Health Finance 2 Assignment Example | Topics and Well Written Essays - 250 words

Health Finance 2 - Assignment Example 14). The revenue in such practices and clinics is usually received after the service is delivered and after a treatment session is over. Patients may opt for a single session or sitting or they may decide to take a full course of the treatment that can extend for a few weeks. First time visitors must pay a consultation fee and subsequent visits are charged an hourly fee or a per session fee. Different types of revenue types available for healthcare in general are Discounted Fee-for-Service, Fee-for-Service, Managed Care, Medicaid Program, Medicare Program and Payer Mix. Chiropractors are not eligible for any of the managed care system and so the revenue group followed is fee for service. This choice of service cannot be avoided since the Chiropractor is recognised as an alternative medicine. In some cases, when a patient agrees to take a course of treatment, the doctor may agree to receive payment after the sittings are over. Some patients can then refuse to pay saying that they have not been cured. Since this treatment does not base the treatment on the results of blood and other medical tests, it is difficult for the Chiropractor to prove the efficacy of the treatment. In addition, since the treatment is not paid by insurer, liability of receiving payment is with the Chiropractor. This reduces overcharging and instances of false assurances by the doctors and a customer with legitimate grievances can protect himself. Therefore, this fee for service is better than other revenue formats (Andrew, p.

The Vietnam War Essay Example | Topics and Well Written Essays - 1250 words

The Vietnam War - Essay Example This semi-autobiography of the author is his exploration of his past as he travels through his home land, Vietnam, which also helps him in accepting his identity and hence provides the hope for a better future. The reason that the writer needed to go on this journey was because his transsexual sister had committed suicide under the pressure of not being able to identify her existence. This had triggered the author to look for his own identity. So, he goes on a trip to his homeland Vietnam travelling through various places that had held meaning to him during his childhood. He hopes to see the same Vietnam that he had left years ago, looking for his dear friend the one he trusted so much. However, as he travels through the land he is confused and surprised to see the way things had changed. This book is remarkable in the way Pham explains the changes, his feelings and the confusion of an out of place Vietnamese American. The main theme that is easy to pick up from this book is that of the confusion that exists for the second generation of refugees. â€Å"I tell them I’m Vietnamese American. They shriek, ‘Viet-kieu!’ It sounds like a disease. The news travels down the procession and the excitement subsides. Half of the group peels away, losing interest since I am not a real foreigner† (Pham, A. page no. 125). I think the identity of a person is very important for him and the way a person’s identity is created through his nation, his name, his family and through people associated with him. When a person has to move away from his nation, his family, his friends a part of his identity is lost. Creating a new identity is not easy especially when the new place happens to be so different from where they come from. This results in the constant dilemma that the writer also faces. â€Å"In this Vietnamese much, I am too American. Too refined, too removed from my que, my birth village. The sight of my roots repulses me. And this shames me deeply† (Pham, A. page no. 183). When people like the writer himself go back to their roots it is more of a displeasure to see that what they had left does not exist anymore. The roots they can associate themselves with does not exist anymore. This does not just further confuses them about their identity but forces them to rethink about their identity. â€Å"They smashed all the alley homes a long time ago. New homes are built right against the back of all the street-front houses. No more alley. But what about the people who used to live there? The Vo family? Gone. All gone†¦.Come. Meet the new people and some of the old ones who are still here. I want to leave . This place is empty.† (Pham A. page no. 101). Pham explains the feeling of seeing everything that should remind him of his roots and yet does not connect to him. His words are a solace to all those who have gone through the same phase. Seeing things change so drastically does leave the feeling of emptiness , it is difficult to accept the changes, even though had the person been in the same place he would have gone with the flow changing with the changes brought about. But it’s different for somebody like the author whose memory holds a different picture not allowing the person to accept a different picture. It is just not easy to easily accept the change. â€Å"

Christinity and Culture Essay Example | Topics and Well Written Essays - 750 words

Christinity and Culture - Essay Example Kierkegaard, in his book 'The Sickness unto Death' likens the fears of the Christian to those of a non-believer in the Christian religion to the fears of an adult and those of a child; children fear things that might not be harmful to them like darkness and some creations of their minds, while the adult fears what is really terrifying. It is evident from this that Kierkegaard believes that the world view of Christianity is different from that of other religions, cultures and philosophies, and - according to Kierkegaard - is superior. Kierkegaard is a Christian who is not willing to compromise any aspect of his religious belief. Some Christians however, either for making their religions more popular and applicable or for a conflict within them between their cultures and their religions, have sought to bring Christianity's view of the world closer to their cultural one. There has been many tries to do this while maintaining harmony with the Christian view, such as arguing that culture is the creation of God and so it is not against his will to follow it. All