My Education and Career Goals :: Education/Vocation

My high school psychology course intrigued my desire to pursue psychology in college and the courses offered at State University furthermore solidified my interest to continue in this field. I took a particular interest in theories of personality and upon completing cognitive psychology, I wish to obtain a clinical neuropsychology certificate in conjunction with a doctor of psychology in clinical psychology. Throughout my work experience in a market research phone room center, I have encountered many personalities and had the ability to observe how their social contexts has shaped and affected each individual. I am interested in learning and obtaining a better understanding of how various social factors affect individuals. As a part of my undergraduate work, I conducted an independent research project examining trust and attachment style as possible factors that influence conflict resolution. Under the supervision of Dr. Maureen Erber, I collected data from students using various trust, attachment and confliction resolution scales and ran analyses via SPSS. In addition to my confidence about my preparation in psychology, I have earned a minor in Spanish procuring fluency in reading, writing, and speaking the language. Although Spanish is my first language, I learned English an early age that I felt further education in Spanish was valuable. My career goals are to obtain a PsyD in clinical psychology with a specialization in neuropsychology. I am interested in studying the relation between the brain, behavior and psychological processes. I ultimately would like to work in a hospital setting to evaluate and treat victims of stroke, head injury and other neuropsychological problems. I also intend to consult on pharmaceutical drug trials that might influence the central nervous system. I am interested in Adler School of Professional Psychology because it offers education and training in understanding the role of social environment in human functioning. I believe that becoming a socially responsible practitioner will help to develop the skills I need to successfully address various aspects, such as assessment and intervention, to fellow colleagues and patients.

Alcohol vs. Marijuana Essays -- Comparison Compare Contrast

Alcohol vs. Marijuana Alcohol and marijuana are two drugs commonly used and abused in the United States. Alcohol is the number one abused drug, while marijuana is number one among illegal drugs. While alcohol remains legal, and marijuana illegal, this does not necessarily mean that alcohol is better for you. There have been many arguments where people suggest that marijuana should be legal because alcohol is more deadly. On the other hand, there are alcoholics who would tell a pothead that smoking weed is bad for you. Both substances are very bad for your health and should not be heavily used by anyone.   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana has an immediate effect during and for about 2 hours after smoking. With alcohol, users feel slight effects after just one drink, and recover depending on the amount the person drank, how much they weigh, and how much they had to eat before ingesting the alcohol. Immediate effects of use are slurred speech, decreased inhibitions, poor judgment, and lack of motor coordination. Marijuana causes red eyes, dry mouth, increased appetite, slowed reaction, paranoia, hallucinations, decreased social inhibitions, and memory loss. Drinking heavy amounts of alcohol can lead to a coma or even death. A person would have to smoke 40,000 times the amount to get high to overdose, so it is practically impossible. Alcohol is responsible for over 100,000 deaths per year. Marijuana kills less than 10,000 per year.   Ã‚  Ã‚  Ã‚  Ã‚  Among the deaths caused by alcohol, drinking and ... Alcohol vs. Marijuana Essays -- Comparison Compare Contrast Alcohol vs. Marijuana Alcohol and marijuana are two drugs commonly used and abused in the United States. Alcohol is the number one abused drug, while marijuana is number one among illegal drugs. While alcohol remains legal, and marijuana illegal, this does not necessarily mean that alcohol is better for you. There have been many arguments where people suggest that marijuana should be legal because alcohol is more deadly. On the other hand, there are alcoholics who would tell a pothead that smoking weed is bad for you. Both substances are very bad for your health and should not be heavily used by anyone.   Ã‚  Ã‚  Ã‚  Ã‚  Marijuana has an immediate effect during and for about 2 hours after smoking. With alcohol, users feel slight effects after just one drink, and recover depending on the amount the person drank, how much they weigh, and how much they had to eat before ingesting the alcohol. Immediate effects of use are slurred speech, decreased inhibitions, poor judgment, and lack of motor coordination. Marijuana causes red eyes, dry mouth, increased appetite, slowed reaction, paranoia, hallucinations, decreased social inhibitions, and memory loss. Drinking heavy amounts of alcohol can lead to a coma or even death. A person would have to smoke 40,000 times the amount to get high to overdose, so it is practically impossible. Alcohol is responsible for over 100,000 deaths per year. Marijuana kills less than 10,000 per year.   Ã‚  Ã‚  Ã‚  Ã‚  Among the deaths caused by alcohol, drinking and ...

