American nurses association

The American Nurses Association is a professional service organization that represents the entire registered American nurses’ population. It aims to promote health care services to every human being. It believes that health care is a right of every citizen and a restructured development and implementation of health policies is needed. Furthermore it is dedicated in producing highly skilled nurses in the field of medicine. At the local and state level, the roles and functions of ANA are to persuade every individual to go into nursing by promoting an advance nursing profession by setting up high standard nursing practices.In return, a competitive workplace is attained producing a realistic perspective of things that transpire as a nurse. Registered nurses are also helped by the association by conducting continuous research base projects for nursing. The field is continually being expanded. It also pushes for better compensation for nurses. It calls for a better working condition for nurses and implements strategic techniques in which nurses can deliver their services more efficiently and effectively locally.Thus, the local and the state benefit largely from these practices, where in services will not be delayed and are delivered cost-effectively. Nationally, ANA is in the forefront on the call for a massive restructuration of the health care programs. They believed that the health care is in crisis, and the cost of care continues grow while its quality suffers and the problem should be addressed to the policy makers, health professionals and the public.Through its political and legislative programs, ANA has taken solid positions. It expresses its desire for a restructure program by delivering primary health care services in community based settings. On its agenda also is an expanded participation of nurses in delivering those services and obtaining federal fund for practice, training and future ventures in the field of nursing. The association also discuss es the importance of safer needle devices to people.It aims to protect the rights of patients and provide them access to a better health care system. It aims to offer public and private plan of standard package of essential health care services to every citizens. The American Nurses Association exists not primarily to protect the welfare of the registered nurses. It is an organization that commits its loyalty on things that would help the public benefit. The health of the people and an efficient way of delivering services at low cost is the association primary concerns.The organization’s unwavering efforts are major boost that contribute to health care reforms on both state and national level. References (Levit, 2001) (Aiken L. H. , 2000) Aiken L. H. , C. S. P. , & Sloanne D. M. . (2000). Hospital Restructuring: Does it Adversely Affect Care and Outcomes? Journal of Nursing Administration, 457-465. Levit, K. , Smith C, . Cowan C. , Lazenby H. , Sensenig A. , Catlin A. ,. (200 1). Trends in US Health Care Spending. Health Affairs, 154-164.

