The Basic Concept Of Ppsmi Education Essay

The whole thought of a good instruction system is to fix out kids so that they are better prepared to confront the challenges of globalisation, liberalisation every bit good as the fast development in today ‘s information and communicating engineerings. To enable our state to make this we needed competent and resilient human capital that is able to confront the challenges locally and internationally. In order to bring forth this sort of human capital, authorities had come out with few policies in instruction system. One of the policies was PPSMI that was introduced in 2003 and later it is abolished in 2012. The basic construct of PPSMI – the instruction and acquisition of scientific discipline and mathematics in English The virtues of PPSMI – the instruction and acquisition of scientific discipline and mathematics in English The demerits of PPSMI – the instruction and acquisition of scientific discipline and mathematics in English Summary. The basic construct of PPSMI The instruction and acquisition of scientific discipline and mathematics in English or in short known as PPSMI, that stands for Pengajaran dan Pembelajaran Sains dan Matematik Dalam Bahasa InggerisA is a authorities policy aimed at bettering the bid of the English linguistic communication among pupils at primary and secondary schools inA Malaysia. Tun Dr. Mahathir bin Mohamad, whom was the premier curate at the minute introduced this policy in 2003. However, since it was introduced, PPSMI has been a heated topic and has been debated among faculty members, politicians and even in society until the Deputy Prime Minister, Tan SriA Muhyiddin Yassin announced the policy ‘s reversal in 2012. Harmonizing to the Deputy Prime Minister Tan Sri Muhyiddin Yassin in The Star ( 2009 ) , the spread between rural and urban pupils has widened since PPSMI started. Merely 19.2 % of secondary instructors and 9.96 % of primary instructors were sufficiently proficient in English. He said this one of the grounds the Cabinet has decided that the medium of direction for Math and Science will return to Bahasa Malaysia in national schools and mother-tongue linguistic communications in national-type schools from 2012 onwards and the reversal of the instruction of Math and Science in English ( PPSMI ) policy will be conducted in phases. The virtues of PPSMI Back so, the medium for communicating in instruction system was chiefly used our mother-tongue, Malay linguistic communication. Then in order to develop the state, the premier curate at that clip, Tun Dr. Mahathir Mohamad proposed a policy that changed the medium of direction from the Malay linguistic communication to English for the instruction and acquisition of Science and Mathematics topics. Basically the policy was made based on the authorities ‘s concern on the state ‘s human capital development towards accomplishing the criterion of a developed state, every bit good as an early readying to vie in the epoch of globalisation. Kim ( 2011 ) stated that scientific discipline and mathematics are two chief Fieldss that form the footing and have a important function in the advancement and development of a state. Besides, the turning watercourse of transmutations and finds in these two Fieldss happen quickly and information entree in these Fieldss is largely in the English linguistic communication excessively. So, the command in this linguistic communication would do us easier to acquire the cognition in scientific discipline and mathematics. Though by presenting PPSMI is non the best method to better English, it is however a worthy enterprise that will convey the duplicate benefits of betterment in English every bit good as ready connectivity to the universe of scientific discipline and engineering. Harmonizing to Kim ( 2011 ) , oppositions of PPSMI ever make Russia and China as an illustration that one can lodge to one ‘s national linguistic communication and yet accomplish outstanding advancement in scientific discipline and technology.A But these critics forget that states like Russia and China have large populations and their people are good equipped with cognition in scientific discipline and engineering comparison to us, Malaysians that largely still depends on aliens. One more thing is about the resources. English text books are already widely used in our establishments of higher acquisition excessively, so why must we halt the instruction of mathematics and scientific discipline in English at an earlier age and change over back to Malay linguistic communication? The merely acceptable ground for halting PPSMI should merely because of the deficiency of English-proficient instructors. They did non hold sufficient preparation to be able to learn efficaciously. However, many options can be conducted to develop them. After that, all they needed is sufficient clip to accommodate to the alteration and later travel frontward to run into the challenges. In decision, we can straight see that the policy determination to implement PPSMI was made to do certain pupils ‘ command in scientific discipline and mathematics in position of the fact that most of the beginnings are available in the English linguistic communication. Indirectly, it is besides hoped that the execution of PPSMI would lend to the enhancing of pupils ‘ bid of the linguistic communication. The demerits of PPSMI Even though PPSMI seemed to be a good policy to be implemented in our instruction system, after much idea and considerations from experts, non-governmental organisations and concerned persons about the impact of PPSMI on pupil acquisition, the authorities decided to get rid of the instruction and acquisition of Science and Mathematics in English. Harmonizing to an article ‘Why PPSMI is abolished ‘ in The Star newspaper, the cabinet found that during the execution of PPSMI merely 4 % of Mathematicss and Science instructors used 90 % or more of English in the instruction and acquisition of the two topics. A mixture of Bahasa Malaysia and English was used more by them and the instructors had to often exchange to Bahasa Malaysia in their instruction because pupils could non understand their lessons in English. To turn out the statement above, a survey conducted by a group of educationalists from the Universiti Perguruan Sultan Idris ( UPSI ) revealed that 70 % of Form Two pupils found it difficult to larn Mathematicss and Science in English. Another survey done by a Universiti Kebangsaan Malaysia ( UKM ) professor concluded that PPSMI hampered pupils ‘ ability to understand Mathematicss and Science constructs, hence ensuing in their hapless public presentation in these two topics. The cabinet besides stated that lone pupils with good bid of English benefited from PPSMI while others who lack of proficiency in English became victims. So, obviously it is unjust to these pupils if the authorities decide to go on with the policy. â€Å" Apart from holding to larn a linguistic communication which is non their female parent lingua, our kids are being made to analyze the two topics in English every bit good, † A Muhyidin said, adding that surveies had besides shown that pupils would break understand a topic if it was taught in their female parent lingua. The determination to change by reversal to Bahasa Malaysia is in line with the place taken by Unesco that the female parent lingua is the best medium of direction in schools. As we can see the current coevals of attorneies, comptrollers, scientists, technocrats, and other professionals are the merchandise of our National Education System where Bahasa Malaysia is the medium of direction in schools. Therefore, it has proven that Bahasa Malaysia is an effectual medium of direction in the national schools. Drumhead All in all, whether it is the execution or reversal of PPSMI, the biggest also-rans are still pupils in Malaysia. So it is of import that wise actions must be done by every party to assist the pupils from being victim to the unsteady policies in Malaysia educational system. However before authorities want to present new policy, surely they did some researches before it was implemented and same goes to the new policy that replaces PPSMI now. Although PPSMI is no longer used as a medium of direction at schools, the desire to get the hang English should non be stopped in our immature coevalss because our state needs a population that is competent in English to must bring forth top class workers who will be able to vie in the globalised universe. In relation to this, the Education Ministry has taken comprehensive steps to better our pupils ‘ bid of English through the new policy, Strengthening English Language ( MBI ) policy. Besides that, there are several ways that authorities attempts to make in order to guarantee pupils get a good bid in English linguistic communication for illustration bettering the methods of instruction and acquisition of English in schools, increasing English hours and engaging quality English instructors, including from abroad, to assist our pupils be proficient in English. The support from all parents excessively is another cardinal factor to heighten the quality of our instruction and better pupil acquisition.

Market Equilibration Process Paper

Market Equilibration Process ECO / 561 Market Equilibration Process Market Equilibrium occurs when the quantity supplied is equal to quantity demanded. The price equilibrium price exists when buyers and sellers price match and there is no governmental intervention (perfectly competitive market). After a market is in equilibrium, there is no trend for the market price to alter. For example, the law of demand states that as price goes up the quantity demand must go down and similarly, law of supply states price goes up quantity supply must go up (McConnel, Brue, & Flynn, 2009). Viewing the graph below we can find the equilibrium occur at the price of $3 where the quantity demanded equals the quantity supply at three units. The price is stable at $3 and at any other prices will have a |Price (P) |Quantity Demanded (Qd) |Quantity Supplied (Qs) | |$1 |5 |1 | |$2 |4 |2 | |$3 |3 |3 | |$4 |2 |4 | |$5 |1 |5 | Equilibrium occurs at P=$3 (Qs = Qd = 3 units) [pic] a tendency to change. At a dollor, for example, at $1 buyers are able to buy five units but seller are only willing to provide one unit to the market. In this situation, quanitity damand is greater than qualiity supply is referred to as a shortage and will result in an upward pressure in price. Since there is only one unit is available so buyers will complete to buy the one available unit by offering more money. Then price goes up and the qualitity demand decreases, quantity supply rises until equilibrium is reached (McConnel, Brue, & Flynn, 2009). pic] Disequilibrium Disequilibrium occurs when the price or quantity is not equal to Price or Quantity. If the prices are high, surplus is created and there will be inefficiency. Demand surplus is created when prices are below the equilibrium price. Since the prices are low, many buyers want the good while suppliers are not making enough of it. A shift in a demand or supply curve occurs when the good’s quantity demanded or supplied changes but the price remains the same. Short-run and Long-run Supervalu is going through a long-run, which is a period when a plant or company has a long period to adjust the quantities of all the resources that it employs. I currently work for Supervalu and its dissolving certain retail stores such as Acme Markets because it is not producing profits in a certain metropolitan markets. Acme Markets price was below the minimum average variable cost and to minimize its losses, Supervalu shut down the retail stores. New retail markets such as Save-a-Lot stores are increasing because it targets at low-medium level income families. Pure Competition Supervalu is part of the pure competition because its retail stores are offering standardized products. Supervalu retail stores are able to freely enter and exit the industry. In pure competition, marginal revenue and price are equal (McConnel, Brue, & Flynn, 2009). Reference McConnel, C. R. , Brue, S. L. , & Flynn, S. M. (2009). Economics: Principles, Problems, and Policies (18th ed. ). New York, NY: McGraw-Hill/Irwin.