Educational Systems Essay

Educational Laws| Twelve years of primary and secondary education prior to attending university.| * All children in the UK of compulsory school age must receive a full time education. * Classes from September to July * Long vacation from 1 July to 30 September * Languages of instruction.| * Academic year runs from March to December. * Primary: 4 or 6 hours * Holydays: two weeks in July| Organization of education at all levels| * Pre- primary education: from 3 to 6. Kinder garden – Child care center – Nursery level * Primary school (elementary) from 6 years old to 13/14. Private or state schools, * Secondary school (highschool): from 13/14 to 16/18Highschool diploma (basic or honour)GED (gral. educ. diploma) test for immigrants or international students to certificate de level.IB examination in different subjects.AP course in order to enter university. * Higher education/university education Undergraduate 1- Associate degree (AS/AA): 2 years. â€Å"General†. Semi- skilled job. Administrative.Bachelor’s degree (BA/BS): 4 years aprox.Graduate 2- Master’s degree (MS/MA): 2 or 3 years.Doctorate degree (PhD): university teachers, doctors, lawyers, scientific. You can choose the subjects and you obtain credits. That is why bachelor’s is more general.Universities divided in schools/orientation. | * Nursery school 1 – 4/5 * Primary school: Infant (4 – 7) Junior (7 – 11) * Secondary school: * Senior * College/ sixth form GCSE: General Crtificate of Secondary Education. One year. Pupils can leave secondary schooling.One more year: AS-Levels (higher level of secondary)A-level (required for university entrance)Diploma: skills and and knowledge needed for work. (like the associated)VOSE * Higher education * Undergraduate level (sometimes referred to as tertiary education) * Graduate (or postgraduate) level (sometimes referred to as quaternary education). Higher education differs from other forms of post-secondary education such as vocational education.There is a three-level hierarchy of degrees (Bachelor, Master, Doctor) A graduate student is an individual who has completed a bachelor’s degree (B.A., B.S.) and is pursuing further higher education, with the goal of achieving a master’s degree (M.A., M.S.) or doctorate In the United States, Graduate education can also refer to those pursuing a post-master’s Educational Specialist degree or post-master’s Certificate of Advanced Study (law school or business school.)| * Pre-primary level – kinder garden (two stages 4 and 5 obligatory) * Primary level – EPB (elementary). From 6 to 11 (it depends on the province) * Secondary level: from 12 to 17 years old. 1) ESB/CBU2) Polimodal/ CE/ ESO * Higher education: private/ national universities or institutions. | In college ≠  in university College: smaller Focus on undergraduate degrees There are a lot of variations especially in qualification. Each state has the possibility of regulate. University: divided into colleges but they are not specialized in one area ancient universities (Oxford/Cambridge). Each school has an orientation. Many courses of study in the same college. (â€Å"autà ³nomos†) OPEN UNIVERSITY: there are some degrees very prestigious. There is a curriculum: pass one subject in order to go on advancing in your program of studies. Diploma in higher education/associated: tecnicatura Undergraduate: after school Higher education: tertiary university undergraduate graduate and postgraduate as synonyms SLA: school leaving age

