Health Research Methodology Essay Example

Health Research Methodology Essay Example Health Research Methodology Paper Health Research Methodology Paper Research is a scientific process of inquisition and analysis which seeks to contribute or challenge present knowledge. Contributing or challenging existing knowledge is initiated by presenting a question that needs to be answered or a problem that needs to be solved. Through research, individuals are able to understand how objects in the universe act or perform, formulate concepts or theories that are acceptable and discernible to the majority, explain events and phenomena, and such. (Fraenkel Wallen, 2006) Research requires the acquisition of existing and relevant data or information for analysis and observation. Through this, the researcher is able to conduct testing and experimentation and relate the results to previous knowledge in order to come up with a new concept, contribute to an existing concept, or prove the reliability of an existing concept. Research may be classified as basic or pure research or applied research. The objective of basic or pure research is not in line with a specific field. Basic or pure research is conducted in order to simply add information to accumulated existing knowledge. Applied research, on the other hand, is conducted in order to deal with a particular problem or interest. Applied research results in the conclusion of a solution or a remedy that shall be applied to a particular instance or scenario. (Neuman, 2006) Research Paradigms Paradigms that structure research include the inductive paradigm and the deductive paradigm, qualitative research and quantitative research, or a mixed paradigm which necessitates the use of two or more individual paradigms. In social research, there are other research paradigms identified such as the conflict paradigm, feminism, Darwinism, positivism, structural functionalism, symbolic interactionism, etc. (Babbie, 2001) Perhaps, research paradigms are particular for each field, owing to the differences in nature and requirements. To tackle general paradigms that govern research, the inductive, deductive, qualitative, and quantitative paradigms of research shall be described. The inductive paradigm begins with specific principles or ideas to general principles or ideas, while the deductive paradigm follows the opposite movement. (Cresswell, 1994) The quantitative method follows the deductive paradigm and relies on statistics or data, and from it formulates interpretations, in order to formulate a generalization or a conclusion. On the other hand, generalizations or conclusions from qualitative data rely on a set of knowledge, principles, theories, etc. and follows the inductive paradigm. (Neuman, 2006) Paradigms provide a structure or a context on which research is to be patterned. It propels the research process because it has the ability to direct and guide researchers for them to realize their identified goals and objectives. Therefore, an effective research study necessitates the researcher’s familiarity of these paradigms and how they should be applied to the research process. Problem definition A first step in conducting a research is by defining the problem that will be answered by the research. Problem definition answers the questions of what the research is all about and why the research is being conducted. The problem is a question that needs to be answered itself. However, it also seeks to answer other relevant questions such that will guide the research process. These questions will answer the causes and effects of the problem, the magnitude and kind of information needed to obtain in order to answer the question or solve the problem, the resources needed for the research, the goal or objective of the research, the expected results or outcome of the research, etc. Problem definition involves the presentation of a given scenario or situation, phenomenon, or any other information that provides a background of what the problem is all about. The problem definition also identifies how the researcher will go about the research process, identifying the paradigm that needs to be implemented, the tools and resources that should be employed, and the research expectations. Defining a problem also bears in mind some aspects that need to be addressed in the process including the researcher’s interest or curiosity regarding the issue, the degree or enormity of the problem (usually, the problem needs to be specified from a general point of view, but sill maintaining its substance worthy of the research process), etc. (Kuman, 2005) Literature Review The Literature Review is an analytical or judicious evaluation of materials or resources that are related to the theme of the research. Moreover, the literature review serves as a compilation of all types of publications that discusses a topic relative to the research subject. The information disclosed in the literature review sets the position of the research topic, determining the concepts that supports or challenges the focus of the research study. The literature review also provides a framework that illustrates the course of the research subject through time, including additional information contributed, and changes in trends and approaches, etc. A literature review should be composed of how the problem was identified or unraveled in its particular setting, the actual narration or representation of gathered materials or resources, the assessment of the gather materials and resources, and the elucidation of related literature to the context of the research subject. (Macauley, 2001) Other requirements in presenting an outstanding literature review is to argue different points of view from varied materials and resources in order to determine a common ground and the differences that make each material or source valuable to the research process. The ability of the researcher to identify flaws within each material or resource also guides him toward a particular research approach. (University of Melbourne, 2007) Designing a Research Proposal Designing a research proposal follows a long process of planning and evaluation. The research proposal contains an overview of the entire research process that aims to present the purpose and significance of a particular research subject. The proposal provides factual and significant reasons that explain why the research should be conducted in terms of the objectives that it is trying to accomplish and the scale of knowledge that it will contribute to existing facts or data. Another purpose of the research proposal is to project in depth knowledge and expertise regarding the subject of the research, making clear the objective of the research process will be acknowledged and realized. The accuracy and flaws of the research process will also be identified in the research proposal. The good points of the research will be kept in check and the flaws of the process (for instance, inappropriate methodology or lacking background information) will also be identified to allow for immediate alterations. A research proposal includes the following: the title of the research study (clear and specific), information about the researchers, background information regarding the research problem, the goals and objectives of the research study, the processes or methodology that will be employed in the research process (including techniques or approaches, measurement tools, the variables for the study, the materials or resources that will be utilized during the research process, and the expected outcome or direction of the research study after the research process. Qualitative Research Method The qualitative method in research is usually used in the social sciences, in specific topics that deals with the explanation of human behavior, way of life, social interaction, etc. based on assumptions, observations, narrative data, and other means. It does not however rely on numerical statistics or date to come up with a generalization or a conclusion. The qualitative method as a research is investigative and probing in nature, subjective to personal but rational interpretations or assessments by the research, based on established concepts, theories, or laws, and information obtained from related materials or resources. Another feature of the qualitative method when applied to research is its propensity to extract conclusions from a natural unaffected situation or state of mind, based on the points of view of the researcher. The qualitative research method employs a unique set of tools or instruments to go about conducting the research such as ethnographical observation (observing a particular group with common traits and backgrounds), case study approach (assessment of a constrained case or an occurrence), phenomenological approach (exerting effort to understand and explain a particular phenomena). Biographical approach (obtaining knowledge about an individual), fishbowl observation (an individual or a group of people are observed under a particular setting in a given period of time), historiographical approach (drawing conclusions and generalizations from historical facts and data), etc. (Strauss Corbin, 1990) Quantitative Research If qualitative data deals with exploration and discovery of particular situations or phenomena as a subject of research and conclusion, quantitative research deals with numerical or statistical data in order to reach a valid generalization. It is objective, concentrating on the measured and valid interpretations of obtained data from the methodology and the results of the research process. Quantitative research is experimental and aims to prove