Scholarship Guide Korea Ksgp

2013 Korean Government Scholarship Program Guideline for International Students Enrolled in Graduate Programs (2013 ) 2013. 2 ! â€Å"#$%&' ( )(*! â€Å"+ National Institute for International Education (NIIED) 2013 Korean Government Scholarship Program Guideline for International Students Enrolled in Graduate Programs 1. Program Objective The Korean Government Scholarship Program is designed to provide higher education in Korea for international students, with the aim of promoting international exchange in education, as well as mutual friendship amongst the participating countries. . Total Number of Grantees : 760 o 2013 KGSP Allocations by respective Korean Embassies : 360 candidates (from 111 nations) ! Among the 360 candidates, 30 (from 13 nations) overseas Korean adoptees are included. Their quotas are allotted to 13 Korean embassies, and are separate from general candidate quotas. Quota No. of Nations 20 1 China 15 1 The United States 10 2 Japan, Vietnam 9 1 Russia 7 1 Indones ia 5 3 Kyrgyzstan, Myanmar, Turkey 4 9 Mongolia, Sri Lanka, India, Pakistan, Philippines, Bulgaria, Uzbekistan, Italy, Kazakhstan 3 20 Name of CountriesAzerbaijan, Bangladesh, Brazil, Colombia, Ecuador, Ethiopia, Germany, Ghana, Iraq, Laos, Malaysia, Nigeria, Peru, Singapore, Thailand, The United Kingdom, Uganda, Mexico Saudi Arabia, Taiwan Afghanistan, Algeria, Argentina, Australia, Austria, Belarus, Belgium, Bolivia, Botswana, Brunei, Cambodia, Cameroon, Canada, Canada(Quebec), Chile, Costa Rica, Cote d'Ivoire Czech Republic, Democratic Republic of the Congo, Denmark, Dominican Republic, Egypt, El Salvador, Fiji, Finland, France, Gabon, Greece, Greenland, Guatemala, Guinea, Honduras, Hungary, Iran, Israel, Jordan, Kenya, Kuwait, Latvia, Lebanon, Libya, Malawi, 2 3 Morocco, Namibia, Nepal, Netherlands, New Zealand, Norway, OMAN, Panama, Papua, New Guinea, PARAGUAY, Poland, Republic of the Congo, Romania, Rwanda, Senegal, Serbia, Slovakia, Spain, Sudan, Sweden, Switzerland, Tajikist an, Tanzania, TIMOR-LESTE, Trinidad and Tobago, Tunisia, Turkmenistan, Ukraine, Uruguay, Venezuela, Yemen, Zambia Total , 111 330 Candidates The basis for quota allocation lies in the mutual agreement between Korea and countries listed above. 5 No. of Nations 1 3 1 2 11 Total 13 Quota Name of Countries The United States Canada Australia, Belgium, Denmark, France, Germany, Netherlands, New Zealand, Norway, Sweden, Switzerland, The United Kingdom 30 Candidates o 2013 KGSP Allocation for the Designated Korean Universities :400 candidates (from 135 nations) No. of Quota Name of Countries Nations 9 1 Mongolia 8 2 Philippines, Thailand 7 2 Indonesia, Vietnam 6 2 Bangladesh, Malaysia 5 12 4 10Brazil, Cambodia, Ethiopia, India, Japan, Kazakhstan, Kyrgyzstan, Myanmar, Russia, The United States, Turkey, Uzbekistan Azerbaijan, Bulgaria, Egypt, Israel, Mexico, Nigeria, Pakistan, Saudi Arabia, South Africa, Tanzania Argentina, Chile, Colombia, Ecuador, Finland, Georgia, Germany, Ghana, Hungary, Iraq, Italy, 3 26 Laos, Lebanon, Morocco, Nepal, Peru, Poland, Rumania, Singapore, Sri Lanka, Taiwan, Tajikistan The United Kingdom, Timor-Leste, Turkmenistan, UgandaAlgeria, Angola, Armenia, Australia, Austria, Bahamas, Bahrain, Barbados, Belarus, Belgium, Belize, Benin, Bhutan, Bolivia, Brunei, Burkina Faso, Cameroon, Canada, Central African Republic, Costa Rica, Cote d'ivoire, Croatia, Democratic Republic of the Congo, Denmark, Djibouti, Dominican Republic, El Salvador, Equatorial Guinea, Fiji, France, Gabon, Gambia, Greece, Guinea, 2 80 Guinea Bissau,Guyana, Iran, Ireland, Jamaica, Jordan, Kenya, Kuwait, Liberia,Lithuania, Mauritania, Mauritius, Maldives, Moldova, Mozambique, Netherlands, New Zealand, Nicaragua, Norway, Oman, Panama, Papua New Guinea, Paraguay, Portugal, Qatar, Republic of the Congo, Rwanda, Senegal, Serbia, Sierra Leone, Slovakia, Slovenia, Solomon Is. , Spain, Sudan, Suriname, Sweden, Syria, Togo, Tunisia, U. A. E, Ukraine, Venezuela, Yemen, Zambia, Zimbabwe T otal 135 , 389 candidates Among the 400 candidates allocated to the Designated Korean Universities, 11 will be allotted into two outstanding specialized universities separately. 3. Eligible Universities and Fields of Study o Eligible Universities : The 60 listed universities (or institutions) as designated by NIIED – Applicants (including Korean adoptees) who apply for this program via Korean Embassies must choose 3 desired universities out of the 60 universities listed below. – Applicants who apply for this program via the designated universities may choose only 1 desired university out of the 60 universities listed below.Ajou University, Cheongju University, Chonbuk Nat’l University, Chonnam Nat’l University, Chosun University, Chung-Ang University, Chungbuk Nat’l University, Chungnam Nat’l University, Daegu University, Daejeon University, Donga University, Dongguk University, Dongseo University, Ewha Womans University, Gangneung-Wonju Nat ional University, Gyeongsang Nat’l University, Hallym University, Handong Global University, Hankuk University of Foreign Studies, Hannam University, Hanyang University, Hongik University, Inha University, Inje University, Jeju National University,Jeonju University, Korea Advanced Institute of Science and Technology, Kangwon Nat’l University, KDI School of Public Policy and Management, Keimyung University, Kongju Nat’l University, Korea University, Korea University of Technology and Education, Kumoh Nat’l Institute of Technology, Kyunghee University, Kyungpook Nat’l University, Kyungsung university, Myongji university, Pohang University of Science and Technology, Pukyong Nat’l University, Pusan Nat’l University, Seoul Nat’l University, Seoul Nat’l University of Science and Technology, Silla University, SogangUniversity, Sookmyung Women’s University, SoonChunHyang University, Soongsil University, Sunmoon University , Sunchon National University, Sungkyunkwan University, The Graduate School of Korean Studies in the Academy of Korean Studies, Ulsan National Institute of Science and Technology, University of Science & Technology, University Of Seoul, University of Ulsan, Wonkwang university, Woosong University, Yeungnam University, Yonsei University o Available Fields of Study : Detailed information about the fields and majors offered by the listed eligible universities can be found in the University Information section on the GKS website (www. tudyinkorea. go. kr). Applicants must choose their desired fields of study from the listed programs in the University Information section provided by participating universities. * Night schools, seasonal programs, broadcasting schools, and cyber-schools (including online distant learning programs) are not eligible for application. o Available Courses : Master’s programs and Doctoral programs 4. Main Notes for the 2013 Selection o Applicants have to apply for this program via either an embassy or a designated university.Overseas Korean adoptees have to apply only via an embassy if their countries are allotted the adoptee quotas. o The selection process for applicants will proceed in three steps. Firstly, applicants must be selected 3 by the institution he or she is applying through (a Korean embassy, or a designated university). Secondly, applicants who passed the first round must be selected by the NIIED Selection Committee. Finally, applicants who passed the second round must gain admission from a university. o Institutions a ccepting applications: 1 11 o verseas Korean embassies o r 6 0 d esignated K orean universities. Applicants who submit applications to more than one of the aforementioned institutions will be disqualified immediately. o Selection Procedure – 1st Selection: Each 1st selection institution will draft a selections standard based on the criteria provisioned by NIIED, and recommend the best applicants a ccording to its respective standards. – 2nd Selection: The NIIED Selection Committee will select the most successful candidates from the pool of applicants recommended by the 1st selection institutions. 3rd Selection: Only the candidates who were recommended by a Korean embassy and passed the 2nd selection successfully will be evaluated for admission by the 3 universities to which they applied; each candidate has to gain admission from at least one university. * Applicants who were recommended by a designated university will automatically be granted admission to the university that recommended them, upon the condition they are selected as a successful candidate in the 2nd Selection.Subsequently, once they pass the mandatory medical examination (when it’s orientation), they will join the ranks of the final successful candidates. 5. Duration of Scholarship o Master’s (01. 09. 2013 ~ 31. 08. 2016) : 1 yr. of Korean language + 2 yrs of Master’s o Doctoral (01 . 09. 2013 ~ 31. 08. 2017) : 1 yr. of Korean language + 3 yrs of Doctoral * (Important) After the Korean language course, the scholarship period of degree course (2 years of master’s or 3 years of doctoral) cannot be extended beyond the designated duration. In the case that a scholar possesses a TOPIK Level that is higher than 5, he or she is exempted from the Korean language course; the exempted period will be deducted from the total scholarship period (2 years for master’s or 3 years for doctoral). * In the case that a scholar possesses a TOPIK Level 6, he or she must be exempted from the Korean language course and must start his/her academic course of Master or Doctoral degree; the exempted period will be deducted from the total scholarship period (2 years for master’s or 3 years for doctoral). 6. Korean Language Course All scholars, unless exempted, must take one year of Korean language course in the designated language institution. o Exemption from the Kore an language course requirement: Korean proficiency at TOPIK Level 5 or 6 (with certification). * Scholars who have surpassed TOPIK Level 5 and want to start their degree course without the Korean language 4 course should obtain permission from NIIED in advance. * Scholars who have surpassed TOPIK Level 6 must start their degree course without the Korean language course should obtain permission from NIIED in advance. Scholars who are exempted from taking the Korean language course may take their degree course starting from September 1st, 2013. o Only the scholars who will have passed at least Level 3 of TOPIK (the Test of Proficiency in Korean) after one year of Korean language course are permitted to start their master’s or doctoral program. o Scholars who do not pass at least TOPIK Level 3 after one year of Korean language course should complete an additional six-month coursework in the Korean language. o Language Institution : the NIIED has designated seven language institu tions for the Korean language course. 7.Application Requirements o The applicant and his/her parents must have foreign citizenships. * Applicants who hold Korean citizenship are not permitted to apply for this program. o Applicants should be in good health, both mentally and physically, to stay in Korea for an extended period of time. * Applicants must submit the Personal Medical Assessment (included in the application form) when he/she apply for this program, and when it’s orientation, an Official Medical Examination will be done by NIIED. A serious illness (For example, HIV, Drug, etc) will be the main cause of disqualification from the scholarship. The handicapped who satisfy the above are also eligible for the program ? NOT Eligible: those who are pregnant o Applicants must be under 40 years of age as of Sep. 1st, 2013 (born after Sep. 1st, 1973). o Applicants must hold a Bachelor’s or Master’s degree as of September 1st, 2013. * (Important) Applicants who h ave ever enrolled in a university in Korea will be disqualified from applying to the KGSP program. Specifically, an applicant who has previously enrolled in an undergraduate program, a master’s program, a doctoral program or an exchange program in Korea cannot apply for this program.However, a KGSP scholar who has graduated or will graduate from a Korean university as of August 31st, 2013 can apply for this program again only via the embassy if only he/she holds at least TOPIK Level 4 and obtain another recommendation within the allotment from the Korean Embassy of his/her respective country of origin (re-application is limited to one instance). * Applicants who apply for the Master’s program must hold a Bachelor’s degree or a diploma that is equivalent to or higher than a Bachelor’s degree. Applicants who apply for the Doctoral program must hold a Master’s degree or a diploma that is equivalent to or higher than a Master’s degree. * Applica nts who are expecting to obtain the relevant required degree or diploma by August 31st, 2013 must submit a certificate of degree or diploma expectation, and submit the official certificate of degree or diploma to NIIED by August 31st, 2013. 