School Uniform Debate Should They Be Allowed Essay Example

School Uniform Debate: Should They Be Allowed Essay The debate over the compulsory use of school uniform is not a new issue. This debate is taking place since years and parents and administrators of schools provide arguments for or against the compulsory use of school uniform. A large number of parents and administrators consider the use of school uniform something forcibly imposed as a mandatory rule. Where as, other parents and administrators consider that the mandatory rule to wear school uniform will result in broad spectrum benefits (Veigle, p. 3). This issue remains still unresolved. The present essay provides the arguments in support of school uniform as well as arguments against the mandatory wearing of school uniforms. The paper ends with the concluding remarks of the author in which the author presents his voice on the mandatory wearing of school uniform.School Uniforms Should Be AllowedThis section of the essay provides arguments that strongly support the mandatory use of school uniform.School Uniforms Improve Academic Perf ormance: It is widely accepted among a large number of educators and parents that academic performance is enhanced when students wear uniform. They justify their statements by saying that if the students are allowed to come in dresses of their choices then their concentration is diverted from their academics to their wardrobes. So it is widely approved by several sociology experts that students will be able to concentrate more towards their academics when they will be wearing school uniforms as they would not have to pay attention towards the selection of a dress daily to wear in the school. Experts also insist that school attendance is increased when students wear uniforms (Sher, p.21).School Uniforms Improve Behavior: It is widely believed by experts and educators that the behavior of students wearing school uniform improves. A firm environment is dictated when students wear school uniforms. Students seem inclined more towards the school discipline and thus a reduction in the viol ent behavior occur (Holloman, p. 33-38).School Uniforms Improve Social Outcomes: It is believed that social outcomes of students wearing school uniforms improve a lot. This is because most of the time, conflicts among students arise due to the standard of the dress selection. Some students feel proud due to their clothing and thus they make fun of other students wearing less expensive clothes. School uniforms improve the social environment (Holloman, p. 33-38).School Uniforms Are Less Expensive: School uniforms reduce the cost of buying expensive clothes and thus become more economical for parents. School uniforms are far less expensive than trendy dresses (DeMitchell et al. p. 31-49).School Uniforms Should Not Be AllowedSchool Uniforms Inhibit Self-Expression: The self-expression of students is badly affected by the mandatory use of school uniforms. Developmental stages of a child are highly influenced by the self-expressive power of a child and when a child is not allowed to wear clothes of his/her choice, its development is affected as they do not find any way to express them (Hethorn, p. 44-48).School Uniforms Strip Individuality: When students are forced to wear school uniforms, they lose their individuality. Thus, it can be said that the school uniforms do not promote cultural diversity. Human nature requires socialization that is tried to be controlled by imposing the mandatory use of school uniforms (Gilbert, p. 3-18).School Uniforms Are Not Comfortable For All: It is argued that school uniforms do not make all the students feel comfortable in the texture and style of the uniforms. Different people prefer to wear different types of textures and styles of clothes. Students become limited to wear according to their comfort due to the mandatory wearing of school uniforms. If students would not feel comfortable in their school uniforms then they would not be able to concentrate on their academics and thus their learning abilities will be reduced (Essex, p. 38).School Uniforms Aggravate Violent Behaviors: Some students possess rebellion nature by birth. They simply cannot obey rules. When they are forced to wear school uniforms their behavior become more violent. They find out ways to show their opposition to the mandatory wearing of school uniforms such as they alter the uniforms in a way that is totally different from the standardized style of the school uniform (Joanne, p. 1).ConclusionIt can be concluded after viewing arguments both favoring and against the mandatory wearing of school uniform that school administrators should not mandate the wearing of school uniform. Though arguments in favor of mandatory wearing of school uniform apparently seem very convincing but in practice, these arguments can not be applied. Though theory can provide strength to the arguments that wearing school uniform makes improvement in the behavior and academic performance of students but in real life these supporting arguments do not provide any help. And, if mandatory wearing of school uniform does not do anything good to students then its use should be avoided. Students should be given full freedom to wear what they want to wear. By wearing dresses of their choice, they will be able to express themselves as well as their individuality would not be affected. They will be able to wear dresses in which they feel more comfortable and thus they would be able to concentrate more towards learning.

