Eli Whitney and Interchangable Parts

U. S. History–Presentation for 10/25/11 on â€Å"Eli Whitney and interchangeable parts† In the late 1700s, in addition to inventing the cotton gin, Eli Whitney also came up with the idea for interchangeable parts. This was the pre-manufacturing of machinery pieces that could be quickly assembled to make a functioning piece of equipment, such as a gun. Before Whitney, each gun had to be handcrafted, and each one was different in its assembly.This meant that it took a long time for them to be made or repaired. When Congress voted for a war with France in 1797, Whitney saw an opportunity to market his idea because he knew a lot of guns would be needed to fight the war. Whitney obtained a federal grant from the government in 1798 to build 10,000 muskets for the army in 2 years, which was a ridiculous proposal for the time period.He applied the idea of interchangeable parts to the production of firearms and created a machine that could make exact copies of individual compone nts of guns. These could then be assembled faster and more efficiently, thus saving the government time and money. Although it took him eight years to complete the project instead of two, Thomas Jefferson and John Adams among others were both impressed with Whitney’s invention when he came to the Washington area to defend it.News of the success of interchangeable parts spread quickly, and by the War of 1812, the leading firearms manufactures in America were using the system to produce weapons at an alarming rate. By the 1950s, firearms manufactures around the globe had adopted interchangeable parts thanks to America’s success. Whitney’s breakthrough also affected and helped to develop other industrial activities. Cars, sewing machines, clocks, and typewriters were all being assembled with interchangeable parts. This also would lead to the rise of the assembly line.

Goody Proctor Essay

He asked the question in such surprise and disgust, the author has been very extreme in many every day situations that we would think ordinary, another example is, ‘Martha my wife. I have waked at night many a time and found her in a corner, reading a book. Now what do you make of that’ this tells us how the people of Salem cry witchcraft at anyone different, that something so ordinary to us may be deemed evil to another. Arthur Miller shows us how different there morals lie and this in turn contributes to our understanding of how Abigail lets things spiral so far out of control. When realizing the cultural difference and conversely the vast similarities that, though sometimes unnoticed, effected both the McCarthy trials and correspondingly us today; it makes the reader draw detections from there own lives and feel empathy for the characters and there unfortunate circumstances. The puritan rules add to the hysteria, as it makes simple life choices so dramatic, Marriage is a main pillar of the puritan lifestyle an example of how marriage becomes more imperative is shows this is the name ‘goody’ this is the name given to puritans who are married. This shows us that to puritans class married women above others. In puritan realign one is not considered an adult until they are married, this also puts pressure on children to find a husband, this status is shown in an argument between john Procter and Marry Warren ‘I’ll whip the devil out of you†¦ go to bed’ -‘I’ll not be ordered to bed any more, Mr. Procter! I am eighteen and a woman, however single’. Marry Warren is generally a timid charter but she wants to be classed as a women despite the fact she is not married and because of that she is forced to speak out. This quote shows that a The whole of the puritan lifestyle in focused on marriage and church, both of which Abigail is tampering with, and to understand part of the reason as to why the people of Salem were so distort over whelmed and bewildered at how to cope with the accusation of witchcraft is that puritan people live a sheltered life restricted by the enforcers of there realign. An example of this is ‘uncle we did dance†¦ I’ll be whipped if I must’ to our modern day society and people in the 1950’s this would seem outrageous and over barring that they want to control your life, but author miller is drawing links between capitalism and Puritanism, both trying to control peoples idea and way of life. It proves that the majority of people believe in what there told by there elected authority, capitalists say communism is bad; they then go round destroying the life’s of those who challenge them. In Salem they say all you must have in your life is church and marriage people that try a devoid from their rules e. g.  supposed which’s, were prosecuted and eventually killed. But there comes a point where a person must stand up for what is clearly and ethically wrong, in the McCarthy trial it was Arthur miller through writing this play, and in Slam it was john Procter, the protagonist in this tragedy, the main character, author millers own creation. The author perceptively wrote Abigail’s fictional self based on that of a real person, whose identity adds to the depth of the character; a young girl named Abigail Williams, aged 10 in the McCarthy trials was Arthur Millers foundation for the fictional character that was later formed. At first the most noticeable feature is there difference in age however when looking at the fictional Abigail Williams immaturity insinuates this make them more similar than first perceived this is shown in the quote ‘[with a flash of anger]: How do you call me child’ this shows her irrational unstable emotions and insecurities and as a result her actions make her seemingly more childlike as she seems to be oblivious to the damage she causes throughout Salem. This is also displayed in the way she talks to her friends an example is in the quote ‘I say shut it, Marry Warren! ‘ this demonstrate how immaturely and impatiently she deals with people. Another example is though the way she talks to the reverend about others â€Å"It’s a bitter woman, a lying, cold sniveling woman†¦ Goody Proctor is a gossiping liar! † she is talking to her uncle a senior and supposedly respected family member refer more a man of highest authority within Salem. Yet despite this fact she is still rude, unforgiving and disrespectful whilst in the presence of a man of the church Abigail doesn’t refer to her as a person with feelings rather uses the words, ‘it’s’ and ‘woman. Moreover she uses lying, cold and sniveling, three descriptive words to emphasize her point, this repetitive technique is a demonstration of how grammar and techniques like this contribute to her subtle yet calculated persuasion. Finally even the grand judge of the court Danforth, ‘if you make me answer that question I shall leave and never come back! ‘ this show that even when the truth is shown she is so stubborn that she will deny it until she is blue in face, even when she is about to be proved wrong she stands her ground as she cannot handle anyone challenging her self authority like a child having a temper tantrum. Abigail is determined in her will to acquire john Procter so much so she comes across as spoilt and stubborn. This is shown in the quote ‘you love me John Procter an what ever sin it is you love me yet’ This childlike character trait is very important as her stubborn and irrational ideas are what drive her to continue accusing witches. Abigail’s sharp mind helps her convincing overpower the people around her. The other girls look up to Abby, she is always sure in herself ‘insert quote’ this makes them idolize her and consequently this prompts the girls do what she wants, an example of this is said by one of the girls Marry Warren ‘what’ll we do? The whole country’s talking witchcraft! They’ll be calling us witches Abby’ this show that they confide an trust her, she uses Abigail informal name ‘Abby’ this suggest she sees Abigail as a friend, this is supported as they turn to her for advice as she seems more mature, but her scheming mind uses this admiration to force them to do as she demands. Her controlling nature is also apparent in the quote ‘Betty? Now Betty dear wake up now. It’s Abigail. I’ll beat you Betty! †¦ My you seem to be improving’ she’s uses a rage of different devices to suit the target audience, in this case Betty is a small child, and so she play’s on her dependence on Abigail, by instilling fear this is done through using changes in approach such as variations of tone at first gentle then angry and then comforting, she even resorts to threats till she gets her to talk, she takes the audience through emotional ride with unexpected twists this makes her good not just as a fascinating character but as a device on stage. Secondly innocent people within the village, ‘I wrote in his book; I go back to Jesus; I kiss his hand. I saw Sarah good with e the devil! I saw goody Osborn with the devil! I saw Bridget bishop with the devil! ‘ this also shows she has no remorse as she continually accuses and as a results has them killed. Thirdly Abigail is clever this adds to her manipulation she works out how to get around people, a quote which shows this is, ‘we danced†¦ that is all†¦ breathe a word about the other things, and I will come to you in the black of some terrible night and’ however although Abigail sees her self in a higher status to the other girls and as such comfortable in making them experience weakness so they feel reliance upon her. Arthur miller wrote ‘the Crucible’ as a Tragedy this adds to the drama created by the charters, as we know they are destined for a disastrous and untimely end. The author has included typical themes used in a tragedy. Firstly he is describing the downfall of a great man in this case john Procter. What makes him grate is that he is the only person that sees through the high courts for what they really are however he gave in to temptation ‘insert quote about john sleeping with Abigail’ this quote tells us his hubris, his weakness it was that he lusted after Abigail and committed adultery. She is his weakness an as such is a hamartia, the person that causes the downfall of the protagonist. Abigail’s importance as a hamartia is so vital to the play, so much if she hadn’t of slept with john, the chain of events that led to his death and the many others in the witch trials, wouldn’t have happened. Consequently it’s Abigail’s lust for john that causes her to go to the woods, that starts the witchcraft suspicions that Abigail uses to her vindictive advantage. The start of the Salem witch trial was initiation by Abigail Williams, with the soul purpose of accusing Elizabeth and gets her killed. She did this because she is assumed with love for john and wants to believe her feelings aren’t unrequited, ‘give me a word, john. A soft word. ‘ (Her concentrated smile and desire destroys his smile)’ the remembrance of the affair makes john uncomfortable and unhappy, this shows that where as Abigail is still hopeful, shown through ‘concentrated desire’ those words show us how unrelenting her love is, she is desperately searching for some reassurance that her feelings are not unrequited. However Abigail says ‘you loved me, john proctor, and whatever sin it is, you love me yet! ‘ this shows us how insecure she is, that she tries to convince someone to love her, and by saying it out loud she’s almost trying to convince herself. This unrequited love makes us feel sorry for Abigail as she’s desperately trying to make excuses for him. In his quote she says loving her is a sin, this is an important in the puritan lives, as they are meant live for god. If she is a sin it is understandable that he does not show his feelings for her.