The Giver

Creating an Acrostic Poem In this lesson, you will create an impressive acrostic poem. You will use your Intel-based MacBook, or iMac, (or other Macintosh computer running OSX 10. 5 or higher), and the preloaded software to complete the project. Images are provided to help you along the way, and there is a sample poem on the last page of this lesson. Try to follow the steps in the activity as closely as you can, but once you have a feel for the way the software works, feel free to elaborate in order to personalize your poem and further develop your computer skills.Here is a list of the tools you’ll use: HardwareSoftware ComputerMS Office-Word iSight CameraDashboard Widget-Dictionary/Thesaurus PrinterPhotoBooth, iPhoto (optional) Procedure: Setting Up the Document 1. Open MS Word application. Look for the icon in the Dock. If you can’t find it there, open a New Finder Window, then click on Applications, then scoll down to MicroSoft Office 2004 or Office X, then open (or expand) that folder to show the icon. Double-click on it to open the application. 2. Pull down the File menu to New Blank Document, or, in the Project Gallery, click Word Document, then click Done. . Type the title of the poem (name of the person, animal, item) on the first line of the page, ideally with all capital letters. 4. Press the return key two or three times to leave some space between the title and the first line of the poem. 5. Now type the same word vertically, down the left side of the page, again in all captial letters, pressing the return key after each letter, so that each letter is on its own line. Don’t worry about the appearance being rather dull at this point. The first task is to get the structure down. 6. Save your document.Some students may remark that they â€Å"†¦have not finished yet†¦Ã¢â‚¬  This is a good opportunity to remind ourselves that we should be saving our work early on in the process, and then repeatedly as the document grows. Pull down the File menu to Save†¦ A ‘sheet’ will appear at the top of your window. The one shown here shows that the document will be saved as: HENRY. doc on the Desktop. (You may elect to have your students save their work with a more specific name, and in another location. ) Click Save. Using the Dashboard Widget – Dictionary/Thesaurus 7. Click on the Dashboard icon in the Dock. 8.The dictionary widget may already be present on your desktop, but if it is not, click on the plus sign (in the circle in the lower left corner of the screen), and other widgets that are available will appear. 9. Click on the dictionary widget (it also includes the thesaurus). The widget will appear. You can drag it anywhere you like. Click on the Thesaurus button at the top of the widget, then type in a word you want to find synonyms for. Let’s say, for example, that you want to find a word that means ‘friendly’, but you don’t have an â€Å"F† in your name. Type the word friendly in, and then look for a word that starts with the letter you need. 0. Once you have found the word, click on the Word icon in the Dock to return to your acrostic poem. Type your word on the line that beings with its first letter.Repeat this process until you have filled in all the lines of your poem. Remember to continue to save your work by pulling down the File menu to Save, or by holding down the Apple key and pressing S. (? +S). Using the PhotoBooth Application to Take a Picture 11. Click on the Finder icon. If a Finder window does not appear, pull down the File menu to New Finder Window (? +N). 12. Click on Applications, then scroll down to PhotoBooth. Double-click on the PhotoBooth icon to open it. 3. Adjust your seated, (or for small students, your standing position) in front of the computer. You may also be able to adjust the tilt of the iMac or MacBook screen to change the angle. Get close to the camera so your image is large. 14. If you w ant a standard photo, just click the camera icon below your image, then smile and wait for the 3-2-1 countdown. If you don’t like the result, simply click on the x in the corner of the little image (which deletes it), and then take another. If you want an effect in your image, click on the 1 or 2 next to Effects, click on the effect you want to try, and then click the camera to shoot.Here are a few samples of the types of effects you can use: Once you are happy with the photo taken, you can simply drag and drop (with your mouse) the mini-photo from PhotoBooth onto the Word page. 15. There are several places you can store the photos you’ve taken: a. You can move them to iPhoto, and then create albums to organize them. b. You can save them to a folder on the desktop, or to a USB drive, or to a server folder. To locate the PhotoBooth images you’ve taken in the Finder, click File, Reveal in Finder. There you can rename the files and copy them to one of the storage l ocations mentioned above. 