or disprove theories through conventional and determined processes. Quantitative research is mostly used in a various fields of science, as opposed to qualitative research which is usually employed in social sciences and other fields similar to the structure of social science. Quantitative research is utilized in pure sciences such as chemistry, physics, algebra, biology, and social science as well, etc. Quantitative research usually makes use of a controlled setting, with the use of variables in order to arrive at a conclusion. (Cresswell, 2003) It also follows a systematic process that adapts the deductive paradigm, that which aims to formulate a concept, theory, or law. Moreover, this type of research is leaning towards the formulation of paradigms and theoretical frameworks illustrated in statistical or numerical fashion. The most common methods or techniques to carry out quantitative research are through the use of questionnaires, observation of controlled settings, etc. Interview and Questionnaire Design The interview and questionnaire design is a method employed in research in order to gather or obtain related data significant to the goals and objectives of the research study. Interview is a research technique that requires a dialogue or a consultation with a resource person in order to gather first hand information about the subject of the research. A questionnaire may be used in order to guide the interview process. However, the usual purpose of the questionnaire is to gather information from a specific or focus group for measurement and interpretation. The interview and questionnaire as methods of research may be used in both qualitative and quantitative research. However, it is important to keep in mind that before deciding to use specific research techniques, the goals and objectives of the research study must be identified in order to determine whether these techniques would be efficient to realize the goals and objectives of the research study. After determining the goals and objectives of the research study and the usefulness of interview and questionnaire has been identified, the researcher has to come up with steps in order to carry out these techniques. An interview requires approval from a resource person, and a scheduling available time and day both for the researcher and the interviewee to conduct the dialogue. The researcher should keep in mind that the questions should meet the requirements of the research, with clear and definite questions. Questioning should not be time-consuming. In designing a questionnaire, the following attributes should be kept in mind. A questionnaire should be short and extensive. The questions should be understandable and should not take a lot of time for the respondents to answer. It should also include a short introduction that presents the research study, the researchers, and the goals and objectives of the study. (Creative Research Systems, 2008) Sampling Strategies Sampling strategies are techniques utilized in sampling or selecting a section from a population to focus the study on. They are also implemented in order to ensure that the sample population that will be taken and studied from the total population will meet the desired results and generalizations of the research study. There are several sampling strategies utilized in research. Probability sampling can be categorized into four kinds, the simple random, stratified random, the cluster, and the systematic sampling. Simple random sampling selects arbitrarily from the population. The stratified random sampling categorizes the population into subgroups or divisions and samples will be drawn from each subgroup or division. Cluster sampling is grouping the population into clusters according to similarities, and samples will be drawn from each cluster. Systematic sampling follows a pattern of selecting a sample that will be observed. Non-probability sampling is categorizes under three techniques of sampling such as convenience sampling, quota sampling, and purposive sampling. Convenience sampling is selecting a sample population based on availability or accessibility. Quota sampling is dependent on the opportunity to obtain a sample and setting a quota for variables such as quotas for female or male samples, etc. Purposive sampling is designed to meet a particular goal or objective. Samples are not derived randomly but are selected according to the sample’s ability to answer the purpose of the research. (Landrenaeu, 2007) Quality of Data Reliability and Validity The reliability and validity of data determines the significance and authority of a research study. Research studies will be welcomed as a reliable contribution to existing knowledge if it is consistent and dependable. The reliability of data as revealed in a research study may be tested from conducting another research or experiment. If a research study is reliable, other research studies would yield the same results or conclusions. A research study will become commendable, worthy of attention and scrutiny if it reliable. However, a research study cannot stand in itself just by being reliable because reliability in itself does not make up a good research study. The research study should also be valid. Validity requires that a research study is precise or truthful. Upon testing or evaluation of the research study, its results or conclusions should have answered the goals and objectives of the research. A research study will not be valid if its results or conclusions tackle a different concept, theory or law. To fully identify whether a particular research study is valid, three validity contents should be determined, including the content, the concurrent and predictive, and the construct validity aspects of the research study. A research study proven to be reliable and valid becomes a valuable part of knowledge and science. (Golafshani, 2003) Data Management and Data Analysis Data management involves organizing data collected throughout the duration of the research process. Researchers should be able to accumulate in an organized and systematic fashion for easy retrieval and access. Moreover, large amounts of data should be clustered according to their content and purpose in order to lessen ambiguity and overkill when it comes to digesting the content of the research study. Primarily, the purpose of data management is to gather data in such a way that they the content of data is in line with the purpose of the research study. Data management is also used to accumulate data used in the research for the benefit of other researchers. (Miles Huberman, 2004) Data analysis requires synthesizing gathered data for the purpose of identifying similar and complementary content, determining useful or significant data to meet the goals and objectives of the research study, accumulating all necessary data, digesting the content of the data, interpreting the content of the data, describing its role in the research process, etc. Data analysis concentrates on the validity of the content of data. The process of analyzing data involves breaking down the content of the data and synthesizing them to make a connection or a pattern that will be used to arrive at a result or conclusion. Data analysis is done through numerical processes. Research Ethics The research process and all its aspects should follow certain ethical issues and concerns. Research ethics was designed to project the field of research in a reliable, dependable, trustworthy, and respectable fashion. It aims to look after the rights of all stakeholders, from the researcher, scientists, participants involved in the research process, the government, the community, etc. Primarily, research ethics is employed to provide guidelines and limits to researchers in conducting the research study. It is most applicable when the research study requires the involvement of other people intended to be utilized for testing or experimentation. The simplest example of ethics in research is the obtainment of private information during the interview or answering of questionnaire. If the interviewee or respondent refuses to answer a particular question due to a valid personal reason, then the researcher should respect the decision. (Resnik, 2008) Other ethical concerns that researchers should follow are the following. Target participants in the research study should not be forced to join the research study. The researcher should also follow ethical rules about privacy and confidentiality of information. Researchers should not trick target participants into participating in the research study, including revealing false information or concealing other information regarding the research. In general, researchers should uphold ethical standards in research in order to keep the dignity and the consistency of the field of research. Research should not be used to injure stakeholders or damage the environment. Rather it should be utilized to contribute to existing knowledge and the betterment of everyday life. References Babbie, E. (2001). â€Å"The Practice of Social Research, 9th Ed. Belmont: Wadsworth/Thomson Learning. Creative Research Systems. (2008). â€Å"Survey Design.† Retrieved August 27, 2008, from Creative Research Systems, Inc. Website: surveysystem.com/sdesign.htm Cresswell, J. W. (1994). â€Å"Research Design: Qualitative Quantitative Approaches. Thousand Oaks, Ca: Sage Publications Inc. Cresswell, J. W. (2003). â€Å"Research Design: Qualitative, Quantitative, and Mixed Methods and Approaches. California: Sage Publications Inc. Fraenkel, J. R. Wallen, N. E. (2006). â€Å"How to Design and Evaluate Research in Education.† NY: McGraw Hill Companies, Inc.