these views however fail to maintain logical consistency for a simple reason; Christianity claims to be from an all-wise God and thus claims perfection, it also claims that every human has free will but is required to follow the path set by God. To argue that man is imperfect and should follow his imperfect path is at bottom saying that Christianity is a perfect law that has no use to us humans, that for some reason God asked us to follow this law and rewards and punishes based on the following of this law, and in the same breath saying; God wants us to ignore this law. Nietzsche's famous quote 'Only something which does not have a history can be defined' means that something that has evolved over time and will probably continue to evolve cannot be limited to a certain definition since it is in constant change. Morality is one such thing, and so, for Nietzsche, the Christian - or any religious - attempt to define the morality of all time fails. This can be contrasted with Kierkegaard's view that Christianity is superior to any other philosophy, morality or culture. There is no middle ground, and trying to seek in holy books a hint for going against them is like asking God to give us orders and ask us not to follow them. What if these tries do succeed, and so one of the orders given to us by God would be 'don't follow my orders', what then should we do Back to the problem that initiated this ethical religious problem, if Catholicism is to be taught in Catholic schools, then a kid with lesbian parents will definitely suffer in that school from hearing that his own parents are going against the very teachings of his religion. If, however, Catholicism must be changed to suite the needs of people who both want to claim to follow a religion and go against it then we are left with something that is not Catholicism but that has the same name. Some people act as if one should be given the right to be Christian and have a belief system that goes against Christianity, but I believe that if someone has a belief system that goes against a religion then he is, by that fact alone, not belonging to

Instructional design Essay Example for Free

Instructional design Essay Instructional design is an important tool in any system of education. It enables all the stakeholders of the educational sector to achieve their objectives. This paper critically analyzes the various approaches to institutional design, their benefits and weaknesses, and further examines the principles relevant to instructional designs. Introduction There has been a massive increase in institutions that offer e-learning and this can be attributed to the changes from the traditional methods of teaching, to the future trends in the same. E-learning enables learners to get access to various curricular from the comfort of their computers. It also enables students to earn degrees from prestigious universities, without being physically present there. However, the success of e-learning can be largely attributed to instructional design programmes that guide teaching methods, and ensure that all stakeholders in the education industry achieve their objectives. Instructional design involves transforming the learning principles into learning activities. It goes further and develops, utilizes, manages and evaluates resources and processes for learning. Instructional design also involves creating the right environment, that will transform learners from states of inability to accomplish tasks, to states of the ability to accomplish tasks. There are three main approaches that are used in achieving these objectives. The first approach is the behavioral approach, the second is the cognitivism approach, while the third is the constructivism approach. These approaches have benefits and limitations, and are discussed below. Behaviorism approach. The founder of this approach to instructional design, is John Watson. He wrote a paper in 1913, in which he argued that when studying social science, we should study and record overt behavior only. This is the behavior that can be observed and measured, and he further added that we should ignore inner states such as mental states or motives. The reason for ignoring the inner state, according to him, was that it cannot be objectively measured. This implies that the inner state cannot be simultaneously observed by many observers. Watson called the inner processes, the black box, and his view was that they were not accessible, scientifically. In behaviorism, our focus is overt behavior and its stimuli, thereby making it the stimulus-response-psychology. Watson further says that all behavior can be attributed to external stimuli, which is observable. How the stimuli is processed inside the body is regarded as irrelevant, since it cannot be objectively measured. Since the behaviorists view behavior as a response to environmental stimulus, change of behavior can be realized by creating the favorable environment. Watsons approach to behaviorism was influenced by Ivan Pavlovs earlier perspectives on operant conditioning and classical conditioning. Pavlov, had discovered that responses of salivation, brought about by seeing food, could also be generated by stimuli present during the presence of food. He observed this by doing an experiment with his dog; the fact that a bell was rang, just before the dog ate food, made it salivate every time it heard the bell, even though food was not present. This is what Pavlov referred to as classical conditioning. Skinner, on the other hand, came up with the operant conditioning perspective. His view was that behavior is only likely to be repeated, after getting a certain reward and that the repetition is dictated by the consequence of the same behavior. Edward Thorndike is another social scientist who supported the behaviorism approach. He stated that if there is a response to a situation, and it leads to a consequence that is satisfying, it is very likely that the response will be repeated, if the situation happens in future. He conducted an experiment using cats in puzzle boxes and realized that the time they took to escape from the box gradually reduced. He further attempted to see if the cats were using insight or whether they