16.Once the photos are saved, you can insert them in the Word document in many ways as well. a. You can copy/paste them in from iPhoto, or drag/drop them from iPhoto, if you had saved them there. b. You can drag the photo into Word just by dragging the icon onto the Word page. c. You can pull down the Insert menu in Word to Picture, From File†¦ and then navigate to the location where you saved the photos. Once you see it, click Insert. Do not worry that that photo ends up in the middle of a sentence. Wherever the photo ends up, just double-click on it. 17. Once you have double-clicked on the photo, the Format Picture dialog box will appear.Click on Layout, then Square, then OK. 18. Handles will appear in the corners of the photo. Click and hold the mouse button down and a square with arrows in the diagonal corners will appear. Drag inward to resize the photo down. (You can always resize the photo later, if necessary. ) Repeat the process if more than o ne photo is desired. Leave space so that you can enlarge the text of the poem. If the poems are exprected to be posted on a bulletin board, make sure the text is at least size 36-48, with an even larger title, so they can be read easily from a distance. Modifying the Text 19. Select the text.Then, using the Formatting Palette, change the size, and font of the text. If you don’t see the palette, pull down the View menu to Formatting Palette. (Tip: If you want to select a single word, just double-click on it. If you want to select an entire line, triple-click on it). Finishing Up 20. Adjust the size of your photo(s) to have a good balance between the size of the text and the photo. Be sure there is enough white space on your page. Having a page that is too crowded is unappealing. 21. Change the color of the title text. 22. Change the color of the first letter to match the color used in the title text. 23.Using the formatting palette in Word, you can add a bordering line around the photo(s), and also a shadow, which helps the picture appear to be ‘lifted’ from the page. 24. Save your work. 25. Once your work is saved, feel free to make more changes until the page looks just right. 26. As an extension of this activity, and to give students opportunities to modify photos using iPhoto, the PhotoBooth photos can be sent to iPhoto and then edited. 27. A common task is to crop the photo, removing unwanted portions of the photo, or enlarge the image of the face, if the student was sitting too far from the computer when the photo was taken.California Reading/Language Arts Standards Included: Grade 3 Research? 1. 3 Understand the structure and organization of various reference materials (e. g. , dictionary, thesaurus, atlas, encyclopedia). Writing Applications 2. 2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.? Capitalization? 1. 7 Capitalize geographical names , holidays, historical periods, and special events correctly. HENRY Healthy Easygoing Neighborly Reliable Youthful The Giver Creating an Acrostic Poem In this lesson, you will create an impressive acrostic poem. You will use your Intel-based MacBook, or iMac, (or other Macintosh computer running OSX 10. 5 or higher), and the preloaded software to complete the project. Images are provided to help you along the way, and there is a sample poem on the last page of this lesson. Try to follow the steps in the activity as closely as you can, but once you have a feel for the way the software works, feel free to elaborate in order to personalize your poem and further develop your computer skills.Here is a list of the tools you’ll use: HardwareSoftware ComputerMS Office-Word iSight CameraDashboard Widget-Dictionary/Thesaurus PrinterPhotoBooth, iPhoto (optional) Procedure: Setting Up the Document 1. Open MS Word application. Look for the icon in the Dock. If you can’t find it there, open a New Finder Window, then click on Applications, then scoll down to MicroSoft Office 2004 or Office X, then open (or expand) that folder to show the icon. Double-click on it to open the application. 2. Pull down the File menu to New Blank Document, or, in the Project Gallery, click Word Document, then click Done. . Type the title of the poem (name of the person, animal, item) on the first line of the page, ideally with all capital letters. 4. Press the return key two or three times to leave some space between the title and the first line of the poem. 5. Now type the same word vertically, down the left side of the page, again in all captial letters, pressing the return key after each letter, so that each letter is on its own line. Don’t worry about the appearance being rather dull at this point. The first task is to get the structure down. 6. Save your document.Some students may remark that they â€Å"†¦have not finished yet†¦Ã¢â‚¬  This is a good opportunity to remind ourselves that we should be saving our work early on in the process, and then repeatedly as the document grows. Pull down the File menu to Save†¦ A ‘sheet’ will appear at the top of your window. The one shown here shows that the document will be saved as: HENRY. doc on the Desktop. (You may elect to have your students save their work with a more specific name, and in another location. ) Click Save. Using the Dashboard Widget – Dictionary/Thesaurus 7. Click on the Dashboard icon in the Dock. 8.The dictionary widget may already be present on your desktop, but if it is not, click on the plus sign (in the circle in the lower left corner of the screen), and other widgets that are available will appear. 