Job Analysis & Design in the Organization Essay

Job Analysis & Design in the Organization - Essay Example 6. Promoting the organization as an employer of choice. Employee Interaction: 1. Supervision of the activities of all staff members in the Human Resources Area. 2. Determining the number and type of positions that need to be created and filled in the HR Department, as well as judging the competencies of the staff and placing them accordingly. 3. Creating and setting up the overall structure of the HR Department with its divisions into Recruitment, Compensation and Benefits, Payroll & Accounting, Training and Development and Legal Counsel. 4. Having knowledge of what each HR staff member is doing, his or her responsibility areas and assigning duties and goals to each area and each employee through his or her reporting authority. Management Responsibilities: 1. To see that the HR Department is working as a cohesive unit and meeting its generally accepted responsibilities. 2. To look after the Administrative functions that invariably form a part of HR duties and responsibilities. 3. To act in compliance with company guidelines on good corporate governance and ethical behavior. 4. To guarantee and ensure employee confidentiality of events reported, as and when required. 5. To act as the custodian of HR policies and procedures, preparation and updating of the HR Manual and communicating all revised policies throughout the organization with the approval of the CEO/CFO or other relevant Head of Departments. 6. To liaise with Payroll, Accounting, and Administration staff to see that salaries, bonuses, increments and deductions are made on a timely basis and in accordance with legal and tax guidelines. 7. To take disciplinary action where and when required, in conformity with organizational policy and management directives, involving legal counsel as needed. 8. To participate in salary surveys within the industry, incorporating these into increment and bonus packages for employees. 9. To take employee satisfaction surveys and monitor employee morale. 10. To create a suc cession plan for key management staff and keep senior management informed of staff turnover at all levels. Qualifications: Bachelors or Masters in Psychology, Human Relations or Organizational Development. Experience of at least 10 years in handling Human Resources or Administration related functions- with at least 5 years in a middle to a senior management position. Must have completed the requirements of the CIPD and SHRM and be a member of these organizations. Working Conditions: 1. Must be a confident and competent individual, a self-starter willing and able to work without supervision, both individually and as part of a team. 2. Must be able to create, organize and manage a team of competent HR professionals that hold value for the organization. 3. Must be able to work long hours when required, with considerable human interaction at all levels within the organization. Work Schedules: The position is normally a 9 to 5 job; however being a management position, the working hours c an be extended from time to time as necessary in order to perform the requirements of the job. Management positions do not attract overtime.  

The British Invasion Essay Example | Topics and Well Written Essays - 500 words

The British Invasion - Essay Example The chords of their music were also simple (but beautiful) that everybody can relate. The themes of the lyrics of their music are also universal that anybody can relate whatever the generation, background or orientation of the listener. Themes like love and hope contained in the lyrics Let it Be and Here There and Everywhere are universal human aspiration that will always find an audience regardless of generation. Yes it is. The combination of skiffle, rock and roll, folk and to some extent jazz that characterizes the music of the Beatles still have a following in this generation and such, it is still applicable today. The Beatles were also real artists. Meaning, they wrote their own song, composed their music and arranged their own melodies unlike with many of today’s performers whose music pre-made by recording companies and they are just asked to perform. In fact, artists who make their own music are more esteemed today. Are there any non-American bands or performers that you regularly listen to today and how does their national identity figure into their music and public presentation (are you aware of the nationality of your favorite bands)?   I listened to Bob Marley. Yes I am very much aware about his national identity and his brand of music. He is a Jamaican singer-songwriter and musician. His national identity influenced his genre of music which reggae. I believe that Bob Marley is Jamaica’s equivalent of Beatles in Great Britain. He is very popular even outside Jamaica and his music also finds audience in different generation. Their music are timeless (finds new audience in every generation) and can cross varying cultures speaking about the same themes of human experience such as frustration in No Woman No Cry, love and hope in Redemption Song and One Love that would always touch audience whatever generation or nationality they may belong. His presentation also speaks well of

Critical Analysis of a short story Essay Example | Topics and Well Written Essays - 1250 words