Words in Context Key SAT Reading and Writing Strategies

Words in Context Key SAT Reading and Writing Strategies SAT / ACT Prep Online Guides and Tips There are no more sentence completion questions on the SAT, so your vocabulary knowledge will be tested with questions that fall under the umbrella of the Words in Context subscore. In this article, I'll give you the inside scoop on what these questions are, what forms they might take in both the Reading and Writing sections, and which strategies work best for solving them accurately. What Are SAT Words in Context Questions? Words in Context is a subscore category on the new SAT that includes questions in both the Reading and Writing sections of the test.Your Words in Context subscore is calculated by adding up the points you earn from answering all the questions in this category.There are 18 of these questions per test (ten in the Reading section and eight in the Writing section), so your raw score will range from one to 18. This raw score is converted to a subscore out of 15. The SAT has seven subscores spanning the different sections of the test that are all converted to scaled scores out of 15. These scores can help identify each student's specific strengths and weaknesses.Here’s a raw score to subscore conversion chart to show what I mean: Since there are no more Sentence Completion questions on the new SAT, all vocabulary questions on the new SAT fall into the Words in Context subscore category.Words in Context questions focus on understanding the different meanings of common words and choosing words that are most appropriate for the given circumstances. They won't test your knowledge of advanced vocabulary that you would rarely (if ever) use in daily life like the old SAT did. On the Reading section, these types of questions will ask you to: Use context clues to decide which meaning of a word or phrase is being used in a specific instance (vocabulary in context) Decide how the author’s word choice affects meaning, style, and tone in the passage (purpose of words in context) On the Writing section, they will ask you to: Alter word choice to convey the appropriate style or tone (improving word choice) Improve syntax of the passage (combining sentences) Improve word choice to make the sentence more precise (fill in the blank) Words in Context questions are important to master because they make up nearly 20 percent the Reading and Writing sections.To give you an idea of exactly what to expect, I’ll provide examples of two Reading questions and three Writing questions that represent all the different types of Words in Context questions you might see on the test. What Do Words in Context SAT Questions Look Like? This section includes examples ofthe various types of words in context questions that you'll come across in both the Reading and Writing sections. Reading Section Example #1: Vocabulary in Context These are the most common types of Words in Context questions on the Reading section.If you’ve ever taken the ACT, you may notice that these are very similar to the vocabulary questions on ACT Reading.They will ask you to choose the best synonym for a given word in the passage based on its context. Here’s an example: In this sentence, we can see that â€Å"credit† means something like â€Å"trust† because the demographers are the ones giving us data to suggest that the public transportation is on the upswing.If we trust them, the trend is real. Now that it's clear what we are looking for, it's time to go through the choices. Choice A is incorrect because â€Å"endow† means to equip or furnish someone with something, which isn’t a good replacement for the form of â€Å"credit† being used here. Choice B is also incorrect because â€Å"attribute† would mean â€Å"cite,† which makes a little bit of sense, but still doesn’t match up with what the original sentence is saying. Choice C seems to fit pretty well. If we â€Å"believe† the demographers, the growing popularity of public transportation is a reality. Choice D is wrong because â€Å"honor" isn't a synonym for â€Å"trust,† and taking the demographers at their word is not the same as actively â€Å"honoring† them. Final Answer: C Example #2: Analyzing Word Choice Rhetorically You’ll also see questions that ask why certain words are used.Here’s an example along with the section of the passage it references: Rather than choosing the correct definition of a word, you must determine why the author uses certain words and how they affect the reader’s perception of the passage. The three words mentioned in the question all indicate hopeful uncertainty, so that's something we should look for in the description of the tone. Also, upon rereading the paragraph, it's clear that this is a very dry, scientific reporting of facts. This clinical quality combined with the words listed seems to indicate that they're used as a means of stating aspects of the authors' hypothesis while clarifying that their beliefs are not yet scientifically confirmed. Ok, time to look at the choices. Based on the unemotional writing style of the paragraph, Choice A doesn’t fit. There is no descriptive language to suggest either an optimistic (or pessimistic) tone. It simply states the central tenets of the authors' hypothesis along with several supporting facts. Choice B can also be eliminated because there is nothing to indicate a "dubious" or doubtful tone. Again, the authors are stating their hypothesis in scientific terms without giving us any clear insight into their deeper feelings about it. Choice C is the most promising so far. It reflects the measured, scientific tone of the paragraph. The authors believe in their hypothesis to a certain extent, but they can’t state their beliefs as facts because they haven’t conducted any experiments to test them. Finally, Choice D is definitely out. The elaboration in the second part of the sentence is overly specific, and once again, the passage doesn’t have strong enough language to establish a critical tone. Final Answer: C We need to keep the bees healthy so we can put their sweet puke in our tea. Writing Section Example #3: Choose the Best Word These questions are similar to vocabulary in context Reading questions, but they ask you to think in a slightly different way. You have to choose the word that fits best in the passage rather than just determining what the word in the passage means.Here’s an example: Let's look at what the sentence is trying to say. The officials recently ordered six original paintings of cats from an artist. If the museum privately hired someone to paint the cats, it wouldn't be necessary for any sort of public announcement or "decree" to be issued. Based on this understanding of the sentence, choice A, "NO CHANGE", doesn’t quite work. We're looking for a word that means the same as "ordered" in the sense of "the officials ordered Chinese food" but in a more formal, artistic context. Choice B is a very promising answer. If you're familiar at all with the art world, you'll know that people and institutions often "commission" works from artists. This is just a fancier way of describing the process of submitting an order for a specific painting that you would like an artist to create. Makes sense considering what we know so far, so we'll keep it in the mix. Choice C, â€Å"forced,† indicates that there was resistance to the creation of the paintings, and there’s no evidence for that.This answer can be crossed out. Choice D, â€Å"licensed,† implies that the paintings already existed and the museum went through a legal process to make them official. This doesn't jive with our understanding of the sentence at all; any licensing, if applicable, would be done after the paintings were completed. Final Answer: B Example #4: Improving Word Choice In some Writing questions that fall under the Words in Context category, you have to choose the word that makes the most sense given the tone of the passage.Here’s an example: What type of word are we looking for? Let's examine the context. Well, the food was described as being of "terrible quality" earlier in the passage, so we want a synonym for unpalatable or gross. The passage is also a formal historical account, so we're looking for a word that matches with the serious tone. Choice A can be ruled out because â€Å"sinister† isn’t an appropriate word choice based on what the sentence is describing.â€Å"Sinister† means ominous or foreboding.It would be weird to describe train food as â€Å"sinister† because this word is reserved for things that are subtly unsettling, not outwardly gross. Choice B, â€Å"surly,† is an adjective that describes a person’s behavior. It can’t be applied to an inanimate object like food, so this choice should be eliminated as well. Choice C, â€Å"abysmal,† seems like a promising choice.Abysmal is a direct synonym for terrible, and it'sformal enough to fit with the tone of the passage. Keep this one. Choice D is incorrect for different reasons than the other answers we eliminated. While "icky" makes sense as a synonym for unpalatable or gross, it doesn't set the right tone. It's way too informal to work with the rest of the passage. Final Answer: C Example #5: Combining Sentences This is another type of question that the SAT puts in the words in context category, though it is a bit different from the other types that I've gone through. In these questions, you just have to decide the best way to combine two sentences that are separate in the original passage. It's still categorized as a Words in Context question because you're asked to modify the phrasing of the sentences so they fit together seamlessly in the context of the paragraph. It requires you to understand how to use language effectively.Here’s an example: First, let's make sure we understand the content of the original two sentences. The passage has already established that artificial lights lower worker productivity. The purpose of these two sentences is to add another reason to dislike artificial lights: their excessive cost. We're looking for a combination of the two sentences that preserves this purpose and maintains its grammatical integrity. Choice A looks pretty good. It avoids misplaced modifiers and maintains focus on the costliness of the lights. We can keep this one. Choice B is incorrect because it indicates that the cost of artificial light sources lowers worker productivity. This is an inaccurate statement because we know from the rest of the passage that the quality of the light source used in the office impacts productivity, not its cost. Choice C is wrong because it is worded awkwardly and doesn’t emphasize the central point of the two sentences. It gives equal attention to the two negative attributes of artificial light sources when cost is the main focus of this paragraph. Choice D is wrong because, like choice C, it misses the point of the original sentences.It emphasizes a supporting detail about the lights' energy use while only briefly touching on the subject of their costliness. Natural lighting makes for a cheerier and less expensive office. Fluorescent lights will steal your soul if you work under them for long enough. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 4 Tips for Words in Context SAT Questions Tip #1: Read the Whole Paragraph These questions are about words (and sentence structure) IN CONTEXT, which means you shouldn’t focus solely on the sentence in which the word appears.This is especially true for questions that ask you to choose the word that fits the tone of the entire paragraph or passage.Always read the surrounding paragraph so that you don’t get an inaccurate impression of the meaning of the word or the author’s intentions. Tip #2: Predict the Answer One strategy I would recommend for vocabulary in context questions is to formulate your own idea of what the word means in context before looking at the answer choices.Sometimes looking at the choices can make things more confusing.If you already have an idea in your head of what the answer should be, your thought process is less likely to be disrupted. Tip #3: Plug It In A good method for testing out answer choices on Words in Context questions is plugging each of your options back into the sentence.This tip applies to vocabulary in context questions and improving word choice questions.It’s much easier to see the flaws in answer choices if you read the sentence over again using the proposed replacement word.If you plug in the word and it doesn’t feel right, you should reconsider your choice. Tip #4: Reading, Not Flashcards Finally, as you're preparing for the SAT, the best thing you can do to improve your performance on these types of questions is to practice your overall reading comprehension. The more you read, the easier it will be for you to discern the various meanings of words based on their contexts. You're far more likely to have seen the word used that way before if you've been reading a lot. See this article for some greatways to develop better reading comprehension in conjunction with studying for words in context questions. The more you challenge your brain with advanced reading materials, the simpler the passages and vocabulary words on the SAT will seem to you. Conclusion Words in Context is a subscore category on the SAT that encompasses all questions related to vocabulary knowledge and appropriate word choice. On the Reading section, these questions will ask you to use context clues to choose the correct synonym for a word or to identify the purposes of certain words.On the Writing section, Words in Context questions ask you to improve word choice and combine sentences smoothly. The strategies I would recommend for solving these types of questions include: Reading the whole paragraph containing the word(s) in the question Predicting the answer before reading the choices Plugging in the answer choices to test them out Practicing reading comprehension, not vocab memorization Unlike the old sentence completion SAT questions, words in context questions don’t require knowledge of advanced vocabulary.If you take a thoughtful, analytical approach to these questions, you should be able to answer them correctly without spending hours studying flashcards. What's Next? Struggling with SAT Reading? Here are six strategies that will help you increase your scores to a more competitive level. You can also check out these five tips to excel on the Writing section if you're more concerned about that part of the test. If you're looking for some review books to help you out with your studying, check out our reviews of the best books for each section of the SAT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The impact of online courses on education. You might focus on a Essay

