World Healthcare Analysis an Example of the Topic Economics Essays by

World Healthcare Analysis There has been an increasing change in the healthcare industry trends and strategic management over the last couple of decades. Some of these include healthcare spending as well as production of biologic and generic drugs. Among some contributing factors to these changes include but are not limited to the following. Population ageing has and will continually act as a key factor in determining healthcare spending. Developed-world countries are experiencing a rapid population ageing as compared to developing countries. A study of 60 developed countries indicates that life expectancy is projected to rise from seventy two years in 2008 to approximately seventy three years by 2013. This implies that the average world population will age. New medical technologies emergence and adoption will also be a significant costs driver. It will further be influenced by extent of the benefits that payers will be willing to provide. These rising benefits levels will lead to excess cost growth-the fact that health spending growth per person exceeds the GDP growth rate per person (Economist Intelligence, 2008, p.2) Need essay sample on "World Healthcare Analysis" topic? We will write a custom essay sample specifically for you Proceed These two factors will be an added burden to the already bloated public health systems, although the real benefit levels that governments provide will more vigorously challenge the health systems financial stability than any other factor. On the same note, severe governmental fiscal problems are expected in the forthcoming decades in almost all developed countries. This is constantly making government healthcare benefits less affordable in these countries, especially putting into consideration the high rates with which populations are ageing at. One basic reason for this is that there is decreasing output in terms of labor force and as thus the number of tax payers is shrinking. With diminished taxes, governments are becoming less and less capable to provide healthcare. Many governments and private payers will inevitably respond to these issues in a myriad of ways. One such approach will be to reduce the benefit levels in an effort to curb such benefit growth so that it is brought to reasonable proportions with the GDP growth rate per individual (Walshe, 2003, p. 76). Others will attempt equilibrium by maintaining the benefits but at the same time aggressively attacking the prices paid to providers and suppliers in the system. Furthermore, others will encourage the populations to reduce lifestyle diseases burden by reappraisal of health attitudes at the societal level. In general, there will be an increased offload of the cost burden onto the patients and healthcare consumers. Similarly, other markets will use the expanded elderly populations political influence to pressure governments into increased retirement health benefits. A good example of this trend is what happened in the United States recently when Part D of the Medicare drugs benefit was introduced. This is because more employers will probably attempt to refrain from paying health benefits to former employees after retirement, a factor that would eventually overburden the concerned governments (Walshe, 2003, p. 74). On the other hand, private payers will more or less adopt a more preventive care from the conventional curative care in concerted efforts to reduce on the costs. Insurance providers are expected to lower premiums if evidence for choices of healthy lifestyles such as gymnastic exercises is provided. In addition, there will be an increase in incentives to make people more health conscious. The bottom of the line in this approach will ascertain that the beneficiarys health status and level of offered benefits will not be the only determinants of the medical costs premiums. Legislative changes will be part of the many policy changes that will be effected to push for reforms in many countries concerning the healthcare of the citizenry in the world healthcare market. In many countries, including the United States, quite a large proportion of the citizens remain deficient of even the most basic healthcare especially health insurance. The fiscal feasibility of a universal comprehensive healthcare Programme is in doubt for now but this remains a heated debate and political priority. One method to include all into this progamme is by subsidizing health insurance for those persons in the low income bracket (Economist Intelligence, 2008, p.5). A more significant system will be one that compares the efficacy and safety of the treatment procedures for both acute and chronic diseases as well as on prescription drugs. This will be aimed at arriving at greater cost efficiency in health systems. It is thought that the best way to adopt this is on a bottom up initiative. In conclusion, considering the increased burdens that come as a result of persistent chronic diseases brought about by sedentary lifestyles, there will be a significant trend that will lead to introduction, in developed markets, of value-based pricing. Based on pharmaco-economic reviews, governments will tend to combine reimbursement and pricing functions for higher contentious process and results there from. On the same note, it is expected that generic drug industries may take the order of the day if they are able to produce cheaper drugs whose efficacy can be ascertained beyond any reasonable doubts (Dabbah, 1999, p. 85). On their part, patented drug manufacturers are expected to be dramatically hit by such generic drugs growth. For the last few years, the greatest impact has been in the cardiovascular drug market. One country that has been known for its doctors to be reluctant in allowing branded drugs is Japan but researchers believe that Japanese doctors will soon or later follow suit along countries who accept generic drug prescriptions. References: Dabbah Roger (1999). Total R&D Management: Strategies and Tactics for 21st Century Healthcare Manufacturers. Buffalo Grove, IL: Interpharm Press, pp. 85 Economist Intelligence Unit (2008). World healthcare outlook: of mixed benefit. Industry Briefing, November 30th 2008; 1-8 Walshe Kieran (2003). Regulating Healthcare: A Prescription for Improvement? Philadelphia, Open University Press, pp. 74, 76

I am investigating how well people estimate the length of a line and the size of an angle Essay Example

