Computer Systems Security Term Paper Example | Topics and Well Written Essays - 1500 words

Computer Systems Security - Term Paper Example This document proposes how paperwork in Kingswood, Inc. can be replaced by an automated system. The document aims to examine the security mechanisms incorporated to ensure managers, coordinators and volunteers benefit from an automated system. This document includes methods of collecting data, costs and schedule for completion of the evaluation and qualification. Problem Statement Storage of information is handled at both the finance and administration departments. This is done in spring files and counter books (Kush, 2003). These are the departments that the proposed system aims to help and address its issues. The proposal aims in helping the Hospice manage its data better as it fulfills its core mandate. Patients’ accommodation Information is the main operation handled by Kingswood, Inc. The proposed automated system aims to ensure that the management workflow goes well as it seeks to ensure fewer repetitions and reduced time in processing of information (Baugh, Sue, & Rober t, 1995). Objectives The proposed system exhibits the following objectives: 1. Ensuring that its patient data is handled with confidentiality and absolute consistency. 2. Improve the general coordination within the entire hospice team and offices through storage of information in a common database. 3. ... 6. The automated system aims in dealing with the security needs of the entire Kingswood, Inc. management. This would be achieved through equipping the computers with encrypted passwords, and having backup data in case of a fire. 7. Being able to search, sort and delete information quickly and in an organized way. Technology used Distributed System Technologies Distributed objects would be used in the context of communications between systems within the facility as well as exchanging data within the external branches. Use of XML tools would allow companies to try and give orders through customized web interfaces. Service Oriented Architectures would be used with the purpose of going paperless. Therefore, Kingswood, Inc. communication with other systems running on any possible stage would be enhanced. The LAN Network Topology The four facilities and central office establish the need for five LAN setup. Each of the facility will be have an internet Service provider to provide them with an internet connection, having each a centralized hub or router at each location for easier management of all systems. In order to support portability in notebook laptops, the hub will support IEEE 802.11g wireless standards. The D- Link Wireless Router fits this need with several ports, up to five, being $70. Using Wi-Fi router as a central access point for each area reduces the number of failure points to the internet connection. Social Media Social media employ web and mobile based forms of technology to support interactive dialogue. It takes many different forms including magazines, internet, social blogs, social networks, wikis, podcasts and many others. Mobile Social Media This media can be used on mobile devices. In comparison to the past traditional media,

Discussion 6 Essay Example | Topics and Well Written Essays - 250 words - 1

Discussion 6 - Essay Example s the people in IT business and other professionals to know what new opportunities are there, challenges likely to be faced and the trends in the system. In today’s competitive global market people are looking for new opportunities to reduce cost, improve their efficiency in work and gain an edge in the market. Business people are using IT as their tool to realize their aims. The use of disruptive new technologies social networks, content-mobile apps along with proliferation of private and public cloud is making companies to assess the impact this new technologies in their businesses. Business leaders are supposed to understand the use and importance of this new advancement and use them in the improvement of their businesses (Overby, 2013). There is need of listening to the customers in this digital market in order to understand the consume ration of IT. Businesses are filled with large data, a cloud of computing information and mobile services. The argument of Overby that equilibrium of jobs offshore and onshore will be attained is quite correct. Advancement in technology makes works more efficient and creates more job opport unities and development of a

A Poets response to place is rarely purely descriptive Essay Example for Free

A Poets response to place is rarely purely descriptive Essay In this essay I will write about whether I agree with the statement above, or not. I will base my conclusion upon a detailed examination of two poems. I will look at the ideas and techniques poets use, language and imagery etc. I agree with the above statement, I feel nothing is purely descriptive, for example when someone says That house looks deep-rooted and daunting the quote is descriptive as well as being someones personal opinion. To one person it may look daunting but to another the house may look safe and restful. Whenever someone describes something, it always includes an opinion, so nothing can ever be purely descriptive. I will back up my opinion by looking at the two poems: London -William Blake (1757-1827) Dover Beach -Matthew Arnold (1823-1888) London is a poem about William Blakes interpretation of the dark side of London, he talks about how everyone is suffering, and how everyone is looking for freedom, no one has a future. Dover Beach is a poem about a beach in England, Matthew Arnold is describing what he feels is wrong with the world, and the reasons for the problems we have. London A poem of social protest, against the suffering of all who live in a world such as this. Written in 1789 (during the British industrial revolution). Not a poem of observed factual detail but Blakes perception of London, he uses the traditional form of alternate rhyming lines to imitate the repetitive predictability of the circle of suffering. London shows that: if the institution and structure of a place is corrupt then the people can never have a chance for innocence. In his poem Blake describes to the reader how there are legal restrictions on the roads, Charterd street. Also how the river Thames is governed Charterd Thames The quotation shows that even a river which should seem free, is owned , restricted. When Blake describes the restrictions, he is also enlightening the reader about the state of the residents of London, mind forgd manacles this quotation shows the depression and imprisoning of people, in their own mind. People are searching for liberty. People in London are abandoning the church because there lives are going so wrong Every Blackning Church appalls. The word plagues really gives us the impact of the place he was walking through, its a very pungent word. In this Poem, Blake uses disconnected stanzas, almost to describe the place where he is , nothing is stable, including peoples life. The rhythm of the poem is monotonous, there is not one positive image or feeling. There is also assonance to reinforce what he is saying. In this Poem, Blake starts to describe London, but as soon as he does, he describes the way people live and how they drastically lack liberty. Dover Beach is a melancholic poem. Matthew Arnold uses the means of pathetic fallacy, when he projects the human feeling of sadness onto an inanimate object like the sea. A repetition of neithernor in stanza 4 underlines a series of denials: . . . neither joy, nor love, nor light/ Nor certitude, nor peace, nor help for pain; (l. 33-34). All these are basic human values. If none of these do truly exist, this raises the question of what remains. With these lines, Arnold draws a nihilistic view of the world he is living in. Throughout the poem, the sea is used as an image and a metaphor. At first, it is beautiful to look at in the moonlight (ll.1-8), then it begins to make hostile sounds (grating roar (l. 9); tremulous cadence (l.13)) that suggest a general feeling of sadness. In the third stanza, the sea is turned into a metaphoric Sea of Faith (l.21) a symbol for a time when religion could still be experienced without the doubts brought about by progress and science (Darwinism). Now, the Sea of Faith and also the certainty of religion withdraws itself from the human grasp and leaves only darkness behind. Matthew Arnold, not only describes Dover beach, he describes he thoughts on the world, and why things are the way they are. To conclude with both the poems I have looked at, have reinforced the statement: A Poets response to place is rarely purely descriptive I have shown by using London and Dover beach that a poet always does so much more than simply describe a place, the poets own thoughts and feelings shine through. The reader gets taken deep down into the poem ,and finds out why the poet feels the way he/she does. Each poem is an insight to the way poets feel about places. Neither poems just describes a place, therefore I empathize with the above statement.

