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Health Care Models Analysis A 26 year old white female presented to her physician’s office complaining of chronic abdominal pain. The pain appeared to be more intense 30 minutes after eating. The patient reported no unusual bowel activity. The patient had a normal body temperature and blood pressure. The patient was of normal weight and height for her age and body structure. The patient underwent an abdominal ultrasound, Hepatobiliary Scan, Upper GI, Small Bowel Series, and an Upper and Lower Endoscopy. The lower endoscopy study revealed abnormal mucosal patterns and was suggestive of Celiac disease. The patient was then tested for Celiac disease and the results were positive. Celiac disease is the inflammation of the small bowel, particularly the upper small bowel resulting from a gluten sensitivity. The inflammation may lead to malabsorption of key nutrients such as iron, folic acid, calcium, and fat soluble vitamins. Symptoms can range from abdominal discomfort to diarrhea. In patients with the malabsorption issue, anemia or osteoporosis may be manifest. The main medi...

Gulf War :: essays research papers

Controversial Issues: Justifying the Persian Gulf War On January 16, 1991 the Gulf War had officially started, and for good reason. In August of 1990, Saddam Hussein sent armies to Kuwait, to take it over. When the United States had unwittingly given Saddam help when fighting against the Iranians, we had also given him a military that was one of the world’s largest and most lethal. And so, when Saddam did not comply with the ultimatum that the U.S. had given him, Congress voted for the use of force.   Ã‚  Ã‚  Ã‚  Ã‚  Oil was the major reason that Saddam wished to take over Kuwait. In 1962, Kuwait was finally recognized as an independent country, the U.S. wanted it back that way. August 3, 1991, just one day after the invasion, the U.N. Security Council demanded the immediate and unconditional withdraw of Iraq’s troops. Later, the Council proclaimed an economic restraint against Iraq. Saddam still would not yield.   Ã‚  Ã‚  Ã‚  Ã‚  The major concern about Saddam was his weapons that he had the power to start a biological warfare. Ironically, it was the U.S. that had supported him with these weapons, helping him build his massive military. The idea of a biological war brings great anxiety to most people, so it was, of course, up to the U.N to stop it.   Ã‚  Ã‚  Ã‚  Ã‚  However, people still remembered Vietnam and didn’t like the idea of it happening all over again. When Saddam would no relent, the Council took action by sending him an ultimatum: leave Kuwait by January 15, 1991, or U.N. forces would use all necessary means to drive out Iraq. Of course it held no sway over Saddam, so the next day, the U.N. sent over its forces and in three days had liberated Kuwait, though Saddam was not dislodged from power, and is still there to this day.

