Top Biology Programs in U.S. Universities

Top Biology Programs in U.S. Universities College and university biology programs provide the opportunity to study a plethora of ideas and concepts. Below is a list of the top biology programs from colleges and universities in the United States. Obviously, publications rate the programs differently, but Ive seen the following programs turn up consistently in the rankings. It is always best to compare and contrast different programs as biology programs are unique. Always choose the best school for your interests and aspirations. Good luck! Top Biology Programs: East Boston UniversityOffers programs of study with undergraduate specialization in behavioral biology, cell biology, molecular biology genetics, ecology conservation biology, neurobiology, and quantitative biology. Brown UniversityOffers opportunities for study at all levels of biological organization, as well as a range of collaborative opportunities for independent study and research. Carnegie Mellon UniversityOne of the nations top private research institutions, this university offers courses that focus on five core areas: genetics and molecular biology, biochemistry and biophysics, cell and developmental biology, neuroscience, and computational biology. Columbia UniversityOffers programs to prepare students for careers in basic research, medicine, public health, and biotechnology. Cornell UniversityCornells Biological Sciences program has hundreds of course offerings with concentrations in fields such as animal physiology, biochemistry, computational biology, marine biology, and plant biology. Dartmouth CollegeCourses of study provide students with an understanding of biology at environmental, organismal, cellular, and molecular levels. Duke UniversityProvides opportunities for specializations in sub-disciplines including anatomy, physiology and biomechanics, animal behavior, biochemistry, cell and molecular biology, evolutionary biology, genetics, genomics, marine biology, neurobiology, pharmacology, and plant biology. Emory UniversityOffers advanced programs of study in various sub-disciplines including cell and molecular biology, physiology, ecology and evolutionary biology. Harvard UniversityOffers specialized plans of study in biomedical engineering, chemical and physical biology (CPB), chemistry, human developmental and regenerative biology (HDRB), human evolutionary biology (HEB), molecular and cellular biology (MCB), neurobiology, organismic and evolutionary biology (OEB), and psychology. Johns Hopkins UniversityOffers opportunities for study in biomedical engineering, neuroscience, biophysics, cellular and molecular biology, microbiology, and much more. Massachusetts Institute of Technology (MIT)MIT offers courses of study in areas such as biochemistry, bioengineering, biophysics, neurobiology, and computational biology. Penn State UniversityIncludes programs of study in fields including general biology, ecology, genetics developmental biology, neuroscience, plant biology, and vertebrate physiology. Princeton UniversityOffers opportunities for study in areas including molecular biology, ecology and evolutionary biology, and chemical and biological engineering. University of North Carolina at Chapel HillThe programs of study at UNC prepare students for careers in the biological, environmental, and medical sciences. This includes fields such as medical, dental, and veterinary medicine. University of PennsylvaniaOffers areas of study including genetics, molecular biology, cell biology, development, plant biology, vertebrate physiology, neurobiology, behavior, ecology, and evolution. University of VirginiaThe biology curriculum offers specialization in areas such as genetics, molecular biology, cell biology, ecology, and evolution. Yale UniversityThe Department of Molecular, Cellular, and Developmental Biology (MCDB) provides opportunities for study in biotechnology, plant sciences, neurobiology, genetics, cell and developmental biology, biochemistry, molecular biology, and chemical biology. Central Indiana University - BloomingtonStudents earning a degree in biology at this university are prepared for careers in biology, biotechnology, and health-related fields. Specialized areas of study include ecology, genetics, microbiology, cellular, developmental, environmental, and molecular biology. Michigan State UniversityOffers various programs in the biological sciences including biochemistry and molecular biology. Northwestern UniversityOffers opportunities for study in the biological sciences with concentrations in biochemistry, genetics and molecular biology, neurobiology, physiology, and plant biology. Ohio State UniversityPrograms of study include forensic biology, life sciences education, and pre-health professions. Purdue UniversityOffers a wide range of study in fields of biology such as biochemistry; cell, molecular, and developmental biology; ecology, evolution, and environmental biology; genetics; health and disease; microbiology; and neurobiology and physiology. University of Illinois at Urbana-ChampaignProvides opportunities for study in genomics, physiology, ecology, evolution, and cell and molecular biology. University of IowaOffers biology programs of study in areas including cell and developmental biology, evolution, genetics, neurobiology, and plant biology. University of Michigan at Ann ArborPrograms provide opportunities for study in ecology and evolutionary biology; molecular, cellular and developmental biology, and neuroscience. University of Notre DameBiological and environmental sciences programs allow students to study evolutionary biology, cellular and molecular biology, cancer biology, immunology, neuroscience, and more. Vanderbilt UniversityOffers courses and research opportunities in biochemistry, structural biology and biophysics, cell biology, genetics, molecular biology, computational biology, evolutionary biology, ecology, developmental biology, and neurobiology. Washington University in St. LouisProvides opportunities for study in genetics, neuroscience, development, population biology, plant biology, and more. West Arizona State UniversityThe field of biological science at Arizona State offers opportunities for study in animal physiology and behavior; biology and society; conservation biology and ecology; genetics, cell and developmental biology. Baylor UniversityBiology programs at Baylor are designed for students interested in medicine, dentistry, veterinary medicine, ecology, environmental science, wildlife, conservation, forestry, genetics, or other areas of biology. Rice UniversityOffers opportunities to study in biochemistry and cell biology; biological sciences; ecology and evolutionary biology. University  of Colorado at BoulderOffers four undergraduate  biology-related  programs of study in molecular, cellular and developmental biology; ecology and evolutionary biology; integrative physiology; and biochemistry. University of KansasProvides opportunities for study in biochemistry, biology, microbiology, and molecular biosciences. University of MinnesotaPrograms of study in biology and in cell and molecular biology are offered for individuals interested in graduate study or professional training in the biological and health sciences. University of MontanaOffers opportunities to earn degrees in biology, microbiology, and medical technology. University of Nevada Las VegasUNLVs biological sciences program offers areas of concentration in biotechnology, cell and molecular biology, comprehensive biology, ecology and evolutionary biology, education, integrative physiology, and microbiology. University of OklahomaThis biological sciences program prepares students to enter medical, dental, or veterinary training, as well as other  biology-related  careers. University of OregonOffers biology programs of study with concentrations in ecology evolution; human biology; marine biology; molecular cellular developmental biology; and neuroscience behavior. University of Wisconsin at MadisonThe University of Wisconsins biology program includes opportunities for specialization in neurobiology and evolutionary biology. Pacific California Institute of TechnologyOffers opportunities for study in biology or  bioengineering. Stanford UniversityThis biology program gives students the foundation needed to pursue careers in the medical and veterinary  fields, as well as preparation for graduate study. University of California at BerkeleyProvides opportunities for study in biochemistry molecular biology; cell developmental biology; genetics, genomics development; immunology pathogenesis; and neurobiology. University of California at DavisStudent may choose to major in several concentrations including biochemistry and molecular biology; biological sciences;  cell biology; evolution, ecology and biodiversity; exercise biology; genetics; microbiology; neurobiology, physiology and behavior; and plant biology. University of California at IrvineOffers opportunities for study in biological sciences, biochemistry and molecular biology, biology/education, developmental and cell biology, ecology and evolutionary biology, genetics, microbiology and immunology, and neurobiology. University of California at Los AngelesProvides opportunities to study in biology and a number of biology-related areas including  ecology, behavior, and evolution; marine biology; microbiology, immunology, molecular genetics; molecular, cell developmental biology; integrative biology and physiology; neuroscience; and computational systems biology. University of California at Santa BarbaraStudents may choose to major in several specialized areas of biology including aquatic biology; biochemistry and molecular biology; ecology and evolution; cell and developmental biology; pharmacology; physiology; and zoology. University of Southern CaliforniaOffers opportunities for study in biological sciences,  human development  and aging, neuroscience, environmental science, and more. University of Washington at SeattleProvides opportunities for study in areas of biology including ecology, evolution, conservation biology; molecular, cellular developmental biology; physiology and plant biology.

