Nursing Care Interventions and Discharge Planning Needs - Samples

Question: Discuss aboout the Nursing Care Interventions and Discharge Planning Needs. Answer: Nursing Care Interventions Although femoral fractures are common among the elderly, it is a condition that can be difficult to manage when thenursing staff does not take proper interventions following a post operative surgery (Avenelll and Handoll, 2010). To ensure quick recovery for Mr. Brown, a patient who has had surgery to repair his fractured femur after being involved in a tractor injury, a nurse will take appropriate interventions to ensure quick recovery and mobility of the patient. Some of the recovery measures will include; Pain management; Pain following a surgery or an injury is a natural part of the recovery process (Black et al., 2010). As a nurse, I would work towards reducing the pain of Mr. Brown to help his leg recover faster by ensuring that he adheres to the prescribed medications. The drugs are usually prescribed to reduce pain for a short period following an injury or surgery. According to Nosbusch et al., (2011), there are different types of medicines used to help curb pain such as local anesthetics, non-steroidal anti-inflammatory drugs and opiods to mention just a few. Although a doctor can use a combination of these drugs, for pain relief it is vital to consider the past medical history of the patient (Nosbusch et al., 2011). For the case of Mr. Brown, I would use anti-inflammatory drugs alongside Warfin to prevent blood clotting because he has a history of deep vein thrombosis. Weight bearing; to avoid further complications, it is of great importance to follow the physicians instructions for putting weight on the injured hip. Ha et al., (2010), asserts that whether a fracture is treated with surgery or not, a healthcare officer is supposed to discourage weight bearing until the time recovery occurs. To achieve this, the patient may require up to 10 months or more of recovery before weigh bearing can be done without the risk for complications (Ha et al., 2010). One can also put on a knee brace for extra support. For the case of Mr. Brown, I would ensure that he adheres regularly to the scheduled X-ray for close monitoring on how the hip is healing. When a patient is treated with a cast or a brace, regular X-ray check-ups help a doctor to know whether the fracture is stable enough to start weight bearing activities (Ha et al., 2010). Although one can still put weight on the leg, a walker or crutches are important at time to reduce the weight. Early motion; although this intervention may not work immediately for the case of Mr. Brown due to surgery, it will be a mandate of the nurse to decide on the best time for the patient to begin moving the knee to prevent stiffness. According to Black et al., (2010), this period depends on how the soft tissues including the muscles and the skin of the patient are recovering as well as how secure the fracture is following a surgery. On the other hand, Rhudy et al., (2010) holds that early motions usually begin with passive exercises. For the case of Mr. Brown, a therapist would gently move the knee in case the patient cannot move or would place it in a continuous passive motion machine that will cradle as well as move the leg. For the bone that has fractured into multiple pieces or in cases where bones are weak especially for the elderly, the leg may take longer to recover, hence longer time before a physicist recommends motion activities (Schilcher et al., 2011). The rationale for thi s intervention is that it will prevent the leg from being stiff and ensure passive exercise which will make sure that no movement complications after recovery. Discharge Planning Needs One of the key reasons for discharge planning is to reduce avoidable readmissions in the hospital (Rhudy et al., 2010). In the healthcare set ups, the doctor will ensure that Mr. Brown needs are considered as well as put in a detailed discharge plan with input from the patient and family. Unfortunately, Mr. Brown is a widower, has no relatives or neighbors around to take care of him after discharge from the hospital. Patient needs for care following discharge are categorized into three sections; activity related needs which includes needs equipment or assistance due to restrictions in physical capabilities that limit daily functionings at home; needs related to an aspect of self-sufficiency and lastly is the need for treatment related needs (Sugi et al., 2012) . Treatment related needs can be assessed using items such as the need fornursing care, receipt of current medication, recommended treatment or procedures , rehabilitation or need for therapy and the need for dietary instructions (Shepperd et al., 2013). Although no pain management drugs are mentioned for the case of Mr. Brown, he is currently prescribed two medications to treat hypertension and deep vein thrombosis. In the vital signs, the patient had high blood pressure at 160/95mm/Hg that is why he was prescribed Nifedipine and Warfarin to prevent clotting of blood by blocking the formation of vitamin K dependent clotting factor. For the medications to be taken after discharge, the patient has to understand pretty well the purpose for medication, how he is supposed to take the drug (is it twice or thrice a day?), how to take medication and how he can obtain other medications when he runs shot of the current drugs (Nosbusch et al., 2011). There should also be the need for self-care activities such as diet, weight monitoring and activity levels or limitations as mentioned above. The hospital should provenursing care to monitor the progress of a patient by ensuring that they adhere to the right diet and activity levels for a quick recovery. Shepperd et al., (2013) holds that it would also be necessary to identify the supplies that the patient will require for care purpose for the supplies as well location to obtain the supplies. In the discharge plan for Mr. Brown, there should also be the need for symptom recognition as well as management especially when the nurse is not around to take care of his needs. This will include what to do if a condition or a problem arises such as symptoms that show a nurse needs to be notified who to contact, how to contact as well as the emergency contact to be used. Needs linked with restrictions in activities of daily living are; instrumental activities, activities of daily living or mobility and based on the patient report, such tasks cant be executed or can be executed but with equipment, assistance or both. Although Mr. Brown had been involved in a tractor injury and sustained mid-shaft fractured injury, he is concerned about his daily living activity to manage his farm work. According to Ha et al., (2010), there should also be the need for coordination as well as