips, neck and cheekthese young lovers of the castleof which our fairytale speaks†Ã‚   Justin Go,  The Steady Running of the Hour â€Å"It didnt matter. I was young and we were together.† Daphne du Maurier,  Rebecca   â€Å"I am glad it cannot happen twice, the fever of first love. For it is a fever, and a burden, too, whatever the poets may say. They are not brave, the days when we are twenty-one. They are so full of little cowardices, little fears without foundation, and one is so easily bruised, so swiftly wounded, one falls to the first barbed word.† William Shakespeare, Romeo and Juliet, Romeo Ah me! how sweet is love itself possessd,When but loves shadows are so rich in joy! A.P.,  Sabine   You must ask the young if you want to know what love is. Only they are deep enough in it to describe. We older ones have clues and simulacra, we base our judgment, like pathologists do, on the dents and scars and sediments of hearts long kept in formaldehyde. It is the pulsing heart you want to probe: the pulsing, beating, leaping, dipping, fluttering heart of a seventeen-year-old.†Ã‚   Chang-rae Lee,  On Such a Full Sea â€Å"For no matter the shadows of an age, the picture of a young couple in love, we are told, speaks most luminously of the future, as the span of that passion makes us believe we can overleap any walls, obliterate whatever obstacles.†Ã‚   Benjamin DisraeliThe magic of first love is our ignorance that it can ever end. Maya AngelouThe loss of young first love is so painful that it borders on the ludicrous. Nicholas Sparks Theres no love like the first.  Ã‚  Ã‚   Anonymous When a man is in love for the first time he thinks he invented it. Lang Leav,  Sad Girls Your first love isnt the first person you give your heart to―its the first one who breaks it. George Bernard Shaw First love is only a little foolishness and a lot of curiosity.

International Defense Profile Essay Example | Topics and Well Written Essays - 500 words

International Defense Profile - Essay Example Topics of defence policies, weapons superiority, and military paradigms are currently being addressed while the traditional models are set aside (Markert & Backer, 2003). Essentially, the United States is forecasting a situation where it will be forced to battle for power with emerging Third World Powers through the design of weapons and use of contemporary military technologies. In the Contemporary global society, developing nations are armed with the state of the art armaments. These include increased use of proliferated Chemical Weapons, availability of ballistic and cruise missiles, nuclear weapons capacity, high-performance aircrafts and submarines. It, therefore, shows that more nations are becoming  fatal in the battlefields. It is, therefore, critical to ponder the implication of the coming Gulf War, current terrorism war and Russian military resurgence (Markert & Backer, 2003). Recently, national security has been used as a justification for enormous government expenditures; therefore, the government has procured and developed weapons systems and armaments. There are various rationales for the establishment and massive investment in new weapons and military forces. First, military forces are used for the defense, therefore, need to direct investment to reduce damages and prevent attacks by the opponents (Markert & Backer, 2003). In addition, modern nuclear weapons have become highly sophisticated that it can cause massive damages to the enemy. These defensive mechanisms may also involve the employment of counterforce targeting which means aiming at opponent’s military forces specifically at strategic nuclear forces. It may also involve counter-value targeting that uses a particular program to point at weapons placed at softer targets for instance in industrial facilities, economic enterprises and populated urban centers (Markert & Backer, 2003).