10 Unconditional Love Quotes

10 Unconditional Love Quotes True love is selfless and unconditional. True love knows no boundaries. It is not judgmental but highly accommodating. Unconditional love only gives but does not take anything in return. You Find Unconditional Love in Places You Wont Even Look The love of a mother  is unconditional. A dog loves its master unconditionally. An infant has unconditional love for its mother. You will see that naive love is unconditional. It is tender, caring, and nurturing. The Bible says that Jesus loved his disciples unconditionally.   Forgiveness Is Unconditional Love Forgiveness is an intrinsic part of unconditional love. When you love someone deeply, you find the heart to forgive. You can overlook the blemishes because your love overcomes the flaws. Martin Luther King Jr. beautifully put it in words when he said, He who is devoid of the power to forgive, is devoid of the power to love. Unconditional love never imposes, never tries to change the other person. Writer Thomas Merton said, The beginning of love is to let those we love be perfectly themselves, and not to twist them to fit our own image. Otherwise we love only the reflection of ourselves we find in them. Here are 10 unconditional love quotes to strengthen your heart. Robert Wagner A dog will teach you unconditional love. If you can have that in your life, things wont be too bad. C. JoyBell C. It should be a privilege to be able to say I love you to someone. It shouldnt be something people say just because they feel like it. A privilege that is earned. They say you have to earn the right to be loved; no, love is unconditional, if you love someone, they dont have to earn it. But. The right to tell someone that you love them? That has to be earned. You have to earn the right to be believed. Mitch Albom, For One More Day When you look into your mother’s eyes, you know that is the purest love you can find on this earth. John Perry Barlow But groundless hope, like unconditional love, is the only kind worth having. Markus Zusak, The Book Thief No matter how many times she was told that she was loved, there was no recognition that the proof was in the abandonment. Ann Brashares Parents were the only ones obligated to love you; from the rest of the world you had to earn it. Isabel Allende Accept the children the way we accept trees- with gratitude, because they are a blessing- but do not have expectations or desires. You don’t expect trees to change, you love them as they are. Leo Buscaglia Only when we give joyfully, without hesitation or thought of gain, can we truly know what  love  means. Deb Caletti, The Secret Life of Prince Charming Unconditional love is like a country of two with no laws and no government. Which is all fine if everyone is peaceful and law abiding. In the wrong hands, though, you got looting and crime sprees, and let me tell you, the people who demand unconditional love are usually the ones who will rob and pillage and then blame you because you left your door unlocked. Nicholas Sparks, The Wedding What its like to be a parent: Its one of the hardest things youll ever do but in exchange it teaches you the meaning of unconditional love.

Women and Film Essay Example | Topics and Well Written Essays - 500 words

Women and Film - Essay Example In her revised ‘incarnation’ as Madonna, the average American must be enjoying a hearty laugh to look at the badgered hair, unclean strapless taffeta outfits and dotted black leather. It also indicates Madonna’s influence in the fashion world of America in that period. Fashion of the 80s is not just the symbol of change in lifestyles, financial and social status. Rather than the external embellishments, it refers to the inner world of the personalities and gives lessons for the spectators. The director has chosen the utilities like dress, acting mode, talk, interaction and behavior to make the audience understand, what happens when a mask is identified with a real face. The story relates to the psyche of housewives like Roberta who are fed-up with the routine of the middle class with nothing exciting and challenging happening in their lives. In this specific case, Roberta’s hot tub-selling husband ignores her. She desperately wants to come out of the cob-web of life of a stereotype housewife and achieve something sterling in life. She finds excitement in the relationship of Jim and Susan and their style of communication. Destiny plays its part and when Roberta is mistaken for Madonna, she is in a peculiar predicament as she has to survive with Madonna, Jim and her husband and the mob—desperate to know what the truth is! The message of the movie is profound. It highlights the level of desperation and the moves the housewife makes to breathe the air of freedom, when she has to live with her feelings suppressed and where she does not even have the freedom to choose the haircut that she wants. There is a reason why the director chooses the â€Å"free spirit† of Madonna in the movie. In the 80s culture, Madonna has great impact on the world of entertainment in America and her style is most copied, majority of women revere her as the role model. In the culture of the 80s, she is

Massachusetts Puritans English Research Paper Example | Topics and Well Written Essays - 1000 words

Massachusetts Puritans English - Research Paper Example Furthermore, it expounds on the central doctrines of Puritan faith of depravity, or that everyone existed in a state of corruption, wickedness, and evil, and the doctrine of grace, the belief for some Puritans that they were saved by God and would surely be joining Him in heaven when they died. Finally, it illustrates that the Puritans believed just how easy it would be for a person to lose their faith; this could be lost, no matter how strongly they held it close to them, or how strongly they felt that they had attained that state of grace. Goodman Brown begins his journey believing without a doubt that he is in what Puritans referred to as â€Å"a state of grace†; he believes himself to be one of the â€Å"elect†, meaning that he knows that he will go to heaven. He even muses to himself about the journey that he is about to take and the lament he feels about leaving his wife, even for that one night. He believes that she understands, saying â€Å"well, she is as bles sed angel on earth; and after this one night, I’ll cling to her skirts and follow her to heaven.† Intellectually, and as a whole, Puritans subscribed to the fact that the grace of God and eternal salvation could neither be earned nor denied, even though they spent quite literally the whole of their lives, from birth to death and in between, wondering if their deeds would be gracious enough to earn them a place in heaven (Reis 13). Ministers often preached and delivered sermons to â€Å"three different audiences†, even through one service, as there were those who felt that they were assured of heavenly salvation, those that felt that they could receive it if they humbled themselves to God and His will a little more, and those that believed that they were never going to see heaven, no matter what their thoughts and deeds were (Reis 15). Goodman Brown obviously believes himself to be in the first category, most likely through living a life free of sin and wicked dee ds, and having been in constant prayer and humble service to the Lord. When Goodman Brown is first joined by the Devil on his walk, he boasts to him about how his faith is strong, and that he will never lose it. He states, â€Å"We have been a race of honest men and good Christians since the days of the martyrs†¦we are a people of prayer, and good works to boot, and abide no such wickedness.† Yet, as he walks on, it becomes clear that his faith is not as strong as he thought it was. He sees that others in his village have been consorting with the Devil, including Goody Cloyse, who taught him his catechism (religious studies) as a child, and the minister from the town church. The climax comes when Goodman Brown thinks that his wife is also in league with the Devil, causing him to lose his faith in his fellow man and his wife. Much of this is due to the fact that while Puritans held close the doctrine of grace, they held even closer the doctrine of depravity, and believed, without question, that humanity existed in a state of corruption due to â€Å"original sin†, and only those in a state of grace, or those that were considered the â€Å"elect†, would go to heaven with the Lord; the rest, ultimately, were doomed to an eternity of Hell (Fischer 23). Goodman Brown, then, suffers due to two points of the Puritan doctrine, not just one: first, because he now thinks that many in his village that he believed were surely in a state of grac