Communication and Children Essay

Parents are among the earliest person that are in contact and always stay by the children’s side and thus there are many saying that parents are the first teacher of the children. Since children start from zero from the day they are born, they will start to learn something new by watching the adults and imitating them. Example that can be given is when a baby first learning to talk, they will imitate what the adults are saying. The first word that usually teaches by the parents is either papa or mama and the baby then will imitate the word. This is how the children first learn to talk and same goes when an adult is cursing others, they will also recording the words used. Next, children can be said as a mirror that will reflect back what they observed. This can be seen by the conduct of the adults that watched by the children. They will simply copying the conduct as children do not know to differentiate between right and wrong. Example that can be given is when a child observing his father acted violently towards his mother in their house and he will then do the same to others. Some cases reported saying that a violent man or woman usually had experienced those situation since their young age. People will normally hard to change their habits, especially one that they learned from their childhood. An example that can be given is when the adults around the children are smokers or alcoholics, these bad habits usually will be tried by the children when they have access to that stuff. Nowadays the stuffs can be easily be bought even by a minor from the convenience stores such as 7-eleven and other stores. Same goes to good habits such as reading, appreciating others and also helping those needed. When a child used to follow their parent doing charity work, they will never feel hard to help others. Thus it shows that children learn best by observing the adults. In the other aspects such as foods or fashion, and also in respect of their thinking, adult give many influence in these matters. The behavior of adults can give good and bad implication to the children. This is because children always observes what the adults are doing. When an adult wears sexy dress, they will do the same since they used  to see and did not know it is actually wrong. Same goes to the thinking, adult usually ask the children what to do and not to do but sometimes the adult will do to the contrary. This will make the children think whether to do something or to follow what the adults are doing. As the conclusion, it is strongly agreed that the children learn best by observing the behavior of the adult since th e children was born zero and the adults who are the nearest person in contact with the children are those who responsible to teach everything and shape the children. [ 500 words ] 2) What do schools need to do to prepare students for the 21st century? Discuss your opinions. Year 2000 to 2100 is known as 21st century where the society also describes the period as a modern era especially in technology. In order to make sure that the teaching and learning session in this modern era running smoothly as well as to make sure the student may adapt themselves with the era, there are a few steps that the schools need to do in order to prepare the students. The first thing that the school can do is by introducing the technology to the student. In the 21st century, almost all business in our daily life needs the application of technology. Thus in order to prepare the student with technology application, the teaching and learning process can be done using various gadgets such as computers, iPad, projector, netbooks and others. The use of textbook is no doubt still relevant but by using the modern gadgets, the session of teaching and learning will be more adventure and interesting. Next, the school may prepare the student in the aspect of creative thinking and problem solving. In the 21st century, there will be more competition in life thus person will need critical thinking and problem solving skills to survive and compete with others in all aspects. In order to ensure the students own this skill, the school may start by providing or training the students with problem based question. In this session, the students will need to creatively think for the solution to the situation, thus this exercise will boost or force their mind. In respect of communication, there are two kind of communication, either oral or written  communication. Both types are important of all time, including in 21st century, where the communication will be more fast and easy in this modern era. In the development of various types of gadgets, communication between people seems to be easy since we can contact people from all over the world. The school may train the students in both types of communication so that they will be ready to communicate with almost everyone. The students need m ore practice so that they can communicate confidently and perfect. Practice will make perfect. The other skill that the student will need in 21st century is the ability to work with others. This is because although there will be competition in getting something but there is still the need of cooperation to fulfill some task. Example that can be given is in an organization where teamwork is something necessary to fulfill the organization’s goal. Thus, the school may engage students in collaborative groups to conduct investigations, discuss and share learning, and create products that demonstrate what was learned. This will ensure that the students may cooperate with one another in order to produce what their group’s plan. There are many things that can be done by the school to prepare the students to go through 21st century other than discussed above. Students will easily adapt the 21st century with the help of the school’s programs, plans and exercises. [ 500 words ] 3) Technology is making communication easier in today’s world, but at the expense of personal contact as many people chose to work at home in front of a computer screen. What dangers are there for a society which depends on computer screens rather than face to face contact for its main means of communication? People nowadays prefer to communicate through technology more than face to face and this can be seen almost everywhere. People are busy with their smartphones gadgets although they are sitting together with their family members or friends. Everyone are busy texting, calling, updating their social account such as facebook, twitter, instagram, wechat, and may other modern applications. Although there are many benefits from these  applications but still there are bad effects to the communication. One of the effects is that people will have lack of communication skills where when they always communicate through online medium, they will have no ability or lack of skills to speak face to face with others. They will also will hard to differentiate on how to talk or handle different level of person such as in formal or informal occasion. Communication skill is one of the interpersonal skills of a person and this is one of the most important skills that one’s should have. Next, the person who always depends on online medium of communication will have the problem of lack of confident level. This is because in online medium communication, the person will not need to meet the person to communicate but face to face communication will need the person to meet with others. When someone who has no experience in face to face dealing with others, they will have the problem with their confident level especially someone who has the nervous attack problem. Thus when they need to communicate face to face, usually the deal will hard to be accomplished. The other effect is the technological communication is it may affect the ability to express someone’s ideas clearly. When someone are constantly using short forms and slang while texting or in others online medium communication, it is hard to remember to use proper grammar when they need to write formal emails, letters or papers. Technology may harm the communication skills at work and in school since it may degrading the ability to speak publicly and in writing formally. Sometimes the person will not realize that they are using short forms in their formal works. Technology may also harm our ability to deal with conflict. This can be seen from a situation where we have a fight with our friend, we can just send them a text message or Facebook message to tell what is wrong rather than confront them face to face. Sometime, a personal issue will become a big issue when the problem is posted through the social account with the interventions of others. Many people in society are beginning to take it as an easy way out when it comes to conflict. Although modern technology brings a lot of pleasure in our life but it also may bring harm to us. Instead of having a pleasant conversation with our family, friends or significant others, we are busy to focus on our computer screens. This will not only harm the skills but also will create a distance with our family and friends. [ 500 words ] 4) In your life experience, what is the best advice you have ever received? Advice is given to remind someone what they should do or what they should not do in their life. Usually an advice was given by someone to the person that they care such as by parents to their child, by friend to another friend, and by a teacher to the students. People may receive the advice and translate it according to their understanding. It may be used as guidelines in someone’s life. The best advice that I ever receive is from my parent where they remind me to never give up in whatever I am doing. In my understanding, the advice may be used in many situations. The first situation is during my study, where until now I am still struggle to get the highest education that I am capable to achieve. Although I admit that there are hard times during my study especially in dividing time between work, family, and study but the advice given by my parent are inspiring me to do my best. When I feel stressed during my revision or when I need to faced timeline to send my assignment, the advice keep on playing in my mind to make sure that I will always success in what I am doing. Next, the advice of never give up is also inspiring me in my marriage life, where as a wife and mother who is working and in the same time studying, I feel the pressure but when remembering the advice, I feel strong. I manage to fulfill my responsibility towards my husband and children. I will never give up in fulfilling my responsibility towards my family. I keep reminding myself to stay strong so that I can take care of my family members wherever they need me. In working, as one of the subordinates there will be a lot of pressure given by the employers or high ranking officers. Advice given by my parent is the inspiration for me to be one of the courage and highly motivated staff. I keep on reminding myself not to give up when given many task and always stay calm in facing the situation. In my work, I have to deal with the public, from various levels of life, attitude and race. Thus I have to always give my best to help them although sometime I have been cursed by them but it is my responsibility to give the best service to the public. The advice of never give up given is suitable to use in every single inch of life. It can be regarded as inspiration for us to always do our best in whatever we are doing in life. Giving up is not a mean of facing any difficulties in life since if we give up before giving our best, we will never know what we actually can do, our ability to face any conflict of life. Once we manage to settle any conflict rose in our life, we will feel the satisfaction and we will feel stronger. [ 500 words ] 5) Tourism is becoming increasingly important as a source of revenue for many countries but its disadvantages should not be overlooked. What are some of the disadvantages of tourism? Tourism in a country happens when the outsiders or people who live in other countries come to visit our country. In tourism, the people who come will be call as a tourist and they will usually visit interesting places in a country either because of the custom of the place visited such as village, beauty of that place such as island around Malaysia, or maybe because they like the weather or activities at that place. Although tourism is one of the source of revenue to our economy but it also may bring some disadvantages to us. One of the disadvantages that can be identified is from the aspect of criminal, where there are many criminals happen with the entrance of the tourist. Some of the tourist will come using the social visit pass into the country to do crime such as black money, drug trafficking, prostitution and some others. Many cases reported that all the crime was done by the outsiders who came as a tourist in Malaysia and this will ruin our Malaysian. The other disadvantage is the attire of the tourist that comes to Malaysia. In their country they are free to wear anything that they are comfortable with but in Malaysia there are many attire that they are wearing is not suitable and it can be regarded as not respecting the local’s tradition and customs. Further, there are Malaysian who already influenced by those attires and they start to wear just like the tourist. In Malaysia, there is ethnic’s sensitivity to be respect by the tourist especially Muslims citizen’s sensitivity. Next, in respect of social life, the tourist that come are from different type of religion, for them it will be not an  offence to mix between genders but in Malaysia it is indecent to do it especially in public. In some cases, there are tourists that invite the beach boys to their chalet to accompany them. For the villagers nearby it is wrong and may ruin Malaysian. It is not right for the tourist to do such things in other’s country. Further, since many places have been upgraded to be tourism spot, ma ny things are changes, including prices of goods and services. The local traders are increasing their goods and services price since the place is now full with the tourist and it is the time for them to get more profit in their business. This has led to the local to also suffer the expensive price of goods and services. In addition, the local needs to compete with the tourist to get a place in the public transport and also if they are going to a vacation with their family. The tourist are everywhere and usually in getting a place in the local chalet or hotel in the tourism spot, the tourist will booked months before their vacation but the local will only booked their place in less than a month. The local needs to compete with the tourist although this is their own country.