5 o Applicants must maintain a grade point average (G. P. A. ) of at least 2. 64 on a 4. 0 scale, 2. 80 on a 4. 3 scale, 2. 91 on a 4. 5 scale, or grades/marks/score of 80% or higher from the previously attended institution.If an applicant does not satisfy the above GPA criteria, he/she will be disqualified from applying to this program. * If the transcript is not indicated in grades/marks/scores format, or is difficult to convert into percentages, attachment of official explanation from the attended institution is required. o Applicants who have Korean proficiency or English proficiency may be given preference. o Applicants who apply for natural science and technology program may be given preference. 8. Scholarship o Scholarship Period : same as the period of invitation. o Payment: -Airfare: Round-trip economy class ticket. Airfare for entry will not be provided to scholars who already presently live in Korea for academic study or employment. * The fees for domestic travel within a scholar’s home country and for travel insurance to and from Korea will not be provided. * Scholars from China and the Czech Republic will not be provided airfare by NIIED, but by their country of origin according to the mutual agreements. -Monthly Allowance : 900,000 won (KRW) per month. -Research Allowance : 210,000 won for scholars in the humanities and social sciences; 240,000 won for scholars in natural and mechanic sciences, per semester. Relocation (Settlement) Allowance : 200,000 won upon arrival -Language Training Fee : Full coverage -Tuitions : All admission fees are waived by the host institution (university). The tuition is paid by NIIED. -Dissertation Printing Costs : 500,000 ~ 800,000 won, depending on the actual costs. -Medi cal Insurance : 20,000 won per month will be provided (limited coverage). -Special funding for scholars who are proficient in the Korean language (TOPIK Level 5 or 6): 100,000 won per month (commencing from the degree program) o NOTES NIIED does not compensate fees for the domestic travel both in the grantee’s country and Korea. – Airfare for entry into Korea will not be provided to a scholar that has been staying in Korea for his or her study, work, etc. as of the date of announcement of successful candidates – NIIED does not compensate fees for insurance for traveling to and from Korea. – The medical fee is to be reimbursed through the insurance company to the scholar after s/he pays first. However, the expense for dental clinic or chronic disease will not be covered. Any scholar who gives up his/her study during the scholarship period will not receive airfare and allowance for repatriation. 6 – Any scholar that quits the program within 3 months after s/he entering Korea, should refund all scholarship fees (The airfare of arriving Korea, settlement allowance, monthly stipend, Korean language training expenses, etc. ). 9. Selection Procedure Details o The guideline, application form, and university information will be available at the website of GKS (www. studyinkorea. go. kr), Korean Embassies, and designated domestic universities. oFor applicants (including Korean adoptees) who apply for KGSP via Korean Embassies – (1st Selection) Korean Embassies make its own selection schedule and plan based on the criteria provided by NIIED, and accept the applications. They select 1. 5 times as many candidates as their quota from the pool of applicants and recommend them to NIIED. * Applicants from China and the Czech Republic should submit their applications to the Ministry of Education (or equivalent institution) in their respective country of origin, in accordance with the mutual agreements between Korea and those countries. Only Korean adoptees who have foreign citizenship can apply for this program via a Korean Embassy if their countries of origin are allotted the adoptee quota. They are selected through a separate procedure; general applicants cannot be accepted through this application category. – (2nd Selection) NIIED Selection Committee selects as many successful candidates as each embassy quota amongst the pool of candidates recommended by the Embassies. (3rd Selection) NIIED submits the documents of successful candidates to their 3 universities of indicated preference, and requests admission examination of the candidates into their master’s or doctoral programs. The universities have to notify the result of examination to the candidates and NIIED by the designated date. The candidates who gain admission from more than one university will have to make a final selection, and notify their respective local Korean Embassy and NIIED by the designated date.Only the candidates who gain adm ission within the 3rd Selection period can be accepted as official KGSP scholars. o For applicants who apply for KGSP via designated domestic universities – (1st Selection) Each designated university will draft its own selection schedule and plan based on the criteria provided by NIIED, and accepts the applications. Each designated university will select up to 20 candidates from all of the quota-assigned countries and recommend them to NIIED. They cannot recommend more than 3 candidates from a single country. (2nd Selection) NIIED Selection Committee selects as many successful candidates as each country’s quota from all of the candidates recommended by the universities. The candidates who are selected in the NIIED Selection Committee will be accepted to the university which recommended them, and will be finally accepted as official KGSP scholars upon a successful comprehensive medical examination. 7 10. Selection Criterion o All documents including transcript, self-int roduction, study plan, certificates of language proficiency (Korean and English), recommendations, published papers and awards, etc. will be evaluated. 11. Required Documentation o Place of submission *NIIED and Foreign embassies in Korea are not 1st Selection Institutions and do not accept applications. *NIIED accepts and judges only the candidates recommended by the 1st Selection Institutions. They are: – For applicants (including overseas Korean adoptees) applying via a Korean embassy : the Korean embassy in the country of origin. *Korean Educational Institutes affiliated with the local Korean embassies may accept applications, and select and recommend candidates in place of embassies in some countries. For applicants applying via a domestic university : One of the 60 designated universities o Deadline of Submission : The date set forth by the 1st Selection Institutions within March 2013 * Deadline for the recommendation of candidates to NIIED by the 1st Selection Institut ions is April 12th, 2013. * If the respective 1st Selection Institutions do not submit their candidates’ documents to NIIED on time, they will be excluded from the examination of NIIED Selection Committee, and their quotas will be substituted by the other 1st Institutions’ reserve candidates. o Required documents : One original document (placed in a separate envelope) nd 3 extra copies. * Documents not in English or Korean must be accompanied by a complete English or Korean translation authenticated by the issuing institution or notarized by a notary’s office. Check List for Application Documents Master’s Doctoral ! ! ! ! 3. Study Plan (Attachment #3) ! ! 4. Letter of Recommendation (Attachment #4) ! ! 5. Pledge (Attachment #5) ! ! 6. Personal Medical Assessment (Attachment #6) ! ! 7. Copy of diploma or certificate of graduation from undergraduate institution ! ! ! ! – ! 10. Official transcript of previously attended graduate institution(s)  œ ! 11.Certificate of TOPIK score (original copy), if available ! ! 12. Certificate of TOEFL or IELTS score (original copy) ! ! ! ! ! ! 1. Personal Data (Attachment #1) 2. Self-Introduction (Attachment #2) 8. Official transcript of previously attended undergraduate institution(s) 9. Copy of diploma or certificate of graduation from graduate institution 13. Published papers, if available (one or two) 14. Awards, if available (one or two) 8 15. Copy of passport (possible to submit after selection) 16. Certificate of citizenship of parents of applicant : birth certificate, passport, etc. (* applicable only to overseas Korean immigrants) ! ! ! 17. Adoption documents (*applicable only to overseas Korean adoptees) ! ! o Note * Selection for successful candidates will be done strictly by the NIIED Selection Committee. Therefore, appropriate documents should be submitted by the deadline. – Dual applications are not accepted. Applicants must apply for this program via only one institu tion. – Documents should be presented in their original form. – Submitted documents will not be returned to the applicants. – Incomplete or incorrect documents may lead to application rejection or failure in the Selection Committee, and scholarship revocation even after entry into Korea. In case of submitting photocopied documents, applicants must submit the original to the 1st Selection Institution and have the original one and the photocopied one collated. The confirmation of collation should be indicated in the photocopied documents. – Applicants who are expected to graduate from their respective home undergraduate/graduate institutions by August 31st, 2013, should submit the certificate (or letter) of expected graduation issued by said institutions when they apply; the official certificate of graduation should be received by NIIED by August 31st, 2013. Applicants must accurately complete the health checklist truthfully. All successful candidates must take a comprehensive medical exam when its’ orientation. In accordance with the requirements of the Korea Immigration Service and the KGSP Program, the candidates who are judged to be physically unfit for this program will not be accepted. – Applicants may submit the copies of published papers, if available. – Applicants may submit the copies of awards, if available. * Applicants must submit all the documents by the checklist order. (Checklist or the application documents should be on the front page, followed by the required documents, stapled and attached. ) * Transferring to a different university after confirming the host university is not permitted in any cases. In regards to changing majors, it would be permitted only under the mutual agreement of the departments concerned only within the same university, with the scholarship period unchanged. (2 years of Master’s, or 3 years of doctoral, in total). However, quitting a program and applying for a new one is not permitted. 12. Selection Schedule o Application Period : Feb. th ~ Mar. 31st (decided by the 1st Selection Institution) o The 1st Selection : The end of March (decided by the 1st Selection Institution) o Deadline for Recommendation to NIIED : April 12th (All documents must be received by NIIED. ) o The 2nd Selection : Mid to End-April (NIIED Selection Committee) 9 o Announcement for the Results of the 2nd Selection : April 30th (posted on GKS websites) o Admission Procedures for the Korean Embassies’ candidates: May 1st~May 31st o Announcement for Final Successful Candidates : June 17th (GKS websites-www. studyinkorea. go. r) o Visa Issue and Air ticket purchase : June 18th ~ July 31st o Entry into Korea : August 26th ~ August 28th o NIIED Orientation : August 29th ~ August 31st o Korean Language Course : September 2nd 13. For further information, please contact : o 1st Institutions : Refer to The Contact Information of Korean Embassies and Universities in the atta chment #8. o KGSP Team, National Institute for International Education (NIIED) – Address: #205 NIIED, 81 Ewhajang-gil, Jongno-gu, Seoul, 110-810, Republic of Korea – www. studyinkorea. go. kr Korean version: -‘. /0(12$3 ! 