The Effects of Employment on Academic Performance Essay Example for Free

The Effects of Employment on Academic Performance Essay ABSTRACT This study examines factors that impact students engaged in paid employment while studying in a tertiary accounting program in a regional Australian university. It examines the differences in experience of domestic and international students. No direct significant relationship was found between paid employment and academic performance for the overall study sample. There was a positive relationship found between paid employment and academic performance with respect to domestic students. However, in the case of international students a negative relationship between paid employment and academic performance was observed. A significant positive relationship between a shift work pattern of paid employment and academic performance was found. The Effects of Employment on Academic Performance of Australian Accounting Students 1. Introduction This study makes a contribution to the literature identifying and examining the factors that impact student performance in tertiary accounting programs. Much of this existing literature is located within the United Kingdom and North American institutions. Documented factors in these studies include the impact of gender, prior knowledge of accounting, academic aptitude, mathematical background, previous working experience, age, class size and class attendance. However, more recently, observations of accounting academics suggest a new factor to be examined in the Australian context, the socio-economic circumstances as represented by their need for paid employment of accounting students. Anecdotal evidence suggests that in recent times more students are now working while studying, reducing the time available and quality of their efforts towards their accounting studies, for example many students miss or do not prepare for classes. University administrators have noted concern about student work patterns and student availability to spend time on their studies and participate in the university community life (Rudkin and De Zoysa 2007). The contribution of this paper is to examine the impact of paid employment while studying on the academic performance of students in an accounting program in Australia. The impact is examined differentiating between domestic and international accounting students. This dichotomy is significant because there is currently a large international student enrolment in accounting programs in Australian universities driven by government immigration policy to address a skills shortage (Birrell and Rapson 2005). There is also a shortage in meeting the demand for accounting graduates in the domestic industry coinciding with a shift in the funding mechanisms for Australian domestic university students in recent years. The impact of the market demand for a skilled workforce and the effects of existing student funding on work participation requires analysis. This paper investigates two aspects; first whether there is a relationship between paid employment and student performance, and secondly if there is a difference between the experiences of domestic and international students in paid employment and academic performance. Survey data of 170 enrolled students enrolled in a third year 12 credit point financial accounting subject at the University of Wollongong in the autumn session of 2006 was collected for this study. 2. Prior Research There have been few studies identified that examine the relationship between student participation in paid employment and their academic performance in a tertiary accounting program. There have been no studies identified by the authors that examine the difference in employment on tertiary academic performance between domestic and international accounting students in Australia. Gul and Fong (1993) conducted a Hong Kong study on first year accounting students, and found predictors of academic achievement to be personality type, grades achieved at the school certificate in mathematics and accounting, and previous knowledge of accounting. A study by Wooten in 1998 examined 271 students taking introductory accounting at a major south-eastern American university of which there were 74 students identified as non-traditional defined as aged 25 years or older, and 127 traditional students aged under 25 years. Wooten found that for the traditional cohort grade history, motivations and family responsibilities all influenced the amount of effort these students made. However, neither extracurricular activities nor work responsibilities influenced their effort. However for the non-traditional students, motivation was the only variable that significantly influenced effort. Neither grade history nor extracurricular activities, nor work responsibilities, nor family responsibilities had an effect on motivations. Family activities had a significant negative impact on effort for the traditional students, but not for the nontraditional students. It is conjectured by the authors of this paper that these differences in ages may also capture different socio-economic circumstances. Gose (1998) found an increase in the number of students employed over time, with 39% of students working 16 or more hours per week in 1998 compared with 35% working in 1993. Naser and Peel (1998) and Koh and Koh (1999) documented much research done on common predictive factors of academic performance in accounting courses, including gender, prior knowledge of accounting, academic aptitude, mathematical background, previous working experience, age, class size, lecturer attributes and student effort. However, they note the findings are not definitive. An Australian study done by Dobson and Sharma (1999) examined the relationship between student performance and the cost of failure, noting both the public and the private dimensions to the cost of failure. Similarly the Australian study by Booth et al. (1999) examined factors that impact upon accounting student academic performance, but failed to incorporate a socio-economic dimension. Booth et al. (1999) used the Approaches to Learning paradigm from the education literature to investigate the learning approaches of accounting students from two Australian universities, as compared to previously reported data for Australian arts, education and science students. This study provided evidence that Australian accounting students tend to take a superficial approach to learning typified surface learning such as rote memorization, while using lower deep learning approaches than their counterparts in Australian arts, education and science studies. Whether this is due to work factors has not b een investigated. Wijewardena and Rudkin (1999) undertook a study of students enrolled in a first year accounting program at a regional Australian university. They identified that students’ attendance at tutorial classes, the commitment of a major in accounting and a demonstrated interest in accounting correlate positively and significantly with academic performance. They also find that local students perform better than their overseas counterparts and that part-time students (who work full time) outperform full time students. Cheung and Kan (2002) contributed to the limited studies done outside the Western context. They examined factors related to student performance in a distance learning business communications course in Hong Kong. Their results based on studying 168 students showed females outperformed males, and a positive correlation between previous academic achievement and related academic background and student performance (p261). A positive correlation was found between tutorial attendance and student performance and between previous learning experience and student performance. No relationship was found between semester course loads and student performance. The results are consistent with prior Western studies. A Welsh study by Gracia and Jenkins (2003) undertaken in the second and final year levels of an accounting degree considered gender, prior year performance and students’ application to study and their relationship to student performance. Gracia and Jenkins argue that academic failure creates both emotional and financial costs for students, and that significant cultural differences may be attributed to academic success. This study found that if students are actively committed to self-responsibility for their studies, they tend to do well in formal assessment. They also found females outperform males in the second year and that there is a negative correlation between age and grades. Students who have work experience perform significantly better than students who go straight from the second to the final year. They argue that the work experience allows students to get their finances in order thereby reducing the need for them to earn money while studying in the final year, thereby reducing financial and time management pressures. Vickers et al. (2003) while not specific to students that study accounting, examined the effects of part-time employment of students on their participation and attrition in tertiary study in Australian universities. They report that the proportion of full-time students undertaking work has increased between 1990 and 2000 from 46% to 56%. They find that an inverse relationship between the number of face to face course hours and the drop out rate of tertiary students, with the more hours of classes the less the drop out rate. They also found that students working 20 or more hours per week are more likely to drop out of tertiary study by 160 – 200% than those who work less than 20 hours. Vickers et al. also find that students receiving Youth Allowance are more likely to drop out of tertiary study than those who do not receive Youth Allowance, despite the fact that the majority of this group do not work part time. They also observe that the odds of dropping out of university decrease by 31-32% if a student is from the highest socio-economic quartile as opposed to the lowest. Those who work between one and 20 hours per week are just as likely to continue in study as those who do not work at all during their studies. The Vickers et al. study is important because it signifies a change in the university experience not only for students but also for academic staff who teach working students. Strong and Watts (2005) investigated factors affecting accounting student satisfaction at a small public university in New South Wales. They found improvements in the effective allocation of casual and full time staff and the introduction and of common subject outlines lead to improvements in student performance indicators of satisfaction. Consistent with this theme, Hutcheson and Tse (2006) explained student non-attendance in class as student satisfaction with the teaching performance and course delivery. Nonis and Hudson (2006) note that the Higher Education Research Institute at UCLA’s Graduate School of Education has found that since 1987 the time students spend studying outside of class has declined each year, with only 47% spending six or more hours per week studying outside of class compared with 34% in 2003. Nonis and Hudson (2006) identify a need for empirical research to determine the impact of student work on academic performance, and its impact on the design of academic programs. Their study found a lack of evidence for a direct relationship between times spent working and academic performance. Sullaiman and Mohezar conducted a study at the University of Malaya in their MBA program. They found conflicting evidence of the impact of work experience on student academic performance. They note studies by McClure, Wells and Bowerman (1986), Schellhardt (1988) and Dreher and Ryan (2000) finding a positive relationship between work experience and academic performance, but studies by Dreher and Ryan (2000, 2002 and 2004) Dugan et al. (2006) and Graham (2001) and Peiperl and Trevelyan (1997) found no relationship between students working and their grade point average. Sullaiman and Mohezar’s study found that work experience is not related to MBA performance. Hutcheson and Tse (2006) at the University of Technology Sydney found that on average students who attended more than half of the tutorials obtained a higher final mark than students who did not, and that this was particularly so for international students. This begs further research as to why, when students pay high fees for classes, they do not attend. This paper identifies the need to investigate whether the need to work is one possible reason for this finding. De Zoysa and Rudkin (2007) undertook a pilot study examining the relationship between academic performance and student socio-economic circumstances, which did not find a direct significant relationship between the number of hours of paid employment and student academic performance in accounting. However, a significant positive relationship between shift workers and academic performance was found. James et al. (2007) undertook a non-discipline specific study encompassing a survey of 18,954 Australian public university undergraduate and postgraduate students. They found 70.6 per cent of full-time undergraduates reported working during semester two, 2006, working on average 14.8 hours per week, with one in every six full time undergraduate student working more than 20 hours per week. For students enrolled in a part-time pattern, 41.8 per cent were working at least 38 hours per week, which effectively means full time employment. The study found many students worked significant hours merely to afford basic living necessities such as transport, books and study materials, with 39.9 per cent of full-time students and 54.1 per cent of part-time students believing their work adversely impacted upon their studies. The study of this paper contributes to the literature in that it uniquely examines differences between domestic and international accounting students in the Australian context of the impact of undertaking paid employment on their academic performance in a subject of an undergraduate accounting degree. This study makes two contributions to the accounting education literature. First, rather than a predominant focus on first year students, this study examines second and final year accounting students in a regional Australian context. It uniquely examines differences between domestic and international accounting student experiences. 