were gradually learning. His findings were that they were gradually learning, since the reduction in time used did not change abruptly, but instead changed gradually. The philosophy behind behaviorism is that a person can derive meaning, in the environment, without using personal experience (Ainslie, 2001). The instructional goals are framed in observable and specific behavioral terms. This approach looks at the immediate change in behavior, that can be recognized. In a learning environment, the instructor presents well structured materials to the student, and assesses his or her complete understanding of the same. The instructor focuses on interaction and presentation, offering individual students tutorial relationship. The students read provided materials and the assesses their mastery of the same, through individual tests and assignments. Since the general agreement is that stimuli leads to a specific response, most of this type of research is carried out with animals, in laboratories. It makes no difference in whether the response is observed using an experiment, as opposed to real life situations, if stimuli generates certain responses. The approach has been very useful in introducing humane education environments, since it was realized that rewards encouraging desirable behavior achieved better results, than punishments for undesirable behavior. Types There are basically three types of behaviorism; the first type is the methodological behaviorism. In this case, behaviorism is seen to ignore the mental state and other internal processes that affect behavior of an organism. This type of behaviorism sees no additional benefits that can be derived from consideration of an entitys desires or beliefs, in understanding patterns of behavior and therefore ignores them. This type of behaviorism views the mental state as a poor object of empirically studying the behavior of an entity. The second type of behaviorism is the psychological behaviorism and it tries to explain animal and human behavior as influenced by external stimulus. This is explained by Watsons experiment on the dog and bell, which is explained above. The dogs characteristic of salivating every time it hears the bell can be explained by this type of behaviorism. The third type of behaviorism is the analytical behaviorism, which is also called the logical behaviorism. This is a philosophical theory that explain the meanings of mental concepts and terms. It further goes on to explain that the idea of a mental condition or state is a behavioral disposition idea. Strengths According to Graham (2004), one of the strengths attributed to this approach is that it avoids regressive explanation of behaviors. This is through avoidance of explaining a form of behavior, using another form of behavior, that is, explaining overt behavior using covert behavior. This is achieved through ignoring mental activities, which are forms of behavior and using other forms non behavior, such as environmental stimulus, to explain behavior. Another strength that behaviorism possesses is that it is anti-nativist. Nativists believe that the mind at birth, has rules of processing that are used when learning. Behaviorism is supported by theorists since they believe that the mind learns through exposure to a stimulus and not through implicit procedures. Weaknesses. One weakness of behaviorism is the inadequate understanding of the effect of reinforcements on behaviors. The reinforcement should always increase frequency of responses, but this relies on the ability of the organism to recall the circumstances under which the stimuli was presented. This means that in the event that the organism forgets those circumstances, there will be no response to the stimuli. The second weakness is that this approach ignores the mental state and the inner motivation. This is commonly referred to as the black box and is usually ignored by behaviorism. The disadvantage of this ignorance is that both the mental state, and motivation play a part in determining the behavior of an individual. The third weakness is that for the organism to react to the stimuli, the reinforcement has to be consistent, otherwise the organism will not notice it. Some theorists regard intrinsic human conditions as limitation to this approach. These include loss of memory, presence of pain, paralysis of the body and the language barrier. All these can make the organism or human fail to respond to the reinforcement, either because they do not sense it, or they sense it but are unable to respond. Cognitivism Cognitivism is an approach that tries to study the inner processes that are ignored by behaviorism. Cognitivism attempts to open the black box that is closed by behaviorism. According to cognitivism, human minds process information, which makes it important to understand the processes, which include problem solving, remembering, attending and knowing work. Cognitivists relate to the computer language of input of information, and processing of the same, leading to output of information. Cognitivism started in the 1960s, when there were limited perspectives on approaches to behaviourism. Some of the theorists that were associated with cognitivism include; Robert Gagne, Jerome Bruner and Ausubel David. Ausubel stressed importance of content meaning, which could be associated with the pre-existing information. Bruner, on the other hand stressed the importance of motivation in the learning process, while Gagne defined the conditions of learning, which include intellectual skills, verbal information and cognitive processes. Questions were asked about the black box and someone had to open it. The basic view in this approach, is that the response to a situation by human beings is dictated by processing of information. Cognitive theorists view much of learning as taking place through repetition and contiguity. They view the role of reinforcement as more of provision of feedback on accuracy of a response, rather than motivation. It is easier to remember information with the following qualities; The first is meaningful effects, which means that meaningless information is difficult to remember and vice verse. Practice effects means that information that is