IT117 Unit 2 DB Research Paper Example | Topics and Well Written Essays - 250 words

IT117 Unit 2 DB - Research Paper Example This may also include involving potential partners in the site`s account of the corresponding social medias accounts. Uploading videos – brief videos of the organizational activities explaining the products and services the organization is offering can be very helpful to the sites` visitors since some visitors would rather watch other than read what is contained in the site. Competent webmaster – it is of great importance to keep up with the latest internet trends in order to be up to date with others, otherwise the site might look outdated and this will not attract visitors. Considering that this is a non-profit organization, Karina ought to have included some features that would sell out the organization`s agendas to a larger extent. One of the things she omitted is the visitors` platform where the visitors interact. Here they can also leave comments. Secondly, Karina should have included a message from the director or the Chief Executive Officer in a small section of the

Personal Bankruptcy Essay Example | Topics and Well Written Essays - 500 words

Personal Bankruptcy - Essay Example Section 316 of the Act requires the creditors to mention any additional income such as those from family is expected in the following year. A petitioner whose bankruptcy case had been previously adjudicated will have to wait for 8 years before filing another claim. The new act also allows conversions of liquidation into wage earner plans and liquidation cases in which the debtor’s income falls under a certain level will only be considered. Petitioner can use the exemptions allowed by the state only if they have resided in the state for at least 730 days. With regard to their houses, the creditors are allowed to exempt the first $125,000 of the value only if the home was purchased within a period of 1215 days. In case a tenant, who is using the home for illegal purposes, files a bankruptcy against the owner, section 311 of the Act would still allow the owner to evict the tenant. Credit card charges made for purchase of luxury goods for a minimum of $500 should be paid within 90 days of the credit and the limits for cash advances are $750 and student loans are dischargeable according to section 310 of the Act. However, the Act still protects the $1,000,000 of a debtor’s retirement benefits. The education savings account is also exempted if the funds have been placed into the account one or two years prior to filing for bankruptcy. In case of auto loans, if a debtor files for bankruptcy, he would be expected to pay only a secured portion of the auto loan in order to retain the vehicle with him. In case of liquidation fillings the petitioner will have to pay the alimony and child support required from him before payment of any other non-secured debt according to section 212. Section 314 of the new act has also ruled that many unnecessary types of debts which fall under chapter 13 will no longer be applicable. The credit system was the center of the federal bankruptcy reform passed in 2005 and these

Leadership and Management in Healthcare Essay Example for Free

Leadership and Management in Healthcare Essay There is an increase in societal changes and demands in the nursing profession today. It is vital that nurses keep up to date with what is happening in their profession. This is attainable by becoming a member of professional organizations (American Nurses Association, 2014). The three major categories of nursing organizations include: national, state, and international. These professional nursing organizations have large memberships and maintain state and national links that help increase the knowledge of its members regarding current trends in legislation, employment, and clinical practices. The purpose of this paper is to discuss professional organization in the nursing industry, discuss how nurse leaders can use professional nursing organizations to maintain actions in the nursing and health care industry. Selected Professional Organization Nursing organizations keep nurses aware of the current trends and politics that impact the nursing profession. A fundamental part of the American Nurses Association, the Florida Nurses Association (FNA) is categorized within the state level that supports education, research, and assistance to nurses in need. FNA has been a great advocate for nurses from all areas of specialty (Florida Nurses Association, 2014). FNA is known as the â€Å"political watch dog for nurses and health care† and has an influential presence in Tallahassee. Its main goal is to protect the privileges and rights of nurses and make sure that the voice of nurses is heard at the capital (Dandurant, 2012). Current Political Issues The use of the titleâ€Å"Doctor† among nurses with Doctorate Degree in Nursing Practice (DNP) is one current issue addressed through FNA. Such issue is one of the most tackled issues among the medical group who is campaigning against doctoral nurses to shun away from calling themselves as doctors. As stated by the medical group, DNP’s should give the public and their patients explanations regarding their status otherwise will face criminal charges as they are not medical doctors (Florida Nurses Association, 2014). The Florida Medical Association has brought this controversy to legislative level known as State Bill 612 sponsored by Senator Bill Galvano. FNA Lobbyists aim to repeal this bill and view this as a diversion to legislators in the Florida health care plans. Professional Organization and Political Action In advocating for nurses and nursing, it is vital that leaders stay up to date of the political issues. Nursing organizations lobby legislatures and U.S Congress regarding significant issues that impact nursing. Advocating for increased nurses in the â€Å"Patient Protection and Affordable Act† is a good example. It is essential that everyone is knowledgeable about health and politics (American Nurses Association, 2014). Education is beneficial and plays a vital role through this process. It can be done through newsletters, media campaigns, e-mails, telephone calls, internet, and publications. Maintaining Awareness of Political Action Staying current with the health care policy is important in protecting the nursing practice, its scope, as well as the domain which nurses work (Gallager, 2010). Hence, safety and quality, nursing care will be continuously improved. FNA keeps nurse leaders informed of legislative issues such as nursing shortage, staffing ratios, safety in the work environment, and patient advocacy. Through professional organizations and meetings, leaders will be cognizant of information as it relates to the state and national level of health care. It is critical to have a voice in nursing issues. In order to achieve it, one has to be active in the professional organizations, stay aware of all levels of policy development, and works in collaboration with various organizations in the interest of nursing. In order to help ensure that policy enhances good health care,  nurses need to play an active role in the development and modifications in health policy (Dandurant, 2012). Conclusion Joining a professional organization is vital in one’s professional growth. Health care policies and laws impact not only the nurses’ work environment but the patients’ and their safety as well. The core of health policies is safety and quality care. It is essential that nurse leaders are knowledgeable regarding policies as it relates to nursing for a successful lobbying for the profession References American Nurses Association. (2014). Member benefits. Retrieved from: http://www.nursingworld.org Dandurant, K., (2012). Nurses influence health policies. Seacoastonline. Retrieved from: http://www.Seacoastonline.com Florida Nurses Association (2014). About FNA. Retrieved from http://wwwwfloridanurses.org Gallager, R., (2010). Quality is not an irreconcilable difference. Nursing management,4(8).18-20.

