Economic History and Evolution of Health Care Economics

Health care has been changed dramatically during the years from back in 1960 to today. The economics crises have taken over majority of its courses for these changes. What is economic history and health care funding? Economic history is the way people dealt with supply and demand, cost of production of a product, the levels of income and distribution of wealth, the structure of overseas trade, and the volume and direction of investment, (Adelman, 1985). In today’s society health care and medicine has become one of the life savers for patients with health care issues.More and more new technologies, research, development of new procedures and medications have taken over a major change in health care industry while comparing to back in 1940’s when there was less facilities, doctors, technologies, and medicines available for treatment of major and chronic diseases. Health Care funding is defined as a method for patients to pay for their medical costs. During the early years of 1940’s, there were no Medical or Medicaid , HMO or PPO plans available and neither was there any governmentfunding available for low and no income families as it is today. In today’s society the Obama health care reform is helping millions paying for their health care expenses by providing Medical, Medicaid and or discounted health insurance plans from various companies with no or low income families. Millions are benefitting from this program today in comparison from the early 1940’s century. Today the debate continues between the poor and rich as to how and if the new health care reform program is beneficial for the economy and how it will affect the nation.The timeline below describes and shows how the government was involved in the health care funding and economy back from the early 1940’s till it is today. Health Care Funding Timeline 1935-At this time during the great depression, President Franklin D. Roosevelt had signed another act into law, a nd that was the Social Security Act. 1940’s For the second time, war put an end to any possibility for achievement of national health insurance. In 1943, there was a ruling from the The War Labor Board that certain work benefits, including health insurance coverage, should be excluded from wage and price controls.1946-In 1946 President Truman signs the Hospital Survey and Construction Act. This act would give states the access needed to federal grants for the maintenance and construction of public health centers. This act also provides care to all patients regardless of the race, nationality and religion. 1960’s The Kerr-Mills Act provided states with federal grants pay for health care for the elderly poor. He only had the support from 28 states who signed on for this act. John Kennedy proposed legislation in 1962 for hospital care for seniors under Social Security. However the opposing democrats blocked his proposal.During the election in 1964, Medicare was made a pri ority in the health care reform in USA. 1970’s By 1970, the health care costs had grown rapidly and therefore the number of uninsured patients among the elderly had grown which grew a major concern for the government and the health care reform. The country had started to face major health care crises. Sen. Ted Kennedy held hearings around the country and issued a report, â€Å"The Health Care Crisis in America,† generating support for his bill, the ‘Health Security Act,’ a universal single payer plan with a national health budget, no consumer cost-sharing, financed through payroll taxes.President Nixon proposed for an employer mandate which required employers to provide health care coverage to employees or to pay tax for the unemployment. 1980’s During the 1970’s the economic inequalities increased and decline in income. President Carter submitted cost control legislation which again didn’t pass. With the election of Ronald Reagan, a b ill for the expansion of Medicare Catastrophic coverage was signed and Congress passed an expansion of Medicaid. 1990’s By 1990, a major healthcare crises hits United States.Almost about 38 million people were without health insurance due to the recession that hit United States in 1990. It left people with no option to decline health care coverage. Private Insurance programs were at high pace , rates were increased by 90% and wages were at 28% between 1987 and year 1993. Wide range of proposals was put in for consideration for the better. The Clinton campaign was put into consideration. As president, Clinton appointed a task force to develop the concept into legislation, the Health Security Act (HSA).This act would have created universal coverage for the employer and the individual mandates. Due to the budget, the democrats did not approve of it. This bill never made it out of the committee. 2000’s President Bush signs Medicare Prescription Drug Improvement Act into la w in 2003. President Obama and the congress discussed the health care plans and spend over a year in doing research and planning for new plans to find solutions that would require businesses to cover for health care coverage for their employees.2010 -Today An adequate summary of the background and components of the Patient Protection Affordable Care Act signed into law March 3, 2010 by President Obama is beyond the scope of this space. It will be discussed in detail at a presentation Dec. 4th. This act was signed on March 23, 2010. January 1, 2014 Obama Health Care Reform takes into effect. In conclusion, as you can see health care issue has been ongoing for decades and has not been solved in United States as of today. We are still debating the costs, benefits and economical effects on health care for our people.While comparison from the 1940’s life was much simpler and less stressful for people and less issues while in today’s society there is more paperwork, more law s and requirements involved before a patient can be seen at a local clinic or hospital. Back in the days it was easier for patients to get treatment in a clinic or hospital while today a patient can easily be seen if he or she has some kind of medical or health insurance coverage. There is still hope that someday our nation will become better for our people in providing a better health care coverage and service to all.