3. Method Subjects of this study were drawn from School of Accounting and Finance at the University of Wollongong, a regional Australian university. The accounting program is professionally accredited with both requisite professional accounting bodies, CPA Australia and the Institute of Chartered Accountants in Australia. The degree is a full time three year program, with admission based on the standard University Admissions Index (UAI), or equivalent. Specific to these entry requirements, mathematics is not a compulsory entry requirement, though is recommended. There are no domestic undergraduate full fee paying students admitted to this degree. A prescribed program of study is required, with both compulsory accounting subjects using a prerequisite system, with opportunity for more liberal electives. This study undertook a survey of 170 third year students in their final compulsory financial accounting subject in 2006. The students were questions about their academic experiences and socio-economic circumstances in the prior session, the Australian Spring Session 2005. To obtain a complete sample, students who failed their prerequisite subject in the prior session Spring 2005 were also surveyed to obtain a representative population. Academic performance for the purpose of this study is determined as the final grade in the second year financial accounting subject, ACCY201, studied in spring session 2005. The research was conducted by paper surveys handed out in compulsory tutorial classes in the last week of session. Participation in the survey was optional. Both day time and evening tutorial classes were surveyed, to ensure a representative mix of both part time and full time patterns of study and work commitments. Of the 170 students surveyed, 101 (59%) of students are domestic students while 69 (41%) are international students. Those enrolled part time in the sample of 170 students are 34 (20%) while those enrolled full time are 136 (80%) of the sample. Of the domestic students, 45 (45%) are male and 56 (55%) are female. More domestic students are enrolled full time than part time, with 69 (68%) being enrolled full time compared with 32 (32%) being enrolled part time. More males are enrolled part time than females, with 18 (56%) of males enrolled in a part time pattern compared with 14 (44%) of females in part time study. There are 27 (39%) of domestic males compared with 42 (61%) of domestic females enrolled in a full time study program. Australian government regulations require that international students be enrolled in a full time study pattern. The survey sample reflects this, with all but two of the 69 international students being enrolled full time. It is surmised that the two males enrolled in a part time pattern are completing remaining subjects needed to satisfy graduation requirements which would arise if subjects must be repeated. The pattern of male and female international students is similar to that of domestic students in the sample, with there being 30 (43%) international male students compared with 39 (56%) international female students. These demographic enrolment patterns are illustrated in Table 1 Enrolment Pattern below, which describes the relationships of male and female, full time and part time, and domestic and international students. [INSERT TABLE 1 ABOUT HERE] 4. Results and Discussion Five aspects pertaining to the relationship between student employment patterns and their academic performance will be discussed. First section 4.1 will discuss the relationship between the hours worked in paid employment by students and their academic performance. Secondly, section 4.2 examines the type of employment mode students undertake and its impact on academic performance. Thirdly the impact of the nature of the paid work done by students and its impact on academic performance is considered in section 4.3. Section 4.4 explores the impact of travel time between students’ places of employment, the university and their residences on academic performance. Section 4.5 documents student perceptions on the impact of their paid employment on their academic performance. The research in these aspects seeks to discover the employment commitments of both full time and part time accounting students, whether the nature of this is different between international and domestic students, and whether these factors impact positively or negatively on the academic performance of accounting students. For the purpose of the survey, those working 20 hours or less a week are regarded as part time workers, consistent with the Australian government working regulations of student visas for full time international students. This is also consistent with a survey undertaken by Vickers et al. (2003) which while not unique to accounting students, found that 20 hours per work of paid employment was a significant indicator with respect to student performance because students who worked above this amount were most likely to withdraw from university study. 4.1 The relationship between hours worked and academic performance. The survey gathered data on the employment patterns of the sample. Of the 170 respondents to the survey, 165 answered the question of whether or not they were working in paid employment. Of this 165 sample size, 38 (23%) indicated that they were not in paid employment during the survey study period, while 127 (77%) indicated that they were in paid employment, either working full time or part time. The study seeks to compare the work patterns of students with their academic performance in accounting. Of the 165 students that answered in the affirmative to working while studying, subject results relevant to the period of their work was available for only 144 students. Therefore the sample size was reduced to 144 surveys. Academic performance was classified into three bands. The first band captured students achieving below 44 marks in a subject, indicating poor performance and a fail grade. The second band captured students achieving between 45- 64 marks indicating a satisfactory performance in terms of achieving a pass conceded or pass grade only. The third band captured students achieving a final subject grade of 65 or better, indicating a good performance of a credit grade or better in a subject. The research reveals no significant relationship between the hours worked by a student and their academic performance in an accounting subject. 44 (31%) out of 144 students achieved poor academic performance. 49 (34%) achieved a satisfactory academic performance, while 51 (35%) achieved good academic performance. Of these students 31 (22%) did not work in paid employment, 71 (49%) worked between 1 and 20 hours per week, and 42 (29%) worked in paid employment 21 hours or more per week. This is illustrated in Table 2 Hours Worked and Student Performance, shown below. [INSERT TABLE 2 ABOUT HERE] The survey results were then tested to determine if there was a different relationship between the number of hours per week spent in paid employment and academic performance between domestic as compared to international students in an accounting subject. The results show the impact is different for each group. Acknowledging the limitation of the small sample size of only four domestic students not working, the results show that domestic students who are working perform better academically than those who are not working. However, the finding for international students is the reverse. International students who are working perform less well academically than international students who do not work in paid employment. While possible reasons can be conjectured such they are working longer hours for lower rates, the determination of such factors is outside the scope of this paper. This is illustrated in Table 2.1 Hours Worked and Student Performance: Domestic Students vs International Students as shown below. [INSERT TABLE 2.1 ABOUT HERE] In the table above, it is shown international students in the poor student performance band demonstrate that as the number of hours of work increase, the does the percentage of poor performing students. When considering student paid employment in the range between one and twenty hours per week, there are different relationships evident between employment and academic performance for international and domestic students. There were 43 domestic students and 28 international students who indicated they worked between one and 20 hours per week. Of the international students who work between one and twenty hours of paid employment per week, 12 (43%) were in the poor performance band, 10 (36%) were in the satisfactory performance band and 6 (21%) were in the good performance band. This is compared with the domestic student trends for paid employment between one and twenty hours per week which showed only 9 (21%) of domestic students in the poor performance band, 8 or 19% fell into the satisfactory performance band, and 26 or 60% met the good performance category criteria. This demonstrates that while part time employment between one and twenty hours a week is more consistent with better academic performance than not, the reverse is evident for international students. Those international accounting students who worked between one and twenty hours were more likely than not to demonstrate poor academic performance. This trend is more apparent in the band of hours worked per week being 21 hours and above. There were a total of 36 domestic students falling into this category, compared to only 6 international students. It is noted that under international student visa requirements, a maximum allowed paid employment is 20 hours per week. There were 6 international students who indicated they worked 21 hours and above, outside this legal requirement. Of these 6, 4 (67%) fell into the poor performance category of a fail grade between 0 and 44%. There was one international student in each of the other two categories. This again is a different trend to the domestic student experience. Generally domestic students working more than 21 hours per week in paid employment performed less well than similar students working only between 1 -20 hours. 10 (28%) of domestic students working 21 hours and above achieved a poor performance grade, while 18 (50%) achieved a satisfactory grade and 8 (22%) achieved a good academic grade. These results show that domestic accounting students who are working perform better than those who are not working. However, for international accounting students the opposite trend is evident. Specific explorations to the reasons for these opposing trends are outside the scope of this initial survey. However, further analysis of this finding is offered from research done by Rudkin and De Zoysa (2007) who undertook a study of the socio-economic conditions of accounting students at a regional university in Australia in a comparable period. They undertook a survey of student hourly pay rates. Their findings are given in Table 3 below. [INSERT TABLE 3 ABOUT HERE] Rudkin and De Zoysa (2007) undertook a pilot social account from 162 questionnaires from students in their second session in the second year of an undergraduate accounting degree at a regional Australian university. In this survey students were asked to indicate their average gross pay rate. Hourly rates varied from under $10 an hour to $21 per hour and above. This data was then further analyzed for the purposes of this paper, finding differences between the pay rates achieved between domestic and international accounting students, as shown in Table 3.1 below. [INSERT TABLE 3.1 ABOUT HERE] Of the students who are paid less than $10 per hour, 90% of these are international students. Rudkin and De Zoysa (2007, p.95) found that 18% of students in their study found were illegally underpaid while 20.7% indicated they felt exploited in their employment. It is conjectured by the authors that international students are more vulnerable to illegal and exploitative work practices with lower pay rates, and so must work longer hours to achieve the income necessary to support their study. This is identified as an area for further research. 4.2 Type of employment pattern and academic performance. This section examines the relationship between the type of employment mode the students are employed under and their academic achievement in an accounting subject. Three categories of employment of students were identified, permanent work, casual work or contract work. Although conditions and entitlements vary across industry of employment, the three categories are reflective of patterns of work conditions, and entitlements with respect to vacation, sickness and family leave, regular hours, guaranteed income and hourly paid rates. The authors assumed that students employed in permanent positions have access to paid leave, more economic certainty compared to students employed on a casual or contract basis, but they would also have less flexibility in their employment. Of the sample surveyed, 112 students gave valid responses to the question of the nature of their employment to the three options of permanent, casual or contract. 18 students (16) indicated they were in permanent employment. There were no international students employed in a permanent position. Overall 87 students (78%) stated they were employed under casual conditions. Of these 87 students 57 (66%) were domestic students and 30 (34%) were international students. A casual employment pattern is most predominant in the international student grouping, with only 57 out of a total of 79 (72%) domestic students who responded to the question indicating casual employment. This is in contrast with the international student cohort, where 30 out of 33 (91%) were employed on a casual basis. The number of students employed on the basis of a contract were minimal, with only 7 (6%) of students working in this form of employment. These results and their relationship to student academic performance are summarized in Table 4 below. [INSERT TABLE 4 ABOUT HERE] The chi-square test found no significant relationship between the mode of employment and student academic performance in an undergraduate accounting subject. However, it can be observed that students employed as a permanent worker performed better (22% poor performance compared to a combined 78% for satisfactory and good performance) compared to students employed as a casual worker (31% achieving a poor performance band) and as a contract worker (57% achieved a poor performance band). However, any comparison between domestic and international students of this data is not meaningful due to the small numbers in each category. 