rehearsed is easily remembered, especially if done with distributed practice (Place, 2000). Schema effects imply that it is difficult to remember information that cannot fit a persons schema. Mnemonic effects are used to transform meaningless words and expressions into meaningful semantics. State dependent effect means that it is easier to remember something, under the context it was taught in, than on a different context. Weaknesses The weakness with this approach is that the learner may not learn the best way of accomplishing a task, using this approach, since it might change in different situations. This means that the knowledge learned may not be applicable in solving new problems. For instance, the correct way to log into a computer may vary with the model and software being used. The other weakness, according to Kearsley (2007), is that this approach does not always work, this may be due to a combination of several factors. The brain cannot be taken to work exactly like a computer, since a computer is a machine. There are human factors that might hinder a person from effectively remembering what is learned, but the same cannot be said of a computer. The person might have stress or be exhausted and this affects the working of the processes. Constructivism This approach views learning as a process that is constructive and active. Learning is seen to occur when children construct representations of the information that they have acquired and processed. This requires the link between pre-existing knowledge and new information. This link is subjective and varies from one person to another, since everyone possesses different knowledge, brought about by undergoing different experiences. However, it is important that the pre-existing knowledge is stimulated in order for the person to remember it, and subsequently link it to the new information. Jonassens model Jonassen is a University of Missouri don and an expert in implementing innovative theories of learning. He designed a learning framework for curriculum development and the following are the elements; the first element is the plan for establishing and developing the instruction program. The second element is the methods for advancing existing programs, while the third is strategies for sustaining partnerships. The fourth is assessment of the instruction impacts and evaluation of the learners understanding. These guidelines help in transformation of students gestalt from the stage where they are confused to the stage where there is familiarity. Gestalt psychology This is a theory of the brain and mind that explains that the whole of the brain is not equal to the sum of the parts. It is used to explain how human senses work, especially in recognizing whole forms and figures. There are four properties in this approach and the first is emergence. Here, the vision is not properly visible. The second property is reification and here, the perception of the aspect is generated. The third stage is multistability and in this case, ambiguous perceptions moves between two possible interpretations. The last property is invariance and this is where geographical objects, simple in nature are recognized, even though they may be rotating or distorted in scale. Techniques The techniques used in constructivism include collaborative learning, where learners who have different backgrounds and skills discuss and do tasks together, such that they come to an agreement on the truth about a certain situation or circumstance. Another technique involves library research and the learners discover new facts by themselves, without the aid of the instructor. Similarly, field work excursions may also help the learners discover things as they are in real life, through conducting research on the ground. Learners can also learn through teaching, which is different from presentations, since the learners have the freedom to use their own approach to teaching. The strength of this approach is that it is useful for the learner when dealing with real-life situations. According to Robinson (2003), the basic forms of teaching using this method are coaching, scaffolding and modeling. These methods help the students in acquisition of cognitive skills, through practice and observation. Modeling provides an opportunity for the learner to observe problems and their solutions, in order to enable them to create conceptional models. Scaffolding and coaching provides feedback, hints and sometimes guidelines so that they are able to complete tasks. Examples of such forms of teaching are on-line message boards, workshops, simulations and games. Criticism While the constructivists state that learning can be enhanced by doing, critics argue that this is not always the case. They further argue that some novice learners lack schemas or the mental capability to learn through doing. Some critics even go further to say that years of research have not proved that the constructivist approach leads to discovery, and in the instances where discovery has occurred, this was as a result of guided discovery, through help by instructors. Some critics see the constructivism approach as impractical in certain fields since it reveals certain weaknesses, that are attributed to the constructivism approach, which they view as focusing on memorization as opposed to behavior action or change. For example, in a study done on medical students, project based learning revealed weaknesses in the students abilities to pass written tests, due to the bias in learning the experimental aspects. Principles of instructional design These are the principles that should be followed when undertaking instructional design, and their purpose is to achieve the objectives of instructional design. The first principle is the fairness and this implies that all learners should use equal means to achieve the requirements of the course. The instructions should be accessed by equally by all learners. Diversity and the different abilities of the learners should be taken into consideration. An example of such a learning environment is an on-line based course. The second principle that should be applied is the flexibility in participation, use and presentation of learning materials. This