Grammar school Essay

From 1834, the year of emancipation of slaves in Dominica and the other British West Indian colonies to 1845, the popular education that was existent was really religious education. The concept of a state system of education in the West Indies emerged in Britain in 1833 as part of the act to emancipate slaves in British custody. Prior to that, the masses of the people had practically no formal education. In Dominica, from 1834 onwards, the British subsidized primary education through grants but basically, education was imported and promoted mainly by missionaries. The content of education was divorced from the interests and needs of the masses and the community. Emphasis was on the classics and the arts. There is little doubt that the churches original interest in education was the creation of influential educated elite. In practice, their interests were denominational, especially seen in the establishment of secondary schools. Proposed educational policies depended greatly on the availability of funds, which were always insufficient. Therefore, changes and reforms were minimal. The newly elected legislative councils and their leaders gave little support. In reality, education, in practice was for a privileged minority. The populace remained virtually ignorant and illiterate. The pre-emancipation society was therefore not in any sense an educated one. Where slaves received any instruction at all it was of a religious nature provided by the church at long intervals. The authorities had no aims or standards; hence there was no system of formal education. It was against this background that the British Imperial Government incorporated an education grant in the 1833 Act of Emancipation to assist in the educational development of the Negroes. Establishing schools for the masses was provided for by the Act, which included grant money from the imperial government to provide education in the ex-slave colonies. This grant money is known as the Negro Education Grant. It was regarded as an urgent matter. The total grant amounted to a mere ? 30,000 per annum for five years for all the BWI of almost one million people. The decision to allocate the grant was executed through the local legislatures and the religious bodies. The grant was decreased each year and ended in 1845. The denominations were offered financial help to build schools, and later to assist in the payment of teachers’ salaries as the best means of developing a system of education. Dominica’s share of the Grant amounted only to ? 600 to be spent on 14,000 ex-slaves. This amount was very insignificant and was spent mainly by the Society for the Propagation of the Gospel (SPCK). After two years it became apparent that the desired and intended results were not forthcoming because of the many difficulties faced. Some churches were unable to accept more grants because they could not bear the recurrent expenditure on their schools. In August 1837, the grant was switched to pay one-third of teachers’ salaries instead. This was insufficient, and the societies did not expand their operations further. As the expected expansion did not materialise the imperial government was disappointed. Hence, the union of the imperial government, local legislatures and the churches could not fulfil the early ambition to create a viable education system. Thus, in 1841, the imperial government started to withdraw the fund. The Mico trustees who had done the most protested, but to no avail. In 1845 it came to an end, and so the burden fell on the West Indian legislatures and workers to increasingly support the education of their own children. In Dominica, the drive towards education for the masses was assisted by the local legislature, thus complimenting the work done by charities and the churches so that by July 1840, Dominica had 20 schools, 10 teachers, 1,086 pupils and total average attendance was 750. The British Imperial Government gave two main reasons for ending the NEG: 1. English workers were said to be worse-off than West-Indian workers 2. The Baptists were said to be prospering – although they had refused all aid Both claims were false. The churches lacked both money and resources. The British felt in the case of Dominica that the Catholic Church could not and would not provide appropriate education. They therefore supported alternatives to church schools. They decided to provide secular schools and to withdraw grants to the church schools. This was strongly opposed until a compromise was reached. The main success of the period of the NEG was the idea of popular education. The Provision of Secondary Education in Dominica: Providers and Gender Issues From the foregoing, one can appreciate the fact that the provision of education was a task that involved the participation of several providers or stakeholders: The British Imperial Authority, the Local Legislature or Assembly, the Church (especially the Catholics) and the Charities (especially the Mico Trust). Prior to emancipation, the provision of education was the responsibility of the churches and the charities. Education was very limited and very few benefited. In reality, what ever was taught was basically religious education. With the passage of the Act of Emancipation, an attempt was made to establish popular education. The NEG thus provided the needed funds for this purpose but eventually ended in failure. These funds were channelled through the bodies mentioned above, especially through the charities and the churches. By 1868 the main providers were mainly the state (the Local Legislature) and the church. It must not be forgotten that the vast majority of the population were Catholics and therefore co-operation and compromise between the two bodies were of paramount importance. By that date, the majority of primary schools belonged to the state i. e. 18 out of 33 (54%). This was unique, for no other West Indian society had such participation by the state in educational provision. In the case of secondary education, the provision was by the Church (Catholic). The first establishment for the provision of secondary education was the Convent High School (CHS) in 1858. This was exclusively for the children of the local elite. The children of the rural peasantry and the working classes were excluded. The state provided some funds for the school. But there were no secondary education provided for the masses. It is again unique to Dominica in that early period that post-primary education was being provided only to girls when this gender was marginalized in the rest of the W. I and in Britain itself. Even today, in 2000, over 65% of secondary school students are girls. The figures for the Clifton Dupigny Community College, University of Technology (Jamaica) and University of the West Indies are roughly the same. In the case of Dominica, male marginalisation has had a long history, contrary to popular opinion. Due to mounting pressure and clamour for secondary education for boys and the children of the masses, the state established the Dominica Grammar School (DGS) on the 16th of January 1893, with a registration list of 25 boys under the headmastership of one tutor, Mr. W. Skinner (M. A – a graduate from Catherine’s College, Cambridge, England). It was to be run as a government school, with the aim to provide higher education for boys. The building being used was a personal gift from Mr. Dawbiney, a respectable Jamaican who had settled in the island. The DGS remained a boy’s school until 1972. This occurred at a time when the number of girls selected by the Common Entrance Examinations far surpassed that of boys. The first DGS girls came from the CHS and the WHS. The total number of girls on the roll for that year totalled 34 out of a total of 560 students. Thus a reluctant but necessary era commenced in that year – the DGS becoming a co-educational institution under the headship of Mr. J. K. Gough (B. Sc; Dip. Ed. from Scotland). In that same year there were 14 Dominican staff members who were university graduates. Not to be outdone by the Catholics, the Wesleyan Society (Methodists) following the tradition of their rivals, opened the second high school for girls in the island, the Wesley High School (WHS) in October 1927. By that year, 80% of the students accessing secondary education were girls. This again was a unique situation second to none in the W. I. This further marginalized the boys given the restrictive and limited nature of access at the time. At this juncture, it is necessary to appreciate the great effort expended by the churches in the provision of secondary education in the island of Dominica, albeit for denominational reasons. In 1932, the Christian Brothers (Catholics) opened the second educational establishment providing secondary education for boys, the Saint Mary’s Academy (SMA). By that year educational provision was roughly equal for both genders with boys now having the slight edge, notwithstanding the fact that the girls were doing better in entrance and scholarship exams. There were insufficient spaces available. An entrance examination would soon be rigorously applied to ration out, select and match the number of students to the available supply of places. This state of inequitable affairs became unbearable as the girls were now being marginalized in favour of boys who were securing less ‘passes’ than girls in the exams. In other words, the selection was a function of available places. The two boys’ schools had more places than the two girls’ schools. Therefore, fewer girls were selected although their average scores were higher than that of boys who secured places. In the1972/1973 school year, the Labour government of Mr. Edward Oliver Leblanc took the bold step to make the DGS co-educational. This occurred at a time when the number of girls who had succeeded at the Common Entrance Examinations far surpassed that of boys. Since then, girls have kept on increasing the education gap or divide to the extent that in Dominica and the West Indies this problem of ‘male marginalisation’ and ‘male underachievement’ and the like, have now become so serious that it threatens the whole concept of male patriarchy. The year 1972 has been regarded as a milestone in Dominica’s educational history as far as secondary education is concerned. From that year all new secondary schools have opted to become co-educational with the exception of the Saint Martin’s Secondary School in 1988. Another important milestone in our educational history is the year 1971. For the first time, secondary educational provision moved out of Roseau with the establishment of the co-educational Portsmouth Secondary School (PSS). This greatly reduced the cost burden to parents in the northwest, north and northeast of the island, who, hitherto had to make tremendous sacrifices to provide education for their children in the capital, Roseau. By 1974, the Common Entrance Examinations as a selector of educational life chances was psychologically so devastating to pupils that those who were not selected felt that they were ‘rejects’ and ‘failures’ with no hope or future. It was against this backdrop that a group of concerned persons headed by Ms. Jean Finucane-James decided to provide a ‘second chance’ to those pupils that was not based on a selective exam. This co-educational school was named the Dominica Community High School (DCHS). Apart from the PSS, the early 1970s were characterised for having secondary education concentrated in the capital city of Roseau. The ‘70s was a period of political upheaval. In August 1979, Hurricane David struck and the island was devastated: 43 deaths, massive destruction of crops and the forest, wildlife was decimated, schools and the social and economic infrastructure was destroyed. The economy came to a standstill. Educationally, the students suffered greatly. A large number of students from the northeast could not attend the Roseau schools. In the aftermath of the hurricane, two schools were opened in the northeast: St. Andrew’s High School (SAHS) in 1979, located in Londonderry which is run and operated by the Methodists and in 1980, the Marigot Foundation High School (MFHS) headed by Mr. Martin Roberts, a former Methodist minister. The last named school was eventually renamed the Marigot Secondary School (MSS) when in 1999 it passed over to the state. These two schools are co-educational institutions. In this catchment area the Common Entrance Exams consistently selects more girls than boys. In the 1980s four schools were established. In 1981, the Seventh-Day Adventists began to provide secondary education. The Seventh-day Adventist Secondary School (SASS) is located in the Portsmouth suburb of Granvillia. It is a co-ed school. In that very same year the co-ed St. Joseph Campus of the