Teaching exam classes

Teaching exam classes Teaching exam classes Getting students to participate in writing activities in class can be an arduous task. However, our best efforts as teachers to make the prospect of writing a fun and collaborative activity, it is often met with groans of reluctance. Often, students have had negative experiences of writing in the language classroom in the past, perhaps they see it as a waste of class-time, which could be better spent practicing their oral skills, or perhaps they simply find writing a difficult and laborious task even in their first language. Whatever the reason, getting adult students motivated to write in class can be tough. However, for teachers it can be very useful to monitor students writing in class. They are at hand to answer any language difficulties, give advice on how to structure sentences in a more natural way, provide vocabulary that students are lacking and generally be available to deal with individual needs as well as noting common problem areas. This is of great benefit to students too of course, much more so than receiving a marked piece of written homework covered in red pen. Exam writing Students who are studying for exams do tend to be slightly more motivated when it comes to writing in class but still often prefer to do the actual task for homework. The following activity ideas are ways in which we can teach the nuts and bolts of academic writing in an analytical way, illustrating a step-by-step approach that will hopefully show students the value of writing in the classroom without the pressure of simply being told to put pen to paper. Each of the seven activities focuses on specific areas of writing, such as planning, layout, content, etc. However, the activities are fairly general and could be easily adapted to suit most task types that exam candidates are required to do, such as writing a formal letter or an article. In this activity students get a good idea of what examiners are looking for and learn how to avoid making common mistakes while also picking up tips on good examples of language. Students look at 2-4 model texts ranging in level from a fail to a strong pass. Real candidate answers are ideal if you get them. Students note the good and bad points about each answer and write comments under headings such as layout, organization, content, style and accuracy. Students share their comments with each other before looking at the real examiners comments if you have them. Here, students are made aware of differences in register and appropriacy of language, while building up a stock of suitable phrases they can use in formal letters. Students receive a formal letter which has several phrases written in the wrong register, i.e. informal/slang. Students identify which phrases they think are unsuitable for a formal letter and underline them. Then, they try and rewrite the phrases using a more formal style of language. Finally, students choose the correct answers from a list provided. You can make this activity more communicative by dividing the class into two groups and giving each group a different letter to work on. When they have rewritten their phrases they pair up with a student from the other group who has the answers for their letter and compare answers. How to teach an FCE class The First Certificate in English (FCE), administered by UCLES, is a general English examination for upper intermediate learners. Teaching an exam class for the first time can be daunting but experienced teachers tend to agree on the following advice. The first task will be getting to grips with the exam specifications. I need to be familiar with each of the five papers, which are Reading, Writing, Use of English, Listening and Speaking, ideally before student begin in first class. The Exams Officer in my school should have a copy of the FCE Handbook, which explains exactly what skills and language knowledge my students need to have before they take the exam, as well as providing a sample paper. Be aware of issues like learner motivation and classroom morale. Learners in exam classes tend to be more goal oriented that those in a general English class. Remember that students will have to pay a fee to sit the FCE as well as for the preparation course, the advantage of which is that having invested in an exam course then the average FCE student tends to be highly motivated to succeed. However, motivation and high morale can be very fragile things. If my students need to be familiar with the exam conditions and requirements, and regular timed practice under exam conditions will help them get used to exam rubrics, different question formats, time restraints, doing tasks efficiently and filling in the answer sheets correctly. Dont be afraid to share information with your students by explaining, for example, the marking criteria for assessing their writing tasks. Be explicit about the value of classroom activities. As well as having high expectations , I may find that my students have quite definite ideas about what an exam class should be like. A student may try to undermine by saying that discussion activities, for example, are a waste of time in an exam preparation class and that time should be spent doing grammar exercises or practice tests. However, this situation is less likely to happen if I explain at the outset that pair and group work activities are invaluable for the Speaking paper, in which candidates are examined in pairs and their ability to interact with a partner is assessed. Try to instill good study habits from the start. What my students do outside the exam classroom is just as vital in preparing for the exam. Use tutorial time to help individuals identify their strengths and weaknesses in each paper and to structure their homework/self-directed learning accordingly. Often, the most successful learners are those who keep good records of their learning. Encourage learners to keep a vocabulary notebook, organized in a way that is meaningful to them. Types of exams and exam questions There are many types of exam questions