Critical Analysis of a short story - Essay Example According to MacLean, like the spaceship, â€Å"Explorer†, patriarchy appears to be a psychological intrusion in postmodern society (Davin 23-7). Obviously at the heart of this desire lies the prerequisite of being beautiful in body according to some stereotypes predetermined by the male dominated society. McLean asserts that women themselves are psychologically encoded to think of themselves i.e. their self-esteem, identity, body, existence in the society, in a male way. In essence, McLean’s portrayal of gender echoes Judith Butler’s concept of â€Å"Gender Performativity†. For her, gender identity is not something biological or natural. Rather it involves the development of a woman’s identity through the society-defined codes of sex-oriented performance. Again she acknowledges that human â€Å"body† or â€Å"sex† is not a â€Å"mute facticity† that exclusively depends on the organic features of a man. Rather Butler assumes that the gender identity and the differentiation between sexes are made through repeated socio-cultural discourses and actions. According to her, these discourses and actions persistently stylize the body in a certain gender cast, as in the first chapter of â€Å"Gender Trouble† Butler says, â€Å"Gender is the repeated stylization of the body, a set of repeated acts within a highly rigid regulatory frame that congeal over time to produce the appearance of substance, of a n atural sort of being† (43). In the fantasy world of science fiction, MacLean masterfully manipulates an unusual phenomenon of contagion to delve deep into human psychology. Yet her story reveals much of the heart of patriarchy. Though MacLean does not hold patriarchy responsible directly, the female characters of her story are nourished psychologically by patriarchy. Most of the female characters are accustomed to think in a male way (Davin 19-20). While patriarchy considers female body as an object of male desire, the women in the

Transfer From Hofstra Essay Example for Free

Transfer From Hofstra Essay I have come to a point in life that many people have not.   I have made a firm decision to recommit myself to pursuing my dreams.   While there are those who believe that with an ounce of luck and a ton of persistence anything can be accomplished, I believe that there is no reason to expend so much energy and rely on luck.   Life is simply too short and too precious to be left to luck alone.   After serious investigation and reflection I am convinced my educational goals will be far better achieved at this prestigious University. It is not an easy decision for me, as I thoroughly enjoyed my time at Hofstra University a   and made the most of it.   One of the many wonderful concepts I have learned from my parents is to strive for academic excellence while balancing life with other activities and contributions.   I am proud of my academic record at Hofstra University, where I maintained a 3.35 GPA, as well as my extracurricular involvement in campus activities, part-time employment and community service.   Yet I feel that in order to reach my full potential I need to be in an environment that best caters to my interests and goals. The world is fast becoming a borderless place.   Cultures, races, beliefs and ideologies are blend together and interact because of the growing advances in communications.   In order to succeed in this world, one needs to be able to adapt to the various cultural differences as well as be able to maintain a certain sense of individual identity.   My former school, Hofstra University, did not have the same diversity that I see environment where cultural diversity is promoted.     This is why I believe that this educational environment is the perfect place for me.   Not only does this University exceed my expectations but it is also enjoys a global reputation. I have learned from my parents two â€Å"laws†: the law of learning and the law of giving. I believe the more you learn the more open you become for learning. I am convinced this University is a great fit for â€Å"the law of learning.†Ã‚   That is why I believe that this move is a crucial step for me.   My success and my accomplishments here will herald the beginning of the fulfillment of my personal and professional goals. It is said that the one thing that nobody can ever take away from you is your education and that is the one thing that I plan to not only gain for myself but for others as well.   I have learned from my parents the critical importance of the law of giving, and I am both attracted and committed to this model of community service, particularly that â€Å"students apply business skills to effect social change.† I bring to this campus a variety of assets and commitments. I have benefited from a multi-cultural mentoring program in high school.   As an open-minded student, I believe I am able to contribute to not only the cultural diversity, but also the global views of the learning community.   My experience and perspective will greatly benefit those that I will be able to interact with on campus.   I look forward to the rich academic and cultural experience that this fine University has to offer. I have also always been committed to community service and campus government, and plan on continuing these important activities.   I will bring to the campus what others have considered in me an infectious â€Å"joy of learning, excitement for the future, and need for world contribution.† That is in essence my philosophy and I believe it will be able to contribute to the campus community if given the opportunity to do so. While I personally believe that â€Å"there is no such thing as a free lunch† and that everything a person has in life must come from hard work and perseverance.   There are those, however, who are unfortunate in life and therefore I also believe in helping others who do not have much in life.   I believe in helping people regardless of their nation, race or creed.   I believe in being a better person so I can best help myself and others around me.   I believe that this academic environment is the best place for me to turn these beliefs into realities.   I am fully aware of the significance of being considered for acceptance, and I am sincerely grateful for your time and consideration of my application.