Business and management studies Thesis Example | Topics and Well Written Essays - 500 words

Business and management studies - Thesis Example Performance appraisal should be one of the most effective means of the psychologically charged activities in business life. In addition, performance appraisal is one of the generally broadly studied areas in industrial/organizational psychology. However, the conventional study program has done very little to advance the value of performance appraisal as a managerial tool (Bratton & Gold, 2007). An amount of studies has related the human Resource practices to different Organizational outcomes such as output, value, proceeds, market value and general profits. Organizations bearing long terms objectives of constant aggressive advantage and high productivity should improve their human capital by putting in place structure and practices to accomplish and retain their goal (Hoque, K. (1999). Current study has stirred away from studies of rater correctness and psychometric measures to subject of employee response towards performance appraisal as indicators of organization satisfaction and efficiency. The reason is because employee sensitivity of fairness of performance appraisal has a great impact on organization efficiency (Bratton & Gold, 2007). Perceptions of justice are seen as an important issue in employee approval of and fulfillment with performance appraisal. This has forced the managers to have both a principled and legal compulsion to conduct appraisals in a fair, honest and unbiased manner (Bratton & Gold, 2007). The government of Saudi Arabia has in recent times adopted a negligent tactic to human resource management in both public and private sectors. The private sector in Saudi Arabia has in recent times received more attention (Bratton & Gold, 2007). Since the early 2000s, the government has initiated a broad legal structure to control the management of people in the private sector, because the government is investing heavily in the private sector in order to make it more attractive for international companies

Patient Risk Essay Example for Free

Patient Risk Essay This example of a reflective essay is presented in association with Price, B and Harrington, A (2013) Critical Thinking and Writing for Nursing Students, London, Learning Matters. Readers are introduced to the process of critical and reflective thinking and the translation of these into coursework that will help them to achieve better grades in nursing courses. Stewart, Raymet, Fatima and Gina are four students who share their learning journey throughout the chapters of the book. In this essay on the assessment of pain, Raymet demonstrates her reflective writing skills near the end of her course. Raymet had by this stage written several reflective practice essays and gained good marks. This time though she was encouraged to deepen her reflections, speculating selectively on how the account of pain experienced by a patient (Mrs Drew) might help her to work more creatively with patient perceptions and reported needs. N.B. Remember, copying essays such as this, submitting them as a whole or in part for assessment purposes, without attributing the source of the material, may leave you open to the charge of plagiarism. Significant sanctions may follow for nurses who do this, including referral to the Nursing and Midwifery Council. Assessing Mrs Drew’s Pain Mc Caffery and Pasero (1999) state that pain is what the patient says it is. If we accept that point, then nurses need to explore the patient’s perceptions of pain, as well as their report of experiences. The two are not quite the same. Patients may report their pain in a variety of ways, dependent on the nature and the intensity of pain and the context in which it is felt (e.g. whether they are ever distracted from the pain). Their perception of pain is a little more though and it includes the meaning that the pain has for them. It includes explanation of why the pain is there in the first place, what it indicates about their body and what it could  suggest might happen in the future (getting better, getting worse). The nurse assesses the account of pain shared by the patient, and this may be given in the form of a story. This is how it began, this is how it felt, this is what that meant to me and this is what I did about it (Mishler et al. 2006) In this essay I explore the assessment of pain as conducted with one 60 year old patient whom I will call Mrs Drew. Whilst the essay describes an assessment of pain with a single patient, I try to share too some ideas and questions that this provokes within me about pain assessment more generally. Mrs Drew made me think about other patients, future assessments and what I had to do as a nurse to help patients. To help structure this essay I use the framework described by Gibbs (1988). Whilst the episode concerned relates a stage in Mrs Drew’s illness when she challenged her treatment protocol, it also includes some of the memories and thoughts that this patient refers to regarding her earlier illness and past ways of coping with pain. In particular, it prompted me to question to what extent I as a nurse should recommend analgesia, drawing on what I had been taught about the effective control of pain. I had learned that it was better to control rather than to chase pain ( e.g. Mann and Carr, 2006; Forbes, 2007). Mrs Drew was diagnosed with lung cancer a year earlier and had initially had her illness treated by chemotherapy. This had helped her to achieve a remission that lasted for