means that there should be several ways of accessing the learning materials, interacting with them, and evaluation of use of the materials. The instructions should be designed to satisfy the wide range of preferences of the learner. Examples of such learning environments are ones with provision of optional assignments, due dates and formats where possible. The third principle, according to Wells (2000), is consistent and straightforward instructions, and this means that the instructions should be clear and free from unnecessary distractions and complexities. This can be done through ensuring that grading, content, learning objectives and assignments are consistent. The fourth principle is explicitly presenting information, and this is where expectations of the course are clear. It also entails making all communication lines clear and removing any barriers to the same. It also involves presentation of the information in a multiple format. This can be achieved through making explicit expectations on assignments and providing a rubric or grading system. The fifth principle is a supportive environment for learning. This entails proper handling of mistakes made, and viewing them as opportunities for learning. It also involves minimizing the hazards that have the potential to cause irreversible failures and errors. An example of such a learning environment is one where very large assignments are broken into smaller components so that there are minimal errors by students. Another way to achieve this is to provide questions that are frequently asked during assessments. The other principal is having learning space that can accommodate all students and finally, minimizing unnecessary physical requirements or efforts by the students. This can be achieved by for instance, allowing the students to use word processors for a submission, and allowing the electronic submission of the assignments. Conclusion There are several approaches that can be used in instructional designs. Each approach has its own pros and cons. It is important to evaluate these before using an instructional design approach. The instructors should understand the learning process, when dealing with students, and the obstacles to learning so that they can avoid them. It is also clear that there are several principles that should be followed when practicing instructional designs. It is very important to create the right environment for learning, since that is what motivates students to learn. It is also important to take care of the diverse needs of learners since they come from different backgrounds, and most of all, equality should be observed regardless of the background of the learner. References. Ainslie, G. (2001). Breakdown of Will. Washington: AMACOM. Graham, G. (2004). Identifying the Mind: Selected Papers of U. T. Place. Oxford: Oxford

Skills and Responsibilities of a Nutritionist

Skills and Responsibilities of a Nutritionist Monica Suzanne B. Castro Career Investigated: Nutrition/Diet Specialist Part 1: Educational and Career Goals There are many reasons why I chose to study nutrition. A) I will have opportunities in various fields that involve advising people on what to eat, so jobs often are easier to come by than they are in other fields. B) I will be able to work with those who are ill or need a special diet, in which case a hospital, nursing home or treatment center may be the best option for a job. C) I can become a private nutritionist, all types of people can come to me for advice on how to eat right. The nutrition industry is a field of healthcare focused on improving everyday health and state of well-being. I enjoy activities often associated with nutrition and fitness including yoga, running, outdoor activities, meditation, healthy diet, organic living, and more. My goal is to further my education, get certified and become a nutrition specialist. As the health and fitness trend is sweeping the world, it is affecting and revolutionizing the health industry like never before. The demand for young, ambitious health and wellness graduates is continuously rising and a myriad of great job opportunities are opening up in different fields of nutrition science. With the growth in this industry there is an increasing scope of enjoying a successful career in this exciting field of healthcare. It is hard work, and for the dedicated, the pay can be very good to excellent. But I would do it because I want to share my knowledge and help other people, not for the money. Part 2: Employment Opportunities and Applications of Applied Learning Potential Employers Job title: Nutrition Specialist GENERAL PURPOSE: Under close supervision, prepares hot and nutritious meals for homebound individuals and senior citizens. Qualifications Education and Experience: Two (2) years of meal preparation experience OR an equivalent combination of education and experience providing requisite skills to successfully perform position requirements. Special Requirements: Must possess Food Handler’s Card at time of hire. Physical Demands / Work Environment: Works in an industrial kitchen and senior center facility. Must be able to lift up to 50 lbs. without assistance, greater than 50 lbs. with assistance or use of mechanical aid. Miscellaneous Information Reports To: Community Center Manager Supervision Exercised: None Job Title: Nutrition Specialist/Outreach Worker PREFERRED MINIMUM QUALIFICATIONS Graduation from high school or GED equivalent, with previous public contact work experience preferred. Previous supervisory experience preferred. Two years of Food Service training required. Knowledge, Skills, and Abilities: (A) Ability to learn standard Microsoft software and Food Works software. (B) Ability to obtain yearly Food Safety Sanitation Training. (C) Ability to obtain CPR and First Aide training. (D) Ability to drive a motor vehicle. (E) Ability to handle stressful situations. (F) Ability to perform duties with a high degree of attention to detail with a high degree of accuracy. (G) Ability to establish and maintain effective working relationships with Older Americans staff and the general public. Job Title: Nutrition Specialist Qualifications: Two years’ experience as a cook in a