4567 English version: Korean Government Scholarship Program !Announcement – Phone: +82-2-3668-1364, +82-2-3668-1389 – Fax: +82-2-743-4992 – Email: [email  protected] go. kr, [email  protected] kr 14. Other useful websites 8 KCUE (Korean Council for University Education) http://www. kcue. or. kr 8 Learning Korean http://www. kosnet. go. kr 8 Understanding of Korean culture http://korea. net 8 Overseas Korean embassies http://www. mofat. go. kr 8 Visa and Registration http://immigration. go. kr 15. Application Form : 10 11 REGISTRATION NUMBER 5 +9 * :;< = >? @A (Check List for Application Documents) *Do not write in this area. B C % D (Institute of Application) :E 19 (Confirmer) : 1 (Signature) 1) Name of Applicant: (given /first name) 2) Country 3) Desired Degree Program : (family/last name) : † Master’s † Doctoral (*Please tick (â€Å") in the appropriate box. ) Application Documents Check List Yes 1. Personal Data (Attachment #1) 2. Self Introduction (Attachment #2) 3. Study Plan (Attachment #3) 4. Letter of Recommendation Submission(Y/N) (Attachment #4) 5. Pledge (Attachment #5) 6. PERSONAL MEDICAL ASSESSMENT (Attachment #6) 7. Copy of diploma or certificate of graduation from undergraduate institution 8. Transcripts & student records from undergraduate institution 9.Copy of diploma or certificate of graduation from graduate institution 10. Transcripts & student records from graduate institution 11. Certificate of Korean Language Proficiency (original copy of TOPIK) 12. Certificate of TOEFL or IELTS Score (original copy) 13. Published papers, if available 14. Awards, if available 15. Copy of passport 16. Certificate of Citizenship of the Applicant and His/Her Parents : birth ce rtificate, passport, etc. (*only for overseas Korean immigrants) 17. Adoption documents (*only for overseas Korean adoptees) 12 No Attachment #1 ! † # $ (% & ‘ ( ) ) * + , – . / Only for Applicants (including Korean adoptees) who apply for this program via an Embassy of Korea) Korean Government Scholarship Program(KGSP) Application Form for Graduate Study *Please tick (# ) a box that applies to you. 1. F G % D (Institute of Recommendation) † H04D (Embassy) 2. F G I J (Type of Recommendation) † KLFG(General) † MN1(Korean Adoptee) 3. 5 + # – (Degree Course of Application) † O6#- (Master’s) † P6#- (Doctoral) 4. Q R S T (Desired Field of Study) † 1U6VST (Humanities and Social Sciences) † 9W4$ST (Natural Sciences and Technology) † X=YST (Arts and Physical Education) 5.Z ( [ W C * 9 (TOPIK 5] ^ _ 9 ) ` $ Q R a % (Preferential Entrance Date – Only for TOPIK Level 5 holders, *TOPIK Level 6 holders must start their studying from Sep 1, 2013) † Sep 1, 2013 † Mar 1, 2014 1 b67 (Personal Data) Please read the form carefully. All applicants must complete all sections only by typing. cd ef(Given name) : c(Family name) : † Male † Single (Full Name) † Female † Married * Name should be spelled the same as in the passport and in English. 3ghK g(yyyy) h(mm) K(dd) ie(Age: ) (Date of Birth) (j (Country) kl (Passport) (b (Citizenship) (Number) (Date of Issue) Wmn (Emergency Address) Address: Tel. op$q (Information concerning applicant’s most recent education) (Date of expiry) ) oprs(X-)$! (Name of previously attended Univ. ) $w (Academic Degree recently awarded) op$wyU*z (Title of graduation dissertation, if available) E-mail: tu(j/va (Country/City) † Bachelor 13 † Master x4 (Academic Major) (Photo 3*4) {[cb TOEFL (English Proficiency) Score : [$Yq (Language Proficiency) Published papers, if available(one or two) IELTS Korean Language Profi ciency (only TOPIK) Level: â€Å"1 â€Å"2 â€Å"3 â€Å"4 â€Å"5 â€Å"6 Score: Awards, if available (one or two) 5+|/}$ (Applying University) }$d (Name of Univ. ) $'d (Faculty) $#d (Department) 4 (Academic Major) University 1 University 2 University 3 $q (Academic Career) %~ (Period) $! d (Name of Univ. ) tu(j (Country) x4A (Academic Major) ^_$w (Diploma or Degree) ~ A 1 cb School (Trans Year cripts) Term 1 *eC $%C Bachel / %H -or (only Master / terms attend ed) as aa Waaq (Occupation or Research Career) st year 2 nd rd year th 3 year th 4 year 5 year EN EO (GPA) 2 3 1 2 3 1 2 3 1 2 3 1 2 3 / / / / / / / / / / / / / / / / / / / / / / / / / / / UaOC (converted score) /100 / %~ (Period) %Dd (Institution or company) ac (Position) euse (Operation or Duty) A A 2$eCe ( Sponsorship) 5+ei(Amount) (US$/year) +%Dd (Sponsor) Ce%~ (Period) ( Applicant's Name : ) A ( g(yyyy) / / ) A h(mm) K(dd) (signature) * GPA(Grade Point Average) must be converted on a maximum scale of 100 points (c onverted points) * See Attachment . #7 * Fill out both the records of Bachelor’s & Master’s in the case of those applying for Doctoral programs 14 Attachment #1 012345 *+ ,-. / (Only for Applicants who apply for this program via a Designated University) Korean Government Scholarship Program(KGSP) Application Form for Graduate Study *Please tick (# ) a box that applies to you. 2. F G % D (Institute of Recommendation) † (i}$ (Korean University) . F G I J (Type of Recommendation) † KLFG(General) 3. 5 + # – (Degree Course of Application) † O6#- (Master’s) † P6#- (Doctoral) 4. Q R S T (Desired Field of Study) † 1U6VST (Humanities and Social Sciences) † 9W4$ST (Natural Sciences and Technology) † X=YST (Arts and Physical Education) 5. Z ( [ W C * 9 (TOPIK 5] ^ _ 9 ) ` $ Q R a % (Preferential Entrance Date – Only for TOPIK Level 5 holders, *TOPIK Level 6 holders must start their studying from Sep 1, 2013) † Sep 1, 2013 † Mar 1, 2014 1 b67 (Personal Data) Please read the form carefully. All applicants must complete all sections only by typing. cd f(Given name) : c(Family name) : † Male † Single (Full Name) † Female † Married * Name should be spelled the same as in the passport and in English. 3ghK g(yyyy) h(mm) K(dd) ie(Age: ) (Date of Birth) (j (Country) kl (Passport) (b (Citizenship) (Number) (Date of Issue) Wmn (Emergency Address) Address: Tel. ( op$q (Information concerning applicant’s most recent education) (Date of expiry) ) oprs(X-)$! (Name of previously attended Univ. ) $w (Academic Degree recently awarded) op$wyU*z (Title of graduation dissertation, if available) E-mail: tu(j/va (Country/City) † Bachelor 15 † Master x4 (Academic Major) Photo 3*4) {[cb TOEFL (English Proficiency) Score : [$Yq (Language Proficiency) Published papers, if available(one or two) IELTS Korean Language Proficiency (only TOPIK) Level: â€Å"1 â€Å"2 â €Å"3 â€Å"4 â€Å"5 â€Å"6 Score: Awards, if available (one or two) 5+|/}$ (Applying University) $q (Academic Career) }$d (Name of Univ. ) %~ (Period) $'d (Faculty) $#d (Department) $! d (Name of Univ. ) tu(j (Country) x4 (Academic Major) x4A (Academic Major) ^_$w (Diploma or Degree) ~ A 1 cb School (Trans Year cripts) Term 1 *eC $%C Bachel / %H -or (only Master / terms attend ed) as aa Waaq (Occupation or Research Career) st year 2 nd d year th 3 year th 4 year 5 year EN EO (GPA) 2 3 1 2 3 1 2 3 1 2 3 1 2 3 / / / / / / / / / / / / / / / / / / / / / / / / / / / UaOC (converted score) /100 / %~ (Period) %Dd (Institution or company) ac (Position) euse (Operation or Duty) A A 2$eCe ( Sponsorship) 5+ei(Amount) (US$/year) 5+%Dd (Sponsor) Ce%~ (Period) ( Applicant's Name : ) A ( g(yyyy) / / ) A h(mm) K(dd) (signature) * GPA(Grade Point Average) must be converted on a maximum scale of 100 points (converted points) * See Attachment . #7 * Fill out both the records of Bachelorâ€℠¢s & Master’s in the case of those applying for Doctoral programs 16Attachment #2 9 %ii (Self Introduction) * Please type or print clearly within 1 page using black ink. (in Korean or in English) (*10 points) o Your course of life, your view of life, study background, your hopes & wishes, etc o Your education and work experience, etc. , in relation to the KGSP program o Your motivations for applying for this program o Reason for study in Korea 17 Attachment #3 $ sSn (Study Plan) * Please type or print clearly within 1 page using black ink. (*10 points) Goal of study & Study Plan Future Plan after Study o Goal of study, title or subject of research, and detailed study plan Future plan in Korea or another country after study in Korea 18 Attachment #4 Letter of Recommendation To the applicant: Please fill in your name and the other required information below. In turn, deliver or email this form to the person who will write this letter. NOTE: Request your recommender to seal his or her letter of recommendation in an official envelope and sign across the back flap upon completion. Recommendation letters that are not sealed and signed will not be accepted. Confidential Name of Applicant: (given name) (family name) Nationality: Desired Degree Program: † Master’s † DoctoralDesired Major: To the recommender: The person named above has applied for the ‘Korean Government Scholarship Program’. We ask for your assistance, and would appreciate your frank and candid appraisal of the applicant. * Please type or print clearly using black ink. 1. How long have you known the applicant and in what relationship? Please assess the applicant's qualities in the evaluation table given below. Rate the applicant compared to other classmates who are/were in the same school year with him/her. Truly Excellent Very Good Good Below Average Exceptional Classification N/A Top 2% Top 10% Top 25% Middle 50%Lower 25% Academic Achievement Future Academic Pote ntial Integrity Responsibility/Independence Creativity/Originality Communication Skills Interpersonal skills Leadership 2. What do you consider to be the applicant’s strengths? 19 3. What do you consider to be the applicant’s weaknesses? 4. How well do you think the applicant has thought out plans for graduate study? 5. Please comment on the applicant’s performance record, potential, or personal qualities which you believe would be helpful in considering the applicant’s application for the proposed degree program. Recommender’s Name Date Recommender’s SignaturePosition or Title: University (Institution): Address: (zip-code: Tel: – ) Fax: Please return this form sealed in an official envelope and signed across the back to the applicant. We greatly appreciate your timeliness regarding this letter for your recommendee. 20 Attachment #5 â€Å"Korean Government Scholarship Program for Graduate Study† Pledge (;o; ) As an applicant fo r the 2013 â€Å"Korean Government Scholarship Program (KGSP) for Graduate Study†, I pledge to abide by the following rules: (1) To refrain from violation of university regulations and to fulfill my obligations as a student to the best of my ability. 2) To behave in a manner appropriate to Korean culture and society, and not to participate in any form of political activity (such as organizing a political party, joining a political party, attending political meetings, publishing political articles and declarations, organizing or participating in demonstrations of a political nature, and so on). (3) To accept responsibility for paying any debts incurred in Korea (4) To agree with NIIED's decision concerning the graduate program and the Korean language course. (5) To abide by all terms and regulations set by NIIED. 6) To permit NIIED to use my personal information for the KGSP. If I am proved to have violated any of the above or to have made a false statement in my application d ocuments, I shall accept any resolution or penalty made by NIIED, even when it may/might result in suspension, revocation or withdrawal of my scholarship. I was informed and fully understand that KGSP students are not permitted to transfer schools for the entire duration of scholarship after confirming their host institution. (yyyy). (mm). Applicant’s Name : (dd). (signature) 21 Attachment #6 PERSONAL MEDICAL ASSESSMENTApplicants are not required to undergo an authorized medical exam before passing the 2nd Selection with NIIED; however, all successful candidates must take a comprehensive medical exam when its’ orientation (including an HIV and TBPE drug test**, etc) in accordance with the requirements of the Korea Immigration Service and the KGSP. If the results show that the applicant is unfit to study and live overseas more than 3 years, he/she may be disqualified. **The TBPE (tetrabromophenolphthalein ethyl ester) drug tests are for evaluating past usage of stimulan t drugs. Gender: HEIGHT cm WEIGHT kg When and for what reason did you last consult a hysician? (Please explain in the adjacent space. ) QUESTION YES NO o Have you ever had an infectious disease that posed a risk to public health (such as, but not limited to, tuberculosis, HIV and other STDs)? o 1. 2. 3. 4. allergies? high blood pressure? diabetes? any type of Hepatitis? o Have you ever suffered from or been treated for depression, anxiety, or any other mental or mood disorder? (If you have received treatment, please explain and attach an official medical report. ) o Have you ever been addicted to alcohol? u Have you ever abused any narcotic, stimulant, hallucinogen or other substance (whether legal or rohibited)? u If necessary, are you prepared to undergo physical tests to verify the answers given in response to questions u and u above? u Have you been hospitalized in the last two (2) years? u Have you had any serious injury, ailment or sickness in the last five (5) years? †  Do you have any visual or hearing impairments?  ° Do you have any physical disabilities? ? Do you have any cognitive/mental disabilities? ? Are you taking any prescribed medication?  § Are you on a special diet? †¢ On average, how many standard servings of alcohol do you consume each week? 22 IF YES, PLEASE EXPLAIN Attachment #7 GPA Conversion Table