The impact of online courses on education. You might focus on a particular field of study for this choice I would focus on business - Essay Example Online education is one of the most important alternatives that can provide students time and new ideas for business oriented decisions. This essay will discuss about the impacts of online education on Master of Business Administration. Online education has been doubted by many people because of the change in the educational trend (Green, 2000). In the modern world Online education is accepted by students because of various reasons. Students who choose online education courses mostly belong from middle or lower class group and they prefer to work while they are studying. Master of Business Administration is a course that is available for business studies. Students participating in M.B.A. mostly have a tendency to become young entrepreneurs. Online educations have been able to shift the paradigm that has helped students to think in a creative manner because they are exposed to numerous knowledge forums rather than a single opinion of a particular text. Education should focus on business for solutions to its problems (Levy, 2003). Education does not simply mean a classroom with many students and a faculty standing in front of them. The implementation of technology is a positive way to achieve educational goals. Students getting knowledge through online education also get the support of faculties online. There are course materials provided to students through online web sites that offer the courses. In the traditional class-room there is a lack of innovation despite of prescribed texts and support from online materials. (Pierce, 2007) Students who go to college and sit in classroom have notion that they have to complete the syllabus provided to them in a stipulated amount of time but the creative thinking in the mind of students do-not get proper space to boost up. M.B.A. is a course that helps students to understand the working of organizations. The job profile and responsibility of an employee is well described in the course

Feminist View In Nuclear Discourse Essay Example | Topics and Well Written Essays - 1750 words

Feminist View In Nuclear Discourse - Essay Example This paper tresses that the use of the feminist perspective and feminist view implies that the discussions of nuclear weapons and weapons of mass discussions has normalised and presented nuclear weapons in the daily vocabulary and discussion of nuclear weapons in the general and everyday sense. The research indicates that gender is a fundamental matter and situation in discussions about nuclear discourse. This is because the role of feminist views and feminist discourse is steeped in the need to break down male domination in the society in order to create a system in which women and children are fairly included. The use of nuclear weapons emerged at a time where men dominated the military terrain and hence, most of the views and ideas relating to nuclear weapons are fundamentally masculine rather than feminist. Therefore, the growth and expansion of nuclear weapons and the nuclear discourse has encompassed numerous conflicts relating to masculine and feminist views. Through the masculinist and feminist discourse, there have been numerous modifications and changes in the systems and processes of viewing and conceiving nuclear weapons. The first aspect is that feminist perspective acts as a general check to views and opinions presented on nuclear weapons. Secondly, feminist consideration for the impact of nuclear weapons on women and children as well as future generations plays a central role in the definition of women in society. Thirdly, the sacredness of military usage for nuclear weapons have been replaced by viewing nuclear weapons from a lighter, entertainment-based method and approach of viewing nuclear weapons.