DGS was opened which later became a separate entity as the St. Joseph Secondary School. In 1996 it was renamed the Isaiah Thomas Secondary School. In 1988, two government co-ed secondary schools were established from what were formerly Junior Secondary Programmes: the Goodwill Secondary School (GSS) and the Grand Bay Secondary School (GBSS). In that same year, the Catholic–run St. Martin’s School for girls upgraded its technical/vocational wing into a fully-fledged secondary school called the St. Martin’s Secondary School (SMSS). With the opening of these new schools and the continued use of the Common Entrance Exams the gender balance continue to be in favour of girls to the detriment of boys. In October 1994 the Nehemiah Christian Foundation headed by Mrs. Rhoda George opened the Nehemiah Comprehensive School with 60 boys and girls. The school is located in Jimmit, Mahaut. In the financial year 1995/96 the government entered into a loan agreement  with the World Bank to fund the Basic Education Reform Project (BERP). One of the three main objectives of the project was to expand access to secondary education. Under the project, this objective was fulfilled in the co-ed Castle Bruce Secondary School (CBSS) in 1998. TABLE I DOMINICA: Academic Secondary Schools, 2002/03 |School |Year Founded |Boys |Girls |Total |Status | |Convent High School | | | | | | | |1858 |0 |493 |493 |Assisted | |Dominica Grammar School |1893 |518 |281 |799 |State | |Wesley High School |1927 |0 |287 |287 |Assisted | |St. Mary’s Academy |1932 |420 |0 |420 |Assisted | |Portsmouth Secondary School |1971 |402 |435 |837 |State | |Dominica Community High School |1975 |79 |46 |125 |Assisted | |St. Andrew’s High School |1979 |233 |292 |525 |Assisted | |Marigot Secondary School |1980 |86 |59 |145 |Assisted | |Isaiah Thomas Secondary School |1981 |312 |393 |705 |State | |SDA Secondary School |1981 |108 |87 |195 |Private | |St. Martin’s Secondary School |1988 |0 |306 |306 |Assisted | |Goodwill Secondary School |1988 |380 |262 |642. |State | |Grand Bay Secondary School |1988 |334 |343 |677 |State | |Nehemiah Comprehensive School |1994 |64 |73 |137 |Assisted | |Castle Bruce Secondary School |1998 |266 |291 |557 |State | |Orion Academy |2003 | | | |Private | |Total | |3 202 |3 648 |6 850 | | Ministry of Education, Sports and Youth Affairs, 2002/03 The School Curriculum Several factors impinge on the development of the curriculum in Dominica: slavery, colonialism, politics, economics, religion, socio-cultural biases, parents, teachers and the learners themselves. In the pre-emancipation era the curriculum that existed was of a religious nature. The society was largely illiterate and ignorant. There existed no notion or idea of popular or mass education. With emancipation in 1834, the rudiments of a system of education began to take shape. The limited curriculum was non-scientific and bookishly academic based on rote and memory teaching and learning. By 1868, as the primary system took root the three r’s were taught namely reading, writing and arithmetic. The system that was taking shape was one that would provide labourers and servants and no more. At the secondary level, the curriculum catered for the children of the elite: Maths, Science, Geography, English, Greek, and Latin. The colonial powers and the local legislatures controlled the educational system. In other words, the ruling elites/classes decided who should be taught, what should be taught, when, how and where. The entire process from start to finish was decided for the learner. In 1899, Agriculture was being promoted as a subject to be taught so that the learner would become an agricultural labourer or worker on an estate or join the ranks of the impoverished peasantry. So agricultural schools were encouraged. In this way the islands would remain as sources of primary agricultural produce. When the British abolished the local legislatures and imposed direct crown colony rule the curriculum again was being used as a tool to keep the masses in their place. It limited them to learn the basics and agriculture. Attempts were made to improve education at the end of the First World War (1914-1918): salaries to teachers, payments by results and attempts at compulsory education. The West Indian Conference in Dominica in 1932 urged the region to struggle for compulsory education among other things. This failed. In 1957, the ministerial system was brought to Dominica with some exercise of authority by the house of assembly. But power still lied with the British parliament. Budgets could be passed, but had to be approved by Britain. In 1967, Dominica became an associate state with Gt. Britain. All internal matters were under local jurisdiction, but foreign affairs, trade and defence resided with Gt. Britain. Dominica could now influence and shape educational progress, but very little happened. The primary system continued to develop. The high schools became stagnant. The last one to be established was in 1936 (SMA). Thirty-seven years passed before the next one, the PSS was established. By 1978, the curriculum at the primary was now being driven by the Common Entrance Examinations to the detriment of all else. The same thing could be found at the secondary schools. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The School Curriculum and Examinations The CXC and the GCE curriculum dictate the locus and focus of secondary education in Dominica. These exams cater for the 30-40% of the ability range of secondary students. The entire curriculum was driven by foreign external examinations. The foreign element was removed in 1985 when we switched from the Cambridge and London GCE ‘O’ Levels to the regionally based CXC examinations. But the GCE ‘A’ Levels still continue to dictate the curriculum at the post-secondary level. In 1998, CXC began to test pilot its own ‘A’ Levels known as CAPE, which will soon replace the English-based GCE ‘A’ Levels. The HSC, LSC and GCE dominated the curriculum of secondary schools since the 1880s. The failure rates were very high at both the ‘O’ and ‘A’ Levels. It was also a drain on the scarce resources of the region. The minimum of 5 ‘O’ Level subjects were required to move into the sixth form and five subjects were needed of which 2 must be at ‘A’ Level for university entry. The Caribbean was influenced by educational and curriculum developments in North America and Europe, especially Britain. Revolutionary curricular changes in maths and science were being undertaken in the USA as a result of the Russian success in Sputnik I. In the U. K, the Nuffield Foundation invested heavily in a science development project. In 1969-70, the West Indian Science Curriculum Innovation Project (WISCIP) began at St. Augustine, UWI, and Trinidad. It was a new approach with emphasis on enquiry and experimentation, understanding and constructive thinking. This was introduced in the DGS and the other high schools of the time. During that same period ‘New Mathematics’ was introduced in the schools’ curriculum. All five of the secondary schools in Dominica adopted it. The Convent High School had their first ‘O’ Level candidates in 1971, and the DGS in 1972. Results in all Caribbean schools were not so good at first because of the unfamiliarity with the new approaches and topics such as inverses, identities, algebra of sets and matrices, decimalisation and metrification, vectors, inequalities and topology. At first most of the schools used the School Mathematics Project (SMP) books, but these were replaced by the Joint Schools Project (Caribbean edition) series, as part of the CEDO/UNESCO/UWI Caribbean Mathematics Project. The CXC was established in 1972 to serve the Commonwealth Caribbean. The process took over 10 years. The CXC was to replace the GCE exams. It would develop syllabi, conduct exams and issue certificates. This was a form of asserting cultural and intellectual independence from our colonial past and from Britain. Politically, the Caribbean has eschewed integration. There was the West Indian Federation as colonies of Britain (1958-1962). It ended in failure due to insularity, nationalism and dependency. With independence, the nations can dictate their educational goals and match these to national needs. In Dominica, we have not had a long history of educational reforms established in law. In 1949 an Education Act was passed to regulate and govern the sector. This was changed in 1997 when the new Education Act was passed. This was part of an attempt to harmonise education legislation in the Eastern Caribbean. In 1995 the Basic Education Reform Project was launched (BERP). The Project had three main objectives: 1. to strengthen the management and planning capacity of the Ministry, 2. to enhance the quality of education, and 3. to expand and conserve school places. Economically, we live in an interdependent world, a global village. We are partners bargaining from a position of weakness. Unequal terms of trade, onerous foreign debts, trade deficits and balance of payment problems deplete our resources so that our educational budgets are severely constrained. In general (1999 – 2004), Dominica spends about 17% of its recurrent budget on education, 1-2% on materials and supplies and about 80% on personal emoluments. New Curriculum Developments. Primary schools follow a curriculum, which has recently been reviewed by the Curriculum Development Unit (CDU). Schools have been provided with curriculum guides for English Language, Mathematics and General Science for Grades K to 6. Curriculum guides for Social Studies, Mathematics, Science and English Language were to become available in September 1999 for grades K to 6. A curriculum guide for Social Studies has been prepared for Form 1 at the secondary level. Workbooks for Grades k to 3 for English were to have been made available from September 1999. In addition a curriculum guide for Health and Family Life covering primary and secondary age ranges is being monitored and supported in schools. A draft national policy for this was presented to Cabinet in August 1998 but has not yet been officially approved. The CDU has planned to review Music, PE, Art and Craft, and Agriculture in 2001 as well as to start writing and production of support materials for pupils and teachers. The revised primary schools curriculum appears to be appropriate at the national level. The main problem appears to be in its delivery. The main need at the primary level for curriculum development is in relation to adapting the teacher’s guides for multigrade teaching and provision of differentiated activities for all subjects and all classrooms. Dominica does not have a National Curriculum and therefore, the curriculum de facto is determined by each school and in practice is closely related to the requirements of the Caribbean Examination Council (CXC) other external examinations and higher ability students. A balance needs to be struck between the academic and practical skills education in the secondary sector in any future national curriculum. The Ministry of Education has outlined the following process to arrive at the promulgation and implementation of the National Curriculum (NC): National Curriculum Committee (NCC) established in school year 1999/2000 NCC reviews existing curriculum: locally and regionally Under the NCC, Subject Teams and Subject Areas are established Development of Syllabi, and Curriculum Guides in Core Subject Areas Curriculum Training of Staff/Subject Team Members Resource Provision First Draft National Curriculum in Core Subject Areas Review of Draft Curriculum Development of Curricula in other subject areas. Establishment of National Norms and Standards for all subjects Piloting of National Curriculum in a cross-section of schools Promulgation of National Curriculum by Minister of Education Use by all schools of the National Curriculum as of September 2003 The Secondary Education Support Project (SESP) had been working with the Curriculum Development Unit (CDU) to write and pilot a revised curriculum for Forms 1 to 3 in the core subjects of English, Mathematics, Science and Social Studies, incorporating activities for average and below average ability pupils. Drafts of curriculum guides for Form 1 have been completed and were made available to schools in September 1999. All the guides for the four core subjects were made available in 2001. The CDU also has completed work in Music, Art, Craft, and Agriculture. However, the major curriculum need resides in the consideration of a curriculum which will meet the needs of all students – academic, technical/vocational, aesthetic, spiritual, moral and for citizenship and fulfill the ambitions set out in the 1997 Education Act. This would be especially so when Universal Secondary Education is achieved.