The Physics Behind Aircraft Wing Design Essay Example | Topics and Well Written Essays - 1500 words

The Physics Behind Aircraft Wing Design - Essay Example Birds alter the form of their wings to revolve and maneuver. They supposed that they could utilize this methodology to get spinning control by bending or alteration of shape, of a part of the wing. So, the brothers designed numerous gliders (Reals, 2012). These gliders were soared as unmanned, as well as piloted. They referred to the discoveries of Cayley and Langley, and the suspended gliding flights of Lilienthal. They matched with Chanute with regard to some of their ideologies. They distinguished that management of the flying airplanes would be the most vital and intricate quandaries to resolve. Following these triumphant glider examinations, the Wrights designed and scrutinized their test location due to its windy weather, sand, hilly topography and remote position. The Wrights victoriously analyzed their novel fifty pound duo plane glider in 1900. It had a seventeen feet wing width and wing arching machinery. The construction of gliders was an upshot of a gradual technique of d iscerning aerodynamics and then managing the flights, building and scrutinizing numerous glider designs. These gliders operated but not to the anticipations of the Wrights based on the researches and dissertations of their forerunners. Their foremost glider initiated in 1900 only has approximately half the expected lift. Moreover, their subsequent glider performed worse. However, they continued their endeavor and built a wind tunnel, as well as numerous, complex apparatus to calculate lift and drag on the two hundred wing plan they examined. As a consequence, they resolved their previous quandaries in computations concerning drag as well as lift. Their examination and computations generated another glider with an enormous aspect proportions and accurate three axes management. They flew it victoriously in numerous instances thorough the structure of designing, wind channel scrutinized of airfoils and flight examination of whole size models. They resolved the quandaries of power and m anagement of an airplane. These resolutions were through invention of wing arching for spin management; together with concurrent yaw management with a steerable back controls (Crouch, 2008). History and Improvements of Aircrafts Wing Designs and the Physics of its Operation A fluid passing through the facade of a body applies surface energy on that surface. Lift is the constituent of this force that is vertical to the approaching flow course. It differs from drag force, which is the constituent of the facade force corresponding to the flow course. If the substance is air, the energy is the aerodynamic energy. There is an enormous interconnection if lift and the wing of a fixed wing airplane, though lift also emanates from propeller. When an airplane is soaring straightforwardly and level, most of the lift contests gravity. Nonetheless, when an airplane is ascending or descending in a twirl, the lift tilts with regard to the vertical. Lift might also be totally downwards in some aero batic movements, or the wing on racing vehicle. Streamline form of enables aircrafts to produce considerable lift as contrasted to drag (Robert, 2012). The underpinning principles of lift in planes emanate from the concepts of physics. Firstly, there are Newton’s principles of movements, especially the second principle which interrelate the force on a component of air to its velocity of momentum alteration. Secondly, there is the preservation of mass, as

Spartan Warriors Essay Example | Topics and Well Written Essays - 1250 words

Spartan Warriors - Essay Example Spartan warriors' military fitness, as mentioned began specifically at birth. One of the immediate tests was when the mother of the child literally bathed in wine. This test already claimed its effectiveness in selecting who were the children fitted to be warriors through their survival (Schrader 2007). The test though didn't end there. Upon the survival of the child from the test, the decision about the child's future will be subject under the elders' judgment, if the child was to be reared as warrior or not. A child who survived but had founded with defective or weak was also considered useless. This child will be subject under the abandonment in the wild slopes of Mount Taygetos or Apothethae. The place was already known as a place of rejection (Schrader 2007). This practice was believed by the Spartans as way to preserve and maintain the high physical standard in their race. Spartan warriors were expected in absoluteness regarding physical strength and capability (Stark 1997). Another Spartan custom to eliminate the weak in their race was the throwing into a pit of the defective child. A cloak and nothing else would be the only clothing that provided for boys 12 years of age and below, was also a test for their physical health that was essential for fitness. Another test for their living condition was through hunger. ... Growing up in Spartan society was tougher for the Spartan boys than the girls. Officials assembled the young boys for primary fighting orientation. Spartan boys were expected to be grouped by age. They would then fight with each other, and the toughest boy would be the leader. (Connoly 1979) Another test for their living condition was through hunger. Spartan boys were being purposely underfed. This condition was to test them their hunting skills, up to the extent of motivating them to steal purposely the food in the supplies. Along with the test of hunger, they were also commanded to sleep in the bare ground. In fact, during the earliest days of Sparta, a citizen's life was completely and strictly submitted under the Spartan state. One of the moral trainings of Spartan warriors was the obedience to their laws (Connoly 1979). At this early stage, Spartan boys were already being exposed in the ruthlessness of killing. This was to set them prepared for the future military life that awaits them. They were being taught handling of arms and armor. They were also encouraged to develop their own guile and savage skill necessary for fighting. They were even enforced to experience actual murdering and slaughtering once they were being sent to hunt for declining slaves. Strict discipline in fighting was also enforced to them. (Paparykarious 2000) During boyhood, the young citizen was required to leave home for military boarding school. It was in their law that young Spartan was required to serve in the army, from age seven up to thirty years of age (Connoly 1979). In the army, their education put emphasis on physical toughness, faithful in military ranks, and absolute obedience to orders. They are identified as hoplite or a

What's hot in Information Systems Essay Example | Topics and Well Written Essays - 250 words

What's hot in Information Systems - Essay Example WebGL allows the client to browse freely within the website and offer an added advantage when it comes to the graphics. Many browsers require plug-ins for some of the graphics to play. However, the use of WebGL allows the client to enjoy using a website with less hassles and quicker navigation (My Opera). It also provides a beautiful environment that excites and attracts a user as they interact with the 3D creations in real-time (Cozzi and Riccio 28). The fact that one can share and publish 3D content at a quicker pace is also appealing. This means that clients can share the product with their friends; hence acting as marketing agents (Khronos group). It is accessible through a variety of user interfaces such as mouse or touch technology; thus reaching a wider audience through different platforms (Nilsson 1). In this era of digitization, such applications are crucial for business entities. The boost that the WebGL performance offers in business should not be underestimated. It is a strong tool that has been recommended by developers from Sony Inc. and Google Inc. among many other renowned software

Features of educational websites Essay Example | Topics and Well Written Essays - 1500 words

Features of educational websites - Essay Example Moodle has a sister website called www.moodle.com which is mostly used for commercial purposes and to provide other services that are necessary for the development of the organization. Moodle provides a software package that helps the teachers or educators to make learning look easy. The emphasis is more on creating right environment for the educators to understand the nuances of teaching. Moodle claims the software package helps the educators to master in creative teaching and create effective online learning communities. The home page of Moodle is user friendly. The layout structure is not bad and browsing the website is not that difficult. On the left pane of the website all the services provided by the organization can be seen and can be navigated easily. The Moodle's publish yearly newsletter that helps users who are new to the website and provides much needed information about the activities and achievements of the website. The middle pane presents briefly what the website is providing to the users. Some of the information is highlighted and when anyone clicks on the highlighted image the user will be taken to the next page related to the topic he/she clicked. One of the important features of the website is users can navigate by selecting the preferred language. The website provides community discussions in English and several other languages such as Spanish, French, German, etc. From the standpoint, overall the site gives an average look. It's not attractive and does not have any special features to pull the traffic. Though it claims to be OSI certified, who knows OSI is. Nowadays websites are certified by some organizations that no one knows. Other important aspect is the information is not well organized. It looks as if all the stuff has been put together. They should have given space to put the information at right places. www.atutor.ca ATutor copyrights are reserved by Adaptive Technology Resource Center or in short ATRC. It is an open source web based Learning Content Management System or in short LCMS. It helps tutors by providing the necessary the tools to develop the presentation style. Installing the software package can be done in minutes and the LCMS has been designed with accessibility and adaptability in mind so that when students navigate through the module can understand the topic easily. One of the important features of this software package provided by ATutor is it can be updated easily. To give Atutor a new look custom templates can be developed with ease. With ATutor quick assembling, packaging, distribution and redistribution of Web-based instructional content, retrieving, importing prepackaged content and conducting online courses is made easy. Since the whole teaching method is based on graphical user interface system and web based applications browsing the website is easier. In general when a student misses a class, he has to get the information by borrowing fellow student's notes. But with ATutor even if the student misses the class he can come to the website at any time and can view information required just like in real time environment. Thus saving the much-needed time. Overall the site is good and provides the required features for the educators and tutors. The homepage layout structure is attractive

E business exam questions Essay Example | Topics and Well Written Essays - 2500 words

E business exam questions - Essay Example The social welfare of the businesses increase and they look to increase the welfare to the customers. There can be price discrimination with the use of the Internet as the customers are aware of the products. The business houses may look to decrease the price of the goods to attract the customers. The e business model of Amazon is based on offering products at lower costs. This helps in the increase of the social welfare. With the rise of the Internet, various other business opportunities are open for the entrepreneurs. Complementarities: The model has described the services as the complementarities. The services of the e business model should be quick and precise. The basic concept is to provide the customer’s with valuable information that helps in the development of the business. Lock in: The lock in period of the business houses is relatively low while using the e business model. The search for customers’ get quicker and the cost is less than that of the traditional process. Therefore, the lock in of the company is automatically reduced. The company may also adopt a model to produce what is demanded. Novelty: In the e business model, there has been a rise in the novelty process with the rise of innovation. The business houses look to attract the customers with the use of innovative techniques. Amazon and Ebay offer discounts and gift vouchers, which encourage the customers to shop online. (Kirikova & Grundspenkis, 2002; Pp 378-379) Porter’s value chain activities describes that a relation exists between the firm’s activities regarding the suppliers and the customers. The value chain activities of a firm can be described as follows: With the advancement of technology and the use of the Internet, the value chain of a company can be related easily. The effectiveness of a company has increased with the use of the Internet. All the components in the value chain have been benefited by the use of the Internet. The

