Medicine and Skilled Care Pharmacy Essay

I. Statement of the problem How can Skilled Care Pharmacy improve their strategy from the rapidly evolving financial structure of health care, constant evolution of medical practice, employee retention and shortage of licensed pharmacy personnel? II. Objectives * To retain employees. * To identify ways to keep up with the constant evolution of medical practice. * To address the shortage of pharmacist personnel in the company. III. SWOT analysis IV. Alternative Courses of Action 1. Skilled Care Pharmacy could provide incentives and enhance benefits for employees to be able to achieve employee retention. 2. Skilled Care Pharmacy could widen their search for pharmacist personnel from different countries. 3. Skilled Care Pharmacy could provide seminars and trainings to keep up with new medical techniques and practices. Advantages for each of the Alternative Courses of Action 1. Skilled Care Pharmacy would be able to retain much of their employees and prevent employee turnover. 2. Skilled Care Pharmacy would be able to address the shortage of pharmaceutical personnel within the organization. 3. Skilled Care Pharmacy would be guaranteed of their employee’s  capabilities and skills with regards to the ever changing medical practice. Disadvantages for each of the Alternative Courses of Action 1. Additional costs would be incurred for enhanced benefits or additional incentives given to regular employees. 2. Other pharmacists hired from overseas may not be as competitive with the usual pharmacists. 3. Additional cost would be acquired because of additional trainings and seminars for the company. V. Recommendation Follow all alternative courses of action to be able to keep up with certain changes in the company.