planning for follow-up appointments. For the case of Mr. Brown, the hospital should make appointments before his discharge, and be within a known number of days of discharge basing on the patients condition. There should be coordination for follow up of both tests plus studies for which the confirmed results arent in reach during discharge. Moreover, there should be the need for the community resources that the patient will use including home health care, adult day care, meals on wheels the need for physical therapy, occupational therapy speech therapy (Black et al., 2010). Above all, a nurse should educate the patient about diagnosis in the entire care continuum and review with him what to do if a condition erupts. References Avenell, A., Handoll, H. H. (2010). Nutritional supplementation for hip fracture aftercare in older people. Cochrane Database Syst Rev, 1. Black, D. M., Kelly, M. P., Genant, H. K., Palermo, L., Eastell, R., Bucci-Rechtweg, C., ... de Papp, A. (2010). Bisphosphonates and fractures of the subtrochanteric or diaphyseal femur. New England Journal of Medicine, 362(19), 1761-1771. Ha, Y. C., Cho, M. R., Park, K. H., Kim, S. Y., Koo, K. H. (2010). Is surgery necessary for femoral insufficiency fractures after long-term bisphosphonate therapy?. Clinical Orthopaedics and Related Research, 468(12), 3393-3398. Nosbusch, J. M., Weiss, M. E., Bobay, K. L. (2011). An integrated review of the literature on challenges confronting the acute care staff nurse in discharge planning. Journal of clinical nursing, 20(5?6), 754-774. Rhudy, L. M., Holland, D. E., Bowles, K. H. (2010). Illuminating hospital discharge planning: staff nurse decision making. Applied Nursing Research, 23(4), 198-206. Schilcher, J., Michalsson, K., Aspenberg, P. (2011). Bisphosphonate use and atypical fractures of the femoral shaft. New England Journal of Medicine, 364(18), 1728-1737. Shepperd, S., Lannin, N. A., Clemson, L. M., McCluskey, A., Cameron, I. D., Barras, S. L. (2013). Discharge planning from hospital to home. Cochrane Database Syst Rev, 1(1). Sugi, M. T., Davidovitch, R., Montero, N., Nobel, T., Egol, K. A. (2012). Treatment of lower-extremity long-bone fractures in active, nonambulatory, wheelchair-bound patients. Orthopedics, 35(9), e1376-e1382.

Mc Donalds free essay sample

What tactics did the activist investor William Ackman (Pershing Capital) pursue in his campaigns against Wendys and McDonalds? Briefly describe each tactic used and the way in which each tactic might help Ackman to achieve his goals. We will write a custom essay sample on Mc Donalds or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What other tactics could Ackman have employed to achieve his goals? B. What did Ackman ultimately hope to achieve through his activism? What role, if any, did corporate governance issues play in Ackmans activist campaigns? C. With the benefit of hindsight, describe the alternative tactics that McDonalds management could have pursued in response to Ackmans display of activism? Would it have been possible for McDonalds management to maintain its resistance at any cost? D. In you view, who emerged as the winner in this activist standoff between Ackman and McDonalds? Explain why (supplying evidence in support of your arguments). A. What tactics did the activist investor William Ackman (Pershing Capital) pursue in his campaigns against Wendys and McDonalds? Briefly describe each tactic used and the way in which each tactic might help Ackman to achieve his goals. What other tactics could Ackman have employed to achieve his goals? Spin off A situation in which a company offers stock in one of its wholly-owned subsidiaries or dependent divisions such that subsidiary or division becomes an independent company. The parent company may or may not maintain a portion of ownership in the newly spun-off company. A company may conduct a spin-off for any number of reasons. For example, it may wish to divest itself of one industry so it can expand into another. It may also simply wish to profit from the sale of the subsidiary. A spin off should not be confused with a split off. | With implementing spin off, Wendy would be able to get independent from its parent operation chain Tim Horton’s dog nut. Even when Tim Horton’s Dog nut was a growth driver, representing 50 % of overall operating profits, the spinoff would promote tangible stock raising price. IPO will provide Horton’s value up to 4,48 billion. | Autonomous Operations from its subsidiary (Tim Horton’s)+ Confidence to Joint venture capital. Tax free transactionUnlock of Shareholder value. 72 M in equity , for 15% of Horton’s total shares. 15 % stock value increase after spinoff. | Being Tim Hortons the major growth agent of Wendy’s, and despite the sudden increase on stock value, the spin off revealed the not satisfactory long term value of Wendy’s , which leaded to a long term price decrease. Sale of large portion of the company’s restaurant to franchisees. | Ackman initiative included to sell more than 200 real estate sites, close 60 poorly performing stores and sale of hundreds of company owned restaurants. Profit increase of 25 %Reduction of debt by 100 mIncrease on equity and long term profits+ Funds to invest in growth and unexplored markets. + steady cash flow from franchisee fees. | Loss of potential plus value added equity: Real Estate. Lack of confidence on franchisees for the management of a solely entity with no company owned restaurants. | Share repurchases. A program by which a company buys back its own shares from the marketplace, reducing the number of outstanding shares. Share repurchase is usually an indication that the companys management thinks the shares are undervalued. The company can buy shares directly from the market or offer its shareholder the option to tender their shares directly to the company at a fixed price. | With the Horton’s spin off the appreciation of tangible benefits to shareholders’ dividends would be finally accountable in Wendy’s equity interest to shareholders. | Reduce the number of outstanding shares. + earnings / share+ price of Wendy’s shares. | Dependability of the dividend for investors: More important. As such, investors may invest more heavily in a stock with a dependable dividend than in a stock with less dependable repurchases. Asymmetric information on transaction details. | Avoidance of large acquisitions. | The strategy includes this provision to state the level of certainty for investors in Wendy’s transaction as a complementary key of the probable long term stock price decrease due to the spin off strategy, the reliability on stable company with long term outlook of growth will provide such a reflection in stock price. | + initiative for investors to keep its equity level I the company+ Increase on stock price. | Limitation for expansion in short term.