A Study on Libya and its Education System

A Study on Libya and its Education System Libya is an Arabic country located in North Africa on the Southern coast of the Mediterranean Sea. The economy of Libya is highly dependant on oil as it has many reserves of oil. The total area of the country is approximately 1,759,540 square kilometres (i.e. 679.182 sq miles). It also has the longest coastline among the littoral states of the Mediterranean Sea with a length of approximately 1.955 km. Libya is surrounded by a number of countries: Egypt in the east, Sudan in the south-east, Chad and Niger in the south, Algeria in the west and Tunisia from the north-west, and it is a member state in a number of organizations, regional groups and international organizations such as the United Nations, the African Union, the Arab Maghreb Union, League of Arab States, Non- Aligned Movement, the Organization of the Islamic Conference and OPEC (Oxford Business Group, 2008; The Peoples Committee for Education, 2001). Libyas population is approximately 6,310,434 which is considered a small nu mber compared with the countrys area. This number also includes tens of thousands of non-citizens who migrated to the country in search of work opportunities, particularly after the discovery of oil and the attractive offers provided to foreign professionals, especially at the universities and higher education institutions (Hanley and Mayfield, 2001). 1.1.2 Education in Libya: The Libyan Government has embarked on a developmental program aiming to the expansion, upgrading and modernisation of its fundamental infrastructure, where education is of high priority (Hanley Mayfield, 2001). The Libyan secretary of education (2000) stresses that education, health and social services are the highest priority for Libyas infrastructure development programme. According to Hanley Mayfield (2001), The Gaddafi Development Foundation has taken the responsibility for developing education system and infrastructure in Libya, accordingly 5,000 existing schools and colleges directed to be modernised and enhanced. This enhancement requires various equipment and expertise at all levels to create model educational establishments for the future Libyan generation. In addition, their agenda will include the following points: Improvement of the curriculum in schools and universities including the scientific journals, periodicals and books. Opening the door for merging Libyans with the global community through many programs, such as providing a great number of young Libyans the opportunity to continue their studies abroad and to gain international qualifications. The initiation of an 18 month plan to provide one million computers to one million Libyan children. The initiation of a program to connect Libya with global educational community through broadband Internet. Every major hospital will become an educational hospital managed by an already established international hospital that will provide training of hospital management and process etc for the next five years with 20 hospitals currently targeted for this purpose. Initiation of one million companies for one million Libyans. To do this, our young entrepreneurs need to be trained and enabled to help them be successful in their new ventures. The establishment of e-government where registering a new company will not take more 30 minutes to complete. Opening the door for cooperation between local universities/educational interests and international educational interests through cooperative contracts and memorandum of understandings. Gaining funding for the educational development of Libya through donations, and various forms of foreign investment. Offering full scholarships to the top students in the country to 990 students for undergraduate and postgraduate studies. Most scholarships are in the medical and engineering field. The major countries considered are mainly the UK, North America (Canada and the USA), Malaysia, Egypt and Australia. In academic year 1975/76 the number of university students was estimated to be 13,418. Today, this number has increased to more than 200,000, with an extra 70,000 enrolled in the higher technical and vocational sector. The rapid increase in the number of students in the higher education sector has been mirrored by an increase in the number of institutions of higher education. Since 1975 the number of universities has grown from two to nine and after their introduction in 1980, the number of higher technical and vocational institutes currently stan From its inception the revolutionary regime placed great emphasis on education, continuing and expanding programs begun under the monarchy. By the 1980s, Libya had made progress, but the country still suffered from a lack of qualified teachers and enrolments in vocational and technical training lagged. Both of these shortcomings have resulted in a reliance on foreign-born professionals to fill teaching posts, technical positions in many sta te industries and service sector jobs in fields such as health care (Secretariat of Education, 2000). In 1980, to redress the balance, Libya enacted what was known as the New Educational Structure. School curriculums were restructured in favor of technical subjects and, in the humanities, Arabic language and Koranic education were particularly emphasized. The study of English from the seventh grade was also initiated. At the high school level the plan enabled the creation of specialized vocational and technical schools in addition to traditional academically oriented schools. The new structure also required the establishment of technical and vocational education at the tertiary level, which has led to the creation and strong growth in the number of higher technical and vocational institutions In March 2000, the General Peoples Committee for Education and Vocational Training was dissolved and all of its responsibilities transferred to the regional peoples committees (Secretariat of Education, 2000). 1.1.2.1 General education: According to the Economist (2009), most of the governments of the Arab countries are well aware that their university and school systems were and still doing badly, Arab governments including Libya have been struggling to improve their education infrastructure and facilities. In 1996, students were estimated to constitute 27% of the Libyan population, where the number of university students was 13,418, a considerable number of those students are immigrant learners who entered Libya with their families, or as employees and then joined the education institutions. Currently, the numbers of students in primary and secondary education are rapidly increasing driving the number of university students to exceed 200,000, in addition to about 70,000 who joined the technical and vocational sectors. The strategy to redress the balance which called the New Educational Structure, has been implemented in 1980, consequently, the schools curriculum was reformed in order to introduce and emphasize tec hnical subjects in addition to Arabic language and Qurans studies and humanities. The strategy intervention at the secondary education emphasised the launch of vocational and technical schools beside the traditional academic schools. This strategy also emphasised the initiation of technical and vocational institutions