BSN nursing VS RN nursing Essay

There is an ongoing debate on the differences of nurses who possess an associate’s degree versus a bachelor’s degree. Individuals considering nursing as a career may find some confusion when comparing the two degrees. Both bachelor degree nurses as well as associate degree nurses can sit for the nursing licensure exam also known as the NCLEX. One might wonder why a bachelor’s degree requires two more years of preparation when compared to an associate’s degree, when essentially the process of obtaining a nursing license is the same. Ultimately, individuals need to realize that each program has their own set of benefits as well as drawbacks. Associate Degree Nursing has also been in the past referred to as technical nursing. It is perceived that â€Å"associate degree in nursing (ADN) programs, as a rule, emphasize psychomotor learning and technical skills necessary to carry out basic nursing tasks and medically related functions, and provide experiences in basic bedside nursing.† (Kubsch, Hansen, & Huyser-Eatwell, 2008, p. 375) The associate degree nursing program was created during a national shortage of nursing. â€Å"The severity of the nursing shortage in the postwar years encouraged faculty to develop new entry-level nursing programs.† (Creasia & Friberg, 2011, p. 15) This program gives the individual a basic knowledge of nursing care, the human body, and technical skills. With this knowledge an associate level nurse can safely and competently care for a patient. Associate degree programs are beneficial if an individual would like to obtain a degree in a short period of time. The associate level nursing program is lacking on in depth educational preparation on the science and theory of nursing. â€Å"Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching and leading.† (Grand Canyon University, 2011, para. 7) The bachelor program encompasses all aspects of the associate program while adding education focused on teaching and leading in the nursing role. The bachelor program also spends a great deal of focus on the theory and science behind nursing. An individual that possesses a bachelor’s degree has the ability to continue their education into a master’s degree or doctorate degree. Education plays a very strong role on the ability and skill level of nursing practice. â€Å"A growing body of research reinforces this belief and shows a connection between baccalaureate education and lower mortality rates.† (â€Å"Creating Highly Qualified Nursing Workforce,† 2012) A bachelor’s degree nurse is better prepared to think critically in high stress situations. In comparison, associate degree nurses and bachelor degree nurses will typically be very similar when it comes to bedside nursing. Bachelor nurses have the skills necessary to appropriately educate a patient at a higher level than an associate degree nurse. Bachelor programs focus on teaching and leading. This encompasses teaching prospective students and more importantly teaching patients. When patients are educated properly it assists in lowering the amount of recurrent admissions as well as helping the patient to maintain their health. A nurse that is educated on critical thinking is more equipped to perform well under stressful situations as well as anticipating the needs of a patient and their family. When presented with certain patient situations, bachelor degree nurses and associate degree nurses tend to approach the situation from different aspects. One instance of this is presented when a code blue has been called on a patient. An associate degree nurse will come into the situation very task oriented. Associate degree nurses know that the patient will require the defibrillator to be hooked up, compressions started and oxygenation initiated. These nurses will be very helpful in providing tasks when directed by the leader of the code. In contrast, a bachelor’s degree nurse may come into the situation very task oriented, although at the same time they will be analyzing what may have caused this patient to code. The bachelor nurse will be more comfortable and confident in taking the lead role of a code blue and will be very proficient in delegating tasks and keeping a calm and efficient environment. Environment is imperative to promoting effective patient care. With ever changing technology and advancements in medical care, nursing proves to be a very challenging profession. Continued education is a requirement for all levels of nursing. â€Å"Although many RN programs begin with a professional nursing course in which values are addressed, such entry courses in ADN programs tend to focus more on nursing skills that must be learned than on values and beliefs of the profession.† (Kubsch, Hansen, & Huyser-Eatwell, 2008, p. 383) Bachelor programs focus more on the values and beliefs, in turn making it a more rounded education. Patients deserve to be cared for by highly educated and competent nurses. Nurses should strive to continue their education for the betterment of patient care. After all nurses are dealing with lives. References Creasia, J. L., & Friberg, E. (2011). Conceptual foundations: The bridge to professional nursing practice (5th ed.). [Adobe digital editions version]. Retrieved from http://pageburstls.elsevier.com/#/books/978-0-323-06869-7/pages/47247548 Creating a more highly qualified nursing workforce. (2012). Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/nursing-workforce Grand Canyon University. (2011). Grand canyon university college of nursing philosophy. Retrieved from NRS430V.v10R.GrandCanyonUniversityCollegeofNursingPhilosophy_Student.docx Kubsch, S., Hansen, G., & Huyser-Eatwell, V. (2008, August). Professional values: the case for RN-BSN completion education. Journal of Continuing Education in Nursing, 39, 375-384. Retrieved from http://ehis.ebscohost.com.library.gcu.edu

Policy and Structure of education in different countries

Education is indispensable to last in today ‘s universe. To go on in instruction is non merely good for endurance, but plays a critical function in success and the hunt of ends. Education progresses because engineering and society advancement. Society is altering at a really fast gait therefore doing uninterrupted instruction a necessity in today ‘s trade market. The usage of uninterrupted instruction and the hunt thereof, is important to single success. As important and of import as instruction is, simply obtaining it is non plenty. It should be continuously pursued and used appropriately. Harmonizing to Steyn & A ; Wolhuter ( 2008:2 ) educationalists realize that instruction has restrictions to consequence alterations in society, but instruction is an of import tool which society can utilize to recognize the alterations they want. It is an of import instrument that can non be used by itself, but to help world to fix themselves for the challenges of the 21st century. â€Å" In order for instruction to be an effectual instrument in helping worlds for alteration, the construction and operation of the instruction system, as the vehicle of effectual instruction, should run into certain demands. † ( Steyn & A ; Wolhuter, 2008:2. )Education policyPurposes The purposes of the instruction system point toward the awaited criterions to be reached over a longer term of office or term from approximately five to ten old ages. These purposes signifies the mileposts such as part to society, fulfilling of personal endowments, fulfilling of civic duties, transporting tradition frontward, supplying the engine for economic growing, supplying the work force with the necessary basic ‘academic ‘ accomplishments and supplying persons with chances, enlightenment and cognition to be reached in order to fulfill the vision and mission of that peculiar instruction system. The Aims These are the mileposts to be reached over a shorter period of clip from one to five old ages. These aims have the inclinations to make the purposes of the instruction system, thereby gaining the vision and mission of a peculiar system. Goals The ends of an instruction system find the boundaries wherein the system should work. The end describes the ideal personalities of the underlying beliefs, the educational services, the scholars and the pedagogues as the most of import constituting parts of the instruction system. The end is normally given in more general spiritual, societal, economical and political footings.The construction in generalThe instruction system is a good logically structured and multifaceted entireness dwelling of different parts which can be named the mechanism or subdivisions of the instruction system. These subdivisions are referred to as the instruction system policy, the instruction system disposal, the model for instruction and the support services. Different constituents of the instruction system can be located i.e. the instructions systems Acts of the Apostless, the ministry of instruction, the sections of instruction, school councils and different types of instructions establishments ( Steyn & A ; Wolhuter, 2008:4. ) These systems must be ordered harmonizing to a specific program in order to be an effectual and functional organic structure. The construction for instruction and preparation degrees and plans The degrees on which instruction is being provided in the peculiar instruction system are indicated by the instruction degrees. Conventional degrees in the system are the pre-primary, primary, secondary and third degrees. The school old ages with respect to the degrees may differ from instruction system to instruction system. It is high that the entry points and issue points, mandatory instruction and relevant entry demands with respects to these degrees are explained. The educational plans are reported harmonizing to the topics that are included in each plan on each degree. As a consequence of this, the component presents the organisation of educational plans on the different degrees, through which the educational demands of the mark group are provided for. Education establishments â€Å" This component describes the organisation of instruction establishments on different degrees. † ( Steyn & A ; Wolhuter, 2008:7 ) . The purposes of the instructions establishments every bit good as the correlativity between the different instruction establishments every bit good as the different types of instruction establishments are explained. Curricula and distinction Curriculum and distinction is a unfastened term mentioning to the demand to modify learning environments and patterns to bring forth appropriately different larning experiences for different scholars. Keirouz ( 1993 ) suggests typical processs in the instance of gifted and gifted pupils include: canceling already mastered stuff from bing course of study, adding new content, procedure, or merchandise outlooks to bing course of study, widening bing course of study to supply enrichment activities, supplying class work for able pupils at an earlier age than usual, and composing new units or classs that meet the demands of talented pupils. Learners The human ecology of the scholars is reported on the figure, age, gender, rural or urban colony and makings obtained by the scholars. Admission demands and codifications of behavior, drop-out figures and learner-classroom ratio is besides taking in history. Educators Information sing the human ecology of instructors includes the figure, age, gender and rural or urban distribution. The pre-service and in-service preparation chances of instructors are provided every bit good as other relevant information i.e. codifications of behavior and the instructor scholar ratio. 3.6 Physical installations This is the physical country where instruction is administered. The schoolrooms, talk suites, and research labs should be mentioned. The handiness of necessary installations, the allotment, use and the costs of installations will be indicated.Describe the two constituents in South Africa, Namibia and USAPolicySOUTH AFRICA4.1.1 The purposes and ends of the South- African educational system: In the White Paper on instruction and preparation ( March, 1995 ) the following were accepted as guidelines. It besides includes the National Educational Policy Act: Education and preparation are basic human rights and the province has the duty to protect these rights. All the citizens of South Africa should hold the chance to develop their potencies and contribute to the development of the community. Parents and defenders of kids have the primary duty for the instruction of their kids. The parents have the right to take the signifier of instruction for their kids, capable to the sensible precautions required by jurisprudence. The parents rights include chose of linguistic communication every bit good as the cultural spiritual footing of instruction. The province has the duty to supply aid to those parents who can non themselves decide decently on their educational hereafter of their kids. The educational policy should enable all persons to value, have success to and win in womb-to-tomb instruction and preparation of good quality. The equal entree to basic instruction and preparation which includes more than school instruction should be guaranteed to all. An increasing scope of larning possibilities offering the scholars greater flexibleness in taking should be provided. All the historical inequalities should be redressed. State resources must be deployed harmonizing to the principal of equity to supply the same quality of larning chances for all. The rights of scholars and pedagogues should be equitably protected including the policy of affirmatory action. The proviso of quality instruction and preparation is indispensable and should be provided in an incorporate manner harmonizing to the National Qualification Framework. ( NQF ) . Communities must accept ownership for their schools and legitimate, representative regulating organic structures should be instituted. The rule of democratic administration should progressively be promoted and should be characterized by audience with all relevant involvement groups. The civilization of instruction, larning and direction should be restored and the civilization of answerability should be created. The end of instruction and preparation should be to set up a democratic, free, equal, merely and peaceable society in South Africa. The diverse spiritual, cultural and linguistic communication traditions should be respected and encouraged. Education in the humanistic disciplines should be promoted. Education should advance the common democratic values and the importance of the due procedure of the jurisprudence and civic duty. Education should advance independent and critical idea. Differentiated instruction should fit the scholars with the competences required by the economic system and calling development. Mathematicss, Science and Technology instruction are critical to human apprehension and economic promotion. Environmental instruction should be promoted to help the enjoyment of nice quality of life and sustainable usage of natural resources. The rules of achievability, sustainability, efficiency and productiveness of the RDP should organize the footing of all activities of instruction. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act, 1996 ( Act 27 of 1996 ) are to supply for: The finding of national instruction policy by the curate in conformity with certain rules. Guidelines for audiences to be undertaken anterior to the finding of policy and constitution of such organic structures. The publication and execution of policy ; and To supply for the monitoring and rating of instruction.Namibia4.1.1 The purposes and ends of the Namibia educational system: Harmonizing to the Government Policy papers, Toward Education for All – A development Brief for Education, Culture and Training ( 1993 ) , a clear vision was translated. At the helm of, Toward Education for All ( 1993 ) are four major ends: entree, equity, qualities and democracy. For Access it was stated that the Government ‘s first committedness is to supply cosmopolitan Basic Education. Ultimately, every Namibian is to hold twelve old ages of general comprehensive instruction. Basic instruction is intended to guarantee that by the twelvemonth 2000, the bulk of the citizens will hold acquired basic accomplishments of reading, composing, numeracy and understanding socio-cultural procedures and natural phenomena. This is the lone manner we can process with some hope into the following millenary ( Education for All, 1993:33 ) . On the issue of quality instruction, ( Toward Education for All ) puts it that its major committedness is to do our schools good schools and to offer high quality of formal options to formal school ( p.37 ) . It goes on to state that we are all scholars. Learning is a womb-to-tomb activity. Bettering the quality of our schools is a duty we portion. We all have a critical interest in the success of our attempts ( p.40 ) . Namibia devotes a big part of its fiscal resources to instruction in every fiscal twelvemonth. The basic instruction sector, primary and secondary degrees, receives more money while the third sector comes 2nd in the precedence of instruction outgo. The freshly elected authorities of Namibia inherited an instruction system of apartheid from South Africa in 1990 which was characterized by inequalities in footings of the distribution of resources, where entree to acquisition was a precedence for a few Whites, and where quality of instruction offered was non considered. In mending the instruction characterized by some of the above characteristics every bit good as seting it at the criterion of international degree, the new authorities declared righty in Article 20 of the state ‘s fundamental law that all people should hold entree to instruction and basic instruction shall be free and compulsory. Article 20 provinces: All individuals shall hold the right to instruction. Primary instruction shall be mandatory and the province shall supply sensible installations to render effectual this right for every occupant within Namibia, by set uping and keeping State schools at which primary instruction will be provided free of charge. Children shall non be allowed to go forth school until they have completed their primary instruction or have attained the age of 16 old ages, whichever is the Oklahoman, save in so far as this may be authorized by act of Parliament on evidences of wellness or other considerations refering to public involvement. 4.1.2 The aims of the National Education Policy Act: The aims of the National Education Policy Act of 2001 as promulgated in December 2001, primary aims are: To supply for the proviso of accessible, just, qualitative and democratic national instruction service. To supply for the constitution of the National Advisory Council on Education, the National Examination, Assessment and Certification Board, Regional Education Forums, School Boards, the Education Development Fund. The constitution of schools and inns. The constitution of the Teaching Service and the Teaching Service Committee. Provision for incidental affairs.USA4.1.1 The purposes and ends of the USA educational system: The USA is proud to supply equal educational chances for all its scholars and boasts about go forthing no kids behind. There is no federal system of instruction, and each province and local school territory within the US has the constitutional right to set up its ain signifier of instruction. There are nevertheless, togss of communality running throughout most of the instruction systems in the state, including course of study, answerability criterions, and teacher enfranchisement ordinances, in add-on to the sharing of many challenges linked to poverty, linguistic communication diverseness, gender, and race or ethnicity factors. ( Steyn & A ; Wolhuter, 2008:300 ) The US system of instruction provides free public instruction, from kindergarten through to rate 12, for all pupils. The US does non hold a centralised system of instruction, with most determinations left to single provinces and local authorities, provided their policies do non belie the US Constitution. Each province retained control over instruction within its boundary lines, provided its educational policies did non violate commissariats in the Constitution, which by and large focused on issues of civil rights. In some cases the Federal Government has become straight involved in province and local instruction sing the separation of faith from authorities maps and the protection of civil rights related to race, gender, disablement and due procedure ( Steyn & A ; Wolhuter, 2008:310 ) . However, the national purposes of instruction in the US refer. Differences in the look of values besides consequence what states decide are the national purposes of instruction and on how those are articulated. The most normally articulated purposes across the 16 states include: Developing the capacities of the person Promoting equal chance Fixing immature people for work Establishing a foundation for farther and higher instruction Supplying cognition, accomplishments and understanding Promoting citizenship ( sometimes in the signifier of advancing democracy or community ) , and Sing cultural heritage ( or literacy ) . Harmonizing to ( Steyn & A ; Wolhuter, 2008:326 ) the NCLB programme is designated to accomplish exalted ends outlined in the programme ‘s four ‘common-sense pillars ‘ , which include: – Stronger answerability for consequences through state-wide answerability systems based on one-year proving for all pupils ; – more freedom for provinces and communities through more flexible usage of their federal instruction financess ; – required usage of proved instruction methods supported by scientifically-based research ; and – more picks for parents by leting pupils assigned to neglecting schools to go to better public schools, with transit disbursals paid by the failing school ( US Department of Education, 2004b ) . 4.1.2 The aims of National Act: The aims of the Public Law 107 – 110, 107th Congress, No Child Left Behind Act of 2001 and Table of Contents of Elementary and Secondary Education Act of 1965 lineation: To Bettering the academic accomplishment of the disadvantaged. Teacher and chief preparation and recruiting fund. Implementing board policies that define public simple and secondary school operations, including such authorizations as graduation demands and class content ; Monitoring and roll uping informations to find conformity with province mandated maps and answerability plans ; Recommending for public instruction while supplying information to province legislative assemblies and citizens sing instruction ; Supplying proficient aid to the schools, such as aid construing English for Speakers of Other linguistic communications demands ; and Distributing province financess to local school territories.StructureSOUTH AFRICA 4.2.1 Structure for instruction and preparation degrees and plans: The National Qualifications Framework is a new attack to the organisation of instruction and preparation in South Africa after 1994. The NQF is an instrument to implement an outcomes-based incorporate attack to instruction and preparation. This become a world and provides chances to larn, irrespective of age, fortunes and the degree of instruction and developing a scholar may hold. This is called lifelong acquisition. The General Education and Training ( GET ) forms the first set and degree 1 of the NQF. This set consists of Grades 1-9 of the formal schooling and forms the nine old ages of compulsory schooling. The Foundation Phase, Grades 1-3 includes the early childhood development stage and forms the first portion of the GET set of the NQF. The overall end of the course of study is to supply kids with the chances to develop to their full potency as active responsible and fulfilled citizens who can play a constructive function in a democratic, non-racist and just society. In the intermediate stage, grades 4-6, while still extremely contextualized and mostly incorporate. Rate 7-9, the Senior Phase is the last stage in the GET set. In this stage the scholar should be progressively able to ground independently of concrete stuffs and experience. Combined schools offering all stages as mentioned above under one roof. 4.2.2 The course of study and distinction: A new policy for the constitution of new course of study for schools was announced by the curate of instruction on 24 March 1997. The new course of study is known as course of study 2005. The new attack known as OBE is linked to the NQF. The new course of study was introduced in class 1 in 1998 and in grade 2 in 1999. The debut of the course of study 2005 in the senior classs was in July 1998 postponed by the curate of instruction due a deficit of resources and financess. In the new course of study, specific larning countries are identified for the different degrees of the NQF. In add-on to the larning countries, there are besides three types of results, viz. critical results, larning results and specific results. The Foundation Phase makes proviso for 3 learning plans: 1. Communication, literacy and linguistic communication larning 2. Numeracy and Mathematicss 3. Life Orientation. The Intermediate Phase makes proviso for 5 acquisition plans and the Senior Phase provides the following 8 LA ‘s: 1.Communication, literacy and linguistic communication acquisition. 2.Human and Social Sciences. 3.Numeracy and Mathematicss 4.Technology. 5.Economic and Management Science. 6.Life Orientation 7.Arts and Culture 8.Natural Sciences Namibia 4.2.1 Structure for instruction and preparation degrees and plans: The formal system in Namibian schools consists of 12 old ages of schooling broken down as follows: Four old ages of lower primary utilizing mother lingua as the medium of direction ; Three old ages of upper primary ( English as medium of direction starts in Grade 4 and goes up to rate 12 ) ; 3 old ages of junior secondary ; and, 2 old ages of senior secondary. However, the formal school system may besides be divided into the undermentioned phases some of which have combined stages: Pre-primary stage, caters for the under 6 old ages age group. Primary Phase, Lower primary, grades 1 to 4 and upper primary classs 5 to 7. Secondary Phase, Junior secondary, grades 8 – 10 and senior secondary, grades 11 – 12. Combined Schools offering both primary, junior secondary or senior secondary classs under one roof. 4.2.2 The course of study and distinction: A new prescribed course of study was introduced in 1996. I 1998, new course of study panels and topic, some of which have already been completed ( Ministry of Education, Namibia, 2006 ) . The chief countries in primary schools are linguistic communication accomplishments such as speech production, reading and composing and composing in English and in Namibian linguistic communications ; societal accomplishments such as societal surveies, spiritual and moral instruction ; humanistic disciplines and trade like pulling, music and dance ; physical instruction such as hygiene, horticulture and handicraft, and mathematics and environmental scientific discipline ( Craelius et al. , 1995:690 ) . In the junior secondary schools the chief countries covered are linguistic communication, spiritual and moral instruction, scientific discipline and mathematics, art and athleticss and prevocational accomplishments from which two of the following are chosen: domestic scientific discipline, woodwork, metalwork, commercialism, needlecraft or dressmaking and agricultural production. The senior secondary schools offer linguistic communication surveies, humanistic disciplines and societal scientific disciplines, mathematics, physical instruction and originative, proficient and vocational surveies as nucleus topics. Options are broad, but are dependent on the field of survey chosen and the handiness of physical, instructional and human resources in the school ( Steyn & A ; Wolhuter, 2008:151-152 ) . USA 4.2.1 Structure for Education and preparation degrees and plans: The construction for learning in the US includes 12 old ages for regular schooling, followed by a four phase system of higher instruction. This system is normally preceded by one or two old ages of pre-school instruction ( US Department of Education, 2005 ) . Pre-School: Most provinces require some sort of pre-school and / or kindergarten programme before leting pupils to inscribe in the first twelvemonth of an simple or primary school. Pre-school plans normally occur from one or two old ages before entry. They have to be between the ages of three to five. Twelve Old ages of Formal Schooling: Formal primary instruction, frequently refer to as simple instruction, lasts for the first five to six old ages. The staying old ages of this 12 twelvemonth rhythm consist of 3 to 4 old ages of in-between school or junior high school, followed by three to four old ages of senior high school. Depending on local and or province guidelines, a pupil would go to: 8 old ages of simple and 4 old ages of high school ; 4 old ages of simple, 4 old ages of center and 4 old ages of high school ; 6 old ages of simple, 3 old ages of junior high, and 3 old ages of senior high school ; or 6 old ages of simple and 6 old ages of combined junior or senior high school. Higher Education: After successfully finishing 12 old ages of formal schooling and having a high school sheepskin pupils may take to go to: a. A two twelvemonth vocational institute B. Two twelvemonth junior community college, or c. A four twelvemonth undergraduate college or university plan. 4.2.2 The course of study and distinction: The simple, in-between and or junior high schools enroll pupils from ages 6 to 12, and include direction in the cardinal accomplishments or reading, composing and arithmetic. Foreign linguistic communications are normally introduced at the in-between school degree. Depending on local and province ordinances, high schools normally require pupils to inscribe in English, Mathematics, General Science, Social Studies and Physical Education classs. The course of study may besides include two old ages of a foreign linguistic communication, applied concern classs, engineering and the humanistic disciplines. After finishing 12 old ages of formal instruction, pupils may use for either a 4 twelvemonth grade allowing establishment or a two twelvemonth junior or community college.Similarities of the instruction systems of South Africa, Namibia and USA:Equal chances for all without bias. Pre-school plan. Junior and Senior stages. Third instruction Particular and inclusive instruction Mother lingua instruction Combined schools 12 old ages of formal instruction Pre-school under 6 old ages of age Lifelong acquisition Fundamentalss accomplishments, reading and authorship and numeracy.Differences:SOUTH AFRICASpecific larning countries in GET Phase. Structure: GET Band: Classs 1 to 3 Foundation Phase Classs 4 to 6 Intermediate Phase Classs 7 to 9 Senior Phase FET – Grades 10 – 12.NamibiaFocus on Namibian linguistic communications accomplishments, societal accomplishments, spiritual and moral surveies. Structure: Lower Primary: classs 1 to 4, Upper Primary: classs 5 to 7 Secondary: classs 8 to 10. Senior Secondary: classs 11 – 12USA1.Focus on English, Mathematics, General Science, Social surveies and Physical instruction. Two old ages of foreign linguistic communications, applied concern classs, engineering and humanistic disciplines. 2.Structure: Options: 8 old ages simple school, 4 old ages high school 4 old ages simple, 4 old ages in-between high school and 4 old ages senior high school. old ages simple, 3 old ages junior high, 3 old ages senior high. 6 old ages simple, 6 old ages combined junior and senior high school.6.Reasons for possible similarities and differences in the 3 instruction systems:Throughout the universe, basicss of instruction are addressed. These include basic accomplishments such as reading, composing and numeracy. Equal chances given to our immature scholars address the issues of human rights within each of the three states mentioned. Education is a cosmopolitan instrument and hence the acquisition is and remains womb-to-tomb larning. Mother tongue instruction is an imperative tool for scholars that come from the same human ecology, part or province. It is hence really of import to learn the same linguistic communication where kids are being educated. Some of the differences could turn to the issue of population. In the first universe states, it is a given that the population are get downing to settle in whilst in the 3rd universe states like South Africa and Namibia, the population is of all time increasing. A high per centum of the population is below the active economic age. South Africa ‘s and Namibia ‘s urbanisation are in the beginning stage. All three states experience a high inflow of other states citizens. The educational demands of every state are addressed. Cipher is excluded. The constitutional right of every kid is adhered to. Peoples are inspired by womb-to-tomb scholars. Throughout the universe the demands of people differ. The ground for this is the population of each state and the demographics of that state. Specific demands of states differ that is why instruction will differ. The USA is a first universe state with extremely specialised people, Namibia and South Africa though do non hold the substructure to compare with the USA. 7. Decision The degree of trouble of the different states to cover with the expected challenges differs to a big extend. A large difference exists with respect to the degree that instruction systems of the different states are prepared to efficaciously cover with challenges of the twenty-first Century. It is of import that the authoritiess, involvement groups and persons in the societies of immerging states takes duty to place the cloth of the community sing the demographical, geographical, socio-economical, scientific and technological, political and philosophical inclinations. It must take topographic point in such a mode that the peculiar state can efficaciously cover with the expected challenges of the twenty-first Century. 8. Bliography 8.1 Quality Primary Education, Program Overview and Strategic Objectives. hypertext transfer protocol: //www.usaid.gov/na/so2.htm. Date of entree: 10 February 2010. 8.2 David Kerr, 1999. Citizenship Education: an International Comparison. hypertext transfer protocol: //www.inca.org.uk/pdf/citizenship_no_intro.pdf. Date of entree: 09 February 2010. 8.3 Professional & A ; Associates Resumes.com hypertext transfer protocol: //www.professional-resumes.com/why-continuous-education-is-an-important-tool.html. Date of entree 09 February 2010. 8.4 Steyn, H.J. , Wolhuter C.C. 2000. Education Systems, Challenges of the twenty-first Century. Noordbrug. Keurkopie Uitgewers. 8.5 Steyn, H.J. , Steyn S.C. , & A ; De Waal E.A.S. , 2001. The South African Education System, Core features. Noordbrug. Keurkopie Uitgewers. 8.6 Basic Education Namibia. hypertext transfer protocol: //www.nied.edu.na/Bep/en-home.htm. Date of entree: 12 February 2010. 8.7 PUBLIC LAW 107-110-JAN. 8, 2002 115 STAT. 1425 hypertext transfer protocol: //opi.mt.gov/PDF/FEDPrgms/USDOE/pl107110.pdf. Date of entree: 12 February 2010. 8.8 hypertext transfer protocol: //en.wikipedia.org/wiki/Education_in_the_United_States. Date of entree: 09 February 2010.

Global Warming: Causes, Effects, and Solutions Essay

Global Warming is the rise in the average temperature of Earth’s atmosphere and oceans since the late 19th century and its projected continuation. Many people do not see this as a problem. However, it is currently a huge issue that is often talked about among scientists and many other people. Global Warming is caused by many different things. Greenhouse gases, deforestation, and solar activity are three different proven facts that cause global warming. Global warming is not something that is going to disappear; it is only going to get worse if people do not start doing something about it. The main cause of global warming is the burning of greenhouse gases. Some of the main gases are: carbon dioxide, methane, nitrous oxide, and the loss of forests. Most of the harmful gasses are emitted by humans through the combustion of fossil fuels in cars, factories, and electricity production. But why and how do these specific gases cause global warming, it is because all of these gases have very different heat-trapping abilities. A molecule of methane produces more than 20 times the warming of a molecule of CO2. Nitrous oxide is 300 times more powerful than CO2. Other gases, such as chlorofluorocarbons (which have been banned in much of the world because they also degrade the ozone layer), have heat-trapping potential thousands of times greater than CO2. But because their concentrations are much lower than CO2, none of these gases adds as much warmth to the atmosphere as CO2 does. Trees provide an important ecosystem function by storing carbon, a cause of climate change, in their biomass. Currently the world’s forests store 283 billion tons of carbon in their biomass. Half the world’s tropical forests have been cleared or degraded. Every hour, at least 4,500 acres of forest fall to chain saws, machetes, flames, or bulldozers. In 2012 three million hectares of mature forests were cut down. This is a causing effect to global warming and continues to rise every year. Something called solar activity is also reasoning behind global warming. Solar activity is simply the amount of heat that comes off of the sun. Scientists can tell that solar activity contributes to global warming because there have been recent changes in temperatures at different levels in the Earth’s atmosphere. There are models showing how the greenhouse effect is warming the lower part of the atmosphere (known as the troposphere) but cooling the upper atmosphere (known as the stratosphere). However, if the sun was responsible for the observed warming, warming of both the troposphere and stratosphere would be expected. Global warming also has countless numbers of effects in the environment. It has been proven that the increase in Earth’s average temperatures have already been causing tons of ice to melt worldwide, also causing sea levels to increase over time. It is also causing precipitation to increase worldwide on average. It is predicted that if we do not stop global warming other effects could happen later this century; such as; Hurricanes and other storms becoming stronger, floods and droughts will become more common, and ecosystems will change to the point of some becoming extinct. All of this stuff may not sound that bad, but you have to think that over centuries and centuries it is only going to keep getting worse. There are things we can do to help this, to solve this. If the human race were refrain from using greenhouse gases, or even stop using them all together, it would help immensely. Depending on our choices scientists say it can only increase by 2. 5 degrees, or increase by 10. There are also other options to reduce the gases we emit into the atmosphere. We could try to decrease them by increasing the amount of gases we take out of the atmosphere. This can be achieved by planting more trees, increasing forestlands, and changing the way we farm. All of these things would help to increase the amount of carbon dioxide we are storing. Global warming is something that is still around today and will continue to be around if we do not decide to do something about it. There are many causes of it, some to which are still unknown to scientists. For every cause there is an effect, and this unfortunately is not a good thing for Earth. However there are solutions to reverse the effect of global warming. Even though some of these ideas have fallbacks, there are a variety of options that put us on a path toward a more stable climate. Work Cited: 1. http://environment. nationalgeographic. com/environment/global-warming/gw-solutions 2. http://www. facingthefuture. org 3. http://en. wikipedia. org/wiki/Global_warming#Solar_activity Video: 1. http://www. youtube. com/watch? v=ROZJmX73FF4

Integrated Marketing Communications 2 Essay Example | Topics and Well Written Essays - 2500 words

Integrated Marketing Communications 2 - Essay Example As a result, classy, trendy and fresh branded outfits are the norm for this age bracket of which the importance can be judged by a statement from Branded- a book written by Quart, Alissa (2003) where she writes "Inspired by the commercialization of youth and also by the signs of resistance to it, I decided to write Branded. The term brand suggests both the ubiquity of logos in today's teen dreams and the extreme way these names now define teen identities."It is for this age group that our paper will look into the mechanisms of branding for a medium-sized company in order to ensure the success of the hosting company and its designer line among the growing market of the youths. One of the most noticeable apparel that a person displays is his or her dressing. This is in fact one of the primary concerns for most of the population especially for females in the ever more fashion and appearance oriented societies that we now live in (John 2009, p12). Moreover, there has been a tremendous leap towards the disposition of branded clothing during the past couple of years which means that companies nowadays are investing more resources towards developing, grooming and maintaining their branded clothes collection which ultimately find preference over the traditional unbranded attires. It is extremely important that companies undertake a well planned and thorough marketing activity to initiate their clothing line in order to be able to compete effectively in the market against other local and international clothing collections. Branding for the youth One of the most important ingredients of marketing that either make or break the designer line's name and his success is branding. The first step in any marketing activity is to identify the target markets which in our case are the youngsters'between the ages of 14-22. It is this age bracket in which the adolescents seem to be standing at an awkward age where neither they are too young to play with the toys nor have they groomed into adults. Understanding the target market, their way of thinking, their activities and the reasons for the true desire to embrace designer outfits with a knowledge of what the teens really want to wear and show off is tremendously important for framing the entire marketing plan and consequently developing the right brand name and image and positioning it in the way youngsters really want it (Knox 2004, p15). What is needed is basically to know exactly what the youth want and delivering according to it. The entire process of branding should focus on the you th and their needs and desires. Understanding the target market For the youth who are lingering somewhere between childhood and adulthood, the craving for dressing and clothing is more than the desire to eat. It is this passion for outfits ranging from classy to gothic to rib-tickling tops, bright primary colors and baggy or tight fitting pants that the medium sized firm needs to capitalize on in an intelligent and creative manner. (Corporate Image Marketing 2009, p1) Once identified with the overall target market, the company now needs to segment this age group on the basis of tastes, preferences and activities. Within the youth age bracket of 14-22, there are the party

Day for Night (1973) Movie Review Example | Topics and Well Written Essays - 750 words - 1

Day for Night (1973) - Movie Review Example In a nutshell, the film delves into the intersecting stories of the cast and crew that are working on the set of a movie. Truffaut eschews linear storytelling in favor of a more anthological approach. Truffaut himself narrates the film lending a sense of cohesiveness to the overall piece. To his credit, he is able to bring a general sense of narrative to the resulting interweaving storylines from the film’s ensemble cast of characters. The film eventually culminates with a few plot twists that will no doubt surprise all but the most keenly observant audience members. By the film’s conclusion, Truffaut makes it quite clear that his satire is meant to be his way of expressing his love for his craft and filmmaking as a whole. In fact, Festa (2012) sums it up quite nicely when he said that â€Å"for folks behind film looking glasses, their day job is life itself†. Doubtless, the film’s ensemble cast of characters is one of its greatest strengths. Truffaut succeeds in gathering a memorable set of characters. Between the over-the-hill screen legend, the aging ex-opera singer, the handsome young lead and the sexy female vixen who is recovering from a nervous breakdown, what’s not to love? Ebert (1997) points out another of the film’s strength lies in the numerous â€Å"behind-the-scenes† moments. The audience is shown the tricks behind a lot of moviemaking magic such as the use of filters to make daytime scenes look like they were shot at night and fake snow to name a few. These might be a touch old hat for a modern audience, but that certainly does not diminish their charm. Truffaut also manages to underscore a lot of the things that tend to go wrong during production. The sort of things moviegoers do not see when they watch the finished product such as actor’s temper tantrums, animals missing their cues and so forth. It is more than likely that similar films such as Ed Wood drew inspiration from Truffaut’s piece. Despite its many strengths the

World War II Essay Example | Topics and Well Written Essays - 2500 words

World War II - Essay Example The Second World War was fought between 1939 and 1945 in Europe, in Russia, North Africa and in Asia. Indeed, the Second World War was lasted longer, was more volatile than the First World War. Moreover, the effects of the World War 1 contributed to the emergence of the World War 11. Children, women, men, military either participated in the war or was adversely affected by the war. Indeed, World War II was a global war that was under way by 1939 and ended in 1945 and largely involved all great powers and their armies in a show of might and dominance. The reference world powers later grouped themselves into two alliances, the Allies and the Axis. The war was fought using high technological weapons of unpredictable destructiveness in unsurpassed numbers with the ultimate use of the atomic bomb. It remains the most widespread and destructive war in history. Indeed about, 100 million people participated in the war where there was use of nuclear weapons. So significant was the war that th e participants sacrificed all their scientific capabilities and economic positions to succeed in the war. This paper will give the background, the causes, the participants, and the sequence of the war, the results, and the impact of the World War 11. ... The treaty equally set out the size and capability of the country's armed forces. Moreover, Benito Mussolini led the Fascist movement in seizing power in Italy between 1921 and 1925. As such, he replaced representative democracy and repressed socialist to force Italy to become a world power. At the same time, there were developments in Germany where  Adolf Hitler led  in establishing a fascist government in Germany. These developments worried UK and France where they consequently formed the Stresa Front with an aim of containing Germany. However, Italy invaded Ethiopia with Germany being the only major European nation to support the invasion with a trade in that allowed Italy to support Germany in absorbing Austria. Adolf Hitler on the other hand defied the Treaty of Versailles and  Locarno by reinstating his military  in March 1936. Indeed, Hitler and Mussolini supported the fascists while the soviet supported the Spanish Republic in the Spanish Civil war in 1936 where both parties tested their new weapons and methods of warfare in readiness for war. Subsequent attacks followed later with Japan capturing Beijing, China in 1937 as Germany annexed Austria in 1938 (Marshall Cavendish Corporation 12). Additionally, Germany and Slovakia attacked Poland in 1939. As a result of this countries of common wealth were mobilized by France and Britain to declared war on Germany. As such, by 3 September, Britain and France were at war with Germany where Australia, South Africa, Canada, and New Zealand joined them in a weeks’ time. This marked the beginning of the Second World War. The Home front of the war was Britain because the Britons felt that

Harlem Renaissance Research Paper Example | Topics and Well Written Essays - 2250 words

Harlem Renaissance - Research Paper Example In addition, the liberated African Americans, after the America civil war, sought for a safe place to explore their new identities, but at this time as free men and women. This is how they the African Americans found themselves in Harlem. Harlem grew to become the home of the best and brightest minds of the 20th century, with people like Langston Hughes, Walter Weldon and the parent figure of W.E.B Du Bois, hence giving birth to a cultural revolution; hence the place earned its name ‘the capital of black America’. This paper would build up the constituents’ culture, literacy, and artistic explosion that defined the birth of the Harlem Renaissance2. The burgeoning African- American middle class of 1900s began to fight for a new political agenda that advocated for racial equality. This became one the roots that came in support of the formation of the Harlem Renaissance. New York was the epicenter for all these actions. In New York, three of the largest civil rights in America by then had established their headquarters there.Among the notable ringleaders of these, the civil rights movement was the Black historian, a sociologist, and a Harvard scholar W.E.B Du Bois3. The 1905 meeting that Du Bois organized with other civil rights movement leaders to discuss the challenges facing the black community served as the game changer in awakening the African Americans. This gave birth to the resolution of 1909 by the group to form the National Association for the Advancement of Colored People (NAACP). The aim of this organization, purely made by blacks was to promote the civil rights and the fight against African-American disenfranchisement. In many aspects, the Black American community fell short of so many social rights, not even privileges in the oppressive south, as opposed to the whites. Due to this lack of platform to voice

General Motors Case Study Example | Topics and Well Written Essays - 750 words

General Motors - Case Study Example The managers at General Motors failed to cease and take control of the market in African and Asian countries for their products in the sense that the management was ready to manufacture cars that people in these countries could not afford. Survival of the business relies on the Company’s ability to generate profits and cash flow. Therefore, bad quality management of General Motor’s products is affecting the Company’s ability to survive since it is unable to maximize profits and cash flows.GM has faced a decrease in liquidity to $14 billion in the fiscal year 2008 from $27.3 billion in 2007. The increased losses are attributed to decrease in working capital and low sales volumes. In addition, research, development, and interaction or relationships with suppliers are negatively influenced by the decreased or reduced liquidity.There are certain activities for GM business in China and India. In China, the business for new autos is amidst a 14% development rate antici pated to reach over $97 billion in 2008. In the meantime in India, the business for new autos developed by 15.5% in 2008 to a dollar estimation of $28 billion. A sign that India will play a much greater is the anticipated increment to 2.5 million units before the end of 201. Steady development rates are anticipated in the following few years. The market's volume is required to climb to 21.5 million units before the end of 2013. The light business vehicles section was the markets biggest in 2008, creating aggregate volumes of 9.8 million units.

Should smoking be banned in public places Essay

Should smoking be banned in public places - Essay Example There are studies to prove this case. Even though there are no laws that prohibit smokers from smoking, the places where cigarette smoking should be allowed can be regulated. Banning cigarette smoking in public places will do a lot in preventing illnesses caused by passive smoke. Smoking as a habit has been around for a long time now, and it has been regarded as both a bad habit and symbol of status. Up until the nineteenth century, cigar-smoking was almost exclusively done by socially elite males. Cigarettes were actually derived from cigars as they were essentially tobacco residues which were swept and collected and later on smoked by poor people. Cigarette smoking then became popular in the 1880's, with the advent of cigarette-making machines. Though cigarettes were cheaper and widely available, smoking it was still not popular at that time. Cigarette smoking just became popular World War I when tobacco companies gave away large quantities of cigarettes to American soldiers to boost their morale. Only after this event that Americans were hooked to cigarette smoking (Grannis, n.d.). It was only after a few years of research that people learned of the harmful effects of cigarette smoking. One of the Surgeon General's findings was cigarette smoking was not o nly harmful to the smoker but also to the non-smokers (commonly referred to as passive or second-hand smokers) surrounding them. As a result several action groups sought total cigarette bans on shopping malls, theaters and other public places. Bad effects of smoking Various cancers were eventually found out to be linked with cigarette smoking. These cancers develop due to the 43 carcinogens and other chemicals found in cigarette smoke, leading to carcinogenesis or the formation of cancer causing cells due to smoking (Burns, 1991). In the 1950's, extensive research about the relationship between lung cancer and cigarette smoking were done in the U.K. and the United States. Findings from these studies showed that smoking and lung cancer were indeed related. Previously, lung cancer was one of the rarest types of cancers in the world. In the 1970's, cases of lung cancer suddenly boomed when cigarette smoking went popular during the period. This sudden increase made lung cancer into one of the deadliest cancers in the world (qtd. From Grannis, n.d.). Lungs are not the only organs in the body that are affected by cigarette smoking. The brain and the rest of the nervous system is also affected by cigarette smoke. The brain's cognitive functions which handles the brain's capacity for stimuli and attention as well as regulation of automatic body processes such as digestion and breathing is negatively affected by cigarette smoke. This happens when blood containing carcinogens are pumped into the brain's bloodstream. Different carcinogens have different physiological effects. For example, nicotine acts upon the brain within 10 seconds, causing an almost instantaneous mood change in the user ("TheHealthConsequencesofSmoking.." 2005). Independent studies made in the University of Aberdeen and University of Edinburgh investigated the various effects of smoking in the cognitive skills of smokers and non-smokers. The results, published in an issue of New Scientist showed that most smokers fail in five unrelated cognitive tests. Another series of tests

Differences Between a Business Proposal and Formal Research Essay

Differences Between a Business Proposal and Formal Research - Essay Example But the major similarity is that both try to find out certain interrelationships and causes of a given social situation. The potential of formal research is in that it â€Å"contributes to the theory and body of knowledge generated in the science of management† and also might â€Å"facilitate practitioners understanding of organzations and result in improved practices† (Buckley et al., 33). In this way, it can have a theoretical and practical side. But a business proposal is only about utility and faces the question, â€Å"how to manage?† (Buckley et al., 33). The potential of formal research is in that it can generate pure generalizable â€Å"theoretical†, information, supported by data which is generated through scientific tools and methods (Buckley et al., 33). On the contrary, the strength of a business proposal is in that it is focused on practical solutions, anchored in logic, and is â€Å"guided by case examples and common sense† which are used as data so that a practitioner can assimilate and make use of it easily (Buckley et al., 33-34). The formal research helps preparing study material for the future practitioners but a business proposal has a contextual value alone and is rarely generalizable (Buckley et al., 34). But a business proposal points to the real issues that need further introspection and correction while formal research might linger on some topic that satisfies an academic fancy. A business proposal can be written in a wide variety of formats and styles while a formal research paper needs to follow a particular writing and citation style like APA, MLA and so on (prismleadership, n.d.). A business proposal starts with an executive summary while the research paper will begin with an abstract (prismleadership.com, n.d.). But both an abstract and an executive summary serve almost the same purpose of giving the findings and discussion in the paper in a capsule form. A business proposal aims at decision making in a particular business context while a research paper looks forward to â€Å"careful framing of the area of concern as a potential contribution to scholarly research† (prismleadership.com, n.d.). In a business proposal, the research question will be like a direct inquiry about â€Å"the best possible solution to a business problem† whereas a research frames its research questions in such a way that they â€Å"can be proven as an experiment: q uantitative, qualitative and mixed methods† (prismleadership.com). The design of a business proposal will be about including all possible alternatives to a particular question of concern but a research paper deals with only specific number of chosen methodologies (prismleadership.com, n.d.). Last but not least, a business paper will be reviewing only â€Å"proprietary and industry-specific literature† while a research paper will review â€Å"recent and reputable scholarly sources† (prismleadership.com). A business proposal usually contain an introduction, executive summary, â€Å"background information, the proposal, staffing requirements, a budget and an autherization request† (Guffey, Rogin and Rhodes, 340). But a formal research comprise of: General observation...preliminary data gathering...literature review...theoretical framework...hypotheses...scientific research design...collect(ion) (of) data analysis and interpretation...deduction...report writin g...report presentation...(and)...managerial decision making (Sekaran, 2009). Part-2 H3: Can organizational learning be considered a predictor of effective strategic management? Literature review Organisational learning is a process by which â€Å"whole organizations or their components adapt to changing environments by generating and selectively adopting organizational routines†

Organizational Behavior Terminology and Concepts Paper Term - 3

Organizational Behavior Terminology and Concepts - Term Paper Example In order for a company to function adequately it is essential for the employees of the firm to have good communication with their manager. The manager has to communicate well with their workers to ensure they perform their jobs adequately. The lines of communication should always be open. In cases in which there is lack of communication among the staff there are usually more problems and conflicts than in companies with good communication. The utilization of intranet helps improve the communication flow among the workers. Companies should seek out employees with good verbal and written communication skills. Corporations should also establish good communication between the firm and its customers. The corporate website of a firm is medium that that is used to improve the communication with the customers. A business concept that has become very popular in the workplace of the 21st century is diversity. â€Å"Workplace diversity involves differences based on gender, race and ethnicity, age, able-bodiedness and sexual orientation†. Diversity can improve the corporate culture of an enterprise. Firms that have good diversity benefit from the ideas of its workers because people of different backgrounds have gone through different life experiences. These experiences are used in brainstorming sessions to generate solutions to problems. A company that has used diversity well to improve the performance of its business units is Starbucks Cafà ©. â€Å"As partners, we embrace diversity to create a place where each of us can be ourselves†.

Good vs Evil in Gregory Maguire’s “Wicked” Essay Example for Free

Good vs Evil in Gregory Maguire’s â€Å"Wicked† Essay What is good and what is bad seems pretty easy to define. Good is being morally right, an action or a quality that does not cause harm to people, harm to self, nor cause sadness. Goodness benefits others, if not the self, and it causes happiness. Evil is the opposite of good, or the absence of good. But these are only the general meanings of these two concepts. In religion, good and evil are represented by different beings. In Christianity, being good means to please God, the Creator. Jesus Christ is also good, and heaven is where good souls go to. On the other hand, the Devil, being a fallen angel, represents evil, and hell is where bad souls are tortured for eternity. Other religious practices in the world may or may not have divine beings that people worship, but they also have concepts of good and evil. Evil is defined by goodness. If good is defined, bad is automatically defined as well, because bad is, to put simply, not good. For example, if good would be represented by a child who obeys his/her parents, then bad would be a child who does not obey his/her parents. The question is what if the â€Å"bad† child has a reason to not obey his/her parents? What if the reason is besides being bad, such as what if the child disobeyed his/her parents to fulfill a promise to a friend? Good and evil only represents the black and white, but reality tells us that there are also grey areas, some things which are not exactly bad, but not exactly good either. Gregory Maguire’s novel, â€Å"Wicked†, a sort of prequel to the classic children’s novel, L. Frank Baum’s â€Å"Wizard of Oz†, is about good and evil, and these grey areas in between, which are acts done by people which are not good but also not evil. It tells of the story of the infamous Wicked Witch of the West. In the original â€Å"Wizard of Oz† books, the witch is not named, only given the title of The Wicked Witch of the West. Described as green-skinned, wearing black clothes with a black pointed hat, riding on a broomstick, and afraid of water, this witch character became almost a stereotype for all other witches. In â€Å"Wicked†, this witch is given the name Elphaba Thropp, with the first name take from the initials of the original author of â€Å"Wizard of Oz†. One of the first things that readers will notice and perhaps find interesting is the quotations in one of the first pages. Maguire quotes three, one of which is from â€Å"The Wizard of Oz†, about the dialogue between the Wizard and Dorothy. The Wizard requests Dorothy to kill the Wicked Witch of the West, and in return he will help her return to Kansas. This quote may make a child think, given that the child fully understands what is morally right and wrong in the society. Killing is wrong. Why should Dorothy kill the witch? Because she is bad? But killing a bad person will not make a person good. Or does it? Does a wrong action turn into a right action if there is a good reason for committing the action? With this quote, a person who is about to read â€Å"Wicked† will start thinking about the nature of good and evil, and will get the central idea of the book. In the first part of the â€Å"Wicked†, the birth of Elphaba is told. Readers will learn the occurrences when she was born and the background of her parents. From the time she was born, Elphaba had skin of â€Å"undeniable green† (p. 20). She also had sharp fangs that she bit off the finger of the fisherwife when she was still a baby (p. 20). These different characteristics makes her an oddity, and somehow inhuman. For this reason, it is assumed that Elphaba grew up being a victim of prejudice. This prejudice later proved to be an important experience for her, because her intentions and motivations all came from the prejudice and cruelty that she experienced as a child, and even as an adult. Despite this, she grew up smart and curious. She also questions things that most people accept, such as the concept of evil. In a conversation with Galinda, she asks if evil does exist. â€Å"They seemed to be obsessed with locating it [evil]†¦ an evil spring in the mountains, an evil smoke, evil blood in the veins†¦ â€Å"†¦ The early unionists†¦ argued that some invisible pocket of corruption was floating around the neighborhood, a direct descendant of the pain the world felt when Lurline left. Like a patch of cold air on a warm still night. A perfectly agreeable soul might march through it and become infected, and then go and kill a neighbor. But then was it your fault if you walked through a patch of badness? If you couldn’t see it? † (p. 80-81) This is foreboding, because later in the story, Elphaba does â€Å"walk through a patch of badness†, though she does not mean to walk into it.

Barbarians and Roman Civilisation

Barbarians and Roman Civilisation The debate surrounding the extent to which the Barbarians facilitated the disappearance of Roman civilisation in the years 376AD to 496AD is one that has been contested throughout history. The arguments can be divided into two major schools of thought. Firstly, Henri Pirennes, Pirenne Thesis[1], which postulates the Barbarians did not facilitate for the disappearance of Roman civilisation and culture, with Roman society continuing after the breakdown of central authority. Pirenne asserts the Barbarians sought to benefit from the established Roman civilisation, and thus strove to preserve the Roman way of life. Conversely, the eminent Bryan Ward-Perkins -archaeologist and professor at Oxford University- hypothesises in his magnum opus, The Fall of Rome and the End of Civilization the argument: Germanic people instigated the end of civilisation for almost one thousand years, characterised by social, economic and technological regression.[2] I believe, its undeniable to determine that n umerous areas of the former Western Empire suffered detrimental changes to their quality of life at the hands of the Barbarian tribes. Nevertheless, evidence shows an abundance of continuity across the former Western Empire following the Germanic incursions, with society progressing in Barbarians cities such as Marseille[3]. Therefore, when assessing the extent to which the Barbarians facilitated for the disappearance of Roman Civilisation; one must determine on a case-by-case basis with no overarching answer conclusively possible. Although, it appears for the majority of the former Western Empire that society progressed, characteristically Roman, but slowly transformed into a Germanic-Romano society, reinforced prominent primary and contemporary sources. One example of the supposed regression that Ward-Perkins uses to develop the idea of the fall of Roman civilisation is the collapse of literary sophistication[4] which characterised the Empire. Ward-Perkins argues the literary record of the Dark Ages was not as comprehensive and sophisticated as the period of Roman authority that preceded it. When assessing whether Romanic literary culture survived, or in fact developed, the most utilitarian surviving material is the primary source of eight court charters from Lombardy and Merovingian France. These documents provide an unrivalled primary source for evaluating if Romanic literary culture survived. The Merovingian documents illuminate that of 138 subscribers 73.2% managed to sign the document themselves.[5] With only 37 not being able to sign and therefore assumed illiterate we can see an exceptionally high literacy rate. The documents also highlight the demographics of the signatories allowing us to see indisputably, 53 out of the lit erate 101 were traditional laymen.[6] Of course, this statistic cannot be conclusive of the entire former Western Empire, but is an indicator that decades after the sacking and formal Germanic occupation a culture of literacy did not irrefutably fall, and in places such as Merovingian France it undeniably developed. Subsequently, this primary source supports Henri Pirenne, who asserted, There was an extensive and mostly literate Merovingian lay culture [under Clovis I.][7] However, as much as these primary documents aid Pirennes argument, in equal regard, they retract, supporting the argument that one cannot provide an overarching answer, assisting Ward-Perkins overall regression claims. The first reason why the source is disputable in its substance is those called to sign attendance were innately from the higher echelons of society, even at upper lay level[8], where literacy was more common than across the general population spectrum. Analysing the equivalent primary documents of Lombard Italy, the number is nowhere near as impressive, considering that of 988 signatories only 326[9] could sign their name. Despite representing 633 of the signatures, only 14% of laymen managed to sign with 554 instead having to use the stamp. The value of this Pro-Pirenne source is retracted further when consider ing that Lombard women were excluded from signing, allowing us to assume immediately that 50% of the population was inherently illiterate. Subsequently, this primary source provides a clear level of understanding into the nature of post-Roman literacy. Nevertheless, it must be ascertained that the documents cant be treated overly conclusive due to their incomplete nature, and as they only show a localised picture.   Moreover, the documents suggest arguably the most conclusive argument, pockets of Romanic civilisation in the field of literacy continued to excel, whereas others regressed following the fall of Rome. It must be acknowledged since only a modicum of documents survived they cannot be wholly representative of the population, coupled with the fact, not everyone would have been called to sign a during their life. These people were the lowest on the social hierarchy; as a feudal society and due to the nature of the time its overwhelmingly likely that the majority of the population would remain illiterate. Overall, this primary source appears to be mostly useful as it mirrors the trends of many other facets of Roman life that can be proved more conclusively with France flourishing, culturally and economically whereas other regions, especially in Italy[10]. There is evidence, in line with the Pirenne Thesis suggesting society did not back track, seen in Merovingian France, with Gregory of Tours Historia Francorum,[11] allowing us to see literary sophistication surviving 108 years after the fall of Rome. Yet, concurrently supporting Ward-Perkins as there is evident disparity across the Empire, from written sophistication, down to technical regression, with the reduction of documents written on Papyrus paper; seen by the fact that 7th century Italy only has eight surviving Papyrus documents, only one originating from Rome.[12] Therefore, allowing us to see that even though the upper classes are still literate theyre producing less material of the prow ess that characterised the empire. Similarly, for the subordinate classes the lack of evidence makes it impossible to formulate a broad conclusion for large areas of the former Western Empire. On the surviving information, available the evidence would suggest the Pirenne Thesis as the most convincing argument when analysing literacy in the former Western Empire, as it appears broadly, a literary culture survived. Many contemporary historians promote the view of the Barbarian as, lacking refinement being primitive, ignorant, brutal, rapacious, destructive and cruel.[13] Emphasising the idea, Roman civilisation was extinguished suddenly and brutally: Roman civilization did not pass peacefully. It was assassinated.[14] Which I do not agree with; rather I align with Pirenne who affirms the Barbarians found it advantageous to embrace the culture.[15] The Primary source, Sidonius Apollinaris promotes in his letters[16] the civilised Barbarian, the Visigoth King, Theodoric II. Apollinaris presents Theodoric with a lengthy description describing him as a man of prestige and celestial reverence, with the masculine grandeur avowing If there is a miss through eithers error, your vision will mostly be at fault, and not the archers skill. Yet still possess a fair complexion often flush, but from modesty, and not from anger. From Apollinaris description, we see Theodoric as the ideal Tertullian[17] noblema n, an embodiment of Western Culture; which Theodoric II unequivocally strove to fit, a blend between the philosophically methodical and the compassionate.[18] We can see that Apollinaris epistle is a valuable source for analysing whether the Barbarians continued Roman ideals, due to contextual factors. Firstly, Theodoric strove to preserve Roman civilization like his father, as they saw Frankish culture as subordinate to Roman due to the admirable ideals Roman culture presented. Their determination to preserve roman culture can be seen at the Battle of Chà ¢lonswhere they fought alongside the Romans to force Attila out of North-Eastern France. Despite being the (illegitimate) grandson of Alaric I, under Theodoric I, Frankish-Barbarian culture became interconnected with the Romans. As they were pivotal to Roman victory upon Theodorics II succession he was engulfed into the higher strata of Romanic civilisation having gained acclamation defending Romanic culture against rival Barbari an empires. Therefore, when evaluating the source, we can see from Theodorics territories, despite the loss of a centralised government in 476AD, the region remained Roman in nearly every sense of the word, only through decades of gradual attrition long after the fall of Rome that the region itself stopped identifying as Roman, evolving into a Gallo-Romano society. Theodoric produced a myriad of geometric and stonework motifs[19] in Carcassonnea promoting continuity between Rome and the reign of Theodoric II, showing Roman civilisation surviving. Despite Apollinaris sheer idealisation of Theodoric, we can see that the description isnt just propaganda comparable with Tacitus Germania[20], but, rather an astute analysis of Theodorics character. We can see this as Apollinaris outlines Theodoric wanting to represent a Roman man but falling short, he embraced Christianity to preserve Roman civilisation; however, it was apparent his prayers were more in habit than in convicted assiduity. Subsequently, its undeniable to determine that despite the sources amplification, its credible in its material; a criticism suggesting Theodoric wasnt a convicted Christian would send him into a bout of rage. However, the suggestion he was almost so civilised as for him to be Roman should be taken lightly as despite his appreciation of culture and art, he obtained th e throne by the murdering elder brother Thorismund[21]. Gibbon stated: he justified this atrocious deed by the design which the heir-apparent formed of violating his alliance with the empire.[22] Therefore, regardless of the good nature to Theodorics crime, defending the Empire, he violated the principles of being Roman. In Theodorics Visigoth kingdom, its clear to see Romano culture surviving, only after gradual attrition, evolving. Therefore, we see both Pirenne and Ward-Perkins coming through; Pirenne could clearly assert that culture here did survive before transforming into a Gothic kingdom. This source validates the argument of Ward-Perkins, its clear despite the attempts made by Theodoric to maintain a level of Roman culture; it was incompatible with the average Barbarian who had little interesting in preserving Romanness dating back to the tribe of Theodorics grandfather sacking Rome in 410AD. Theodorics Roman ideals were not shared by the upper echelons of the Frank society , seen by the fact he was assassinated only a few years after taking the throne by brother Euric. Its possible to see the shift (or, perceived shift) in civilisation from Roman control to Barbarian through the primary source, the Bishop of Chaves, Hydatius. Hydatius The Chronicle of Hydatius and the Consularia Constantinopolitana[23] provides the only extensive account of Spanish history through the fifth century. Hydatius states that post-Roman Gallaecia was, A wretched place to live, the inhabitants: cold, inhospitable and brutishà ¢Ã¢â€š ¬Ã‚ ¦ Despite the mineral wealth, the place had a vile reputation for brigandage and ruinous tribal warfare.[24] Hydatius allows us to see the transition from peaceful times the emergence of a Germanic kingdom, following 411AD and, Vandal and Suevi invasions theres a drop in the variety of sources used by the Churchman. Hydatius was forced to live within an isolated Roman community constantly threatened by the barbarian presence[25], subsequently Germanising the region facilitating for a cultural revolution. The complexity of the Chronicle is replaced by uncertainty; Hydatius makes no secret of the fact that the Barbarians that facilitated for the loss of sophistication in his work. Following the death of John of Jerusalem in 417AD, all Hydatius could ascertain was that an elderly man took over the bishopric, despite it being well known outside Northern Spain that Praylius had been occupying the role for several years. Due to the Barbarian occupation, we see clear gaps in the information the source presents. Hydatius knows after the expulsion of Nestorius from Constantinople, Flavian became the Patriarch (447-449); but gives no indication that he knew of either man who occupied the role from 431-447AD, Maximian and Proclus[26]. Subsequently, we see an undeniable decline under Germanic occupation regressing from fluid streams of communication with Flavius Aetius to uncertainty; reinforcing the argument that Barbarians facilitated the disappearance of Roman civilisation in the years 376AD to 496AD. However, akin to many characteristics of the period, the answer appears to be somewhere in the middle, which becomes apparent due to Hydatius source limitations. Hydatius is intrinsically anti-German due to their forceful occupation of his land and therefore he demonises them at every opportunity. Its perspicuous that the Chronicle was never intended for anyone outside Spaniards, potentially even Galicia.[27] Despite being a one-of-a-kind account of Barbarians in Spain, Hydatius is prone to exaggerating the occupations impacts. The barbarian entry in 409AD was undoubtable an event which made an impact, but not a resounding one, with chroniclers such as Count Marcellinus passing over it with silence, but to Hydatius it was an event of equal significance to the Sack of Rome. Delusion expected of a man who fully expected the world to end within fifteen years[28]. One of the reasons why Hydatius source is not conclusive of Germanic Spain is due the contrast between Hydatius meagre knowle dge of the world, compared with the other letters and sources coming out of Spain synchronously. We can see that during the period of 468-483AD, when the times were more tumultuous, encompassing the fall of Rome we can see that communication between the Rome and Mà ©rida was frequent and fast. This consequently, suggests the rest of Spain was not so cut off from civilisation and the Romanic world. There are many communiquà ©s addressed to Zeno, the Bishop of Mà ©rida from Pope Simplicius, with one reading We have learned from the report of many[29], about Zenos excellent administration. Therefore, it can be deduced that many travellers reported the ecclesiastical conditions in Southern Spain, Simplicius bears no hint of anticipating any difficulties in sending confidential letters outlining his ambitions to a distant land that Hydatius had marked as Barbaric. Correspondingly, the metropolitan bishop, and the Pope years prior to Hydatius, referred to North-Western Spain as the edge of the world and an extreme part of the earth[30], it is subsequently no surprise that Cape Finisterre was believed to the furthest west point on Earth. Therefore, the hypothesis that the Barbarians alone were responsible for the lack of communication is not a conclusive one, despite it being true that the reach of the sources decreased; there was a reason why for centuries the Greeks referred to the land as mountainous, cold and hard to reach. Subsequently, supporting the argument that despite what Hydatius said appearing mostly true, when considering the entire Western Empire, the account is microcosmic. Reinforcing the idea that in certain areas, life carried on as normal, whereas in other places, such as Galicia, the status-quo Romanic culture was replaced by the new Germanic one. For the majority of people in Spanish lands communication does not seem to be affected, referenced by the dozens of surviving letters between Tarragona and Rome (463-465AD) with, in the many qualms raised, communication never even being implied. When assessing whether Roman Civilisation disappeared or not, one of the most compelling arguments from both Ward-Perkins and Pirenne is centred on the post-Roman economy. Henri Pirennes Thesis has spearheaded the argument suggesting continuity with the Roman economic model. The Thesis establishes that Mediterranean trade in 600AD was no different to that of 400AD taking the stance that the Germanic invasions did not destroy the unity that the ancient Mediterranean world had enjoyed[31]. This perception of continuity has stemmed debate, especially considering Pirennes Thesis is heavily reliant upon written evidence[32],   Looking at the archaeology along with the written sources is pivotal to comprehending the post-Roman economy and the role the barbarian invasions played; thus, Ward-Perkins provides a convincing argument. Extensive settlements such as Marseille are communities that had significant populations supported by excellent archaeological records, enabling the most ro unded view on the extent to which Barbarians facilitated the disappearance of Roman Civilisation. As preluded, one such case study mentioned by both Ward-Perkins and Pirenne is Marseille, a site which has been extensively excavated enabling for detailed accounts of Late Antique Marseille to be presented. Ward-Perkins incorporates the evidence of professor Simon Loseby, accredited for the most vigorous excavation and analysis of Marseille into his work, Ward-Perkins believes, Marseille may have been particularly well-placed to ride, even to turn back, a tide of events whichà ¢Ã¢â€š ¬Ã‚ ¦ was pushing ahead the process of urban and economic decline.[33] This conclusion is possible due to examination of both written and archaeological evidence; pinpointing the fact that Marseille continued as a trading centre centuries after 476AD through examination of the ceramic material available there.[34]   It appears Marseille was able to continue as a part of the pan-Mediterranean trading network until at least the end of the sixth century.   Its also noted that Marseille had i ts own mint, capable of producing copper and gold coinage, suggesting that Marseille had an economic hegemony on the surrounding area[35].   Thus, Marseilles image is not simply of a city that endured Barbarian rule, but rather one that progressed.   This view is emphasised in written sources too, seen from the Bishop of Tours, presenting a thriving cosmopolitan city, stimulated by the perpetual flow of merchants, diplomats and churchmen[36]. Conclusively, Marseille undoubtedly avoided economic decline under the rule of the barbarians and from the contextual evidence available the Roman way of life appear does not appear to vanish from the city; collateral to, neighbours Arles. However, Marseille is an isolated case study.   In this instance, the barbarians appear to have had a very small role in the end of the Roman world, Marseille is not representative of the situation many found themselves in after the barbarian invasions.   What it shows through archaeology was that the invasions were not universally detrimental as in some areas, Barbarians sought to use Roman institutions for profit, promoting continuity between the Romans and Barbarians. This is where the differentiation between Ward-Perkins and Pirenne comes in. Across the former Empire, evidence suggests a general decline in standards of living. Ward-Perkins actively pursues the idea that the period following 476AD was one of a dramatic move away from sophistication toward much greater simplicity.[37] He reinforces this stance by through an examination of pottery and coinage, seen through the existence of luxury, but a substantial middle and lower goods market.[38]   Ward-Perki ns also establishes a pattern of reduced pottery and coinage production, across the former Empire in from 476 until the fourteenth century[39].   Where the Pirenne Thesis falls short compared to Ward-Perkins is the fact that Ward-Perkins recognises cities such as London and Marseille flourished following the collapse of Imperial power, whilst other economic centres collapsed. Wherever the Barbarians didnt see profit, they laid siege destroying the societies civilisation, seen from the economic damage left to industries such as farmland, and the loss of citizens either through capture or violence.   Evidence of the Barbarian trail of destruction can be seen from the sack of Mainz all the way to Toulouse and into Spain.   It may be unfair to criticise Pirenne exceedingly, as Ward-Perkins had the best part of seventy years extra research available following Pirennes posthumously published Thesis. Considering the information Pirenne had in the 1920s he provides a de tailed, accurate analysis of Mediterranean trade and Roman Civilisation. But, when we add the years of development, with widespread archaeological analysis, predominantly a post-World War II development; in the Mediterranean and Central/Western European we see a new light. Thus, we are able to come to the conclusion that whilst areas of the former Western Empire fell into a state of economic devastation, other areas improved, rising to new heights under Barbarian occupation. In conclusion, whilst the Barbarians catalysed the ending of the most vast and complex institution in the ancient world, the notion they conclusively marked the end of civilisation in the west for a thousand years is a claim that does not stand true conclusively.   There is undoubtable evidence to suggest that after the occupation of the Empire by the barbarian peoples, the systems implemented by the Romans were still in place, and that both the administrative[40] and day to day status quo remained largely unchanged for over two hundred years. Archaeological and literary evidence suggests, after the Barbarian invasions individual provinces and communities continued to carry out daily life in much the same way that they had done in the later days of the Empire the early seventh century. Following the Barbarians penetration of the empire its undeniable that certain tribes sought to ruthlessly destroy, as can see be in Pesaro and Fano in Italy which had their walls destroyed and internal structures burnt to the ground.[41] Milan too, where the Milanese women and children were enslaved and the men all killed[42]. But, there were clear examples of the preservation of Roman culture as we can see through case studies such as Marseille, and Barbarian kingdoms originally characterised by their Roman way of life. Leading to the assertion that the extent to which Roman civilisation survived depended on where you happened to live. Predominantly, Romanic culture appears to continue for decades after the first crossing of the Danube by the Barbarians, the period of Germanic rule ushered a time of narrowing horizons, strengthening local roots, and consolidating old loyalties.[43] Bibliography [1] A series of papers published from 1922 to 1939. Each book or paper shall be referenced as the title of the book in the footnotes but referred to as the Pirenne Thesis in the document for ease of understanding. [2] The Fall of Rome and the End of Civilisation (Ward-Perkins, 2005) p. 104. [4] The Fall of Rome and the End of Civilisation (Ward-Perkins, 2005) p. 37. [5] Writers and Readers in Medieval Italy (Petrucci, 1995) p. 66. [6] Of the Literate: 53 Lay, 37 ecclesiastics, 2 women and 9 uncertain. [7] Mohammed and Charlemagne (Pirenne, 1939, reprint 2012 edition) p. 284.   Originally published as: De là ©tat de linstruction des laÃÆ' ¯ques à   là ©poque mà ©rovingienne(translation: Lay Education in the Merovingian Epoch) (Pirenne, 1934) [8] Traditional Yeoman for instance, as they would be classified as lay. [9] Writers and Readers in Medieval Italy (Petrucci, 1995) Book, Handwriting and School. [11] The Historia Francorum: Ten books recounting the worlds history from Creation to the Christianization of Gaul, as well as Frankish conquests and the Christianisation of Gaul. [13] Terry Jones Barbarians, Episode 4 End of the World (BBC Two, 2006) [14] The Fall of Rome and the End of Civilisation (Ward-Perkins, 2005) p. 220. [15] Key theme of all books in the Pirenne Thesis mentioned throughout Medieval Cities: Their Origins and the Revival of Trade [16] http://sourcebooks.fordham.edu/halsall/source/sidonius2.html [17]  The father of Western Theology: Tertullian published the book De Pallio, which in part outlined what it meant to be an ideal Roman man, with special focus on those in higher society. [18] Apollinaris on Theodoric II: Silent at a good throw, he makes merry over a bad, annoyed by neither fortune, and always the philosopher. He is too proud to ask or to refuse a revenge; he disdanisn to avail himself of one if offered and if it is opposed will quietly go on playing.- Footnote 16 for the web address to the quote. [19] http://imgur.com/gallery/J41Jl [20] Tacitus Germania: a historical and ethnographic work on the Germanic tribes outside the Roman Empire. The book outlines different characteristics and details of each tribe, describing them as a purer race compared to the decadent Romans, the antagonists of Tacitus polemic. [21] This is arguably very Roman. However, we are following the idealised Roman perspective as outlined by Tertullian.   [24] The Chronicle of Hydatius and the Consularia Constantinopolitana (Burgess, 1993) pp. 72-83. [25] The Chronicle of Hydatius and the Consularia Constantinopolitana. (Burgess, 1993) p. 4. [26] The Chronicle of Hydatius and the Consularia Constantinopolitana. (Burgess, 1993) p. 96. [27] Hydatius records events such as the eclipse of the sun on the 11th November 402AD which was a total eclipse where it was scarcely visible in Northern Spain, where he was, but almost total in Constantinople. [28] The Chronicle of Hydatius and the Consularia Constantinopolitana. (Burgess, 1993) p. 32. [29] Romans and Barbarians: The Decline of the Western Empire. (Thompson, 1982) p. 149. [30] The name Finisterre even directly translates to Latin as finis terrae, meaning end of the earth. [32] Mohammed, Charlemagne the Origins of Europe: Archaeology and the Pirenn

PHR Implementation

PHR Implementation Melchor Abejon   With the advent of the internet, including emails and other web-based technologies, patients nowadays have assumed a much more active role in managing their health care. An evolving concept that makes a great potential to improve the health of individuals and efficiency of health care is the use of Personal Health Records (PHR). The American Health Information Management Association (AHIMA) and the American Medical Information Association (AMIA) continue to advocate for the use of PHR, empowering individuals to engage in a much more active role of managing their health care. According to AHIMA (2005), the PHR is an electronic, lifelong resource of health information needed by individuals to make health decisions. The individuals manage and own the information in the PHR, which comes from health care providers and the individuals. The PHR is maintained in a secure and private environment with the individuals determining the right of access. As the chief technology officer of an academ ic medical center in the western United States, planning to adopt and integrate a PHR software in its existing Electronic Health Record (EHR) system, the purpose of this paper is to outline my recommendation of the essential functionalities of a PHR that are to be considered for the organization. Choosing a PHR that would fit the needs of the organization is not going to be an easy task. There are a number of PHR software in the market to choose from, so it is necessary to take precaution and compare the products and check out for reviews because the same as in the EHRs, once you purchased the system, you will be tied for it for a long time. The PHR software that is to be selected should be reliable, sophisticated and secure. Enumerated below are the functionalities of a PHR that I would like to be implemented first for the organization: Compatibility functionality. My chosen PHR should be compatible with the organizations EHR system and with other third party tools. It should be able to directly interact with the organizations EHR. This functionality is extremely important as it will enable the sharing of information of patients with their healthcare providers. Also, with the PHR connected to the organizations EHR, patients can make their appointments online, consult their providers from their PHR, and obtain drug prescriptions without the hassle of visiting the doctors office. The many number of third party tools and mash-up services are also becoming available online to provide personalized health and wellness tools in which individual patients can use depending on their health needs. Examples of these third-party tools are the (a) Microsoft Healthvault (b) Training Peaks and (c) Google Health to name a few. The compatibility of the PHR with such mentioned web based applications enables patients to have access to a more personalized tool, thus letting them reap the most benefits from their PHRs. Must have the basic features, intuitive tool design, and ease of use functionality. Not all people are comfortable with the use technology, so needless to say, my chosen PHR should be easy to use. It must have the standard features which are (a) add (b) delete (c) correct and (d) share records. Patients should be able to add, delete, correct and track their medical history. The menu navigation should be intuitive and most used features should be quickly accessed. It must also have the ability to control and share health information with health providers and as well as family members with the consent of the patient. Security and control functionality. Security and protection of a patient health information is always a top concern in the field of healthcare industry to achieve the meaningful use of systems. My chosen PHR must have the security features to make sure health information is protected and secured all the time while still accessible from anywhere. Ability to automatically pull records from healthcare providers. My chosen PHR should enable patients to pull their historical information about their health problems, drug prescriptions, test procedures performed and as well as allergies. Having this feature would enable the patients to become more aware of their health care and as well as engage themselves in a much more active role of managing their health care. Proactive health monitoring functionality. My chosen PHR must have the advanced features to help patients take control of their health. Example of proactive health monitoring features are (a) weight loss, body mass index, and cholesterol monitoring (b) alerts when certain health conditions reach a certain threshold such as blood pressure and (c) a health planner services to help patients live a healthier and more productive life. References PHR Reviews (2009). How to choose a PHR- Personal health record system. Retrieved March 7, 2017 from http://www.phrreviews.com/how-to-choose-a-phr Wager, K.A., Lee, F.W., Glaser, J.P. (2013). Healthcare information systems: A practical approach for health care management (3rd ed ). San Francisco, CA: Jossey-Bass.

Essay on Cheating and Plagiarism :: Exploratory Essays Research Papers

From the information I gathered for this paper, plagiarism is a bigger problem than we all think.   As far as I can tell plagiarism has been around since the existence of reading and writing.   Our human race sure hasn't helped this matter by inventing the printing press in the late fifteen-century and the Internet in the late twentieth century.   Plagiarism gets most of its press in the realm of education, particularly in places of higher education.   Aside from the information I attained threw traditional research, I poled a few students here at Lake Superior State University.   I got this idea from some of the articles I read.   I read this one article that was about a professor that said she estimated that 17% of the papers students turned in to her were plagiarized.   Those were the ones that she was actually sure about.   So when I did my pole I asked students if they had plagiarized a paper this semester.   The overwhelming response was...I plagi arize all my papers.   A whopping 100% of  Ã‚   the students I talked to plagiarized this semester and as far as I can tell, every semester.   No, this was not a scientific study, but it sure was shocking.   It is my guess that some of these people are ignorant, but a majority of them are lazy.   In the rest of my paper I will explain plagiarism in its many forms, discuss how the Internet has affected academic integrity, and highlight some of the ways teachers and professors are detecting and combating this problem known as plagiarism.   Ã‚  Ã‚  Ã‚  Ã‚   What is plagiarism?   Plagiarism's definition cannot be explained in a few words or even one or two sentences.   Plagiarism takes shape in most cases, one of six ways or in a combination of the six.   Here they are: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Using another writer's words without proper citation.   If you use another writer's work, you must place quotation marks around the quoted material and include a footnote or other indication of the source of the quotation.1[1] 2.  Ã‚  Ã‚  Ã‚  Ã‚   Using another writer's ideas without proper citation.   When you use another's ideas, you must indicate with footnotes or other means of where this information can be found.   Your instructors want to know which ideas and judgments are yours and which you arrived at by consulting other sources. Essay on Cheating and Plagiarism :: Exploratory Essays Research Papers From the information I gathered for this paper, plagiarism is a bigger problem than we all think.   As far as I can tell plagiarism has been around since the existence of reading and writing.   Our human race sure hasn't helped this matter by inventing the printing press in the late fifteen-century and the Internet in the late twentieth century.   Plagiarism gets most of its press in the realm of education, particularly in places of higher education.   Aside from the information I attained threw traditional research, I poled a few students here at Lake Superior State University.   I got this idea from some of the articles I read.   I read this one article that was about a professor that said she estimated that 17% of the papers students turned in to her were plagiarized.   Those were the ones that she was actually sure about.   So when I did my pole I asked students if they had plagiarized a paper this semester.   The overwhelming response was...I plagi arize all my papers.   A whopping 100% of  Ã‚   the students I talked to plagiarized this semester and as far as I can tell, every semester.   No, this was not a scientific study, but it sure was shocking.   It is my guess that some of these people are ignorant, but a majority of them are lazy.   In the rest of my paper I will explain plagiarism in its many forms, discuss how the Internet has affected academic integrity, and highlight some of the ways teachers and professors are detecting and combating this problem known as plagiarism.   Ã‚  Ã‚  Ã‚  Ã‚   What is plagiarism?   Plagiarism's definition cannot be explained in a few words or even one or two sentences.   Plagiarism takes shape in most cases, one of six ways or in a combination of the six.   Here they are: 1.  Ã‚  Ã‚  Ã‚  Ã‚   Using another writer's words without proper citation.   If you use another writer's work, you must place quotation marks around the quoted material and include a footnote or other indication of the source of the quotation.1[1] 2.  Ã‚  Ã‚  Ã‚  Ã‚   Using another writer's ideas without proper citation.   When you use another's ideas, you must indicate with footnotes or other means of where this information can be found.   Your instructors want to know which ideas and judgments are yours and which you arrived at by consulting other sources.