Adoption of M

Adoption of M Executive Summary Current trends in education show that Mobile learning (M learning) has significantly redefined learning processes. However, at the heart of its adoption lie serious concerns about the benefits, limitations, and implications of M learning.Advertising We will write a custom report sample on Adoption of M-learning Technology specifically for you for only $16.05 $11/page Learn More This paper explores these concerns by evaluating the issues that surround the adoption of M learning and its potential ramifications for students and educators. Based on the challenges and responses given by educators, regarding the adoption of M-learning, this paper predicts that more educators will adopt the M learning technology beyond the current integration of learning processes. Introduction Mobile services have increasingly become part of everyday life. Indeed, it is normal to see the dominance of technology on most aspects of human life. This trend has also g ripped the education sector because instructors and students today use technology to teach and learn. This trend has slowly crept into the education sector because technology today is more portable and affordable than in the past years. For example, many mobile devices, such as cell phones and PDAs, have increasingly become affordable and accessible to most people because their prices are relatively reasonable, as opposed to other technological device such as computers. It is for this reason that MacCallum Jeffrey (2009) say, â€Å"Features such as the facility to make phone calls, take pictures, record audio and video, store data, music, and movies, and interact with the Internet all provide opportunities that could be harnessed in the educational context† (p. 602). The availability of technology has brought new opportunities in learning, especially concerning the easy access to information communication technology (ICT). Mobile learning (M learning) is one such platform th at uses technological advancements to support learning. M learning involves the use of specialised technology such as personal digital assistants (PDAs), mobile telephones, MP3 players, notebooks, tablets, handheld computers, iPads (and the likes) in learning. The adoption of M learning technology in education has brought significant changes, challenges, and opportunities in learning.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This paper explores some of these issues through a critical analysis of the benefits, implications, and ramifications of M learning. At the centre of this analysis is the technology acceptance model Technology Acceptance Model Many educators have used the technology acceptance model to evaluate the possible benefits of new technology in learning (Seliaman 2012). Many researchers have also advanced the technology acceptance model as a valuable tool in M learning research (Seliaman 2012). Its usefulness in the adoption of M learning especially surfaces here because the model evaluates how students accept and use M learning. The technology acceptance model suggests that many students are motivated to accept and use M learning because of its perceived benefits and ease of use (Seliaman 2012). The first criterion (perceived usefulness) was first described by Fred Davis as the ability of students to see how new technologies improve their learning processes (Lumsden 2011). Fred Davis also defines the second criterion (perceived ease of use) by suggesting that most students would be willing to accept new technology if they consider it to be free from effort (Abeka 2012). Kynslahti (2003) conducted a study to evaluate the significance of M learning in education by demonstrating that the M learning technology improved learning in three dimensions – convenience, expediency, and immediacy. Seppl Alamki (2003) compared these three dimensions to a different finding where they analysed the responses of trainee teachers regarding their perceived uses of M learning. The trainee teachers agreed with most of the findings proposed by Kynslahti (2003) when they admitted that M learning gave them a lot of convenience when teaching. They supported this claim by saying that M learning enabled them to manage their time better and more efficiently. For example, the teachers said M learning devices enabled them to work on trains or buses if they needed to write notes or share some information with their colleagues (Seppl Alamki 2003).Advertising We will write a custom report sample on Adoption of M-learning Technology specifically for you for only $16.05 $11/page Learn More The trainees also admitted that M learning devices provided them with expediency in teaching, especially because they could easily access the internet whenever and wherever they pleased. Relative to their claims, MacCallum Jeffrey (2009) add, â€Å"For example they could use the mobile devices when they were in the shops to check if there was a particular foodstuff at school, which was needed in a lesson on home economics. They were able to integrate technologies, whereby they could upload images from their mobile phones, rather than waiting to return to class to do so† (p. 603). Lastly, the trainees said that the greatest advantage they enjoyed from M learning was its immediacy (Seppl Alamki 2003). They mostly cited the fact that they could undertake most learning tasks immediately, without having to wait for an â€Å"appropriate† time to do so. For example, they said they could easily take pictures and share them with their colleagues in real-time. They also mentioned their contentment with the fact that M learning technologies helped them to make memos and share them, while observing other trainee lessons (Seppl Alamki 2003). The teachers therefore had no reservations regarding the technology. Gen erally, the technology acceptance model shows that the perceived benefits of M learning in education have a significant impact on the decision by teachers or students to embrace the technology in their learning processes. However, given the pivotal role that most educators have to play in learning, it is crucial to appreciate the power that most of these educators have in inhibiting or supporting the adoption of M learning technologies in education. It is also important to appreciate the familiarity of technology among most educators, although people should agree that this familiarity does not mean that all educators know how to integrate this new technology into their