I am investigating how well people estimate the length of a line and the size of an angle Essay Example I am investigating how well people estimate the length of a line and the size of an angle Essay I am investigating how well people estimate the length of a line and the size of an angle Essay I am investigating how well people estimate the length of a line and the size of an angle. I am going to compare the following: * Year 7 compared to year 10 (Boys and girls) in estimating the size of an acute angle. * Girls compared to boys (Years 7 and 10) in estimating the length of a short line. I am going to compare these two because it is a very wide range of data. I am going to sample 40 people for each investigation, For example: * 40 people from year 7 and, * 40 people from year 10. A questionnaire has been circulated to a variety of people in set 1-5 and year 7-sixth form. The questionnaire includes questions, such as: * Estimate the length of this line * Estimate the size of this angle * Estimate the length of this squiggle For Investigation 1 Year 7 compared to year 10 in estimating the size of an acute angle My hypothesis is that a larger amount of year 10 will be better at estimating the size of an angle than year 7. I think that more people from year 10 will be better at estimating the size of an angle because they have been in education longer and are more advanced at maths, while year 7 will be less advanced as they havent been in education as long as year 10. For Investigation 2 Girls compared to boys I estimating the length of a short line My hypothesis is that girls will be better at estimating the length of a line and the size of an angle than boys. I think that girls will be better at estimating the length of a line and the size of an angle than boys because girls take time to study things more closely than boys as boys tend to rush things. I will put all the data I collect in graphs. I will put my data in the following graphs: * Box plot * Cumulative frequency graph I have chosen these graphs because they are clear, simple to look at and will show my results best. A box plot provides an excellent visual summary of important aspects of a distribution among my data. The box stretches from the lower quartile to the upper quartile and therefore contains the middle half of the data in the distribution. The median is shown as a line across the box. Therefore 1/4 of the distribution is between this line and the top of the box and 1/4 of the distribution is between this line and the bottom of the box. This makes it easy for me to comment on my data and compare two sets of data if they are both in box plots. From the cumulative frequency graph it is possible to work out three important statistics: * The lower and upper quartiles * The median * The interquartile range From these 3 important statistics I will find it easy to compare data both on other cumulative frequency graphs and on box plots making it easier for me to come to a conclusion about my data and find out whether or not my hypothesis is correct. I will use stratified random sampling to sample my data because it is an alternative to a simple random sample that provides more precision. In a simple random sample, I would select subjects randomly from a single large pool of data. In a stratified random sample, I will divide this large pool of subjects into several groups called strata (in this case strata will be gender and year group) and then randomly select subjects from within each group. The number of subjects selected from each group is fixed by design. A stratified sample makes sense when your data is varied, but it can easily be split into strata that are more consistent. I am using a stratified sample because there is a lot variability between strata and little variability within strata. The numbers I select from each strata will be proportional to the size of the strata. CALCULATIONS *The numbers I select from each strata will be proportional to the size of the strata, I am sampling 20% of each strata. I will then make this fair by finding the mean average of each strata with will in turn help me find out whether or not my hypothesis is right* Hypothesis 1: Year 10 will be better at estimating the size of an acute angle than Year 7: Method: I will select my data of peoples estimates for usage in hypothesis 1 and 2 using stratified random sampling. I intend to do this by sampling 20% of each strata, in these cases gender and year group. Once I have worked out what proportion of each strata I need to sample I will use the random button on my calculator to randomly sample my data, to avoid biased data. I will then work out how far out their estimate was off the actual measurement and from that I will work out the percentage error so I can work out whether my hypothesizes are correct. I will work out whether my hypothesizes are correct by working out what the average percentage error is for each group. I will list the estimate, error and percentage error in order of ascending size to make it easier for myself when adding up percentage errors and dividing them by the amount of data in that particular strata, to get the mean average. Then I will for hypothesis 1(Year 10 will be better at estimating the size of an acute angle than Year 7): * Add together the mean average of males and females in year 7 and divide it by 2 to get the mean average of males and females In year 7 combined. * Add together the mean average of males and females in year 10 and divide it by 2 to get the mean average of males and females In year 10 combined. * Compare the 2 averages. If the average for year 10 is a lower percent than that of year 7, my hypothesis is correct., as this means the average percentage error is lower for year 10 than year 7, therefore meaning, on average, year 10 were more accurate and made less mistakes. If the average for year 7 is a lower percent than that of year 10, my hypothesis is incorrect., as this means the average percentage error is lower for year 7 than year 10, therefore meaning, on average, year 7 were more accurate and made less mistakes Then I will for hypothesis 2 (Girls will be better at guessing the size of a short line than boys): * Add together the mean average of females in year 7 and year 10 and divide it by 2 to get the mean average of females in year 7 and 10 combined. * Add together the mean average of males in year 7 and year 10 and divide it by 2 to get the mean average of males in year 7 and 10 combined. * Compare the 2 averages. If the average for females is a lower percent than that of males, my hypothesis is correct., as this means the average percentage error is lower for year females than males, therefore meaning, on average, females were more accurate and made less mistakes. If the average for males is a lower percent than that of females, my hypothesis is incorrect., as this means the average percentage error is lower for year males than females, therefore meaning, on average, males were more accurate and made less mistakes Year 7 Females Stratified random sampling: 100 year 7 females in total. 20% of 100= 20. I will therefore take 20 samples. Estimate Error % error 32 1 3 30 3 9 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 49 16 48 15 18 55 60 27 82 60 27 82 65 32 97 Average Angle percentage error for Girls in year 7: 3 9 24 36 36 36 36 36 36 36 36 36 36 36 36 39 39 48 55 82 82 +97 910 910- 20= 45.5% Year 7 Males Stratified random sampling: 110 year 7 males in total. 20% of 110= 22. I will therefore take 22 samples. Estimate Error % error 32 1 3 30 3 9 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 49 16 48 15 18 55 60 27 82 60 27 82 65 32 97 Average Angle percentage error for Boys in year 7: 6 6 6 9 9 9 21 21 21 21 36 36 36 36 36 36 39 39 100 100 100 +100 844 844-22= 38.36%= 38.4% Year 10 Females Stratified random sampling: 80 year 10 females in total. 20% of 80= 16. I will therefore take 16 samples. Estimate Error % error 35 2 6 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 43 10 30 45 12 36 45 12 36 45 12 36 45 12 36 Average Angle percentage error for Girls in year 10: 6 9 9 9 9 9 21 21 21 21 21 30 36 36 36 +36 330 330- 16= 20.625%= 20.6% Year 10 Males Stratified random sampling: 100 year 10 males in total. 20% of 100= 20. I will therefore take 20 samples. Estimates Error % error 35 2 6 30 3 9 30 3 9 38 5 15 27 6 18 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 50 17 52 50 17 52 60 27 82 Average Angle percentage error for Boys in year 10: 6 9 9 15 18 21 21 21 21 21 21 21 21 36 36 36 36 36 39 52 52 +82 630 630- 20= 31.5% Year 7 girls: 45.5% Year 7 boys: 20.625% 45.5 +20.625 66.125 66.125- 2= 33.0625= 33.1%(1dp) Year 7 percentage error, as used for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) If this is lower than the percentage error of year 10 (as below) my hypothesis will be proved incorrect, whereas if it is higher than that of year 10 (as below) my hypothesis will be proved correct. Year 10 girls: 38.36 Year 10 boys: 31.5 38.36 + 31.5 69.86 69.86-2= 34.93= 34.9% Year 10 percentage error, as used for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) If this is lower than the percentage error of year 7 (as above) my hypothesis will be proved correct, whereas if it is higher than that of year 7 (as above) my hypothesis will be proved incorrect. MY HYPOTHESIS WAS PROVED INCORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF AN ACUTE ANGLE WAS LOWER FOR YEAR 7 THAN FOR YEAR 10, MEANING YEAR 7 WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN YEAR 10. Hypothesis 2: Girls will be better at guessing the size of a short line than boys. Year 7 Females Stratified random sampling: 100 year 7 females in total. 