“Allocating Merit Raise” Case Analysis

Abstract Small State University is facing the dilemma of how to allocate the $17,400 that the state agreed to give to the management department. Each qualified candidate’s employment information is given to help determine the merit raise decision. Before the decision can finalize, research and analysis will be conducted. A case solution will include the implementation of management approval, budget recommendations, communication and essential steps of the new policy to the university, and fair distribution of merit raise. Keywords: merit raise, human resources, performance evaluation, merit raise procedures Introduction Small State University has 40 full-time and more than 30 part-time faculty members and enrolls about 8,000 students. There are five departments within the university, which include management, marketing, finance, and accounting, decision sciences, and information technology. The state agreed to give raises of $17,400 to the management department. The faculties in the department are evaluating yearly and their performance is based on teaching, research, and service. The department chairs utilize Far Exceeds Standards, Exceed Standards, Meets Standards, and Fails to Meet Standards are to use judge a faculty’s performance. At Small State, teaching and research are more important than service. A two year student course evaluation is used to measure a faculty’s teaching performance. The number of articles published over a three-year period is use to evaluate a faculty’s research performance. Lastly, service is based on the accomplishments of service to the university, college, profession, and community within a two-year period. As the department chair, it is my responsibility to divide the $17,400 fairly among the faculty members within the law. As an educational institution, merit pay is designed to encourage high effort by rewarding productivity. However, there are times that merit pay is overly awarded, which cause employees to think of it as an incentive. The decision of who deserves the merit pay can be a complication. There are six recipients who are equally qualified for the $17,400 that the state is willing to issue. First, it is important to look at the individual’s profile. Policy The annual faculty evaluation considers teach, research, and service to evaluate a faculty’s performance. To provide the department chair with the information, each eligible member is requiring submitting an Anticipated Activities Plan (See Appendix A) and an Annual Activities Report (See Appendix B) each year. Both reports are due in the month of June each year and will be kept in the member’s file. The department chair will consult members to insure that the scope of the effort and distribution among the criteria is appropriate. How it is determine is based on the nature of the member’s appointment and their anticipated activities report. Procedures Evaluation The department chair will conduct an evaluation by comparing the two reports. When comparing, the report is view as the goal of the plan. In addition, the department chair will use the student and peer evaluations. After the evaluation, each member will be given the opportunity to review the decision and have five days to appeal. After the time is due, the department chair will submit an official written evaluation to the Dean for determination. Determination Merit raises are derived from the evaluations using the four category rating scale in each of the three performance areas. Rating Scale: Far Exceeds Standards 3 Exceed Standards 2 Meets Standards 1 Fails to Meet Standards 0 For Small State University, there are a total of six faculties and an incremental merit of $17,400, which made the merit increment to $2,900. Each member will received as followed: | | Review Cycle Ending: | Be as specific as possible describing anticipated activates in Teaching, Research and Service for the upcoming academic year. Address your plans for the following two years in a more general manner. Identify any major change of emphasis since the last reporting cycle. Emphasize major goals, expected changes in status of ongoing projects, or new initiatives. Indicate what department resources you anticipate are required to accomplish your plan. For example, if you are planning a sabbatical, are considering retirement, see a semester with heavier than normal research demands, envision changing space needs, and list this in as much detail as possible. Context: Major Career Goals In this section, describe the vision you have for your career. Indicate the broad interests or goals that guide your anticipated activities and bind your work into a coherent whole. Provide a context for the anticipate activities listed below so that the way in which each activity supports the common thread is apparent. | | Upcoming Academic Year |Teaching | | |Research | | |Service | | The Academic Year after next |Teaching | | |Research | | |Service | | Two Academic Years from Now Teaching | | |Research | | |Service | | Appendix B Department of business management annual Activities REPORT Faculty Member: |For the Period : | | |June 16, 2010 – June 15, 2011 | All responses go into tables and nearly all responses require that you put your name with each entry. This greatly facilitates the compiling of the information into a department summary for the annual report. All entries below should be in 10 point type to ensure uniformity when compiling. TEACHING A. Classes. For each academic session of the reporting period (Summer, Fall, Spring) list all courses and sections taught. Put one section per line and give the enrollment for that section. Fall Semester | |Course designator, number and full title |Section number |Enrollment | | | | | | | | | | | | | | | | | | | | | | | | |Spring Semester | | | | | | | | | | | | | | | | | | | | | | | | | |Summer Semester | | | | | | | | | | | | | | | | | | | | | B. Significant contributions. Describe any significant teaching contributions related to these courses (include development of new courses, substantive revisions in content, new instructional techniques, etc. ). If there are anomalies that affect your teaching (for example: extended absence for research or health, unusually high or low teaching l oads, unique teaching assignments, etc. ), discuss them here. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Self-improvement. List changes you have made in your teaching that are the direct result of feedback from students (via evaluations or otherwise) or colleagues. Put your name in the left hand cell and the information in the right hand cell of the table. | | | D. Independent study/research. This includes PHYS 297, 298, 397, 398, 497, 498, 499, and research not associated with a formal course. This includes students who registered for the class and received credit and for students who worked on a research project and received wages. Include the topic, the student’s name, whether the work is for credit hours or salary, the approximate number of hours per week worked by student, and the outcome(s) for the student. For example, was a paper, a poster, an internal report, an oral presentation, etc. produced? If the student is participating in part of an ongoing project and there is not yet an outcome, indicate this. If a refereed paper was written, a presentation given by the student (oral or poster), or the student simply attended a workshop or conference, note this here and give full information in sections IIC – IIF as appropriate. Fall | |Course and |Student Name |Credit or Salary |Student hours/wk |Student Outcome | |Topic Title | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Spring | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Summer | | | | | | | | | | | | | | | | | | | | | | | | | E. Significance of student research. Discuss the significance of these student independent study/research contributions to your research program and to the students. Put your name in the left hand cell and the information in the right hand cell of the table. | | | SCHOLARLY ACTIVITY AND PROFESSIONAL DEVELOPMENT A. Grant applications submitted. Put all submitted and newly funded grants here. Provide complete information. The â€Å"life of grant† should give beginning and end dates. Any co-PI’s in other departments at JMU should include the name of their respective departments; co-PI’s from other institutions should list their institutions. In any event, all PI’s and co-PI’s are to be listed. Grant Title |PI |Co-PI |Agency |Life of Grant |1st Year Amt |Total Request |Funded | | | | | | | | |Yes/No | | | | | | | | | | | | | | | | | | | | | | | | | | | | B. Ongoing Grants. List here all multi-year grants that are in their second or subsequent years. Here, â€Å"single year amt† refe rs the amount for the current year. Grant Title |PI |Co-PI |Agency |Life of Grant |Single Year Amt |Total Amt | | | | | | | | | C. Publications. List here all papers published in refereed journals. Give complete citation information. In the case of large collaborations (more than ~10), you need list only the name of the collaboration and the JMU collaborators (although you may list all collaborators if you wish). However, it is important that at least the names of all JMU authors are listed so that a unique list of the department’s publication record can be generated. For smaller collaborations, always list all authors. Title |Author |Co-Author(s) |Student(s) |Journal / Volume/ Page |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | D. Published Abstracts. As for publications, always list all JMU authors. Also list student abstracts for which your name does not appear but you supervised the work as listed above in section ID. Title |Author |Co-Author |Student |Jo urnal / Number |Year | | | | | | | | | | | | | | | | | | | | | | | | | | | | | E. Scholarly presentations. List all presentations given, both on and off campus. Under the â€Å"Meeting/Venue† heading indicate either the meeting (full meeting name and location) or the on-campus function (give specific class, event or symposium). Indicate whether you, your student or collaborator presented the paper in each case by putting the presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | F. Presentations given to a general audience. List all presentations given, both on and off campus. Presentations given to school groups should be listed under outreach (section IIID). Under the â€Å"Meeting/Venue† heading indicate either the meeting (full name and location) or the on-campus function (class, event, etc. ). Indicate whether you, your student or collaborator presented the paper in each case by putting t he presenter’s name in bold. Title |Author |Co-Author |Student |Meeting/Venue |Date | | | | | | | | | | | | | | | | | | | | | | G. Conferences Attended. Make entries here if either you or your student(s) or both attended a conference, workshop or collaboration meeting. Conference Title |Faculty |Student(s) |Date | | | | | | | | | | | | | | | | | | | | | H. Professional Workshop/Short Course Participation. |Workshop |Faculty |Where |Dates | | | | | | | | | | | | | | | | | | | | I. Membership in Professional Organizations. Please give the full organization name, not just the abbreviation or acronym. Organization |Faculty name |Office Held | | | | | | | | | | | | | J. Membership in Research Collaborations. List the collaborations to which you belong. Under â€Å"Leadership Role(s)† indicate the collaboration activities for which you are a leader. Under â€Å"List of Projects† list your responsibilities/contributions as a collaboration member. If you are a leader or spokesperson for more than one experiment/project, make a separate entry in the table for each. Collaboration name |Faculty name |Primary research location |Office held |Leadership Role(s) |List of Projects | |or collaborator list | | | | | | | | | | | | | | | | | | | | K. Honors and Special Recognition Received. Faculty name |Honor /Award |Honoring Organization |Date | | | | | | | | | | | | | | | | L. Reviewing/Editing Manuscripts for Scholarly Journals. Include JMU Publications but clearly indicate them as such. Faculty name |Manuscript Title |Journal | | | | | | | | | | | | | M. Reviewing Manuscripts for funding agencies. If the review is done as a member of a panel, give the panel dates, give the number of proposals you read and the subject area of the panel. Faculty name |Manuscript Title |Agency |Dates | | | | | | | | | | | | | | | | N. Other significant contributions. List any other scholarly achievements hat you feel are significant but do not fit into the above categories. For example, indicate contributions to funded research for which you are not listed as a PI or co-PI or patents granted. Put your name in the left hand cell and the information in the right hand cell of the table. | | | O. Significance of your scholarship. Discuss the significance of the items listed in IIA through IIM. Particularly discuss your contributions to collaborative efforts and put these in context. Indicate which items are particularly noteworthy and explain why. For efforts that are part of an ongoing program, put this year’s work into a context. Indicate which, if any, items represent the conclusion of a particular component in your work or the initiation of a new direction. Put your name in the left hand cell and the information in the right hand cell of the table. | | | PROFESSIONAL SERVICE A. Committees. List the name of the committee chair and indicate the level of the committee. Your name will appear twice if you are the chair of the committee. |Level | Your name |Committee Title |Chairperson |Dept |College |University | | | | | | | | | | | | | | | | | | | | | | B. Exceptional contributions. If your contributions to any of the above ommittees are significant (beyond the usual work load and/or of particular importance to the department, college or university), please explain. Put your name in the left hand cell and the information in the right hand cell of the table. | | | C. Professional consultations. Put your name in the left hand cell and the information in the right hand cell of the table. At a minimum, include the name of the person/entity/organization with whom you consulted, the dates and outcomes. | | | D. Community and public school outreach activities. Be specific about your role in these activities and put your contribution in context. Put your name in the left hand cell and the information in the right hand cell of the table. | | | E. Other professional service. List here anything that does not fit into any of the above categories. Explain why these are noteworthy and how they impact your scholarship, teaching or service. Put your name in the left hand cell and the information in the right hand cell of the table. | | THIS YEAR’S MAJOR ACCOMPLISHMENT Indicate what you feel is your single most significant accomplishment this year. Explain why it is particularly important to you, your students or the department. Describe how it has or will impact your scholarship, teaching or service. If you expect this accomplishment to have a continuing impact and appear in your anticipated activities report, note this and explain. If this will have a broader impact on the department, discu ss this. Put your name in the left hand cell and the information in the right hand cell of the table. | | |