nearly ten months (Hunt et al, 2009 describe the prognosis of this disease). The cancer had returned though and spread to her spine and it was here that she experienced most of her pain.It was at this stage that the doctors explained that her care would now be directed towards her comfort rather than a cure—to which she had replied, ‘you mean palliative care’. Mrs Drew was supported at home by her husband Neil and visited on a regular basis by community based nurses to whom I was attached as part of my student nurse training. She was prescribed oral morphine and could decide within stated limits how many tablets she could take in any one 24 hour period. The situation I had visited Mrs Drew on several occasions over the period of a month when the community nurse and I were confronted by a tearful patient who announced that she did not wish to take the oral opiates quite as often as we were recommending. As she spoke she held her husband’s hand tightly, looking across to him as she described her experiences and feelings about the matter. Yes, there had been some bad nights when the pain had woken her and she had to sit up and watch television to try and distract herself. Yes, sometimes the pain made her feel nauseous, but she was alarmed at how frequently she was taking the ‘pain tablets’ and how this made her feel about herself. However well meant the medication was, it didn’t feel dignified to be so reliant on drugs, or quite so sleepy and unresponsive for such a high percentage of the day. Whilst the analgesia was working well when she took the tablets, the quality of life wasn’t what she wanted. The community nurse listened patiently to Mrs Drew and then explained that it was normal to have panic moments about such medication. Morphine had a reputation, one that people associated with misuse of drugs, rather than their therapeutic use. Used on a regular basis, the drug wouldn’t cause addiction and it would provide a great deal of reassurance to Mr Drew as well. The community nurse stated that she was quite sure that he respected his wife’s need to sleep when she wished and to build the rhythm of the day around her needs. At this point Mrs Drew shook her husband’s hand, and said, ‘tell her†¦tell her what we’ve talked about!’ Mr Drew then explained that his wife was used to dealing with pain, she had suffered recurrent pain in her neck and shoulder after a road traffic accident some years before. The pain had sometimes been severe, but he had massaged her shoulders and used heat packs that she found soothing. They had decided that they wished to use this technique now, keeping the morphine for absolute emergencies, when she was losing sleep and couldn’t eat as a result of the discomfort. The community nurse assured them that they were in charge of the analgesia and would be allowed to make their own decisions. She started to make notes though, and announced that she was making a referral to the cancer pain clinic, something that would help them to take stock of the situation. There was very good reason to suppose that this might be a problem associated with choosing the right dosage of the  morphine, rather than using supplemental pain relief measures. Mrs Drew responded sharply, ‘You’re not listening to me though Jane (the community nurse’s name—a pseudonym is used here), I want to use heat packs instead of morphine, at least during the day. I want to be more alive with my husband.’ The community nurse assured Mrs Drew that she had heard what she had said and respected her point of view. There would though be nothing lost by using the clinic to gain a further check on this matter. With that she excused us, explaining that we had a further appointment that morning and we left, having checked that Mrs Drew had a sufficient supply of her different medicines. As we walked to the car the community nurse empathised with Mrs Drew’s plight, saying that if she had lung cancer she would probably grasp at straws too. She would reach out for things that seemed more normal, and then observed, ‘but this isn’t normal is it, the pain she has isn’t normal. It’s not just a whip lash injury and old age.’ Feelings I remember that during this episode feeling a mixture of confusion, surprise, anger and impotence. Mrs Drew had surprised me by the way she had spoken, using what seemed to be a planned announcement. They had waited for and perhaps rehearsed this moment. Nothing in my experience to date had prepared me for such an encounter, at least in such circumstances, where we as nurses were so obviously working to support the patient. It was only later that I called the episode a confrontation. Mr and Mrs Drew had confronted the community nurse and I had been the largely silent witness to the event. As the discussion proceeded I remember making supportive noises, remarking how useful heat packs sometimes were and glancing across at Jane, who seemed to be signalling with her expression that I should leave this debate to her. I was trying to read her reactions to the Drew’s points and concluded that if I couldn’t support her arguments to the patient, then I should remain silent. The re were issues here that I perhaps hadn’t enough experience to deal with, at least, whilst ‘thinking on my feet’. My initial anger (with Mrs Drew for not acknowledging all that we were trying to do) quickly became displaced towards my colleague Jane. During the event I couldn’t explain why that was, but afterwards, when I made notes, I realised that it was because she seemed to have set the agenda in her own mind and to be