Learning Diary - Home to Home with Media and Junk Food Times Essay

Learning Diary - Home to Home with Media and Junk Food Times - Essay Example In the last few years, the effects of mass media have increased greatly with the progress of technology. Initially, there were books, newspapers, and magazines, then photography, sound recordings, and films. Radio, television, and the Internet proliferated followed by social media (Anderson Bushman 2002). In the modern day, every person depends on communication and information to make their lives move through activities such as education, work, healthcare, leisure activities, personal relationships, travelling, entertainment, and other things that people get involved. It is usual to wake up in the morning, check the phone for notifications and messages, watch the TV or read newspapers for news, read emails, makes phone calls, and eat meals with family and friends based on the information gathered from mass media and social media sources. The values people hold; harbour and the decisions made by people are based on assumptions, experiences, and education. People rely on media for current facts, news on what is important, and what people need to know. People believe the media since it is an authority for information, education, news, and entertainment. Considering the media’s powerful influence, it is imperative to know how it works. In a world of globalization, the media possess much potential. The media has the prospect of spreading news and information to areas where it has been hard to get different views. The media has the potential to assist towards democratic processes and make an impact on regimes and countries that lack democracy. However, the media can push the cultures and ideas of more prevailing interest (Livingstone & Bovill 2013). The media’s influence is growing stronger every day. Because of the influence, the competition among advertisers and producers gets stiff as they attempt to find new ways to catch consumers' attention through their magazines, newspapers, shows, movies, and commercials.

Starbucks and Corporate Social Responsibility Case Study

Starbucks and Corporate Social Responsibility - Case Study Example This rlativ brand familiarity and th prcptin f it bing stablishd indpndntly f a glbal playr lik Starbucks may hlp initial markting ffrts. Th caus-rlatd markting initiativ cmplmnts Starbucks' rcnt fcus n incrasing its cmmitmnt t scially rspnsibl practics, including prviding thically-prducd cff. Caus-rlatd prjcts hav bcm an incrasingly ppular way f cnncting with cnsumrs as thy tap int shard attituds and valus. (Barr, 2007, 234-67) Th Starbucks Crpratin, a Sattl, WA basd cff hus, fllws sm fairly standard practics fr mting tday's thics and cmplianc. Fr businsss t rmain cmptitiv and hld rspct frm bth th businss wrld and its custmrs, a businss must striv t mt and vn xcd th lgal and thical standards that hav bcm th xpctatin tday. Starbucks mts ths bligatins by fllwing its wn cd f thics alng with mting th lgal rquirmnts and th xpctatins f its custmrs and invstrs. (Jams, 2005, 72-89) Rl f thics and CmpliancTh rl f thics and cmplianc in Starbucks financial rganizatin is up frnt and wvn int th backbn f th cmpany. All partnrs must nsur th accuracy and intgrity f Starbucks crprat rcrds.Mst imprtantly this includs rliability and accuracy f bks and rcrds, as wll as hnsty in disclsurs and in prviding infrmatin. Financial rcrds, bks f accunts, financial statmnts and rcrds f Starbucks ar maintaind in accrdanc with th rquirmnts f law and gnrally accptd accunting principls. All f Starbucks assts and liabilitis ar prprly rcrdd in its financial rcrd bks. Csts and rvnus ar rcrdd in th right tim prids. Th sal has nt fficially bn cmpltd until thr is vidnc f a sals agrmnt, th titl has passd, and th sals pric can b dtrmind and is rasnably cllctibl (Starbucks 2009). Accrding t Starbucks principals rcrding a sal until thn, wuld b a misrprsntatin f rcrds. Starbucks blivs that cnducting businss thically and striving t d th right thing is vital t th succss f th cmpany (Jams, 2005, 72- 89) Fr th third yar in a rw, thisphr Magazin has namd Starbucks as n f th Wrld's Mst thical Cmpanis. thisphr cnductd data analyss n hundrds f cmpanis basd n thir rspnss t svral survys, as wll as dcumnts and infrmatin rsarchd and rqustd by thisphr t cnfirm survy rspnss. vry cmpany was thn givn an Q scr basd n th rsults f th survy and masurd against svn distinct catgris. Ths catgris wr Crprat Citiznship and Rspnsibility; Crprat Gvrnanc; Innvatin that Cntributs t th Public Wll Bing; Industry ladrship; xcutiv Ladrship and Tn frm th Tp; Lgal, Rgulatry and Rputatin Track Rcrd; and Intrnal Systms and thics/Cmplianc Prgram (Jams, 2005, 72-89) Starbucks thical Bhavir PrcdursStarbucks has bn succssful thrughut th past dcad by cnducting businss with a strng blif in thical bhavir. As a rsult, Starbucks has arnd a rputatin as an industry ladr and rl mdl in rgards t businss thics. It is n surpris that Starbucks has bn rankd as n f "Wrld's Mst thical Cmpanis" by thisphr magazin fr thr yars in a rw(Jams, 2005, 72-89)Th fundatin f Starbucks rganizatinal cultur is utlind in th Standards f Businss Cnduct Manual. It is usd as a larning tl fr nw rcruits and can b usd as a rfrnc manual during daily pratins. Cmpany rfrncs play a