Seiler BMW London Essay Example for Free

Seiler BMW London Essay I want to include the BMW logo on the top middle and my logo on the top right so when people open a letter they can see straight away, that it is a letter from the BMW company. And after that they see my logo and know from what BMW company. compliment slips: I want to include BMW logo and my own logo beside each other on the bottom right. So you can find it straight away, when you are looking through a bunch of compliment slips. 3-folded leaflet: I want to include my and BMWs logo on the bottom, beside each other, on the last page. So when you looked through it you see what company it is from. Also I want to put a little BMW logo in the middle of the first page. These are the two logos: BMWs on the right and my one on left: Design In my design I will decide between 3 3-folded leaflets, 3 business cards, 3 headed paper and 3 compliment slips. I will design everything myself and I will produce the chosen design for my company: Seiler BMW London I will design all of my product by hand on the following pages. I will include some of the information I analysed on my collected BMW product. I also have to include the BMW logo and my logo on every product. On the following pages I will show you 3 sketches of every Item I want to produce. I will choose on of these and tell you why Ive chosen it. On the next page I will how you 3 headed paper designs. I will show every design (of the product) to people and get their opinion. They will choose with me what product I am going to produce because it is not important if I think that the product is good but the people have to tell me if it is good. So every produced product was chosen by me and the opinion of the people Ive asked. I will show now ones more the BMW logo and my logo (Seiler BMW London) so I can show the EXACT colour I have to use on my products: Dark Blue White Black Grey (letters).

Change in Sheilas Character throughout An Inspector Calls Essays

Change in Sheila's Character throughout An Inspector Calls J B Priestly ‘s ‘An Inspector Calls’ is set in 1912 and was first performed in 1945. This mean there is Dramatic Irony over Birling ‘s comment about war. The plot concerns Eva Smith a working class girl who commits sucide. She used to work in Birling ‘s factory and every family member affected her life. An inspector comes to their house for investigation. Priestly message to the audience is that everyone in society is responsible for their own actions and the way in which they affect others. At the beginning of the play, Sheila is a pretty girl in her early twenties, very pleased with life and rather excited. She is getting married to Gerald Croft. â€Å"Oh – it’s wonderful! Look Mummy – isn’t it a beauty? Oh darling (she kisses Gerald Hastily)†. After the inspector arrives she wants to know what is going on and when she founds out she is shocked. â€Å"Oh how horrible! Was it an accident?† Sheila accepts that she is partly to blame for Eva ‘s sucide because she got her fired from Milwards shop. The audience fee...

Prison Nursery Essay

The authors describe prison nurseries as living arrangements within a correctional facility that allow incarcerated mothers to keep their infants (born during their incarceration) with them through all or part of their sentence. This article brings to question whether these women should be treated any differently than any other incarcerated women and who should pay for these programs. The authors note that this may be one of the most controversial debates surrounding the imprisonment of women. At the time of this study, the authors note that there are currently 8 states that provide prison nursery programs: California, Indiana, Illinois, Nebraska, New York, Ohio, South Dakota, and Washington. This is up from only 3 states in 1998 and notes that New York has had a prison nursery program since 1901. The authors illustrate studies that have shown that the recidivism rate among women who have been allowed to keep their children in prison nurseries is lower than that of other women. Howev er, limited studies have been cited concerning the development of children born into and raised within a prison nursery program. The authors discuss the cost of prison nursery programs as being one major hurdle into starting and/or continuing these programs. Most nursery programs are segregated from the general prison population and are staffed with both civilian and correctional staff, allowing for public and private funding to be used. The authors’ note that a large percentage of the children in prison nursery programs would otherwise be cared for through public dollars whether it be within the foster care system or public assistance to the interim caregiver during the mother’s incarceration so there seems to be little difference in the funding or use of funding in terms of child care. Through several studies the authors note the strict guidelines for eligibility for these programs, including type of crime, past history of abuse, and length of sentence. Each program has its on set of criteria and rules but the authors state that the idea behind the programs is the same wherever it is incorporated and that is to provide an opportunity for mother and child to succeed. The authors conclude that prison nurseries should be more widely available as the trend of women being incarcerated has continued to rise and no decline seems to be forthcoming. They note that studies into the long term effects on children born into prison nurseries is also needed as well as re-entry into society must be closely monitored and facilitated in order for true results to be determined.