in different regions of the country which has contributed considerably to the development of these regions (Country Review 2006; and El-Hawat, 2003). The previous educational system in Libya was following a 6-3-3 pattern for the primary, technical and pre-university education (i.e. primary stage begins at age 6 and continues for six years, followed by three years of preparatory school and three in secondary school),while the current system follows 2 nursery, 9 basic education and 3 or 4 secondary education according to the specialisation (Clark, 2010). Eventually, successful candidates get General Secondary School certificates or alternatively, in the case of technical school a diploma. In addition, there is a training/vocational branch that follows the preparatory cycle and lasts for two or four years. Those who successfully pass with sufficient high marks can proceed into higher education that is provided by sixteen institutions, nine universities and seven advanced learning institutions (Al Gaamatti, 2005). Moreover, in our time, and according to Sophie (2009), the Libyan government is working on one of the biggest projects in the country. The government is embarking on the worlds largest university building programme for the purpose of motivating the next generation of education seekers to choose to study and work at inside Libya rather than travelling to other countries. Another reason for this project is to reduce the large number of intelligent Libyan students who have left the country in the last few decades in order to gain higher university degrees oversees. As part of this project, and in 2006, the Education Ministry created a five-year strategic plan running from 2008-13 to upgrade the countrys educational facilities and infrastructure. In addition in 2007, the Organisation for the Development of Administrative Centres, which is a state department that manages strategic infrastructure projects, declared its intention to build or enlarge 25 Libyan universities. New strategic joint venture and partnerships between a number of Libyan universities and well-recognized foreign universities were made in order to enhance education. For example, the partnership that was created between Sebha University in Libya and Edinburghs Heriot-Watt University in the UK, which offers high-level teaching and experience from its Institute of Petroleum Engineering. 1.1.2.2 Higher Education in Libya: As mentioned earlier in this report, and according to Sophie (2009), the rapidly growing numbers of students at all levels of education required an expansion in the numbers of education institutions, especially the higher education institutions. For example, the number of universities has increased from two universities in 1975 to nine in 2003, while, the number of higher technical and vocational institutes has reached 84 since their initiation in 1980. The first university initiated in Libya in 1951 after the countrys independence, in Benghazi. It had only one college of Arts and Education, until the Faculty of Science was established in Tripoli in 1957. The main objectives behind initiating universities at that time was not more than providing teachers of intermediate and secondary schools with training, and building the capacities of the government employees (Peoples Committee for Education, 2000). These colleges were followed by the initiation of the college of Economics and Commerce in 1957, followed by the College of Law in 1962, the College of Agriculture in 1966. By 1967, the Libyan higher education witnessed a significant expansion when the College of Advanced Technical Studies and the Higher College of Teachers Training. The expansion continued with the initiation of the College of Medicine in 1970, Al-Bayda Islamic University in, and with the flourish of oil production, the Faculty of Oil and Mining Engineering was founded 1972. The Libyan University was divided into two universities in 1973: Tripoli University and Benghazi University. Currently, these universities have been expanding and named El-Fateh University in Tripoli and Gar-Yunis University in Benghazi. But, since 1981 the number of universities has been increasing in order to serve the growing number of students enrolling in higher education, the universities were subject to new educational management policies and accordingly the number of universities increased to 13 in 1995. These successive expansions of higher education in Libya required the country to encourage the migration of skilled and intellectual people to migrate to Libya and join its education institutions (Al-Shapani, 2001). As such, higher education in Libya is offered in both public and private universities, as well as higher institutes, and since 2000 the peoples committees, have been responsible for the management of education in the Libyan regions, where the overall management of educational policies in the country is the responsibility of the General Peoples Committee (El-Hawat, 2003). Higher education in Libya is managed by the Higher Education Peoples Committee, while each university is managed by its own University Peoples Committee with a secretary assigned to manage the university and deans as head of faculties and departments, each head department is a member in the Peoples Committee of faculty, while the secretaries of the faculty peoples Committee are automatically members in the university Peoples Committee, where as there are Peoples Committees for the students established to manage the students affairs and activities (Secretariat of Education, 2000). Higher education institutes and unive rsity colleges were introduced by the private sector and local public administration (Shabiat), were the higher education policies in Libya permitted that in order to handle the growing number of students at the age of university, however, to the local public administration sponsors of these private higher education institutes were responsible to mobilise their financial resources from local community sources, while the government had no any obligations towards the private sector. As a result, more than five private universities were built by the local administration authorities during 1997-2000 (Al falugi, 2008). 1.2 The learners of immigration: 1.2.1 The global context: Migration all over the world has become a distinguished feature and characteristic of globalization (IOM, 2003). That flows of immigrants are in most cases a response in one hand to the low income offers and limited employment opportunities at the countries of origin, and on the other hand to better opportunities and attractive offers at the countries of destination (Kuptsch and Pang, 2006). Thus the process of migration is thought to have joint benefits for both the sending countries of the migrants and the receiving countries; these benefits include sharing the capacities of the innovative migrants and disseminating knowledge among nations, while on the other hand the financial contribution of those intellectual migrants to their countries of origin is no doubt a considerable contribution to the national income, however those migrants themselves and their children achieve further benefits when they settle in the country of destination and become part of its social and education sys tem, as such they become learners of