Social Penetration Essay -- Psychology Essays

Social Penetration "Decisions about self-disclosure - whether to reveal one's thoughts, feelings, or past experiences to another person, or the level of intimacy of such disclosure - are part of the everyday life of most persons" (Derlega and Berg, 1987, p. ix). The decisions one makes on the issue of whether or not to self-disclose with others affects not only the types of relationships one will have with others and how they are perceived, but also how well they know themselves. Clearly, self-disclosure plays a major role in the development of close relationships. Irwin Altman and Dalmas Taylor, the theorists behind Social Penetration theory, recognized this fact and designed their theory to illustrate and explain this process of self-disclosure through social penetration. In this paper, I will explain Altman and Taylor's Social Penetration theory and the framework behind it, offer come critiques that have been made about the theory by other communication scholars, and present examples of studies conducted using the ideas of social penetration. To understand the idea of Social Penetration theory, one must first understand the ideas behind it, and more specifically, its framework. The theory focuses around the idea that within every relationship social penetration processes exist. Altman and Taylor (1973) explain that these processes include "verbal exchange, nonverbal use of the body, use of the physical environment, and interpersonal perceptions - all of which are exhibited at different levels of intimacy of encounter" (p. 3). The goal of Social Penetration theory is to describe the "formation, maintenance, and dissolution of close relationships" (Derlega & Berg, 1987, p. 5). According to the theory, the form... ...ocial penetration theory. I used Griffin's text mainly as a source for my critiques of the theory. Jourard, S. M. (1971). Self-disclosure: an experimental analysis of the transparent self. New York, NY: John Wiley & Sons, Inc. This publication is another psychology oriented edition about self-disclosure. I didn't use any information from this book because it was all repetition from the other sources I gathered. I used the other source information because I found it more reputable. Tannen, D. (1986). That's not what I mean! How conversational style makes or breaks relationships. New York, NY: Ballantine. Deborah Tannen, the author, is the theorist behind genderlects. The only information I used from this book was the quote about the differences between how men and women are seasoned to communicate. Nothing else was relevant to my topic.

Polar Bears :: essays research papers

Habitat Polar bears prefer to live in extremely cold artic climates. They live only in the Northern Hemisphere, on the arctic ice cap, and they spend most of their time on coastal areas. Polar bears are widely spread in Canada, extending from the northern arctic islands south to the Hudson Bay area. They are also found in Greenland, on islands off the shore of Norway, on the northern coast of the former Soviet Union, and on the northern and northwestern coasts of Alaska in the United States. Physical Features The polar bear is one the largest members of the bear family. Males Polar Bears stand from eight to 11 feet tall and generally weigh from 500 to 1,000 pounds, but can weigh as much as 1,400 pounds. Female bears generally stand eight feet tall and weigh 400 to 600 pounds, except some, which can reach 700 pounds. The reason the polar bear weighs so much is that is stores about a four-inch layer of fat to keep it warm. The polar bear has a long, narrower head and nose, and small ears. The polar bear has coat that appears white but, each individual hair is actually a clear and hollow. This helps the polar bear keep warm. The polar bear's coat helps it blend in with its snowy surroundings, this adaptation helps the Polar Bear hide while hunting. The polar bear's front legs are slightly pigeon-toed, and fur covers the bottoms of its paws. These adaptations help the polar bear keep them from slipping on ice. Diet The polar bear rarely eats plants. That is why it is considered a carnivore, or meat-eater. The ringed seal is the polar bear's primary prey. A polar bear hunts a seal by waiting quietly for it to emerge from an opening a seal makes in the ice allowing them to breathe or climb out of the water to rest. Polar bears eat only the seal's skin and blubber of the seal. The remaining meat provides a food source for other animals in the Arctic. Polar bears also prey on young walrus’s. The remains of whale, seal, and walrus are also important sources of food for polar bears. In fact, because of their acute sense of smell, polar bears can sense animal remains from far away. Breeding Breeding usually takes place in April to June. Polar bears reach breeding maturity at three to five years of age.