learning processes (MacCallum Jeffrey 2009). It is for this reason that it is equally important to understand why educators may not openly incorporate technology in their teaching practicesAdvertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Barriers to the Adoption of M-learning MacCallum Jeffrey (2009) say many barriers prevent the complete adoption of M learning technologies. Broadly, the reasons for instructors and students to resist the adoption of new technology in learning may be widespread, but some issues are very specific to M learning. For example, some educators are not comfortable with using M learning technologies in the classroom. Such groups of educators may therefore be less inclined to adopt new technologies in the classroom. Some educators and students are also less enthusiastic to embrace new technology in their learning processes. These groups of people are also less likely to embrace the M learning technology. Lastly, another group of educators and students may not fully enjoy the benefits of M learning because of their failure to understand its benefits, or the lack of proper understanding regarding how M learning technologies work. Personal attitudes and preferences also have a significant role to play in understanding if people will adopt new technologies, or not. For example, research has proved that even though educators know the potential benefits of adopting M learning in the classroom, they need to have a strong personal conviction that they would be able to execute the new technologies in their learning processes. If they do not believe they can do so, they would be resistant to the technology. Relative to this assertion, MacCallum Jeffrey (2009) says â€Å"An educator that feels ill at ease when using ICT is typically the result of negative past experience, conversely an educator may feel at ease with ICT when they have had a positive personal experience using ICT and therefore, research shows that they would be more willing to include it into their teaching practices† (p. 603). Educators may however experience a change of belief and attitude when they face the challenge of adopting new technologies, but this change ought to happen in the context of past en counters, vicarious experiences, and social or cultural experiences with M learning (Abeka 2012). A positive experience with M learning may lead to increased enthusiasm to adopt the technology in education, while a negative experience with M learning may equally lead to increased opposition of the technology. MacCallum Jeffrey (2009) suggest that the measurement of a teacher’s personal belief about a new technology is therefore a reliable measure for the understanding of lasting changes of M learning in the classroom. New studies have also shown that an increased sense of proficiency in one technological medium of learning may also lead to the adoption of M learning, or similar technologies (MacCallum Jeffrey 2009). In Caspi and Gorsky (2005), researchers showed that most teachers and students who were proficient in E-learning had a high likelihood of adopting other ICT tools in their learning processes. Overall, it is important to agree that the personal perception of ICT proficiency significantly determines the frequency that an educator, or a student, may use M learning in education. Nonetheless, it is unwise to use the attitude of an instructor, as the single most reliable indicator of the adoption of M-learning in education (MacCallum Jeffrey 2009). Challenges Posed by M Learning While many studies have explored the potential benefits that M learning brings to education, other studies have also explored the potential challenges caused by M learning (especially how they significantly prevent their adoption in education) (Abeka 2012). For example, MacCallum Jeffrey (2009) single out the concept of mobility as a serious challenge posed by M learning. They say that even though many studies have shown that most teachers and students appreciate the mobility created by M-learning, this technological tool also allows students to associate external issues (outside the classroom) with their technological gadgets, thereby compromising the objectivity of t heir learning process (MacCallum Jeffrey 2009). Indeed, â€Å"Inside the classroom, mobile devices provide students with the capabilities to link to activities in the outside world, albeit these activities do not correspond with either the teacher’s agenda or the curriculum† (MacCallum Jeffrey 2009, p. 610). This challenge dents the efficiency of conventional teaching practices. Another possible challenge that plagues the application of M learning technology is the informality that it introduces to education. People have regarded education as a highly formalised discipline that thrives on clearly defined rules of sourcing, retrieving, and analysing information. However, the M learning technology introduces informality to education, thereby undermining the formal structures that have traditionally characterised the education system (Seliaman 2012). This analysis does not however mean that the informality introduced by M-learning is a bad thing for education. However, any possible benefits that may be enjoyed through informality may be lost if the informality is allowed to characterise all aspects of education. For example, many students live in distinct social networks, but if technology undermines the existence of these networks, the students may oppose them. Another factor that may potentially prevent the smooth adoption of M learning stems from serious concerns expressed by Gong Wallace (2012) regarding the adoption of the technology in learning. One concern is the erosion of the collaborative environment that should characterise teacher-student interaction. According to Gong Wallace (2012), M learning decreases the level of interaction between students and their teachers. They also say that M learning prevents immediate feedback between students and teachers (Gong Wallace 2012). High school dropout rates are also common among students who use M learning technologies (Gong Wallace 2012). Besides these challenges, Gong Wallace (2012) add that â€Å"M learning also creates a time-place displacement that decreases communication, erodes social connections, and increases feelings of personal loneliness and depression† (p. 7). Moreover, some scholars have expressed concern that the widespread use of M learning may encourage plagiarism as students have an unlimited access