Body fluid and salt metamoblism

Body fluid and salt metamoblism There are several causes underlying dysnatremia. Most significantly are both the management of dysnatremia and parenteral hydration. In normal status, the normal range of blood sodium concentrations are of 135-145 mmol/L. Sodium and its accompanying anions, which are mainly chloride and bicarbonate, represent for 90% of the extracellular effective osmolality. The plasma water content is a main determinant of the sodium concentration. Dysnatremias may have result in central nervous system dysfunction whereas hyponatremia may lead to brain swelling and hypernatremia may lead to brain shrinkage. According to the extracellular fluid volume status the hyoponatremia is classified as either hypovolemic or normo-hypervolemic. In children, vasopressin release is triggered by the low effective arterial blood volume in case of hypovolemic hyponatremia this is called syndrome of appropriate anti-diuresis. The primary defect in dilutional hyponatremia is euvolemic also there is inappropriate increase in circulating vasopressin levels this is called syndrome of inappropriate anti-diuresis. To determine presence of hyponatremia may shows obvious cause such as vomiting or diarrhea. In some status, to discriminate hypovolemic from normo- hypervolemic hyponatremia may not be obvious. Some patients have difficult to assess their status volume but there is helpful way to assess their status by detect urine spot sodium and the fractional sodium clearance. In state of normovolemic, the major defense against developing hyponatremia is the ability to dilute urine and excrete free-water. There are special causes lead to hypotonic hyponatremia which are hospital-acquired hyponatremia, desmopressin, endurance athlete and diuretics. Hypernatremia is a net water Loss or a hypertonic sodium gain, with Inevitable hypertonicity reflects hypernatremia. If sodium concentrations above 160 Mmol/ L are usually sever symptoms evident only with presence of acute and large increases in concentrations. Almost the cause of hypernatremia is always obvious from the history. If the cause is not evident, determine of urine osmolality in relation to the effective blood osmolality and the urine sodium concentration. There are two mechanisms prevent developing hypernatremia which are: release vasopressin and a powerful thirst mechanism. When the effective blood osmolality exceeds 275-280 mosmol/ kg H2o, release of vasopressin occurs and when the effective blood osmolality exceeds 290-295 mosmol/kg H2o that results in maximally concentrated urine. There are two causes of hypernatremia in outpatient which are breastfeeding and diarrhea or vomiting . In breastfeeding the major problem is water deficiency that cause sodium concentration raises as a result of low volume intake and a loss of water. Diarrhea or vomiting comparison to the past is less because of presumably to the advent of low solute infant formulas and the increased use and availability of oral rehydration solutions. In management of hyponatremia, used either V2 antidiuretic hormone receptor antagonists or urea. In fasting patients, Intravenous maintenance fluids done by Holliday are used to provide water and electrolyte requirements. used administer intravenous isotonic (or near isotonic) crystalloid solutions in children who resistant to initial oral rehydration therapy. Traditionally, mange chronic normovolemic (or hypervolemic) hyponatremia either by restricting water intake or by giving salt. May be the use of nonpeptide vasopressin receptor antagonists as alternative. There are several receptors for vasopressin which are v1a, V1b and v2receptors. In patients who have nephrogenic syndrome of inappropriate childhood anti-diuresis the vaptans do not correct hyponatremia. In these cases, use oral administration of urea. All in all, pediatricians must aware of the changing epidemiology of dysnatremia . Also, the hydrated parenterally with the hypotonic solutions which recommended by Holliday.