4.3 Nature of work patterns and performance The authors investigated whether regardless of the mode of employment, the nature of the work patterns that student employment required may impact on their academic performance. It was assumed that students who worked shift work did not have a stable work and study pattern preventing or hindering their participation in classes and class preparations. That is, students working irregular shift work times and hours would experience different attendance and study patterns and opportunities compared with those students who worked set hours at regular times. Students were asked to nominate whether their typical work pattern was changing shift work to a roster, or regular hours. 87 valid responses were received to this question. 58 students (67%) indicated that they worked changing shift work compared with 29 (33%) who indicated they worked regular hours. The results of this question are shown below in Table 5. [INSERT TABLE 5 ABOUT HERE] An unexpected significant positive relationship was found between students who work changing shift work academic performance. Only 12 (21%) of student working changing shift work compared to 21 (72%) of those working regular hours were classified in the poor student performance band. 80% of students in the changing shift category achieved satisfactory or good academic results while only 27% of students with regular working hours achieved similar results. There were similar results observed between domestic and international students in this respect, with 69% of domestic students and 61% of international students working changing shift work hours. Only 14% of domestic students doing shift work achieved poor results, while 60% of students working regular hours achieved poor results. All of the 9 international students doing regular hours failed the subject. These relationships are described in tables 5.1 and 5.2 below. Table 5.1 gives a comparison between domestic and international students’ work patterns, and Table 5.2 below shows the relationship between both domestic students’ and international students’ work patterns and their academic performance. [INSERT TABLE 5.1 ABOUT HERE] [INSERT TABLE 5.2 ABOUT HERE] Reasons for the favourable relationship between shift work and academic performance have not been sought in this study, but are identified as an area for further research. Conjecture as to the reasons include greater flexibility for students working shift work to arrange their rosters around their university class and assignment commitments, and the possibility that jobs requiring night shift work such as garage attendants require a presence but only ad hoc activity and so allow time on the job to be spent studying and completing class work. 4.4 Travelling time and performance. The location of the university of this study is an Australian university located approximately 80 kilometres south of Sydney in the state of New South Wales. It is a regional university that includes the Southern parts of Sydney in its catchment area. Many students travel by public transport being rail from Sydney and a limited local bus service. The travel time from Sydney to Wollongong is approximately 1  ½ hours journey one way. Students residing or working in Sydney face a daily three hour transport commitment. Such a journey is not uncommon as the regional area has a high local unemployment rate and many students seek paid employment outside the region in Sydney. It is the assumption of the authors that time spent by students travelling detracts from their academic performance both because of the fatigue factor of travelling distances, and because travelling time is time not available for academic pursuits. Students were asked to indicate on average how long did a typical journey take you to travel to the university. A summary of the results to this question is given in Table 6 below. [INSERT TABLE 6 ABOUT HERE] It is observed that 46% of students surveyed are spending more than one hour travelling each way when they attend the university. It was assumed by the authors that time spent travelling has a cost to the students both in time available at the University for study and financially in terms of the cost of how many days they attend the university. It was assumed that if students are working, the time spent travelling in addition to the hours they spend in paid employment has a combined impact on their availability to participate in academic tasks. The relationship between time spent travelling and student performance was measured. No significant relationship was found between travelling time and academic performance of students who are not working. However, there is a significant relationship between academic performance and travelling time with students who are working. It was found that students who spend less time travelling perform better academically than students who spend more time travelling to university. This results are described in Table 6.1 below. [INSERT TABLE 6.1 ABOUT HERE] Student perception on the impact of work on studies. The authors were interested in observing the perceptions of students of the impact of their paid employment on their academic studies. Students were asked whether â€Å"my exam and / or assessment marks would have been better if I had not been working†. Out of 124 valid responses from students who are working to this question, 51 (41.1%) answered in the affirmative, while 73 (58.9%) answered in the negative. That is, 41% of the students surveyed thought that their work interfered with their studies. Students who indicated they were in paid employment were also asked the question whether or not they missed classes because of their work. 110 valid responses were received to this question. 42% indicated that they always missed classes because of their work commitments, while 11% indicated that most of the time classes were missed because of work commitments. While the findings suggest that there is no significant relationship between the amount of paid employment per week that students undertake and their academic performance, it does suggest that these students are deprived of a full academic experience in terms of full engagement with the campus community, networking opportunities and similar. The responses of students who admitted missing classes because of paid employment are shown below in Table 7. [INSERT TABLE 7 ABOUT HERE] Other reasons for missing classes given for students were that they were not prepared for class, because they lacked motivation, because they did not find the classes useful, because they had other illness or family or personal reasons, and because they had work commitments to complete in other subjects. The rankings of these reasons are given in table 7.1 below. [INSERT TABLE 7.1 ABOUT HERE] 5. Summary and Conclusions This study examines the relationship between employment and the study of accounting students in Australia. Given the high incidence of paid employment in the accounting student population and its impacts on academic performance, this study has ramifications for the nature of accounting program delivery in the Australian context in terms of times classes are offered and flexibility in delivery modes, and the quality of the university education experience with which students can engage. Limitations of this study include use of self reporting by students, a small sample size. In addition, findings pertain to a regional university in the Australian context. While many tertiary institutions in Australia are regional in nature given the geographic and demographic characteristics of the country, this experience may be different and not generalisable to metropolitan institutions in Australia and outside the Australian context. Further testing at other institutions would contribute to the knowledge of the relationship between paid employment and academic performance for accounting students. This study makes four findings. First, this investigation did not find a direct significant relationship between the hours students worked in paid employment and their academic performance in an accounting subject. However, contradictory results did emerge with respect to differences between domestic students and international students in a cohort. Secondly, while there was a positive relationship between paid employment and academic performance in relation to domestic students, there was a negative relationship between paid employment and academic performance for international students. Thirdly, with respect to international students, although a statistically significant relationship was not found, it seems that the academic performance of international students not working is better than that of working international students. Fourthly, a significant positive relationship between shift workers and academic performance was revealed that offers no obvious explanation and is identified as an area needing further research. With respect to the quality of university education experience of accounting students, there are indicators that accounting students may not be optimally engaging in a full university experience because of work pressures. There were 9% of students are found to be working fulltime and studying full time simultaneously. The fact that many choose to miss classes for work commitments does not afford them the opportunities associated with campus life including generic skill development of a social nature, networking with their future professional peers, and engagement with the benefits of cultural exchange with an international student body. Given that Vickers et al. (2003) found if students work more than 20 hours per week they are 160%-200% more likely to drop out of university, this has implications for attrition rates in accounting courses also. The authors contest that there is a need to explore further to understand the positive and negative impacts of paid employment on academic performance, and why differences exist between domestic and international students. This will aid in meeting the demand for good Australian accounting graduates. References Australian Government Department of Immigration and Multicultural Affairs (2006) Skilled Occupation List, Sydney and Selected Areas Skill Shortage List, and Employer Nomination Scheme Occupation List, Commonwealth Government Printer. Birrell, B., and Rapson, V. (2005) Migration and the Accounting Profession in Australia, Report prepared for APZ Australia, Centre for Population and Urban Research , Monash University, Victoria. Booth, P., Luckett, P. and Mladenovic, R. (1999) â€Å"The quality of learning in accounting education: the impact of approaches to learning on academic performance†, Accounting Educational, Vol. 8, No. 4, pp277-300. Cheung, L. and Kan, A. (2002) â€Å"Evaluation of Factors Related to Student Performance in a Distance-Learning Business Communication Course†, Journal of Education for Business, Vol. 77, No. 5, pp.257-263. De Zoysa, A., and Rudkin, K. (2007) â€Å"Australian Employment Patterns and Course Participation Preferences of Accounting Stude nts† International Review of Business Research Papers, Vol.3, No.1, March 2007, pp.23-36. Dobson, I. and Sharma, S. (1999) â€Å"Student performance and the cost of failure† Tertiary Education and Management, Vol. 5, No. 2, pp141-157. Gracia, L. and Jenkins, E. (2003) â€Å"A quantitative exploration of student performance on an undergraduate accounting programme of study†, Accounting Education, Vol. 12, No. 1, pp15-32. Gull, F. and Fong, S. (1993) â€Å"Predicting success for introductory accounting students; some further Hong Kong evidence† Accounting Education: an international journal, Vol. 2, No. 1, pp33-42. Hutcheson, T. and Tse, H. (2006) â€Å"Tutorial attendance and Grade Achievement† Working Paper No. 145, University of Technology, Sydney, March. Koh, M. Y. and Koh H.C. (1999) â€Å"The determinants of performance in an accountancy degree programme† Accounting Education, Vol. 8, No. 1, pp13-29. James, R., Cexley, E., Devlin, M. and Marginson, S. (2007) â€Å"Australian University Student Finances 2006: A summary of findings from a national survey of students in public universities†, Centre for the Study of Higher Education, The University of Melbourne, Australian Vice Chancellors’ Committee. Nonis, S. and Hudson, G. (2006), â€Å"Academic performance of college students; influence of time sp ent studying and working† Journal of Education for Business, Vol. 81, No. 3, Jan-Feb, pp151-160. Robert Half International â€Å"The Global War for Talent and its Effect on the Finance and Accounting Teams in Australia† White Paper, 6 April 2005. Rudkin, K. and De Zoysa, A. (2007) â€Å"Educating with Social Justice: Public Interest vs Private Benefit† International Review of Business Research Papers, Vol. 3, No. 2, March 2007, pp.87-99. Strong, T. and Watts, T. (2005) â€Å"Improving Teaching Performance Outcomes by Improving Student Satisfaction: A case study of a small accounting program† School of Accounting and Finance Seminar Series, University of Wollongong. Sullaiman, A. and Mohezar, S. (2006) â€Å"Student Success Factors: Identifying Key Predictors†, Journal of Education for Business, Vol. 81 July/August, pp328-333. Vickers, M., Lamb, S. and Hinkley, J. (2003) Student workers in high school and beyond: the effects of part-time employment o n participation in education, training and work. Longitudinal Surveys of Australian Youth: a research program by the Australian Council for Educational Research (ACER) and the Commonwealth Department of Education, Science and Training (DEST). Camberwell Victoria, Australia. Wijewardena, H. and Rudkin, K. (1999) â€Å"An Empirical Investigation of Some Factors Affecting Student Performance in Introductory Accounting† The International Journal of Accounting and Business Society, Vol. 7, No. 1, pp39-53. Wooten, T. (1998) â€Å"Factors Influencing Student Learning in Introductory Accounting Classes: A Comparison of Traditional and Nontraditional Students† Issues in Accounting Education, Vol. 13, No. 2 May, pp357-373.