non-fast food restaurant or healthcare setting. Familiarity with basic kitchen principles, portioning, stock management. High School Diploma or equivalent, Oregon Food Handlers card ServSafe Certification preferred. Experience growth and development through our continuous training, as well as tuition and licensure reimbursement, or pursue opportunities to advance both clinically and administratively with Youth Villages. Job Title: Nutrition Assistant In this position you will: Assemble and deliver patient, visitor, and staff meal orders in a high-volume, fast-paced environment to patients’ rooms or designated location. Visit patients who did not place a meal order and assist them as appropriate Maintain cash bank and process cash sale orders Retrieve meal trays from patients rooms Requiredqualifications for this position include: -High school Diploma or GED -Related customer service experience Job Title: Nutrition Services Substitute Essential job functions include the following: Assist with preparation of meals according to specifications from the Cook Manager, Head Satellite Cook or Nutrition Services Specialist. Clean all food service equipment and preparation and service areas; wash dishes, pots, pans and utensils used in preparation and service of meal. Set up serving line and gather carts, trays, napkins and utensils; place items in proper location for customers. Serve food to students and staff. Other functions of the job include but are not limited to the following: Operate computerized register (Point of Sale System). Attend workshops and in-services for continued professional growth and training. Other duties as assigned. Knowledge, Skills And Abilities Required: To perform this job successfully, an individual must be able to perform each essential duty satisfactorily. The requirements listed below are representative of the knowledge, skill, and/or ability required. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Understand and follow oral and written directions. Understanding of sanitation and safety practices related to handling and serving food. Ability to use standard kitchen equipment, utensils and measurements. Basic food preparation including washing, cutting and assembling food items and ingredients. Regular attendance. Physical Requirements: Continuously stand, reach with one or both hands, lift up to 15 pounds; frequently twist, lift up to 40 pounds, push and pull up to 15 pounds; occasionally crouch, kneel, stoop, lift up to 50 pounds. Potential Customers In My Local Area Rachel Geller – She is interested in getting a personal nutritionist. She is trying to eat healthier and shred some unwanted pounds. In order to accomplish her goals, I have to discuss and tackle her personalized eating and exercise plan, she will have to start off slow and eventually work her way up, to an everyday natural routine. She will have to start a daily food diary; it will aid her in keeping track of her daily calorie intake. It will also aid her by showing what recommendations she need and how much of them she need, that way she can fulfill her daily nutritional recommendations. The Skills I Have Obtained Nowadays, the requirement for academic achievement play less important role as compared to the soft skills. Competitive world has led the organizations set up their recruitment based on other non-academic factors. Knowledge is being gained through experience, not from the formulae from the prescribed syllabus. The knowledge gained from syllabus 3 years ago is not necessarily applicable in today’s scenario. Therefore, students like me have to update ourselves with general knowledge and current issues happening in the world. I believe that in applying all of my lifelong studies, the lifelong study definitely increase my general knowledge and skills. I am more sensitive about the dynamic environment, have higher flexibility to make my future career as a nutritionist better. Part 3: Continuing Education and Career Development I want to further my education in nutrition sciences by researching and taking online programs. I believe in long life learning and self-paced studies. It will give me many opportunities to intensify my skills while pursuing my occupation. Having access to World Wide Web all over the world, with the information I need at my fingertips will propel me to a higher level of intellectual aptness. The immense number of nutrition programs available over the internet enables me to arm myself with the knowledge needed to aid me on any project or endeavor that I may attempt. Ashworth College is one of those ideal online institution that helped me pursue my dreams and ambitions to become a nutritionist. It goes above and beyond the call of duty to ensure that its students become useful members of society. As I commence my journey into real life challenges, Ashworth College will be my guide making sure that I follow the right track into the future. Two Universities I plan to apply after Ashworth College: Kaplan University – Bachelor of Science in Nutrition Science Total Core Credits: 33 Total Program Credits: 180 In this program you will explore various topics, concepts, values, research methods, and applications in nutrition science. Your coursework will focus on: Exploring the principles and pharmacology of nutrition and how dietary choices can contribute to a healthy lifestyle Acquiring an understanding of digestion, absorption, and metabolism of foods and nutritional needs at various stages of the life cycle Developing the administrative, ethical, and professional skills necessary for leadership positions throughout the health care field Completing an original comprehensive capstone project that demonstrates your ability to apply your nutrition science knowledge and skills to real-world scenarios University of South Dakota – Bachelor in Health Sciences This online Health Science degree program provides the opportunity for students with an interest in the health professions to explore the many opportunities in the field and to develop the knowledge, values and interpersonal skills needed to be successful in todays health and human service settings. Certifications Related to My Field of Study The Certification Board