Case study discussion Essay Example | Topics and Well Written Essays - 250 words - 2

Case study discussion - Essay Example Administrators face quite a number of moral challenges such as having to use the same curriculum as that set for regular students to teach the disabled who do have a small functioning level. From these it is clear that the decision of whether a disabled student should take the regular statewide test or the alternative assessment tests should be left to the administrator but not to the IEP team who do not consider the capability of disabled students. Judging from the case study Jamaica was severed in his least restrictive environment. It is clear since he could not change to better behaviors when he was offered a chance to prove himself. He was not gifted to surmount his emotional disturbance, but he was rather controlled by it leading to his state of special education. The fact that his relation with other students was not real disqualifies him from been in a typical high school to avoid him from harassing other students repeatedly. Jamaicas act of quitting school only proves that he was not ready to go to an ordinary high school since if he could not improve compared to when in a well-monitored situation. He would even perform desperately under no close supervision. Thus, it would only fasten his act of quitting

Construction and management of a global macro fund Essay

Construction and management of a global macro fund - Essay Example The market fluctuations affect returns on investments and make investors lack confidence on investments. Therefore, a well maintained portfolio is vital to every investor aiming to succeed and at the same time manage risks. As an investor, you need to know how to allocate assets that suits personal goals and strategies. This means that the selected portfolio should be in a position of meeting your future capital needs. Every investor’s goal is to maximize wealth; therefore this report focuses on construction and management of portfolio for a mutual fund. The portfolio to be constructed should be the one with high returns and well diversified Portfolio analysis studies the performance of different portfolios under different circumstances (Angus, 2000). Portfolios can be grouped according to industries, countries or sector. Each group consists of sub-unit. For example, the financial sector can be made up of several banks or the Airline industry can be made up of several airline companies. The analysis of each portfolio helps an investor in making a decision when investing. Most likely, a rational investor will choose the best portfolio and screen out the ones that are not essential based on objective criteria. A good portfolio is characterized by high returns on investment. Portfolio analysis requires subjective judgment as it is not easy to segment different industries. Portfolio analysis is a process as different financial instruments have to be evaluated one by one. The process is time consuming and involves a lot of effort. In spite of these odds, Markowitz the fonder of modern portfolio analysis has simplified the process by suggesting the use of expected return and variance. In this report, we will discuss four steps of constructing a portfolio. Customers have different preferences and needs. Therefore, it is important to understand their expectations first. This entails ascertaining their financial

Cause and Effect Essay Assignment Example | Topics and Well Written Essays - 750 words - 1

Cause and Effect Assignment - Essay Example This paper intends to discuss trust as the cause of development of self-esteem in children; and, the development of self-esteem, confidence and emotional competence as effects. The thesis statement of the paper is: When parents rely on trust as a major disciplinary measure, it results in the development of self-esteem and emotional competence in children. Parents who trust their children use many strategies that spare their need for using secret surveillance tools. Communication is the biggest technique. Keeping the channels of communication open awakens the sense of self-confidence and emotional competence in children. Nelson (qtd. in Rutherford 410) states that â€Å"elite parents today rely on constant communication and a set of shifting possibilities rather than either confinement or pre-established rules when dealing with their children.† Clear-set rules and no communication about flexibility in rules leads to mistrust. In an article, Parenting: The Case for Keeping Out, Nancy Gibbs talks about her relationship with her daughters. She discusses that she belongs to the generation of parents who are extra worrisome about their kids’ hygiene, food, and security, when the kids are exposing themselves over the internet without parents ever knowing it. This extra worry leads to lack of trust between the two generations. Although it is a very good thing to be concerned with kids’ activities, however it is of no use securing them under helmets, and making them stay wrapped up in hypoallergenic sheets all the while. The need for securing the children brings with it different gadgets that help parents make sure that they are protecting their children from danger. Nelson (qtd. in Rutherford 410) mentions that parents use automobile tracking devices, key stroke recorders and drug-testing kits to maintain surveillance upon their children. They use these techniques until their trust is broken. Moreover, There is a tool that â€Å"lets you sneak a few strands of hair

Response and Analysis Essay Example | Topics and Well Written Essays - 250 words - 5

Response and Analysis - Essay Example In addition, Margi gets involvement with older girls, who tells her to skip classes, â€Å"If I wanted to be friends with 14-year-olds, I had to do it† (Satrapi, 111) Margi gets into smoking but secretly whenever she and her mother engage in a conflict. An indication to that is, â€Å"With this first cigarette, I kissed my childhood goodbye. Now I was a grownup† (Satrapi, 117). However, Margi’s parents regard her as a young adult by the fact that they agree to send her to a boarding school as an indication of their sense of Margi as a young adult. Her mother informs her that, there is no need to cry, as she is a big girl, â€Å"No tears. You’re a big girl† (Satrapi, 152). What is the impact of the revolution both positive and negative? Women in Iran have the obligation to follow tradition and rules at disposal for them. This substantially includes the dressing code that is to be into practice by all girls and women in general. For example, wearing of yoga pants is not in permission under any circumstance as it brings about distraction to young men. Women can regain their rights if only they agree to face those rules by rebelling with all energy at their disposal. Educating individuals on the importance of women to wear, as they like would be essential in correcting evil thoughts from the public. However, wearing miniskirts for girls or women was not in accordance with the laws "Look at her! Last year she was wearing a miniskirt, showing off her beefy thighs to the whole neighborhood. Now madame is wearing a chador. It suits her better, I guess" (Satrapi 75). During 1980 a rule of wearing a veil at all time so as to avoid distracting boys and look descent. "Then came 1980: the year it became obligatory to wear the veil at school." (Satrapi 3) .it is through educating men that can enable women to regain their rights as wearing is a choice that each woman should enjoy. What is the role of women as seen in the

Reaction paper Essay Example | Topics and Well Written Essays - 500 words - 17

Reaction paper - Essay Example What is more, the Algebra Project’s exclusive approach to school restructuring deliberately builds up worthwhile student-focused models by constructing partnerships of stakeholders in the neighboring communities, especially the traditionally underserved populace. Ever since 2000, the Algebra project persistently afforded the environment in which schools, students, parents as well as communities took ownership of their own community development, mathematics education reform efforts, furthermore, made the most of local reserves, which now consist of middle and high grade schemes. In addition, the civil rights efforts in the 1960s concluded in the nationwide reaction to defend a basic right: the right to vote. Therefore, the Algebra’s Project present work looks for a nationwide response to institute a basic right: the right of each child to quality public school edification. Dr. Robert P. Moses is a renowned MacArthur Award-winning educator as well as a civil rights campaigner. Additionally, He is the Founder as well as President of the Algebra Project Inc, a nationwide nonprofit devoted to enhancing the mathematical accomplishment of traditionally underrepresented communities as well as students. In addition to that, in his youthful adult life, Dr. Moses was the director of SNCC’s Mississippi Project Student Non-Violent Coordinating Committee (SNCC), as well as the chief coordinator for the civil rights lobby group as field secretary for the SNCC. Additionally, He was the motivation at the back the Mississippi Summer Project of 1964 in planning the Mississippi Freedom Democratic Party (MFDP), which confronted the Mississippi regulars at the 1964 Democratic Convention. As of 1969-1976, he worked for the Ministry of Education in Tanzania, East Africa, where he served as chairperson of the math department at the school. Dr. Moses came back to the U SA in 1976 to carry on with his doctoral

QUO VADIS ANTHROPOLOGISTS Essay Example | Topics and Well Written Essays - 750 words