Higher Education Institutions Essay

Higher Education Institutions need to continually adapt to meet the needs of students, employers, and society in general. In order to meet these needs, the theoretical knowledge and skill-based components required by graduates when entering the workforce must be constantly reviewed. As a consequence, academics face constant challenges in developing innovative teaching practices, activities promoting skill development, and assessment tasks which will equip graduates with the necessary employability skills for their profession, for lifelong learning, and for self-development. The use of reflective practice as an integral component of undergraduate assessment and skill development is observed across a variety of academic disciplines. Reflective practice is typically used across these disciplines to engage students in the development of self reflection skills and abilities, and in contextualizing the links between theoretical knowledge and professional experience and outcomes. Reflective practice can be defined as a learning process involving the examination of individual critical incidents and behaviors, the deconstruction of one experiences’ in light of knowledge held, and the resultant formation of new knowledge which can be applied to personal or professional practice (Davis, 2003; Klenowski & Carnell, 2006; Murphy, Halton, & Dempsey, 2008; Pedro, 2005). Reflective practice is self-regulated, and engages the learner in a process of relating theory and practice (Kuiper & Pesut, 2004; Lesnick, 2005; Pavlovich, 2007). Research has indicated that the development of reflective practice skills, and the engagement of higher education students in this process allows for the examination of how personal experiences prompt learning, and how this learning relates to professional experience (Bates, 2008). The process of engaging in reflective practice allows the development of personal and professional skills which lead to an integration of personal knowledge and experience, academic theory and knowledge, and relevant professional experience (Donaghy & Morss, 2007; McMullan, 2006; Thorpe, 2004). In addition, this newly integrated and formed knowledge, through guided facilitation or supervision, can then be applied to future professional outcomes and experiences (O’Halloran, Hean, Humphris, & Macleod-Clark, 2006). Recent research highlights the need for reflective practice processes to be contextualised to the post-graduation employment sector students are preparing to practice within (Boud & Falchikov, 2006; Lesnick, 2005; Pedro, 2005). As such, it is recommended that student assessment be based upon students developing the skills for work which are needed beyond the university experience. Encompassed within the development of these skills, is the need for students to reflect upon and judge their learning experiences and achievements, determine how adequate their performance has been, critically engage in a process of selfreflection, and evaluate their performance (Hinett & Weeden, 2000; McMullan, 2006). This process initiated and developed through the teaching of and engagement in reflective practice, leads students to self-direct their learning, and work-tasks, identify and be motivated to develop areas for change, and promotes further learning. Hence, learning is contextualised through ref lective practice (Boud & Falchikov, 2006; Lesnick, 2005; Pedro, 2005). It is important to note reflective practice is not only beneficial to undergraduates, but also to university tutors, lecturers, and course coordinators (Clegg, Tan, & Saeidi, 2002; Crow & Smith, 2005; Pedro, 2005; Thorpe, 2000). Not dissimilar to that observed in students, the process of assessors examining student assessments containing prose written in the form of reflection, places academics in a position to question the perceived needs of students, and the curriculum being taught relative to (i) what modules are being taught in the curriculum, (ii) why specific curriculum modules are included within the course syllabus, (iii) if the curriculum modules are effective in meeting student and workplace needs, (iv) if curriculum modules need to be changed to better address the perceived needs and skills of students and workplaces, and (v) how can the identified curriculum modules be changed (Pedro, 2005). The analysis of student reflections can lead to an examination of the pros and cons of the current course curricula, and the redevelopment and realignment of this curricula to enhance student learning and skill development (Bulpitt & Martin, 2005; Kember, McKay, Sinclair, & Jess Heerde & Berni Murphy, Reflective Practice Annotated Bibliography, 2009 4 | PageWong, 2008). Furthermore, the transferability of skills from higher education into the workplace may be enhanced, and the employment opportunities for students post-graduation increased through assessment of student reflections (Bulpitt & Martin, 2005; Harris & Bretag, 2003; Pedro, 2005). It was my third semester being a student nurse where I posted at Hospital Selayang. The accidents happened on Thursday morning. There are about 8 patient on beds and some of them are tractions, having a wound dressing on leg and some having amputation. At that time, our CI is not around because she has to handle 2 wards. The accident occur when one of staff nurse assign me to do simple wound dressing. I and one