Culture-Bound Syndromes

Mental health functioning is important regarding a person’s well-being, being able to interact with others in a healthy manner, and contributes many things to individual’s through communities and society. Culture-bound syndromes are conditions that are specific to particular cultures. The cultures that experience, express, and deal with culture-bound syndromes in different ways is extremely common. LaVeist and Thomas (2005) state that â€Å"culture-bound syndromes are clusters of symptoms more common in some cultures than others† (p. 01). There are symptoms that are found in all nations, cultures, and similarly recognizable worldwide but yet are different at the same time. Culture-Bound Syndromes Culture-bound syndromes, also known as culture-specific syndromes, have been defined as â€Å"clusters of symptoms more common in some cultures than in other cultural groups† (LaVeist & Thomas, 2005, p. 101). Although many mental disorders are well known in sp ecific cultures, these disorders are at least somewhat conditioned by the culture in which they are found.More importantly, the topic of culture-bound syndromes has â€Å"been a controversial topic since they have reflected the different opinions of anthropologists and psychiatrists† (WHO, 1992). Consequently, researchers have had some difficulty emphasizing culture specific dimensions of certain syndromes. Some studies have suggested that the most beneficial aspect of defining culture-bound syndromes is that they represent an acceptable way to define specific cultural responses to certain situations.According to Guarnaccia and Rogler (1999), â€Å"researchers have referred to culture bound research on culture-bound syndromes serves strategically to tighten the integration between cultural and clinical knowledge, while providing insights into issues of diagnostic universality and culturally specificity† (p. 1326). The role of biology in the development of culture-bound syndromes, therefore, has proved to be of debate. Interest in culture-bound syndromes has increased over the last few decades.Similarly the treatment in a diagnostic classification treatment of these disorders has over the last several years gained attention (Guarnaccia & Rogler, 1999). Clinicians are presented with plenty of challenges when dealing with culture-bound syndromes such as how to diagnose them. Several questions clinicians present include the stability of culture-bound syndromes, the common nature of these disorders across cultures, and the similarity of symptoms between syndromes (APA, 1994).Similarly, the question of whether culture-bound syndromes should be included in the diagnostic criteria of current psychological illnesses or as individual entities themselves is also debatable (APA, 1994). Another issue concerns the relationship between culture bound syndromes and standard diagnostic systems such as the DSM. Of specific concern is that they do not easily con form to the categories within the DSM due to significant differences across cultures.These differences are due to differing views of self and reality as well as the different ways cultures express certain disorders (APA, 1994). Guarnaccia and Rogler (1999) referring to the DSM classification system in that it addresses certain concerns about differing cultural boundaries, and in dealing with the classification methods certainly deal with the reliability and validity of the non-universality of cultural experiences in relation to mental illnesses.The fact that each culture-bound syndrome is individually associated with particular sets of illness responses, it is difficult to define precisely the definition of the culture-bound syndromes as a unit. Culture-bound syndromes as therefore comprised as several different illnesses and afflictions. LaVeist and Thomas (2005) thoroughly expresses the dynamic nature of culture-bound syndromes when they state: The symptoms of mental disorders are found in all nations and in all cultures; there are recognizable symptoms that are common worldwide.Mental health researchers have not yet been able to determine whether culture bound syndromes are indicative of one or more possibilities that include distinct disorders that exist only in specific cultures, and reflect different ways in which individuals from different cultures express mental illness, as well as reflecting different ways in which the social and cultural environment interact with genes to produce disorders, or any combination of these. (pp. 01) With the following information in mind, it should be noted that not all disorders are considered pathological; some behaviors are seen as ways of expressing and communicating distress to members of a certain culture and are seen as culturally accepted responses (APA, 1994). In fact, cultures experience, express, and cope with feelings of distress in various ways that may counter what Western societies see as common. Furthermor e, at times these cultural differences are referred to as idioms of distress.Understanding the expression of these idioms (for example somatization, which is a physical representation of distress that is typically accompanied by symptoms such as abdominal or