Gestalt Learning Theory Essay

Doing my research on learning and instruction in complex simulation-based learning environments, I experienced a large difference in how learners reacted to my learning material (Kluge, in press, 2004). Complex technical simulations involve the placement of the learner into a realistic computer simulated situation or technical scenario which puts control back into the learner’s hands. The contextual content of simulations allows the learner to â€Å"learn by doing. † Although my primary purpose was in improving research methods and testing procedures for evaluating learning results of simulation-based learning, the different reaction of our participants were so obvious that we took a closer look. I had two different groups participating in my learning experiments: students from an engineering department at the University, mostly in their 3rd semester, and apprentices from vocational training programs in mechanics and electronics of several companies near the University area in their 3rd year of vocational training. Most of the students worked very intensively and concentrated on solving these complex simulation tasks whereas apprentices became easily frustrated and bored. Although my first research purpose was not in investigating the differences between these groups, colleagues and practitioners showed their interest and encouraged me to look especially at that difference. Practitioners especially hoped to find explanations why apprentices sometimes are less enthusiastic about simulation learning although it is said to be motivating for their perception. Therefore, in this dissertation I address the difference in the effectiveness of using simulation intervention program based on a Gestalt learning theory. Moreover, to find out if the program improves either or both the quality and speed of the learning process of students enrolled in a highly technical training program. This dissertation focuses on using simulation based learning environments in vocational training program. In this chapter, the experimental methodology and instruments are described, results presented and finally discussed. As mentioned above, my primary purpose when I started to investigate learning and simulation based on Gestalt learning theory was focused on improving the research methodology and test material (see Kluge, in press, 2004) for experimenting with simulation-based learning environments. But observing the subjects’ reactions to the learning and testing material the question arose whether there might be a difference in the quality of and speed of the learning process of students involved in my study. Research Design: A 3-factor 2 ? 2 ? 2 factorial control-group-design was performed (factor 1: â€Å"Simulation complexity†: ColorSim 5 vs ColorSim 7; factor 2: â€Å"support method†: GES vs. DI-GES; factor 3: target group, see Table 2). Two hundred and fifteen mostly male students (16% female) in eight groups (separated into four experimental and four control groups) participated in the main study. The control group served as a treatment check for the learning phase and to demonstrate whether subjects acquired any knowledge within the learning-phase. While the experimental groups filled in the knowledge test at the end of the experiment (after the learning and the transfer tasks), the control groups filled in the knowledge test directly after the learning phase. I did not want to give the knowledge test to the experimental group after the learning phase because of its sensitivity to testing-effects. I assumed that learners who did not acquire the relevant knowledge in the learning phase could acquire useful knowledge by taking the knowledge test, which could have led to a better transfer performance which is not due to the learning method but caused by learning from taking the knowledge test. The procedure subjects had to follow included a learning phase in which they explored the structure of the simulation aiming at knowledge acquisition. After the learning phase, subjects first had to fill in the four-item questionnaire on self-efficacy before they performed 18 transfer tasks. The transfer tasks were separated into two blocks (consisting of nine control tasks each) by a 30-minute break. In four experimental groups (EG), 117 students and apprentices performed the learning phase (28 female participants), the 18 control tasks and the knowledge test. As said before, the knowledge test was applied at the end because of its sensitivity to additional learning effects caused by filling in the knowledge test. In four control groups (CG), 98 students and apprentices performed the knowledge test directly after the learning phase, without working on the transfer task (four female participants). The EGs took about 2-2. 5 hours and the CG about 1. 5 hours to finish the experiment. Both groups (EGs and CGs) were asked to take notes during the learning phase. Subjects were randomly assigned to the EGs and CGs, nonetheless ensuring that the same number of students and apprentices were in each group. The Simulation-Based Learning Environment The computer-based simulation ColorSim, which we had developed for our experimental research previously, was used in two different variants. The simulation is based on the work by Funke (1993) and simulates a small chemical plant to produce colors for later subsequent processing and treatment such as dyeing fabrics. The task is to produce a given amount of colors in a predefined number of steps (nine steps). To avoid the uncontrolled influence of prior knowledge, the structure of the plant simulation cannot be derived from prior knowledge of a certain domain, but has to be learned by all subjects. ColorSim contains three endogenous variables (termed green, black, and yellow) and three exogenous variables (termed x, y, and z ). Figure 1 illustrates the ColorSim screen. Subjects control the simulation step by step (in contrast to a real time running continuous control). The predefined goal states of each color have to be reached by step nine. Subjects enter values for x, y, and z within the range of 0-100. There is no time limit for the transfer tasks. During the transfer tasks, the subjects have to reach defined system states for green (e. g. , 500), black (e. g. , 990), and yellow (e. g. , 125) and/or try to keep the variable values as close as possible to the values defined as goal states. Subjects are instructed to reach the defined system states at the end of a multi-step process of nine steps. The task for the subjects was first to explore or learn about the simulated system (to find out the causal links between the system variables), and then to control the endogenous variables by means of the exogenous variables with respect to a set of given goal states. With respect to the empirical evidence of Funke (2001) and Strau? (1995), the theoretical concept for the variation in complexity is based on Woods’ (1986) theoretical arguments that complexity depends on an increasing number of relations between a stable number of (in this case six) variables (three input, three output: for details of the construction rational and empirical evidence see Kluge, 2004, and Kluge, in press, see Table 1). To meet reliability requirements, subjects had to complete several trials in the transfer task. For each of the 18 control tasks a predefined correct solution exists, to which the subjects’ solutions could be compared. In addition, knowledge acquisition and knowledge application phases were separated. The procedure for the development of a valid and reliable knowledge test is described in the next section. Different methods have been developed to provide learners with support to effectively learn from using simulations. De Jong and van Joolingen (1998) categorize these into five groups: 1. Direct access to domain knowledge, which means that learners should know something about the field or subject beforehand, if discovery learning is to be fruitful. 2. Support for hypothesis generation, which means learners are offered elements of hypotheses that they have to assemble themselves. 3. Support for the design of experiments, e. g. , by providing hints like â€Å"It is wise to vary only one variable at a time† 4. Support for making predictions, e. g. , by giving learners a graphic tool in which they can draw a curve that gives predictions at three levels of precision: as numerical data, as a drawn graph, and as an area in which the graph would be located. 5. Support for regulative learning processes: e. g. , by introducing model progression, which means that the model is introduced gradually, and by providing planning support, which means freeing learners from the necessity of making decisions and thus helping them to manage the learning process. In addition, regulative processes can be supported by leading the learner through different stages, like â€Å"Before doing the experiment . . . ,† â€Å"Now do the experiment,† â€Å"After doing the experiment. . . .† Altogether, empirical findings and theoretical assumptions have so far led to the conclusion that experiential learning needs additional support to enhance knowledge acquisition and transfer. Target Population and Participant Selection: In the introductory part, I mentioned that there were two sub groups in the sample which I see as different target groups for using simulation-based learning environments. Subjects were for the most part recruited from the technical departments of a Technical University (Mechanical Engineering, Civil Engineering, Electronics, Information Technology as well as apprentices from the vocational training programs in mechanics