of my members prepared all equipment needed to do wound dressing. After we finished completing equipment, we immediately go to the patient and start to dressing. Because of ward are too busy, we decided to do without any supervise by staff nurse. During dressing, the sister suddenly came and saw us do the dressing without supervise by CI. More badly, we forget to put inco-pad below patient leg. The sister shouted us to stop the dressing and leave from the patient. The sister said that we are not allowed to do any procedure without supervise by our CI. Then she blame us for not obey the guide line of wound dressing. I have to do a report about what occurred just now. After being scolded by sister and CI, I felt guilty and can’t stop think about it just a simple wound dressing I had made a mistake. At that time, I still blaming myself for the mistake I have done. I never thought that it will happen to me. I was shocked and feel scared because I not doing the procedure in supervised by my own CI and caught by sister in ward. This is the first time I heard sister’s voice and facing in front of me. I became numb, speechless and my mind turns to blank and empty. I felt very guilty and I cannot stop thinking it every time I went to posting area. I felt very stressful because sister was annoyed. I will take this accident as a great lesson to make a change in me in future. As I analyzed and encounter the situation, I reflect myself on how it could be occurred and happened to me. the first and the main point are, I felt very confident in accomplishing the wound dressing procedure. This is because I felt that the procedure was simple so I obey the guideline of wound dressing in which I forgot to put incontinence pad and failed to maintain sterility on my field. Beside that, because of lack of knowledge I had also made my dressing procedure become complicated to handle. I also realized that my level of knowledge of wound dressing still low. Little experiences are not enough to master wound dressing procedure. Furthermore, I realized by doing the procedure without supervised by CI of staff nurse. I made a big mistake which is not followed the role as a student nurse. I should not do anything without supervised by CI. Obey CI instruction is a bad behavior that I have to change to be a good student. In my point of view, I feel that the situation could change in the future is I must do more practice on my wound dressing procedure. At this time, I need more knowledge to answer sister’s question and most importantly, I must be careful in maintaining sterility so that I will not be scolded by sister. The implication of mistaken the wound dressing principle to the institution are, the students from same institution will be rejected from that hospital because of less quality. The student nurse will encounter self low-esteem to face patient because of their seniors. Plus, the family members will lost belief in our work and not allow the student to do any procedure on the patient. Besides that, they will not trusting to my own institution and we have to hand over to staff nurse in-charges. In my recommendation, I could improve my skill to change in the future by a continuously practice in correct way of dressing. The repeated practice of wound dressing will help me to enable a good skill on that procedure. My theories are still in lower position. So, I have to gain more knowledge and information to make it perfect. The skill will be more skillful by supervise from the CI. She will correct any error while I am doing any procedure and added with some brilliant point. Beside that, I must make sure that all equipments are complete without missing any apparatus in doing wound dressing. I have to double check to minimize risk of forgotten equipment. With all this, the result of being mistake will be zero. I am not aware that all nurses should being in a collaborative network that foster partnering with others. This is because most of the nurse today receive perception during their orientation to a clinical position or coaching for a special project or promoting they are spires them. Beside that, I also being aware that if someone to be more perfect to done a wound dressing. We must need a concept of mentoring in nursing and suggest its strongest relationship is as a ‘teaching learning process for the socialization of nurse scholars and scientists and the proliferation of a body of professional knowledge’ (steward and Krueger, 1996). This is because a student a student must need a help from their CI will tell his or her student for what is wrong or what is right. I also being aware of the nurse need to broaden their connection with others so that each nurse is introduced to the multiple benefits of being network. This is because of my scenario I did get any connection the staff nurse to observe me done a dressing made my mistake. it would be advantages to begin getting involved with this mentoring spirit early in one’s career. It is known that nurse who had been mentors tend to mentor other (Vancer & Olson (1998); Yoder (1998)) In this scenario, I have learnt from my experience need an mentoring in nursing encompassed a guided experience, formally or in formerly assigned, over a mutually agreed-on period, that empowers the mentor and mentee to develop personally and professionally with the auspices of caring; collaborative competent, and respect environment.