chest pain, heart palpitations, dizziness or vertigo, and blurred vision) allows clinicians to be more aware of the diagnoses they give (LaVeist & Thomas, 2005). Culture-bound syndromes can also appear to be similar within several cultures. Furthermore, a culture specific syndrome can be categorized by various things.The APA (1994) characterizes culture specific syndromes as the following: categorization as a disease in the culture, familiarity within a widespread culture, people with lack of familiarity of specific conditions from other cultures, and the use of folk medicines that particular cultures use as a conditioned sense of usage within a specific culture. More specifically, culture-bound syndromes are not the same as geographically localized diseases with specific biological causes, such as kuru or sleeping sickness, or genetic conditions limited to certain populations, like sickle cell anemia (APA, 1994).Discussions of culture-bound syndromes have often concerned the amount of different categories of syndromes present in the world today. Many culture-bound syndromes are actually specific cultural representations of illnesses found elsewhere in the world. Some of these responses are not necessarily psychological illnesses but rather are explanatory mechanisms like witchcraft (Simons & Hughes, 1985). Beliefs in witchcraft could seem to be a little farfetched as a type of culture-bound illness; however, it is supposed that witchcraft can lead to behaviors that can be seen as disordered.This concept is of particular concern to medical and psychiatric anthropologists because culture-bound syndromes provide examples of how cultural specific symptoms can evolve into psychological illnesses. Just because these responses may not begin as disorders, however, does not devalue the fact that they are illnesses and should be taken seriously (Simons & Hughes, 1985). The American Psychiatric Association (1994), states that the Western scientific perspective characterizes culture specific syndromes as imaginary and has no way of clearly being able to show why someone cannot understand that perspective.According to the APA (1994), physicians will share many things about a disorder with the patients and help them try to understand how they see their particular disorder; they also use folk medicine treatment if the patient asks for that if it is a culture-bound syndrome. Another thing is that a physician may falsify a patients perspective to offer folk medicine treatments that are available or maybe for a new and improved treatment strategy. Lastly, the clinician should educate the patient on being able to recognize their condition as a culture-bound syndrome so that the clinician m ay treat them as they see fit.Guarnaccia and Rogler (1994) said that specific conditions are very challenging within medical care and illustrate rarely discussed aspects of fundamental aspects of physician to patient relationships, a diagnosis that is the best fit for the way of looking at the body and its diseases are easily negotiated if both parties can be found. Restrictions of the diagnostic classification systems of culture-bound syndromes have complications with certain additions within the iagnostic classification systems and have raised many questions. It is not quite clear on whether culture-bound syndromes are actually different from conventional syndromes or if they are just categorically different. Some people like to argue that some culture-bound syndromes are not just limited to specific cultures but are widely experienced throughout the world. Many of the syndromes that have been labeled as culture- bound are compromised by many mixtures of indicators that have been witnessed collectively.Culture-bound syndromes are lacking in diagnostic regularity and legitimacy making it extremely difficult to reach widespread straightforward criteria to describe these illnesses because of problems in language. â€Å"In the development of the DSM, its designers tried to create a diagnostic system that was well-suited with a broader and more worldwide medical organization system that is, the International Classification of Diseases, Injuries, and Causes of Death (ICD) developed by the World Health Organization† (WHO, 1992).Therefore, the DSM implements a medical model of diagnosis for which many mental disorders, regardless of whether their background is biological or psychological, is viewed as mental illnesses and requires treatment. Furthermore, this model is implicit and assuming that mental disorders are under the compromise of behavioral or psychological symptoms that can form definable patterns or distinct forms of a particular syndrome (Guarnacc ia & Rogler, 1994).The authors of the DSM definitely made a careful choice to accept a clear-cut categorization of mental illnesses. It is important to notice, however, that the DSM does not make the assumption that all mental disorders are discreet entities with absolutely no boundaries. Finally, before methodology is discussed, examples of what culture-bound syndromes actually are is important to include. The case of Koro â€Å"provides an example of shifting diagnostic classifications because of changing