Rhetorical Analysis of Print Advertisement Essay

Rhetorical Analysis of Print Advertisement - Essay Example The rhetorical perspective is often quite subtle and covert and as such quite hard to detect on the fly. Herein, the various ways in which the advertiser has used will be examined with reference to the provided HP advertisement. The appeals used are mostly ethos, and pathos, appeal by association, and sentiment respectively. The poster is a picture of what could be a rocket or missile seconds after it is launched, it is shooting skywards, and leaving a considerable trial of smoke in its wake. At the bottom of the picture is the words â€Å"make it matter†, and then there is the HP insignia in bigger letters than any other words in the advert. The picture itself presents an appeal to pathos; a shooting rocket can be easily associated with power potency, and masculinity. With such an interpretation, men since they readily relate to the concept, nonetheless, even the women who are competing in the corporate world recently a man’s domain will forge an association. It could be said on introspection that the picture is seen as a semiotic representation of a virile male. The fact that most men want to be seen in this light makes it easy for a male viewer to relate the use of HP products to masculinity, virility, and power. The HP legend is done in stark, bold, blue letters it is then located strategically near the cloud of smoke seeming to be near the launching pad. Before it are the words, â€Å"make it matter†. This means the observer will see first words in small print, and possibly wonder what it is that they need to happen, and then they will see the huge HP insignia. This way HP will appear to be â€Å"what makes it matter† this generalization will appeal to audiences across a wide scope, this is because people have something close to their hearts they would like to see happening. This ranges from winning a lottery to getting a satisfactory grade in school and/or get a promotion. As such, most people have something they would want to make happen. By associating the product with that concept, it can transcend a myriad of social cultural boundaries. This is because human desire for perfection is universal and the advert can appeal to anyone at any place or job. The advert contains an appeal to ethos; this is because of its use of a rocket being launched. The average American knows that rocket launching and flying is an extremely tricky and difficult task. They also know that for safety to be achieved, precision and high levels of accuracy must be achieved. As such, a picture of a rocket that appears to have been launched successfully is used to create an association of HP being an exceptionally competent and effective company. Furthermore, while one may expect to see a rocket being launched in a metropolitan area the picture is shot on what looks like a desolate village, there are a few electric wires at the background, but they appear vague. This is to create in the customer the impression that HP has products, a re available, and suitable even when the area around is not seriously advanced. However, the rocket juxtaposes the surrounding environment, which seems to be a relatively unprosperous background, and modern technology, which is prominently showed in idea of the rocket. The power lines in the background may have been used further imply that fact that HP has "power†

Economic Questions Assignment Example | Topics and Well Written Essays - 250 words

Economic Questions - Assignment Example For instance, if an individual requires to judge whether a holiday is a better option or buying a DIY set is a better option (based on their economic condition), then the benefits of both need to be weighed and based on this the individual can make a more informed decision. Consumers need to ensure that their money is invested into an area which had a higher return and proves to be more beneficial based on their economic condition and for that period of time. Hence opportunity costs allow consumers to make more informed decisions (McConnell, Brue, & Flynn, 2008). While understanding the concept of Production Possibility curve, it is essential to learn in detail the possible outcomes and combinations that need to be produced within the economic resources that are available in the period. This can be clearly noted as the PPC tends to provide the maximum outcomes which helps give a clearer idea of the law of diminishing

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The value of nursing leadership to healthcare reform - Scholarship Essay Example These factors hold good whether the reform takes place in the public or private sector, and whether it takes place in a service or manufacturing industry/area. As can be seen from the above section, the change process requires leadership from all levels of the organization including physicians, top management, nursing staff, and other sections of service providers in the healthcare sector. This paper reviews the concept of nursing leadership in the context of healthcare reforms. It is felt that developing leadership among nurses is important since they play an important role in healthcare. It is these employees who have the closest association with patients and are responsible for implementing any reforms that are implemented for their (patient’s) benefit. In the process, the paper will review the concepts of leadership (in nursing) reform/ change management, and how it can be applied to the nursing sector. The area of study (through review of literature) will be the healthcar e reforms in the United States. Leadership in the nursing industry – a brief review: The problem within an organization is to identify and develop leadership qualities among its employees at different levels. The problem with the nursing sector was that they are seen as submissive to the demands put forward by their hierarchical superiors and the demands of the patients (Ivanov & Blue, 2008, 19). With such behviours engrained into the profession, it would be a challenge to develop competent nurse leaders even in a status quo situation. It becomes more challenging when reforms are involved. Secondly, the nursing profession has been plagued by a command and control style according to Moss (2005, 80). In effect, an autocratic style of leadership is exhibited by nursing managers towards their subordinates. The author is of the opinion that this creates an atmosphere that is not conducive to development of leadership within the profession. What is required is a participative or tr ansformational approach by the leader who is attuned to the sensitivities of their subordinates and patients. They should also be receptive to new ideas whether it is provided by superiors or subordinates. The advantage here is that subordinates will have a sense of fulfillment and will become willing participants in the reform process. More on leadership styles and its impact on the nursing leadership concept will be given in later sections of this paper. The third major challenge, especially in the United States is severe shortage of qualified nurses. According to some studies, a shortage of forty thousand to one million nurses will be experienced in the healthcare sector in the country by 2020. It can be said that these are the main challenges to developing effective nursing leadership. Healthcare reform in nursing: Nursing is all about caring and the profession should develop a humanistic approach with regard to patients, other staff members, the organization and the community ( Marshall & Coughlin, 2011, 185). Healthcare reforms usually focus on streamlining the affordability of healthcare, insurance issues, and solving the problems associated with Medicare and Medicaid (through reduced government spending), these does not directly affect the nursing profession at the grassroots level. These are basically administrative, social, and financial issues and nursing professionals have to implement the statutes and guidelines that are brought about

Explain the basic principles of MR image production Essay

Explain the basic principles of MR image production - Essay Example The frequencies absorbed in magnetic resonance are in the megahertz (million cycles per second) and gigahertz (billion cycles per second) ranges. The absorption frequencies for any particular substance are directly proportional to the strength of the magnetic field. This characteristic is unique to magnetic resonance. There are two distinct subcategories of magnetic resonance. One of these, for which the absorbing particles are electrons, is known by either of two interchangeable names: electron spin resonance (ESR) or electron paramagnetic resonance (EPR). The other category, in which the absorbing particles are atomic nuclei, is called nuclear magnetic resonance (NMR).2 The resonances are actually the absorptions of particular frequencies and are found in EPR and NMR arises from some of the most fundamental properties of matter. A general theory of EPR and NMR must be derived from quantum mechanics, but a classical analogy provides some insight. In the familiar model, every atom has a massive nucleus containing N positively charged protons and a number of uncharged neutrons. Outside the nucleus are N negatively charged electrons in various "orbits" or "distributions." The number N, called atomic number, identifies the atom in the periodic table. 3 Every electron and proton possesses, in addition to charge and mass, an indestructible amount of angular momentum or "spin," the property that keeps a gyroscope spinning after the driving force is removed. Because moving charge always has magnetic effects, the combination of charge and spin makes every electron and proton a spinning permanent magnet, the strength or "magnetic moment" being several hundred times greater for electrons. A spinning electron can be compared to the spinning wheel of a toy gyroscope. When the gyroscope's spin axis is off vertical, and the bottom end of the axis rests loosely on a support, the unexpected happens. Instead of falling farther from the vertical under the force of the wheel's weight, the spin axis rotates steadily around the vertical at a fixed angle from it, a motion known as "precession." In EPR the electron is spinning and a microscopic magnet. The externally applied magnetic field supplies the extra force, and the electron's spin axis precesses. Resonant absorption occurs when the source frequency is synchronous with the precession frequency. A similar explanation applies to NMR. 4 Magnetic Resonance Image Production Figure 1 illustrates the a simplified block diagram of generic MR imaging mechanism demonstrating the elements essential for the recognition and creation of MR signals and the demonstration of MR images. These components are as follows: 1) The RF mechanism (a) for the production of the magnitude of the RF magnetic field with the help of a coil for transmitting mode, amplifier and a transmitter, b) for the detection of the free induction decay (FID), which is the result of the net magnetization to an RF pulse this is done by the help of a signal demodulator, a coil for

Taxation Assignment Example | Topics and Well Written Essays - 1750 words - 5

Taxation - Assignment Example Finney (2004) observed that governments make use of taxation to discourage or encourage economic decisions. For example, the government could reduce taxes on personal income by the money paid as interest on mortgage loans, hence resulting in more construction activities that generate more employment. Taxation in the UK mainly involves making payments to the local and central government. The local government revenues are received in form of grants from the central government finances and fees from street parking while the central government receives revenues from income tax, value added tax, fuel duty, National Insurance contributions, and corporation tax (Viitala, 2005). This document is going to give opinions on whether the UK government should restore the 50% additional rate of income tax or not. The document will provide a brief explanation on the recent history of the additional rate of the income tax and then discuss arguments in favour of and against the 50% additional rate of income tax. The 50% additional income tax rate was introduced in April 2010 by the then Chancellor, Alistair Darling (Ault and Arnold, 2010). The 50% rate applied to those individuals who had incomes of above 150,000 pounds. Initially in Chancellor Darling’s budget in 2009, he had announced that various tax increases would add up to more than 6 billion pounds by 2012, in order to safeguard the economic future and to assist the citizens when in need. The changes in the budget included an increase in the rates of indirect taxes especially duties on highway fuel and alcohol for that tax year, and changes in income tax from April 2010 that included the new 50% rate on all incomes above 150,000 pounds. The increases in tax rates, especially the new 50% rate, initiated reactions to the budget as many viewed it as a major change in the government’s labour approach to charging those who are wealthy (King, 2011). King (2011) noted that the HM