A Comparative Analysis of H.G. Wells’ Island Essay

H. G. Wells’ The Island of Doctor Moreau and Elie Wiesel’s Night are strikingly similar accounts of modern savagery and inhumanness that affect seemingly civilized societies. What is revealing however is that Wells’ novel is an entirely fictional work which proposes to analyze the effects of the advancement of science and technology in the absence of solid ethical principles, while Wiesel’s work is an autobiographical account of the author’s experiences in several concentration camps, during the Holocaust. The similarity between the experiences of the two narrators points to the inherent savageness of man. A comparative analysis of the two works exposes human civilization as a myth rather than a reality. Wiesel’s grim, nightmarish experience in the concentration camp almost surpasses the horror of Well’s fantastical island. Man is debunked as a savage, beast-like creature whose acts prove to be even more frightening and unimaginable than those of animals. The horrors produced by Doctor Moreau and by Hitler are equally unbelievable. While animal behavior is characterized only by instinctual cruelty urged by the necessity of survival, human cruelty exemplified by the experiments of Moreau and by Hitler’s massacre of six million Jews, is at once more perilous and more disturbing. In man, the animal instincts are paired with reason and imagination, just as in the symbolic hybrids created by Moreau, and thus the potency of evil increases tremendously. The two works start off from similar premises. The cruel and unprincipled experiments concocted by Doctor Moreau take place on a secluded island with a symbolic name: Noble’s Isle. In order to improve human genetics, Moreau performs vivisections and other horrifying experiments on various animals, attempting to create a new, superior race of hybrids. His experiments are symbolic because they draw attention to man’s double nature, as an animal and as a creature endowed with reason. The island’s seclusion allows the scientist to establish an empire of horrors. In Wiesel’s Night, the nightmare is also compressed into the unitary and enclosed space of the concentration camp. The barbed wire that surrounds the camps from all sides and that bears the ironic warning sign of danger, marks the boundaries of a limited and entrapping world where only the horrors are infinite: â€Å"We were caught in a trap, right up to our necks. The doors were nailed up; the way back was finally cut off. The world was a cattle wagon hermetically sealed† (Wiesel 30). Moreover, time itself is condensed into a single and prolonged night, an unending nightmare that knows no respite. Moreover, the similarity between Moreau’s design of perfecting the human race and Hitler’s project for exterminating the Jews and purifying the Aryan race, reveals the fact that man is prone to atrocities and inhuman acts that are much more terrifying than those of beasts. The hybrid race created by Moreau is a symbol of manhood in general and its proximity to savageness despite technological advancements and scientific progress, while also being similar to the new breed beast –like men created by the Holocaust. The extreme terror and dehumanizing physical suffering of the prisoners of the concentration camp, change them into savage beings that are limited to a few basic instincts. The horrors that they have to endure are almost unbearable. The Jews are therefore rapidly transformed into beasts who try to cling to the miserable and terrible lives they have. Hungered, beaten, separated from families and friends, the men and women lose their individuality and their human feelings. Gradually, as the horrors progress, they become so inured in the beastly life they lead that they no longer communicate or try to express themselves. Any trace of human feeling or dignity disappears from the men that are brought even lower than the animal condition: â€Å"Within a few seconds, we had ceased to be men† (Wiesel 45). The sheer nightmare of permanent terror and sufferance, without the light of hope or comfort is increased by the Jews’ awareness that they were being persecuted by fellow beings. As the narrative progresses, the horrors also increase. The thousands of Jews that live and work in crammed-up places become walking skeletons. With scarcely enough food to sustain life and insufficient clothing to shield them from the weather and with no treatment for their illnesses the remaining Jews survive only by a miracle. They are surrounded by death: its threat blazes in the furnace of the crematories where the ‘selected’ ones are taken, it piles up in the corpses that are ubiquitous in the camps, it takes the loved ones away and threatens their own emaciated bodies at any moment. The cruelties that these people suffer are beyond description and their endurance impressive. The author himself was only fifteen years old at the time that he had to bear witness and to be a part of these horrors. His deep religious feeling and his faith are shaken forever by the black memory of the holocaust: â€Å"Never shall I forget those moments, which murdered my God and my soul and turned my dreams to dust. Never shall I forget these things, even if I am condemned to live as long as God Himself. Never† (Wiesel 43). While the Jews are reduced to less than beastly conditions, their force of endurance is overwhelming. According to Wiesel, the suffering people gathered there were greater than God himself because of their spiritual strength that makes them pray even in these dire conditions. The image of the Jews sufferance is easily comparable to that of the beast-like creations of Doctor Moreau: â€Å"And the dwindling shreds of the humanity still startled me every now and then,—a momentary recrudescence of speech perhaps, an unexpected dexterity of the fore-feet, a pitiful attempt to walk erect† (Wells 159). Significantly, the Jews as well as other people had regarded Hitler’s promise of exterminating an entire race of people as an impossible farce. The civilized man deems himself safe from extreme pain inflicted by another human being. The narrator himself believes at the beginning that nothing like what was rumored about the camps could be true in the middle of the twentieth century. The same disbelief surrounds Prendick’s account of the scientific experiments on the island. The ultimate feeling that seizes both Prendick and Wiesel in front of these atrocities is the fact that they do not have the desire to return to mankind, despite their sufferance: â€Å"It is strange, but I felt no desire to return to mankind. I was only glad to be quit of the foulness of the Beast People† (Wells 166). This emphasizes the fact that real cruelty is much more often witnessed in man than in animals. The two works describe the nightmarish experiences of the narrators. Entrapped alongside the direst human savagery, the Jews have no choice but to bow to it and expect their own end. Their endurance is obviously superhuman. As in The Island of Doctor Moreau, the liberation of the last Jews is brought by their revolt. This liberation however will never shake the curtain of the horrors that remain inscribed in history as a testimony to human savageness and its persistence in the modern world. ? Works Cited: Wells, H. G. The Island of Doctor Moreau. New York: Signet Classics, 1996. Wiesel, Elie. Night. New York: Holt McDougal, 1999.