International Business Coursework Example | Topics and Well Written Essays - 2500 words

International Business - Coursework Example To this end, it is submitted at the outset that within the current framework, the globalisation of world politics and the complex nature of international relations in the contemporary environment has meant that increasingly the dynamic of international relations is intrinsically dependent on where the balance of political power lies within the international framework beyond the confines of theoretical ideologies underlying international relations theory (Siracusa, 2010). For example, Randin argues that arguably the most comprehensive manner to understand international relations is the interrelationship between state interest and where the balance of power lies within the international framework as evidenced by the post September 11 system of international relations (Randin, 2006; Baylis et al, 2008). Indeed, a prime example is the current conflict and concern regarding the UN resolution for a no-fly zone over Libya which was sanctioned irrespective of abstentions from numerous states . As such, this paper will review international relations theory and highlight the gap between theory and reality as highlighted by the contemporary socio-political framework of international relations (Baylis & Smith, 2005). ... n international relations is realism, which developed in the aftermath of the Second World War as reflected by the United Nations Charter, which focuses on mutuality of obligations in preventing a repeat of the atrocities of the war (Siracusa, 2010). This traditional model of realism was a product of its historical context and has continued to evolve (Randin, 2006). For example, within the realism paradigm, there are two strands of thought, namely; traditional and structural realism (Burchill et al, 2001), with leading theorist Morgenthau being a leading proponent of structural realism and Waltz was a leading proponent of neo-realism (Randin, 2006). Morgenthau’s theory of realism argues the theory of international relations being rooted in â€Å"philosophical basis of realist principles of human nature† (In Randin, 2006, p.15). The central basis of this argument is rooted in Morgenthau’s perception of human nature’s innate desire for power (Morgenthau, 195 4). On this basis, from a foreign policy perspective, the role of diplomats is important as a tool in the inherent power struggle at international level for ensuring priority is accorded to state interests (Milner, 1992). Whilst, this realist model of international relations has continued to evolve, it has nevertheless fuelled polarised debate between Hobbes’ realism model and Kant’s idealist model of international relations and the continued relevance of either in contemporary international relations (Borrie & Randin, 2006). For example, a core element of Kant’s theory of wills regarding freedom, public and private interest refers to the overriding Kantian notion of the â€Å"Supreme Moral Principle of Good Will† (Kant, in Nisbet & Reiss 1991). For example, Kant’s philosophy is rooted in an innate moral

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

Discussion Forum - Essay Example Confucius lived 2,500 years ago in Lu, a small state in Eastern China. During this time, China was riddled with political strife and confusion during the reign of Zhou dynasty by which it prompted him to develop his doctrine/philosophy of Confucianism on how to create a society that is founded on harmony and balance of which his political environment is devoid. After the died at the of 73, his teachings spread throughout China and its influence still storngly revererates until today. Confucianism as a philosophy and social ethic encourages a lifetime pursuit of moral excellence or to become better founded on the belief that everyone possesses the inherent capability to develop into an autonomous and self-governing person by developing the Ren. Ren is being perfected or inculcated through practice which is facilitated by Li or the process of cultivating one’s goodness. Confucius also cited the Golden Rule or the law that states to treat everybody the way we want to be treated as one of the mechanism that promotes virtue in the indivdual and society as well. The practice of the Golden Rule benefits everyone and such provides the necessary environment to cultivate the

Despite the best efforts of academics, little is known about the way Essay

Despite the best efforts of academics, little is known about the way policy is formulated. Discuss - Essay Example It (the policy) identifies and describes the approved and established courses for the adoption by the government and the organizations. Policy usually embraces all general goals, the acceptable procedures and the main actions that lead to the achievement of the goals. It’s (the policies) work is to provide a center for the formulation of policies/strategies, major plans, legislation and any other framework documents. They (policies) generally reflect on long term objectives and they are more subjected to revisions and modifications that are mainly based on the changed vision and goals (Chowdhury, 2003). The national document is a very large mandate which is normally enunciated by the major authority that governs the state with an intention of formulating certain acts and rules that are mostly applied towards the end of attaining the desired objectives. In order to achieve a good policy formulation there has to be a number of desirable steps that have to be followed generally for the purpose of achieving a good policy. Some of these steps include; agreements on how to set priorities, having a form of participatory process, national determination of having a clear goal, implementation arrangements that has clear cut task distribution and better monitoring of activities for major improvements of services and strategic information. When all these steps are followed a good policy gets to be formulated, these steps act as guidance (or even direction) in the policy formulation (Chowdhury, 2003). For the to be able to address a certain public predicament some polices have to be formulated; before the formulation of the policies some steps have to taken and they include; the proper identification of the problem, formulation of a policy adjustment, implementation of the adjusted policy and evaluation of how the adjusted policy is working so as