Domestic Violence and Social Class Essay Example for Free

Domestic Violence and Social Class Essay Domestic violence is something that happens every day around the world. Young, old, rich or poor, this is an issue that we must look at to better ourselves as a country. One of the things that we look at is how domestic violence relates to the different social classes of the country, this being upper, middle, and lower. Some would thing that it would be more common in lower classes, but the reality of it is domestic violence is a problem across all social classes. In this paper I will discuss different articles about domestic violence and its relation to social class. It is clear to see that any of the articles on this topic focus around women as victims and men get put into a category of the only ones committing violence. From different articles you can see that social class has a relation and an effect on domestic violence. To begin with we need to understand what domestic violence is. The National Domestic Violence Hotline describes domestic violence as pattern of behavior in any relationship that is used to gain or maintain power and control over an intimate partner. Abuse is physical, sexual, emotional, economic or psychological actions or threats of actions that influence another person. This includes any behaviors that frighten, intimidate, terrorize, manipulate, hurt, humiliate, blame, injure or wound someone. Domestic violence can happen to anyone of any race, age, sexual orientation, religion or gender. It can happen to couples who are married, living together or who are dating. Domestic violence affects people of all socioeconomic backgrounds and education levels (The National Domestic Hotline). This is one of the best definitions you will find. Its important to realize that Domestic Violence can happen to anyone. The focus on economic background is important; there is not one ocial class that domestic violence does not occur in. It is key that we keep this in mind, otherwise we begin to label and fit certain social groups into categories. And as we will find out this is not the case at all. In Gender, Status, and Domestic Violence, by Kristin L. Anderson she discusses many issues related to domestic violence. In her article she talks about social economic status and how it can affect domestic violence. The section on social class begins with how gender and social class play very big roles with each other, or how each social class helps determine the resources available to men for the construction f masculinity (Anderson, 1995). Anderson begins with the working and lower class and how their position they hold at work lacks power and authority. This can lead to violence in the home because they search for positions of power in other aspects of their life. And many times the search for power and masculinity starts in their home life. This could be one explanation for the cause of domestic violence among low income social class. It is very clear that society even thought changing for the better over the years, still puts the man as the breadwinner of his family. And if a man annot produce for their family I agree with her that that will look for other places to find there masculinity and in some cases this is accomplished with violence against their partner. Next Anderson discusses middle and upper class together. She states with reference from another article that Middle and upper class notions of masculinity focus on ambition, responsibility, and professional employment (Segal, society. The research done in this article shows that men or women with low income jobs and less resources are more likely to be violent in their home as a means to gain the lack of power in their life. Men who have fewer resources then there female partners will be more likely to commit domestic assault than the men with resources equal or greater than their female partners (Anderson, 1995). We can see for the research done by Anderson that she focuses on the reporting of violence. I would have like to have seen some numbers on education and or employment in ration to domestic violence. But it is clear and can be understood that men base their masculinity on their economic social status, and if that status is low they begin to search for other ways to gain power, and often that is in the means of domestic iolence against their partners. Social class plays a key role in everyday life of millions around the world. So it is clear that social class would play a role in domestic violence. Knowing that domestic violence knows no boundaries it is correct to say that wealth does not protect against violence. In the article Economic stress and Domestic Violence by Claire M. Renzetti from the National Online Resource Center on Violence against Women, they bring social class and domestic violence into clear view. One discussion in the article which we have to take into account when looking at social class and domestic violence is ell put when she stats the data we have about domestic violence comes from samples to which researchers have greatest access, such as individuals who use social services and these individuals are more likely to have low incomes (Renzetti, 2009). With this in mind it is clear to see why there are so many articles on low income violence. As she states from a study done by Benson and Fox (2003) from analyzing data from the National Survey of Household and Families, the family income increases the likelihood of domestic violence decrease. It is becoming clearer hat even though we know that domestic violence knows no social class, The National Crime Victimization Survey reports the chance of violence in a low income household is five times great then the households with the highest incomes (Renzetti, 2009). As stated earlier it seems that the relation to domestic violence and employment takes a big part of the problem with violence among the social classes. In the article by Anderson early discuss she makes it clear that the feeling of power is directly related to the males economic standing. Renzetti state that sever studies have documented hey deliberate sabotage to their partners efforts to maintain paid employment (2009). We can tie that back to how males base their masculinity and power on their economic status. Women have reported that their attempts to obtain paid employment outside their homes only aggravated their partners. It is becoming clear that men see power in being the main provider in the house and to lose some of that power is demining in some ways, and can result in violence against their partners. She references an article by Bush (2003) say that paid employment if a female intimate partner is threatening for some men, especially men who are unemployed r in low paying Jobs. Renzitti states that some researchers have argued that social class has a greater influence on domestic violence risk than race/ethnicity, and that even the social class of your neighborhood plays into account. Disadvantaged neighborhoods domestic violence rates are significantly higher in neighborhoods By now it is clear that there is a relation between social class and domestic violence. In domestic violence, sexual assault and stalking by Walby Allen (2004) they discuss how it could be the domestic violence that is causing the low economical status. This is a little broader thinking then our other authors but still Walby Allen tie mans need for masculinity and power into the equation. But first to look how they discuss domestic violence as the cause for low social status, the lack of economic resources is clearly associated with domestic violence against women. But it is how we see one leading to the other that they discuss. Walby Allen purpose that maybe it is the other way around. For example that poverty and low social status are the consequences of domestic violence. Women who leave behind their homes and partners in order to escape violence will be much more ikely to be poorer as a consequence of the loss of their home and of their partners income (Walby Allen, 2004). This is a new concept to think about but can easily be seen as possible. From what we have learned low income family are more prone to domestic violence, it is clear to see if the victim does get out of this relationship they have no means of economic support. In return this Just keeps them in poverty and most likely sinks them deeper down the status pool of the world. As Walby Allen (2004) report that eventually making their way back into the abusive elationship because they have no economic support. It seems that the affect that social class and domestic violence have on each other is a never ending cycle. As we found in the research social class plays a big part in domestic violence and in some cases domestic violence plays a big part in social class. Whichever way that you look at it one constant held true across all of the articles, this being that men have been socially constructed by society to have to have the need for power in relationships. And when that power is lacking a nd they feel there masculinity is in eopardy we see domestic violence. Now a lot of the focus of the articles was on the lower class, showing that the economic stress had a direct relation to man and the need for power. We need to understand that the lower social status groups are not the only ones with a domestic violence problem. Like I said earlier domestic violence can happen across any social class, rich or poor. Most of the research that is done focuses on women in poverty because that is where the easy samples are. We know that there is a problem there, we need to move on to research that examines women ofa higher social standing. When we open up to who is we look at then we will begin to get a real grasp on the social class and domestic violence issue. Now I know that that depends on if they are willing to report, but that is a whole different topic for a different day. We have to be careful not to stereotype individuals into this field Just because of the economic standing, but it is clear that social class and domestic violence show a clear and direct relation with each other.

Major determinant of Cross-elasticity of Demand

Major determinant of Cross-elasticity of Demand When it comes to Cross-elasticity of demand, we must first illustrate the concept of elasticity of demand. We can say that elasticity of demand is the foundation of the theory of cross-elasticity of demand because elasticity of demand is related to only one good while cross-elasticity of demand is about the relation of 2 goods. We should first compare the elasticity of demand with the cross-elasticity of demand. Introduction of Elasticity of Demand Elasticity of demand is often referred to as the own-price elasticity of demand for a certain good, such as the elasticity of demand with respect to the price of a good. Elastic demand reflects that consumers are very price sensitive. This concept is understandable because we all know price is one of important determinant of quantity, and the quantity demanded of a good is negatively related to its price. We can suppose: for a seller, lower price promotes sales; for a buyer, higher price constraints their desire of purchase. Take the example from the textbook, suppose that a 10% increase in the price of an ice-cream cone causes the amount of ice cream you buy to fall by 20%. According to the formula We calculate your elasticity of demand as 20%/10%= 2. This result can be explained as the elasticity 2 reflects the change in the quantity demanded is twice as large as the change in the price in proportion. This result owes to reasons as follows: First, market for ice cream is very competitive instead of monopolistic. Second, consumers have choices of other substitutes such as other desserts. Third, when the price of ice cream rises, consumers can buy cakes, milk-shake or other desserts. The above formula usually yields a negative value, because of the inverse nature of the relationship between price and quantity demanded. They are described by the law of demand (Gillespie, Andrew (2007). p.43.) but economists tend to refer to price elasticity of demand as a positive value (i.e., in absolute value terms). Definition of Cross-elasticity of Demand Based on the theory mentioned above about price elasticity of demand, we can go further to find out the relation of two goods. In order to distinguish it from the elasticity of demand for that good with respect to the change in the price of some other good, i.e., a complementary or substitute good. (Png, Ivan (1999). p.57.) The latter type of elasticity measure is called a cross-price elasticity of demand. In microeconomics, cross-elasticity of demand is also called cross-price elasticity of demand, which measures the responsiveness of the demand for a good when there is a change in the price of another good. According to its definition, it is measured as the change in demand in percentage for the good A that occurs in response to a change in price in percentage of the good B. The formula to calculate cross-elasticity of demand is as follows: Major Determinant The cross-price elasticity of demand is often used to see how sensitive the demand for a good is to a price change of another good. The major determinant of cross-elasticity of demand is the closeness of the substitute or complement. A high positive cross-price elasticity indicates that if the price of a certain good goes up, the demand for the other good goes up as well. A negative one tells us the opposite that an increase in the price of one good causes a decrease in the demand for the other good. A small value (either negative or positive) tells us that there is little or no relation between the two goods. They are listed in the table below: Cross-price Elasticity Indication Example Graph A positive cross-price elasticity If the price of one good goes up, the demand for the other good goes up as well. Pork and chicken, etc. A negative cross-price elasticity An increase in the price of one good causes a drop in the demand for the other good. Bicycles and helmets; Petroleum and cars, etc. A small value There is little relation between the two goods. Things have little or no relation at all For example, if we suppose the price of chicken goes up by 20%, and as a result the quantity demanded of pork increases by 10%, at the premise that there is no change in the price of pork or anything else that would have influence on the demand for pork (such as quality, advertising, location, etc). Then the cross-elasticity of demand for pork, with respect to the price of chicken, is 10%/20% = 0.5. This concept is also easy to understand. Firstly, as we know that for two goods that complement each other show a negative cross elasticity of demand, which means that an increase in the price of one good cuts the demand for the other. For instance, if the price of bicycles goes up, we will expect to see a decline in the demand for bike helmets; if the price of petroleum goes down, the demand for car will be expected to rise. In this sort of case, we can say the goods are complements and they have a close link in price and demand. Secondly, on the contrary, two goods that are substitutes have a positive cross elasticity, it means that an increase in the price of one good will therefore increase the demand for the other good. When we observe a positive cross-elasticity, we can assume that the two goods are substitutes, as with chicken and pork, butter and margarine. The Third circumstance is two independent goods. If two goods are independent, undoubtedly they have a zero cross elasticity of demand. Practical Application For firms and corporations, it is necessary for them to know the cross-elasticity of demand for their products when they consider the effect on the demand for their products of a change facing with the challenging price of a rivals product or a complementary product. If the quality and appearance is almost the same (regardless of the factors of affection location, and loyalty, etc.) but the price of Firm A is higher than that of Firm B, most consumers will choose the products of Firms B. Among theories of marketing, pricing is not only difficult but technical. These are vital pieces of information for firms when making their production and strategic plans. However, for goods those complement each other, a firm is supposed to promote the sales of both the products and their complements. Nowadays, the price of petroleum is constantly high and it will continuously get higher in the near future. This is definitely a disaster for automotive industry. Some of the automobile companies adopt the strategy of reduction but gets an unsatisfactory feedback. What affects the decision of a consumer is mainly the price of petroleum instead of the automobile, so some companies think out of a promotional tactic: buy car get petro discounted (though the price of a car may be very expensive), and this may be to some extent cater to the consumers psychology. Another application of the concept of cross-elasticity of demand is in the field of international trade as well as the balance of payments around the world. Whats more, for different industries and fields, the concept of cross-elasticity of demand can be used to measure the closeness of relation of each other. For those monopoly enterprises, they are the unique suppliers in market and they are powerful enough to control the whole market, so they wont suffer the pressure from others. However, for some industries, such as Ministry of Railway, if it decides to raise the price in a large scale, many passengers will prefer other transportation, which will make aviation industry or highroad industry prosperous. This will undoubtedly lay itself in an unadvantageous position.