Society Essay Example | Topics and Well Written Essays - 2500 words

Society - Essay Example The social roots of delinquency have been analyzed using theories developed by sociologists as well as criminologists. Some of them view delinquency as function of one individual while others describe it from the macro level of societal structure (Bernard 1984). The theories that will be presented here will be applicable to analyze of crime and delinquency in society. Society has embedded many ideas promoting the success in life. It puts a large emphasis on money, power, commodities, and material goods to prove who we are and how much one has accomplished. Unfortunately we are all given the idea that success is one universal lifestyle and we should all aim to work towards it. However, only few have the means to attain these goals. In this paper I will discuss the correlation between social classes and delinquency. It is important to find the root of the delinquency in order to start eliminating it, leading to a brighter future for those in a lower-class, enabling the youth to have fa ir opportunities in society. It is a widespread opinion that youth from lower socioeconomic class is more open for delinquency and crime. Through the theories of such sociologists as Merton, Cohen, Cloward and Ohlin I will try to prove that this opinion is right. The strain theory is similar to the structural functionalism and argues that "people who commit crimes have basically the same values as everybody else.., however, the avenues for the achievement of success are greatly restricted for people in the lower class. Thus, they are faced with a cruel dilemma: either they abandon the major American values of success and prosperity or they abandon another - obedience of the law" (Leighninger 331). Theories Merton's Strain Theory Strain theory is mainly applied to juvenile delinquency among the boys of lower class and is based on the idea that the value of success they have is shared with the larger culture, but the stratified socialization makes it impossible to compete effectively. Therefore, this pressure is causing the strain and young adults are trying to resolve it. The condition of the society prevents the poor youth from attaining success and lead to defiance of socially accepted norms. Merton has stated that sometimes the society is structured in the way promoting delinquency. As Calhoun has specified "some social structures exert a definite pressure on persons in society to engage in non conforming behavior" (174). Merton was focused on American society because United States is one of the richest countries in the world but the wealth is not equally distributed. Too much emphasis is being made on financial wellbeing. Children grow up with the dreams to become a millionaire. Distress and strain resul t from this pressure - even parents say to their children that if they do not go to college they will be lower class. Criminal activity is like the struggle to preserve the self esteem. Robert Merton added to Durkheim's concept and focused on the idea of strain between aspirations and expectations in society. According to Merton anomie was the state of structural strain between the almost universal cultural goals of the "American Dream" and the much more restricted institutionalized means for achieving them (Deutchmann p.246). Merton believes deviance is a form of adaptation to the strain that exists between, "culturally prescribed aspirations and socially structured avenues for

Project Management 7 Essay Example | Topics and Well Written Essays - 500 words

Project Management 7 - Essay Example This may leave the organization trying to look for different consumers, which may not be an easy task. The severity of such changes might be tremendous. Information about poor products might spill over to the target market as consumers choose to voice their concerns about products from that organization. The project’s parameters may be affected negatively in the sense that the scope may be reduced as the changes take time to reach the target market. The schedule for release and sale of the products may have to be moved forward as the changes cannot be mended overnight. If there was the option of making these changes, the quality of the product may be affected as willingness and focus may be missing factors in the final production of the products (Dodds, 2003). In such a case, there are at least three possible courses of action. One might be to ignore the problems relayed by the product engineer while hoping for the best in terms of customer satisfaction. The second action might be to delay or re-schedule the shipping of the product to a later date. This might give the company time to make the needed changes and save face in the midst of all the adversity. The third action might be to inform consumers of the changes in the product. This is to avoid any confusion that may arise upon opening of the package. Each course of action mentioned may have its ramifications. Delaying shipping may result in the cancelling of subscriptions for the product. Announcing the changes in the package may result in a few disgruntled consumers who might have loved the product because of the initial look it had. Ignoring the problem might result in loss of a tremendous amount of consumers, and a recovery might seem unlikely. I would recommend having a delay in shipment to allow the changes to take place. Even though, a few consumers might be annoyed, it will still give the organization room to retain some of the loyal