My Sociology Paper Essay

Today’s generation is equipped with highly advanced and sophisticated technology that are very useful in many ways particularly in keeping and obtaining information. The internet serves not only as stock files of information but also for commercial advertisement, and for publication of all sorts of both scholarly and worthless articles as well as biased and non-biased piece of writings. This sort of complexity however, gives as a wide range of option and choices as to what one intends to do. For those who seek quality information scholarly and journal articles provides a strong references. The only thing that needs to do is evaluate the source whether its content are scholarly. In view of these, this paper will attempt to evaluate the articles listed above whether they are biased or non-biased sources by discussing the main issues raised by these sources. At the end the paper will conclude whether these sources are biased or not, based on the careful analysis of the content of each of these articles. Discussion of the articles In the first article, the main issue is the mandatory minimum sentence imposed on persons convicted of possessing half a kilogram of cocaine powder or more to at least five years imprisonment. The authors cited that this mandatory minimum have a strong bipartisan support from elected representatives and even from presidential candidates. While there are pros and cons in this issue, in view of the authors the mandatory minimum sentence can be viewed as means of attaining the country’s drug control objectives (Caulkins, J. P. ; Rydell, P. ; Schwabe, W. L. ; & Chiesa, J. 1997, par. 3). Controlling drug use in the country could be a welcome objective as often times; guns and violence are linked with drug use. According to Scott Newark in his article entitled â€Å"The 2006 Crime Stats Analysis- Time for the Truth† drugs like cocaine, heroin, and crystal meth are astoundingly 21% up over the past five years (Newark, par. 17). While the authors discussed and considered other available alternatives on easing drug problems, their opinion were focused on reducing drug consumption rather than its impact on the society. Thus, they put more emphasis on treating heavy users than on the criminal offenses associated with the use of illegal drugs. The Second Article, written by Steven Levitt, primarily deals with the decline of crimes in America. Levitt pointed out that while most experts are predicting an explosion of crime during the early and middle of the 1990s, crime rates plunged precisely at this expected period and authorities were not anticipating it to happen. Levitt refused to attribute this decline to the popular perceptions like increased imprisonment, tougher gun control laws, strong economy, and so forth. Levitt was not surprised by this turn of events rather he questioned why the decline of criminality did not happen earlier.  (p. 164). According to Levitt, what is remarkable with the decline of crimes in the USA during this period was it magnitude from the 1950 to 2001. Of all the criminal offenses, Levitt identified homicide as the most serious crime that had experienced the biggest drop between 1991 and 2000, from 9. 8 to 5. 5 or a drop of forty-four percent. While Levitt focus in his article was to identify the real causes of the decline of criminal offenses in the US during the period from 1991 to 2001, he seemed to have to fail to categorically identify the real causes of such decline. Instead he shifted his emphasis on the remarkable aspect of this decline. He noted that this decline appeared unusual compared with other countries in the world, in which most of the most common criminal offenses such as homicide, robbery, and burglary experienced sharp decline from 1991 to 2000. The author also discussed the universality of this drop in crime citing decline in each subgroups for all crime categories (p. 167). However, at the end of the article, the author recognizes six factors namely, the strong economy, the changing demographics, better policing strategies, gun control laws, laws allowing the carrying of cancelled weapons, and increased of capital punishment that according to Levitt, played little or no role in the crime drop. He also acknowledge the four factors that explained the decline of crime such as the increase in number of police, the rising prison population, the receding crack epidemic and the legalization of abortion. The last article, by Scott Newark, deals with crime statistics which was accordingly â€Å"disappointing without critical analysis by the media† (par. 3). Contrary to the article by Steven Levitt, Newark’s Crime Stat Analysis reveals the other side of police records of criminal offenses. While Newark was talking of the crime rates in Canada, he noted indirectly that recorded crimes are only the most serious ones suggesting that there are more crimes unreported, aside from those that were not recorded by the statistic gatherer. This means that Levitt’s account of crime drop in the United States is clouded with doubts, indeed, according to the United States Crime Rates 1960-2007, in 2000 United States was ranked as â€Å"22nd having highest Criminal Index† (United States Crime Rates). From the way it looks, Newark’s article was a fair assessment of the reality of criminal offenses and offenders. He emphasized that it is unrealistic to spend billions of dollars with the rehabilitation of serious offenders who when released, will commit the same crime again. Conclusion The three articles discussed in this paper provided basic ideas about criminal offenses. Although the paper did not give a clear stand in each of the articles discussed, it leaves the paper a debatable issue regarding the seemingly contradicting views between the reality of crimes and offenses in Canada and the United States as revealed by Levitt and Newark respectively. However, while the three authors have different views and emphasized on different aspects of criminal offenses, it was clear that their common objective is to shed light on issues that they deemed needed to be pointed out to the public. Quality of Sources The first article entitled Mandatory Minimum Drug Sentences: Throwing Away the Key or the Taxpayers’ Money by Jonathan P. Caulkins, C. Peter Rydell. William L. Schwabe and James Chiesa, was biased in the sense that the authors appeared to one sided in their opinion. They seemed to focus merely on reducing drug consumption without giving due consideration to the implication of drug related offenses. This seemed to promote sympathy of the heavy user, rather on the consequence of violating the law. This is quite tantamount to tolerating the use of illegal drugs and then rehabilitates the users later on. The second article, Understanding Why Crime Fell in the 1990s: Four Factors that Explain the Deadline and Six that Do not by Steven Levitt is not biased article in view of its critical and balanced presentation of facts and evidences. Although The article appeared surprising given the sharp decline of crimes in the US amidst the proliferation drugs in the inner cities of America as cited in an internet article entitled â€Å"Operation SOS. † The article noted the proliferation of drugs in the city causing violent crimes in the neighborhood (Operation SOS) yet the author was able to shed lights on all sides affecting the issues being discussed. The third article The 2006 Crime Stats Analysis-Time for the Truth by Scott Newark is also not biased article on the ground that this source was a realistic point of view. With out pretense, the author reveals the other side of the crime statistics release by law enforcers which in view of the author, is often selective and statistic gatherer are watering down their statistics to include only the most serious offense. The source is not bias because the writer was very objective and open minded in perception of the realities behind the law enforcements records of criminal offenses. References Caulkins, J. ; Rydell, P. ; Schwabe, W. L. & Chiesa, J. Mandatory Minimum Drug Sentences: Throwing Away the Key or the Taxpayers Moneyhttp://www. fathom. com/media/PDF/2172_ss. pdf Levitt, S. (2004) â€Å"Understanding Why Crime Fell in the 1990s: Four Factors that Explain the Deadline and Six that Do not† Journal Of Economic Perspectives—Vlume 18,Number1http://pricetheory.uchicago. edu/levitt/Papers/LevittUnderstandingWhyCrime2004. pdf Newark, S. The 2006 Crime Stat Analysis- Time for the Truth Prime Time Crime July 23, 2007http://www. primetimecrime. com/contributing/2007/20070723newark. htm United States Crime rates 1960 – 200 http://www. disastercenter. com/crime/uscrime. htm â€Å"The Operation SOS† Division of Citizen Services City of Buffalo 2001- 2008http://www. ci. buffalo. ny. us/Home/City_Departments/Special_Programs_and_Agencies/Save_Our_Streets/OperationSOS