QUO VADIS ANTHROPOLOGISTS - Essay Example In this regard, anthropology, ethnology and ethnography are fairly new as academic professions because these disciplines came out of the encounter of Western colonizers in the age of exploration and empire with non-Western colonized peoples in Asia, Pacific, Africa and in the Middle East regions. Anthropological research and field studies not surprisingly take the Western view of the world in trying to make sense out of a sheer diversity of native cultures. Anthropology now must take a stand to stay relevant by seeking remedies to social inequities. Discussion Broadly speaking, anthropology and ethnography had three distinct phases which are salvaging of what is left of native cultures before these are lost forever, the romantic notions of doing some extensive fieldwork by living among the natives and lastly, both the anti- and post-colonial mentality of later generations of anthropologists. Again, almost always, anthropologists had been in most instances apologists (pun intended), f or colonialism and imperialism by using an ideology of Manifest Destiny. It is only now that anthropology is trying to make amends, by being proactive instead of reactive, as it had shown in the past, merely recording what has been but not taking action for preserving local societies and cultures with a stronger form of advocacy, afraid of politicizing the profession. On hindsight, it can hardly do otherwise. Anthropologists cannot be mere observers forever; people continue to suffer under newer forms of colonialism. American anthropology largely came about as a result of the settlement of the wild west when much of America was considered as frontier territory, up for grabs by the white settlers in a fantastic land grab from the native American Indians through a justification of using the Manifest Destiny ideology to assuage the guilty conscience of the new settlers. It was an unrelenting kind of campaign to drive out locals from their native lands, which finally came to a head when Ishi is thought to be the last of his kind. In a way, anthropology had failed him because although most of the anthropologists knew he was the last of his tribe, they did not make any concerted effort to revive his tribal culture when the Yahi language is somewhat related to other native dialects and they could have encouraged him to get married, produce some offspring and perpetuate his tribe. It is a sad commentary anthropology was not able to save Ishi or his tribe; he went the way of the dodo (a flightless bird), an extinct species. Anthropologists could have saved him from the fate of the dodo, but instead, they were so happy to have found a supposedly fine specimen of a real wild Indian they proceeded to study him and his myths, language, and other cultural aspects of his soon-to-be extinct tribe, collecting additional artifacts for a museum (Riffe & Roberts 1995). The effort to drive out the native American Indians was relentless and ruthless, resulting in massacres because of an uneven fight using bows and arrows versus rifles and cannons. It is a culmination that resulted in the few remaining survivors forced to transfer into reservations. The discipline of anthropology did not try to mitigate this brutal aspect of the war of pacification but instead was just content to collect some samples and specimens to be displayed in the museums. A white anthropologist would surely have a hard time doing some fieldwork by living among the Indians as the natives were mostly hostile, like that back in Kenya (Evans-Pritchard 1976:252). The same pattern continues today in which some people and races

Analyse and evaluate the overall HR strategy, especially in relation Coursework

Analyse and evaluate the overall HR strategy, especially in relation to manpower planning and talent management - Coursework Example Therefore, in the perspective of workforce sequences such as change in customer preference and technology in the field of engineering and mechanical design technology. Future oriented organizations such TNNB must consider rethinking of their view of human resource management strategies, which have key internal and external factors affecting them in an organization. Radical changes have to be undertaken in the company regarding various human resource management variables that will help manage current and future human capital in the organization. These factors are social, technological and depend greatly on the environment in which the human capital is located. The organizations success depends on the design and implementation strategy that human resource has. These strategies should be linked to the employee of the organization and other external factors such as the government. Human resource strategies should also analyze all the dimensions of TNNB systems such as nature of staff their skills and abilities, stakeholders and the current market trends in the industry. This will help the management to predict thus manage their labour force leading to maximum labour output. In addition, the culture within the organization, leadership from the two project managers and employee engagement has a crucial role to play in talent retention (Amos 2008 pg45). The management should consider these factors in order to develop an integrated framework in talent management; this will help the organization to develop a pathway for outstanding business performance. In an organizational set up such as TNNB, it is common knowledge that team managers should add more value in the corporation. This will help reduce tension between the two engineering departments. The best strategy of doing this is by converting the engineers and other sub ordinate staff in to business partners of

Data Warehouse Case Study Essay Example for Free

Data Warehouse Case Study Essay History of the CDR When the project began in 1995–96, the CDR, initially referred to as the â€Å"clinical research database,† was intended to support and enhance clinical research at the University of Virginia by providing clinicians, students, and researchers with direct, rapid access to retrospective clinical and administrative patient data. Re? ecting this intent, the system was funded by the School of Medicine and housed in the Academic Computing Health Sciences group, which is distinct from the medical center’s IT group. With considerable assistance and cooperation from data owners and stewards, legacy data from several different sources were loaded into a single relational database and periodically updated. Authorized users accessed the CDR through a standard Web browser and viewed or downloaded data to their personal computers for further analysis. Initially, emphasis was placed on getting the CDR running as quickly as possible and with a minimum of resources; consequently, extensive transformation of data to an enterprise data model was not performed. The CDR project team consists of 2. 5–3. 0 FTEs (full-time equivalents)— one developer, one developer-database administrator, and portions of analyst, clinician, and administrative FTEs. To date, the costs of developing and operating the CDR have been approximately $200,000 per year, underwritten by the School of Medicine. Over the course of the project, there have been signi? cant enhancements to the user interface, incorporation of additional data sources, and the development of an integrated data model. There has also been increasing interest in using the CDR to serve a broader audience than researchers and to support management and administrative functions—â€Å"to meet the challenge of providing a way for anyone with a need to know—at every level of the organization—access to accurate and timely data necessary to support effective decision making, clinical research, and process improvement. In the area of education, the CDR has become a core teaching resource for the Department of Health Evaluation Science’s master’s program and for the School of Nursing. Students use the CDR to understand and master informatics issues such as data capture, vocabularies, and coding, as well as to perform Case Study: A Data Warehouse for an Academic Medical Center 167 exploratory analyses of healthcare questions. Starting in Spring 2001, the CDR will also be introduced into the university’s undergraduate medical curriculum. System Description Following is a brief overview of the CDR application as it exists at the University of Virginia. System Architecture. The CDR is a relational data warehouse that resides on a Dell PowerEdge 1300 (Dual Intel 400MHz processors, 512MB RAM) running the Linux operating system and Sybase 11. 9. 1 relational database management system. For storage, the system uses a Dell Powervault 201S 236GB RAID Disk Array. As of October 2000, the database contained 23GB of information about 5. 4 million patient visits (16GB visit data, 7GB laboratory results). Data loading into Sybase is achieved using custom Practical Extraction and Report Language (Perl) programs. CDR Contents. The CDR currently draws data from four independent systems (see Table 1). In addition, a number of derived values (for example, number of days to next inpatient visit, number of times a diagnostic code is used in various settings) are computed to provide summary information for selected data elements. Data from each of these source systems are integrated into the CDR’s data model. In addition to the current contents listed in Table 1, users and the CDR project team have identi? ed additional data elements that might be incorporated Table 1. Contents of the CDR Type of Data Inpatient, outpatient visits Source of Data Shared Medical Systems Description Patient registration and demographic data, diagnoses, procedures, unit and census information, billing transactions, including medications, costs, charges, reimbursement, insurance information Physician billing transactions from inpatient and outpatient visits, diagnoses, and procedures Laboratory test results Available Dates Jul 1993–Jun 2000 Professional billing Laboratory results Cardiac surgery IDX billing system HL-7 messages from SunQuest Lab System Cardiac surgery outcomes data (de? ned by Society of Thoracic Surgeons Oct 1992–Jun 2000 Jan 1996–Jun 2000 Clinical details for thoracic surgery cases Jul 1993–Jun 2000 168 Einbinder, Scully, Pates, Schubart, Reynolds into the CDR, including microbiology results, discharge summaries (and other narrative data), outpatient prescribing information, order entry details, and tumor registry information. As of October 2000, we have just ? nished incorporating death registry data from the Virginia Department of Health into the CDR. These data will provide our users with direct access to more comprehensive mortality outcomes data than are contained in local information systems, which generally are restricted to an in-hospital death indicator. User Interface. The user interface runs in a standard Web browser and consists of a data dictionary, a collection of common gateway interface (CGI) programs implemented using the â€Å"C† programming language, and JavaScriptenabled HTML pages. Structured query language (SQL) statements are generated automatically in response to point-and-click actions by the user, enabling submission of ad hoc queries without prior knowledge of SQL. The SQL queries are sent to the CGI programs that query the database and return results in dynamically created HTML pages. The entire process is controlled by the contents of the data dictionary, which is used to format SQL results, set up HTML links for data drill-down, and provide on-line help. Data may be downloaded immediately into Microsoft Excel or another analysis tool on the user’s workstation. Query Formulation. Most CDR users use the Guided Query function to retrieve data. This process involves three steps: 1. De? ne a population of interest by setting conditions, for example, date ranges, diagnostic codes, physician identi? ers, service locations, and lab test codes or values. 2. Submit the query, specifying how much data the CDR should return (all matching data or a speci? ed number of rows). 3. After the CDR returns the population of interest, use the Report Menu to explore various attributes of the population on a case-by-case or group level. Custom reports can also be de? ned, and the results of any report can be downloaded into Microsoft Excel, Access, or other analysis tool. Generally, the query process requires several iterations to modify the population conditions or report options. In addition, â€Å"browsing† the data may help the user generate ideas for additional queries. We believe that it is helpful for end users to go through this query process themselves—to directly engage the data. However, many users, especially those with a pressing need for data for a meeting, report, or grant, prefer to use CDR team members as intermediaries or analysts. To date, we have attempted to meet this preference, but as query volume increases, our ability to provide data in a timely manner may fall off. Security. A steering committee of clinicians guided the initial development of the CDR and established policies for its utilization and access. Only authorized users may log onto the CDR. To protect con? dentiality, all patient and physician identifying information has been partitioned into a â€Å"secure† Case Study: A Data Warehouse for an Academic Medical Center 169 database. Translation from or to disguised identi? ers to or from actual identi? ers is possible but requires a written request and appropriate approval (for example, from a supervisor or the human investigations committee). All data transmitted from the database server to the user’s browser are encrypted using the secure Netscape Web server, and all accesses to the database are logged. In addition, CDR access is restricted to personal computers that are part of the â€Å"Virginia. edu† domain or that are authenticated by the university’s proxy server. Evaluation Understanding user needs is the basis for improving the CDR to enable users to retrieve the data independently and to increase usage of the CDR at our institution. Thus, assessing the value of the CDR—how well we meet our users’ needs and how we might increase our user base—has been an important activity that has helped guide planning for changes and enhancements and for allocation of our limited resources. Efforts to evaluate the CDR have included several approaches: †¢ Monitoring user population and usage patterns †¢ Administering a CDR user survey †¢ Tracking queries submitted to the CDR and performing follow-up telephone interviews Usage Statistics. Voluntary usage of an IS resource is an important measure of its value and of user satisfaction. 5 However, usage of a data warehouse is likely to be quite different than for other types of information resources, such as clinical information systems. A clinical system is likely to be used many times per day; a data warehouse may be used sporadically. Thus, although we monitor system usage as a measure of the CDR’s value, we believe that frequency of usage cannot be viewed in isolation in assessing the success of a data warehouse. Since the CDR went â€Å"live,† more than 300 individuals have requested and obtained logon IDs. As of September 30, 2000, 213 individuals had logged on and submitted at least one query. This number does not include usage by CDR project team members and does not re? ect analyses performed by team members for end users. Figure 1 shows the cumulative number of active users (those who submitted a query) and demonstrates a linear growth pattern.