Theories Explaining the Development of Japan since 1945

Theories Explaining the Development of Japan since 1945 The social, political, and economic development of the country can be described or explained with the help of different theories or models. This paper is aimed at examining such frameworks as ideological state apparatuses, the concept of hegemony, and orientalism.Advertising We will write a custom essay sample on Theories Explaining the Development of Japan since 1945 specifically for you for only $16.05 $11/page Learn More Moreover, it is necessary to determine the extent to which they are relevant to issues described by Joe Moore’s article Democracy and Capitalism in Postwar Japan. On the whole, these approaches can be useful for explaining how Japan achieved sustainable growth and avoided political instability. These are the main questions that should be examined. At first, one can speak about the concept of ideological state apparatuses introduced by Louis Alhusser. This model is used to describe those institutions or organizations that are suppo sed to ensure the cooperation between the subordinate classes and the elites (Ferretter 7). Among such institutions and agencies, one can distinguish educational organizations, mass media, church, or political parties. These state apparatuses are supposed to make the majority more willing to accept the rule of the dominant classes. These are the main premises involved in this theory. Certainly, this approach can be critiqued because it describes the interactions between classes as the continuous conflict, while they bear more resemblance to the process of negotiation (Ferretter 7). However, this concept is partly relevant to the issues examined in Joe Moore’s article. For instance, it is possible to speak about the role played by the Liberal Democratic Party (LDP) of Japan. This political party placed emphasis on the rights of employers and their economic freedom. Its policies were regarded by socialist politicians as an attempt to control the workers (Moore 380). Nevertheles s, by laying stress on the rights of businesses, LDP contributed to the rapid economic growth of Japan. So, it is difficult to say that political parties of this country acted only as the instrument of suppression. This is one of the aspects that can be distinguished since it can throw light on the limitations of this model introduced by Louis Alhusser. Much attention should be paid to the concept of hegemony. This term is used to describe the economic, military, or cultural influence of one country over others. This notion implies that a certain state that can be viewed as a superpower dictates its terms to other states and influences their political or economic development.Advertising Looking for essay on asian? Let's see if we can help you! Get your first paper with 15% OFF Learn More In this case, one can speak about the role played by the United States since this country can be regarded as a hegemon. In particular, America was able to turn Japan into one of its allies through various mechanisms. For instance, the American government provided Japan with the access to Western markets, and this opportunity was essential for the growth of many Japanese businesses and the improvement in the living conditions of people (Moore 368). Furthermore, one should speak about the increased military presence of the United States in Asia. Overall, the concept of hegemony is helpful for examining the relations between different states. Nevertheless, it is important to mention that the government of Japan was willing to cooperate with the United States since it was critical for the sustainability of the country. So, the concept of hegemony can be important for analyzing the socio-political evolution of Japan. However, this approach cannot fully explain the internal tensions within the Japanese society. For example, close attention should be paid to the conflict between the supporters of liberal politics and socialists. It is also possible to discuss such an approach as orientalism. At the beginning, this term was only applied to the study of eastern countries and their cultures (Dallmayr 87). Yet, this notion is now used to describe a system of beliefs according to which western civilizations are essentially superior to the eastern ones (Dallmayr 87). The critics of orientalism attempt to how Eastern cultures can be misrepresented. Orientalism can be applied to Joe Moore’s article. To some degree, Japan was also encouraged to implement some of the elements that are imbedded in the political and economic culture of western countries. Much attention should be paid to the adoption of democratic principles and liberalization of economy (Moore 374). Yet, it is critical to point out that this approach contributed to the improved welfare of people. Furthermore, Japan achieved the results that cannot be matched by other western states.Advertising We will write a custom essay sample on Theories Explaining the Development of Japan since 1945 specifically for you for only $16.05 $11/page Learn More Thus, one can say that orientalist perspective is not fully relevant to such a country as Japan which is now regarded as an example of a capitalist and democraty country. However, it also retains its distinct Asian identity. This is one of the points that can be made. This discussion suggests that there are various frameworks which can be used to analyze the development of a country. Each of the theoretical models should be considered because it can increase a person’s understanding of different processes that influence the society. However, a single model may not explain the tensions which existed in the Japanese society after 1945. This is one of the main arguments that can be put forward. Dallmayr, Fred. Beyond Orientalism: Essays on Cross-Cultural Encounter, New York: SUNY Press, 1996. Print. Ferretter, Luke. Louis Althusser, New York: Routledge, 2013. Print. Moore, Joe.  "Democracy and Capitalism in Postwar Japan.† The Other Japan:  Conflict, Compromise, and Resistance since 1945. Ed. Mark Selden. New York: M.E. Sharp, 1997. 353-393. Print.

Collectivism in the Arab culture Essay Example | Topics and Well Written Essays - 250 words

Collectivism in the Arab culture - Essay Example Comparison of Arab and Japanese culture with American culture The Arab culture is predominantly controlled by Islamic influences, Muslims comprising more than 90 per cent of the Arab population. Businesses close at the time of prayers, and there is no room for non-Islamic principles of business like investment on interest. Women have not been allowed to drive in Saudi Arabia for a long time. Workplace is extremely sensitive to gender. American culture is democratic without the domination of one religion. Business norms are established according to market’s interests instead of religious teachings. Women are as involved in the work as are men, and there is liberty of expression. Japanese society is homogenous like the Arabic societies whereas American society is heterogeneous. Arabic society is divided between the rich and the poor. The middle class is non-existent in the Arabic culture whereas most of the population in both Japanese and American societies belongs to middle cla ss. In addition, business norms in Japan are similar to those in America. Hence, of the Arab and Japanese culture, the latter is closer to the culture of America.

Definitions Essay Example | Topics and Well Written Essays - 250 words - 1

Definitions - Essay Example Na+ (sodium ion) is a positive and major ion in fluids outside of body cells. Its major function is to regulate water and fluid levels in the body. Na+ is involved in transmission of nerve impulses (Ganong, 2005). Normal sodium levels in the body is between 135-145mmol/L. High levels of Na+ in the body results to hypernatremia while low levels result to hypernatremia. K+ is a positive ion found inside of body cells. The main function of K+ is to regulate heartbeat and body muscle function. Normal body levels of K+ is between 3.5-5.0mmol/L. An increase in body levels of K+ results to hyperkalemia while a decrease below normal results to hypokalemia. Increase or decrease in K+ levels results to irregular heartbeats known as arrhythmias and can also result in nervous system impairment (Ganong, 2005). Ca++ refers to ionized calcium in the serum. Its main functions are for blood clotting, transmission of nerve impulses, cell membrane permeability and muscle contraction. Normal blood calcium level ranges between 2.2 -2.6mmol/L. An excess of calcium ions in the serum results to hypercalcemia while a deficit results to hypocalcaemia. A decrease in serum calcium levels results to neuromuscular irritability. Phosphorus (P) main function in the body is it gets distributed as Adenosine-triphosphate which is the main chemical energy for the body. It is a major component of DNA and RNA. It is also essential for teeth and bone formation. High levels of phosphorus in the body results to increase risk of cardiovascular diseases. Normal values of phosphorous in blood range from 2.4-4.1mg/dL (Ganong, 2005). ADH- antidiuretic hormone also gets called as arginine vasopressin. It becomes secreted in the posterior pituitary gland. It plays a key role in regulating body water by reducing its loss through urine. It stimulates water reabsorption in the kidney tubules. Artrial natriuretic hormone refers to a cardiac hormone whose gene and receptors get found