Telemedicine and Public Informatics

Telemedicine and Public Informatics Mathew Elespuru With the delivery of health care and the advent of computer based health care delivery systems, practitioners have seen a widening array of avenues to see and treat patients. The advent of telehealth and telenursing has given way to monitoring and treating patients in their own homes making seeing a physician more convenient than ever. In 2012, over 380,000 patients used some form of telehealth, and that number is expected to more than quadruple to 1.8 million patients as soon as 2017 (IMS Research, 2013). Telemedicine and Diabetes Compliance According to the Centers for Disease Control (CDC), diabetes is the seventh leading cause of death in the United States with approximately 29 million people suffering from the disease (CDC, 2016). Although diabetes affects all ages, genders and races, it seems that more people of Hispanic and African American heritage suffer from the disease than Non-Hispanic Whites. The latest prevalence data (2007), shows that 10.4% of Hispanic Americans are diagnosed with diabetes, and those of African American heritage account for approximately 14% of those diagnosed compared with 6.6% of non-Hispanic whites (Trief, et al, 2013). Using The Informatics for Diabetes Education and Telemedicine (IDEATel) demonstration  project, researchers were looking at treatment regimen adherence between the three ethnic groups and if application of telemedicine could improve adherence to a diabetes treatment regimen. It has been previously published that the IDEATel project was successful in improving cholesterol levels, glycemic control and lowering blood pressure in respondents who used the project compared to usual physician office visits (Shea et al, 2006, 2009). This study used regular visits via telemedicine over a 5 year period. Visits were usually every 4-6 weeks and included review of glucose levels, diet and exercise programs and barriers to care. For those who were of Hispanic origin, bi-lingual providers were used so that no language barrier existed during the diabetes education tele visits (Trief, et al, 2013). Researchers found that during the 5 year study, the adherence to the treatment regimen was the same between that usual treatment group and the group receiving the telemedicine visits, those in the telemedicine group did show more time doing diabetic self-care than those in the usual treatment group. This study also showed that when patients with diabetes, regardless of race, adhere to their treatment regimen, better glycemic control is achieved. Using telemedicine interventions with patients diagnosed with diabetes in an excellent option. Some patients with diabetes either type I or Type II may not have access to transportation to keep scheduled appointments at their physicians office. In using telemedicine to check on patients, practitioners can better follow patients and follow the patients adherence to their specific treatment regimen, thereby improving glycemic control, and reducing symptoms and problems caused by diabetes. Public Health Informatics The term public health informatics (PHI) came about due to the work of Dr. John Snow. In 1854, Dr. Snow tracked cholera related deaths to a single water pump in London. The removal of that pump ended the outbreak. This was the first recorded community policing by a health care practitioner. In investigating the infected population as a whole, Dr. Snow was able to track the source of the cholera virus (Vachon, 2005). Florence Nightingale was also instrumental in public health informatics. The data she collected about hygiene and the mortality related to such, changed the face of medical data gathering which still exists today (Dossey, 2000). PHI incorporates skills and knowledge from many different areas including: statistics, microbiology, toxicology, epidemiology, management, and psychology (OCarroll, Yasnoff, Ward, Ripp, Martin, 2003, p.5). One of the most important tools for a public health nurse or organization is a surveillance data system such as an infectious disease tracker (McGonigle Mastrian, 2015). This tool is an incredible resource for tracking adverse health events and allows for the planning and implementations of interventions designed to combat adverse outcomes caused by a disease or other catastrophic instance. In examining the information gathered about a possible influenza epidemic, the PHI nurse and others would look at past data to extrapolate data for the new season and how many people may be affected by the influenza outbreak and what information they have on strains of vaccine that have worked in the past. Other data that would need to be collected in this case would be information about the community at large such as high risk groups (children and elderly), those parts of the community with little or no access to healthcare and those populations that can afford to, and usually get a vaccine without any advance direction to do so. In testing the efficacy of the campaign and the effect of the vaccination, researchers and others would have to examine all information on the amount of people vaccinated and the number of those people who actually contracted influenza. In analyzing this information, the public health department and those within that organization will have a better idea of what to expect in the years to come when dealing with influenza and ensuring those at high risk for contracting influenza get vaccinated before the season begins. Electronic Health Record Since more and more organizations are changing to an electronic health record (EHR), there have been questions raised as to the privacy of the EHR and who ultimately owns the EHR. Protecting a patients privacy it of the utmost importance when initiating an EHR. In doing so, organizations must be able to keep this record private and keep the patients protected health information (PHI) private and secure. The ability to maintain security and privacy must work hand in hand with an organizations ability to have a continuity of care for patients. This continuity of care comes for the interoperability of a patients record. In sharing certain amounts of patient information such as demographics, allergies, past medical history, and medications organizations can save time and money in allowing this information to be shared with others who are an integral part of the patient care team (McGonigle Mastrian, 2015). In sharing a patients EHR within an organization or outside an organization if it relates to the continued care of that patient, the practitioner must ensure that all PHI remains protected as the misuse of this information could prove catastrophic to both the patient and the practitioner. If the information contained within a chart were to be leaked to the wrong individual, that person could use said information negatively and hurt the patient. Organizations both sending and receiving patient information must undertake the proper steps to ensure that only authorized individuals have access to the information and that the information remain secure when transmitted either physically or electronically. Having a shared EHR and interoperability is important to a patients continued medical care. It needs to be handled with the respect it is due to allow for a seamless transition between practitioners and the peace of mind for the patient knowing that the information is secure. References Diabetes. Retrieved from: https://www.cdc.gov/chronicdisease/resources/publications/aag/diabetes.htm. Dossey, B. M. (2000). Florence Nightingale: Mystic, visionary, healer. Springhouse, PA: Springhouse. IMS Research. (2013). Telehealth to reach 1.8 million patients by 2017. http://www.imsresearch.com/press-release/Telehealth_to_Reach_18_Million_Patients_by_2017. McGonigle, D. Mastrian, K. (2015). Nursing informatics and the foundation of knowledge (3rd ed.). Burlington, MA: Jones and Bartlett Learning. Shea, S., et al., (2006). A randomized trial comparing telemedicine case management with usual care in older, ethnically diverse, medically underserved patients with diabetes mellitus. Journal of American Medical Informatics Association, 13:4051. Shea, S., et al., (2009). A randomized trial comparing telemedicine case management with usual care in older, ethnically diverse, medically underserved patients with diabetes mellitus: 5 year Ethnicity Health 95 results of the IDEATel study. Journal of American Medical Informatics Association, 16, 446456. Trief, P. M., Izquierdo, R., Eimicke, J. P., Teresi, J. A., Goland, R., Palmas, W., Weinstock, R. S. (2013). Adherence to diabetes self care for white, African-American and Hispanic American telemedicine participants: 5 year results from the IDEATel project. Ethnicity Health, 18(1), 83-96. doi:10.1080/13557858.2012.700915. Vachon, D. (2005). Doctor John Snow blames water pollution for cholera epidemic. Old News, 16(8), 8-10. Retrieved from: http://www.ph.ucla.edu/epi/snow/fatherofepidemiology.html. OCarroll, P. W., Yasnoff, W. A., Ward, M. E., Ripp, L. H., Martin, E. L. (Eds.). (2003). Public health informatics and information systems. New York, NY: Springer-Verlag.