decisions about which symptoms are predominant.For example, Koro was first categorized as a somatoform disorder on the basis of the perception of the afflicted person’s intense preoccupation with a somatic concern, the retraction of the penis† (Bernstein & Gaw, 1990). â€Å"More recently, Koro was categorized as an anxiety disorder and noted that others have associated Koro with panic disorders† (Levine & Gaw, 1995, p. 1323). Second, the debate of the relationship between culture-bound syndromes and psychiatric disorders according to symptoms is evident in the case of Latah Levine & Gaw, 1995). More specifically, â€Å"a debate about Latah focuses on which theoretical perspective should prevail; Simons and Hughes argued that the predominant feature of Latah is the neurophysiological startle reflex, culturally elaborated into Latah in Malaysia† (Simons & Hughes, 1985, p. 1323). Therefore, each disorder represents responses specific to certain cultures while also explaining the different ways cultures respond to events. MethodUnderstanding culture-bound syndromes requires looking at multiple sources that give a broad range of information regarding the topic. For this paper I felt that it was necessary to use the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders because it gives plenty of information regarding culture-bound syndromes. The Diagnostic and Statistical Ma nual of Mental Disorders is extremely useful in the fact that it allows a health educator to become more acquainted with culture-bound syndromes that are unique and unusual to our specific field of study.Guarnaccia and Rogler and their research on culture-bound syndromes is informational in that they give a comprehensive look at culture-bound syndromes through the classification system and allow one to focus more on specific syndromes, such as Koro and Latah. LaVeist and Thomas from Chapter 5 in Minority Populations and Health are really informational along the lines of mental health, mental illness, and mental health problems.They give a more thorough explanation of basic background information on the previously stated information and topics and yet still remain in-depth when looking at specific aspects of mental health. They describe mental health, mental health problems, and mental illness in more detail and allow for the interpretation of others reading their work to help fuel o ne’s own judgments on those topics. I also used various sources to address other topics relevant to culture-bound syndromes. For example, Bernstein and Gaw specifically addressed Koro, which I used as an example of a culture-bound syndrome.Another example, Simon and Hughes addressed Latah, I felt it was necessary to use examples of both Koro and Latah to help show what culture-bound syndromes were exactly and what they meant to cultures that were not American and how the cultures that were affected by these syndromes. The method I used for identifying and locating sources mainly dealt with trying to find a broad aspect of culture-bound syndromes and basic information on this particular subject. The rationale for choosing the specific sources was along the lines of being able to find enough useable information that could allow me to get my points across.When searching the electronic databases and the library at Central Arkansas University I was mainly looking for a broad range of topics that could fulfill the various information needs I had for this paper. I wanted to look at the topic on multiple levels, including cross-cultural, the way culture-bound syndromes affect others, and the ways in which these disorders are specifically associated with mental illness. Analysis & Discussion The grouping of culture-bound syndromes into qualified diagnostic categories usually is based on a perception of their principal indicators.But the bigger issue itself of classifying a majority of symptoms is definitely challenging, as exemplified in the cases of Koro and Latah. Problems most definitely arose when conclusions were built on general, typical descriptions of the syndrome that are then linked with the textbook criteria of psychiatric diagnoses. The present method of studying the same set of readings and engaging in the classification process with them does not, from my viewpoint, promote the consideration of culture-bound syndromes.The approach of trying to find the right classificatory organization by basing it on the similarity between certain symptoms that include maybe one or two of the same grouping within the syndrome as well as the DSM groupings as the main organizing arrangement of significance to the culture-bound syndromes is not expected to produce new answers to the questions about the classification system. There are many syndromes that have different names that are seen from a variety of cultures that are basically the same set of behaviors, but culturally are explained in slightly different ways.Occasionally, on certain remote instances the arrangement of the behavior that is recognized as a culture-bound syndrome occurs in an area that is far from individuals where the termed and elaborated syndrome is an endemic. Conclusion & Recommendations Some major challenges that