requiring the patient to comply with concerns of her own. Put rather crudely, Jane seemed to be saying, listen I know about these things, this is a phase, an anxiety; you can work through all this. I believed at this point that she had missed the significance of the event, the way in which the Drew’s had arranged the conversation. For them, this was not a phase at all, but a considered and very important decision, one that they wanted the nurses to accept (Freshwater, 2002 and Edwards and Elwyn, 2009 emphasize the importance of negotiated care planning). My feelings of impotence were associated strongly with my lack of clinical experience. I have met this before. No matter how many placements I do, no matter how good the mentoring I receive, I keep meeting situations where I am unsure about how to respond next. I feel younger, less knowledgeable than I should be at this stage in my training. I want to reassure patients, to support colleagues and to give good advice, but there is not enough confidence to do that. If I felt unsettled and uncertain about Jane’s response to the Drew’s, right then I couldn’t easily explain that. I couldn’t offer a second opinion, couldn’t suggest an idea that might help support the patient. To my annoyance I couldn’t manage that either as we left the house. Jane had made some fair points, she  clearly seemed concerned about the patient’s needs, but perhaps she hadn’t spotted the right need—for Mrs Drew to determine in greater part how she de alt with her illness. Experience evaluated Afterwards, this short episode prompted doubts and debates about several important aspects of nursing for me. Setting aside the etiquette of learning in clinical practice, not challenging a qualified nurse in front of a  patient, there were problems here associated with supporting patient dignity, with my assumptions relating to analgesia and pain control strategies, and I realised, with my assumptions about types of pain and who had the expertise to define these. Dignity is more than simply using the appropriate terms of address, protecting the privacy of patients and attending to their expressed concerns (Price, 2004). It is about clarifying the ways in which they live and accommodate illness or treatment. It is about finding out what benchmarks they use to say that ‘yes, I am doing well here, this makes me feel good about myself’. Upon reflection, I sense that we on this occasion had not worked hard enough to discover how Mr and Mrs Drew define quality of life, or being in charge of their situation. We were more concerned with providing resources, sharing research or theory about medication and questioning the familiar misconceptions associated with morphine. To put it simply, we were ‘missing a trick’, reading the encounter as something that had happened many times before—the report of problems or anxieties, a request for help, rather than a decision that the patient and her carer had already come to. Reading situations well seemed, with the benefit of hindsight, to be the first basis for dignified care. ‘What is happening here, what will help the patient most?’ were questions that we perhaps assumed that we already knew the answer to. I realised that in my training I had already accepted the argument that patients would wish to remain pain free come what may and that the tackling of fears about prospective pain, was something that nurses engaged in. I assumed that because cancer pain represented such a major threat, because it was greater and more all encompassing, that there was little or no doubt that it should be removed. What was so unsettling, and took so much time to examine, was that Mrs Drew acknowledged the possible severity of metastatic cancer pain, but that she still preferred to respond to it using measures that had worked for her whiplash neck injury. Mrs Drew was willing to trade off a pain free state for something that gave her a greater sense of control and which perhaps enabled her husband to express his support for her in a very tangible way (preparing heat packs, massaging her back, rather than simply giving her the tablets). Mr and Mrs Drew questioned all my assumptions about best analgesia pr actice, and seemed to write a large  question mark on the textbooks I had read about chasing rather than controlling pain in palliative care situations (Mann and Carr, 2006). Reflections (learning opportunities) The episode with Mrs Drew left me uncomfortable because my past approach to pain management was theoretical. I (and I believe Jane too) regularly made use of science to decide what could be done as regards pain relief and to assume that patients would wish to achieve all of those benefits. This wasn’t about local applications of heat versus morphine, Mrs Drew could use both, it was about choice and how patients made choices—why they reached the decisions that they did. It was for me, about accepting very personally, that providing that patients are given all the relevant facts, alerted to the options, that they really are able to make choices that work for them. The very fact that Mrs Drews illness was now incurable, that she and her husband usually tackled pain together, meant that her solution to the challenge was different to those that many other patients arrived at. Having dealt with this pain for some time, knowing that it could and probably would get worse, meant that she was better equipped than other less experienced patients to make a decision here. This took nothing away from the benefits of sharing further discussion with pain clinic experts. I