20% of 100= 20. I will therefore take 20 samples. Estimates Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.45 0.05 3 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1.9 0.4 26 2 0.5 33 1 0.5 33 0.2 1.3 86 Average Short line percentage error for Girls in year 7: 3 7 7 7 13 20 20 26 26 33 86 464 464- 20= 23.2% average Year 7 Males Stratified random sampling: 110 year 7 males in total. 20% of 110= 22. I will therefore take 22 samples. Estimate Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.25 0.25 17 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 2 0.5 33 2.25 0.75 50 2.5 1 67 2.5 1 67 2.5 1 67 0.04 1.46 97 3 1.5 100 3.2 1.7 113 3.4 1.9 127 3.4 1.9 127 3.4 1.9 127 Average Short line percentage error for Boys in year 7: 7 17 20 20 26 33 33 33 50 67 67 67 97 100 113 127 127 127 1131 1131- 22= 51.40909= 51.4% Year 10 Females Stratified random sampling: 80 year 10 females in total. 20% of 80= 16. I will therefore take 16 samples. Estimates Error % Error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.3 0.2 13 1.3 0.2 13 1.7 0.2 13 1.7 0.2 13 1.8 0.3 20 1.8 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 Average Short line percentage error for Girls in year 10: 7 7 13 13 13 13 20 20 26 33 33 188 188- 16= 11.75% Year 10 Males Stratified random sampling: 100 year 10 males in total. 20% of 100= 20. I will therefore take 20 samples. Estimate Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 2 0.5 33 2 0.5 33 2 0.5 33 2.3 0.8 53 2.3 0.8 53 2.5 1 67 2.5 1 67 2.3 1 67 2.3 1 67 Average Short line percentage error for Boys in year 10: 7 7 13 13 20 33 33 33 53 53 67 67 67 + 67 533 Girls: Year 7 girls:23.2 Year 10 girls: 11.75 23.2 +11.75 34.95 34.95- 2= 17.475= 17.5%(1dp) Female percentage error, as used for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) If this is lower than the percentage error of Males (as below) my hypothesis will be proved correct, whereas if it is higher than that of Males (as below) my hypothesis will be proved incorrect. Boys: Year 7 boys: 51.4 Year 10 boys: 26.65 51.4 +26.65 78.05 78.05-2=39.025 =39%(1dp) Male percentage error, as used for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) If this is lower than the percentage error of Females (as above) my hypothesis will be proved incorrect, whereas if it is higher than that of females (as above) my hypothesis will be proved correct. MY HYPOTHESIS WAS PROVED CORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF A SHORT LINE WAS LOWER FOR FEMALES THAN FOR MALES, MEANING FEMALES WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN MALES. Method: I will display my data for both hypothesize in different graphs before drawing a final conclusion. I will display data from hypothesis 1 in a cumulative frequency table, then graph as I will find it easier to compare data both on other cumulative frequency graphs and on box plots, than I would do on perhaps a frequency polygon making it easier for me to come to a conclusion about my data and find out whether or not my hypothesis is correct. I will display data from hypothesis 2 on a box plot as it can be easily compared with other box plots and even cumulative frequency graphs so again, I can clearly see the data and it will be easier for me to reach a final conclusion. Hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7): * I will sort (in ascending order) Year 7 Males and Females combined, to use when drawing out the cumulative frequency table. * I will then (in ascending order) Year 10 Males and Females combined, to use when drawing out the cumulative frequency table. * I will make cumulative frequency tables for both year 10 and year 7 individually, this will allow me to make a cumulative frequency graph, which is what I am using to help me conclude my results and check my hypothesis * I will then draw cumulative frequency graphs for both hypothesizes. Giving me a total of 4 cumulative frequency graphs. On the 2 cumulative frequency graphs for the first hypothesis (Year 10 will be better at estimating the size of an acute angle than Year 7) I will write down the median, upper and lower quartiles I will do this by using the formula 1/2 (n+1) to work out the median (n being the cumulative frequency up the side of the graph). 1/4 (n+1) to work out the lower quartile and 3/4 (n+1) to work out the upper quartile. I will find these numbers along the graph, and down, so that I get a reading for median, and the upper and lower quartile boundaries. * I will do as above for hypothesis 2. But I will then draw a box and whisker plot below the culumative frequency graph. I will do this by using the scale along the X axis and following down the median, and the upper and lower quartile boundaries. From this values I will join up in a box shape to show the interquartile range. I will then draw whiskers to the smallest number in the group from one side of the box and from the other side, whiskers to the highest number in the group. Year 7, males and females, for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) table of data in ascending order. Estimate Error % error 32 1 3 32 1 3 30 3 9 30 3 9 25 8 24 25 8 24 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 20 13 39 20 13 39 20 13 39 49 16 48 49 16 48 15 18 55 15 18 55 60 27 82 60 27 82 60 27 82 60 27 82 65 32 97 65 32 97 Year 10, males and females, for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) table of data in ascending order. Estimate Error % error 35 2 6 35 2 6 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 30 3 9 38 5 15 27 6 18 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 40 7 21 43 10 30 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 45 12 36 20 13 39 50 17 52 50 17 52 60 27 82 Cumulative frequency table for Year 7 males and females for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) Group Frequency Cumulative Frequency 0- 4 4 10- 0 4 20- 2 6 30- 24 30 40- 2 32 50- 2 34 60- 0 34 70- 0 34 80- 4 38 90- 2 40 100- 0 40 Cumulative frequency: 40 1/2(40+1) 1/2 41 41-2= 20.5 Median 1/4(40+1) 1/4 41 41-4= 10.25 Lower quartile boundary 3/4(40+1) 3/4 41 (41-4) x3= 30.75 Upper Quartile Boundary Cumulative frequency table for Year 10 males and females for hypothesis 1 (Year 10 will be better at estimating the size of an acute angle than Year 7) Group Frequency Cumulative Frequency 0- 9 9 10- 2 11 20- 11 22 30- 11 33 40- 0 33 50- 2 35 60- 0 35 70- 0 35 80- 1 36 90- 0 36 100- 0 36 Cumulative frequency: 36 1/2(36+1) 1/2 37 37-2= 18.5 Median 1/4(36+1) 1/4 37 37-4= 9.25 Lower quartile boundary 3/4(36+1) 3/4 37 (37-4) x3= 27.45 Upper Quartile Boundary Table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Females Estimates Error % error 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.45 0.05 3 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.3 0.2 13 1.3 0.2 13 1.7 0.2 13 1.7 0.2 13 1.2 0.3 20 1.2 0.3 20 1.8 0.3 20 1.8 0.3 20 1.9 0.4 26 1.9 0.4 26 1.9 0.4 26 2 0.5 33 1 0.5 33 1 0.5 33 2 0.5 33 0.2 1.3 86 Table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Males 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.5 0 0 1.6 0.1 7 1.6 0.1 7 1.6 0.1 7 1.7 0.2 13 1.7 0.2 13 1.25 0.25 17 1.2 0.3 20 1.2 0.3 20 1.2 0.3 20 1.2 0.3 20 1.9 0.4 26 1 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2 0.5 33 2.25 0.75 50 2.3 0.8 53 2.3 0.8 53 2.5 1 67 2.5 1 67 2.5 1 67 2.5 1 67 2.5 1 67 2.3 1 67 2.3 1 67 0.04 1.46 97 3 1.5 100 3.2 1.7 113 3.4 1.9 127 3.4 1.9 127 3.4 1.9 127 Cumulative frequency table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 Females Groups Frequency Cumulative frequency 0- 19 19 10- 5 24 20- 7 31 30- 4 35 40- 0 35 50- 0 35 60- 0 35 70- 0 35 80- 1 36 90- 0 36 100- 0 36 Cumulative frequency: 36 1/2(36+1) 1/2 37 37-2= 18.5 Median 1/4(36+1) 1/4 37 37-4= 9.25 Lower quartile boundary 3/4(36+1) 3/4 37 (37-4) x3= 27.45 Upper Quartile Boundary Cumulative frequency table leading onto box plot for hypothesis 2 (Girls will be better at guessing the size of a short line than boys) Year 7 and 10 males Groups Frequency Cumulative frequency 0- 12 12 10- 3 15 20- 5 20 30- 6 26 40- 0 26 50- 3 29 60- 7 36 70- 0 36 80- 0 36 90- 1 37 100- 1 38 110- 1 39 120- 3 42 Cumulative frequency: 42 1/2(42+1) 1/2 43 43-2= 21.5 Median 1/4(42+1) 1/4 43 43-4= 10.75 Lower quartile boundary 3/4(42+1) 3/4 42 (43-4) x3= 32.25 Upper Quartile Boundary COUNCLUSION Hypothesis 1: MY HYPOTHESIS WAS PROVED INCORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF AN ACUTE ANGLE WAS LOWER FOR YEAR 7 THAN FOR YEAR 10, MEANING YEAR 7 WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN YEAR 10. Hypothesis 2: MY HYPOTHESIS WAS PROVED CORRECT AS ON AVERAGE THE PERCENTAGE ERROR FOR THE ESTIMATION OF A SHORT LINE WAS LOWER FOR FEMALES THAN FOR MALES, MEANING FEMALES WERE MORE ACCURATE AND CLOSER TO THE CORRECT NUMBER (ON AVERAGE) THAN MALES. I have evidence in the form of graphs and average calculations to prove my conclusion. My hypothesis works on a base of average. I ruled out all anomalous results before stratifying my samples to avoid biased results which may lead me to conclude my hypothesizes wrong. I think hypothesis 1 was incorrect because among Year 10 we had a few results which were a large percentage error (127%) this bought up my average and made my hypothesis worng. I could improve my project and got better results my sampling more data so I got a more accurate average and by taking out all even slightly anomalous results to stop them from bringing the average percentage error up. To develop my task further, I could have gone on to look at another part of the questionnaire i.e. the estimation of a short squiggle.

Adults with Learning Disabilities Essay Example for Free

Adults with Learning Disabilities Essay ? The discourse of ‘learning disabilities’ is now being used to challenge a wide range of acts and practices, including violence and intimidation, non-consenting sexual acts, the bullying of less resilient people by more able service users, unacceptably deprived physical or social environments and financial exploitation or fraud. Some argue that it should include all abuses of human rights. Clearly, these issues are not new as the following essay illustrates, and historically some of these practices have been hidden within service cultures while others have been quite open but variously rationalized as ‘behavior modification’, ‘relationships’, ‘control and restraint’, or ‘not giving in to attention seeking’. Abuse was regarded as a central, and inevitable, feature of institutionalized provision in influential models such as that of Goffman (1961) and Wolfensberger (1975 and 1980) within an analysis whose focus was on organizations and ideology. The new discourse is much more personalized and within it the focus is on the experience of the victim. This has some advantages for individuals and highlights some dilemmas for service organizations. It makes clear that people with learning disabilities are harmed, as any individual would be, by personal or sexual violence or exploitation. Harm is deemed equivalent whoever has caused it, for example whether it has been perpetrated by another service user, a member of staff or a stranger. This way of framing harmful acts highlights conflicts of interest between service users: the discourse of ‘challenging behavior’ for example, designed to neutralize the stigma of difficult behavior, inadvertently deflects from and discounts the experience of those on the receiving end of difficult behavior. Naming these acts as abusive confronts service agencies with the need for specialized, safe (expensive) placements for those who present a risk to others. Men with learning disabilities who have difficult sexual behaviors, for example, are often placed alongside very vulnerable people, their needs for asylum taking precedence over the safety of more vulnerable people (Thompson and Brown 1998). But while this acknowledgement is a step forward for individuals ,the new discourse risks personalizing forms of mistreatment that arise out of societal and structural inequalities. At an individual level, when issues of power are overlooked or neutralized, abusive and exploitative interactions can be explained away as relationships of choice. At a service level, new fault-lines between agencies and between purchasers, providers and regulators set up contingencies that make abuse more likely and less visible. At a societal level, there is growing inequality between the pay and working conditions of managerial, professional and so-called ‘unqualified’ staff within and across the statutory, private (for-profit) and voluntary (not-for-profit) sectors. Gender and race exacerbate the unequal position of direct care staff and the disproportionate responsibility that falls on them. This paper divides into two parts. First, I shall review the current usage of the term ‘learning disabilities’, looking at how it is being defined and categorized. Second, I will outline what is emerging as good practice in this field. WHAT DOES A LEARNING DISABILITY LOOK LIKE? Let me explain this with an exaomple: Sara’s lifelong difficulty with reading and writing had nothing to do with not being â€Å"smart. † Most individuals who have a learning disability are of average to above average intelligence and therefore have the intellectual potential to succeed at school and in careers. But they often do not reach this potential. While effort and motivation are important for success, it is clearly unfair to say of someone with a learning disability that he or she â€Å"just needs to try harder. † No matter how hard Sara worked, her problems did not go away. We know that a learning disability is caused by specific dysfunction within the central nervous system. The central nervous system, made up of the brain and the spinal cord, controls everything we do: our ability to process and think about language and to express ourselves verbally, as well as our ability to process nonverbal information, including art or music. Sara’s symptoms included reversing or rotating numbers (6 for 9), letters (b for d;p for q), and words (was for saw; on for no) when writing; omitting letters and sounds; and making sound and word substitutions when reading (tril for trial;then for there). Such problems make it difficult to decode words, and these decoding errors are most evident when reading aloud. Though never diagnosed, Sara’s symptoms became evident in first grade, when formal reading instruction began. As we learn to read we must of course master the alphabet, which is like a code, and learn the relationship between letters and sounds. Reading is a process of decoding the clusters of letters, converting them into words, and then attaching meaning to the words. In many cases, problems with phonological processing the ability to receive, transform, remember, and retrieve the sounds of oral language interfere with the acquisition of reading skills. Phonological processing involves the ability to separate a word into its component parts or blend sounds to construct a word. Problems with these skills make it very hard for the beginning reader to achieve fluency. Comprehension of written material depends on accurate and fluent decoding, a good vocabulary, and comprehension of the grammatical structure of sentences. When these skills are not developed that is, when they are slow and labored — the reader must devote more energy and effort to identifying and comprehending each individual word, rather than constructing meaning from an entire paragraph or from general context. For many years, researchers believed that the reader automatically moved from reading the words on a page to comprehending, without participating in the process of constructing meaning. But recent research points to the fact that the reader plays an active role: using background knowledge about the subject, calling on appropriate strategies for both decoding and comprehension, and applying the right amount of attention and concentration. Reading strategies are now considered essential components of the reading process. These might include paraphrasing while reading or summarizing afterward to help with comprehension. Competent readers are able to evaluate the reading task and select strategies that are a â€Å"good fit† or match to the task. In Sara’s case, she read slowly and had to reread material several times, so she found it difficult to comprehend content or recall important facts when questioned about them later. Unlike good readers, she did not rely on strategies that could help her. She also struggled with writing. Many times she was ashamed to submit patient reports because she knew they were filled with spelling, punctuation, and grammatical errors and were not organized or structured well. Her reports never reflected her knowledge or keen insight into patient care. Writing problems can be seen at any age, although they become more evident as academic or work demands increase. While Sara knew what she wanted to say, she had trouble getting started, focusing on the essential facts, and editing effectively. She tended to use the same words over and over. This was so different from her spoken language, which was rich and varied. Not surprisingly, it took her a long time and a good deal of effort to complete her reports. Her mathematical skills, though, were more than adequate. But there are people with learning disabilities who have problems understanding mathematical concepts or difficulty solving verbal or written mathematical problems. These problems may stem from more than one source, including inadequate spatial or directional sense and difficulty understanding abstract symbols or the language of mathematics. To use a basic example, someone who does not have a good understanding of concepts such as â€Å"plus† and â€Å"minus† is going to find it hard to identify the process needed to solve a mathematical problem. Learning strategies will be of great help to this person. Sara was also troubled by her erratic performance at work. Some days, she would be fine. But when she was fatigued or stressed, she found her attention was poor and she made more than the usual number of errors. At these times, she did not feel in control and usually needed to take a break and call on the support of friends to help her get back on track. While Sara felt her social life to be strength, some individuals who have learning disabilities have difficulty in social situations because they cannot perceive others’ needs and make or keep friends. Relationships with family and friends and associates on the job may suffer. As a way of compensating, an individual may avoid social situations altogether and thus become isolated. Others may struggle with low self-esteem and a lack of assertiveness, which can lead to self-fulfilling prophecies of failure. Moreover, repeated negative experiences in school and at home can discourage an individual from even trying. Many individuals who have learning disabilities have difficulty planning ahead and then evaluating their performance in academic courses or work-related tasks. Planning involves the ability to determine the outlines of a task and the skills it will require. Planning helps us generate strategies or know when to ask for outside help. We are not always conscious of initiating this type of planning because so many tasks are performed automatically, such as remembering a frequently called phone number by using a mnemonic, or writing notes in a book or on a memo. But when tasks are new or