Bank Reserves and its Role on Money Supply Research Paper

Bank Reserves and its Role on Money Supply - Research Paper Example Ignoring this function is like assigning financial intermediaries merely a passive role in the financial system (FRBSF, 2001). In recent days, in the midst of the economical crisis, it has become more and more apparent that such a passive perception of banks is unwarranted. Also, the volume of broad funds in the financial system is due to the interaction of the banking system (counting the central bank) with the money-holding segment, comprising of non-financial organizations, households, the general government instead of the central government and non-monetary financial institutions (Gerali et al., 2010). Broad funds include currency in circulation, along with close substitutes, like bank deposits, and are instructive for aggregate spending and inflation (Lipsey & Chrystal, 2011). It, therefore, goes past those assets, which are mainly recognized means of payment to incorporate instruments, which work mainly as a store of value (FRBSF, 2001). Before we move forward, it is vital to u nderstand the concept of bank reverses, and then after that we will learn the importance of these reserves in money supply. This paper is divided into two sections, one which centers on the operations of commercial banks and their banking reserves and that other which dwells on the bank reserves and their roles on money supply. Bank Reserves Bank reserves refer to currency deposits that are not loaned out to banks’ customers. A small portion of the entire deposit is held within the bank or deposited to the Federal Reserve (central bank) (Gerali et al., 2010). Minimum reserve obligations are dictated by the central bank so as to make sure that banks and other financial institutions are able to offer clients cash upon their request (Levin & Wieland, 2005). The main goal of banking reserves, also known as holding reserves, is to avoid bank runs and mainly appear solvent (Schwartz, 2008). The Federal Reserve and central banks of other nations place such restrictions on banking in stitutions since they can earn a much greater return on their capital through loaning out money to customers instead of holding cash in their deposits or depositing it to other financial institutions or the Federal Reserve. Bank reserves drop during times of economy expansion and enhance during recessions (Gerali et al., 2010). The amount of funds kept in bank reserves or the Federal Reserve is dictated by the Reserve Requirement. This is the amount of funds, which a depository institution (bank) should hold in their reserve against specific deposit liabilities (Levin & Wieland, 2005). The obligatory reserve ratio is, at times, utilized as a tool in monetary principles, influencing a nation’s interest, as well as borrowing rates, through amending the amount of money available for banking institutions to offer as loans (White, 2008). Western central banks hardly alter the reserve requirements since it would lead to instant liquidity issues for banking institutions with small e xcess reserves (Gerali et al., 2010). They mainly opt to use open market operations such as buying and selling government-granted bonds in order to execute their monetary policy (Lipsey & Chrystal, 2011). In the U.S., their reserve requirement, which they also refer to as liquidity ratio, is the least amount value, determined by the Federal Reser

Roles And Responsibilities In Education And Training

Roles And Responsibilities In Education And Training Understanding roles, responsibilities and relationships in education and training Oxford Dictionaries defines a role as â€Å"the function assumed or part played by a person †¦.in a particular situation†. It defines responsibility as â€Å"a thing which one is required to do as part of a job, role, or legal obligation†. The role of a teacher is varied and you are required to â€Å"wear many hats: friend, counsellor, judge, mentor, hundreds of roles and different roles for different classes†¦ â€Å"(Holtrop, 1997). The teacher needs to create a safe learning environment, facilitates open communication, and encourages students to discuss the material, whilst assessing the various learning styles in order to utilize the most appropriate teaching methods. It is important that all students have equal access to the learning. The roles and responsibility of the teacher can best be understood in terms of the teaching cycle. This is based on the learning cycled developed by David. A. Kolb (1984). Identifying needs and planning: The teacher (as an evaluator) needs to assess the students in order to establish their learning styles. A widely used learning style model in education is known as VARK (Fleming 2006). It is important to understand previous learning experiences and such factors as special educational needs. Having completed the assessment and established their needs. The teacher needs to develop a lesson plan, reaching all the students and that will deliver the learning outcomes. Designing the learning: The teacher’s role is to develop a lesson plan to ensure the syllabus/course material are completed on time, taking into account the course length and sessions available. The teacher needs to design the sessions using different teaching methods that take into account the students learning style s. He will also need to consider the resources required and the assessment methods to be used. Implement (facilitate): The teacher (as facilitator) needs to deliver the plan of learning in such a manner to ensure students are engaged and focused in each session. Students will need to understand the aims of the session and the outcomes expected. The teacher needs to deliver the planned session material, using the various resources, activities (e.g. worksheets, QA) and teaching methods identified during the design stage. He needs to be aware that he may need to adapt the session if students experience difficulties. Assessing: The teacher (as the assessor) is responsible for the continuous assessment of the students in order to ensure students are involved and understand the session. It is important to use a variety of methods. Two of the most recognised are formative assessment which contributes to learning through providing feedback, and summative which demonstrates the extent of the learner’s success in meeting the required criteria. It must provide the teacher and student with a clear picture of the students understanding and progress being made. The assessments need to be reliable and consist enabling the teacher to provide any help required to make changes and improve the students’ progress. Evaluating: check learning and initiate change. The teacher must make sure all the administrative and organizational requirements have been completed, included the requirements by external bodies (i.e. awarding bodies). The teacher needs to evaluate the results of the students in the context of the course design, learning methods and resources used. This reflection needs to use to make the next session more successful. A teacher in the life-long learning sector needs to interact with other professionals depending on the situation. These may include managers, other support staff (e.g. librarians, technicians, facilities staff) administrators, managers, employers and governors. These conflicting demands may cause strain for the teacher. A teacher may be required to call on the expertise and advice of others in order to resolve issues faced by students e.g. abuse, illness, financial hardship, bullying, stress, study skills issues and depression. It is important to learn when a particular circumstance falls within their role or when it is more effectively dealt with by another trained professional. Often there is no clear line and it will depend on the issue the teacher is faced with, also causing strain. There are a variety of functions and professionals available to the teacher within the organization. A teacher is unlikely to come into contact with external professionals (e.g. Citizens Advice, Socia l Care), without prior internal consultation. A teacher must understand his own professional boundaries by acting professional, behaving appropriately towards students, being observant, managing inappropriate behaviour, creating a safe learning environment and only meeting students at the place of learning. He will undertake other many roles. Boundaries can be understood as the need to recognise role limitations and understand when further help is required, beyond what can be given. This is a point of referral and will depend on the nature of the student, the nature of the issue and the nature of the role the teacher is in. The teacher may identify behavioural issues and refer early to the tutor to resolve this. He may suspect undiagnosed cases of dyslexia or dyscalculia in more mature students and after discussions with the student, refer him to the learning support for assistance. A teacher may suspect a safe guarding issue (e.g. bullying at home or some form of abuse) due a student’s behaviour. This may be a vulnerable adult in a care situation. He should discuss this with the safe guarding officer and refer the student. The safe guarding officer can share information with other organisation to ensure appropriate action can be taken. Legislation applies to the lifelong learning sector and teachers must ensure that relevant legislation is met. It is important to keep up to date as it can change. A framework of acts has be implemented for the protection of children and vulnerable groups. The first, Protection of Children Act 1999 requiring adults who come into contact with children or vulnerable adults to be subject of an enhanced check by the Criminal Records Bureau. This was followed by the Children Act 2004 â€Å"Every Child Matters: Change for Children† (ECM). EMC promotes the well-being of children, young people (aged 0-19) and vulnerable adults focusing on five outcomes: Be healthy, Stay Safe, Enjoy and achieve; Make a positive contribution; and Achieve economic well-being. It introduced the requirement for information to be shared between organisations. The Safeguarding Vulnerable Groups legislation 2006 aims to prevent unsuitable people from working with children or vulnerable adults by vetting (Dis closure and Barring Service) all those who wish to do such work and barring those who pose a risk of harm based on the information held. Within FE institutions the role of the Safe guarding officer brings all these requirements together, ensuring sharing with other groups takes place. Health and Safety at Work 1974. This sets out the general duties employers have towards employees and members of public, and employees have to themselves and to each other. It defines the duties (so far as is reasonably practicable) the employer has to look at what the risks are in the work place and to take sensible measures to tackle them. The teacher must ensure learners are briefed appropriately to ensure a safe classroom (e.g. fire briefing), and to undertake risk assessment for any activities outside the classroom. Data Protection Act 1998 defines the law on the processing of personal data and governs the protection of personal data held by companies and organisations. It sets out eight data prot ection principles that are required to adhere to. There is an exception allowing the sharing of data for safe guarding. A teacher must follow the policy set down by the organisation using the systems and tools provided e.g. attendance tracking, progress tracking etc. Equality Act 2010 protects people from discrimination in the work place and wider society. It brings together several pieces of legislation covering discrimination. It defines a number of protected characteristics (age, disability, gender reassignment, marriage and civil partnership, race, religion or belief, sex and sexual orientation) for which groups or individuals cannot be discriminated against. The teacher must be aware of these and ensure that he is inclusive and does not exclude any student. A teacher needs to be aware of the role of a number of other bodies such as: Ofqual regulates qualifications, examinations and assessments in England. Its task is to maintain standards by recognising and monitoring organisat ions that deliver qualifications. Ofsted inspects and regulates services which care for children and young people, and those providing education and skills for learners of all ages. It set standards of teaching in schools and colleges, initial teacher education, work-based learning, and other such services through an inspection/regulatory framework in England. It is important that teacher’s know and understand Ofsted’s inspection framework. Awarding bodies develop and award qualifications to meet the needs of learners, employers and other stakeholders. They focus on developing qualifications, approving centres to deliver these. Teachers work closely with these bodies in the development of courses and delivery. Institute for Learning (IFL) is the independent body for individual teachers, trainers, tutors, assessors and other professional the further education and skills sector. It is important as it introduced a code of practise (2008), covering professional integrity, respect, reasonable care, and professional practise, thus providing a professional standard for FE teachers. Membership became voluntary (2012). Many of its responsibilities will be transferred to the Education and Training Foundation (2014). Task B reflective account Explain why it is important to promote appropriate behaviour and respect for others It is important to promote appropriate behaviour and respect for others to create a safe learning environment in which all students will have an equal opportunity to learn. This can be achieved through a defined set of ground rules for the group of learners. There are a variety of ways this can be achieved. I can set them as the teacher, or the learners can set them or we can do it together. It is best to have the rules agreed jointly and this can be done in a group discussion. Students are more likely to follow these grounds rules as they participated in their formation and will feel ownership. Ground rules should be written down and a copy given to all students and displayed in the classroom. I as the teacher still have a central role as Wallace (2007) states â€Å"The teacher can themselves provide a model of appropriate behaviour†. My behaviour needs to reinforce the â€Å"ground rules† by me being on time, treating all students as individuals, supporting students a s necessary, teaching in an inclusive way and encouraging students to behave in a positive way. This will establish a positive and respectful working relationship, enabling me to focus on managing and challenging inappropriate behaviour demonstrated by any of the students. The methods used by me need to address issues early, they need to be non-judgemental, not put a student down, or use inappropriate language. The key is to maintain respect. Explain ways to promote equality and value diversity It is vital to promote equality and diversity in the FE sector. As a teacher I have to be inclusive and accessible to all my students, respect and celebrate the diversity of them as individuals, and ensure that I exclude no one through my actions: Equality I must ensure that every student is treated in the same way and I meet their needs, and if need be in different ways. All students are entitled to be taught according to their needs irrespective of differences. I will have assessed each students learning style, and I have to adapt my teaching style to help students overcome any learning difficulties they might have. I need to take those differences in account when I delivery the course material, and have the appropriate resources available for students with disabilities or learning difficulties. I need to ensure classroom is physical suitable for all the students. I must challenge any inappropriate behaviour e.g. inappropriate discriminating language, bullying. Diversity This appli es to everyone regardless of age, sex, religion, race, or nationality. As a teacher I have to recognise that students learn in different ways, and to take this as well as their social/cultural backgrounds and the experience they bring with them into account. Lesson plans must include realistic learning challenges students can achieve, whilst allowing for diversity through differentiated activities. I must be prepared for these activities. These activities can draw on the diversity within the group e.g. different religious festivals, living in different cultures/countries, and different life experiences. Explain why it is important to identify and meet individual learner needs Petty (1998:69) states: ‘All students must feel that they are positively and equally valued and accepted, and that their efforts to learn are recognised, and judged without bias. It is not enough that they are tolerated. They must feel that they, and the groups to which they belong (e.g. gender, social-class or attainment groups) are fully and equally accepted and valued by you, and the establishment in which you work’. It is important for me as the teacher to identify and meet individual learner needs in order to ensure students’ can learn and achieve their goals irrespective of any barriers that might exist such as race, gender, social group, disability, age, sexual orientation or religion. Every learner must have equal access to the learning opportunity so he can maximise his potential. I do this by identifying needs of the students through continuously assessing their progress and their performance during the course and individual session. This taken with my p reviously established understand of their learning styles will allow me to prepare the session material in several ways to ensure all students needs are meet, that they are able to fully understand meet their learning outcomes. I must provide any students with special educational needs support within the regular session and not to isolate them. By understanding the students’ needs I can use a variety of different teaching styles (e.g. language, body language, visual aids, and multi-media material) to ensure none of the students are isolated and are able to fully participate in the session. It is also important to understand the students’ needs as this will enable me to gain an insight in what motivates them and why they want to learn. I can engage them more fully in the learning experience, leading to improved outcomes for them. In teaching Maslow’s â€Å"hierarchy of needs† (Maslow.A.1943) and the expectancy-value theory of motivation (Eccles.J.1983) pro vide a framework to understand motivation.