to web materials that they may pass off as theirs (Banyard Underwood 2006). Additionally, Gong Wallace (2012) have little doubt that M learning causes identity reconstruction challenges, as it erodes the traditional face-to-face interaction model of learning. This is especially true because participants who use M learning may easily maintain anonymity as they use the technology. According to Gong Wallace (2012), the anonymity that M-learning supports in education may promote deception and antisocial behaviours in learning. Comparatively, Anderson Emmers-Sommer (2006) say face-to-face interactions in the classroom pose several advantages to stu dents and educators alike because face-to-face interactions are active and interactive (attributes that the M-learning model seeks to erode). Equally, Sherblom (2010) contends that â€Å"in M-learning, uncertainty reduction strategies are altered, both restricted and expanded, in ways that affect interpersonal impressions, communication, and relationships† (p. 497). Beyond the psychological limitations of adopting M learning, Gong Wallace (2012) say that the restrictions and challenges that characterise the use of M learning technologies are still apparent. Most of these restrictions and challenges stem from the uses, prices, and sizes of the technological gadgets used in M learning. A common concern that many educators have, is the quickly changing nature of technology (Gong Wallace 2012). Indeed, technological gadgets evolve quickly and one type of technology that may be useful this year may not be so useful in three or five years. Some people also consider some of the te chnological gadgets that most educators use in M learning as â€Å"expensive toys† (Gong Wallace 2012). This perception may affect the attitude of some students, or teachers, in adopting the technology in education. Additionally, some of the technologies used in M learning require high system requirements that may reduce their efficiency in the learning context. For example, Chen-Chung (2009) says, â€Å"The screens on handheld devices are designed for individual-user mobile applications. They may therefore constrain interaction among group learners† (p. 127). Lastly, Luminita (2010) observes that personal ownership in M learning is a key factor that supports the realisation of its learning benefits in the classroom (both personal and group learning may potentially lead to the realisation of these benefits). Some of these benefits may be tangible or intangible. However, personal ownerships of M-learning devices pose the greatest benefits in learning. Certainly, if all students own an M learning device, they can easily explore the benefits of the device, beyond the realms of the classroom setup. However, institutional ownerships of these devices pose a challenge to the realisation of these benefits because students do not own the M learning devices (personally). Conclusion This paper mainly takes a keen interest in the adoption of M learning from an educator’s point of view because educators are usually the primary point of contact with students. Educators also experience the support and barriers to the adoption of the new technology first hand. Currently, many of these educators have embraced M learning through a simplistic version of integrating education processes. However, the potential for M learning exists beyond the realms of integrating educational processes. For example, the use of M learning for SMS notification and quiz distribution is a very limited application of the technology. This limited application of M learning may stem from the potential limitations of the technology, or the fact that its application is still very â€Å"young† and fragile. Indeed, M-learning is a relatively new technology in learning, but the success or failure of its adoption will largely depend on the ability of educators and students to see its benefits (at least according to the technology acceptance model). The experience, attitude, and perception of the new technology will also play an instrumental role in ascertaining if students and educators will adopt the M learning technology successfully, or not. However, as more researchers continue to explore the benefits and implications for the adoption of the new technology, there is a high likelihood that many educators may appreciate the full benefits of adopting M-learning in education. References Abeka, S 2012, An Investigation Of Factors Influencing Corporate Customers Acceptance Of Internet Banking: A Case Study Of East African Trade Finance Customers, GRIN Verlag, Mu nchen. Anderson, L Emmers-Sommer, M 2006, ‘Predictors of relationship satisfaction in online romantic relationships’, Communication Studies, vol. 57 no. 1, pp. 153-172. Banyard, P Underwood, J 2006, ‘Do enhanced communication technologies inhibit or facilitate self-regulated learning’, European Journal of Education, vol. 41 no. 3, pp. 473- 489. Caspi, A Gorsky, P 2005, ‘Instructional media choice: Factors affecting the preferences of distance education coordinators’, Journal of Educational Multimedia and Hypermedia, vol. 14 no. 2, pp. 169-198. Chen-Chung, L 2009, ‘Analysis of peer interaction in learning activities with personal handhelds and shared displays’, Journal of Educational Technology Society, vol. 12 no. 3, pp. 127-142. Gong, Z Wallace, J 2012, ‘A Comparative Analysis of iPad and Other M-learning Technologies: Exploring Students’ View of Adoption, Potentials, and Challenges’, Journal of Literacy a nd Technology, vol. 13 no. 1, pp. 2-27. Kynslahti, H 2003, Mobile Learning, IT Press, Helsinki. Luminita, S 2010, ‘Internet-a new way of training, designing an e-learning platforms’,  Young Economist Journal, vol. 11 no. 1, pp. 151-158. Lumsden, J 2011, Human-Computer Interaction and Innovation in Handheld, Mobile and Wearable Technologies, Idea Group Inc (IGI), New York. MacCallum, K Jeffrey, L 2009, Identifying discriminating variables that determine  mobile learning adoption by educators: An initial study. Web. Seliaman, S 2012, ‘Mobile Learning Adoption in Saudi Arabia’, World Academy of Science, Engineering and Technology, vol. 69 no. 1, pp. 391-393. Seppl, P Alamki, H 2003, ‘Mobile learning in teacher training’, Journal of Computer Assisted Learning, vol. 19 no. 1, pp. 330-335. Sherblom, J 2010, ‘The computer-mediated communication (CMC) classroom: a challenge of medium, presence, interaction, identity, and relationshipâ€℠¢, Communication Education, vol. 59 no. 4, pp. 497-523.