thought, Mrs Drew will stand her ground, she will insist on doing things her way if her husband is strong too. What it did highlight though was the importance of listening to patients, hearing how they perceive pain, how they narrate not only the pain but what they did about it. In this instance the narration was all about dignity, and coping, and finding ways to help one another and how this enables us to feel in the face of such a terrible illness. So, in telling us about her pain, what she did about it, using morphine when it was ‘absolutely required’, Mrs Drew was not reporting her ignorance of what could be achieved if the medication was used differently, but what she preferred to do as it enabled her to achieve different goals. Mrs Drew’s goals were about liveliness, alertness and stoicism, showing that she could bear at least a measure of pain. I wondered why I hadn’t listened carefully enough to such a story? Was it because of time pressure, or perhaps complacency, that Jane and I felt that we already knew what account would be  shared? Did we think that the patient would ask for help, more help, as the pain continued? If so, then our guesses had prompted us to behave as experts, and problem solvers, on the patient’s behalf. Perhaps hearing a patient narrative is about discovering what sort of role they would like you to fulfil. If so, then it might be a difficult role. I thought hard about how hard this was for Jane. She was going to be asked to witness Mrs Drew’s future pain, one that was now less perfectly controlled. She was going to be asked to reassure, to suggest measures that might help, without reminding the patient that she ‘already knew that you couldn’t manage pain that way!’ When I think about it now, that is very stressful for a nurse. It is about caring and allowing patient’s to make choices that we personally might not make. Conclusions I have drawn then three conclusions from the above reflection. First, that being patient centred is never easy and requires real listening and interpretation skills. My criticism of what Jane chose to do, to try and dissuade Mrs Drew from a course of action, recommending further appraisal of the situation, is an easy one to make. Nurses confront situations such as this relatively unprepared and react as considerately as possible. It is easy in hindsight to recommend other responses, a further exploration of what motivated Mrs Drew’s pain management preferences. Second, that experience can be a valuable teacher, the equal of textbooks. If nurses are interested in care, then we should be concerned with the sense that patients make of their own illness, the treatment or support that they receive. We need to understand what patients have to teach us and have to acknowledge that this means that we won’t always seem in control ourselves, expert and knowledgeable. Our expertise might be elsewhere, helping patients to reach their own decisions. Third, that one way to understand patient perspectives on illness or treatment, on pain management in this example, is to hear how they talk  about the situation. How do they describe the pain, how do they refer to what they did about it? The way in which the story is shared, how we coped, how this made us feel, is as important as the facts related. Sometimes a patient needs to feel stalwart, even heroic in the face of illness. Future care It would be foolish and unprofessional to recommend to other patients that they might not wish to remove pain, or that overcoming pain doesn’t always mean we don’t continue to experience it. For every Mrs Drew there may be many other patients who would welcome the complete removal of pain, so that they can die calmly, quietly, with their own version of dignity. But it does seem to me, that it will be worth thinking about the diversity of patients and how they prefer to cope when I assess pain and help manage this problem in the future. I won’t be able to walk away from the responsibility of debating whether I have explained all that I could, detailed the strengths and limitations of different ways of coping. I will need to find reflection time to ponder what patients have said and if necessary to go back and say, ‘I’ve been thinking some more about your words last week..’ knowing that this doesn’t make me any the less professional. References Edwards, A and Elwyn, G (2009) Shared decision-making in health care: achieving evidencebased patient choice, 2nd ed. Oxford, Oxford University Press Forbes, K (2007) Opiods in cancer pain, Oxford, Oxford University Press Freshwater, D (2002) Therapeutic nursing: improving patient care through self awareness, London, Sage. Gibbs G (1988) Learning by doing: a guide to teaching and learning methods, Oxford, Oxford Polytechnic Further Education unit Hunt, I., Muers, M and Treasure, T (2009) ABC of lung cancer, Oxford, Wiley-Blackwell/BMJ Books Mann, E and Carr, E (2006) Pain management, Oxford, Blackwell McCaffery, M and Pasero, C (1999) Pain: Clinical manual, Mosby, Philadelphia Mishler, E., Rapport, F and Wainwright, P (2006) The self in health and illness: patients, professionals and narrative identity, Oxford, Radcliffe Publishing Ltd Price, B (2004) Demonstrating respect for patient dignity, Nursing Standard, 19(12), 45-51

Thomas Edison :: biography biographies bio