Technical Support And Information Sources Computer Science Essay

Technical Support And Information Sources Computer Science Essay Technical support is a team which is responsible to support for individuals and organisations in a variety of ways. They also describe and explain to the customers all information about technology of their products or their services that they provide. Technical support team has people who have a good knowledge about electronic systems, computer systems which included software and hardware. They are able to troubleshoot related problems. In general, technical support provides technical support to organisation, customers and end-users. Source of information can be used for a variety of hardware and software related faults? The information can be gathered from a number of sources such as direct questioning, consulting a fault log or using diagnostic and monitoring tools. Finding out information: Direct questioning If the organisation, customers or end-users has any problems with the product or service, they will contact to get some helps from technical support. They will contact by phone or face to face and the technical support specialists need to find out as much as possible what the problem is. Then they can make decision how they can resolve the problem. But before accepting the calls from customers or users, they may need to check that the customer or user is entitled to their support services. They may require the customer or user to give correct username and password, account number or some personal details. They also can ask the customer some question for clarification, or further questions to ensure that they have a good understanding of the problem. In general, direct questioning is an important technique which is used in information gathering because it is flexible. Fault logs Fault log is a record of events that occurred and it may include the information about how the fault was fixed. Most business organisations have the computer rooms that can be used by many different users, so they need to have a written fault log that is regularly checked by technical staffs. The technical staffs will identify and remedy any faults that have been reported by users. A log should be maintained for each computer system. When the computer system is broken down, the technical staff will need the information from the fault logs such as when the equipment was obtained, when the software was installed or what setting have been used. Fault log will record what happen with computer system and how it was fixed. A fault log may be kept manually or it may be create automatically by software. Diagnostics and Monitoring tools Another way that helps the technical staffs to define a particular problem is using diagnostic and monitoring tools. The technician can ask the system directly by using diagnostic and monitoring tools such as the POST (Power on Self-Test). When the computer system is turned on, the POST will check the hardware to make sure everything is working correctly before the OS is loaded and run. There are three types that the problems can be occurred. They are following: If there are problems before the screen is functioning, a sequence of beeps is used to indicate the nature of the faults. If the problem is occurred after the screen is functioning, an error code will be showed on the screen. This error code will show which device is not working properly. If the problem is occurred while computer is running, the user or technical staffs can use Event Viewer. The Event Viewer is monitoring tool that is included with OS window. It can be used to manage and view these events. It also can be used to track security events and identify possible software, hardware and system problems. The event viewer interface will contain a series of event logs that can be viewed by either a user or a technician. This particular log contains a series of entries that consist of information, warnings and errors. Checking the problems: Some informations sources are more reliable than others. So when processing the information, the user or technical staff needs to make sure that the information is valid. Cross-reference checks with user When the technical staffs are talking with the users or customers about the problems, they can call up data on their computer system which is including the current information and configurations of the users computer. The technical staff also can check that other users are experiencing the same problems on a particular system. Confirmation from a number of users that a particular fault exists or that the fault is of a particular nature will give the technician confidence in how to approach a formal diagnosis and remedy. But the information may be out of date because the users or customers may have upgraded the equipment or installed a more modern OS. So the technical staffs should confirm the information with the user during the initial conversation. When the users and customers may not be able to answer the questions, the technical staff should help and direct them to how they can find out the answers. Problem reproduction After asking the customers or users some simple direct questions to indentify who they are and what the problems are, the technical staff need to find out exactly what the problem is and how to fix it. The users or the customers may jump to conclusions and suggest things that are wrong with the computer rather than just giving the technical staff facts. So the best way for a technician to identify and diagnose a fault is to see the problem. If the fault is intermittent, it may prove difficult to reproduce the fault in the workshop. In this case, the users or customers need to takes screenshots of any error messages and prints these to be used as reference material as and when the system is being repaired. The problem reproduction is a useful strategy. Asking the users or customers to talk through what went wrong can reveal important information that the user may not told the technical staffs. One more important fact is the date when the problem was first noticed. If any new hardware or software was installed immediately before the fault appeared, this might be to blame. To fix this problem, the technical staffs can take the users back to a time when the computer was working. This way will help the users to think through the events that led up to the problems and exactly as it happened. This may reveal vital clues but it is still important to keep an open mind and to consider alternative sources of the problem. Manufacturers website Manufacturers websites are a valuable source of information. If an application fails to work, the user or customer can search the manufactures website for the latest information about known bugs in the system. The information is accessed through an open forum which is clearly going to be significantly less reliable than a manufacturers own website. Individuals providing technical advice of any kind must make sure that they are doing so supported by accurate and valid information. Further sources of such information are discussed in the following section. Source of information: Product specifications and manuals Most products are sold with a product specification and a technical manual. Product specification is written by the manufacture of the product. It contains all the information and details of products technical. A manual also is written by the manufacturer but it is used to explain how to make the best use of a hardware or software. Some manufacturers store product specifications and manuals in CD or DVD as PDF file. The CD or DVD will have all information about the main features of the product, or a video on troubleshooting. Colleagues with specialist expertise This is the best source of information because the users or technical staffs can get the technical information from people around them such as colleagues and friends. Those people can offer their experience in solving problems, but they must to find right people to ask. If they ask to wrong people so it means that they get wrong information and these information can not be used. The advantage of this source of information is the users can ask further questions if they are unsure that they fully understand a process, an answer or an explanation. Knowledge bases Using a knowledge base may involve searching for information which is relevant to the problem that the users want to try solving. The technical support can draw on a knowledge base to help them decide on a course of action. There is a range of knowledge bases that are available on the internet, but the technician support or the users must be very careful about relying on information that may not be valid or correct. Fault records showing previously found solutions A fault log is most useful when it lists not only the problems that were encountered but also the way in which they were solved. A fault log that includes the name of the technical support that solved a particular fault will allow the users contact them if they have encountered a similar fault and need specialist help. The historical information of previous faults and remedies will be essential for the technician support that will effectively be able to learn from other peoples experiences. Internet source (e.g.: FAQs and technical forums) The internet is the very useful source of information which helps the user or technician to resolve technical problems. There are two main informations sources on the internet which are FAQs and technical forum. FAQs stand for Frequently Asked Questions which can solve the most common problems for users with minimal effort for the help desk staff. The manufacturers websites usually contain FAQs about their products or services. This is where they use to list the information. This is also a place that the problems will be resolved and the questions of users about the product or service will be answered. The technical forum is a place where the users and technician can talk and discuss about the product or service. Technical forums can be a useful route to finding answers to both simple and complex problems. What hardware and software related questions could you be asked by users requiring technical support and how would you handle each of these questions? Question 1: My computer may be hacked by virus and my anti-virus software is not working? How can I fix it? As a technician, I tried to turn on their computer and I can see their computer being attacked by a virus. I have checked the current anti-virus software that they use. Their computer is currently using Norton anti virus software and this software is expired. So the customers should renew the software if they want to use it to protect their computers. Question 2: What can I do if the virus still in the computer system even that anti-virus software is working? In this case, I will tell the customers that they should format the hard drive and install new OS software. But before formatting, they should back up all important data and information to external storage devices. Question 3: My computer would boot up but then after 5-10 mins, it would shut itself down. What is this problem? Firstly, I will ask some question to the customers get more information about what happen with their computers and then I give them my opinion. I think that the computer may be attacked by virus because this problem is a symptom of virus attack or the hardware of computer may be faulty. If the problem occurs by virus, I will use the newest version of anti virus software to find and delete the virus. If the problem occurs by hardware faulty, I open the computer system and check the hardware of computer. I think that problem is electrical faults which can lie within a hardware component, in the cabling that connects these components or in the connectors between the cabling and the components. The hardware that I will check are: motherboard, PSU, CPU, RAM, etc†¦