9. Click on the dictionary widget (it also includes the thesaurus). The widget will appear. You can drag it anywhere you like. Click on the Thesaurus button at the top of the widget, then type in a word you want to find synonyms for. Let’s say, for example, that you want to find a word that means ‘friendly’, but you don’t have an â€Å"F† in your name. Type the word friendly in, and then look for a word that starts with the letter you need. 0. Once you have found the word, click on the Word icon in the Dock to return to your acrostic poem. Type your word on the line that beings with its first letter.Repeat this process until you have filled in all the lines of your poem. Remember to continue to save your work by pulling down the File menu to Save, or by holding down the Apple key and pressing S. (? +S). Using the PhotoBooth Application to Take a Picture 11. Click on the Finder icon. If a Finder window does not appear, pull down the File menu to New Finder Window (? +N). 12. Click on Applications, then scroll down to PhotoBooth. Double-click on the PhotoBooth icon to open it. 3. Adjust your seated, (or for small students, your standing position) in front of the computer. You may also be able to adjust the tilt of the iMac or MacBook screen to change the angle. Get close to the camera so your image is large. 14. If you w ant a standard photo, just click the camera icon below your image, then smile and wait for the 3-2-1 countdown. If you don’t like the result, simply click on the x in the corner of the little image (which deletes it), and then take another. If you want an effect in your image, click on the 1 or 2 next to Effects, click on the effect you want to try, and then click the camera to shoot.Here are a few samples of the types of effects you can use: Once you are happy with the photo taken, you can simply drag and drop (with your mouse) the mini-photo from PhotoBooth onto the Word page. 15. There are several places you can store the photos you’ve taken: a. You can move them to iPhoto, and then create albums to organize them. b. You can save them to a folder on the desktop, or to a USB drive, or to a server folder. To locate the PhotoBooth images you’ve taken in the Finder, click File, Reveal in Finder. There you can rename the files and copy them to one of the storage l ocations mentioned above. 16.Once the photos are saved, you can insert them in the Word document in many ways as well. a. You can copy/paste them in from iPhoto, or drag/drop them from iPhoto, if you had saved them there. b. You can drag the photo into Word just by dragging the icon onto the Word page. c. You can pull down the Insert menu in Word to Picture, From File†¦ and then navigate to the location where you saved the photos. Once you see it, click Insert. Do not worry that that photo ends up in the middle of a sentence. Wherever the photo ends up, just double-click on it. 17. Once you have double-clicked on the photo, the Format Picture dialog box will appear.Click on Layout, then Square, then OK. 18. Handles will appear in the corners of the photo. Click and hold the mouse button down and a square with arrows in the diagonal corners will appear. Drag inward to resize the photo down. (You can always resize the photo later, if necessary. ) Repeat the process if more than o ne photo is desired. Leave space so that you can enlarge the text of the poem. If the poems are exprected to be posted on a bulletin board, make sure the text is at least size 36-48, with an even larger title, so they can be read easily from a distance. Modifying the Text 19. Select the text.Then, using the Formatting Palette, change the size, and font of the text. If you don’t see the palette, pull down the View menu to Formatting Palette. (Tip: If you want to select a single word, just double-click on it. If you want to select an entire line, triple-click on it). Finishing Up 20. Adjust the size of your photo(s) to have a good balance between the size of the text and the photo. Be sure there is enough white space on your page. Having a page that is too crowded is unappealing. 21. Change the color of the title text. 22. Change the color of the first letter to match the color used in the title text. 23.Using the formatting palette in Word, you can add a bordering line around the photo(s), and also a shadow, which helps the picture appear to be ‘lifted’ from the page. 24. Save your work. 25. Once your work is saved, feel free to make more changes until the page looks just right. 26. As an extension of this activity, and to give students opportunities to modify photos using iPhoto, the PhotoBooth photos can be sent to iPhoto and then edited. 27. A common task is to crop the photo, removing unwanted portions of the photo, or enlarge the image of the face, if the student was sitting too far from the computer when the photo was taken.California Reading/Language Arts Standards Included: Grade 3 Research? 1. 3 Understand the structure and organization of various reference materials (e. g. , dictionary, thesaurus, atlas, encyclopedia). Writing Applications 2. 2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.? Capitalization? 1. 7 Capitalize geographical names , holidays, historical periods, and special events correctly. HENRY Healthy Easygoing Neighborly Reliable Youthful