used at university and need to prepare for different types of questions in different ways. To prepare well for exams should enquire about the nature, length and value of each exam so that can allow adequate time and effort for preparation. Check assessment details in course materials and with teaching staff. May find it useful to record for each exam so that clear about what the exam will cover and when and where it will be held. This information will help guide preparation for the exam. Some different types of exams questions, with a brief description, are listed below. For each type, use the link to additional suggestions relating to this type of question, how can best prepare for it and practical strategies for answering the question: Multiple choice questions offer a range of choices from which select the most appropriate response. Short answer questions require answers of up to a paragraph. The nature of the questions may vary. Some questions may test you recall of information, others may test ability to apply concepts to new situations. Essay question require you to write an essay type response to a topic. Essay questions may be arranged in sections in the exam paper which reflect different sections of the course. Open book questions allow to bring and use reference materials in the exam room. Take home questions are questions that are given to take away and complete and then return within a specified time e.g. 24 hours. Oral questions are used to test oral language skills. Typically they are taken individually. Practical questions test practical skills and techniquesusually in laboratory, clinical or field settings. There are differences in the learning need to do for different types of questions. I previous experience of exams may mean that I have developed very good approaches for some types of questions but not for others. If I tackling new types of questions, find out about my student lecturers expectations as well as the exam requirements. The timing and duration of my preparation will be determined by a number of factors. For example, if my exam is worth a high proportion of the overall grade, I would be wise to prepare throughout the semester. If its worth a small percentage of the grade I may decide to study intensely in last few weeks, but Ill need to lay the groundwork for that study in the way I take notes and file my work throughout the semester. Exam Materials Responsible for what you leave outside the exam venue. There will be no bag drop at exam venue. Bags left outside the exam venue are left at the owners risk and are not the responsibility of the University. Responsible for what you bring into an exam. Bring only what you need for the exam, especially your student card. Cheating includes introducing into an exam venue any book, note, document, or instrument which is not authorized by the examiner or the examinations officer. The consequences are severe. About on-line learning We believe that distance learning works best when it captures, as far as possible, the dynamics of face to face learning, even when that means less flexibility (see below). A sense of isolation can cause people to drop out of distance learning courses. Our Distance/On-line Teaching Exam Classes Courses have the following key features, which ensure motivation remains high. Variety of ways of learning Through our virtual learning environment you will use the internet to communicate with tutors and fellow course members, access materials and complete learning tasks. Interaction Our virtual learning environment (VLE) allows you to communicate individually and collectively with tutors and other course members, both for social and study purposes. You will be assigned individual, group and pair tasks, as in a real classroom with the difference that, instead of all working at the same time you can log on and off and contribute at times which are convenient to you. You may, on a few occasions, be required to log on at the same time as other course members for lessons, conferences or chats in the virtual classroom. A real class of fellow students In many distance courses, learners start and finish courses at any time of the year and join an infinite number of other distance learners at various stages of their course. Our courses have start and finish dates and a defined group of participants, just like our face-to-face courses. You will have tasks and deadlines to keep and be expected to maintain an appropriate rhythm. In other words, flexibility is limited in order to maintain motivation. Learning how to learn on-line As well as learning about teaching and language you will have the opportunity to experience and reflect on the nature of on-line learning itself. Ease of use You will find it easy to use the virtual learning environment, even if you are relatively unfamiliar with this kind of learning and there will be plenty of support and guidance from tutors to deal with any queries and make sure you are on track. upload and download course information and material access materials on and off-line participate in live and non-synchronised discussions send work to tutors and receive feedback communicate with tutors and other members of the class individually and as a group. interact in ways similar to a real classroom with the advantage of being able to access it at times convenient to you. We use style/messenger or telephone for personal tutorials. You will need to have regular access to a computer with internet connection, but wont need to spend huge amounts of time actually on line. We recommend you install style if you dont have it already to take advantage of cost free calls to tutors. Conclusion All of the activities are intended to facilitate each stage of the writing process, from planning a first draft to editing the final answer. By analysis both good and bad model texts, students are made aware of what examiners are looking for and can learn to avoid common errors. Overall, this very guided approach to exam writing should make students feel more confident about attempting writing tasks.