Columbus City Schools Policies Essay

The reason I don’t like the rule about fire arm look-alikes is because, if you have a toy gun that your younger sibling has asked you to hold for them in your bag and you forget about it is an instant 5-10 day suspension. I understand why you would suspend someone for that reason; it is because you have to insure the person’s safety and the rest of the schools. But if someone leaves the toy or look-alike in your bag and you forget about its unfair we have to get suspended for that amount of time I get a day or two but 5-10 it’s not fair that is the only reason I have to have a problem with that policy. Insubordination is another one. When a teacher asks you to do something unfair for instance give up your phone when it has fallen out your pocket and they say you have been texting while doing an assignment or cheating is also unfair. Not everyone cheats on their work if our phone happens to slip out why get punished it was an accident not intentional. But I get why you do it, it’s only to insure we aren’t cheating or texting during class. The last one is possession, sale or distribution of drugs other than tobacco or alcohol. If someone has a massive headache and can’t concentrate in class and the student asks you for an Aspirin or Tylenol and you give it to them why put it as possession, sale or distribution of drugs other than tobacco or alcohol. That in my mind is unfair you’re just helping someone out with a legitimate problem that they are having. We are keeping them out of the nurse’s office and having them in class longer so what is the problem with that? The reasons for this and I know why are because of Marijuana, Cocaine and crack or other narcotics you should put narcotics as its own punishment instead of Aspirin or another type pain reliever. If you would only make the slightest change I would greatly appreciate it. also the drug problems we have and leaving the school without permission. Those are the only few changes I would make about the CCS policy.