Approaches for Organisational Management

Approaches for Organisational Management Introduction: Human resource management is a strategic and rational approach towards the management of the organisations most esteemed assets, the people who normally work inside the organisation independently and collectively contribute to the accomplishment of its goals organisational success progressively depends on the abilities, knowledge and skills of the employees mainly as the help to establish a set of core competencies that distinguish an organisation from its competitors. In modern market place human resource management plays an important role for the existence of modern business organisation. However, the role of HRM strategies is massive for development of the business through organisational success. Different approaches to HRM to aid the development of business strategy: The meaning and nature of HRM has aggravated much debate (for an overview see Legge, 1995).Sisson (1990) Distinguished HRM by explaining four distinguishing features, that is the assimilation of personnel policies with business planning; responsibility From specialists to line managers responsibility has to be shifted; uniqueness in the management of employee relations and an emphasis on securing employee dedication and initiative. Guest (1992, p.42) argues that HRM is designed to produce, Strategic integration, high commitment, high quality and flexibility and that, Strategic integration refers to the ability of the organisation to integrate HRM issues into its strategic plans, to ensure that the various aspects of HRM cohere and for line managers to fit in an HRM perspective into their decision-making. Hendry and Pettigrew (1986) contrast that strategic HRM is featured by four fundamentals: the use of planning; the design by a coherent approach and management of workforce systems underpinned by some philosophy; business approach is coordinated with the HRM actions and policy; and considering the people of the organisation as strategic resources in the accomplishment of competitive strategy. Human resource requires in an organisation will vary at different stages in the business life cycle and so HR policy choices need to be personalized to the appropriate stage (Kochan and Barocci,1985; Lengnick-Hall and Lengnick-Hall, 1988). Sisson (1994) suggests that it was the pursuit of competitive advantage in the.There is a number of different approaches in HRM to aid the development of business strategy. It can be professed as social ethics, reminding the senior management about their social responsibilities.HRM department spent most of time functioning on personal welfare problems. The main concern of HRM is the control of personnel as well as reduces the absent rate of employee, work force budgeting and headcount. In other way of HRM helps to develop the business, likewise, to adapt the company with the change and strives to have positive influences by using social science applications to man agreement problems by via job redesign, job satisfaction scheme and techniques of communication. Sometimes HRM deals with job recruitment, transfer and termination by the request from manager. Moreover, human resource management concerned strategic business planning, developing long-term human resources plan and industrial relation strategy. HR planning and acquisition Organisation design structure Organisations strategy Training development Compensation Management Organisation Performance Management Management of employee relations HR mobility management HR toolbox management Figure: Human Resource Management system The key success of any business organisation is human resource. So HRM use these human resources effectively to meet the strategic business objectives of the organisation. Necessity of alignment between organisations corporate strategy and objectives and its human resource strategy: In perfect world, the business and strategic organisational plan are the translated form of organisational mission and goals. According to the principle of alignment, to achieve corporate goals in every aspects of an organisations activities have to be incorporated and pull together. The performance of the people within the organisation depends on the achievement of strategy and vision which in turn calls for high level of motivation and dedication among employees. The organisational mission, goals and values is reflected by the performance of the employees and their excellent performance relies on the opportunities how much they are getting from the business. In an organisation different functional area like: marketing, manufacturing and human resource, after formulating corporate and business level strategy managers need to translate strategic precedence into these areas. This contains all the different aspects of business but predominantly have to be comprehensible between the requirements of organisations strategy and HR policy. There are two types of fit that HR policy and practices require to attain: a) Internal alignment b) External alignment Internal Alignment: In internal alignment managers must have to make sure that their HR practices are all associated with one another within the organisations to set up a formation that is reinforced mutually. From organisations point of view the whole variety of HR practices-job design, training, staffing, performance appraisal and compensation must have to be focused on the same personnel objectives. External Alignment: The link between business strategies and key initiatives in human resource are mainly focused by external alignment. The processes required in order to assess the effectiveness of human resource strategy and its impact on overall corporate strategy: Diagram: Typical strategic recruitment process Dynamic Environment Recruitment requisition Position analysis Vision Position description Strategic business plan Human resource strategy Human resource plans and policy Recruitment process Position evaluation Key stakeholders Budget check sourcing Dynamic Environment Pool of applicants Selection process Source: Nankervis A, Compton, R, Braid, M, 2005, Strategic Human Resource Management (6th edition), Cengage, South Melbourne. Recruitment: A major concern is a recruitment and retention of staff; especially where the pool of availability of workforce is limited. However, due to the requirement of high skill personnel, a shortage of prospective recruits exists in an organisation. The decision of staffing has been formalised by the HRM department at head office. Organisations provide work for people in different position to achieve their own goals. Most of the organisations have vacancy at different time around the year and they need to be filled them on time to continue their work effectively. For recruit and select the best person for the vacancy organisations have to follow certain processes. The personnel decision process helps the organisation to make a decision about the person to who is going to appoint. It makes sure that it will be fairly treated with all the individuals who are going to apply for the post. All the candidates are evaluated on the basis of related skills and behaviours. The outputs of every decision affect the working lives of employees, whose requirements must be met. The organisational productivity increasingly depends on these employees because of hiring right person for the job. The human resources decisions based on the following seven steps: 1. Getting job oriented information through job analysis. The process of identifying tasks, duties and responsibilities is job analysis. Once it has been completed, job analysis leads to identify the knowledge, abilities and skills required to do the job that is job description. After that, organisations will continue through job specification. 2. Identify the measures of job success: There is way of measuring job success called criteria and that is measured through organisational psychologist. 3. Identify predictors and measures 4. Determining the relationship between and predictors job success 5. Developing a recruitment strategy 6. Implementing the selection process 7. Determining the worth of selection system An organisation basically follows two strategies for recruiting suitable qualified individuals. These are- Internal recruitment An Organisation first tries to fill an open position internally through current employees inside the organisation by advertising. External recruitment There are wide range of strategies for recruiting people from outside the organisation like-giving advertisement at newspaper by providing information about job requirements, job duties and responsibilities. The other way of recruiting is through internet. It will create problems for them who dont have the access the internet. Large organisations visit campuses of universities of technologies to recruit their candidates is known as campus recruitment. Sometimes organisations employ human resources recruitment agencies and their services are to provide the whole recruitment process. These are not on low-cost. The least costly external recruitment technique is employee referrals technique. This is a technique by which ask to someone in current employees about they have someone who is interested for this open position. The main advantages of external recruitment are that helps to get new ideas and skills into the organisation. Sometimes it does create problems for them because they dont have knowledge about the new environment and culture. Employees need to spend more time on that. Selection: The process of choosing appropriate candidates for the organisation when it has received applications for open jobs is known as selection. This is the final steps of recruitment process. It is the combinations of eight basic steps. Recruiting candidates Carrying out application form Screening test Checking of reference Arrangement of psychological test Arrange interview for selection Medical check up Making an offer to successful candidates There are some additional terms which used by the organisational psychologist during the process of selection. These are-job selection ratios, realistic preview of job and cut-off. Retention: It is very important and ongoing issue. Its a serious problem when an organisation will have to face continuously for the estimated future. An organisation always wants to retain employees in short of supply and they want to have alternatives. Organisations always keep going on developing their own plan to retain employees by conveying responsibility. The main base of retention job description, recruitment, selection and orientation. Mainly retention focus on job satisfaction and fit with the organisational culture and the strategies based on this should focus on maximising three types of satisfaction. These are personal, professional and social. If organisation fails to recruit right person for the right track then organisations has to suffer and employees has to suffer as well. For example; hidden cost incurred by the management to fix that problems. For that reason organisation has to loss their productivity. From the employees point of view-they have to face problems due to not h aving proper skills in specified job. They have to spent more time and energy on finding new position. Overall they become frustrated. Communication, recognition and future orientation are the key attributes for successful strategies for retention. There are different types of retention strategies based on organisational situations-strategies based on compensation, strategies based on work environment and strategies based on career orientation. Strategy based on compensation: There are some organisation focuses on compensation such as IT firms. Strategies based on work environment: Most of the organisations focus on internal environment of the organisation or the culture of the organisation. Strategies based on career development: some companies focus on retention strategies through career development. Training, Learning and Development: Training plays an important role for the development of all employees which responds to individuals and helps to achieve organisational requirements by improving performance and understanding (Armstrong, 1992).Considering with the strategic direction, how the organisations core competencies of employees can be identified and advantages taken from environmental factors. From the training and development terms, this can implement the classical training cycle and business planning come close to determining training needs (Mayo and Pickard, 1998). Organisation objective Planning Evaluating Delivering Figure: Business objectives within the training life cycle (winter, 1995). The training strategy is a system that determines the competencies required for the organization in the future and how it can be achieved. Organisations need these training strategies for different perspectives like- -To increase the productivity through expenditure on capital improvements -To increase the productivity through spending on developing human capital Different methods of training for people: Generally there are two types of training methods. a) On-site training methods 1) On the job training: In this training method, trainees get training under the direction of someone and encouraging them to gain knowledge and observe more and more from the existing experienced employees. Though its formal training so every employee get some initial knowledge from it. 2) Job rotation: This training method allows people to move in different department of the organisations. Through this job rotation employees develop skills in different section more than they would get from staying in one department. 3) Apprenticeship: Apprenticeship is a particular form on the job training though which a particular level employees used to get information about skilled trade (Goldstein Ford, 2002).For example; different company like:-electrician,plumber,carpenter,pipefitter,sheet metal worker etc. Is used this approach. b) Off-site training methods 1) Classroom lectures: Its one of the common methods of job training. It can provide large number of information at a time and easy to deliver it to the large no of trainees at a time. 2) Instruction in the form written material or forms based on computer. 3) Computer based training (CBT): Its a way training by which trainees can communicate and transfer and get information from instructor through computer, television etc. (Goldstein Ford, 2002).Its distance learning. Development of HR: Human Resource is the framework for employees can develop their personal and organizational skills, knowledge, abilities. Human resource development include; employee training, employee career, development, performance management and development, coaching, mentoring, succession planning, key employee identification. Understand the organizational needs and future demand as well as future capability, and know what talent it has available to it. And prove, as far possible, a career challenge to individuals that helps them to meet their aspirations. In developing the organization, personal development also important for the organizational improvement, because a individual persons are the set of organizational power mean resources. In bellow there the method of development: Individual Support- Organizational Interest- Dialogue Accreditation Organizational Mapping Performance Management Career-counselling Succession planning Appraisal discussion Career-planning Secondments Career discussion Personal plans Manpower/skills planning Development centres Mentoring Training prioritisation Vacancy management Learning resource centres Retention Strategies Self-managed learning 360 degree feedback Potential assessment Managerial coaching External coaching High-flyer development Flexible working Training facilities getting to grips with the needs of a job quickly, and by improving the knowledge and skill of worker it allows the employee improved quality, and enhance of skill based on the employee could lead to their job enrichment with benefits to both the person and the organization. Motivational impact of training in a manifest when staff feel a sense of reorganization when sent on training course, and after been trained they are motivated to acquire new skills, particularly when rewards follow the acquisition and use of skills. Identification with organization could be fostered when a better understanding of mission statements and corporate objectives is achieved through training. Strategies for positive employee relation: Employees are the stake holder of the organisation and cant be compared with task, functions, process or products. Emotional support and personal considerations are required for them to understand them. Its very complicated to draw up employees inventory and arrange them in warehouse in a systematic way. Any decisions regarding this will attempt a negative impact on them and may cause a break down in operations. So it is very important for the organisation to identify and value those differences and always give importance on the achieving positive and fruitful employee relations. The main concern of employee relations strategy: How to minimise the conflict by maintaining employee relations through building stable and cooperative relationships. How to achieve employee commitment though involvement of employee involvement and communication processes. -How to develop interest in employees towards the achievement of organisational goals. Strategic direction. The approaches of human resource management towards employee relations: To drive them for commitment: To get all the employees with the organisations by winning their heart and minds and make sure a fruitful return on training and development. A emphasizing on mutuality: getting the letter across that we are all together in this. A shifting of collective bargaining in the organisation to individual. By using of employee involvement techniques. Through applying total quality management (TQM) To use human resources more effectively sometimes increase flexibility in working environment, including multi skilling By giving more importance on team work Once organisation has established it is very difficult to change the organisations culture, this means to change the employee relationships culture is also difficult. The organisation will become more successful when senior management think employee relationship strategically in employee perception rather than rival organisations. It can be achieved simply by aiming to recruit and retain more effectively and by developing employee relationship strategies to increase the overall satisfaction of employees though chances (like feeling interest in job, job security, positive completion, and influence them performance) and decrease the dissatisfaction Performance management: Performance in an organisation cannot be defined but it can be measured. Its measurement of muti-dimentional construct depending on variety of factors (Bates and Holton, 1995). Bernadin el al (1995) concerned that Outcomes of work should be defined as performance because it creates a strong linkage with organisational goals, customer satisfactions and economic contributions. It is about managing of the organisation in the perspective of internal and external environment. There are different stages of performance management showed in figure 2.1: High performance Improved performance Low performance Start year Agreement of performance During year Monitoring and review against agreement End year Review of main performance Figure 2.1: Different stages of performance management Performance management involves continuous review of performance against organisational objectives, requirements and plans and the performance agreement, enhancement by implementation and developments line-up for the next. Business strategy, employee development and total quality management (TQM) are main processes in the business that should be linked with the performance management for achieving business performance (Hartle, 1995). Basically the force for vertical and horizontal integration is performance management.Vertical integration: Vertically It can be achieved in two ways. Firstly, it facilitates the coalition of strategies and plans of the business with individuals and teams. There targeted aims are those that support the success of corporate goals.secondly, the organisational core values and capabilities should take place through vertical integration as well as values adopted and the level of potential achieved by individuals. Valuing peopleHorizontal integration: It is the association of performance management and human resource strategies that deals with valuing, paying, relating and developing people. Organisations effectiveness can be increased through the impact of performance management. The effectiveness of the organisations can be improved by adopting with various processes of managing, motivating and developing people through successful integration with performance management. It shows in figure 1.3: Developing people Performance management Paying people People involvement Figure 1.3: Performance management as a central point for integrated HR activities Reward: The main purpose of reward is to increase job performance, productivity, meet the customer expectation and to hold recognition. In other way- To achieve the goal To accomplish the task on time To take out boring from work place To promote the employee to work To meet the higher and lower order needs Strategies for reward: All employees are in the reward strategy for example: line managers, stake holders. All the employees work hard with skills and effort in return they get salary and other performance bonus from employers. Its also good relationships developed between employees and employers through good working environment and excellent communication. In broader sense strategic aims include: To introduce a more incorporated approach to reward management and encouraging the employees through continuous personal development. To develop flexible approach. To reward people according to employees contribution. To make a clear specification about what behaviour will be rewarded and why. Reward management: According to Contingency theory applied to reward: Different reward strategies are required for organisational diversity and cultures. Different reward strategies and its usefulness vary according the organisations policies and practices. Business strategies may take forward the business strategy inside the organisation. The interrelationship between the employees and managers will influence the strategies at different levels in the organisations. Performance related pay should depends on the way motivation of employees Initiatives for specific rewards: It depends on the examination of present circumstances in the organisation and need of evaluation of the business and its employees. Examples of some possible initiatives: The establishment of contribution pay scheme through replacing of present methods of contingent pay The initialisation of new grades and pay structure The substitution job evaluation scheme with more clarified scheme that shows values and needs of the organisation. The improvement of flexible benefit system The arrangement of announcement and training programmes to tell all the employees about the reward policies and practices. Development of Reward strategy: Development of strategy: In todays organisation is facing fast changing economic environment, technological advancement and globalisation. Organisations have to cope up with these changes. The close fit between business strategy and HR strategy actually help to reach their desired target. From the business point of view, it has to take account on trend such as concentration on core business, market segments, get maximum values from reward system, and give more importance on flexibility. They have to change the old system with the best practices to meet these requirements. The design of reward system must need to be fair and need to operate consistently to recognize individuals needs. There are many steps for developing strategies: Determine the main issues for business strategy that affects the reward and policy To find out crucial success factors for the business and need to think implications for human resource and reward strategies. Need to keep in eye on old reward strategies and identify any change require for that to adapt that with new changes of the organisations. To identify the implications for HR plans to establish future needs. Discuss with the consultant about how to develop reward strategies Consider external factors like policies of government, income tax regulations, peoples pay and pressure from local or international. Conclusion: At the end we can conclude the importance of human resource management strategies in an organisational context by summarising the needs that for effective running of the business HRM is essential. It is not possible to run the organisation without engaging human resource management. Human resource management need to be active in order to maintain all the section within a short time. Moreover, human resource management helps to enhance the productivity of an organisations people through hiring right person at right place at time by making good strategies. HRM also motivate their employees through various ways like pay and reward. This is way how human resource management helps in achieving the overall performance of the organisation through developing strategies and implementing them effectively towards the organisational success.