immigration. These flows of immigrants have enforced the receiving countries to adjust their educational management regulations and laws from being restrictive and hindering to become flexible for the immigrants to integrate. (Kuptsch and Pang, 2006). These attempts of integrating the immigrants in the education systems of the receiving countries include some programmes designed by the receiving countries specially to facilitate the immigrant students in learning the language and become totally integrated in the society (Winzhen, 2000). Recently, immigration is best used by several countries to enhance various public and private sectors, to build the capacities of the local labour force, to share knowledge and experience, to learn from successful and best practices, and to produce new generations of intellectual and skilled citizens. However the trend of learners of immigration is prominent in several countries of the developed world, supported by the immigration schemes launched some developed countries for various political, economic, demographic and other reasons. Several countries have utilised their repute status in different aspects such as the rich economy, educational reputation, etc to attract the most intelligent people in the world, where the integration of their children in the educational system of the receiving countries is a big incentive and attractive offer, where the new trend in this regard is to utilise the incentives instead of affording easy procedures and limiting the restrictions (Kuptsch. an d Pang, 2006). In this regard, in 2002 Norway implemented a scheme which provided high skilled foreigners three months permit to stay as job seekers, so that they can enter Norway to seek for job, and whenever they have found job and decided to settle they may bring their families to settle with them and then join the education in Norway (Kuptsch and Pang, 2006). Among these schemes, the trend is more obvious in the United Kingdom, where its Programme of Highly Skilled Migrant launched in November 2006 witnessed a major amendment, so that a new point system was implemented to select those applicants of the most highly qualifications, who can contribute to the countrys national economy, this programmes has provided the highly skilled migrants permit to enter and seek job or establish their own business in a period of two years (HSMP, 2009). The highly skilled migrants system has also been adopted by Canada where it was significant to stimulate the highly skilled and talented in the developing countries to immigrate to Canada. Other developed countries have implemented similar different policies to encourage immigration, such as The United States and Australia. However, although the components of these systems and their procedures of implementation are different, they show sound success in attracting the most qualified people (Winzhen, 2000) an d in integrating their children in the education systems without being hindered by linguistic or cultural barriers. 1.2.2 The Libyan context: The term learners of immigration used in this study refers to the immigrants to Libya who then decide to study in the country. This include the children of immigration that then enter the school system, as well as the adults who move to Libya as migrants whether they are social migrants or economic migrants, and then may be work or may not be working. They then decide to enter University education as full time or part time students. No doubt it needs to understand the challenges that the educational system and the educational management may face when various people from various cultures join the same educational system. Educational managers who are involved in planning and development of managerial thoughts and knowledge production should be aware of such challenges and how to manage and organise through official channels in a framework that is a part of an existing system structures such as colleges and universities. These channels provide studies for academics and allow them to go for further research which seeks to achieve and acquire skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to link between the real local life options and intellectual work taking into consideration the dynamics of the corporate strategies that could facilitate the integration of the immigrant learners in the educatio n system (Gunter, 2003). In this trend of learners of immigration, Libya is not an exception; as such, the period of the oil boom in 1963 witnessed a significant augmentation in educational expenditure, and in the period between the seventies and eighties, the Department of Education in Libya stimulated skilled and intellectual migrants to come with their families and settle in the country through offering attractive contracts (Al gaamatti, 2005). In this regard, as suggested by The Libyan General Peoples Committee for Education (2005), The Libyan policy to stimulate intellectual migrants is supported by a number of pulling factors that is capable to stimulate professionals and talented migrants to enjoy comfortable life and settlement in Libya. These pulling factors which may distinguish Libya and encourage the intellectual migrants to prefer from other countries of the region may first include proximity of the Libyas location to Europe and the enormous opportunities there, alongside with the offered relati vely high income and competitive contracts, minimum to exempted taxes, simple procedures of visa and travel procedures, efficient network of telecommunication, high levels of security and safety for the migrants and their families, and low risk of racism and social discrimination as well as the easy integration in the education. The Libyan government implemented a policy in the early 1980s that encouraging intellectual immigrants and professionals from the region and from all over the world, so as to improve the capacities in different sectors of the government, with special consideration to the education sector which is believed to be the potential producer of intelligence and prosperity through the production of intensive knowledge and the achievement of an improved educational management. Beside the attractive offers provided to the intellectual immigrants, that policy aimed to ease the employment visa procedures for those who acquire the targeted skills and experiences. The policy of open doors implemented by Libya in the 1980s alongside with the oil boom at that period attracted vast investments to the country and large numbers of migrants stimulated to immigrate to the country by the employment opportunities created and the competitive offers afforded, and the education opportunities provided for them and their families. It is obvious that, the Libyan Government didnt adopt any of the aforementioned schemes, however the Libyan Ministry of Education and the Immigration Authorities implemented a policy in early 1980s to encourage foreigners to enter Libya and work in its different sectors, with special consideration to the education sector, this policy has a significant impact on the flows of immigrants attracted to Libya at that time, whereas these flows continued until the beginnings of this decade where the international political and economic embargo took place and the subsequent sanctions affected these flows and reduced its level (Al falugis, 2008). 1.3 Educational management 1.3.1 The concept of educational management: No doubt, management is an essential requirement for every human activity. It comprises the scientific research methods in all domains such as planning to achieve revenue with reliance on talent and intellectual creativity. Also, the concept of management is not different from the concept of control in terms of the general framework of the management process. But this difference can obviously be noticed in the application and practice. In the literature, there seems to be many definitions for management. For example, Druker (1974) described management as one of the most significant innovations of the 20th century, even though the roots of disciplines of management go back 150 years. Management is a multi-purpose function that aims to manage a business, manages managers and work. Management is also tasks, people and discipline. The field of educational management, according to Gunter (2002) and Bush (1995), is an area of study and practice that is mainly related to the operation of educational organizations and mainly concerned with the aims and objectives of education. These aims and objectives provide the crucial sense of direction to underpin the management of educational institutions (Bush, 2006). The field of educational management is also a term that is used to describe and understand intellectual work. This field of study was basically developed from what was known in the UK and internationally as Educational administration. Management of educational practice is as old as the human being. However, it has been growing gradually with the development of knowledge of human beings until it became a science in its own which has its theories and practice. In the past thirty years, however, the field of education management has grown rapidly in many countries especially in England and Wales, with members pos itioning themselves in all parts of the education system (Gunter, 2000). Elements of educational management may include but not limited to the following subjects: planning; management; coordination; routing; follow-up and calendar (Angus, 1994). In addition, education management focuses on a number of aspects such as: developing female talents in the field of educational management; understanding the purpose of competition; identifying the differences between leadership and management; thinking of what and how directors of education do; trying to understand the school as one way of educational management; and focusing on values and the basics of developing educational management. During the 1950s, there was no evidence for formal educational management structure; nevertheless, there were a president, deputy president and a secretary of mystery. This was the norm until 1956 when Burnham established the hierarchy of management and created all other managerial positions. It was believed that management includes the following aspects: understanding; empowerment; identification of what could be better and change (Gunter, 2002). Management was not identified as a science until the late 19th century. Bush (2003) stated that Educational management as a field of study and practice was derived from management principles first applied to industry and commerce, mainly in the United States. Theory development largely involved the application of industrial models to educational settings. As the subject became established as an academic discipline in its own right, its theorists and practitioners began to develop alternative models based on their observation of, and experie nce in, schools and colleges. By the twenty-first century the main theories of education management have either been developed in the educational context or have been adapted from industrial models to meet the specific requirements of schools and colleges (Bush, 2003). In addition, Bush (2003) classified the main theories of educational management and identified six major models: (formal, collegial, political, subjective, ambiguity and cultural) which have been subject to a degree of empirical verification in British education (Bush, 2003). Whereas, his classification may differ with other scholars views. However, his models remain significant in the literature of educational management. Moreover, Educational leadership and management has progressed from being a new field dependent upon ideas developed in other settings to become an established discipline with its own theories and significant empirical data testing their validity in education. This transition has been accompanied by lively argument about the extent to which education should be regarded as simply another field for the application of general principles of leadership and management or be seen as a separate discipline with its own body of knowledge (Bush, 2003). 1.4 Education management and learning diffusion In general, and according to Gunter (2003), any inquiry into learning diffusion and knowledge production requires interaction with, a description of, as well as understanding of the different people who receive the learning. Knowledge workers both use and produce knowledge creation and development of thoughts and knowledge could be managed and organised through official channels in a framework that is a part of an existing system structures such as colleges and universities to suit the diversity of cultural backgrounds among the learners. These channels provide studies for learners and allow them to go for further to achieve and acquire similar skills by examining the output field in order to help to determine the shape and nature of the theory for enhancing the effectiveness of the educational system in order to integrate both the native learners and those who joined the education system recently taking into consideration the importance of implementing the dynamic appropriate strate gies. Many people focus on management before moving into higher education which looks for the forms of activity by reading a magazine or a book and then understanding what is happening. Then allowing new insights to open the way for alternative practices since the academic perception is concentrated on the ability to analyse and become creative before the ability to train (Gunter, 2003). Based on the abovementioned discussion, it can be concluded that: there is a need to consider the link between development and emerging phenomena; such as learners of immigration and educational management; evolving relationship between theory and analysis in the field of educational management; follow the management approach that takes into consideration the changing culture and emerging phenomena; what knowledge and skills those have the potential to be improved via migration; and the role of field experiences and views of academics on the effect of migration on the improvement of educational management. 