When Rewards Go Wrong Essay Example for Free

When Rewards Go Wrong Essay At the heart of most performance management systems is a reward program. However, even when we are doing everything else right, rewards can go wrong. Here, we explore five ways that external incentives can damage performance, from destroying altruistic behavior to distracting people from the task. Fortunately, most of these downfalls are avoidable. While not every behavior is suitable for pay-for-performance, we can provide rewards that are rewarding, helping to encourage the behavior we value. THE CARROT AND THE STICK are the starting point for creating the behavior that we want. We reward desirable actions and punish, often by removing rewards, actions that annoy. Rewarded behavior becomes more frequent, and punished behaviors eventually disappear. That, at least, is the idea. From economics, which is largely the study of incentives, to behavioral psychology, which specializes in reinforcers, we have academic reassurance that we are pursuing the recommended path. But as anyone who actually tried to put this simple logic into practice will find, it does not always work out as well as desired. We praise a teenager for doing well in her studies, rewarding her with a shopping trip to the mall, only to find that her grades steadily deteriorate thereafter. We encourage a spouse to try to follow our much more reasonable agenda, only to get him or her to dig his or her heels in opposition. We even encounter this mysterious disconnect when we give gifts. Gift givers typically expect a positive association between how much they spend on a gift and how much their gift’s recipient appreciates it. We reason that more money (i.e., a more expensive gift) conveys a greater amount of thoughtfulness. In fact, gift recipients report no such association between the price of their gift and their actual feelings of appreciation (Flynn Adams, 2009). Much like gift givers who expect a greater, more positive outcome proportional to the size of the gift, organizations often find that external rewards such as pay do not garner the outcomes they expect. In fact, sometimes to our bafflement, an incentive program turns out to be a disincentive program, where we are inadvertently reducing the very behavior we try to encourage. Why does this happen? Sometimes it is due to poor measurement: we do not recognize the proper behavior when it occurs or when we get it confused with something else. Most famously, rewarding CEOs with stock options is seen as a way to get the C-suite (the offices of the most senior-level executives with titles beginning with the word chief) to work harder, but this can have perverse consequences. Stock performance is not the same as CEO performance, and to raise stock prices, we actually incented some CEOs to manufacture or make up favorable financial reports. This is why Peter Drucker (Drucker Zahra, 2003) described the practice as â€Å"the well-meant but idiotic belief that executives should have major stakes in the company, the stock options (which I have always considered an open invitation to mis-management)† (p. 11). At other times, rewards do not work because they are not contingent on performance. To the degree rewards are not reliably delivered, so people feel their hard work will not be dependably recognized, we can stop expecting the target behavior altogether regardless of how large the promised reward becomes. For a performance management system to work, people have to trust it. However, neither of these issues of implementation will be our focus. Performance Improvement, vol. 51, no. 8, September 2012  ©2012 International Society for Performance Improvement Published online in Wiley Online Library (wileyonlinelibrary.com) Altruism paints a sunny swath through our society. People act on behalf of others simply for the pleasure of helping. Here we are at our best, whether assisting the disabled or homeless find housing or our coworkers master the company’s new software program. The joy of altruism is inherent in our neurobiological makeup, with separate regions of the brain activated when we are acting altruistically (Fehr Rockenbach, 2004). Unfortunately, this is also part of the problem. There are countless examples of attempts to incent altruistic behavior that in theory should have been effective. Even if someone is intrinsically motivated to perform, adding an extrinsic reward should motivate him or her even more. As it turns out, it does not quite work this way. Frey and Oberholzer-Gee (1997) reviewed the Swiss government’s attempt to get a canton to accept a nuclear waste dump being built near it. Nobody wants nuclear waste, nearby or otherwise. But if you are going to have nuclear power, the waste has to go somewhere, and allowing it to be stored in the vicinity of your backyard is a selfless civic act. Initially, simply on the request of the government, about 51% of the area’s populace was willing to permit its location—altrui sm pure and simple. However, when the Swiss later decided to add a few thousand dollars of yearly stipend to promote more agreement, the percentage of agreement went down, not up, to about 25%. Neurobiologically, by adding an external incentive, the Swiss government framed the question from being an altruistic act, which had sufficient motivation, to one of pleasure and self-interest, which was evaluated in a separate part of our brain and came up short. Under these strictly monetary standards, the few grand that the government was offering was not enough. Later in 2001, Frey along with a new colleague, Jegen, called this motivational crowding theory. Finding scores of examples for everything from the adherence of time schedules in day care services to pay-for-performance schemes, they repeatedly found that extrinsic rewards can push or crowd out intrinsic rewards. Now this is not always a bad thing. If the Swiss government wanted to get agreement well over the 51% that altruism was providing, it could have, but at a high cost. If officials were willing to give every resident a small fortune each year, they might even have people actively moving to that canton. But if you cannot afford the cost of maintaining an extrinsic reward system, then you are likely better off not implementing it at all. The delicate balance between intrinsic and extrinsic motives can be a difficult one to keep. Gary Walters, an expert in psychology and child development, recounts his mistake when trying to encourage his 6-year-old son’s precious interest in chess by giving him a manual on the topic: â€Å"He was reading by then, so I gave it to him. That just killed it. It turned it into schoolwork. There’s a difference between intrinsic and extrinsic interest: the kinds of things you’d do on your own because they’re self-rewarding, as opposed to somebody on the outside telling you† (Bielski, 2012). If he can err, then so can the rest of us. Consequently, if you have people volunteering, developing, self-improving, or engaging in positive organizational citizenship behavior due to intrinsic reasons, you might want to recognize it or celebrate it with unexpected or unofficial rewards but not ones formally contingent on task performance. Leave such altruism as the wonderful gift that people give others. It is not work and should not be treated as such. HOW CAN BE AS IMPORTANT AS WHAT People have desires not only about the rewards they receive but also in the manner they are delivered. For example, company A and company B may pay their workers the same competitive wage, but due to differences in procedure, one is effectively incenting performance while the other is not. But why? There are two major desires regarding the administration of reward programs: a sense of fairness and a sense of autonomy. As the common law adage goes, â€Å"Not only must Justice be done, it must be seen to be done.† This principle extends to reward systems as well (Frey Stutzer, 2005). In the competition for performance between company A and B, you can increase the power of your incentives through three primary mechanisms (Masterson, Lewis, Goldman, Taylor, 2000; McFarlin Sweeney, 1992). First, keep your employees informed about exactly how rewards are administered. Effective reward systems are usually transparent, in that they are well documented, clearly communicated, and easy to follow. The less accessible or understandable a reward system becomes, the less it works. Second, be consistent in its application. Whether the outcome is the same or different, people like to know that there is a process being followed and that it is the same for everybody. The more arbitrary you are and the more exceptions you make for particular people, the less bang you get for your buck or value for your effort. Finally, and probably most important, allow voice. Any reward, large or small, is likely to be accepted as being fair if you give others the opportunity to state their perspective. By denying people even marginal input, they are less likely to buy what you are selling. Often you do not even have to agree with their opinions, but you do have to listen authentically; people desp erately want to be heard. The other mechanism for improving or reducing the power of rewards is whether you emphasize their controlling aspects. We do want to control or at least influence behavior with rewards. Otherwise, why else would you use them? However, many people have substantive needs for autonomy. While the need for autonomy can range from nonexistent all the way up to Patrick Henry’s â€Å"Give me liberty or give me death,† on average it is quite large. Typically we do not like other people telling us what to do, we do not like feeling controlled, and we resent any efforts to coerce. To reestablish a sense of autonomy, we might reject significant rewards, seemingly self-destructively— cutting off your nose to spite your face. Consequently, giving people a degree of choice in reward systems and framing the system as encouragement rather than control reduces the perceived threat to autonomy. For example, Washington, D.C., has a performance system for teachers called â€Å"Impact Plus.† Teachers can voluntarily enroll, potentially doubling their salary, if they are willing to give up some job security provision in their union contract. When his friends do show up, Tom applies himself to the paintbrush with gusto, presenting the tedious chore as a rare opportunity. Tom’s friends wind up not only paying for the privilege of taking their turn at the fence, but deriving real pleasure from the task—a win–win outcome if there ever was one. In Twain’s words, Tom â€Å"had discovered a great law of human action, without knowing it—namely, that in order to make a man or a boy covet a thing, it is only necessary to make the thing difï ¬ cult to attain.† (p. 1) REWARDS TELL US HOW REWARDING THE TASK REALLY IS Ariely, Loewenstein, and Prelec (2006) suggest what they call the â€Å"Tom Sawyer effect.† They write, In a famous passage of Mark Twain’s novel Tom Sawyer, Tom is faced with the unenviable job of whitewashing his aunt’s fence in full view of his friends who will pass by shortly and whose snickering Perhaps even more notable, this effect demonstrates that the value of a task, real and perceived, is malleable and that rewards can be used quite persuasively to alter this perception. Certainly price in many cases communicates meaning. For example, if a colleague offers you $1,500 to go on a date with her brother, you have just been given a lot of information about that brother, as well as about how the date might be expected to go. Similarly, Plassmann, O’Doherty, Shiv, and Rangel (2008) examined the effects of pricing on the experience of enjoyment of wine. As might be expected, as the price of the wine increased, participants reported a greater level of satisfaction with the wine overall. That is, their attitudes about the wine and self-reported experience were more positive. Impressively, they also showed a greater physiological satisfaction with the wine. On functional magnetic resonance imaging (fMRI) scans of participants’ brains, a higher level of activity was observed in one of the pleasure centers of the brain. Not only did price provide information that informed attitudes, but it also informed real, physical reactions. Of note, when the same participants assessed the wine in blind taste tests, they gave the cheapest wine (five dollars a bottle) the highest praise. Consequently, if we pay people to perform a task, we also can be communicating that the task is awful. They will hate it simply because that is what the â€Å"price† indicates, countering what natural positive feelings we might have had. For example, economists tried to incent students’ performance by paying them to learn—a cash-for-grades scheme. â€Å"Remarkably,† as Fryer (2010) found, â€Å"incentives for output did not increase achievement† (p. 5). Actually it’s not so remarkable. Good framing can minimize this, where we ensure we are also communicating that this is a desirable job. You could make it clear, as Tom Sawyer did, that the task is coveted and others would be eager to do the same. There are scores of public schools that are incredibly demanding in what they ask of their students, such as SEED schools and the Harlem Success Academy. Perhaps they can ask so much because the competition to get in is so high that it is done by lottery.

Wax Descartes And The Wax Example Philosophy Essay

Wax Descartes And The Wax Example Philosophy Essay Philosophers such as Rene Descartes have imagined ideas and scenarios in their heads regarding philosophy that have required something additional in order to be explainable. Often, philosophers will use an example to guide others through the idea. The example is usually a hypothetical, but sometimes an example will be demonstrated to ensure maximum impact. Descartes uses the Wax Example in the second meditation of Meditations on First Philosophy to explain why we as thinking things are able to know a thing even if it has been altered or changed in some way. To begin, it is essential that Descartes wax example be explained. Descartes examines a piece of wax, noting its properties. It looks, feels, and smells like wax. Descartes then holds the piece of hardened wax next to a flame and the wax melts. He observes the wax again after it has melted and notes that it smells, looks, and feels different than it just did, but it is still obviously wax. Even though the properties of the piece of wax had changed, we are able to conclude that an object is still an object even if it has gone through change. We rely on our senses to provide us with the information that allows us to determine what a thing is, and although our senses tell us different things, our minds are able to take that information and determine what a thing is. Therefore, there must be something inherently characteristic of that thing; otherwise we wouldnt be able to conclude what exactly it was because our senses can deceive us. Our senses are limited in that they strictly give us information about things; they do not interpret that information for us. We have to appeal to the mind every time we experience sensible objects. We constantly go to the mind to determine what the inherent quality of the thing is that makes it that thing. It is something that we cannot sense. There are two types of substances in our world; thinking substances and extended substances. Thinking substances are things in the mind and they do not physically exist. Extended substances are also known as material substances, and they are physical in their existence. The reasons that extended substances are called such is because the essential thing about those material objects is that they take up room and have mass, therefore extending in space. The qualities of substances are also important when it comes to determining what exactly a thing is. There are two types of qualities; primary and secondary. Primary qualities do not depend on the way one experiences an object. An object that has mass is always going to have mass, and your senses are not involved. A secondary quality does depend on the way one experiences an object. The information that your five senses detect will affect the way you see the qualities. A secondary quality could be how an object looks/smells/tastes/sounds/feels to you. Our conception of secondary qualities can sometimes be misled if we have misinterpreted a things primary qualities. If, for example, one was to take a hallucinogen and then observe a tree, one would still clearly see that the tree is made of matter and takes up space, but one might not see the tree as brown with green leaves, but rather as some sort of swirl of colors that is not a real representation of the object. The former is a prim ary quality and does not change even if we are experiencing it in an altered way, but the latter is a secondary and can change. The wax in question undergoes a change in all of its sensible properties, and even though all of its secondary qualities are telling our senses that it is no longer that piece of wax, our minds are able to determine through the primary qualities that it is still indeed a piece of wax. In this meditation, Descartes says, I do not grasp what this wax is through the imagination; rather, I perceive it through the mind alone. In saying this, Descartes is showing that it is our minds that are truly recognizing things such as the piece of wax. There are certain qualities and traits of objects that we link to them in order to classify them. What those traits are, are separate from the object itself; they are abstract and intangible. The platonic essence of an object is what our minds use to identify an object, not our imaginations use of our senses perceptions. Descartes is not actively feeling, smelling, and seeing the wax to determine that it is wax, but rather his mind is recognizing the platonic essence of the wax, identifying it even if it changes physically. Descartes second meditation is about more than just the wax example, but it is an important thing to be aware of, as it provides further evidence for his thoughts. Descartes says that he is a thinking thing. He determined that is something thinks, it exists- I think which means that I must exist. This holds true, because even if you were to say I talk, therefore I exist that could be your senses deceiving you; with I think, therefore I exist, thinking this is itself a thought, so there can never be any doubt as to whether or not I am a thinking thing. Descartes is showing us that there is a difference between minds and bodies, and that we know our own minds much better than we know any body, even our own. Through the use of the wax example, Descartes is able to explain the differences between thinking and extended substances, primary and secondary qualities, and that we have greater knowledge of minds than we do of bodies. Descartes second meditation relies on the discussion of the wax example to explain the significance of changes and how our senses and our minds can tell us two different things. In the end, it is our mind that is able to truly see the platonic essence of a thing and be able to identify it. Our senses have the ability to deceive us, making our minds the most reliable. Descartes has provided an explanation and example of his ideas, allowing us to see for ourselves what the mind and senses are capable of.