Non-Employment Conflict Management Essay Example | Topics and Well Written Essays - 2500 words

Non-Employment Conflict Management - Essay Example Constructing a dam entails the preliminary flooding for the formation of the reservoir and additional structures for instance: floodgates check dams and spillway, in the proximity of the original dam (Bartle, 2004). These constructions negatively influence the hydrology of the rivers and the movement pattern of fish by generating obstacles to their normal movement. This leads to decline in biodiversity and stocks of the fish population due to the modification of downstream and upstream of the aquatic environment. It also affects the fish species and a raise in the catch endeavour due to huge areas of arid periodical open water. In addition, the building of the dam may cause the crumple of fisheries owing to the loss of the floodplain habitation (Guariso and Werthner, 1989).Secondly, building of dams affects the livelihood of the communities found in the area where they are being constructed. Most of the indigenous communities’ practice farming and flooding reduce the land unde r agriculture. It also leads to the loss of wood gathering and fishing as a source of livelihood. In addition, it amplifies pressure on communal resources shared by pastoralists and farmers. For pastoralists, it leads to reduction in riverbank pasture while for fish farmers and fishermen; it leads to reduction in fish stocks and fisheries. This causes the decline in the economic value in the wetland that is higher compared to after the dam is put in place.Thirdly, there is loss of natural resources present in the ecosystem.

Final analytical paper Assignment Example | Topics and Well Written Essays - 2250 words

Final analytical paper - Assignment Example The supply and demand for hospital care in the United States is affected by several factors. For instance, people’s individual income and preferences affect their demand for hospital care. It is well established that shortage of physicians, presence of uninsured populations and government regulations significantly affect the supply of hospital care in the country. This paper seeks to elucidate how these factors affect the provision and quality of health care in the United States (David, 2009). a. Income of individuals and their preferences People’s individual incomes enable them to afford hospital care. This is why the demand for hospital care among the employed is considerably higher. Indeed, it is well established that people will likely seek the kind of health care that they can afford. In this respect, the higher the people’s income, the higher their demands for quality hospital care. In health economics, the patients’ demand for hospital care is said to be influenced by the physician given that they know more about patients’ condition. They advise patients on the treatment options that are available for them at any given time and where to seek treatment. It then becomes the responsibility of the patient’s to seek funds for the level of treatment they prefer. As such, it is always more about what the physician prefers rather than what the patient prefers. Nevertheless, the patients reserve the final say because ultimately they will pay for whatever services offered to them. It is therefore true that people’s individual incomes and their physician’s preferences dictate their demand for hospital care. This is the reality of health economics in the United States (Kavitha, 2013). Physicians, based on their training and experience, are able to advice patients on the right hospital care available for them based on their level of income. It would certainly be irresponsible for any physician to advice his or h er patient to seek hospital care from high-income health facilities if the patient is not likely to afford. This fundamentally explains why they are required to give their patients a range of options to choose from. A research carried out by the National Bureau of Economic Research in 2012 showed that more people seek hospital care in the states where the average levels of income are considerably high. Although it is a basic requirement, lack of funds significantly stifles the pursuit of quality healthcare. Chronic illnesses are often the most affected as people can live with them long enough. Given that they are not quite debilitating, people often do not find it urgent to seek hospital care. They consistently shove the demands aside in order to deal with other pressing needs like housing. This is especially true for low income earners as they have to make such choices. In the end, the quality of their health becomes compromised as their illnesses become worse with time. This expla ins why higher incomes are prerequisite for the demand for higher quality health care (David, 2009). b. Insurance Coverage The demand for hospital care is considerably high among the insured in the United States. A research conducted at the Princeton University showed that citizens are currently keen on taking advantage of the government policy on insurance coverage

History of Qatar: Al-Hajri

History of Qatar: Al-Hajri Maryam Al-Hajri Family/Tribe Al-Hajri Introduction: Qatar located in the western coast of the Arabian Gulf. There are around 2.576.181 people living in Qatar. When we talk about the state of Qatar, we should know that Qatar and all the Arabian Gulf have many tribes, customs and traditions. They lived in tents. One of the most well-known tribes in Qatar is Al-Hajri family. Despite of All tribes in the Middle East had many problems in the first but Al-Hajri family faced all these problems firmly and strongly. They had the ability to cope with the bad conditions in that time because they were belonged together. There are many important characters and special traditions in Al-Hajri family, so I will talk about Al-Hajri family and my research will highlight on their origins and traditions. Tribal Nature There are many traditions and customs distinguish tribal people rather than any other people. Tribal people lived only in deserts seeking for water and growing animals such as camels and sheep. Most of time they travelled from one place to another. They live in