1.5 Migration and educational management in Libya The interest in management has led to the expansion of educational management and the educational improvement in Libya (Al Jiar, 2007). Migration has a significant impact throughout the Libyan history, the origin of the term Libya which was used to describe the region of North Africa which is located between Egypt and Tunisia, was derived from the Libyan tribes Lebo that inhabited this region for thousands of years, emigrated from Crete, the Greek islands around the 8th century BC. The Greeks founded the major cities in Libya which were the most prosperous cities in Africa in that era. The main ethnic groups in Libya are the Arabs and Berbers, who make up about 97% of the population, the rest belong to various ethnicities. However, historical records indicate that Libya was inhabited by ancient tribes of the Phoenicians who migrated from the coast of the western Mediterranean. In the 5th century AD, Libya was concurred by the Vandals and then the Byzantines, while in the 6th century AD, Libya became a Muslim territory. In the 7th century AD, the capital city of Tripoli was occupied by the Spaniards and then the Knights of St. John and was then liberated by the Ottoman Turks. The significant and noticeable impact of migration on the Libyan education was evident during the beginning of the Ottoman Empire occupation to Libya in 1865 which updated and developed many aspects of life both at the headquarters and the rest of the Caliphate. Moreover, the Knowledge Act was promulgated in 1869, to be a regular approach in schools which relied mainly on charity contributions of parents for the purpose of educating their children; bearing in mind that the curricula used both Arabic and Turkish languages and the le ngth of study was only three years. Afterwards, the Italians occupied Libya, changing the medium of education from Arabic to Italian. On the other hand, there were the Quran schools initiated by the Arab migrants, which concentrated on the Arabic language and religious studies. This instability of education resulted in high levels of illiteracy in Libya (UNESCO, 2002). Although, no accurate estimates are available about the numbers of immigrant learners in Libya, however, it is known to be considerable number in different educational level (Al falugi, 2008). Thus this study will attempt to provide an estimation of those immigrant learners, and its focus will be on the universities and higher education. Nasser Nations University was established in to accept the foreign students especially from the African and Arab countries, and then in it was opened for the Libyan students as well. The University has a special office to supervise the universitys cultural program that is concerned with the Universitys relations with educational institutions and follow-up agreements with universities outside Libya. Cultural and scientific agreements were held with: 1. University of Nouakchott and the

Purple Rose of Cairo Movie Response :: essays papers

Purple Rose of Cairo Movie Response Overall I felt this was a very enjoyable movie, which came as a surprise to me. I am not a huge fan of Woody Allen, but I must say that I thought this was the best work that I have seen from him. The opening scene with Cecilia at work in the diner draws an immediate parallel to the Valentino pieces we read. She is discussing with her co-worker the intimate details of the life of one of a movie star, almost as if she were one of his family members. This is very closely related to how America felt when Valentino died. People who had never met the actor wept and went to pay their respects to the dead actor because they felt a closeness with him. I really like the whole "human" aspect that Woody Allen used in portraying Ceclia's life. He basically defined the theatre as a way for her to leave a life, which for the most part was bad, for a few hours. She had an abusive, disinterested husband and was having a tough time at work. All this coupled with the fact that it was the Depression era in American history make Cecilia's life extremely difficult. All of these problems, however, disappeared once Cecilia entered the movie theatre. I liked this because this is how many people feel. When you are bored, lonely, etc. you can pop in a movie and almost get away from the real world. I thought the whole idea of the Tom Baxter character walking off the screen was not only funny but brilliant. We have seen movies where people go into the screen, as in last week's Sherlock, Jr., but rarely do we see an actor leave the screen. I thought Jeff Daniels did an excellent job in portraying both Baxter and the "real" actor in the film, Gil Shepherd. In discussing this aspect of the film, I also thought that Allen's use of explaining fact and fiction was great. Through the Tom Baxter character Cecilia began to understand that the movies, although a great escape, were not real and that life is difficult weather you are an actor or a poor working class woman like herself. In the end, it was almost like a test in school when Cecilia had to choose between the two and she realized that Gil was a "real" person while Tom Baxter was just a character in a movie.

Negotiating Reality: Studying Neurons In Denial :: Biology Essays Research Papers

In comparing the articles I read to research this paper, I noticed a distinct dichotomy between the ways in which the phenomena known as anosognosia was approached, a kind of binary: psychological versus neurological. The former seem to me, though not quite magic, to have that same hint of abstraction, whereas the latter are much more functional and conceptually conceivable...that is, they are hypotheses which are solidly rooted in the neurobiology of the brain, hypotheses which are falsifiable and, therefore, more salient than those which make obscure references to unknown and unobservable psychological processes. The implications which neurobiological hypotheses, if shown to be accurate, would have are many; before exploring them, however, I shall first discuss this "denial of illness," (3) which is in itself fascinating. Anosognosia is a disorder occurring in about 5% of patients who have had a stroke affecting the right side of their brain (6), in particular the right parietal cortex, causing left hemiplegia (paralysis of the side of the body opposite to the affected side of the brain). Its characteristic feature is the inability, or, some would say, unwillingness of patients to perceive their own paralysis, and in extreme cases, that of others. It is important to note that anosognosia occurs only when the right side of the brain is involved; the effects of damage to the left hemisphere are, as shall be explained later, quite different (1). Dr. Vilayanur Ramachandran of UC San Diego has made anosognosia one of his primary foci of research and has proposed intriguing, neurological hypotheses as to what might be going on in anosognosiacs' brains. In his research, he has found that anosognosiacs do not deny paralysis merely because their brain damage causes them to be inattentive to the left side of their body; when attention is drawn to a paralyzed limb, by asking patients to perform simple motor tasks, for example, anosognosiacs will either assert that they are indeed carrying it out (when they obviously are not) (1,2,4,5,6) or make up stories to explain it away, claiming, for example, that their arthritis is acting up and that they therefore don't feel like doing it (1,2). In many cases, patients refuse to recognize the paralyzed limb as their own, accepting the bizarre and irrational implications such a statement brings with it (e.g., the limb belonging to a relative, their doctor having three arms) as quite normal (1) .