Free Essays - Power of Women in Epic of Gilgamesh :: Epic Gilgamesh essays

Power of Women in Epic of Gilgamesh In Order to preserve life, the trapper has to civilize the man-like beast and have nature reject him at the hand of a woman. To do this the trappers father sends him to Uruk to see Gilgamesh to "extol the strength of this wild man." (20) Gilgamesh and the trappers father felt they must tempt the beast with a "woman's power" (20) to "overpower this man" (20) to ensure their way of life. But in order for the trapper to do his job Enkidu has to become educated to the ways of this culture. "He fills in the pits which I dig and tears up my traps set for the game; he helps the beasts to escape and now they slip through my fingers". (20). A father, a trapper and Gilgamesh (part god/part man) felt that a woman was a greater weapon than an army. A woman conquers the beast in every man. Man betrays his upbringing and become civilized to protect their way of life. "When he sees her beckoning he will embrace her and then the wild beasts will reject him." (20) Gilgamesh is a womanizing ruler this is represented by him saying, "Take with you this harlot, a child of pleasure" (20) to the trapper so that they could save the existence of the community. Gilgamesh bears the secret that if he is ever conquered it will be by a woman. By sending the Harlot he has revealed his own weakness. Ironically, this theme has been used throughout history; Beauty and the Beast, Anthony and Cleopatra, and Cruel Intentions. Today, madams and housewives have replaced harlots. They do not realize that the way Enkidu was raised will always be reflected in his personality. Foolishly the father, trapper and Gilgamesh try this deception they do not know if it will be successful, but they do know man's weakness. Free Essays - Power of Women in Epic of Gilgamesh :: Epic Gilgamesh essays Power of Women in Epic of Gilgamesh In Order to preserve life, the trapper has to civilize the man-like beast and have nature reject him at the hand of a woman. To do this the trappers father sends him to Uruk to see Gilgamesh to "extol the strength of this wild man." (20) Gilgamesh and the trappers father felt they must tempt the beast with a "woman's power" (20) to "overpower this man" (20) to ensure their way of life. But in order for the trapper to do his job Enkidu has to become educated to the ways of this culture. "He fills in the pits which I dig and tears up my traps set for the game; he helps the beasts to escape and now they slip through my fingers". (20). A father, a trapper and Gilgamesh (part god/part man) felt that a woman was a greater weapon than an army. A woman conquers the beast in every man. Man betrays his upbringing and become civilized to protect their way of life. "When he sees her beckoning he will embrace her and then the wild beasts will reject him." (20) Gilgamesh is a womanizing ruler this is represented by him saying, "Take with you this harlot, a child of pleasure" (20) to the trapper so that they could save the existence of the community. Gilgamesh bears the secret that if he is ever conquered it will be by a woman. By sending the Harlot he has revealed his own weakness. Ironically, this theme has been used throughout history; Beauty and the Beast, Anthony and Cleopatra, and Cruel Intentions. Today, madams and housewives have replaced harlots. They do not realize that the way Enkidu was raised will always be reflected in his personality. Foolishly the father, trapper and Gilgamesh try this deception they do not know if it will be successful, but they do know man's weakness.

Philippines Literature Essay

The diversity and richness of Philippine literature evolved side by side with the country’s history. Long before the Spaniards and other foreigners landed or set foot on Philippine shores, our forefathers already had their own literature stamped in the history of our race. Our ancient literature shows our customs and traditions in everyday life as traced in our folk stories, old plays and short stories. Our ancestors also had their own alphabet which was different from that brought by the Spaniards. –> LITERATURE: the body of oral and written works, text, books, poetry, etc. these are the several things that concern this subject. we have been exposed to literature ever since we were young. reading, writing, that’s what we do. but is this really the essence of literature? the time i realized that i was going to take up â€Å"Philippine Literature† this semester, i was rather a bit curios about what would be in store for me, for the whole class. our Literature instructor Ms. Dinah Laguna-Mission is very enthusiastic in teaching us. never came a time that i felt sleepy or bored during our lit. subject. she has a lively voice and pronunciation, lively gestures and the witty use of words were the things i looked forward to every time she came. at first, i expect that the subject content and the teaching method was just a repetition of what has been taught to us during high school. but i was wrong, the different genre of literature, different devices and ever famous figures of speech were the ones being taught to us. after all the experiences and new knowledge imparted to me, i realized that Literature is not only about just reading the stories, poems, riddles, etc. but either its understanding them deeply. i thank Ms. Mission for imparting this knowledge imparted to me and the whole class for making this journey bearable and truly enjoyable one. it was beyond doubt an accomplishment for us and so, even if i finish the subject Philippines Literature, the things i learned, the memories and experience will truly mo no matter what. ^_^