the Middle East especially in Saudi Arabia, Jordan and Qatar. About 5 million people live in deserts around the world. They are decreeing now. The tribal life is very difficult and no one in any other place can live with them .They have own lifestyle and culture. They are proud of their hospitality and generosity. They live in special tent which made of animals hair. In their spare time, they usually sing and clap their hand to their animals to make them feel happy. Their food is very delicious and tasty. Their food are rice and flour. They never eat fruits or vegetables. They have special clothes. Men dressed only galabia. They also cover their head by shalls. They have many colors cloths. Women also have special dressing. Th ey dressed only Abbaya with brightly colors when they went outside. They covered also their face and no one can see them. Tribal people have many languages and dialects distinguished them only depending on their location. History of the tribe Al-Hajri Family is one of the most important tribes in the Middle East, especially in Qatar. The tribe of Al-Hajri comes from the Sharif tribe. We know that Sharif tribe arose from the sons of Sharif gene Almzhadji. There are two great parties in Al-Hajri family. The big parties are Al- Mohammed and Al- almukhddaba. They are considered the big and well known parties in the Al-Hajri family. They were located in the Eastern Province of the state of Qatar. Most of the family tribe lived in the southern Saudi Arabia, especially in the valley of Yaeud and at the bottom of the valley of Alhvlan. They were lived also in the village of Freij in the state of Kuwait and connected with each other. The family was enjoyed with the generosity, courage, helping all poor people, kindness and all good deeds. There were many habits and traditions distinguished them from any other tribes in the Middle East. The fishing and the pearl driving were the most hobbies for them.El-Sheikh Mohamed Ben Shaban le aded the Al-Hajri family in the beginning of the thirteen century. He ordered them to live in Al-Sarah which located in the south of Najd. After that, When the Chaffee Ben Safar who is the grandson of the El-Sheikh Mohamed Bin Shabban had the title of the leader, he transferred them from the south of Najd to other place. They lived in Hasaa with their leader. Some of them also conveyed and lived in Qatar until now. In the Al-Hajri family, there were many elder characters such as Ibn Shafi, Ibn Ayed and Ibn Baeeth. The Al-Hajri family consisted of seven branches. They were Obeida, Aljuhadr, Sherif, Sanhan, Alhbab, Rafidah, and Bani Bashar. We know that all tribes in the Middle East had many customs and traditions. They travelled and conveyed a lot from one place to another place. They travelled and conveyed in order to find water and plants for their sheep and camels, so they called the nomadic tribe. The features and characteristics of Al-Hajri family There are many features and characteristics distinguished Al-Hajri family. When Al-Hajri family allied or entrusted with other family, they committed by its promises and charts even if the entrusted to another family lead to killing the last man of their family. There is no mentioned in the history that Al-Hajri family entrusted to other family and cheated it even if the order reached to happening big wars. Because of all these features El-sheikh Abdullah Al-Khalifa selected this family and considered it one of the most and strong families among all families in the Middle East and then El-Sheikh Qasem hired them to help him in establishing his rule in Qatar. The Al-Hajri family fulfilled with all charts with El-Sheikh Qasem and his rule was established in this time. El-sheikh Fares Nasser Ibn Khalil Al-Shahwan Al-Hajri who was belonged to the Al-Hajri family contributed in establishing the rule of El-Sheikh Qasem. The Co-operation between El-Sheikh Qasem and El-Sheikh Fares came afte r Qasem saw that his father paid much money which imposed to Qatari people to the Bahrain ruler under the contract done in 1968. The root of Al-Hajri family In Al-Hajri family, they divided into many branches as follows: the branch Al-Sultan and they are two sub branches as Al-Khalid including Al-Aswad, Al-Rashdan and Al-Growan. The second sub branch of Al-Sultan is Al-Ghanem including Al-Hotan, Al-Asimy and Al-Samad. There were many also sub-branches related to Al-Sultan but they were died out such as Al-Saqr, Al-Safoq and Al-Shreem. The second branch is Al-Fahid and they were six main branches including Al-Doghman, Al-Hobran, Al-Shohiman, AlKober and Al-Goghan. Each of all these main branches have many families. The third branch is Al-Falha and they were listed under three branches such as Al-Baqr including Al-Ramis, Al-Awir and Al-Marbid, the second sub branch of Al-Falha is Al -Shraa including Al-Mohamed and Al-Qrity. The third sub branch is Al-Mosalma among them Al-Nomian and Al-Monqash and there are many other families belonged to Al-Falha but we dont know anything about them. Finally there are many other branches such as Al-Gadi, Al-Masrir, Al-Zaid and Al-Shhwan. Conclusion There is no doubt that Qatar is an important countries in the world. There are many families in the Middle East especially in Qatar. One of the strongest and generosity family in Qatar is Al-Hajri family. They located in many place in different countries like Saudi Arabia, Qatar, Kuwait and Emirates. They are famous by travelling from one place to another place and they not settled on one place. The family have many good features and characteristics like helping people and courage. There are many things distinguished this family such as promising and their charts with other families. In the history, there is no mentioned that any one in Al-Hajri family break the convent with any person. They helped El-Sheikh Qasem to establish his rule. There are many branches in Al-Hajri family like Al-Sultan and Al-Mosalma. In the end Al-Hajri family is one of the strongest and generosity family comparing to all families in the Middle East. References Advameg. (1997). Qatar. Retrieved from everyculture: http://www.everyculture.com/No-Sa/Qatar.html

What Are the Most Important Themes in King Lear?