Relationship Between Police and Muslim Individuals

Relationship Between Police and Muslim Individuals Shamma Alsuwaidi Dataset being used: 2014-15 Crime Survey of England and Wales Variable name of dependent variable: copannoy Variable name of main independent variable: Muslim Word count of this project ¹: 2,672 words I have included my SPSS output as an appendix to this project I am happy for an anonymised version of this project to be used  for teaching purposes at the University of Kent    My research question In this project, I examine the relationship between police officers and individuals from different religious groups. I will examine whether Muslims encounter more disturbing and discriminatory experiences with the police, compared to those who follow different religions (Christians, Jews, Hindus, Sikhs, Buddhists, and those who do not follow any religion). Accordingly, the dependent variable I will be using is: really annoyed with the police, while my independent variable will be: Muslim religion. Potential mechanisms linking police malpractice to Muslims I selected these variables because in a post-9/11 civilisation, Muslims are increasingly becoming more segregated from societies as a result of the increased media attention to them. People began to fear Muslims and attempts to segregate them from society were made by many. Muslims are now perceived as an outsider group, a category of aggressive, extremist individuals, who pose a risk to British lifestyles (Rowe, 2013). Although Islam is the most common religion amongst minorities, high rates of prejudice of Arabs and Muslims is evident in countries of the EU such as France and the UK. For instance, over 50% of people in Germany, France, and the UK identify and associate Muslims as radicals, aiming to promote their extreme religious beliefs (Jikeli, 2011). As a result, attitudes towards Muslims dramatically changed worldwide. Prejudice and hate spread, leading Arabs/Muslims to now face critical observation in every aspect of their lives. They can no longer travel, drive, and enjoy being out in public due to the discrimination they face in their everyday lives. In addition, instead of receiving support and protection from law enforcements, they are instead further victimised by them. Racial profiling, unjust treatment, unjustified investigations, harassment, and wrongful captures are now very common experiences between Muslims in European countries (Cainkar, 2002). In addition, it is not uncommon for an Arab to be randomly selected for security checks at airports, and even be prohibited from flying due to such prejudice views. However, discrimination against those coloured and those who acquire divergent features than typical Europeans do occur as well; where gipsies (47%) and Africans (41%) experience higher levels of discrimination as well (Jikeli, 2011). I expect that Muslims are more likely to find themselves in situations where they become irritated by the police, or unsatisfied with how the police deal with occurrences compared to those who follow other religions. This is because, at a time of increased awareness and fear of terrorism, and with socially and politically constructed images of Muslims, society would ultimately treat them in a hostile manner. As a result, members of the law enforcement are more likely to share the same views with society or would be inclined into targeting and eliminating any potential harm or threat of terrorism that could be caused to society. Therefore, the police would be more likely to be suspicious towards an Arab or Muslim. Dependent variable In my analysis, I used data collected from the 2014/15 Crime Survey of England and Wales, which surveys adults (16+) living in private residence in the UK. My dependent variable is really annoyed by police, which comes from the question: Have you ever been really annoyed about the way a police officer behaved towards you or someone you know. OR about the way the police handled a matter in which you were involved? This might have been a police officer or another member of police staff. 1. Yes- towards respondent 2. Yes- towards someone else 3. Yes- towards both respondent and someone else 4. No I am missing statistics on the frequency of police aggravation, since 24,806 out of 33,350 individuals did not respond to this question. Below is the frequency table of those who did respond: Number of responses Frequency (% of valid cases) No 6,341 74.2% Yes 2,203 25.8% Total 8,544 100% Table 1: Frequency table of police annoyance Since the question gives respondents chances to respond in different yet similar ways, I modified the way in which responses are interpreted. For example: * Yes: towards respondent à ¢Ã¢â‚¬ Ã¢â‚¬Å¡towards someone else à ¢Ã¢â‚¬ Ã¢â‚¬Å¡towards both respondent and someone else I integrated the responses in order to simplify the data. Instead of having various categories of the yes responses, they would all be integrated into an individual yes group. Therefore, my dependent variable is respondents claiming themselves, another individual, or even both being irritated by any staff within the law enforcement agency. 25.8% of the valid respondents stated that they have been in an experience where they, and/or someone they know has been annoyed by the police, as shown in Table 1. Main independent variable The main independent variable I am manipulating is the Islam religion. This is derived from the Crime Survey of England and Wales (2014/15), which is built upon individuals self- reported religion, at the time they took part in the questionnaire. The question is shown as the following: What is your religion, even if you are not currently practicing? CODE ONE ONLY IF YES, PROBE FOR RELIGION 1. Christian (including Church of England, Catholic, Protestant, and all other Christian denominations) 2. Buddhist 3. Hindu 4. Jewish 5. Muslim 6. Sikh 7. Other (SPECIFY) 8. No religion Here, I am missing 76 responses out of the total of 33,350 people who took part in the survey. These individuals either refused to answer or claimed they did not know the answer. A frequency table of the remaining respondents can be seen in Table 2: Number of responses Frequency (% of valid cases) No 32309 97.1% Yes 965 2.9% Total 33274 100% Table 2: Frequency table of Muslim respondents As the question initially asks for their reported religions, I have created two distinct response categories. For instance, those with no self-reported religion, and those associated with other religions (Jewish, Christian, Hindu, Sikh and Buddhists), are categorised as no. Whereas, Muslims respondents are placed in the yes category. This is because I was interested in making a general comparison of Muslim and non-Muslim perception of the police, in order to carry out my analysis. Control variables In this section of my analysis, I added two further control variables, whether respondents live in urban or rural areas and their reported gender. Here, all 33,350 respondents answered the questions. This is achieved in order to explore other factors that could influence people to experience irritation from the actions or behaviour of the police. Although there was no precise question presented to determine whether a place of residence is in a rural or urban area, respondents had to describe the features of their neighbourhoods and provide their address (postcode) on the survey. As a result, rural areas come to be defined as areas where the population is less than 10,000; communities where 7,567 (22.7%) of the respondents inhabit. However, exploring gender was based on the following question: CODE THE SEX OF EACH ADULT IN THE HOUSEHOLD IF NECESSARY: Is (name) male or female? Male Female Here, the interviewer collects data on every member of a household, assuming their gender, unless they are uncertain. This data indicates that 45.1% (15,030) of the 33,350 respondents are males. Analysis Part I: In my first stage of analysis, I examine the pattern of irritation from the police, by association of the Islam religion. The link between being a Muslim and the likelihood of being annoyed by the police is analysed by using a Crosstabs, as shown in the table below: Table 3: Link between police annoyance and Muslim religion Have not been annoyed with police Have been annoyed with police Total Non-Muslim 74.0% 26.0% 100% Muslim 84.0% 16.0% 100% Total 74.2% 25.8% 100% Total number of respondents for this analysis: 8521 Although 24,829 people did not answer this question, Table 3 shows data based on the 8,521 individuals who did. 16.0% of Muslim respondents claimed that they encountered a situation where an officer annoyed them, or someone they knew, in comparison to 26.0% of non-Muslim respondents. In other words, Muslims are 10% less likely to claim to be annoyed with an officer of the law, than those of other religions; resulting in a different pattern than I predicted at the start of my analysis. Analysis Part II: Is this pattern systematic? Data suggests that members of the Muslim community are less likely to be annoyed by the way police handle situations than others. However, this could have resulted from the randomness of the sample, or randomness of how police members handle occurrences and behave towards people. So, I ran a regression with being annoyed with the police as the dependent variable, and being Muslim as an independent variable; to examine the patterns certainty. A table below discloses whether the pattern in systematic: Coefficient (B) 95% confidence interval Constant 0.260 0.251 to 0.270 Muslim -0.100 -0.157 to -0.043 Table 4: Regression table of influence of police annoyance In Table 4, we can see that the estimated effect correlates with the mean difference in the likelihood of being annoyed with the police, in the previous part; Muslims are -0.100 (-10%) less likely than those of other religions, to state that they have been really annoyed with the police at one time. In addition, the regression table produces a confidence interval around this data; -0.157 to -0.043 (-15.7% to -4.3%). Since the figure (-0.100) lies between the confidence range, this data implies that we can be quite confident that Muslims experience lower levels of police annoyance, in a systematic manner: If we could create 100 worlds, and re-run the patterns, the true value would lie within the range (-0.157 to -0.043) 95 out of 100 times. Which, therefore, suggests that being Muslim decreases an individuals likelihood of being annoyed by the police, 10% less than those of other religions. In addition, as both figures in the confidence intervals are negative and the range is narrow; this allows us to be quite confident that the pattern is systematic. However, we cannot be 100% certain. Analysis Part III: Is this pattern causal? There are other possible factors that could explain the correlation between Muslims and dissatisfaction in how police handle situations. These confounders vary from the mechanism I examined earlier; around police interactions around Muslims. For instance: An individuals area of residence could impact the way the police interact with them. It is more likely for those living in deprived areas to experience injustice from the police, and therefore, hold negative images of police officers. They are also more likely than those in urban areas to have issues with police officers, as their neighbourhoods are likely to have high rates of criminal activities. In addition, police staff may be prejudice against people living in rural areas, labelling them as criminals, and therefore, treating them in a different manner. It could also be due to gender. As female criminality is not as common as those of men, police are known to focus on male suspects. Especially as there is a high rate of young male offenders in this century, male suspects are more likely to be annoyed by the police. In order to test both hypotheses, a further regression was carried out, which includes neighbourhood area (urban) and gender (male) as control variables (as defined above). Coefficient (B) 95% confidence interval (Constant) 0.141 0.081 to 0.202 No religion 0.147 0.089 to 0.206 Christian 0.077 0.019 to 0.134 Hindu 0.012 -0.088 to 0.111 Other religion 0.109 0.021 to 0.197 Lives in urban area -0.017 -0.039 to 0.005 Male 0.073 0.054 to 0.091 Table 5: Regression model of influences of being annoyed by the police We can see the impact of my control variables, as shown in Table 5: Living in an urban area: living in urban the areas, is associated with a decrease in being annoyed by the police by 0.017 (1.7%). Although this effect seems minimal, it could increase dramatically depending on how rural/urban an area is labelled as. However, here, we cannot be confident that the pattern is systematic, due to the confidence interval containing positive and negative figures (-0.039 to 0.005). Gender: males in the community are more likely than females to be annoyed with the police, or how they handled a situation; 7.3% (0.073). Here, we can be very certain that the pattern is systematic because the confidence interval range is very narrow. In order to concentrate on my main area of interest, I pay particular attention to the difference in how the police deal with those of varying religions. We can analyse a contrast among both versions, in a chart shown below: Coefficient (B) 95% confidence interval Original model (no controls) -0.100 -0.157 to -0.043 Second model (with controls) -0.099 -0.157 to -0.042 Table 6: Comparison of effects of police annoyance on Muslims This suggests that the gap in how police interact with those of different religions, is almost identical in both models; whereas, in the original model, Muslims are 10% (-0.100) less likely to have been annoyed by the police, and 9.9% less likely when controls are added. We can still be quite confident that Muslims are less likely to have been annoyed by the police, as the confidence intervals in both remain almost unchanged, and remain narrow. This indicates some proof of causality; however, we cannot be 100% confident. While keeping reverse causality in mind, to further investigate whether there is a causal effect, we can be quite certain that it does not apply in this context. In other words, we would not infer that experiencing a dissatisfying experience with a member of the police causes an individual to become Muslim. Limitations conclusion In this research, I researched whether Muslims are more likely to have been annoyed by a member of the police. I assumed that they would be more exposed to the negative experiences and qualities of the police force, especially after 9/11. A period where Muslims would be forced to endure discrimination by society and the justice system (random searches, presumptions of terrorism, etc.). However, I came to find that my presumption was incorrect. I utilised the 2014-15 Crime Survey for England Wales study. This typically involves a questionnaire that examines the degree of crime and victimisation in areas of England and Wales. From this survey, I discovered that: Muslims are less likely to be in a situation, where they became irritated by the police, in comparison to Jews, Christians, Hindus, Sikhs, Buddhists, and those who do not follow any religion. Also, I found that we can be quite convinced that the pattern is systematic. When allowing for the possibility of alternative factors impacting Muslims experiences with the police, income and gender, the results of their experiences remains roughly identical. There is little or no possibility of reverse causality being possible in this context, as interactions with the police would not necessarily cause someone to follow a certain religion. However, a few limitations can be found in this study, altering the way findings are gathered and construed. For instance, there could be other factors that clarify the link between being of Muslim religion and being irritated with the police. In this case, Muslims may be less likely to report their victimisation, especially reporting against a police officer. In addition, the Crime Survey for England Wales may be less available to Muslims than those of other religions, creating a bias or unrepresentative sample. Another limitation is in the way the question is asked; towards you or someone you know. This question includes others interactions with the police (or someone you know), therefore, although a respondent did not personally feel irritated by the police at a given point, the would report some form of police annoyance. Therefore, data collected could be inaccurate, as their responses could affect the way the statements are interpreted. As a result, data would suggest that those of other religions are more likely to have been annoyed by the police. Although certainty of a causal effect is not definite, my inspection of the data indicates that a causal effect of religion (being Muslim) on how the police interact with individuals does exist, in some manner. Bibliography Cainkar, L. (2002). No Longer Invisible: Arab and Muslim Exclusion after September 11. Middle East Report, [Online] 32(224), pp. 22-23. Available from: http://epublications.marquette.edu/cgi/viewcontent.cgi?article=1006context=socs_fac [Accessed 15 Mar. 2017]. Jikeli, G. (2011). DISCRIMINATION OF EUROPEAN MUSLIMS: SELF-PERCEPTIONS, EXPERIENCES AND DISCOURSES OF VICTIMHOOD. 1st edn. [ebook] Nova Science Publishers, Inc., pp. 1-3. Available from: https://www.researchgate.net/profile/Gunther_Jikeli2/publication/289972827_Discrimination_of_European_Muslims_Self-Perceptions_Experiences_and_Discourses_of_Victimhood/links/56b2596708aed7ba3fedcded.pdf [Accessed 15 Mar. 2017]. Rowe, M. (2013). Policing beyond Macpherson. 1st edn. Routledge, 2013, pp. 109-111.   Ã‚  