Genetically Modified Food Should Be Banned or Not? Essay

Nowadays a problem of genetically modified food is widespread all over the world. GM foods are genetically modified using biotechnology. More and more GM foods appear on the shelves of our stores and supermarkets nowadays, and make their way into our kitchens. GM foods are designed for greater resistance to viruses and pests, higher nutritional value and longer shelf life. However, their safety, potential risks and ethical concerns are still being debated. So, should genetically modified crops be banned or not? Proponents of GM foods ensure that these foods are safe for human consumption, but critics argue that their effects have not been studied long enough. First argument for banning GM foods is that it badly affects our health and well-being. Some studies have linked consumptions of GM foods to liver and kidney problems. The antibiotics and hormones given to cows and chickens are found in our bodies and we don’t know yet the extent to which these cause chronic disease. Moreover genetic engineering could introduce allergens into foods, causing allergic reactions in people who eat the foods. Another argument is that GM food does not benefit people, just large corporations that produce and sell them. In the most cases the vegetables are modified to look better and be larger so that these companies can make more money. They do not add to the taste or freshness of nutrition of the food. On the other hand GM products along with disadvantages have their benefits too. A lot of people believe that genetically modified foods can help to solve the food crisis in future, and so help humanity to survive. Firstly, all of sorts of GM plants are stable against illnesses and mean weather. Also, GM food is cold tolerant. An antifreeze gene has been introduced into plants such as tobacco and potato. With this antifreeze gene, these plants are able to tolerate cold temperatures that normally would kill unmodified seedlings. Secondly, they ripen fast and keep longer than usual plants. It is easier to transport them and keep fresh for a long time. In my opinion, genetic engineering should be banned because young generation will have different diseases because of eating unhealthful food. Of course, this is a huge industry nowadays that obviously can’t be stopped, but I believe that there are other ways to save people from hunger. References: 1. â€Å"Genetically Modified Crops Should be Banned† 2. Murphy, Tom. â€Å"The Arguments for and Against Genetically Modified (GM) Food. † N. p. , 15 06 2009. Web. 22 Apr. 2013. 3. Gray, Louise. â€Å"Ten tweets for and against GM†. Environment Correspondent 4:04PM GMT 24 Jan 2011 4. â€Å"Should Genetically Modified Foods (GM Foods) Be Banned? – Facts & Infographic†.

