Religious Healthcare Research Paper Example | Topics and Well Written Essays - 1500 words

Religious Healthcare - Research Paper Example This report will address the measures regarding the strategic performance of Religious Health Care. In areas of improvement the core functions of the RHC, the governing board can strategize on the following five elements. They should first ensure that the services of the nursing get their rightful planning in time (Stanhope & Lancaster, 2013). This would automatically diffuse any interruption within the operations of the nurses since their positions, time and involvement activity are well in order. Apart from only planning, they should also implement and evaluate to maximize the quality of life of the residents to ensure they have a quality care. The Governing Board should also see into that the program for social services get prior attention. This then follows by implementation and evaluation in order to meet the psychological and social needs of the residents. As a result, the resident’s preferences would receive enough attention and this maximizes the quality of life and ca re. Furthermore, the program for food should be effective. As like the others, it should have good planning, implementation, and evaluated in order to satisfy the needs as well as the interests of the residents in RHC (Institute of Medicine (U.S.), 2003). This would serve as a measure in the provision of the nutritional needs of the residents hence maximizing of their life quality and care. ... Lastly, the board should plan, implement, and evaluate the pharmaceutical program in advance. This would assist in supporting the medical care of the residents resulting to quality care at their disposal. There are various dimensions, which the Board of governors can put into use to measure performance of the Religious Healthcare Institution. To start with, they can check on the overall cost of care. In these measures, the concern is the quality of services provide for by the health plan (Stanhope & Lancaster, 2013). In order to achieve its target on cost of care, information gathering is on high-occurrence and high cost facilities and the monitoring of the rate trend in certain aspects. Therefore, the medical management often gets direction towards management of the cost of provision of health care interventions. Because of this dimension, the medical manger’s specific concern is on how his plan would end up costing and this should compare with fellow competitors (Lighter & F air, 2004). Secondly, effectiveness of care is another dimension involved in measurement of performance. The overall concentration in this is the summative clinical care provided and the results achieved at the end of it. For example, the examination of an eye for a patient with diabetes, screening of breast cancer, the follow up after someone gets hospitalized for mental illness and attending to infants and growing kids with all forms of infection. Through this measure, an organization would have gotten an assessment on how effective it operates. Thirdly, the dimension of foreseeing satisfaction with the care experience would serve best in measuring the performance of RHC (Institute of Medicine (U.S.) et al, 2001). In operations of the institution, this dimension would focus on how the

Ebay global strategy analysis Essay Example | Topics and Well Written Essays - 1250 words

Ebay global strategy analysis - Essay Example The question is, "Why is this a popular place and why are they so successful?" When we look at eBays core competency we are looking at what makes it work. Why do people come to this site to sell products and services? What about eBay gives it a competitive edge over the rest of the "clone" auction sites and why are they successful despite the fact that they have raised their fees? eBay decided when they started that they would become part of the auction market. They had to decide what types of products they would allow and what would happen along the way. eBay has worked very hard to become a leading provider of online sites for auctions. They provide a way for customers to trade with other customers around the world (Coghlan, Pauley, and Scott, 2008, p. 9). Because they also have business people at their helm they have been able to create a stronger market share. According to Decot and Lee (2006) eBay has experienced managers who are savvy in business. Some have referred to them as a "tech company run by business people" (Decot and Lee, p. 8). Because of this eBay also is cautious as it takes on new ventures. They want to make sure that if they move forward, they can predict that they will be number one or two in that market (Decot and Lee, p. 9). Another core competency is the fact that they have become the largest online auction site. As of 2006, they had 94.9 million users who were registered in more than 150 countries (Coghlan, Pauley and Scott, p. 9). They have increased their market share in the United States and have over one third of the U.S. population trading regularly on eBay. eBays logo with the variety of colors and unique writing style creates another aspect of its core competency. People recognize the logo, it has become associated with a company that you can trust and most people have purchased at least one item on the site. According to Carr (2001) a value chain is: "†¦the series of activities that your

MiniBusiness Plan Parameters( Food truck and we sell mainly smoothies Essay

MiniBusiness Plan Parameters( Food truck and we sell mainly smoothies king) - Essay Example The idea of a food truck will ensure we serve our clients at their convenience by making trips to their premises based on the truck schedule. Our staff are committed to ensure our clients’ interests are accorded first priority. Amazing smoothies is a limited liability company with all the members having an equal share capital in the business. The initial capital will be 100,000 dollars with the contribution of each member at 20,000 dollars with the possibility of further investment in future as agreed upon by the members. The investment will attract an interest of not more than 10% per annum. The monthly variable costs are estimated at 5,500 dollars and fixed cost at 3,000 dollars. The business partners will receive an equal salary at 500 dollars per month but may be subject to adjustment depending on the work rate assigned to each individual. Our sales revenues for the First year is projected at 12,000 dollars per month and to rise to 15,000 dollars within one year of operation. This represents an increase in sales at 12.5% annually. We are targeting expansion to buy more food trucks after the first year so as to be able to cover more market

Individual Writing Assignment Essay Example for Free

Individual Writing Assignment Essay The role of work experience in successful adult learning is a recurrent topic of professional discussion. In their article, Guile and Griffiths (2001) provide the detailed review of what experience is, how it works in different work contexts, and how students learn and expand their practical knowledge through work experience. The authors state that the two main trends of work experience and learning are being discussed in European literature: the first one discusses work experiences of younger students (14-18) as a part of full-time education; the second one is about work experiences in countries with well-developed VET systems, in which apprenticeships serve an alternative to the basic education (Guile Griffiths 2001). Guile and Griffiths (2001) state that the time has come to reassess the relationship between education and work experience and provide a brief discussion of the concept of â€Å"context† and several models of learning through work experience. The article contributes to the understanding of learning in work settings in several ways. First, the work context is not static but an ever evolving combination of conditions and objects (Guile Griffiths 2001). The changes in context prioritize learning and knowledge sharing and expand the definition of skill (Guile Griffiths 2001). Second, work contexts make it possible for individuals to learn and develop through contact with more experienced others (Guile Griffiths 2001). Finally, earlier approaches to workplace learning are no longer workable: the authors discuss traditional, experiental, generic, work process, and connectivity models of learning through work experience (Guile Griffiths 2001). These models reconceptualize learning through work experience in several different ways. Guile and Griffiths (2001) suggest the last, connective model of learning through work experience be the one to provide a new curriculum framework and more effective connections between formal and informal learning. Learning through work settings: andragogy vs. pedagogy  What Guile and Griffiths (2001) discuss in their article presents a unique combination of andragogy and pedagogy. Although Guile and Griffiths (2001) do not mention the word â€Å"andragogy† and emphasize the relevance of pedagogic approaches to work experience, the features of adult learning are being present in all learning models. Guile and Griffiths (2001) discuss the models and approaches that are based on need; they are problem-centered, respective to job, collaborative, and mutual between facilitator and learner. These are the features of adult learning which Podsen (2002) discusses in her book. Simultaneously, the process of learning through work experience is not self-directed but is linked to the curriculum, sequenced in terms of content and subject matter and designed to enhance and speed up the transmittal of skills, experience, and information (Podsen, 2002). Although learning through work experience provides students with some degree of autonomy, work experience, according to Guile and Griffiths (2001) is still a part of the academic and vocational programs, which are both directed and evaluated by teachers. Nevertheless, work experience provides better knowledge sharing opportunities compared with the traditional pedagogic approaches to learning. Work experience and work context enable the development and maintenance of arrangements between workplaces and educational institutions (Guile Griffiths 2001). These models do not simply allow schools and agencies to manage these arrangement more effectively but turn into a valuable extension of traditional school and college curriculums. Unfortunately, pedagogy tends to limit resources available through work experiences and often views work contexts as stable and static. To raise the efficiency of work experiences and learning in work contexts, educational and HR professionals must be open to the benefits of adult learning, which would make learning in workplace settings more flexible, practical, and relevant. The traditional model of work experience In their article, Guile and Griffiths (2001) provide a brief discussion of the traditional model of work experience. The legacy of traditional models of learning through work experience is evident through the prism of traditional apprenticeship programs and general education curriculums in Europe (Guile Griffiths 2001). Until recently, the basic apprenticeship programs in workplace environments have been designed to help students mould their skills in practical contexts; as a result, the traditional model of work experience emphasized the assimilation and adaptation as the two basic features of education and training (Guile Griffiths 2001). Today, traditional models of work experience are fairly regarded as a form of the â€Å"launch† perspective on the interaction between learning and workplace settings – traditional models of work experience help to understand and predict what individuals will choose to do in each particular work situation (Guile Griffiths 2001). Professionals in education and HR specialists can apply to traditional work experience models, in order to set the necessary trajectory of later learning (Guile Griffiths 2001). Traditional models of work experience can be used to launch students into the real world of work (Guile Griffiths 2001). Unfortunately, the vision of work experience as the â€Å"launch† into later workplace learning leaves little or no room for determining how students will develop at the later stages of workplace learning (Guile Griffiths 2001). Traditional models of work experience present few or no opportunities to reframe their content and to make them more flexible and adaptable to the workplace needs of students. Work experience: possible problems and barriers The lack of content reframing opportunities is not the only problem with traditional models of work experience. In their article, Guile Griffiths (2001) omit considerable information about what barriers students can meet in their way to learning from traditional workplace contexts. First of all, Guile and Griffiths (2001) speak about the traditional workplace model as the â€Å"launch† perspective on learning in workplace contexts. Yet, the authors do not write anything about whether students are prepared to be in workplace environments and what must they must do to integrate with the learning atmosphere in the workplace. Second, the question is in how students will adjust to the contrast between familiar school environments and workplace experiences. Third, Kolb’s model of experiental learning could add value to the traditional model of work experience by providing teachers and HR professionals with a better understanding of students’ learning styles. Students that engage in workplace learning can be activists, reflectors, theorists, and pragmatists (Atherton, 2009). The significance of each particular learning style is in trying to help teachers and students to adjust to their personal and learning peculiarities and the features of their learning style (Atherton, 2009). Obviously, professional negligence to learning style differences can become a major barrier to effective learning. Unfortunately, in their discussion of the traditional model of work experience Guile and Griffiths (2001) do not mention any of these potential problems. To make the traditional learning model adaptable, flexible, and workable, HR professionals must account for these personal and learning differences, to ensure that they can set the necessary trajectory of learning at later stages of work experience. Still, the traditional model in ways Guile and Griffiths (2001) discuss it could be of value to HR professionals, who support the development of a ‘learning organization’. The traditional model of work experience and a ‘learning organization’ â€Å"A learning organization needs people who are intellectually curious about their work, who actively reflect on their experience, who develop experience-based theories of change and continuously test these in practice† (Serrat, 2009). Experience is critical for the success of all learning initiatives in organizations. In this sense, the traditional model of work experience can set the pace and the direction of learning in organizations. HR professionals can apply to the traditional model to ‘launch’ students and to help them integrate with the new workplace environment. The traditional model can set the stage for developing experience-based theories and initiatives at the later stages of learning and to make practitioners more reflective. The traditional model can also help HR specialists learn more about students and their first successes at work, to be able to adjust their learning styles and preferences to the specific needs of the workplace. All these actions will benefit and favor learning in organizations. The traditional model can become an invaluable source of knowledge about learning, which HR professionals will use to develop more effective learning strategies to be used in their organizations. Conclusion Work experience provides students with valuable learning opportunities. Organizations and education professionals step away from the traditional â€Å"static† vision of workplace contexts and position work as a flexible and ever-changing source of practical knowledge. In their article, Guile and Griffiths (2001) discuss a number of work experience models. The traditional model, according to Guile and Griffiths (2001), gives education professionals a chance to set the needed learning trajectory and redirect individuals toward the desired learning goals. However, education and HR specialists must account for the learning style differences and support students, as they are trying to adjust to unfamiliar workplace environments. Otherwise, HR professionals would not be able to use the traditional model for the benefit of learning in organizations.

Mankinds Evil Exposed in Lord of the Flies Essay -- Lord of the Flies

Mankind's Evil Exposed in Lord of the Flies        Ã‚  Ã‚   Despite the progression of civilization and society's attempts to suppress man's darker side, moral depravity proves both indestructible and inescapable; contrary to culturally embraced views of humanistic tendencies towards goodness, each individual is susceptible to his base, innate instincts. In William Golding's Lord of the Flies, seemingly innocent schoolboys evolve into bloodthirsty savages as the latent evil within them emerges. Their regression into savagery is ironically paralleled by an intensifying fear of evil, and it culminates in several brutal slays as well as a frenzied manhunt. The graphic consequence of the boys' unrestrained barbarity, emphasized by the backdrop of an external war, exigently explores mankind's potential for evil.    Dismissing the detonation of an atom bomb and the possible deaths of their parents as merely an "unusual problem" (14), the schoolboys selfishly indulge in their lush jungle environs. The overwhelming "glamour [which] spread[s] over them" (25) momentarily eclipses their awakening need for domination. At first, the boys express this necessity through the seemingly innocuous heaving of rocks and the belittling of Piggy, who is physically inferior. Had these actions occurred in the boys' English homeland, they would have been accepted as ordinary,childish behavior. However, under the guise of innocent excitement, the boys derive an unimaginably "violent pleasure" (18) from "exercising control over living things" (61).    Ominously, their craving for power is a presage for the blood that is to be shed. This blood which had initially been so "unbearable" (31) is now lusted after; it compels Jack... ...lightenment is a condemnation rather than a liberation, because the knowledge of evil will forever remain as a scar upon his mind.    Now that Ralph truly understands the "darkness of man's heart" (202), he will recognize it in all its forms and disguises, falling heir to Simon's role of the bearer of truth and condemnation. The constant possibility that he may succumb to internal evil may instill Ralph with an further sense of anxiety and despair. This torment marks "the end of [his] innocence" (202), and Ralph will never be able to return to his former state of carefree happiness. Only death, the end to each individual's experience of the human condition   the same death that liberated Simon and Piggy   can free Ralph from the enlightenment and curse of his insight. Work Cited Golding, William.   Lord of the Flies.   New York: Harcourt, 1962.

Microtia

Microtia Introduction Microtia is a congenital deformity in which the pinna is very small and underdeveloped. This abnormality can be unilateral, affecting only one ear, or bilateral, affecting both ears. Unilateral microtia is most common, in which the right ear is affected more frequently than the left ear. A genetic disturbance results in microtia of the pinna. Many cases of microtia are categorized as idiopathic or of an unknown etiology. Occurring in 1 to 5,000-20,000 births, this deformity is more frequently seen in males. Fuller, Pimentel & Peregoy, 2011, 330). Microtia causes varying degrees of hearing loss and major cosmetic problems. Population In a study essay writer canada, â€Å"Melnick and Myranthopoulos reviewed auricular deformities and associated anomalies in a series of 56,000 pregnancies in an ethnically diverse population (Caucasian 46%, African American 46%, Latino 8%), commenting on the incidence of anomalies and the embryogenesis and etiopathology of the varyi ng deformities† (Lin, 2011). They found that microtia occurred in every 3 in 10,000 births.Microtia occurs in 1 per 900 to 1200 Navjo children and 1 in 4000 Japanese births (Fuller, Pimentel & Peregoy, 2011, 330). Time of Onset Microtia is a congenital deformity, meaning that it is present at birth. Receiving genes from both parents during development, microtia results from a defective gene in the early development stage of ear development. Since microtia occurs in utero, there is no easy fix for this abnormality until the child is ready for surgery to recreate the outer ear. Etiology Hereditary factors and vascular accidents in utero are both factors in the etiology of microtia.Familial patterns are reminiscent that microtia is a result of multifactoral inheritance, including maternal rubella during the first trimester of pregnancy. Microtia occurs when there is a problem with the development of the ear when a baby is still an embryo. Occasionally occurring due to an inherite d fault, microtia more often occurs unexpectedly with no family history. Symptoms â€Å"Micro† means small and â€Å"otia† means ea, so therefore, Microtia means having an irregularly small ear. Microtia is a deformity, resulting in a reduced size of the ear.There are a variety of severity levels that occur within the pathology microtia. At times a bump of tissue is present in the location of where an ear would normally be found. In other cases, parts of the ear may be partially formed, just smaller than normal. There are four grades of microtia. Grade I is classified by a slightly small ear and a small but present external ear canal. Grade II has a partial external ear canal producing a conductive hearing loss. Grade III microtia, the most common, results with an absence of the external ear and an absence of the external ear canal and ear drum.Grade IV has a total absence of the ear, referred to as anotia. (Coping, 2010) Hearing Loss With microtia, it would seem that a child would be unable to hear, however, in most cases, there is only a slight reduction of hearing. Microtia causes more of a cosmetic obscurity for many that are faced with this pathology. There is often times only a slight loss of hearing because we hear through both bony conduction, where sound travels through the skin and the bones of the skull and into the inner ear, and air conduction, in which the sound must travel down the ear canal and middle ear to reach the tympanic membrane.Microtia effects air conduction the most, for the ear canal is smaller than normal, making it harder for sounds to travel through to the eardrum. Treatment Options Although the outside of the ear contributes little to hearing, it does have several important cosmetic functions, such as supporting the wearing of eye glasses. Reconstructive surgery is offered to those who are born with microtia to help reconstruct ears. Multiple operations are needed to perform this reconstruction, done usually in thre e to four stages. Artificial ears may also be used. Furthermore, there are surgeries that can be performed to improve hearing.This kind of surgery involves drilling out the ear canal. This is usually a procedure used mainly for bilateral microtia patients. Works Cited Coping with and curing microtia. (2010). Retrieved from http://www. robertrudermd. com/microtia. html Fuller, D. R. , Pimentel, J. T. , & Peregoy, B. M. (2011). Applied antatomy & physiology for speech-language pathology & audiology. (p. 330). Lin, S. J. (2011, July 22). Microtia. Retrieved from http://emedicine. medscape. com/article/1290083-overview Luguetti, D. (2011, November 21). Microtia: Epidemiology and genetics. Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/22106030

Career Plans Essay

Business schools look keenly at your career goals because they know that students who are clear about their goals make the most of MBA programs. They are able to focus on relevant parts of the curriculum, make use of the on-campus activities to their advantage and by doing well in their careers become good ambassadors for their programs. You need to share goals that have captured your imagination and burn in your heart. Imagine you have just graduated from your dream school after two years of rigorous study. What kind of work would you like to do now? Think about responsibilities you want to shoulder, positions you want to hold, challenges you want to meet, skills you want to build, and contributions you want to make. Be specific – which industry, what role, what would you like to do and achieve? Reflecting on all this will take time. Be patient with yourself. Keep the questions in your head and pen down your thoughts as they pop up. Working this way prepare a career progress graph in your mind. Keep in mind the fact that your aim here is to fulfill your aspirations and leverage your strengths. When you sit down to write your goals in the essays, explain: How did the goals develop? How well are your goals connected with your professional background and personal strengths and abilities? How have you assessed suitability for the required career? Show understanding of the career you wish to get into. CAREER PROGRESS You would share your career progression through an essay. Some schools have an essay that asks for it. Or you would share it through the way you describe your work experience through the application form and the resume. In whichever way you share your career progress, remember that your objective is to demonstrate how your past experiences qualify you to seek the career you now desire, which you will share through the career goals essay. Your past is looked at keenly since it adds credibility to claims you make about the future you seek. Start by thinking about all the career-related decisions you’ve made till now. You laid the foundations of your career when you chose your undergraduate specialization. Think about what motivated you then. You learned new skills and your first degree qualified you either to get a job or continue further studies. What motivated you then? What were your career plans when you took up your first job? How have they changed over the years? While on your job, did you discover any new aspects of your personality or work style? List the areas in which you excelled and all the new skills you developed. Consider all the job changes and reflect on the reasons that made you want to change. What did you gain or lose in the process? Think of all the new assignments you undertook and how you handled them. How did you feel about changing your style of working to suit the demands of the new assignment? Were you comfortable? Did you falter? What did you learn from each experience of success or failure? Get the most significant answers from the above questions into your essays, application form or resume and strengthen your case for admission. All the Best