Italia Essay -- Italy Vacation Tourism Papers

Italia This trip started out in the usual frantic last minute preparation that is customary to me. I ran around Wal-Mart buying travel shampoo and extra film before rushing home to pack less than twelve hours before leaving. However, not all the planning for this trip was last minute. In fact, this was a trip that had been planned out for a good six months before leaving. After finishing my last final for the spring semester, I am heading out on a plane with my parents and three of their best friends to take on Italy for two weeks. It is my parent's thirtieth wedding anniversary, and to celebrate we are going to the land they love most in the world. This is going to be their third trip there, the first being for their twenty-fifth anniversary and the second being with Jerry and Gayle, who are tagging along again. Their friend Jan, who has never been overseas before, is also coming and I am rounding out the group. I have been overseas before, but never to Italy, and I am excited to see for m yself the beautiful landscapes my parents are always showing people from the pictures they bring back. I awake somewhere over the Swiss Alps. My dad continuously points out different mountains and geographic locations like I actually know what he is talking about. The Alps are beautiful; blinding white tops above a mist of clouds that block the rest of the mountain from plain sight. Soon we are flying into Italy and the fear and excitement of visiting a place for the first time kicks in. I begin to worry that I didn't study the language enough. Oh well, too late now. I glance at my mom finishing her breakfast in the seat in front of me. I am glad that she seems to know a lot more Italian than the rest of us. She will become our interpreter... ...a small enclosed patio and views of the hills beyond. To the right are the cobbled streets of the town we just left. The bells of the church ring out and the sound of children yelling as they play in the streets fill the air. Our guide lets us into the house and we explore the spacious rooms of the home that will be ours for the first week. Everything is simple, but charming and everyone wants to quickly unpack. We walk the guide back out to her car and as I'm standing there exploring the view, I feel something hit my shoulder from above, bird droppings. As I am just about to launch into a spiel about how unlucky I have been since arriving, the key holder looks over at me and exclaims at the luck I have. Apparently bird poop landing on you is considered a blessing. I laugh at the absurdity of it all, but in the end I think this might just turn into a great trip yet.