Analysis of The Outcasts of Poker Flat by John Oakhurst :: The Outcasts of Poker Flat John Oakhurst Essays

Analysis of The Outcasts of Poker Flat by John Oakhurst John Oakhurst is the main character in â€Å"The Outcasts of Poker Flat†. John is an outstanding person and has some phenomenal traits. Such as that he is unusually calm, courageous, and modest. John has shown numerous times in â€Å"The Outcasts of Poker Flat†, that he is an extraordinarily calm person. One time in which Mr. Oakhurst showed extreme calmness is when the men come to take him away, and he just took what is coming. That to me shows extreme calmness. Another time when John Oakhurst shoes his trait of calmness is when he has to walk on foot back to Poker Flat to save Piney. John just said that he would try, and off he went. No worries or second thoughts about it. Those two things to me, show that John Oakhurst is a extremely calm person. John, the gambler, is an extremely courageous person. He has proven this by a number of actions in this story. First of all he shows tons of courage by not getting scared when the travelers and him get snowed in. If it where me I probably would have run off like Uncle Billy did. Another example of when Mr. Oakhurst showed courage was when he kicked Uncle Billy to stop him from laughing. Most people would have just told him to stop laughing. But not Mr. Oakhurst, he just gave him a swift kick in the stomach. That to me shows the utmost courage in the world. Another one of John’s traits is that he is overwhelmingly modest. Mr. Oakhurst’s modesty is proven numerous times in this short story by Brett Harte. One of those times is when John puts the death card on the tree, he doesn’t boast about dying while trying to save a life. He simply states that he ran out of luck on a certain day. Another time in which John displayed modesty is when he never boasts of winning all that money during card games.

Integrating Art in Elementary School Curriculum Essay

We are living in a world full of art. Everywhere we look, every shape, size and color represent art. From the films we watch to the cover of our books, from the interior of our house to the design of our clothes, art is present. In our modern times, art is usually described in its aesthetic sense. Art comes in drawing, painting, sculpture, architecture, poetry, music, cinema, and in almost anything.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   By definition, â€Å"art is any human effort to emulate, enhance, change, or neutralize the work of nature. It is also the conscious production of colors, sounds, forms, movements, and any other element in a manner that affects the sense of beauty and aesthetics. † (Art)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The elements of art, which can help us to understand better art’s aesthetic values are color, shape, line, value, space, form and texture. Color refers to the intensity of the colors used as well as with the brightness and darkness of colors. Shape refers to the â€Å"meeting of lines†. Lines are the primary element in any drawing. Value is the lightness and darkness or color, when it is combined with the hues. Lastly, form is the dimension of a shape. It can be a two or three dimensional shape.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, the principles of art can also help us to better understand our perception of art. When combined with the elements of art, to enhance the aesthetic value of art.   These are balance, proportion, contrast, emphasis, pattern, rhythm, harmony, unity, variety and movement. Balance is the principle of art wherein the other elements should not be overly done for the symmetry of a certain artwork. Contrast, on the other hand, is the idea of showing distinction by breaking repetitions in an artwork to draw focus in a certain area. Furthermore, proportion is the relative locations, shapes, and sizes of the objects or ideas in the artwork.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The term art also has something to do with visual experience or object which was created through by expressing a skill or by using the imagination. Art’s purposes also ranges from the aesthetic to the utilitarian point of view. (Art)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is what we call the â€Å"utility of art†. It is where the utility or use of art enters. Graffiti is a kind of art which is used as a medium of self-expression. In the social context, graffiti can be used as a means to calm the internal being and boost one’s morale. One the negative context, it can be a form of black propaganda, and thus deteriorating other people’s lives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Knowing these, it can be concluded that it is of great importance for young people to appreciate art. It is also a common fact that because of the advent in technology nowadays, what with the computer games and other modern gadgets, kids find it hard to involve themselves in art. It is now a common problem for elementary school art teachers to find ways to help the children in the appreciation of art.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The concept of aesthetic is a very important consideration in teaching art especially to young children. Aesthetic is a philosophical branch that deals with the â€Å"criteria of artistic judgment†. Art’s classical conception was formulated by ancient art masters Plato and Aristotle, and developed by modern artists such as Benedetto, Croce, Kant, etc. (Art)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since art is the first thing that one observes, it is essential to focus on the aesthetic value of an art for the children to better appreciate it. There are different ways on how to improve the teaching of art (in particular with third graders).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Firstly, consider the modern technological advancement and use it as an advantage. Since it was concluded that most students are hooked with the computers, why not use it as a means to let them be interested. Use the computer to show them digital photography. Play games with the computer using famous computer games characters and relate it to art. Only if you make them interested in something will they’ll be able to learn, and this is one sure way to make them interested.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Second, change the ambiance of   your classroom. The environment is a very big factor to consider for the students to learn. Make it more vibrant, more colorful, and more appealing to Grade3 students.   Put some designs on the wall. Instead of using a normal chair, let the children play inside by putting a larger working space for them to interact with one another.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lastly, PLAY. Always remember that you are dealing with small kids. Always keep in mind that children needs time to play, and what else is the best way to make them learn that to integrate learning with playing. Information plus entertainment equals learning. Children love to play. They love interacting with one another. By doing this, it is a sure way to make them learn. Sources:    (Art) Retrieved on September 7, 2006 from http://en.wikipedia.org/wiki/Art (Art) Retrieved on September 7, 2006 from http://www.answers.com/art&r=67 (Art) Retrieved on September 7, 2006 from http://www.Britannica.com

The Ultimate SAT Biology Subject Test Study Guide

The Ultimate SAT Biology Subject Test Study Guide SAT / ACT Prep Online Guides and Tips If you’re applying to selective schools, you might have to submit SAT Subject Test scores along with your regular SAT (or ACT) scores. The Biology Subject Test (also called Biology SAT II) is a popular one because a vast majority of students take biology in high school, and most students find it less intimidating than chemistry or physics. This test can be a great way to fulfill your Subject Test requirements, especially if you plan on studying biology in college and want to show off your skills. In this study guide, I’ll give you all the background information you need to start studying for the Biology Subject Test as well as example questions, practice materials, and study tips to use along the way. Biology SAT Subject Test Overview: Format and Test Dates In terms of Biology SAT Subject Tests, you can choose to take either Biology Ecological (Biology-E) or Biology Molecular (Biology-M). According to the College Board's descriptions of the two SAT Subject Tests, Biology-E "leans more toward biological communities, populations, and energy flow," whereas Biology-M is more "geared toward biochemistry, cellular structure and processes, such as respiration and photosynthesis." Both versions have the same test format and guidelines: Total Time: 60 minutes Total Number of Questions: 80 multiple-choice questions Scoring: Scored on a scale from 200 to 800 No calculator allowed! Sixty of the questions are identical for both versions of the test, while the last 20 are specialized to either E or M. Biology E/M is offered on the May, June, August, October, November, and December SAT Subject Test dates. Should You Take the Biology Subject Test? Which Version? Now that you understand what the Biology SAT Subject Test entails, should you take it or not? To help you decide, you need to first find out if any of the schools you’re applying to require or recommend SAT Subject Tests. You can do this by simply looking at our other article for a full list of schools that ask applicants to send Subject Test scores (we also introduce these schools’ specific requirements). If you already know that you need to take Subject Tests, there are a few reasons you might look to the Biology test as a viable option. Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. When to Consider Taking the Biology Subject Test Here are three cases in which it's a smart idea to consider taking the Biology SAT Subject Test. #1: You Just Took a Biology Class It's best to take the test in the spring right after you finish a biology course to cut down on study time. Here is the College Board’s recommended preparation for the Biology Subject Test: A one-year introductory college preparatory course in biology A one-year course in algebra Laboratory experience The Biology Subject Test is an especially good idea if you’ve just taken AP Biology (and have already prepared for the AP test). Subject tests are less intense than AP tests, so in comparison, it will probably seem like a breeze to you. #2: You Haven't Taken a Science Subject Test Most colleges that require or recommend SAT Subject Tests are looking for one in the humanities and one in the sciences (except for a couple of outliers such as MIT, which wants math and science Subject Tests). If you need to take a Subject Test in the sciences and you’re nervous about it, Biology is the way to go. It should be slightly easier for you than Physics or Chemistry will be if you’re a stronger humanities student. Why? The Biology test involves fewer obscure concepts and calculations, and you can rely slightly more on memorization and basic logic to answer the questions. #3: You Have a Special Interest in Biology If you’re interested in pursuing biology as a course of study, it’s a great idea to take the Biology Subject Test as a way to demonstrate your aptitude for the subject. If you’ve also done other specialized programs or projects in high school related to biology, taking the Subject Test will only bolster the cohesiveness of your application. Alright, let's do this. Assuming some or all of the factors listed above apply to you, and you’ve decided to take the test, there’s still one more decision to make: Biology E or Biology M? How to Decide Between the Biology E and Biology M Versions I gave you a short description of the content of each of these two tests in the previous section, but it probably wasn't enough information for you to make a decision. This choice ultimately comes down to whether you’re more comfortable with the macro or micro aspects of biology. SAT Biology-E deals more with large-scale energy flow in ecosystems and changes in the environment over time. By contrast, Biology M focuses more on the chemical elements of biology that occur on a minuscule scale. If you’re more of a science-oriented student, you’ll probably be better off with Biology-M. If you’re more into subjects like history and English, Biology-E might be a better choice. Keep in mind that the two tests aren’t completely different. There are only 20 questions out of 80 that are specific to either E or M. For this reason, I wouldn’t stress too much over your choice. If you took a biology class and did reasonably well in it, you shouldn’t have a problem with either version of the test. Oh, and for anyone who’s wondering- yes, you can take both Biology-E and Biology-M, but you can’t take them both on the same test date (makes sense, considering they’re almost the same test!). Biology-M is more about this type of stuff. You know- all the creepy things happening at the molecular level inside your body. Right. Now. What’s on the Biology SAT II? Here’s a content overview provided by the College Board that lists the division of topics for each version of the Biology SAT Subject Test: From the chart, you can see that many more questions are devoted to Cellular and Molecular Biology on the Biology-M test, and many more are devoted to Ecology on the Biology-E test. Notice that Biology M also has slightly more questions on Genetics, whereas Biology E has slightly more questions on Evolution and Diversity. Both tests have the same number of questions dealing with Organismal Biology. These topics should all be familiar to you if you’ve taken a biology course. The types of skills tested on both Biology-E and Biology-M include the following: Recalling fundamental concepts and specific facts (about 30% of test) Applying biological knowledge to practical scenarios presented on the test and solving problems using mathematical relationships (about 35% of test) Making inferences and forming conclusions based on qualitative and quantitative data (about 35% of test) Essentially, 70% of questions will present a scenario and then ask you to make deductions or calculations based on it. The scenario could be a chart of bacteria growth or a description of a lab procedure. It’s important to know the fundamental parts of an experiment (independent and dependent variables) and be able to project your understanding onto unfamiliar situations. The other 30% of questions just ask you to recall biological facts directly. I'll provide examples of different types of questions you can expect to see on the test in the next section. You might see questions about changes in species population density in a particular ecosystem. It's the ciiiiiircle of liiiiiiifeeeee! Biology Subject Test Question Types Here are a few official examples of the different types of questions you might see on the Biology Subject Test. Each question corresponds to one of the three skills I mentioned above. Type 1: Data Interpretation As I mentioned in the previous section, many of the questions on the test ask you to look at data and make deductions from the information given. In this question, although species Y isn’t explicitly mentioned in the chart, we know from the background information that whatever percentage of species X is planted, species Y seeds must make up the remainder. To answer the question, we have to figure out where the graphed line intersects with the line that indicates the 25% mark on the x-axis (that is, the harvest at the point where 25% species X and 75% species Y were planted). It appears that the harvest was 50% species X, which means it must also have been 50% species Y. Therefore, the correct answer is C. Type 2: Applying Concepts In this question, you’re asked to apply your biology knowledge to a given situation. Why did the results recorded in the graph occur based on what you know about the experiment? From the background information (and from studying for the test), we know that thymine is one of the four main nucleotide bases present in DNA. Choice E makes the most sense as an answer to this question because as the embryos develop, they’re consistently forming DNA using the radioactive thymine that’s available to them. As I wrote above, you'll also be asked to apply your knowledge of the scientific method and lab procedures to specific scenarios on the test. Take a look at the next question dealing with this radioactivity experiment: The correct answer is choice C. This would be an appropriate control scenario because RNA contains uracil instead of thymine. The results of the experiment upon adding radioactive uracil would demonstrate definitively that the original experiment measured DNA and not RNA synthesis. Type 3: Recalling Facts You'll also see questions like this on the Biology Subject Test that ask you to recall basic facts. The answer to question 1 would be (B), and the answer to question 2 would be (A). Sometimes these questions are accompanied by diagrams. Here's an example of one in a slightly different format: This is a little more challenging since you need to identify the parts of the flower that the numbers are labeling and also remember the functions of those specific parts. The answer to question 6 is (A), and the answer to question 7 is (D). 10/10 would pollinate. Where to Find Practice Materials for the Biology Subject Test If you're looking to prep for the Biology SAT Subject test, you'll need some quality study materials. I've compiled a list of where to find the best practice tests and review guides. Free Online Sample Questions and Tests This is a list of online (official and unofficial) practice materials for the Biology E/M Subject Test. Most of these resources don't provide complete practice tests, but there are tons of questions available that will expose you to the full range of the content on the exam. Official Biology Subject Test Practice Questions We'll start with the best of the best: official practice questions created by the College Board. All of these questions are extremely realistic and very similar to the ones you'll see on test day. General Biology: 24 practice questions with answer explanations. Biology-E: Five questions specific to Biology-E. Biology-M: Five questions specific to Biology-M. The SAT Subject Tests Student Guide: Pages 20-24 offer a total of 17 biology questions (11 on general biology, three on Biology-E, and three on Biology-M). Answers and explanations are available here. CrackSAT Practice Tests and Questions Although all of these tests are much shorter than the real thing, they're still incredibly useful as practice materials. Note that since there's less of a focus on lab and data analysis, these questions might be less challenging than those on the actual test. SAT II: Biology Google Site This site has two full-length practice tests and two diagnostic tests. It doesn't have automatic scoring since all pages are scanned PDFs, so these are good to print out and take like the real test. Be sure to emulate real testing conditions as closely as possible: follow the official time limit and take them in a quiet room without distractions. Free Online Content Review Khan Academy is a free website and partner of the College Board that provides tons of learning materials, including video lessons, practice questions, and answer explanations, for the SAT and various school subjects. Its biology section is especially helpful since it offers an overview of essential concepts, many of which you'll find on the Biology SAT Subject Test. In addition to in-depth videos that teach you the basic (and even more advanced) biology concepts, Khan Academy offers more than 80 biology practice questions. While these questions don't look like those you'll see on the Subject Test, they're still useful for helping you learn and retain the fundamentals of the subject. Paid Review Books In addition to free resources, there are a few helpful review books you can buy that are specifically for Biology E/M. You can also check out this article that focuses on the best books to use for the Biology Subject Test based on your score level. The Official SAT Subject Test in Biology Study Guide: This official book is a must-have. It includes two full-length Biology tests (that were actually administered in the past!) as well as detailed answer explanations and a few test-taking tips. Buy it for around $13 on Amazon. The Official Study Guide for ALL SAT Subject Tests, 2nd Edition: This book contains official practice tests for all SAT Subject Tests, including, of course, the Biology test. It's a good choice if you're planning to take other SAT Subject Tests and prefer having one comprehensive resource. The current price is around $19 on Amazon. Barron's SAT Subject Test Biology E/M, 6th Edition: Although this is an unofficial resource, it's got a lot of material you can work with, including more than 350 questions and two full-length practice tests. It currently sells for about $16 on Amazon. Cracking the SAT Subject Test in Biology E/M, 16th Edition: This book by The Princeton Review aims to get you a perfect 800 on the Biology test. Although its questions aren't as realistic as those in official resources, it does offer a solid array of learning material, from helpful test-taking strategies to practice tests. You can buy it for around $14 on Amazon. Sterling SAT Biology E/M Practice Questions: High Yield SAT Biology E/M Questions: If you want a comprehensive resource of Biology practice questions, look no further. This book offers an astounding 1,500+ practice questions and answer explanations. The current cost is about $23 on Amazon. And when you're done taking practice tests, you can reward yourself with something that would be unacceptable to consume in public. In the immortal words of the Goo Goo Dolls, "And I don't want the world to see me / 'Cause I don't think that they'd understand / When everything's made to be chocolate / I just want you to know who I am." Want to get better grades and test scores? We can help. PrepScholar Tutors is the world's best tutoring service. We combine world-class expert tutors with our proprietary teaching techniques. Our students have gotten A's on thousands of classes, perfect 5's on AP tests, and ludicrously high SAT Subject Test scores. Whether you need help with science, math, English, social science, or more, we've got you covered. Get better grades today with PrepScholar Tutors. How to Study for the Biology Subject Test Here are a couple of pointers to keep in mind as you study for the Biology SAT Subject Test. Don’t Over-Prepare Remember that this isn’t an AP test- there are no free-response questions, and much of the test involves interpreting information that’s already been provided to you. Therefore, if you recently took a final exam for a biology class or the AP Biology test and felt pretty confident about your performance, you shouldn’t have any issues acing the Subject Test. I’d still recommend taking a practice test (as discussed in my next point), but there’s no need to kill yourself with studying if the information is fresh in your mind. If it’s been a year or so since you took a biology class, a few hours of review might be in order. Again, though, this test shouldn’t be especially challenging for you if you’ve already completed a mid- to high-level biology course. Take Plenty of Practice Tests Even if you feel very comfortable with the subject matter, you should take at least one practice test as an experiment to see how high you’re scoring. This way, if you’re at a satisfactory score level, you can avoid wasting time with additional studying. If your results are lower than expected, analyze your mistakes and then study the relevant content areas (or just do similar practice problems if your mistakes are related to data interpretation more so than they are to general biology knowledge). You can also do some practice questions for each version of the Biology test on the College Board website and/or those in the other resources listed above. Practice tests can help raise alarms about unexpected problem areas on the test. Acing the Biology Subject Test: 3 Essential Test-Taking Tips In this section, I'll give you a few tips for when you actually sit down to take the Biology SAT Subject Test. Tailoring your strategy to the format and content will do wonders for your score! Tip 1: Read the Background Information- but Don’t Overthink It As you saw from the examples above, questions on the Biology SAT Subject Test often come paired with background information to contextualize the data being provided to you. This will come in the form of a paragraph that describes the experiment so you don’t get confused when you look at the corresponding chart or graph. Always take a moment to read this paragraph, as it sometimes contains information that isn’t clear if you view the data in isolation. However, don't get too wrapped up in understanding every aspect of the experiment. It’s best to maintain a practical mindset and just focus on understanding the parts you need to know so you can answer the questions. Take the second sample question above. Here it is again for your reference: You can see that some of the information in the paragraph- such as the fact that radioactivity was measured in "counts per minute"- doesn't actually help you answer the question. Be efficient, and avoid dwelling on smaller details that might not be important. Tip 2: Don't Linger on Hard Questions As you're taking the Biology Subject Test, you might come across some questions you can't figure out right away. If you spend more than 30 seconds on a question without getting any closer to the correct answer, skip it for the time being and move forward. Lingering on problems that give you trouble spells danger for this test, so try to answer all the less challenging questions first so you don't run out of time at the end and miss any easy points. Tip 3: Keep Guessing to a Minimum Although there's no guessing penalty on the regular SAT, SAT Subject Tests are still under the fractional-point subtraction's reign of terror. This means that guessing incorrectly is worse for your score than leaving a question blank. Answering a question incorrectly on the Biology Subject Test will cause you to lose 1/4 a point, leaving a question blank results in no loss or gain of points, and answering a question correctly earns you one point. As a result, don't guess on a question unless you can eliminate at least one wrong answer choice. Otherwise, you're taking too much of a risk. If you're completely stumped by a question, just leave it blank. If you can't decide between five answer options that all seem equally viable to you, leave the question blank. Conclusion: How to Prep for the Biology SAT Subject Test The Biology Subject Test can be an easy and convenient way to fulfill your SAT II requirements for college applications. You have the option of taking either Biology-E (ecological) or Biology-M (molecular), but 75% of the questions are the same on both tests. Both versions of the test are an hour long and include 80 multiple-choice questions that deal with topics ranging from cell biology to genetics to evolution. Though these questions mostly cover basic biology knowledge, there's also a significant amount of data interpretation and analysis of experimental scenarios. Take a practice test to see where you stand, and do additional studying if you find your knowledge is lacking. If you were successful in your high school biology class, you should generally have no problem doing well on this test with just a little bit of preparation! What's Next? Are you currently taking AP Biology? Learn more about the format and content of the AP test, and get a rundown of the best resources you can use to study for the exam! You should also read our complete review guide for AP Biology. You can use it to brush up on some skills that will come in handy for the Biology Subject Test as well. While you're studying for the Biology Subject Test (or even if you're just taking bio), take advantage of our articles reviewing key bio concepts. Start with our exploration of the distinction between homologous and analogous structures, then go on to our guides to enzymes, the photosynthesis equation, cell theory, cell membranes, and the endoplasmic reticulum. Still not sure whether you should take the Biology Subject Test? Check out this expert advice on which Subject Tests you should take based on your goals and interests. Need a little extra help prepping for your Subject Tests? We have the industry's leading SAT Subject Test prep programs (for all non-language Subject Tests). Built by Harvard grads and SAT Subject Test full or 99th %ile scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Learn more about our Subject Test products below:

Churches in Medieval Times essays

Churches in Medieval Times essays The medieval period was at the very best a down period for civilization. Though not completely without advancement or good points, the period certainly lacked the credibility that other periods of time held in terms of enhancing the overall good of mankind. The Christian church, was certainly a primary force in the lack of success during this period. Owning almost ninety percent of all land, and ruling over the majority of the population with little compassion, the church, and the related nobility did little to quell social problems, and even less to foster learning and intellectuality. As a result, the church was responsible for the majority, if not all of the problems that arose during the medieval period. Evidence of the medieval period being very bad for man can be seen throughout many aspects of medieval society. Take, for instance, the level of intellectual thinking during the period. Something, which flourished during the rise of the Roman Empire, but seemed to fall off the face of the earth after its collapse. The problems lied in the church, as the only people trained to read and write properly were monks and high officials of the church, who were locked away behind the walls of the church. Essentially the church limited intellectuality to those who it felt it could trust. If a peasant were to think for himself, thought the church, who knows what could happen to the hierarchy that we cherish. The lack of intelligence among the peasants was clear. Take, for instance, the mapping system of the period. Though accurate maps were available, the church put out maps that were not accurate and told the public they were true. And the public believed. There was, however, some advancemen t in technology, but most of it can be linked directly to the church. An example of this was in the area of architecture, where medieval architects took the art of cathedral building to a new level. Though not as stunning a jump as there was during th...

Successful Implementation of Electronic Health Information Technology Assignment

Successful Implementation of Electronic Health Information Technology - Assignment Example ting the EMR system in the hospital include quick processing of information, accuracy of information, completeness and relevance of information, increased information security based on authentication rules, and data consistency. Today, electronic health records have become an important aspect of a healthcare organization based on its role in successful completion of all tasks using the information appropriately collected, stored, retrieved, and analyzed by the electronic medical record systems. The collected information can be used by different health departments in the decision-making processes. Before actually purchasing and implementing the system, the management of my hospital conducted a survey to know the viewpoints and concerns of all indented users of the system including nurses. This reason behind this was to make every user well-informed about the working and need of the new system, as well as to address the concerns of all users. Nurses were particularly included in the survey because the management believes them to be an important role player in the overall information management system. Nursing personals play a dynamic role in the successful adoption of healthcare information systems (Hsiao, Chang, & Chen, 2011, p. 150). When the system was purchased in our hospital, the management conducted a two-week training program in which all users including nurses were provided with all relevant information about the system. Moreover, the users were also given practical training of using the system. As an end user, I feel that I have played my role in selection and planning of the new HIT system. Several issues can occur if the management does not take into account the concerns of nurses while planning for any new system. For example, if nurses are not informed about the new system before purchasing, the management can never know the exact requirements of the system as the result of which they may need to purchase another system in a short time. Similarly, if

Discussion of Outsourcing and Its Pro and Cons Assignment

Discussion of Outsourcing and Its Pro and Cons - Assignment Example The IT functions include but not least software development, maintenance or support services in which the company deems cheaper to operate (Gartner, 2013). This occurs when an organization finds that it's cheaper to contract a third party to manage it IT than building an in-house IT department, or out-source a software or data storage than buying and maintaining its own. IT insourcing is acquiring or taking back the IT functions that have been previously been outsourced to a supplier or a third party provider (3P). In insourcing, the company takes control of the valuable business process and cease entrusting the functions to a 3P. The main difference between insourcing and outsourcing comes in the cost of the company, hence insourcing is more expensive as the company has to start from scratch whereas outsourcing the work is already flowing and the employees are familiar with the job (Marquis, n.d.). To achieve the same results insourcing firm uses its own acquired resources whereas in case of the outsourcing the firm uses the resources of the 3P. Insourcing involves placing a new location site for the operation site within the confines of the four walls of the organization, whereas involves using a facility that it’s outside the vicinity of the company. The insourcing the firm has total control of the employees and IT business process; whereas in outsourcing the management lacks or has no control over the way 3P operates (Marquis, n.d.). IT offshoring is relocating of IT business process from the primary country to another one to lower the administrative costs or due to lack of expertise in the primary country. This is mainly to take advantages of local resources, reducing costs and increasing the local market share; offshoring firm does not lose the ownership and the operations remain intact and unchanged (Lu, 2011).