gorge washington :: essays research papers

Washington spent his years as a planter trying to gain economic independence from the London merchants who bought his crops. Like many colonists, he grew frustrated at what he and many other colonists saw as unfair laws. In the 1760s, the colonists repeatedly clashed with the British Parliament over questions of taxation and trade. The British government had racked up a massive debt during the French and Indian War. Since American colonists had benefited from the British victory in this war, Parliament believed it only fair that Americans help pay for the effort. But Americans have never liked paying taxes and have never shied from using the language of rights to justify not paying. Parliament, for its part, never took American grievances very seriously. In the space of one decade, the 1760s, these grievances grew from grumbles about taxes to a strong desire for independence. A series of Parliamentary laws goaded the colonists to increasing levels of anger: the 1765 Stamp Act led to boycotts and protests; the Townshend Acts of 1767 resulted in a movement to stop importing British goods. Washington was a leader in this movement. In retaliation, British troops occupied Boston. An unfortunate skirmish between colonists and British troops, portrayed by Samuel Adams and other rebels as the Boston Massacre, brought further opposition to heavy-handed British policies. Continuing disobedience in Boston led Parliament to pass the Coercive Acts, which completely closed Boston harbor in an attempt to cut off the Boston rebels from the rest of the colonies. On April 19, 1775, the Battles of Lexington and Concord broke out when British troops tried to seize a rebel stockpile of weapons. This began the Revolutionary War. Washington watched these developments with fear. He would lose a lot if a rebellion took place. In 1758 the idea of rebelling against Britain was unthinkable to him, as it was to most colonists. Yet he was also angry at Britain for having been denied a commission in the British Army and humiliated by the army's lack of respect for the Virginia militia. Like many colonists, he was hurt financially by the effects of the Stamp Act and Townshend Acts. He believed, like many of his contemporaries, that he and his fellow Americans were being taxed without representation. Washington vigorously joined the non-importation movement and presided over a meeting in 1774 at the Fairfax County Court House. The delegates affirmed Americans' right to govern themselves and threatened to rebel if Britain would not respect this right. gorge washington :: essays research papers Washington spent his years as a planter trying to gain economic independence from the London merchants who bought his crops. Like many colonists, he grew frustrated at what he and many other colonists saw as unfair laws. In the 1760s, the colonists repeatedly clashed with the British Parliament over questions of taxation and trade. The British government had racked up a massive debt during the French and Indian War. Since American colonists had benefited from the British victory in this war, Parliament believed it only fair that Americans help pay for the effort. But Americans have never liked paying taxes and have never shied from using the language of rights to justify not paying. Parliament, for its part, never took American grievances very seriously. In the space of one decade, the 1760s, these grievances grew from grumbles about taxes to a strong desire for independence. A series of Parliamentary laws goaded the colonists to increasing levels of anger: the 1765 Stamp Act led to boycotts and protests; the Townshend Acts of 1767 resulted in a movement to stop importing British goods. Washington was a leader in this movement. In retaliation, British troops occupied Boston. An unfortunate skirmish between colonists and British troops, portrayed by Samuel Adams and other rebels as the Boston Massacre, brought further opposition to heavy-handed British policies. Continuing disobedience in Boston led Parliament to pass the Coercive Acts, which completely closed Boston harbor in an attempt to cut off the Boston rebels from the rest of the colonies. On April 19, 1775, the Battles of Lexington and Concord broke out when British troops tried to seize a rebel stockpile of weapons. This began the Revolutionary War. Washington watched these developments with fear. He would lose a lot if a rebellion took place. In 1758 the idea of rebelling against Britain was unthinkable to him, as it was to most colonists. Yet he was also angry at Britain for having been denied a commission in the British Army and humiliated by the army's lack of respect for the Virginia militia. Like many colonists, he was hurt financially by the effects of the Stamp Act and Townshend Acts. He believed, like many of his contemporaries, that he and his fellow Americans were being taxed without representation. Washington vigorously joined the non-importation movement and presided over a meeting in 1774 at the Fairfax County Court House. The delegates affirmed Americans' right to govern themselves and threatened to rebel if Britain would not respect this right.