Intellectual Property for Entrepreneurial Business Venture Essay

Intellectual Property for Entrepreneurial Business Venture - Essay Example The related rights of copyright consist of the rights of performing artists for their performances, producers of phonograms, and those of broadcasters' programmes in either radio or television. The rights granted in all types of intellectual property are essentially negative. A patent refers to the exclusive right granted for an invention that either provides a novel means of doing, or a new technical solution to a problem. Patents provides protection for a limited period, generally 20 years. The protection granted to patent owners includes that another person cannot make commercial reproduction, use, distribution and sale of the invention without the consent of the patent owner. To enforce these rights, patent owners have to enforce it in court to prevent or enjoin patent infringement. Corollary to this, a court may declare a patent invalid when challenged. A patent owner is given the right to decide who can use the patented invention for the period granted in the patent and ahs the right to permit or license third parties to use, sell, distribute or market the invention. Upon expiration of a patent, the protection consequently ends, with the invention becoming a part of the public domain. The patent owner does not anymore have exclusive rights to the p atented invention and now available for commercial exploitation. To secure a patent, the first step is to file the application for patent that should contain the name or title of the invention and an indication of the technical field. The application must also state the background and description of the invention specific enough for an individual of average understanding in the field could subsequently use to reproduce the invention. The application must be accompanied by visual representations of the invention like diagrams, plans or drawings describe the invention better and must contain various "claims" or the necessary information that determines the extent of protection applied. To be patentable, the invention must satisfy the following conditions: (1) it must be of practical use; (2) it must be novel, that is, new characteristic in the field not yet known in the body of existing knowledge called "prior art"; (3) shows an inventive step not knowable by someone in the field with average knowledge; and (4) the invention must be accepted as "patentable" law. Hence, mathematical methods, scientific theories, discoveries of natural substances, commercial methods, plant or animal varieties, or methods for medical treatment are not patentable. A patent is usually granted by a national patent office or by a regional office for several countries. Under a regional application, applicant requests protection in several countries but each country decides on the application. The Patent Cooperation Treaty (PCT) provides for the system of filing a single international patent application with similar effect as national applications. An applicant files one application only. Thus, the joint business venture may file for patent application for the technology that combines the Osyter card's radio frequency identification (RFID) technology and the debit cards EFTPOS system together. A

Urinary Tract Infections Research Paper Example | Topics and Well Written Essays - 1000 words

Urinary Tract Infections - Research Paper Example Furthermore, there are also three types of urinary tract infections, with each one affecting a certain organ, and they are as follows: urethritis is when the urethra is affected, cystitis is when the bladder is affected, and pyelonephritis is when the infection has traveled up the ureters and attacks the kidneys. The most common causative agent of urinary tract infections is uropathogenic Escherichia coli, or E. coli. However, there are also more rare causative agents in regard to urinary tract infections, and they include Proteus mirabilis, S. Aureus, S. saprophyticus, Group B streptococci, Enterococci, Klebsiella pneumoniae, Enterobacter, Proteus spp., and Pseudomonas aeruginosa. The causative agents vary based on the types of urinary tract infections, which are cystitis, urethritis, and pyelonephritis, as well as the gender affected by the infection. While these causative agents arise on a few occasions, since E. coli is the most frequent causative agent, it will receive the most attention in this report. E. coli is a â€Å"Gram-negative, rod-shaped bacterium that is commonly found in the lower intestine of warm-blooded organisms (Manning, 2005).†The majority of E. coli strains are innocuous, with the harmless strains providing the body with vitamin K2 and hindering the formation of pathogenic bacteria inside the intestine, but there are serotypes that are capable of causing illnesses or infections. E. coli bacterium are a typical part of the normal flora of the intestines, though strains are capable of becoming virulent, which prompts the development of urinary tract infections. The urinary tract is the most typical site of E. coli infections, with approximately 90% of all urinary tract infections being caused by E. coli strains (Madappa, 2011). The sole portal of entrance for bacteria in both males and females is the urethra, but due to a male’s anatomy, they have a more difficult time in developing a urinary tract infection. Women are more s usceptible to developing a urinary tract infection due to the ease at which the bacteria can enter the urethra and gradually move its way into the bladder as the urethra is within close proximity of the vagina and the anus. The most common mode of transmission is when an individual, after urinating or a bowel movement, wipes from back to front, which spreads bacteria from the anus to the urethra. Sexual intercourse can also transfer bacteria from the anal-vaginal area to the urethra, which has prompted many doctors to label urinary tract infections as sexually transmitted diseases, though this is seldom the case. There are many methods in which a urinary tract infection can be developed. As aforementioned, the bacteria E. coli plays a large role. When an individual does not wipe properly after a bowel movement, they risk spreading E. coli from the rectum to the urethra. Pregnancy can cause a urinary tract infection during a vaginal birth, which can â€Å"cause trauma to the bladder , preventing urine from being expelled (Mobley &Warren, 1996).† Menopause brings about changes in hormones that have the ability to cause physical changes, thus making it easier for a woman to develop a urinary tract infection. Finally, a person can develop a urinary tract infection if they have kidney stones, which can block the bladder, preventing urination. The signs and symptoms of a urinary tract infection differ depending on where the infection is located and how

Psychological criticism used towards the story The Strange Case of Dr Term Paper

Psychological criticism used towards the story The Strange Case of Dr. Jeckyl and Mr. Hyde - Term Paper Example In her book Routledge Critical Thinkers: Sigmund Freud, Pamela Thurschwell dwells more deeply on the conception of the human psyche, that is, Freud’s iceberg metaphor. She explains the struggle between the Id, Ego and Superego in the following manner: a. Id: Basic needs - it is all about me. Not reality based. b. Ego: Reality based or alters reality to justify his actions. c. Superego: Social programming - what is acceptable for the character - morality and conscience. (81-83) This particular piece of fiction by Stevenson is most commonly associated with the rare mental condition often referred to as â€Å"split personality† disorder, where there exist two distinct personalities within the same person. This notion is also connected to the so called â€Å"doppelganger† motif, which represents a tangible double of a living person that typically represents evil, a notion which predates Freud’s concept of the repressed, unconscious alter ego. The doppelganger represents the narrator’s attempt to project an inner evil into the outside world, which is exactly the case with Jekyll. This idea has been widely used in literature, ranging from authors and works like Oscar Wilde’s The Picture of Dorian Gray, Edgar Allan Poe’s â€Å"William Wilson,† Fyodor Dostoyevsky’s â€Å"The Double† and many others, whose protagonists find their identical nemesis in a psychological self-splitting process. This notion centers on the conception of humanity as dual in nature, even though the readers become fully aware of this in the last chapter, when the true story of Jekyll and Hyde emerges before them. Until the very end of the novella, these two characters seem nothing alike, and one can by no means make the connection between the well liked, respectable doctor Jekyll and the indescribably hideous and disfigured appearance of Hyde: â€Å"He is not easy to describe. There is something wrong with  his appearance; s omething displeasing, something downright detestable. I never saw a man I so disliked, and yet I scarce know why. He must be deformed somewhere; he gives a strong feeling of deformity, although I couldn’t specify the point. He’s an extraordinary-looking man, and yet I really can name nothing out of the way. No, sir; I can make no hand of it; I can’t describe him. And it’s not want of memory; for I declare I can see him this moment.† (Stevenson 12) When Enfield relates to Utterson how he watched Hyde trample a little girl underfoot. Utterson asks his friend to describe Hyde’s appearance, but Enfield, as the quote indicates, proves unable to formulate a clear portrait.  This lack of eloquence does not mean that he did not see him clearly. Quite the contrary, the image of Hyde is branded into his mind as he speaks, yet he fails to articulate Hyde’s ugliness and deformity. This creates the impression of Hyde as being almost intangible, m ysterious, beyond words, just as he is beyond morality and conscience. Viewed as an almost supernatural creation, he is not of this world, and correspondingly, he manages to evade the comprehensive faculties of human beings. He represents the evil

Excess Embryos and Research Essay Example | Topics and Well Written Essays - 1500 words

Excess Embryos and Research - Essay Example Moreover, based on the absolutist principle, all life has value and that it is always wrong to take such life (West, 2005). These individuals also point out that using excess embryos for human research may lead humanity into a slippery slope, where one small step towards an end would lead to other similar actions where bigger and more undesirable consequences become apparent (West, 2005). Discussion In order to understand this discussion better, it is important to consider and define the parameters of IVF. In vitro fertilization refers to the process of the sperm fertilizing the egg outside the human body or in vitro, which in Latin translates to ‘in glass’ (Swain, 2011). Basically, in IVF, the sperm and egg is collected from the woman’s fallopian tubes or uterus, is combined with the semen under laboratory conditions, and then reinserted into the uterus (Swain, 2011). Ovarian hyperstimulation for the retrieval of multiple eggs and the culture and selection of emb ryos is also included in the process. Most of the time, multiple eggs are fertilized in order to ensure successful fertilization and consequently, successful pregnancies (Swain, 2011). In different countries, there are legal restrictions on the number of embryos which can be reintroduced into the uterus. In these instances, there would likely be numerous excess embryos which would not be used by the clients seeking IVF (Kao, et.al., 2008). From these excess embryos, the issue of utilization has now come about and the question is raised: Should these excess embryos be made available for research purposes? Opponents to the utilization of these embryos for research primarily point out that allowing the use of these embryos would lead humanity into a slippery slope, one which would likely lead to more human rights violated and less value attributed to human life (Dooley, 2003). They argue that where an embryo is given so little value, the value of life itself would likely decrease. The slippery slope argument is based on the argument that where one act is allowed, an avalanche of other consequent acts would likely follow and these consequent acts may not be intended by the original actors (Bongso and Lee, 2010). For example, allowing the use of embryonic cells may later eventually lead to the blatant use of embryonic cells (even those not in excess) for research purposes. For other ethical arguments, allowing the legalization of euthanasia may lead to the unconscionable killing of elderly individuals who do not have adequate health care (Bongso and Lee, 2010). For those who believe in the slippery slope argument, they also point out that allowing the use of excess embryos may lead to the instrumentalization of human life, wherein life is created in order to fill human purposes (Banchoff, 2011). These statements or arguments are not agreeable to me. According to Dettman and Saunders (1985), human embryos cannot be considered as individuals or people, not even as po tential human life. Human embryo should be considered as cells and unless they are implanted in the uterus, they are not yet potential life forms (Hinman, 2010). In effect, the embryos cannot be considered human life and must not therefore be attributed with human value. Where there is no human value, there would also not be any devaluation on the embryo (Hinman, 2010). I also believe that the

Management accounting Essay Example | Topics and Well Written Essays - 2500 words

Management accounting - Essay Example 20-25, 2003). The type, number, or volume of the products does not directly drive these costs. Several costs even within a factory are questionable for the same reason. Moreover, substantial material vendors and customer also impel quite a few costs. â€Å"In fact there is no single correct (product) cost figure† (Walker, 22, 1999). Costs centers hold records of the financial transactions of the organizations, which they use to calculate their product costs. Several methods for this exist where different organizations may employ unique methods. The simplest of the aforementioned methods for product costing, employs only direct costs. Earlier, labor costs received greater importance. Companies carried out everything manually. The number of employees involved dictated the output volume. Then came the time when machines began to substitute labour in production. This progress posed a problem to the prevailing costing method because most of the machine costs are depreciation costs and are not comparable to direct labor costs (Fritzsch, pp. 83-89, 1997). Organizations and experts highlighted several more weaknesses of the traditional accounting system because it was not compatible with the development of the new business methods. To overcome the weaknesses of the simple product costing method, accounting experts introduced standard costing. Standard costing method uses Bill of Material (BOM) and the capacity demand of the product to calculate the product cost. To calculate direct costs, the accountant considers raw material costs and labor costs, as incurred per unit of production. Whereas, to calculate indirect costs, they use the product of multiplier factors (predetermined rates) and the direct costs (Broadbent et al., pp. 31-37, 2003). Although standard costing is an easy and appropriate way for actual cost follow-up, it may lead to inappropriate decisions when used erroneously in future planning. The basic issue with standard product costing is that it do es not provide sufficient information to facilitate the user to control the overheads and other indirect costs related to the product. For instance, accounting experts express the production overheads multiplier as an additional percentage of the product direct cost. Recursive calculations from past accounting figures drive this value and it usually allows a rising trend for overheads when managers use it as a standard for a new product (Shank & Fisher, 77, 1999). Having seen the drawbacks of simple and standard costing systems, experts in the field have been attempting to formulate generic costing methods since decades. For example, traditional costing methods include only the manufacturing costs in the total unit cost of each product. However, the new concepts in cost management require the accountants to cross the usual limits of product costing methods by applying all organizational costs in a more applicable and informative way and attaching them to cost objects such as a proce ss, product, customer etc (Broadbent et al., pp. 41-48, 2003). The design of such advance cost management system (ACMS) requires companies to integrate the new concepts practically in the business processes and operating systems (Schnoebelen, 52, 1993a).  Ã¢â‚¬ËœActivity-based costing’ is one of such advance cost management systems. Activity based costing technique is a way of assigning