Functionalism Philosophy Term Paper Example | Topics and Well Written Essays - 1500 words

Functionalism Philosophy - Term Paper Example Functionalists have been known to treat terms related to mental states as a mental state functional characterization which differs from input and output terms. Therefore in a (simplified Turing –machine assumption of the theory,) mental states are associated with the states of the Turing-machine, which own on their own are clearly defined by a machine table which mentions outputs and outputs that are explored nonmentalistically. Additionally functionalism empathizes that characterization of mental states ought to include descriptions of outputs and inputs in both its non-machine and machine versions. The variation between Psychofunctionalism and Functionalism brings forth a difference in specifying outputs and inputs. Functionalists are restricted to specification of outputs and inputs that constitutes common-sense knowledge; Psychofunctionalists are not bound by such restrictions. Whereas both sides lay emphasis on physical specification outputs and inputs, Functionalists are keen on classifications that are externally observable. Psychofunctionalists, have the alternative to specify outputs and inputs in terms of internal parameters. ... Even if both the Functionalists and Psychofunctionalism emphasize on physical, or nonmental-specification over inputs and outputs, the requirement by Functionalists remains the externally observable classifications, for example, inputs whose characteristics assume the terms of the present objects within the organisms vicinity, expressed in body parts’ movements. On the other hand, Psychofunctionalists are at liberty to present a specification between inputs and outputs, assuming the internal parameters’ terms; for example, signals in input, as well as output neurons. One problem of the input and output is that it is depended on the premise that outputs and inputs can be distinguished by neural impulse descriptions. The fallacy with such approach is that it is chauvinistic because organisms that do not posses neurons are precluded from having functional descriptions. One way to avoid chauvinism associated with inputs and outputs is by characterizing outputs and inputs si mply as just outputs and inputs. Other functionalists insist that descriptions of output and input be non-mental. The very version of functionalism, however, fails to tack down functional descriptions at the most important point with descriptions of outputs and inputs that are relatively specific. Instead this form of functionalism merely specifies inputs, states and outputs only by insisting that they be outputs, inputs and states. The problem with this form of functionalism is that it is exceedingly liberal. There is therefore the need of specifying, when one describes outputs and inputs so as to avoid liberalism, but general enough to steer clear from chauvinism. Block however has preservations concerning the existence of such a description.

Education Essay Example | Topics and Well Written Essays - 250 words - 12

Education - Essay Example There was also push for marriage and fatherhood for these disabled veterans. After the war, several Britons believed that independent, skilled labor would help cure the veterans disabled in battle. This would enable them to earn their own living as well as support themselves. In addition it would change them from being helpless to independent strong men. The most interesting things I learnt from the lecture include a lot of exciting insights from the World War I. For instance the fact that the first world war was fought by people from all the continents even though some did not know why they were fighting. The scientific research also that was going on shifted attention to this war; many new things were discovered that were for the first time ever used in war of that magnitude. The use of newly invented machine guns by the soldiers was also another thing that caught my attention. The issue of the veterans being given wives to marry as a way of rewarding them is also another very striking thing that caught my eye. The use of plastic surgery on injured soldiers is another thing that caught my