for Nutrition Specialists (CBNS) The Clinical Nutrition Certification Board (CNCB) is a 501(c)(3) non-profit Tax-exempt certification agency which provides professional training, examination and certification for health care organizations, specialty credentialing programs and state license/certification examinations. The Purpose of Certification The Certified Clinical Nutritionist (CCN) Examination Establishes reputable standards of excellence * Creation of a quality examination, based on a validated scope of practice which appropriately represents the field of clinical nutrition * Candidate access to the broad scope of clinical nutrition training and * A mechanism for re-certification every five years, recognizing continued competency in the field. The CCN Examination Candidate must: 1. Satisfy the CORE Requirements 2. Submit Credential Review Application and College Transcripts 3. Obtain Credential Review Approval 4. Complete the Post Graduate Studies in Clinical Nutrition Program (PGSCN) â„ ¢ 5. Achieve a passing score on the written CCN Examination The CCN Examination processes and the examination data bank are reviewed and revised annually, in accordance with the specifications of the Role Delineation Study. The CNCB utilizes a criterion referenced passing point for each section of the certification examination. To obtain a Certificate of Completion in the field of Clinical Nutrition ONLY: Candidate does not meet the minimum standard in core coursework or degree(s). 1. Submit your Candidate Profile Page to the CNCB. 2. Complete the 56 hour PGSCN course to obtain a Certificate of Completion in the field of Clinical Nutrition through the Clinical Nutrition Certification Board. MAINTAINING THE CERTIFICATION The CCN Credential requires on-going maintenance to verify that the practitioner is continuing to update knowledge and skills: Forty approved CE Hours every 2 years, fulfilled by the following; 1. Attendance at three out of four IAACN Annual Scientific Symposiums (60 CEs earned). 2. Payment of Annual CNCB Maintenance Fee. (No refunds in part or in full) 3. Recertification in the spring of your fifth year via annual study textbooks with contracted Open Book Exam. Recertification Text books total 24 CE hours. The CCN Continuing Education Maintenance Requirement of attendance at 3-out-of-every-4 IAACN Scientific Symposiums will satisfy the above stated CE requirements. Part 4: Job Application Details Applicant’s Name (last) Castro First Middle Initial B. Monica Suzanne Social Security #: 518-50-7839 Mailing Address (Number) Street 1632 N Normandie Avenue, Apt 315 Work Telephone # (323) 345 5839 City Los Angeles Zip code 90027 State California Education Name of School FT Career College Ashworth College Location of School Los Angeles, CA 6625 The Corners Parkway, Suite 500 Norcross, Georgia 30092 Degree or Course of Study Certified Nursing Assistant Nutrition, Diet and Health Science Date Completed May 2013 March 2014 Employment History – Begin with your most recent job. List Job Separately Job Title: Nursing Assistant Dates worked from 2012 to Present Name of Employer: Mark Auria Name of Supervisor: Estelle Francia Duties Performed: Experienced ambulatory and non- ambulatory elderly patients. Administered medication, documented food and fluid intake, measured and charted vital signs, prepared meals, provided personal care including feeding, grooming and dressing. PERSONAL REFERENCES: List the names of references that employers may contact. 1 Name Noelia Black Telephone # (323) 345 8709 Relationship Instructor Address: City State 123 Easton Blvd., Los Angeles CA Zip code 90078 2 Name April Sky Telephone # (434) 346 7563 Relationship Teacher Address: City State 564 Walnut Drive Los Angeles CA Zip code 90045

Damning Guilt in Shakespeares Macbeth :: GCSE English Literature Coursework

Damning Guilt in Macbeth    Both main characters in the Shakespearean tragedy Macbeth meet unfortunate ends, with this due in part at least to the huge burden of guilt which they must carry through most of the drama.    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye sees a relationship between Macbeth's guilt and his hallucinations:    The future moment is the moment of guilt, and it imposes on one, until it is reached, the intolerable strain of remaining innocent. [. . .] We notice that anyone who is forced to brood on the past and expect the future lives in a world where that which is not present is present, in other words in a world of hallucination. Macbeth's capacity for seeing things that may or may not be there is almost limitless, and the appearance of the mousetrap play to Claudius, though more easily explained, has the same dramatic point as the appearance of Banquo's ghost. (90)    Fanny Kemble in "Lady Macbeth" asserts that Lady Macbeth was unconscious of her guilt, which nevertheless killed her:    Lady Macbeth, even in her sleep, has no qualms of conscience; her remorse takes none of the tenderer forms akin to repentance, nor the weaker ones allied to fear, from the pursuit of which the tortured soul, seeking where to hide itself, not seldom escapes into the boundless wilderness of madness. A very able article, published some years ago in the National Review, on the character of Lady Macbeth, insists much upon an opinion that she died of remorse, as some palliation of her crimes, and mitigation of our detestation of them. That she died of wickedness would be, I think, a juster verdict. Remorse is consciousness of guilt . . . and that I think Lady Macbeth never had; though the unrecognized pressure of her great guilt killed her. (116-17)    In "Memoranda: Remarks on the Character of Lady Macbeth," Sarah Siddons mentions the guilt and ambition of Lady Macbeth and their effect:    [Re "I have given suck" (1.7.54ff.)] Even here, horrific as she is, she shews herself made by ambition, but not by nature, a perfectly savage creature. The very use of such a tender allusion in the midst of her dreadful language, persuades one unequivocally that she has really felt the maternal yearnings of a mother towards her babe, and that she considered this action the most enormous that ever required the strength of human nerves for its perpetration.