â€Å"Different interpretations focus on different themes’, this statement is acceptable in the play King Lear. Edwin Sherin’s production of King Lear primarily explores the theme of Oder and Chaos, as opposed to excerpts by Marilyn Gaull, which focuses on the theme of Love evident in King Lear and an excerpt by Samantha Markham in which focuses on the theme of Insanity. In my opinion theses three themes which are focused on through different interpretations of the play, are the most significant in King Lear In the 1974 Edwin Sherin production of King Lear, we see his directorial decisions on costume choice reflect the nature of the play, as well as the things that have taken place. An example of this is through Edmund’s costume in Act 1 and Act 6, as well as Lear’s costume in both Act 1 and Act 6. Through the first act, Lear’s costume made up of an armoured vest and a big furry robe clearly shows that Lear is the character who is most powerful. In comparison to Lear, Edmund is a character who is lowly ranked in society wears a plain costume. By comparing both character costumes, we as an audience are informed of the order of the kingdom, the social hierarchy in which each character is placed and the divine right of kings. Through Lear’s decision to divide his kingdom amongst his daughters causes an uproar of chaos and mayhem that erupts the kingdom. His decision to give Gonerill and Regan his kingdom, his authority, his power, caused confusion on who the country is meant to obey. As a result of Lear’s judgment, he is betrayed by his daughters and left on his own in the open plains on the outskirts of the kingdom. With Lear gone, his power diminished, Gonerill and Regan took control of the kingdom. This is seen as wrong and unethical, as women are not meant to lead or rule. As a result of their husbands being â€Å"weak†, Gonerill and Regan controlled them and their judgments. Edmund, the illegitimate son of Gloucester, manipulates his way up the hierarchy and slowly take control and gain the power of his father, the sisters, and ultimately Lear’s. The storm scene in Act III shows the order and chaos that has manifested upon England. The order has been disrupted, and as a result, chaos brought its way to England. In the storm scene, Lear is in the rain, barely wearing anything, on the ground, nothing protecting him, and the storm raging on around him. Whilst Lear is suffering in the storm, we see Edmund, Gonerill and Regan tucked safely within the kingdom walls, protected, sheltered. This shows the shift in the order and the Divine Right of Kings. In Act V, we see Edmund dressed leather and armour, this reveals that Edmund has gained power and status through his actions, and Lear dressed in bare, thin, simple, disheveled clothing, which reveals that he has lost his power and authority through his actions. As shown above, through Sherin’s directorial decisions, primarily on the costume decisions, the theme of Order and Chaos was depicted and the implication and the power shift in the play. Marilyn Gaull states that â€Å"King Lear is set in an intellectual climate in which the play was conceived, where one finds a conflict on the thematic level between two kinds of love: divine love, expressed in an ordered cosmic, social, and spiritual hierarchy, and erotic love, a kind of subterranean energy which is the source of chaos, disorder, and destruction. Specifically, when King Lear assumed he could divest himself of responsibility, retiring as any lesser mortal to the obscurity of an â€Å"unburdened† old age, he committed an offense against universal order and thereby denied divine love â€Å". Through this excerpt, the theme of Love is clearly shown in her interpretation of King Lear. King Lear is a play focused on two families, the main plot and the subplot, Lear’s family, of him and his three daughters and Gloucester’s family, of him and his two sons. Both Lear and Gloucester expects love and respect from their children, and they should get it as they are the parent, it is ethically right. Where in the play, Gonerill and Regan in Act I Scene 1, falsely declare their love for Lear, when he demanded his daughters to tell him how much they love him, Cordelia said aside, â€Å"Then poor Cordelia! And yet not so, since I am sure my love’s more ponderous than my tongue. â€Å", where she states that her love, is stronger than words. With the beginning of the play, it is shown that Cordelia expresses divine love towards Lear, whilst Gonerill and Regan expresses erotic love. This is shown more in depth as the play goes on. Because Lear was unable to see wh ose love was more truthful, he chose to ignore the daughter he loves most and banish her. Due to his judegments, he was able to learn from his experiences, and was then able to recognise Cordelia’s love for him. Through Marilyn Gaull’s interpretation of the theme Love in King Lear, we are able to see the important and effect love has on people, primarily families and their judgements. â€Å"The opening scene of King Lear is a fascinating exploration of flattery, self-love and the relationship between father and daughters. It seems absurd that a king would divide his kingdom according to professions of love, but it is worth considering that a long reigning king is accustomed to exercising irresponsible power. , stated by Samantha Markham, an excerpt in an interpretation focusing on the theme of Insanity in King Lear. This theme I believe is the most important theme of King Lear, as it revolves around a central place in the play. Lear’s decision to divide his kingdom up in the beginning of the play, gives evidence of senility. Both his daughters, Gonerill and Regan discussed his rash behavior in Act I Sc. 1 â€Å"The best and soundest of his time hath been but rash† Gonerill, states that because of his old age, he is becoming more senile and rasher in his decisions. Throughout the play, the Fool offers Lear insights through complete babble. The audience was able to see an ironic humouress scene, where they see, Lear as someone who was strong and defiant lose his sanity and Edgar who’s lost and confused, pretend that he’s insane. Through this scene, the audience can see the contrast in madness between Lear’s real madness and Edgar’s feigned madness. Through many of Lear’s dialogue, the audience can already see that he is on the edge of sanity. â€Å"We are not ourselves when nature, being oppressed, commands the mind to suffer with the body† Lear, states that it is because nature that he is losing his mind, that his mind his suffering because of it. As shown above, Marilyn Gaull’s interpretation of King Lear, based on the theme Insanity, reveals that she it is because he has had the power for too long, he abuses it by recklessly dividing his kingdom, believing that he is mad.