Thomas Edison was born Febuary 11, 1847 in Milan Ohio. He was the youngest of seven siblings, and did not learn to talk until he was nearly four. At the age of seven Edison spent three months in school until his mother took him out of school and home schooled him. When Tom turned twelve the young entrepreneur became a railroad newspaper boy. He would ride rail cars selling candy, newspapers, fruits, and vegetables. Soon after Edison began working on the railroads he became practically deaf. There are several theories on what happened to make the inventor deaf one of the widest spread beliefs is that Edison lost his hearing when a conductor boxed his ears after Edison accidentally set fire to a train car. Edison said that he lost his hearing when a brakeman caught Edison by his ears to stop Edison from falling off the train. Regardless of what happened Edison couldn't hear out of his left ear and was about eighty percent deaf in his right ear. One day before getting on a train fourteen year old Edison noticed a todler with his back turned to an oncoming train. Tom reacted quickly throwing himself and the toddler off the tracks in the nick of time. The three year olds dad trained Edison to operate a telagraph machine as a reward. By the age of sixteen Edison had mastered this skill and left home. He moved to Boston, however a year and a half after he started working there he was forced to quit because his employer accused him of "not concentrating on his primary responsibilities, and doing to much moonlighting." Edison was moved to New York where he arrived practically broke. Three weeks after arriving in New York Edison had a job that paid much better than his Boston employer. The story goes that Edison who was broke and on the verge of starving came across a panicing broker. The broker was freaking out because an important stock ticker had broken. Edison tinkering paid off when he quickly fixed the ticker. The broker hired Edison on the spot as the company's repair man for $300.00 a month a very impresive amount in 1869. A year later Edison became a rich man when a company paid $40,000 for an improved stock ticker. Edison had expected no more than $5,000. After getting his first check for that much money Edison was at a loss for what to do.

Benefits of security awareness training

Security in information systems training has come to be one of the most needed requirements in an organization. As Acquisti (2008) explains, in today’s fast moving and technically fragile environment safe communication systems are required to be secure in order to benefit both the company and the society as a whole. This fact needs to be clearly highlighted so that adequate measures be implemented not only to fosters the organization’s daily business transactions but also ensure that the much needed security procedures are implemented within the accepted companies code of ethics and thorough training given.Think of a case where company’s data is exposed to malicious attacker, this situation is constantly increasing especially among the security illiterate staff having access to sensitive and secretes business information. This information can be like sensitive company’s data, browsing the company’s website through an insecure gateway, receiving emai ls from suspicious sources and the threat posed by Instant messaging (IM). This paper aims at giving a critical review on the benefits of security awareness training on IT systems to an organization.Provide better protection for assets We need to help employees identify potential threats since this is one of the most valuable technical advantages a society can get (Brancik, 2008). We need to provide updated information to our staff on the new security risks that have been discovered. The staffs need also to be updated on the current technology so that they easily are aware of security breaches within the e-commerce environment.Furthermore employees, Brancik, (2008) asserts, business partners, and contractors should be informed that the data on their mobile phone devices and computers portable document format (PDFs), smart phones and thumb drives though are devices that are of value are vulnerable to security breaches so that they are alert whenever a security threat is discovered wi thin their systems. This can enhance swift action to be taken by the IT professionals to cap the situation. Save moneyAccording to Pfleeger and Pfleeger (2007), to reduce the number and extend in security breaches then training is vital. If a security breach is discovered sooner then ways of dealing with it promptly can be devised. , cost to notify customers of breaches, Cost to recovering data altered or lost during an a security breach, non-compliance fines and lost productivity, lost customers(indirect costs), resolving breaches and hoaxes ,time spent investigating) will reduce.These enables control measures to be added into systems other than adding them into the system that has been installed. Coordination and measuring of all security awareness, education, training should be enhances while duplication of effort is reduced (Pfleeger and Pfleeger, 2007). Improving the Competitive Advantage of your organization and protection of its brand One of the factors in the world of commer ce that is focused on by almost all companies is the ability to gain a competitive edge over similar companies.As explained by Killmeyer (2006) customers should be informed that your organization is considerate in protecting their data. Take a situation where Barclays Bank received when the management decided to protect customers installing ATMs that hides the users’ identity from its printout transaction receipt, if a malicious user were to gain access to unprotected receipt (having users identity and password) what harm will he do to customers’ account?