The Revolution of 1917: Rights of the Republic

Before the Mexican Revolution, Mexico was technically a republic as it is today, but by the time of the revolution, it was a republic in name only. In the mid-1860s, Mexico fought back against the French colonial overlords and established the country for itself, but the plan only partially succeeded.   Over the next decade, grassroots efforts across the country began to bring equality to Mexico, but instead they delivered the country into the hands of an elected dictator.   In 1876, Porfirio Diaz overthrew the sitting president, forcing him to flee the country and Diaz was named president. Once he had the position, he refused to relinquish it, crushing any who dared to oppose him. For the Mexican ruling class, the period known as Porfiriato was a time of prosperity and peace. There was enormous foreign investment in Mexico and the country was developed from a largely rural economy to a modernized, industrial nation.   Then in 1910, despite Diaz efforts to destroy any opposition Francisco Madero, an academic from one the haciendas of northern Mexico, ran against Diaz. He was immediately jailed by the president and the peasants, sick of being mistreated y the Republic, galvanized behind Madero. The election fraud that had kept Diaz in office was so extreme that officially Madero received only a few hundred votes nationally. Madero worked with church leaders in San Luis Potosi to develop a plan calling on the people of Mexico to take up arms and overthrow the Diaz government. Diaz ordered Madero arrested again and he fled to Texas where he formulated the Mexican Revolution.   Within a year, Madero was sworn in as the new president of Mexico when Diaz resigned in accordance with the Treaty of Ciudad Juarez after he routed the federalist army with the assistance of forces rallying behind Pancho Villa and Emiliano Zapata. Before the year was out, Madero and his vice president would be executed a military junta left in charge of the country because Madero refused to enact the property reforms that he had called for when encouraging the people to revolt.   Madero attempted to moderate between conservatives that wanted to keep the status quo and hard-line revolutionaries like the Zapatistas and in the end had no support at all. For the next six years, Mexico’s leadership was in a constant state of flux with the President Venustiano Carranza, a former revolutionary general who overthrew the previous military leader, chased out of Mexico City for two years of his presidency. Finally, he incorporated many of the extreme viewpoints of the revolutionaries in the Constitution of 1917. The constitution is the basis for the current Mexican government. One of the most important provisions of the constitution was that it forbade foreign investors from owning land in Mexico. The provision still stands. The reason for this proviso was the fact that during the Diaz presidency foreign investors owned the great majority of the land, making profits off the work of the local peasants and that Mexico’s oil fields were largely owned by foreign investors as well. Residents of Mexico wanted the income to remain within the country and nationalized all foreign-owned property. The Constitution also severely limited the power of the Catholic Church which had once been almost completely responsible for the education of people within Mexico. President Alvaro Obregon, who was elected to succeed Carranza after conspiring with those who assassinated his predecessor, tried to accommodate all factions of Mexican society including providing better education sponsored by the state instead of the Church and instituting rights for women. It was a bad time to a politician and Obregon was assassinated by a pro-Catholic gunman. That was in large part the beginning of the rebellion of the Church against the new government. The battles in Mexico continued well beyond the end of the war as the separation between Church and State was painful. Supporters of church supremacy began an uprising called â€Å"la Guerra Cristera† (the war of Christ) and estimates are that nearly a million people died in the battles. The battles between the Church and the government continued until 1929 when an end to the armed conflict was negotiated by the American ambassador. Many believe that the true end of the revolution was not until the presidency of Là ¡zaro Cà ¡rdenas, who ran the country from 1934 to 1940 and was the first president to willingly hand over the reins of the government to his successor.   In the meantime, the spiritual base of the national had been destroyed. In 1935, 17 Mexican states were left without a priest and only 334 licensed priests existed within the entire country. Forty were known to have been executed in the wars and hundreds of others fled the country. The reason: the Constitution of 1917. Under the diplomatic settlement, the anti-clerical provisions of the Constitution still stand. Among its provisions are: Article 5 outlawed monastic religious orders. Article 24 forbade public worship outside of church buildings, while Article 27 restricted religious organizations' rights to own property. Finally, Article 130 took away basic civil rights of members of the clergy: priests and religious leaders were prevented from wearing their habits, were denied the right to vote, and were not permitted to comment on public affairs in the press. The anti-clerical provisions of the Constitution are not generally enforced since World War II and the church has regained some of its prominence in the hearts of Mexicans, but not returned to prominence in Mexican politics. Other provisions of the new constitution include the right to freedom of the press, but with the caveat that after publication charges related to sedition and libel can be brought if they are warranted.   The constitution restricts where foreigners can own land, restricts who may be considered a citizen of Mexico and prohibits slavery. It also prohibits extradition of Mexican nationals who have committed crimes in other countries if that may result in the death penalty. The constitution specifically assures citizens the right to life and prohibits the death penalty.   The constitution assures the right of Mexican citizens to bear arms, but only those which have been approved by the Mexican National Army.   It is also one of the most progressive constitutions in the world with relation to worker rights. The Constitution provides that any slave brought into Mexico is immediately freed and offered equal protection under the law. Furthermore, workers are guaranteed the right to an eight-hour work day, a day of rest each work week, and a minimum wage. The Constitution prohibits people who are not Mexican by birth from holding most political offices, running the country’s airports or seaport, or being military officers. It also gives preference in hiring to Mexican nationals over foreigners applying for the same job, assuming that both are equally qualified.   Finally, it prohibits several forms of punishment commonly used in the pre-1917 government and outlaws the concept of a debtor’s prison.   Clearly, the biggest difference between the current Mexican government and the pre-1917 government is the treatment of the workers. Because it was the people, the workers who lead the Mexican revolution, the provisions of the new constitution are designed particularly to protect the rights of the worker.   Workers who rallied behind Emiliano Zapata and the other leaders of the revolution abandoned and executed their leaders when they strayed from the principles of land reform and workers right. Six full years before the November Revolution in Russia, the workers of Mexico began a war to assure that they would have the rights that they needed. The revolution was spurred by the harsh treatment of the peasants and lower class in early years and ended only after the people had their rights secured.