Young Generation in New Era

Old people are always saying that the young are not what they were. The same comment is made from generation to generation and it is always true. It has never been truer than it is today. The young are better educated. They have a lot more money to spend and enjoy more freedom. They grow up more quickly and are not so dependent on their parents. They think more for themselves and do not blindly accept the ideals of their elders. Events which the older generation remembers vividly are nothing more than past history. This is as it should be. Every new generation is different from the one that preceded it. Today the difference is very marked indeed.The old always assume that they know best far the simple reason that they have lieen around a bit longer. They don't like to feel that their values are being questioned or threatened. And this is precisely what the young are doing. They are questioning the assumptions of their elders and disturbing their complacency. They take leave to doubt that the older generation has created the best of all possible worlds. What they reject more than anything is conformity.Office hours, for instance, are nothing more than enforced slavery. Wouldn't people work best if they were given complete freedom and responsibility? And what about clothing? Who said that all the men in the world should wear drab grey suits and convict haircuts? If we turn our minds to more serious matters, who said that human differences can best be solved through conventional polities or by violent means? Why have the older generation so often used violence to solve their problems? Why are they so unhappy and guilt-ridden in their pexsonal lives, so obsessed with mean ambitions and the desire to amass more and more material possessions? Can anything be right with the ratrace? Haven't the old lost touch with all that is important in life?These are not questions the older generation can shrug off lightly. Their record over the past forty years or so hasn' t been exactly spotless. Traditionally, the young have turned to their elders for guidance. Today, the situation might be reversed. The old – if they are prepared to admit it-coutd learn a thing or two from their children. One of the biggest lessons they could learn is that enjoyment is not â€Å"sinful†.Enjoyment is a principle one could apply to all aspects of life. It is surely not wrong to enjoy your work and enjoy your leisure; to shed restricting inhibitions. It is surely not wrong to live in the present rather than in the past or future. This emphasis orr the present is only to be expected because the young have grown up under the shadow of the bomb: the constant threat of complete annihilation. This is their glorious heritage. Can we be surprised that they should so often question the sanity of t.he generaiion that bequeathed it?II. Read Read the following passages. Underline the important viewpoints while reading.1. Problems of the YoungMore than 20 Chinese and Ameri can experts discovered that young people of both countries are facing the same probiems of economic and social pressures and lack of confidence. Wayne Meisel, director of the Campus Outreach Opportunity League of Minnesota University, said that under economic pressure American young people have to work hard and most students have to take part-time work in order to support themselves.â€Å"Young people today, ?he said, â€Å"are stereotyped as apathetic, selfcentred, and concerned only with making money and getting ahead.† In these circumstances, he said, young people lack confidence,whicb was not the case in the 1960s when young Americans thought themselves capable of doing anything. In spite of the different conditions in China, Li Xuequan, director of the, higher education section of the All-China Youth Federation, said Chinese young people are alsc facing economic pressure and are worried about iriflation and corruption. Trading has appeared in many Chinese universities a s students with something to sell try to make money on campus.Moreover, Li said, college students have begun to doubt whether what they are learning in class will help them find work,as many businesses totally ignore students of pure theory. So people describe students as â€Å"a lost generation tired of study†, regardless of the causes in society that are shaking their confidence.

Learn About the Falklands War

Learn About the Falklands War Fought in 1982, the Falklands War was the result of the Argentine invasion of the British-owned Falkland Islands. Located in the South Atlantic, Argentina had long claimed these islands as part of its territory. On April 2, 1982, Argentine forces landed in the Falklands, capturing the islands two days later. In response, the British dispatched a naval and amphibious task force to the area. The initial phases of the conflict occurred mainly at sea between elements of the Royal Navy and the Argentine Air Force. On May 21, British troops landed and by June 14 had compelled the Argentine occupiers to surrender. Dates The Falklands War began on April 2, 1982, when Argentine troops landed in the Falkland Islands. The fighting ended on June 14, following the British liberation of the islands capital, Port Stanley, and the surrender of Argentine forces in the Falklands. The British declared a formal end to military activity on June 20. Prelude and Invasion In early 1982, President Leopoldo Galtieri, the head of Argentinas ruling military junta, authorized the invasion of the British Falkland Islands. The operation was designed to draw attention away from human rights and economic issues at home by bolstering national pride and giving teeth to the nations long-held claim on the islands. After an incident between British and Argentine forces on nearby South Georgia Island, Argentine forces landed in the Falklands on April 2. The small garrison of Royal Marines resisted, however by April 4 the Argentines had captured the capital at Port Stanley. Argentine troops also landed on South Georgia and quickly secured the island. British Response After organizing diplomatic pressure against Argentina, Prime Minister Margaret Thatcher ordered the assembly of a naval task force to retake the islands. After the House of Commons voted to approve Thatchers actions on April 3, she formed a War Cabinet which first met three days later. Commanded by Admiral Sir John Fieldhouse, the task force consisted of several groups, the largest of which was centered on the aircraft carriers HMS Hermes and HMS Invincible. Led by Rear Admiral Sandy Woodward, this group contained the Sea Harrier fighters that would provide air cover for the fleet. In mid-April, Fieldhouse began moving south, with a large fleet of tankers and cargo ships to supply the fleet while it operated more than 8,000 miles from home. All told, 127 ships served in the task force including 43 warships, 22 Royal Fleet Auxiliaries, and 62 merchant vessels. First Shots As the fleet sailed south to its staging area at Ascension Island, it was shadowed by Boeing 707s from the Argentine Air Force. On April 25, British forces sank the submarine ARA Santa Fe near South Georgia shortly before troops led by Major Guy Sheridan of the Royal Marines liberated the island. Five days later, operations against the Falklands began with the Black Buck raids by RAF Vulcan bombers flying from Ascension. These saw the bombers strike the runway at Port Stanley and radar facilities in the area. That same day Harriers attacked various targets, as well as shot down three Argentine aircraft. As the runway at Port Stanley was too short for modern fighters, the Argentine Air Force was forced to fly from the mainland, which placed them at a disadvantage throughout the conflict (Map). Fighting at Sea While cruising west of the Falklands on May 2, the submarine HMS Conqueror spotted the light cruiser ARA General Belgrano. Conqueror fired three torpedoes, hitting the World War II-vintage Belgrano twice and sinking it. This attack led to the Argentine fleet, including the carrier  ARA Veinticinco de Mayo, remaining in port for the rest of the war. Two days later, they had their revenge when an Exocet anti-ship missile, launched from an Argentine Super Étendard fighter, struck HMS Sheffield setting it ablaze. Having been ordered forward to serve as a radar picket, the destroyer was hit amidships and the resulting explosion severed its high-pressure fire main. After attempts to stop the fire failed, the ship was abandoned. The sinking of Belgrano cost 323 Argentines killed, while the attack on Sheffield resulted in 20 British dead. Landing at San Carlos Water On the night of May 21, the British Amphibious Task Group under the command of Commodore Michael Clapp moved into Falkland Sound and began landing British forces at San Carlos Water on the northwest coast of East Falkland. The landings had been preceded by a Special Air Service (SAS) raid on nearby Pebble Islands airfield. When the landings had finished, approximately 4,000 men, commanded by Brigadier Julian Thompson, had been put ashore. Over the next week, the ships supporting the landings were hit hard by low-flying Argentine aircraft. The sound was soon dubbed Bomb Alley as HMS Ardent (May 22), HMS Antelope (May 24), and HMS Coventry (May 25) all sustained hits and were sunk, as was MV Atlantic Conveyor (May 25) with a cargo of helicopters and supplies. Goose Green, Mount Kent, and Bluff Cove/Fitzroy Thompson began pushing his men south, planning to secure the western side of the island before moving east to Port Stanley. On May 27/28, 600 men under Lieutenant Colonel Herbert Jones outfought over 1,000 Argentines around Darwin and Goose Green, ultimately forcing them to surrender. Leading a critical charge, Jones was killed later received the Victoria Cross posthumously. A few days later, British commandos defeated Argentine commandos on Mount Kent. In early June, an additional 5,000 British troops arrived and command shifted to Major General Jeremy Moore. While some of these troops were disembarking at Bluff Cove and Fitzroy, their transports, RFA Sir Tristram and RFA Sir Galahad, were attacked killing 56 (Map). Fall of Port Stanley After consolidating his position, Moore began the assault on Port Stanley. British troops launched simultaneous assaults on the high ground surrounding the town on the night of June 11. After heavy fighting, they succeeded in capturing their objectives. The attacks continued two nights later, and British units took the towns last natural lines of defense at Wireless Ridge and Mount Tumbledown. Encircled on land and blockaded at sea, the Argentine commander, General Mario Menà ©ndez, realized his situation was hopeless and surrendered his 9,800 men on June 14, effectively ending the conflict. Aftermath and Casualties In Argentina, the defeat led to the removal of Galtieri three days after the fall of Port Stanley. His downfall spelled the end for the military junta that had been ruling the country and paved the way for the restoration of democracy. For Britain, the victory provided a much-needed boost to its national confidence, reaffirmed its international position, and assured victory for the Thatcher Government in the 1983 elections. The settlement that ended the conflict called for a return to status quo ante bellum. Despite its defeat, Argentina still claims the Falklands and South Georgia. During the war, Britain suffered 258 killed and 777 wounded. In addition, two destroyers, two frigates, and two auxiliary vessels were sunk. For Argentina, the Falklands War cost 649 killed, 1,068 wounded, and 11,313 captured. In addition, the Argentine Navy lost a submarine, a light cruiser, and seventy-five fixed-wing aircraft.