complex, active planning is needed. Other learning problems may stem from an inability to manage one’s time effectively to get something done on schedule. For example, many college students do not leave sufficient time to research and write a term paper, and end up frantically completing it the night before it is due. Or a manager may delay writing a budget or marketing report, finding it hard to begin. In order to use strategies at school, at home, or on the job, we need to be aware of ourselves as learners. Researchers have suggested that each of us has our own built-in executive function that directs and controls our actions. If this â€Å"executive† is efficient and aware of individual skills and the strategies needed to accomplish a task, the appropriate plan of action can be put into effect. If the plan is unsuccessful, then the executive reevaluates and initiates a new course of action. Individuals who have learning disabilities have a less efficient executive, the theory goes, and are therefore less able to generate and use effective strategies in their personal and professional lives. In addition to learning disabilities, a large number of adults suffer from attention-deficit/hyperactivity disorder (ADHD). ADHD affects an individual’s ability to focus and concentrate on school or work tasks, and to make good use of strategies. The struggle to achieve is so much harder with the added burden of ADHD. Although external factors do not cause a learning disability, we know that they do play a significant role in learning. It is well documented that the environment we live and work in influences and helps to shape our learning patterns, behavior, and sense of self. Research has consistently shown that the type and quality of support provided both at school and within the home are strong determinants of success in school, at work, or in one’s personal life. For example, a supportive family, early identification of learning problems, and appropriate intervention may make all the difference in helping an individual compensate for the disability. Learning disabilities are found throughout the world and in all socioeconomic groups — they are not bound by culture or language. Approximately the same numbers of males as females have learning disabilities, and the problem tends to run in families. Many prominent figures in politics, science, and the arts are reported to have had a learning disability, among them Nelson Rockefeller, Winston Churchill, Albert Einstein, Thomas Edison, and Auguste Rodin. Einstein, for example, was described as having difficulty learning a foreign language and mathematics — of all things! He also struggled with other academic subjects and with writing. All adults face the challenges and rewards of employment, home and family, leisure pursuits, community involvement, emotional and physical health, and personal responsibility and relationships. Adults who have learning disabilities must manage these life demands with an added set of problems. Society expects adults to be self-supporting, to function within a community, and to exhibit appropriate social behavior. Typically, to be self-supporting one must be employed. Employment for most adults spans a long period of time. It may begin with the exit from high school and continue for fifty or more years. While research on the employment of adults who have learning disabilities is sparse, and the findings that are available reflect the heterogeneity of the population, the information reported is unfortunately discouraging. It suggests that individuals with learning disabilities, as a group, show higher rates of unemployment, have jobs of lower status, receive lower pay, and change jobs more frequently than those without learning disabilities. Of course, there are many individuals at all levels of the workforce who do attain professional success. Further, there are well-documented accounts of persons with learning disabilities throughout history who have made significant contributions to society, among the most notable being Einstein, Edison, Churchill, and Rockefeller. It is important to keep in mind that adults who have learning disabilities who have above average intelligence, come from middle to higher economic backgrounds, and/or have completed postsecondary education, have higher rates of employment, higher job status, and greater job satisfaction than this research indicates. Those who graduate from college are much more likely to hold professional or managerial positions, for example, than those who have only a high school diploma. What makes success on the job so difficult for some people with learning disabilities? For one thing, persistent problems with reading, writing, and arithmetic can interfere with their work. Many report that they continue to struggle with decoding skills, sight vocabulary, and reading rate. Banking tasks and money management often bring out their troubles with arithmetic. Spelling is frequently reported to be the biggest problem of all. The level of basic skills that is required in the current job market is expanding to include more abstract abilities. Employers want their workers not only to be proficient in basic skills but also to be able to use these skills effectively and efficiently to solve on-the-job problems. Employers want the people they hire to be able to read for information, to analyze and synthesize the material, and apply the material read to on-the-job situations. They further expect employees to analyze problems, formulate solutions, and communicate that process, in writing, to others. Workplace mathematics, like reading and writing, also requires identification of the problem, analysis, and then the ability to find a solution. Employers further expect good interpersonal skills. The ability to use technology and information systems is becoming more essential as well. To do all of these things efficiently and effectively, workers must have mastered basic skills and be able to apply thinking skills. They also need personal qualities such as individual responsibility, self-esteem, and self management. The nature of a learning disability may affect the development of some of these competencies. For example, because of years of struggle and failure, self-esteem may be low and self-monitoring skills may not be functioning effectively. Employers often do not understand what a learning disability is, thus making it even more difficult for the adults with learning disabilities whom they supervise. Because employers cannot â€Å"see† the disability and may have limited knowledge about learning disabilities, they may find it difficult to understand that the problems are real. Therefore, they may fail to provide the necessary accommodations and supportive environment. They may often fail to recognize that, with assistance, workers who have learning disabilities may be tremendous assets to the company. A learning disability is a lifelong condition. Some adults, by the time they have completed their formal education, have learned to compensate for their difficulties. For many others, difficulties continue and to varying degrees impact on careers, social relationships, and activities of daily living. There are adults who were diagnosed as children and received services under the guidelines of PL 94-142. But more and more adults, who never knew why school was so hard, are now addressing the problem by initiating an assessment and seeking services to help them cope with their disabilities. Adults who have learning disabilities are a heterogeneous group. Some struggle with reading and writing, some with mathematical tasks, some with the basic challenges of daily life. There are adults who have learning disabilities who have trouble finding and keeping a job; others are professionally successful yet cannot seem to develop a satisfying social life. And there are those who seem to have few problems as they successfully negotiate the range of life’s demands. Adults who have learning disabilities are not merely children with learning disabilities grown up. The impact of having a learning disability differs at each stage of development. And adulthood itself has many stages, each with its unique challenges. Satisfaction or dissatisfaction at one stage does not guarantee the same degree of adjustment at another. At one point, the adult might deal with self-identity, at another with employment and economic independence, and still another with personal responsibility and relationships. As a group, adults who have learning disabilities represent a broad spectrum of the population. We see individuals of different ages, from different socioeconomic, ethnic, and cultural groups. We see different clusters of social and learning problems that affect education, social, personal, and occupational adjustments. The field now recognizes the unique needs of the adult who has learning disabilities, and as such has responded by providing legal protection, programs, services, and an ever-developing information base. Where do we stand today? References: Erikson, E. H. 1968. Identity: Youth and crisis. New York: Norton. Hallahan, D. P. , Lloyd, J. W. , Kauffman, J. M. , Weiss, M. P. , & Martinez, E. A. (2005). Learning disabilities: Foundations, characteristics, and effective teaching (3rd ed. ). Toronto: Pearson Education, Inc. Johnson, D. J. , & Blalock, J. W. (1987). Adults with learning disabilities: Clinical studies. Orlando: Grune & Stratton. Jordan, D. R. (1996). Teaching adults with learning disabilities. The professional practices in adult education and human resource development series. Malabar, Fla: Krieger Pub. Shapiro, J. , & Rich, R. (1999). Facing learning disabilities in the adult years. New York: Oxford University Press. Wong, B. Y. L. (1998). Learning about learning disabilities. San Diego: Academic Press. Adults with Learning Disabilities. (2016, Dec 10).

How Different Stakeholder Groups Build Brand Value Research Paper

How Different Stakeholder Groups Build Brand Value - Research Paper Example The concept of brand building has witnessed a striking change from the last decade. Traditionally the role of brands was just to provide a name or an identity to a product (Baehrens, 2012). Apart from being an identity is also the association which satisfies emotional and functional needs of the consumers (Glynn, 2009). A brand also helps to distinguish one company from the other (Dunn, 2004). However the modern concept of branding is a step of the entire marketing and selling process. According to Kotler (2008) branding is defined as the name which is associated with the product line of the companies and is used to recognize the product (Kautish, 2011). Apart from this American Marketing Association (AMA) defined brand as symbol, term, name, sign or design, or an amalgamation of all which are proposed to recognize the products and services of one company to that of the other. In other words brand helps to distinguish a product of a company from that of another company. However many authors have specified that brands are much more than just a mere mark of identification. Brands also act as the element which enhances the societal value of a company and the communal value of the user of a branded product. Kotler also mentioned brands as the major area of concern in the context of the product strategy. Since brand was only a part of the product strategy, the communication strategy also worked with it in the process of exploring the brand value and creating brand awareness. The brand development process is lengthy and there are a number of factors associated with it. Also there are a number of people starting from the employees and customers, who help in the process of creating brand. Hence there is a part played by the stake holders towards the... In this turbulent business environment creation of brand value is not an easy process and is mainly created due to active participation of the stakeholders. The situation worsens for the new companies who enter into a market. To cite an example it took many years for Pepsi, Coca Cola, Volkswagen, and Toyota, to get them established and to become renowned brands of the world. Thus, brand equity and brand value are the essential factors towards the success of an organization. Brand value is mainly used to define the association during the process of value creation, while on the other hand brand equity is imperative for the evaluation of the brand value that is also termed as the result for the relationship. After conduction the research about the impact of stakeholders on the creation of brand value, it can be concluded that the stakeholders plays the most essential role towards the development of a brand. The study also revealed that customers are an important group of stakeholder, bu t are not the sole responsible group for the development of a brand. Other stakeholders such as suppliers, distributors, business partners, other channel members, government, banks, Ngo’s, media and also competitors plays a major role in the process of brand value creation. The null hypothesis holds true for the project.

Critical Evaluation of Andragogy against Other Learning Theories in Essay

Critical Evaluation of Andragogy against Other Learning Theories in Relation to Adult - Essay Example Most of its assumptions are derived from animal research whereby, Behaviourism, influenced by Thorndike, Pavlov, and Skinner mostly, postulates that learning is a change in observable behaviour caused by external stimuli in the environment.Researchers like John B. Watson and Edward L. Thorndike based most of their focus on laboratory experimentation from where they generated the famous stimulus-response model as they believed that the inner experiences that were the focus of psychology could not be properly studied as they were not observable. In behaviourist orientation to learning, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning process. Using consequences to control the occurrence of behaviour, known as operant conditioning - reinforcing what you want people to do again; ignoring or punish what you want people to stop doing, behaviourists generalize their findings from animal research to human learning patterns in classrooms. ... This orientation to learning has been criticized for its overly deterministic nature of the conditioning theory derived from only empirical evidence of stimulus-response behaviour of animals which, sensibly, cannot be so indiscriminately applied to humans. Their overdependence on single events, stimuli and overt behaviours to judge and evaluate human mind and measuring human learning quantitatively, totally ignoring the cognitive processes in the learner's mind are in great opposition to the views of the cognitivists.Humanistic theorists, on the other hand, advocate the type of education that is both intellectual and emotional, taking into account the personal experience of the learners involved. Humanistic theories basically emerged in 1960's, following the publication of A S. Neill's book called Summerhill, as a reaction to behaviourist methods and was particularly attractive to post-16 education with students who had not succeeded within the traditional school system. Neill's syst em was a radical approach to child rearing which represented the true principle of "education without fear". In his book Summerhill, Neill maintains a firm faith "in the goodness of the child" believing that the average child is not born a soulless automaton, but has full potentialities. The aim of education, according to him, should include both cognitive and emotional development of the trainees helping them to respond to life not just with their brain but also their whole personality, a feature that has been lacking in modern society.Perhaps the most persuasive exploration of a humanistic orientation to learning camefrom Carl Rogers, a gifted teacher, who was able to demystify therapy; focus on the person of the

Children and young peoples work force Essay Example for Free

Children and young peoples work force Essay Understand what is required for competence in own work role. 1.1 describe the duties and responsibilities of own work.W  hats in the contract  hours Lines of reporting  specific roles and responsibilities (behavioural support, supporting children and young people with special educational needs, supporting be;inhgual children and young people0  compliance with policies and procedures of the setting (behaviour, children and young people protection, health and safety, keeping up to date with changing procedures, keeping up to date with changes to practice). 1.2 explain expectations about own work role as expressed in relevant standards.  standards relevant to own work role, eg national occupational standards for childrena care, learning and development ( NOS CCLD),  national occupational standars for learning, development aqnd support services ( NOS LDSS)  -in relation to own duties and responsibilities eg role to expectations to meet standards eg CCLD 202 help to keep children safe, see more:explain expectations about own work role as expressed in relevant standards CCLD 303 promote childrens development LDSS 320 support the needs of children and young people with additional requirements, GCU 6 reflect on, develop and maintain your practice  course apprenticehsip notes  coursework starter  hayley  rough notes  guidelines  to use for when get stuck  in starter pack LDSS 320 support the needs of children and young people with additional requirements, GCU 6 reflect on, develop and maintain your practice

dead birds Essays -- essays research papers

Dead Birds This movie is about a tribe on the island of Papa New Guinea. They are called the Dani. This tribe lives in the middle of the island. Near their enemy, another near by tribe. They live in little huts made from mud and wood. There tribe consists of about twenty to thirty people. If you are a man your day starts out by going to your tower, checking to see if the enemy is going to attack today then, signaling with smoke from a fire if it is ok for the others to start working in there gardens. While these men watch for their enemy they will keep busy by weaving bands decorated with shells and fur for the decoration of the dead. Another job that men do is they break up the soil and help out with the gardening. The young men are also the front line in battles. Women are responsible for most of the gardening. They also gather banana leaves for soaking up the brine to make salt and preparing food. Children have jobs also, they tend their pigs on the frontier and frequently gather with other children there size and play fight and grow pretend gardens. The Dani, greatly believe in magic and practice it daily. For instance, no one will come out after dark because they are afraid of the unhappy ghosts will bring them bad luck. They also believe that when you die, you just die and become a ghost. This is explained by a story they tell about a race between a bird and a snake. Because of these unlucky ghosts, the Dani and other surrounding tribes are at a constant state o... dead birds Essays -- essays research papers Dead Birds This movie is about a tribe on the island of Papa New Guinea. They are called the Dani. This tribe lives in the middle of the island. Near their enemy, another near by tribe. They live in little huts made from mud and wood. There tribe consists of about twenty to thirty people. If you are a man your day starts out by going to your tower, checking to see if the enemy is going to attack today then, signaling with smoke from a fire if it is ok for the others to start working in there gardens. While these men watch for their enemy they will keep busy by weaving bands decorated with shells and fur for the decoration of the dead. Another job that men do is they break up the soil and help out with the gardening. The young men are also the front line in battles. Women are responsible for most of the gardening. They also gather banana leaves for soaking up the brine to make salt and preparing food. Children have jobs also, they tend their pigs on the frontier and frequently gather with other children there size and play fight and grow pretend gardens. The Dani, greatly believe in magic and practice it daily. For instance, no one will come out after dark because they are afraid of the unhappy ghosts will bring them bad luck. They also believe that when you die, you just die and become a ghost. This is explained by a story they tell about a race between a bird and a snake. Because of these unlucky ghosts, the Dani and other surrounding tribes are at a constant state o...

Tom Robinson and Lynch Mob

Tom Robinson and the Lynch Mob During the scene at the gaol Scout and the other children don’t fully understand the incredible danger posed by the presence of the lynch mob. The story is told from Scout’s point of view we aren’t directly told what could happen. Similarly we are not given access to the thoughts of the members of the lynch mob. The narrative perspective prevents us from knowing Tom Robinson’s thoughts or even what Atticus is thinking at this point in the novel.However, we gain some insight into Atticus’s assessment of the situation through his actions and dialogue during this scene. Task: Your task is to step into Tom or Atticus’s skin and retell this event from the point of view of this character. You should consider the depth of understanding that each of these character’s possess. They would be aware of the significance of this moment. They both have knowledge of the intentions of the mob and are fully aware of the ca pabilities of a group of angry men.There is a real danger to Tom, Atticus and the children. Review the main points of the scene up until when the mob disperses, then write what the experience was like from either Tom or Atticus’s point of view. Keep in mind that what people said or actions they took are set in stone, but we don’t know what was in Tom or Atticus’s mind. I heard Mr Finch’s footsteps as he walked over to the gaol, I couldn’t see him but I could hear him, he told me that all would be ok; I wasn’t so sure of this.I knew they were coming, everyone in town knows that I moved to the gaol, the only thing I didn’t know was who is in the group that was coming to torture and hang me. Then I heard cars pull up and men jump out and slam the doors, this was it, I then heard men walking closer and closer to the outside of the gaol and towards Mr Finch, my heart started beating really fast and I felt so bad that I couldn’t help him. Then an unknown man began to talk to him asking if I was here; my instantly heart dropped, I knew that this was it, they would kill him first then come in here and kill me before I even had a chance.Then another voice but not the kind you would hear in this sort of situation, its sounds like a young girl, â€Å"Scout perhaps? † I whispered to myself. She began to talk to someone, it sounded as if she was almost talking to herself until a man’s voice told her to leave. Not long after those words, I heard heavy footsteps that sounded as if they were walking away from the gaol, I whispered to myself, â€Å"Are they playing jokes with me? , can’t they just get it over and done with? † Then there was the sound of car doors opening and engines’ rumbling was I let off? Was I finally free?

Health Issues in the Philippines Essay

DOH alarm: HIV cases in first-half 2012 exceed full year of 2010 The number of human immunodeficiency virus (HIV) cases during the first half of the year has already surpassed the record for the whole 2010, the Department of Health (DOH) said Friday, underscoring the alarming rise in incidence of the virus that causes the dread disease AIDS. The bulk of the spike was traced to a rise in male-to-male transmission and the sharing of needles among injecting drug users in Cebu province. DOH Assistant Secretary Eric Tayag said for the month of June alone, 295 HIV cases were reported to the department, bringing to 1,600 the total number of cases in the first half of 2012. â€Å"We are halfway now for the year and that’s already more than the 1,591 for the whole year of 2010,† Tayag told reporters. In 2011, HIV cases were 2,349. This brings the total number of HIV cases in the country to 9,964 since 1984 when the DOH started reporting HIV/AIDS cases. Men having sex with men make up 87 percent of HIV transmissions recorded in the first six months of the year, with men aged 20-29 making up most of the cases. While MSM transmission has been the main mode of HIV transmission for a couple of years now, the DOH is particularly alarmed by a dramatic spike of cases involving injecting drug users (IDU) in Cebu City. â€Å"What we’re alarmed about is that for June there were additional cases of injecting drug use or person who inject drugs,† Tayag said. HIV among drug users reached 120 during the first half of the year alone, he added. From 1984 to 2008, there were only 8 HIV cases among drug users. â€Å"You will recall that in 2008 we only had 8 cases, now we have a total of 385 since 1984 when we started reporting HIV,† said Tayag, adding that all 120 HIV cases among IDUs this year were reported in Cebu City. Tayag admitted that HIV monitoring among drug users in Cebu had stopped for awhile, discouraging people who were injecting drugs from submitting themselves for AIDS testing. â€Å"In this period we stopped monitoring HIV among persons who inject drugs in that part of Cebu. For some time there was no fund so when we did a survey we saw that the number of HIV among drug users has increased,† he said. Tayag said unlike other drug users in some parts of the country, injecting drug users in Cebu City use regulated medicines. The virus is spread as they share unclean and contaminated needles. Tayag revealed that the government has started an HIV mapping, where parts of the country are labeled in terms of AIDS risk. Metro Manila, Cebu and Davao are tagged high risk. Read more:  Social Issues in the Philippines