can help the classification system out is that the same distress responses may be stated differently as a result of cultural cues, language variances , and changes in experience.In addition, the American Psychiatric Association (1994) notes that some examples of cultural structuring and or human behavior knowledge regarding illnesses are stated in Western classification systems more commonly known as the DSM. Thus, the challenge to categorize culture bound syndromes, whether as diverse syndromes or as part of an already categorized illness, is an activity that is inseparably tied to a certain culture. Also it has been suggested the ways that cultures and their social methods can limit the expansion of an internationally valid system of identification.Guarnaccia and Rogler (1999) suggests that classification of culture-bound syndromes are better than recording symptoms due to the fact that examining the context and symbolic structure of cultural reactions yield a better turnout. The main themes of most discussions over culture-bound syndromes is that such illnesses personalize symptom patterns that are somewhat linked in some sign ificant way to the specific cultural setting in which they have occurred within.Because most of the syndromes are separate from the theoretical outlook of the Western medicine systems, they are quite often disregarded in serious analyses and therefore are carelessly overlooked for helpful mediations. These disorders appear to reside in a figurative twilight zone of psychiatric diagnosis and are viewed as highly mysterious. To nearly everyone, the behavior and outlooks common to one’s own culture seem natural and/or rational in most parts, while those derived from other cultures appear abnormal, culture-specific, or arising from irregular conditions.Most clinicians are more than likely to think through the justification of culture when presenting a patient’s problem, especially when he or she is from a cultural setting other than the clinician’s own. However, cultural factors are a considerable part of every disorder and expressive in the outlook of specific comp onents. Nonetheless, all psychiatric illnesses are culture bound to a certain degree. The divisions of psychiatric illnesses of culture-bound syndromes are those found only in inadequate cultural areas.Though culture does shape all illness behavior, it is always hypothetically informative to ask why any given syndrome appears to be present or not in a given culture. In recent years, the mindfulness of cultural diversity and of the role of culture in all illnesses has greatly been improved. Because of the interpretations into the relationships between individual psychopathology and culturally firm practices and beliefs that the study of culture-bound syndromes offers, an interest in these syndromes has grown greatly over the past several years.Health educators in dealing with culture-bound syndromes would be able to help Center for Disease Control officials in many aspects. Since culture-bound syndromes are very common among many cultures around the world, health educators who deal w ith particular syndromes could help assess and implement many programs that can help with assessing many syndromes that afflict many cultures throughout the world. In a classroom setting, health educators can teach students how to spot syndromes and treat them to an extent in which helps their particular culture, community or society.Health education programs that are implemented within colleges and universities can stress that culture-bound syndromes are very serious and need to be treated like any other mental health disease that we as educators deal with and try to diagnose every day. I believe that policies and procedures that are already implemented within our culture are doing a good job in trying to handle culture-bound syndromes. Educationally, I believe that there are definitely some great programs that try to help with identifying and dealing with culture-bound syndromes.References American Psychiatric Association (APA). 1994). Diagnostic and Statistical Manual of Mental D isorders, Fourth Edition: DSM-IV. Washington, DC. Bernstein, R. L. , & Gaw, A. C. (1990). Koro: proposed classification for DSM-IV. American Journal of Psychiatry, 147, 1670-1674. Guarnaccia, P. J. , & Rogler, L. H. (1999). Research on culture-bound syndromes: New directions. American Journal of Psychiatry, 156(9), 1322-1327. Hall, T. M. (2008). Culture-bound syndromes in China. Retrieved from http://homepage. mac. com/mccajor/cbs. html LaVeist, T. A. , & Thomas, D. (2005). Mental health. In T. A. LaVeist (Ed. Minority populations and health: An introduction to health disparities in the United States (pp. 83-107). San Francisco, CA: Jossey-Bass. Levine, R. E. , & Gaw, A. C. (1995). Culture-bound syndromes. Psychiatry Clinic North America, 18, 523-536. World Health Organization (WHO). (1992). International Classification of Diseases, 10th Edition (ICD-10): Classification of mental and behavioral disorders. Geneva, Switzerland. Simons, R. C. , & Hughes, C. C. (1985 ). The culture-bound syndromes: Folk illnesses of psychiatric and anthropological interest. Dordrecht, Netherlands.