Quality Improvement Plan Essay

Executive Summary Chattanooga Cares is a privately owned, not-for-profit HIV/AIDS clinic located in downtown Chattanooga. Owned and operated by Dr. Jay Sizemore, it was founded in December 2003 to provide medical needs for the underserved HIV positive patients in Chattanooga, Tennessee and 22 surrounding counties. Although its staff is small, consisting of a full-time work force of less than 30, they serve their community by offering AIDS testing, counseling, HIV treatment plans, and assistance with employment, housing, transportation, and childcare. Chattanooga Cares has one very important goal – reducing the levels of sickness in HIV/ AIDS patients. Therefore, the management team has designed a Quality Improvement Plan to tackle this goal. This aspiration has two components; the first concerns itself with the education of the community, and the second revolves around reducing the levels of sickness in already affected patients. Implementation begins with education of the staff in areas of HIV/AIDS protection, treatment, and counseling. Outreach programs, taught by the staff, will be offered to guide the community in AIDS awareness. Data collection tools such as patient tracking system and disease specific flow charts will be utilized to scrutinize the effectiveness of the program. The plan-do-study-act approach to collecting data, monitoring, evaluating, and adjusting will be used to ensure that constant changes can be made to reach our goals. Chattanooga Cares will use competitive benchmarking to determine if their levels of sickness are in line with other clinics in the area. Finally, each person will compile his set of data and report to the management team for evaluation of the plan. The team will use the information collected to make adjustments going forward. This collaboration will be completed on a monthly, quarterly, and annually basis. Chattanooga Cares Quality Improvement Plan Quality improvement cannot be implemented without setting the performance standards needed to determine how improvement can succeed. Chattanooga Cares, a non-profit HIV/AIDS clinic, bases its quality improvement plan around the consumers of their services. Chattanooga Cares is a privately-owned AIDS and sexually transmitted disease clinic in downtown Chattanooga, Tennessee. It consists of a small staff of medical personnel, counselors, administrative staff, and volunteers. The staff offers HIV/AIDS testing, medical treatment plans, counseling, life coaching, and economic assistance through various housing, childcare, and financial institutions. The clinic derives its funding from government grants and community fund-raising events. Chattanooga Cares (2013) mission statement is, â€Å"Our focus is AIDS: education, prevention and support for all people affected by HIV† (About Us). Since the patient, and the patient’s network of friends and family, are the central elements in Chattanooga Cares’ mission statement, the role of the patient is integral in quality improvement plans. There are few goals that do not involve the client. Although the clinic is privately-owned, it proudly displays its goals to the public. Because of its grant status, the treatment center must supply statistical information to the governmental agencies that provide the grants. All this information is readily available to the clients that consume their services. Goals and Objectives Some of the quality improvement goals of Chattanooga Cares are reducing the number of new patients infected by AIDS each year; lowering the economic hardships on their clients; maximizing efficiency and cost effectiveness within the office; and increasing training and education of staff. The clients play a major role in what performance standards are chosen. A few of the quality indicators that consumers use in regard to Chattanooga Cares are health outcomes and length of survival rates, screening and treatment frequencies, and satisfaction evaluations. Using feedback from stakeholders effects the way in which future services are conducted and funding is attained. In order to begin a quality improvement plan, certain quality performance standards need to be determined to measure the levels of improvement. Performance standards concern themselves within a health care organization. Palmer (1997) suggests that clinicians must set performance  standards on their individual practices and offer feedback to health care authorities. Two examples of these standards are defining the rate of re-admittance after completing a procedure and setting a limit for number of patients seen daily. Once the standards are determined and goals are set, compilation of everything is developed into the quality improvement plan. The quality improvement plan is the all-encompassing strategy while the performance standards are the steps needed to achieve it. Scope, Description, and Quality Improvement Activities The first part of the improvement goal of Chattanooga Cares is one of reducing the current levels of HIV/AIDS in the 23 counties the organization serves (â€Å"Chattanooga Cares†, 2013). By reducing the number of people affected by the disease, the overall health status of the community will improve and the economic effect on the health care system will be positive. Since 65% of current patients (â€Å"Chattanooga Cares†, 2013) cannot currently obtain health insurance due to their health status, a decline in the infected population will mean less public monies are needed to support the health care of the indigent population infected by the AIDS disease. The best outcome of reaching this goal is a suppression of the AIDS infected population. Education in the community improves the knowledge base of the community as they learn the risk factors of AIDS contraction and hopefully use that wisdom to make wiser choices in sexual partners and intravenous drug usage. Through careful management of current patients’ progress, the team at Chattanooga Cares can evaluate and adjust the health regimen and assure that proper techniques and medication are being used. Data Collection Tools The main goal of Chattanooga Cares revolves around reducing the level of sickness in patients. The data needed are tracking patient progress through the treatment process, and current information of HIV/AIDS manifestation and control. Following patient progress is achieved through the usage of a reminder tracking system. As soon as a new patient is entered into the electronic medical records of the clinic, a tracking system immediately forms to trace the medical journey of the client (Hashim, Prinsloo, & Mirza, 2013). The system sends out emails, automated phone messages, or  texts to patients reminding them of doctor and counseling appointments. It prompts the case manager to contact the patient personally and ask them questions about their general health, response to medication, mental state, and other factors such as housing, employment, and childcare status. By entering information into the tracking system, adjustments can be made to assure that the patient does not degrade in physical and mental health status. This tool can help prolong the lifespan of the patient and help them get better. Over long periods of time, as a patient has developed an effective health regimen, the system stills tracks their progress and reminds the case manager to touch base from time to time. The strengths of this system are that a patient does not drop out of the program and their health status is continually monitored and improved upon. The weakness is that the ongoing information must be entered into the system to be effective; if the staff is too busy or forgets to follow up, then the health of the patient may be compromised. The measurement and display of this tool could be shown through weekly reports which show the number of patients whose contact reminders have not been completed. The last data tool used to track current information on HIV/AIDS is a disease specific flow sheet (Hashim, Prinsloo, & Mirza, 2013). This chart contains information on the steps needed to test and treat people affected by HIV/AIDS. It allows clinicians to follow a prescribed course of medication and counseling for patients and permits changes in the course of health