Reading Schedule Essay Example

Reading Schedule Essay Example Reading Schedule Essay Reading Schedule Essay Week 1 Tuesday 01/15 Introduction/Syllabus/ â€Å"Where I’m From† poem Thursday 01/17 Read â€Å"Brainology† by Carol Dweck Week 2 Tuesday 01/22 Read â€Å"Ain’t I a Woman† and â€Å"The Men We Carry In Our Minds† Thursday 01/24 Active Reading and Analysis Standards (posted on Blackboard under writing and reading tools) Week 3 Tuesday 01/29 Read â€Å"Narration† in Patterns; Read I Love Yous Are for White People Ch. 1-3 Thursday 01/31 Read I Love Yous Are for White People Ch. 4-5 Week 4 Tuesday 02/5 Read I Love Yous Are for White People Ch. 6-7 Thursday 02/7 Read I Love Yous Are for White People Ch. 8 Week 5 Tuesday 02/12 Read I Love Yous Are for White People Ch. 9-11 Thursday 02/14 Read I Love Yous Are for White People Ch. 12 Week 6 Tuesday 02/19 Read I Love Yous Are for White People Ch. 13-14; Read I Love Yous Are for White People Epilogue, â€Å"About the book† and â€Å"Read on† Thursday 02/21 Read â€Å"Description† in Patterns page 143-148; Read â€Å"Exemplification† in Patterns page 199-201; Read â€Å"Process† in Patterns page 199-201 Week 7 Tuesday 02/26 Read â€Å"Cause and Effect† † in Patterns page 321-326; Read The Kite Runner pages 1-47 Thursday 02/28 Read The Kite Runner pages 48-58 Week 8 Tuesday 03/05 Read â€Å"Comparison and Contrast† in Patterns page 383-384; Read The Kite Runner pages 59-100 Thursday 03/07 The Kite Runner pages 101-124 Week 9 Tuesday 03/12 Read Classification and Division in Patterns pages 447-448 The Kite Runner pages 125-189 Thursday 03/14 The Kite Runner pages 190-223 Week 10 Tuesday 03/19 Read â€Å"Definition† in Patterns page 505-506; The Kite Runner pages 224-272 Thursday 03/21 The Kite Runner pages 273-292 Week 11 SPRING BREAK Tuesday 03/26 No Class Thursday 03/28 No Class Week 12 Tuesday 04/02 The Kite Runner pages 293-371 Thursday 04/04 Read â€Å"Argumentation† in Patterns page 547-548 Week 13 Tuesday 04/09 Read â€Å"Combining The Patterns† in Patterns page 705-706 Thursday 04/11 Read Scholarly Source Week 14 Tuesday 04/16 Read â€Å"Using Research in Your Writing† page 757-766 Thursday 04/18 Read â€Å"Using Research in Your Writing† page 766-782 Week 15 Tuesday 04/23 Read Scholarly Source Thursday 04/25 Read Scholarly Source Week 16 Tuesday 04/30 Read Scholarly Source Thursday 05/02 Read Scholarly Source Week 17 Tuesday 05/07 Read Scholarly Source Thursday05/09 Read Scholarly Source Week 18 Tuesday 05/14 Read Scholarly Source Thursday 05/16 Read Scholarly Source Week 19 Finals Week Tuesday 05/21 Final Exam

Training in Food Safety is Essential for Foodservice Employees Research Paper

Training in Food Safety is Essential for Foodservice Employees - Research Paper Example   Probable undesirable compounds found in foods span a broad range, from environmental contaminants such as dioxins and natural contaminants such as mycotoxins to agrichemicals such as pesticides. A vast majority of incidences of foodborne illnesses are preventable if all food safety principles are adhered to from food production to consumption. Given that it is presently relatively impossible for food producers to guarantee a pathogen free supply of food, foodservice employees serve as critical links in the chain to deter foodborne illnesses. This paper will examine what foodservice employees need to be aware as effective strategies of minimizing the existence and consequences of pathogens or their inherent toxins in food. Food safety is a crucial issue that engulfs the foodservice industry. An in-depth understanding of the procedures encompassed in food safety, as well as the potential causes of foodborne illnesses is quite pertinent for all persons who handle food. It is only kn owledgeable, skilled and highly motivated foodservice employees trained to adhere to the proper procedures coupled with management that effectively keep an eye on employee performances can guarantee food safety (Chapman, Eversley, Fillion, MacLaurin & Powell, 2010). Foodservice employees play quite an integral role in deterring, as well as controlling or managing the epidemics of food borne illnesses. Foodservice managers typically employ the services of a massive number of part-time, as well as full-time employees, to offer food services. Part-time employees are typically aimed at providing flexibility in the workforce. It is, therefore, quite common that foodservice managers hire a large number of part-time, as well as international student employees who have no foodservice history or experience. In addition, many part-time employees work in the foodservice industry for only a brief timeframe before leaving for employment in other fields and industries. As a consequence, part-time employees may typically have lowered awareness of, as well as concern regarding the principles of food safety compared to full-time employees. It is, therefore, critical that managers educate both part-time and full-time employees regarding the issue of food safety, train them to ensure that they make use of appropriate food handling procedures, and assess their overall performance. A number of studies have been carried out to investigate part-time and full-time foodservice employees’ knowledge, practices, training, as well as attitudes, towards food safety. For instance, Chapman (2013) examined food handling practices, the presence of precondition food safety programs, as well as safety knowledge among foodservice scholars at least 40 Iowa schools. The researchers aimed at determining the readiness of foodservice students to implement hazard analysis critical control point (HACCP) programs within their foodservice undertakings.

Discussion Questions Essay Example | Topics and Well Written Essays - 750 words - 8

Discussion Questions - Essay Example Dovel, 1993) Today it is believed that management styles around the world especially in the industrialized world are beginning to converge and that this convergence will likely increase overtime as a result of increased globalization process. (Richard M. Steers, & Luciara Nardon, 2005, p.10). But in my point of view this is not so and my management style cannot be applied successfully in Asia, Europe and US at the same time. The reasons are as follows The cultures across the countries in Asia, Europe and US are very different. The culture of a country shapes the perception of the people. These perceptions play a major role in defining their work attitude. Cultural influence also directly affects the climate for business in general and international business in particular. National ideology determines how members of a culture view the role of business and how strong the cultures identity is. These factors in turn determine attitudes toward foreigners, foreign products and foreign ideas. (John B. Ford, Earl D. Honeycutt, Jr, 1992, p. 2) Trade and business laws in a country also affect the managerial decision making. Business organizations that work across borders not only follow international laws but also the national business and trade laws of the concerned country. A decision which is viable in one country may not be legally acceptable in another country. There is a huge gap in the technology usage between Asian, American and European countries. Asian businesses mostly rely on old technologies due to shortage of capital. This makes the Asian businesses more labor intensive. This is also a key factor that requires managers to have different managerial style. This is the most important point because the level of skill and education of the workforce determines the kind of attitude the manager can have with them. Incase of Asia where the workforce is mostly uneducated the managers hardly rely upon the employees. Therefore a manager may not be able to