Life and Work of Joan Mitchell, New York School Painter

Life and Work of Joan Mitchell, New York School Painter Joan Mitchell (February 12, 1925–October 30, 1992) was an American painter and a so-called â€Å"Second Wave† Abstract Expressionist. (The title does not do justice to her originality as a colorist; the artist preferred the label â€Å"New York School† instead.)  Mitchell’s life was characterized by a robust individualism, and much of her success is owed to her ability to unabashedly broadcast her talent despite the roadblocks set before a female artist painting on such a large scale. Fast Facts: Joan Mitchell Occupation: Painter and colorist (New York School)Born:  February 12, 1925 in Chicago, IllinoisDied: October 30, 1992 in Neuilly-sur-Seine, FranceEducation: Smith College (no degree), Art Institute of Chicago (BFA, MFA)Key Accomplishments: Featured in the 1951 9th Street Show; regarded as a key figure of second wave Abstract ExpressionismSpouse:  Barney Rosset, Jr. (m. 1949–1952) Early Life Joan Mitchell was born February 12, 1925 to Marion and James Mitchell in Chicago, Illinois. Her parents’ behavior often left young Joan alone to develop a staunch sense of self in the absence of her parents’ guidance, not unusual of the upper crust world to which the Mitchell family belonged (her mother was an heiress to a steel fortune, her father a successful dermatologist). Mitchell was marked by a sense that her father would always be disappointed in her, as she was born a second daughter when her parents had wanted a son. She cited her father’s attitude as the reason she became an abstract painter, as it was one realm in which he had no experience nor talent and therefore was a space in which she could fully become her own self. Mitchell’s mother was one of the early editors of Poetry magazine and a successful poet in her own right. The presence of poetry, as well as her mother’s contemporaries (like poets Edna St. Vincent Millay and George Dillon), ensured that Mitchell was always surrounded by words, the influence of which can be found in many of her painting titles, such as â€Å"The Harbormaster,† after a poem of Frank O’Hara’s, and â€Å"Hemlock,† a Wallace Stevens poem. At the age of ten, Mitchell was published in Poetry, the second youngest poet to be published in those pages. Her precociousness earned her respect from her mother, jealousy from her sister Sally, and only occasional approval from her father, whom she worked so hard to please. Mitchell was pushed to excel in all endeavors, and as a result was a superb athlete, a champion diver and tennis player. She was dedicated to figure skating and competed at a regional and national level until she suffered a knee injury and abandoned the sport. Eidetic Memory and Synesthesia Eidetic memory is the ability to vividly recall sensations and visual details of moments in the past. While some children possess the ability to keep images they have experienced in their mind’s eye, many adults lose this ability once they are taught to read, replacing visual with verbal recollection. Joan Mitchell, however, retained the ability into adulthood and as a result was able to summon memories decades past, which had a profound influence on her work.  Ã‚   A Joan Mitchell canvas for sale at Christies in London. Getty Images   Mitchell also had a case of synesthesia, a crossing of neural pathways that manifests in the mixing of senses: letters and words evoke colors, sounds would create physical sensations, and other such phenomena. While Mitchell’s art cannot be described exclusively through her synesthetic eye, the constant presence of vivid color in Mitchell’s everyday certainly had an affected her work. Education and Early Career Though Mitchell wanted to attend art school, her father insisted she have a more traditional education. Thus, Mitchell began college at Smith in 1942. Two years later, she transferred to the School of the Art Institute of Chicago to complete her degree. She then received an MFA from the School of the Art Institute of Chicago in 1950. Mitchell married high school classmate Barnet Rosset, Jr. in 1949. Mitchell encouraged Rosset to found Grove Press, a successful mid-century publisher. The two separated in 1951, and the marriage ended in divorce in 1952, though Mitchell remained friends with Rosset all her life. Mitchell began traveling to Paris in 1955 and moved there in 1959 to live with Jean-Paul Riopelle, a Canadian abstract artist with whom she had a sporadic and drawn-out twenty-five year affair. Paris became Mitchell’s second home, and she purchased a cottage just north of Paris with the money she inherited after her mother’s death in 1967. Her relationship with France was reciprocated, as she was the first woman to have a solo show at the Musà ©e d’Art Moderne de la Ville de Paris in 1982, received the title of Commandeur des Arts et Lettres by the French Ministry of Culture, and was awarded Le Grand Prix des Arts de la Ville de Paris in painting in 1991. Critical Success True to the character she developed during her long tenure as a champion athlete, Mitchell exhibited a toughness that her father would have disparaged as un-ladylike, but which may have been essential to the milieu in which she operated. Mitchell drank, smoked, swore, and hung around in bars, and while not befitting a high-society lady in Chicago, this attitude served Mitchell well: she was one of a handful of female members of the Eighth Street Club, an iconic grouping of downtown artists in 1950s New York. The first hint of critical success came in 1957, when Mitchell was featured in ArtNews’s â€Å"....Paints a Picture† column. â€Å"Mitchell Paints a Picture,† written by prominent critic Irving Sandler, profiled the artist for the major magazine. In 1961, Russell Mitchell Gallery staged the first major exhibition of Mitchell’s work, and in 1972 she was recognized with her first major museum show, at the Everson Museum of Art in Syracuse, NY. Soon after, in 1974, she was given a show at New York’s Whitney Museum, thus cementing her legacy. The last decade of Mitchell’s life saw continued critical success. A life-long smoker, Joan Mitchell died of lung cancer in Paris at the age of 67 in 1992. Artistic Legacy Mitchell’s work was by no means conventional, as she frequently used her fingers, rags, and other instruments she had lying around to apply paint to her canvas. The result is an impactful emotional encounter with her canvases, though Mitchell was often reticent to describe what emotions she was feeling at the painting’s inception and why. Mitchell is often labeled as an Abstract Expressionist, but she deviated from stereotypes of the movement in her deliberateness and distance from her work. She began a canvas not by emotional impulse as her forefathers Pollock and Kline may have, but rather worked from a preconceived mental image. Listening to classical music as she worked, she would regard her work in progress from a distance in order to monitor its progress. Far from the canvas as â€Å"arena,† a term coined by critic Harold Rosenberg in reference to the Abstract Expressionists, Mitchell’s process reveals the premeditated vision she had for her work. Sources Albers, P. (2011.) Joan Mitchell: Lady Painter. New York: Knopf.Anfam, D. (2018.) Joan Mitchell: Paintings from the Middle of the Last Century 1953-1962. New York: Cheim Read.Timeline. joanmitchellfoundation.org. http://joanmitchellfoundation.org/work/artist/timeline/

Antibiotic resistance Research Paper Example | Topics and Well Written Essays - 750 words

Antibiotic resistance - Research Paper Example In other words, it is "resistance of a microorganism to an antimicrobial medicine to which it was previously sensitive" (WHO, 2011). According to WHO (2011), more than 440,000 new cases of multidrug resistant tuberculosis emerge every year, resulting significant morbidity and mortality (David et al, 2008). To date, antibiotic resistance has been reported in more than 64 countries (WHO, 2011). Antibiotic resistance occurs due to genetic alteration of the organism and transferring of the altered genes between the organisms. The transfer can occur through transduction, conjugation or transformation. Antibiotic resistance is a major public health challenge globally because; resistant microorganisms fail to respond to medical therapy and result in prolonged illness and sometimes death. It hampers the control of infectious diseases. According to WHO (2011), "many infectious diseases risk becoming uncontrollable and could derail the progress made towards reaching the targets of the health-r elated United Nations Millennium Development Goals set for 2015. " Other than these, antibiotic resistance also contributes to increased cost to health care and jeopardizes various health gains to the society. In this research article, various strategies to prevent emergence of antibiotic resistance will be discussed through review of suitable literature. The article will also discuss about causes and mechanism of antibiotic resistance and consequences of antibiotic resistance. Literature review According to Williams and Sefton (1999), prevention of antibiotics resistance consists of mainly 2 parts, one is prevention of acquisition of strains that are antibiotics resistent and interruption of the various mechanisms by which antibiotic resistant organisms can spread from person to person. Antibiotic resistance mainly occurs due to use of antibiotics both in humans and animals. The greater the duration of exposure of the antibiotic, the greater is the risk of development of resistance to that particular antibiotic. The resistance occurs irrespective of the severity of the need to administer antibiotics. Thus antibiotic resistance is a major problems for clinicians. Antibiotics are often used for rearing animals for consumption purpose and this is a significant cause for antibiotic resistance. As far as use in humans is concerned, these drugs are administered to patients for both necessary and unnecessary causes and this contributes to drug resistance. In several countries, antibiotics are available over the counter and patients use them without medical advice. According to Costelloe et al (2010), even one single dose of antibiotic can contribute to resistance to that antibiotic upto one year. Arnols and Straus (2005) opined that inappropriate antibiotic prescription is the most common cause of antibiotic resistance and this can occur when the patient insists on antibiotics, when the physician prescribes antibiotics either for caution against medical legal issues , or because he has not time to explain why antibiotics must not be administered or the physician prescribes the antibiotics because of poor judgement regarding the cause of infection. According to a study by McNulty et al (2007), 33 percent of individuals feel that antibiotics have treated their common cold effectively. With such ignorance both from public and professional side, erratic prescription and intake of antibiotics

Convergence between GAAP and IFRS Research Paper

Convergence between GAAP and IFRS - Research Paper Example In 2008, FASB reorganized the many accounting principles into only 90 topics. In the same year, the Securities and exchange commission granted a roadmap that would eventually change the US use of the GAAP as accounting rules and adopt the most widely used IFRS rules, by the year 2011 (Bradshaw, 2010). The full adoption of the IFRs was projected to be accomplished by 2014. On the other hand, the history of the IFRS can be traced to 1966 when a proposal was issued to establish a study group consisting of various accounting bodies from England, USA, Canada, and Wales, which would study the possibility of establishing accounting standards that could be universally applied to guide the accounting functions of organizations the world over. In 1967, the Accountants International Study Group, tasked with the responsibility of creating the appetite for change in accounting standards, was created. The body published articles every few months on the need for change until 1973, when Accounting S tandards Committee was formulated to develop accounting standards for international use (Ball, 2006). This was followed by the establishment of the Standing Interpretations Committee to resolve the contentious issues that were arising from the standards crafted by the Accounting Standards Committee. ... By the year 2003, the International Financial Reporting Standards were first published and adopted. In 2005, the European Union adopted the standards and later all the companies in the UK were supposed to present their financial statements using these standards for their financial years commencing January 2005 (Bradshaw, 2010). The current status of the GAAP and IFRS depicts some differences in some of the accounting principles. The differences in their statuses are in terms of the impacts of the accounting standards on the financial statements provided by organizations (Wiley, 2007). Consolidation is the first of this impact where IFRS applies control model while the GAAP prefers the risk and rewards model (Bradshaw, 2010). In the preparation of the statement of income, the IFRS requires that extraordinary items are not segregated while the same are shown below the net income under the GAAP standards. Inventory is another difference currently portrayed by the preparation of the fina ncial statements under the two standards. Under the IFRS, the use of the historical method of managing stock LIFO, where the last item to be bought in the inventory list becomes the first to be sold, is prohibited. Under the GAAP system, however, organizations have a choice between the use of that historical method and the FIFO inventory management system where the first item in the inventory list becomes the first to be sold by a business entity (Ball, 2006). Under the IFRS system, the earnings-per-share calculations do not call for the averaging of the individual interim period, while under the GAAP the computation takes the averages of the individual interim period incremental shares (Bradshaw, 2010). Finally, under the IFRS