management. The benefits of using this flow chart is that treatment is spelled out for virtually every type of AIDS related illnesses and gives doctors a reference to follow. The only detriment is that the clinic must make sure to have current flow sheets which show new drugs and regimens for patients. If the clinicians are using outdated materials, then best practices are not being put to use. Quality Improvement Processes and Methodology The plan-do-study-act (PDSA) approach to quality improvements is one of small cyclical changes between processes and outcomes. It focuses on making little changes instead of large, broad strokes that can sometimes be too large to tackle at one time. Hughes stated (2008) that the purpose of PDSA is one that tries to â€Å"establish a functional or causal relationship between changes in processes (specifically behaviors and capabilities) and  outcomes† (p. 33 Chapter 44). The PDSA cycle begins by defining the disposition and extent of the issue, what modifications can and should be made, a strategy for a specific change, who should be participating, what should be gauged to comprehend the effect of change, and where the stratagem will be directed. Change is executed and data and materials are collected. The results are studied and clarified by using key measurements that show the levels of success or failure. New steps are developed based on the results and the process begins again (Hughes, 2008). This approach to quality improvement is positive in that allows extensive problems to be disentangled at a rate not overwhelming to those involved. Because PDSA is readily achievable and results are easy to decipher, almost instant gratification can occur. This makes a monumental task easier to tackle – much like eating the proverbial elephant one bite at a time. The drawbacks to this approach are that it is reactive and relies on people to accept constant change in their facility that can result in change fatigue (Hughes, 2008). To achieve the QI goal, the clinic must review continually the data retrieved from the tracking system of patients’ progress through the treatment process. Therefore, the methodology chosen for Chattanooga Cares’ QI plan is PDSA. Because this system focuses on small, continual changes, it will be helpful in staying on track. Another reason for this choice is that the clinic is small and is used to a frantic pace, therefore change is commonly accepted and a part of the norm. Comparative Databases, Benchmarks, and Professional Practice Standards  Hughes (2008) describes benchmarks in health care as â€Å"the continual and collaborative discipline of measuring and comparing the results of key work processes with those of the best performers in evaluating organizational performance† (p. 38, Chapter 44). Competitive benchmarking can be used to compare Chattanooga Cares’ levels of sickness to other organizations offering the same services (Kay, 2007). By using reports from other HIV/AIDS clinics, Chattanooga Cares can compare their levels of sickness to the patients serviced by other treatment centers. Authority, Structure, and Organization The authority structure of Chattanooga Cares is straightforward and simple. Because it is privately owned, there is no board of directors. Instead, Dr. Jay Sizemore, the physician who owns and runs the clinic is the head of the organization (â€Å"www.chattanoogacares.org/†, 2013). Five other positions comprised of a registered nurse, a medical assistant, an LPN, a patient health coordinator, and an office manager, finish out the authoritative staff at the clinic. Although the doctor leads the team, the other five mentioned have equal standing in decision-making and quality improvement implementation. QI issues are discussed within the confines of these six people and all decisions are handed down from them. Each holds their own position within the organization, however, out of necessity, all of them work interchangeably within other people’s job duties. Communication Because of the intimate nature of Chattanooga Cares, quality plans are shared among all the staff. If a particular strategy involves essentially one person’s performance, that person will hold most of the responsibility for implementing, measuring, and ultimately, evaluating the effective of the plan. For instance, one goal is to improve the levels of sickness in the HIV/AIDS patients the clinic serves (â€Å"www.chattanoogacares.org/†, 2013). A tool for implementing and measuring this is a patient tracking system that follows a patient’s progress through the system. The person responsible for this quality improvement device would be the case manager for that patient. This person would monitor the tracking system, collect data through reports, assemble data for team review, evaluate the effectiveness of the QI plan, and ultimately, apply needed improvements. Each person is responsible for his part(s) in any given QI plan as well as gathering data and reporting such data to the team. Education All medical staff must be board certified and all case managers must have a background in social work and be at a minimum a licensed LPN. All education and prevention staff must be state certified in HIV/AIDS testing and prevention counseling (â€Å"www.chattanoogacares.org/†, 2013). Annual training and certification is required by all employed and volunteer  staff to meet conditions of state and federal grant programs. To implement the patient tracking system quality improvement plan, each person working with patients will be included in the introductory training of the software program and be introduced to the goals of the QI plan. This will be communicated by the person overseeing the process, most likely the case manager. Because staffing at the clinic is minimal, this training can take place efficiently, with little loss of productive medical time with patients. The process will be covered from the initial contact with a patient and will continue as long as the patient wished to be under the clinic’s health care plan. Therefore, it is ultimately the responsibility of the entire staff and not just the case manager, to ensure that current information is uploaded to the tracking system, and that prompts by the system are met in a timely manner. Annual Evaluation The evaluation of the QI plan for improving sickness levels in patients’ is done on monthly, quarterly, and annually bases. Because continual evaluation is needed for the plan to succeed, data must be collected before it becomes overwhelming in numbers. If this plan was left entirely to an annual evaluation, it would take weeks, if not months, to assemble, evaluate, and implement changes. The factors gauged are made of up several items – reports showing the follow-up times of patients, data indicating how many patients did not receive required contact during the time period, and the time frames of between the system prompts and response intervals. When complied, this data shows the breakdown in interaction and allows the team to make changes to ensure that patients do not lack in communication between themselves and the clinic. Monitoring the data on a weekly, if not daily basis, allows the QI plan to be more effective by making changes using the PDSA approach. References Hashim, M. J., Prinsloo, A., & Mirza, D. M. (2013, Spring). Quality Improvement Tools for Chronic Disease Care – More Effective Processes are Less Likely to be Implemented in Developing Countries. International Journal of Health Care Quality Assurance, 26(1), 14-19. DOI:10.1108/09526861311288604 Hughes, R. G. (2008). Patient Safety and Quality: An Evidence-Based Handbook for Nurses. Rockville, MD: Agency for Healthcare Research and Quality. Retrieved from: http://www.ncbi.nlm.nih.gov/books/NBK2682/ Kay, J. F. (2007, February). Health Care Benchmarking. The Hong Kong Medical Diary, 12(2), 22-7. Retrieved from: http://www.fmshk.org/database/articles/06mbdrflkay.pdf Palmer, H. R. (1997, October). Using Clinical Performance Measures to Drive Quality Improvement. Total Quality Management, 8(5), 305-11. Retrieved from http://search.proquest.com.ezproxy.apollolibrary.com/docview/219816031 www.chattanoogacares.com (2013). Retrieved on September 3, 2013 from: http://www.chattanoogacares.org/about-us.html