The Privatization of Social Security Essay -- Social Security Privacy

The Privatization of Social Security Many people don’t understand how the Social Security system really works. There are no separate Social Security "accounts" set up for each taxpayer to which he contributes his Social Security "tax" each year. Many people believe these accounts exist, that the money they pay into their accounts grows each year until retirement, and when they retire they get back what they paid in with interest. This is not true. Most people are unaware of the fact that our current Social Security system is a "pay-as-you-go" program, which means that the revenue the federal government raises each tax year for Social Security benefits is paid out that same year to beneficiaries. Many economists believe that our Social Security system is in need of a major overhaul if today's workers are to receive future benefits. Thomas R. Saving, Director of the Private Enterprise Research Center at Texas A&M University says, "What is wrong is that the Social Security system was never set up to be a sound investment-based retirement system." Karl Borden, professor of financial economics at the University of Nebraska recently wrote, "Social Security is an unfunded pay-as-you-go system, fundamentally flawed and analogous in design to illegal pyramid schemes. Government accounting creates the illusion of a trust fund, but, in fact, excess receipts are spent immediately." Robert M. Ball, former commissioner of Social Security said, "Some of the trust fund money should be put into the stock market. I want to do it to get a better return for the Social Security system. Historically, long-term government bonds have had a real return, after inflation, of 2.3 percent a year, compared with 6.3 percent for stocks." Paul W. Boltz, economist for the T. Rowe Price mutual fund said, "When we examine the pending financial crisis of our Social Security system, we find, in effect, the characteristics of a government sponsored Ponzi-type scheme." Michael H. Cosgrove, of the Dallas-based newsletter, The Econoclast says, "People need to take the responsibility of investing their own funds for their retirement. The Social Security system assumes people can't make that decision and government can do it better. The result is a bankrupt Social Security System." These economists believe that by investing ... ...oss would have to be made up either by hiking taxes, increasing borrowing or drastically cutting benefits to current retirees. The present Social Security system faces a long-term shortfall of between 1 percent and 4 percent of total payroll, depending on your projections of future economic growth. But the existing pay-as-you-go system could be rendered solvent by a judicious combination of increasing the retirement age by two or three years and slightly raising taxes. Also there is the question of whether to privatize the whole system, or whether to add a second tier. We might keep the basic system but supplement it with self-directed IRA-like funds. The basic tier would be redistributive and pay-as-you-go. The supplementary layer would be private and based on individual contributions. A further question is who bears the risk when investments go sour. There is no such risk under the current system. The stock market looks like a great retirement vehicle in the 1990’s, but it wasn't so reliable in the 1970s and 1930s. The program was deliberately designed as a social guarantee of retirement income, not a system of government-mandated private savings.

Interprofessional Collaboration

Interprofessional communication and collaboration are a significant part of ensuring safe and effective patient outcomes. In the case detailed below the health care team failed to communicate and collaborate care of patient A, ultimately leading to a negative outcome. Patient A is a female white 38 year old G1P0 with Type I diabetes since the age of 9. Due to her high risk pregnancy and history of non compliance with medical therapy she had been coming in since 28 weeks gestation for twice weekly non stress tests. One Saturday as patient A was at the hospital for her non stress test she was found to have elevated blood pressure and proteinuria. Dr. A, an obstetrician (OB), who was on call for the weekend decided to send the patient home on bed rest and to follow up with her primary OB physician, Dr. B on Monday. At her follow up appointment with her primary OB, she was found to still have elevated blood pressures, blood sugars in 200's, 2+ protein in her urine and had some elevated blood work. Primary OB decided Patient A needed to be induced due to patient A’s unstable condition. Primary OB is not on call this particular Monday and asked Dr. C to induce her patient. Dr. C was not happy about inducing her because of her high risk status but agreed to do so. Dr. D, a laborist and pediatrician, wanted the patient transferred to a higher level of care facility because he felt due to patient A’s history best care for the newborn would be at another facility. Dr. D and Dr. C argued about patient A’s care and disposition at the nurses’ station which was in close proximity to patient A’s room. The nurses who were without a manager at the time were unable to control the altercation between Dr. C and Dr. D. Patient A who overheard the discussion eventually asked to be transfer to another hospital to seek care elsewhere. This paper highlights the importance of effective interprofessional collaboration that is missing in this case. As well, potential plans of action and potential outcomes are discussed. Plan to Address Conflict The major conflict in this situation was a lack of communication between providers regarding the best plan of care of the patient. In addition to the obstetrician, members of the interprofessional team should include the pediatrician, a nurse leader, and the patient. Legare et al (2011) describes a stepwise approach to interprofessional collaboration and the shared decision-making process. The members of the interprofessional team must start by exchanging information and options available related to the care of the patient. Next, the values of both the patient and the healthcare providers should be clarified and addressed. The feasibility of each option should be weighed. Often, certain options are not feasible based on resources or time. In this case, the skills and comfort of the healthcare team members needed to be considered. Once a decision is made, the information needs to be disseminated, including the plan of care and rationales for the decision made. SBAR (Situation, Background, Assessment, and Recommendation) is a useful tool in succinct and structured communication. (Boaro, Fancott, Baken, Velji, & Andreoli, 2010) To prevent future situations similar to this one, Standard Operating Procedures, or SOPs, should be developed and followed. These SOPs should address staff competency, scope of practice, role clarification, and the resources and limitations of the facility. The interprofessional team should develop these SOPs together to ensure they reflect the values of the involved disciplines. (Gardner, 2010) Additionally, resources are available to aid hospitals in developing a structure for interprofessional collaboration. A national interprofessional competency framework detailed by the Canadian Interprofessional Health Collaborative (CIHC) provides an integrative approach to describe competencies required for the interprofessional collaboration to be effective. They are as follows: (1) interprofessional communication (2) patient/family centered care (3) role clarification (4) team functioning (5) collaborative leadership (6) interprofessional conflict resolution. (CIHC, 2010) CIHC suggests that having a competency framework because it helps the team make sense of the learning practice, it will differentiate matters by relevance, give the team members a chance to apply the learning to practical situations and then associate the learning elements by integrating them. CIHC, 2010) When this patient arrived to the unit, if the team had used the six suggested competencies providing best care for this mom and baby could have been achieved easier. Discussion of Outcomes The intent of interprofessional collaboration is one that will foster the safe practice of all health care professionals, and enables the achievement of better outcomes. Some outcomes needed for this particular situation would be as followed: 1. Shared decision making between all pr oviders involved. What is the best practice that can be provided for a safe outcome for mom and baby? Inducing the mom because it was best practice was made by the OB, but she didn't factor in safe practice for the pediatric doctor in this situation. 2. Demonstrate professional conduct during inter professional collaboration. Make sure if there are any discussions with team members, disagreements with the care that is being provided that it is not done where the patient can hear it. 3. That the interprofessional team can acknowledge the various skill levels of everyone involved. The pediatric hospitalist is this situation felt that the patient’s diagnosis of Type 1 diabetes, uncontrolled throughout the pregnancy put the baby at risk for having glucose controlled problems and felt that a higher level of care was needed because it was beyond his skills set. Interprofessional collaboration was necessary in this situation. No one discipline has all of the knowledge needed to provided complete patient-centered care. True interdisciplinary patient-centered care includes a partnership between health care professionals as well as the patient. This collaborative and coordinated approach improves patient outcomes and quality of care (Orchard, Curran, & Kabene, 2005). In this case, the interprofessional team failed to communicate effectively. This lack of communication and professional conduct led to a failure to recognize the skill levels of the team members, and prevented the team from making a shared decision that would benefit the patient. Conclusion In order for patient A to achieve a positive outcome several factors related to interprofessional collaboration needed to be addressed in this case. First, to improve collaboration and understanding, clear team roles of the health care providers should be defined. Scopes of practice as defined by standard operation procedures and discussions of available resources should be taken into account. In addition, distribution a consistent communication tool such as SBAR could be used. Had the healthcare providers involved with this case practiced as a team, positive outcomes such as: open communication, trust, professionalism and improved patient outcomes and experiences would have been achieved. References Boaro, N., Fancott, C., Baker, R., Velji, K., & Andreoli, A. (2010). Using SBAR to improve communication in interprofessional rehabilitation teams. Journal of Interprofessional Care, 24(1), 111-114. Gardner, D. (2010). Expanding scope of practice: Inter-professional collaboration or conflict? Nursing Economics 28(4), 264-266. Legare, F., Stacey, D., Pouliot, S., Gauvin, F. P., Desroches, S., Kryworuchko, J., †¦Graham, I. D. (2011). Interprofessionalism and shared decision-making in primary care: a stepwise approach towards a new model. Journal of Interprofessional Care 25, 18-25. Orchard, C.A., Curran, V., & Kabene, S. (2005). Creating a culture of interdisciplinary collaborative professional practice. Medical Education Online. Retrieved from http://med-ed-online.net/index.php/meo/article/viewArticle/4387. Canadian Interprofessional Health Collaborative. ( 2010). A National Interprofessional Competency Framework. Retrieved from http://www.chic.ca/files/CIHC_IPCompetencies_Feb1210.pdf