Legal, professional and ethical issues relating to patients

Abstract The role of professionalism, ethics and the law has a direct impact on the experience of a patient in the modern world. This essay examines several facets that impact the patient and play a factor in the level of care provided. The data provided illustrates the integrated nature of the three aspects as well as demonstrating the benefit of ethical action. This essay will be of use to any researcher identifying patient rights. 1 Introduction The legal, professional and ethical issues surrounding patients have long been a matter of debate (Baylis, 2010). This essay assesses the state of expectations that surrounds each of these areas in an effort to identify specific elements that provide clarity. Beginning with a base background this evaluation will define each element in order to create a foundation for continued study. Next will be a critical appraisal of the ethical, legal and professional issues that have an impact on a patient seeking assistance. A combination of the elements of this essay will create the capacity to illustrate the strengths and detriments commonly associated with being a patient in the modern system. In the end, this essay examines past policy, modern practice and future potential in an effort to establish a better understanding of the professional, legal and ethical issues that influence and impact patients. 2 Patient Issues2.1 BackgroundThe moment that a consensual relationship has been established between doctor and patient there are critical legal, ethical and professional duties that are required on the part of the professional and expected on the part of the patient (Purtilo, Haddad and Doherty, 2014). A working relationship is enacted when a patient knowingly seeks out a health provider in order to address issues, and is cemented when the provider accepts the patient. After this point the physician and patient role becomes increasingly complex as issues must be continually assessed (Baylis, 2010). The role of patient rights and a physician or administrator duties are subject to change depending on the culture, region or nation that the person resides in (Baylis, 2010). With a distinct view to societal influence the legal and cultural definition of rights and responsibilities will vary. Others contend that a patient’s rights should be universal regardless of the place of resi dence or status (Corey, Corey and Callahan, 2014). A standardization of policy would reduce many issues that often plaque both patients and management (Corey et al, 2014). A demonstration of the effort to amend the build progress rests in the Declaration of Helsinki that served to lay out a set of ethical guidelines that have come to be highly regarded as a form of basic infrastructure (Purtilo et al, 2014). In an effort to address many of the legal, professional and ethical issues that surround the care of patients nations such as the United States have enacted a patient’s bill of rights with the express purpose of protecting and clarifying the role and duties of the health care system (Purtilo et al , 2014). These protections and guarantees create a form of reassurance that many find necessary in order to depend on the modern medical system. Hafferty and Franks (1994) conversely argue that a standardization of legal and professional behaviours will limit the capacity of the staff to respond to the patient’s needs. This argument further illustrates with the increase attention to teaching and adherence to an ethical standard much ability to move forward and progress in the practical world is lost (Hafferty et al 1994). However, the increase in ethical teaching over the course of the past decade has illustrated a benefit to making ethically and morally based business patient decisions (Kraus, Stricker and Speyer, 2011). With sensitive issues commonly addressed in a as regards the patients, an understanding and compassionate assessment and care pattern enhances the entire experience. Common elements of a patient’s rights platform will include a right to make independent medical decisions fully informed by responsible authority (Kraus et al, 2011). A patient form consent is a highly sought after protection this area (Kraus et al, 2011). With a clear need to provide a balanced opportunity for treatment, yet allow the provider latitude to accomplish what is necessary there is a delicate adjustment that must be maintained. There is a clear and abiding need to include patient autonomy in any form of care (Kraus et al, 2011). Many in the health care industry have opposed a formalized standard for patient care as an unnecessary burden that would only increase the paperwork and fundamental cost (Stirrat, Johnston, Gillon and Boyd, 2009). In the industry itself, the providers often cite the element of private competition as adequate to continually spur on high standards of patient care. The opposite argument states that patient care has been seen to be lax in envir onments that do not have adequate oversight to ensure compliance (Ellershaw and Wilkinson, 2003). Occasionally a patient’s care has been diminished by the lax form of care instituted by the institution (Ellershaw et al, 2003). Others point to the continued high standards that are a model of the high end private market as an example of what a positive free market patient care policy should embody (Stirrat et al, 2009). However most utilize the deontological tool to assess and evaluate the benefits of any one care process (Stirrat et al, 2009). Much like the Morally, the ethical position of a professional caregiver dictates a well-rounded and considered implementation of care that provides a solution to the patient’s on-going issues (Nettina, 2013). The position of non-maleficence, or, ‘first do no harm’, illustrates the proper role of the provider (Nettina, 2013). Further, this form of care creates a perception of beneficence that provides much of the moral standing for care providers (Nettina, 2013). A legal obligation may prevent the caregiver from doing what may be an ethically right act (Ellershaw et al, 2003). This combination of considerations comprises the full range of professional liability that patients are linked to. 2.2 Ethical Issues An ethical issue that ranks high at every level of care is the capacity for the patient to remain safe while receiving care (Leape, 2005). There is an ethical necessity for the caregiver to do all that is necessary to prevent injury to their patients (Leape, 2005). This broa d umbrella of safety expectations has led to an over expectation of comfort and quality of care, which in turn diminishes the perception of care (Hafferty et al, 1994). If in the process of ensuring patients safety something goes wrong, it becomes the ethical responsibility of care giver to identify new method to respond to similar cases (Leape, 2005). Others illustrate the high cost that can quickly be generated from investing resources haphazardly in an attempt to anticipate each and ethical issue (Ellershaw et al, 2003). All care providers have an ethical responsibility to take responsibility for mistakes made that impact their patients in any manner (Leape, 2005). The all too common effort to avoid or shift blame away, in order to preserve other clients must not be a consideration during the implementation of ethical patient’s considerations. The full scope of an issue may not be apparent immediately, dictating a delay in admitting fault (Stirrat et al, 2013). This argument is clearly illustrated in the complex issues surrounding ethical considerations in the field of mental health care for patients (Kraus et al, 2011). Ethically, mentally ill patients should be given the exact same rights and comforts that any other patient would receive (Kraus et al, 2011). Influences that include safety and behavior often have impact on the manner in which care is given (Stirrat et al, 2013). In some situations the question of care comes down to the decision of the provider and their unique approach to the illness. A common ethical dilemma that can lead to other professional and legal issues rests in the question of when to medicate and when to refrain from medication (Nettina, 2013). With a patient’s rights indicating that the best possible method be utilized, is this to be found in the reduction of pain or the allowance of pain in order to treat the larger issueThe ethical and moral questions must be continually addressed by both the patient and the provider in order to arrive at the best fundamental answer (Corey et al, 2014). The converse argument states that the professional knows best and should the person making the crucial decisions (Hafferty et al, 1994).2.3 Legal IssuesThere are a wide range of legal issues that make providing care for a patient a complex experience (Nettina, 2013). A patient must consider each element of their care in order to ensure that the appropriate services have been rendered. Nettina (2013) identifies the primary sources of legal risk in the nurse’s profession as patient care, procedures performed and the associated quality of documentation. This implies that at any one point a mistake in care may be interpreted as a legal lapse making the provider liable (Nettina, 2013). In order to minimize the exposure to legal and financial process, instruments including risk management systems and the implementation of devices designed to anticipate and reduce the risk of injury for patients (Nettina, 2013). The converse position argue that the financial expense of keeping up with the latest developments in science has a direct adverse impact on the mann er in which a small provider can find it difficult to sustain operations (Corey, 2014). In many nations including the United States and the United Kingdom, the fact that it is illegal to discriminate against a patient based on gender, nationality, religion or any reason allows for every person to find adequate care (Richardson and Storr, 2010). Others advocate for the application of health care after an assessment of insurance and payment abilities (Ellerwshaw et al, 2010). Potentially, those lacking an adequate source of funding for health care have received only marginal consideration, which in turn can quickly become not only an ethical and professional detriment but a legal issue that can diminish overall operations (Richardson et al, 2010). Yet, the provider can cite the case as bringing beyond their capacity and turn a patient away, thereby citing a legal reason to turn away patients (White and O’sullivan, 2012). Once treatment has commenced it is legally required to obtain consent of the patient prior to the performance of any treatment that may substantially impact the patient (Bayliss, 2012). This legal right ensures that a patient is informed before possible life altering decisions are made. In some cases a layman patient will not adequately understand the full issue at hand, and therefore the professional associated with the concern should make the call (Kraus et al, 2013). This position of decision making capacity again touches on the elements that are directly related to the ethical and professional policies and positions of the institution that is providing the patient with care. Further, once care has begun, the patient is assured of continuity of care as well as confidentially (Bayliss, 2012). This legal underpinning ensures that an incapacitated patient will not have to make critical decisions immediately or during the procedure. A primary method of protection for patients and overall control for care providers rests in the legal institution of mal practice (Jonsen, Siegler and Winslade, 2006). Others argue that the institution of mal practice ties the hands of care providers by putting too many hurdles in way of effective care (Hafferty et al, 1994). Still others advocate for a mitigated form of malpractice that addresses the needs of the patient without threatening the entire structure of the provider’s livelihood (Corey et al, 2014). In cases that a providers services can be proven to be less than what was expected by the patient or the institution, there is the opportunity for financial redress. In order to mal practice to be claimed, there must be an existing patient and provider relationship acknowledged on all sides (Jonsen et al, 2006). A patient is legally entitled to a referral to a better provider if the first practitioner is unable to meet their needs (Bayliss, 2013). This area touches on the ethical responsibly of the provider to assist the patient in any reasonable manner (Corey, 2014). Others cite the potential for litigation if the referral goes wrong and there are problems for the patient (Hafferty et al, 1994). A continued source of worry for the medical profession is the looming threat of court action over a mistake or oversight on their part (Bayliss, 2013).2.4 Professional IssuesThe entirety of the expected behaviour of any patient related institution is required to exhibit professional and exemplary behaviour (Corey et al, 2014). This expectation is tempered by region, financial issues and the available of competent staff (Urden, Lough, Stacy and Thelan, 2006). Many contend that care for the patient should come before financial or regulatory concerns (Bayliss, 2012). Regional and national political reg ulations play a large part in the establishment of professional standards as regards the treatment of patients in several areas around the world (Corey et al, 2014). A Professional perception is made up of the ethical and legal considerations that are relevant to the position, again providing a firm indication of the integrated nature of the legal, ethical and professional aspect of patient care (Bayliss, 2012). The professional will not neglect the rights of the patient in the pursuit of their goals (Corey et al, 2014). This facet reflects the need for the professional to terminate the relationship at the correct time, for the proper reason. In many cases, some professionals will make a billing cycle longer for the simple reason of increased revenue with little effort (Corey et al, 2014). Others describe this approach as overly cautious and cite the need to be certain of the outcome for the patient before any change of status should be implemented (Bayliss, 2012). This same sense of professionalism is extended to the form of treatment that a patient has the right to expect, with the best choice, not the latest trend being the choice (Stirrat et al, 2013). The patient must be given every component of information in order to provide an informed consent. Anything less than full transparency on the part of the provider is an ethical, legal and professional blunder (Corey et al, 2014). 3 Conclusion This essay examines the role of the legal, ethical and professional actions as regards the expectations of the patient. With the evidence presented in this review, there is argument for many issues that touch on all three aspects. Lacking a universal patient’s bill of rights, the issues experienced by patients seeking assistance can vary widely according to region and financial ability. The data presented in the this essay indicates that while the ideal system advocates for a fair and equal patient experience, it is often those that have the financial support that have the best care. The evidence presented here provided support for the contention that ethical decisions will benefit the professional and legal standing of the patient provider. By ensuring a high standard of care, the provider is doing everything possible ethically and morally to address the concern. This effort diminishes the potential legal ramifications that centre on the mal practice and court process. The areas of ethics, professionalism and legality correspond to create a complex environment for a patient to navigate. This makes it necessary to ensure a high standard of professionalism within the ranks of the patient provider network. There must be a balance as there cannot be an effort to placate the patient that becomes adverse to the overall treatment. Much like any other industry there is a balance that must be maintained in the relationship between provider and patient in order for the best results to be experienced. The modern world has provided patients with new and diverse opportunities for care in nearly every nation around the world. With the areas of professionalism, legality and ethics playing a building role in the way services are provided, there must be a continual and considered approach to each policy in order to ensure the rights of everypatient. In the end it will be the combination of all three aspects that create the opportunity for progress. References Baylis, F. 2010. Health care ethics in Canada. Australia: Thomson Nelson. Corey, G. 2014. Issues and ethics in the helping professions. [S.l.]: Cengage Learning. Edwards, S. J., Braunholtz, D. A., Lilford, R. J. and Stevens, A. J. 1999. Ethical issues in the design and conduct of cluster randomised controlled trials. BMJ: British Medical Journal, 318 (7195), p. 1407. Ellershaw, J. and Wilkinson, S. 2003. Care of the dying. Oxford: Oxford University Press. Frost, D. W., Cook, D. J., Heyl and Fowler, R. A. 2011. Patient and healthcare professional factors influencing end-of-life decision-making during critical illness: A systematic review*.Critical care medicine, 39 (5), pp. 1174–1189. Hafferty, F. W. and Franks, R. 1994. The hidden curriculum, ethics teaching, and the structure of medical education. Academic Medicine, 69 (11), pp. 861–71. Jonsen, A. R., Siegler, M. and Winslade, W. J. 2006. Clinical ethics. New York: McGraw Hill, Medical Pub. Division. Kraus, R., Stricke r, G. and Speyer, C. 2011. Online counseling. Amsterdam: Elsevier/Academic Press. Nettina, S. M. 2013. Lippincott manual of nursing practice. Philadelphia: Wolters Kluwer Health/Lippincott Williams & Wilkins. Purtilo, R. B., Haddad, A. M. and Doherty, R. F. 2014. Health professional and patient interaction. St. Louis, Mo.: Elsevier/Saunders. Richardson, A. and Storr, J. 2010. Patient safety: a literative review on the impact of nursing empowerment, leadership and collaboration. International nursing review, 57 (1), pp. 12–21. Solomon, M. Z., O’donnell, L., Jennings, B., Guilfoy, V., Wolf, S. M., Nolan, K., Jackson, R., Koch-Weser, D. and Donnelley, S. 1993. Decisions near the end of life: professional views on life-sustaining treatments. American Journal of Public Health, 83 (1), pp. 14–23. Stirrat, G., Johnston, C., Gillon, R. and Boyd, K. 2010. Medical ethics and law for doctors of tomorrow: the 1998 Consensus Statement updated. Journal of Medical Ethics, 36 ( 1), pp. 55–60. Str, Cipolle, R. J., Morley, P. C. and Frakes, M. J. 2004. The impact of pharmaceutical care practice on the practitioner and the patient in the ambulatory practice setting: twenty-five years of experience. Current pharmaceutical design, 10 (31), pp. 3987–4001. Urden, L. D., Lough, M. E., Stacy, K. M. and Thelan, L. A. 2006. Thelan’s critical care nursing. St. Louis: Mosby. White, K. M. and O’sullivan, A. 2012. The essential guide to nursing practice. Silver Spring, MD: American Nurses Association.