Stonehenge :: essays research papers

In the hill country of northern England, many sites of Stonehenge exist. Approximately 150 to 200 enormous stones lie stacked on top of each other forming somewhat of an altar. Tall stones stand upright surrounding the center stone which is bluestone. This is unlike the sandstone columns which surround it. This may not seem unusual at first; however, there are three main factors that make Stonehenge extremely odd. Each of these stones weigh close to 4 tons. There are also no other stones in a radius of 15 miles. With today’s sophisticated equipment the moving of these large stones would not be difficult, but one must remember, Stonehenge was built approximately 4800 B.C. Radiocarbon dating shows that these stone structures are older than the great pyramids of Egypt, and the large cities of Rome. Of course Stonehenge is not as advanced as the great pyramids but it was built in an area which wasn’t as advanced as the Egyptians or Romans.   Ã‚  Ã‚  Ã‚  Ã‚  The outside stones are made completely of sandstone, this is at least 18 miles from the site where the sandstone was quarried from. Each stone stands upright and are expertly balanced. Stones of the same composition and size, rest on top forming a circular structure. In the middle of these stones, giant pieces of bluestone lay on the ground in â€Å"horse shoe† like shapes. These stones are also called spotted dolorite, and are not found within a 225 mile radius. In the very center, a piece of Welsh sandstone lay as a monument.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most interesting facts about Stonehenge is that it is perfectly lined up with the winter (December 21) and summer (June 21) solstices. This is when the beginning of summer and winter when the Earth’s axis changes. As the sun rises over the horizon on those two days, its rays go through a small hole in one of the rocks. The alignment is perfect. The other significant characteristic of these prehistoric masterpieces, is that absolutely no mortar or cement exists throughout the entire structure. These huge stones lay balanced on top of each other with no glue or substance to hold them together. The only thing that stops these gargantuan stones from falling is a simple system of joints. Originally these structures were thought to be circles. In fact, many people still think they are circular; however, they are not. Some have flattened sides, some are hexagonal and some are elliptical. This is not easy to see with the naked eye which is why so

Deterrence theory requires punishment

The birth of criminology ended discussions on legal philosophy in the 18th century. Bentham and Beccaria claimed that actions were the result of free will. Deterrence theory requires punishment to outweigh the pleasures derived from the criminal act. This is the underlying rationale by which our present criminal justice system operates. Consideration for biological factors as origin of criminal behavior was proven to be insignificant. Environment was said to play a vital role in such behavior.Heredity accepts it as unavoidable and a consequence of a bad seed most likely making it like a matter of destiny. The major contenders of crime were observed to be both environmental and psychosocial like greed, desire for power, poverty, education and parenting, and population statistics. These factors most likely raised Cain and produced crime. If biological factors were not eminent in the defects of brain waves and genetics consideration for criminology, the prime consideration of crime then is not centered on the person itself but with the sociological factors that have molded character and trait.Human behavioral genetics assumes that all phenomena have a scientific causal explanation exploring the relationship between behavioral genetics and concept of criminal responsibility. It argues that it has little utility in assessing criminal responsibility as a matter of criminal law theory. Behavioral genetics do not support the idea that human actions were caused by genes. Behavioral differences between individuals were brought about by a complex interaction of biology and environment.Heritability as a statistical approximation of genetic differences against environmental differences varies by age, culture, and environment and do not translate behavioral variation into causal explanation. It does not explain the causes of any specific act done by a person. Behavioral genetics studies revealed failure to account 38% to 88% of the observed behavioral variation of the group being studied. These observations will alone limit the introduction and participation of behavioral genetics evidence in criminal cases. Instead it tends to provide an open excuse for criminal responsibility when mitigating criminal liability.Criminal responsibility determines whether and to what extent is the judgement for corrective punishment. It allegedly shifts responsibility to individual characteristics of the defendant and not of the act itself. This is but a part only of a strategic defense in criminal law proceedings. (Coleman & Farahany 2006). Many criminals have relinquished social responsibility. Their lives projects trajectory paths from the inception of their early life. They were an absolute product of misguided conscience of parental abuse and child rearing who lacks caring and education.Intimate face-to-face interactions in early life are crucial in molding a child’s personality and character. Witnessing and experiencing emotionally traumatic events within t he domain of their warring families develops their perpetuation and formation of attitudes towards the world. The experience itself created a platform for determination of self control, discipline, and modes for socially accepted behavior. (Fleisher 1997). These factors are purely social-psychological effects of the economic and environment situation of an individual.Socioeconomic variables account the consequence of the act and of the blame. Crime inevitably involves human action and subjects itself for moral evaluation. Compromising rationality on a behavior’s moral evaluation is entirely not related to the genes of the individual but of the context of the individual’s social environment and values formation. References Coleman, J. & Farahany, N. (2006). Genetics and responsibility: To know the criminal from the crime. Law and contemporary problems. 69 (1-2), 115+. Fleisher, M. (1997). Can we break the pattern of the criminal lifestyle. USA Today. 125(2624), 30+.