Louisanna State Board of Nursing Practice Act Assignment

Louisanna State Board of Nursing Practice Act - Assignment Example In the guideline there is a clear illustration of the associated penalty with each violation of a particular rule. There are also some exceptions included in the act. Other important medical issues are also briefly discussed, and these include the use of certain medicaments such as anaesthetics and the way in which medications are distributed. The aim of the speech is to illustrate the main aspects of the act and show the importance of such protocols in the nursing field. The role of the board is to protect the integrity of nursing and ensure that the practice of public health is not harmful to the community. The individuals in the community are dependent on the healthcare system, hence all the necessary measures must be taken to ensure its efficiency. There are three main principles of the legislation which include ensuring that the staff is well qualified for provision of public health, the regulation of practice of advanced practice registered nurses and registered nurses and the protection, promotion and preservation of safety of the public. The act also defines the different professional roles in the nursing field. It recognizes any individual possessing a license from a nationally recognized licensing body and possessing the appropriate qualifications as an advanced practice registered nurse. Some positions that are occupied by advanced nurses include certified nurse midwife, certified registered nurse anesthetist, clinical nurse specialist and nurse practitioner. Other posts that are also defined in the act include advanced practice registered nurse students, and different factors associated with practice. The quality of the board is largely affected by the members, hence there is a strict selection process of the members. The board should consist of eight registered nurses, whose selection is suggested through a list compiled by the

Effective Learning Essay Example | Topics and Well Written Essays - 750 words

Effective Learning - Essay Example Students’ frustrations can be attributed to their lack of knowledge regarding the scope, limitations, and challenges of online learning along with the drawbacks of the learning program and curriculum.   Frustrations and Needs of Online Learners The number of online learning programs has dramatically increased over the last two decades. Subsequently, the cases of students’ frustrations also have increased to a great extent in a way that hinders their educational opportunities. As Hara and Kling (1999) point out, the paucity of prompt feedback is one of the potential causes of student frustration in web-based learning. Learners’ autonomy in this regard often turns to be an impediment to their own active interaction with the tutor when there is no specific login time for learning activities. Frustration is the outcome when there are no clearly stated instructions and guidelines. In that context, a fresh student, normally who is not a computer savvy gets disappoint ed of the unfamiliar learning system. Lack of technical expertise along with the complexity of the learning interface can intensify the frustration and stress. Strategies for Effective Online Learning First of all, as a learner you must understand that online classes, no matter whether synchronous or asynchronous, differ a lot from traditional classrooms and learning methods. Online learning normally is not bound to stipulations, and hence this in turn increases learners’ responsibility in meeting their own needs. As noted in the Illinois Online Network database (2010), the major problems with online learning usually fall into several categories including but not limited to technology, the facilitator, the online environment, the students, the administration and faculty, the curriculum etc. In order to get rid of the current stress, you must identify in which of the above areas your learning problem persists. If you find that lack of technical skill has limited your learning potential, it is advisable to get assistance from a third party. This can be a friend or a relative who would teach you the essential things in no time. As Brosche (2010, p. 70) reminds, if you find that the instructions are ambiguous, do not hesitate to request clarifications from the facilitators before you start doing things, because â€Å"well begun is half done†. Another thing you ought to do is to identify what type of a learner you are. People, based on their learning habits can be categorized into ‘dependent learners, independent learners, competitive learners, collaborative learners, participative learners, avoidant learners’ etc (Stavredes, 2011, p. 18). For instance, as Stavredes (2011) points out, if you are a competitive learner, you will be interested in attending tests and getting grades. In contrast, if you are a collaborative learner, you will like group works, interactions, and discussions. Participative learners are usually interested in class discussions and hence concerned about learning environment whereas avoidant learners are normally driven by strict deadlines and punishments for not meeting them (pp. 18-19). Obviously, you belong to one of these groups, and identifying your position would help you overcome the current frustration. To illustrate, if you believe that you are a competitive learner having great zeal in tests and results, other activities like collaborative programs may annoy you, for the outcome of your effort would be a bit disappointing one. However,