Hanging Upside Down is Fun! The Other Side of The Essay Expert

Hanging Upside Down is Fun! The Other Side of The Essay Expert Sometimes the greatest things to be acknowledged for are not work-related. I was therefore very excited to be featured in the Escape Adulthood blog. Escape Adulthood is a company whose mission is to â€Å"annihilate Adultitis†! As much as I am behind the mission of my own company, I’m thrilled to be part of this grand vision to bring lightness and childlike enthusiasm to the lives of as many people as possible! I hope you enjoy seeing this other side of The Essay Expert. Hint: I talk a lot about being upside down.

Sample Papers

Sample Papers Sample Papers Sample Papers: Help for Students Are you becoming crazy about those numerous assignment papers that you are constantly provided with during your study? Sometimes it may seem to you that they are aimed at turning your life into the terrible nightmare. Do not know how to escape from all that? Try not to avoid the problem but solve it! This article will help you in that. If you do not know how to write your assignment papers, do not rack your brains make use of the Internet. You may find a lot of different web-sites there that offer students assignment writing services. You may say that it is too expensive to buy every assignment paper. But these sites may be useful for you even if you are going to write your assignment paper by yourself. In what way? Free Sample Papers The answer concerns sample papers that these sites propose you to get free of charge. You may find a lot of different papers: sample term papers, sample research papers, sample essay papers and many others. But in what way can they help you if you are not going to buy assignment papers? Of course, you should not submit one of these sample papers as yours because you may have problems. As these papers are available for you everyone else may get them (even one of your group-mates or your tutor). Any kind of sample papers is a papers research sample. What does it mean? Any of sample papers may give you a hint about in what direction you should make your research of the topic given in order to write a good paper. Moreover, reading of such papers may give you a lot of other interesting ideas concerning preparing and writing. Sample Paper ElementsTopic. Sometimes your tutor may let you choose a topic for your paper by yourself. But if you have no ideas about it, you may search them in sample papers. You may find a topic that you may get interested in and that is the half of the success of your paper. Thesis statement. When reading sample papers you may find out how to formulate a thesis sta tement in order to make it clear and understandable. Structure. You may study the structure of papers of a certain kind: what parts they should include, how you should divide them into paragraphs. That will help you make your paper well-structured. Vocabulary. You may study what special words and phrases are used in the academic writing. The usage of such vocabulary will help you put your thoughts logically and clearly. One should stress that this is one of the main criteria of writing a good assignment paper. Thus, it becomes obvious that sample papers may be very helpful for you even if you are going to write your assignment paper by yourself.

Accounting Research Paper Example | Topics and Well Written Essays - 2000 words

Accounting - Research Paper Example paration of Financial Statement and consistent with this, it is essential for firms to reveal separately in the statement of income for the record of the inventories which has been small persistence thing. Additionally, this rule also demands for sufficient data which influences the important measures with that data which can additional support in accepting a situation. The risk of not including the inventory write-down in the financial statement is that the investors may over-anticipate income firmness and thus lead to decisions that may create strong unethical situations. Beside this, such condition can direct towards many ethical and financial problems for example excessive manager’s payments, concealment fraud penalties, losing investors self-assurance in organization with loosing value of brand in addition to goodwill. Accountants who do not consider complete according standards while making financial statement, are not only breaching the according standards but also are breaching the trust and ethics which is considered as inevitable in the â€Å"professional behavior† (Little, 2008, p. vii) of the people. As being element of Practicing Business, it is suggested that CEO and CFO of the business should think such influence of the â€Å"Internal Revenue Service† (Internal Revenue Service Data Book, no date, p. 32). This IRM gives an outline and common knowledge of GAOs annual Financial Statement Audit of the â€Å"Internal Revenue Service† (Internal Revenue Service Data Book, no date, p. 32) (IRS). As the country’s tax collector, the IRS has the liability of collecting taxes, enforcing the nation’s tax laws and processing tax return. The GAO performs annually audits of the financial statements of IRS in keeping the CFO Act of 1990, as extended by the â€Å"Government Management Reform Act of 1994† (Guthrie et al., 2005, p. 357) Appropriate to this Act, the General Accounting Office (GAO) opines on the fiscal statements of the IRS in the report financial

The Tactics of Michael Collins Essay Example | Topics and Well Written Essays - 750 words

The Tactics of Michael Collins - Essay Example 97-98). However, Collins also knew that "something more was necessary than a guerrilla war in which small bands of our warriors [] attacked the larger forces of the enemy" because "England could always reinforce her army" (Dwyer, 1990, p. 64). The tactic that arguably won the war was Collins implementation of the Squad which, together with his extensive intelligence network, was able to systematically assassinate British agents and thus cut of Britain's main supply of information. Both of these tactics resurfaced several times throughout the twentieth century, most notable in the teachings of Ernesto 'Che' Guevara and Brazilian revolutionary Carlos Marighella, but the question remains as to whom Michael Collins had the strongest link. Guevara was, like Collins, involved in a fight on a largely rural island, and often stressed the importance of taking up the fighting outside the city (Guevara, 1961, pp. 1-2). Even though both relied heavily upon the tactics of the Flying Column, there was a significant difference: whereas Collins guerrilla force only existed in the attack, Guevara had an actual army that could gain territory and form lines of resistance. Furthermore, Guevara actually had a chance to win his war through military means, unlike Collins and his ever-reinforced enemy. Collins idea of carefully selected executions was not unknown to Guevara, but it was in no way a key issue in his tactics.Marighella was facing an entirely different scenario, and thus devised new tactics to suit his needs. Fighting in heavy industrialized Brazil, he regarded the urban areas as the birthplace and battlefield of the guerrilla force (Marighella, 1969, p. 12). Like both of the others he subscribed to idea of the Flying Colum n, but unlike Guevara it was an autonomous unit, leaping only into existence when call upon (Marighella, 1969, p. 4). Marighella had no prospects of a traditional military victory, and like Collins he relied on the hidden warfare of surprise attacks, kidnapping and executions (Asprey, 1994, p.1089-90).To choose which of these later models is more consistent with Collins' is obviously to choose the lesser of two evils. Guevara fought an entirely different enemy, but used the Flying Column with great success. Marighella again fought a different foe and implemented Collins' idea of selective executions, but with less success. It seems that Marighella has the most to share with Collins. Although he lost his war, he took the most important part of Collins' tactics and attempted to put it into practice. Guevara merely adopted the foundational idea of small-unit fighting; a concept far predating Michael Collins. The answer as to whether Michael Collins should be regarded as villain or patriot is to some extent answered in the final sentence of Fidel Castro's defense speech of 1953; "History will absolve me". An attempt to define any reformer as good or bad will always be biased by the outcome of the conflict and our own political stance. However, technically Collins was a patriot by the very definition of the word: he fought for (the majority of) his country. The fact that he won Ireland her