Style Analysis

Cassidy Carter 3/19/13 Engl 1302- Prof. Evans Style Analysis Firoozeh Dumas' essay, â€Å"The F-Word,† addresses the very relatable struggle every person with an ethnic name faces in the American culture. Her prime example being herself, Dumas humorously and realistically depicts the trauma a person endures from constantly having to educate people about your name. She also uses the names of her siblings to provide a comparison of the names' meaning in Persian versus their American mispronunciations. Dumas' seamless use of analogies, word choice and quotations assists in her goal of making the reader understand and sympathize with her frustration.The analogy used throughout â€Å"The F-Word† that assists Dumas with explaining how people's refusal to say her name correctly, involves, interestingly enough, spices. Paralleling different linguistic sounds with uncommon spices, Dums jokingly suggests that common sounds like ‘cinnamon and sumac. ‘ Dumas later retur ns to her analogy toward the end of her piece while referencing a particularly annoying parent at her children's school who refers to Dumas as â€Å"F-Word,† the title of the piece non-coincidentally.This parent eventually is transferred to another school where Dumas hopes she â€Å"might have to make some room in her spice cabinet. † This analogy connects and ends the story while making it humorous to the reader and more relatable. Dumas' word choice also relates to adding humor to the piece as she dissects the names of her family and how they are abused in American culture. Her explanations of how Farbod became ‘Farthead' amongst his peers as well as how Farshid became the abhorrent ‘Fartshit,' not only exposes the silly cruelty of children.Such instances also express a humorous exasperation with her American peers who refused to even try to pronounce their names. Further in the essay, Dumas regales the reader with a tale of an unfortunate encounter with a hematology technician that she has an appointment with. â€Å"Having been called Froozy, Frizzy, Fiorucci and Froozy and just plain ‘Uhhhh.. ‘ I am highly accommodating. I did not however respond to Fritzy because there is not in my name. † This bit of humor at her own expense makes the piece all the more personable and relatable.Dumas' use of quotations as she sarcastically impersonates her offenders also adds humor to her essay. Her references to what she believes are her offenders’ excuses for mispronouncing her name were particularly humorous as they effectively allow the user to understand her point of view. â€Å"My name, Firoozeh, chosen by my mother, means ‘Turquoise’ in Persian. In America, it means ‘Unpronounceable’ or ‘I’m Not Going to Talk to You Because I Cannot Possible Learn Your Name and I Just Don’t Want to Have to Ask You Again and Again Because You’ll Think I’m Dumb of You Mig ht Get Upset or Something. â€Å" Dumas’ word choice in choosing to explain the Persian meaning of her name aids in her use of quotations because by giving the correct meaning of the name she further ridicules the people who refuse to use her correct name. â€Å"The F-Word† is a witty essay that makes relatable the struggle of having an ethnic name in ‘this land of Joes and Marys. ’ The essay should allow the reader an opportunity to focus on their own name faux pas’ and hopefully make a change in their behavior in the future when dealing with people with names that require a little more spice in their linguistic ‘spice cabinet. ’

Millwood Affair Essay Example | Topics and Well Written Essays - 750 words

Millwood Affair - Essay Example Clause f of the policy does state that "any employee not following the foregoing procedures will be subject to disciplinary action ranging from suspension to termination." Besides, he has endangered public safety. Furthermore, some hardliners felt that an exception to policy would create a dangerous precedent and send employees the wrong message. On the other hand, other committee members were of the opinion that given the extensive praise that Millwood had received in the media, disciplinary action would damage the credit union's reputation within the community. The decision that the union needs to make is if any action is to be taken against Matt. And if action is to be taken, what is the appropriate action The final solution will be one that is within the bounds of the law, will not set a dangerous precedent for other employees, and preserve the union's reputation within the community. The first solution-take no action against Matt-will preserve the union's reputation within the community. However, it would set a dangerous precedent and send the wrong message to employees that the union condones violation of company policies. The last solution-terminate or dismiss Matt-is in accordance with company policy. But the union's reputation is at stake. Though at stake, it is not against the law to terminate Matt. Matt might have violated his duty of diligence, that requires an employee to act "with reasonable care and skill" in the course of performing work for the employer (Bogardus, 2004). But whether he has acted "with reasonable care and skill" or not is up the court to decide, since he is a Golden Hawk linebacker. However, he has definitely violated the duty of obedience, which requires employees to act within the authority granted by the employer and to follow the employer's reasonable and legal policies, procedures, and rules (Bogardus, 2004). A more middle-of-the -road solution is to take disciplinary action against Matt by issuing him with a letter of warning. RECOMMENDATION The second, middle-of-the-road solution of issuing Matt with a letter of warning is recommended. After all, Matt has followed the company's policy from clause a through to clause d, which are the main clauses that govern the safety of the employees and customers. Termination or dismissal would be too heavy a punishment. However, employees should be sent the correct message. Moreover, Matt did endanger public safety. The shots fired by the robber narrowly missed a young mother and her daughter. Hence, mild disciplinary action has to be taken. IMPLEMENTATION The Director of Human Resources will issue Matt a warning letter after the approval of this report by the Executive Committee. REFERENCES Bogardus, A.M. (2004). PHR/SPHR: Professional in human resources certification study guide. San Francisco: