Fatiguer - to Fatigue, Tire - French Verb Conjugations

The French verb  fatiguer means to fatigue or tire. Find simple conjugations for this regular -er verb in the tables below. Conjugations of Fatiguer Present Future Imperfect Present participle je fatigue fatiguerai fatiguais fatiguant tu fatigues fatigueras fatiguais il fatigue fatiguera fatiguait nous fatiguons fatiguerons fatiguions vous fatiguez fatiguerez fatiguiez ils fatiguent fatigueront fatiguaient Pass compos Auxiliary verb avoir Past participle fatigu Subjunctive Conditional Pass simple Imperfect subjunctive je fatigue fatiguerais fatiguai fatiguasse tu fatigues fatiguerais fatiguas fatiguasses il fatigue fatiguerait fatigua fatigut nous fatiguions fatiguerions fatigumes fatiguassions vous fatiguiez fatigueriez fatigutes fatiguassiez ils fatiguent fatigueraient fatigurent fatiguassent Imperative tu fatigue nous fatiguons vous fatiguez Verb conjugation patternFatiguer  is a  regular -ER verb

Analysis Of The Film Theeb - 1285 Words

The film Theeb, like other classical Hollywood narrative films, is governed by its appearance of being real and believable. The attempt to convey realism is through its narration. Narration is shaping our experience through film style (Bordwell 1986, p. 26). Classical narrative is made up of perfect balance and symmetry of style that aims to convey a message to the audience. It integrates all elements of the film to reassure and satisfy the spectators. The film follows a set of norms and standards that matches and gratifies the viewer’s expectations. Stylistic features are in the service of the narrative as they serve to convey information, helping the viewer follow the story and construct a coherent time and space. By the end of a classical Hollywood film, all questions that spectators have would be answered and they don’t have to leave the cinema feeling perplexed. Elements of style serve to shape the narrative as they function to read it for the audience. Furthermore , in the development of a narrative, every event is motivated. Thus, the use of cinematic style is generally motivated by the narrative. All of the above results in what Bordwell refers to as an excessively obvious cinema (Bordwell 1986, p. 26). Due to the dominance of the style, spectators come to expect certain stylistic choices for certain narrative situations. Hence, classical narratives focuses on the spectators understanding of the story in the film. Unlike films from the classical Hollywood cinema, it

Mary Shelley’s Frankenstein Free Essays

Mary Shelley’s Frankenstein sheds light on not only historical events, coinciding with her time, but the events and problems of current times. Victor Frankenstein is trying to attain the knowledge of the Gods. He is wanting to enter into the world of the creator rather then respect the fact that he has been created. We will write a custom essay sample on Mary Shelley’s Frankenstein or any similar topic only for you Order Now â€Å"The novel reflects a climate in which literary worship of the divine was to an extent forsaken in favor of the awe-inspiring wonder of Nature; the concept of the sublime was, in itself, a reaction to the rationalism of the Enlightenment. Quote from Ruth Bushi) The Romantic Movement was well occupied with superstition and imagination. Science fiction and â€Å"dream lands† along with unknown gothic characters were often seen in the text and art of the Romantics. Nature and fantasy was the romantic’s speciality. Frankenstein has an usability to appreciate the wonder of Nature, but instead wants to playNature. â€Å"The world was to me a secret which I desired to discover; to her it was a vacancy which sought to people with imaginations of her own. Now this says, in all its power, how Shelley was relating her story to the Romantics point of view and the views of nationalism. One that wants to figure the world out and one that wants to live in the world but use their imaginations, those are the views that created an uproar in the 19th century. Romantics believed that humans had a soul, feelings and emotions. They believed each individual to have a creative nature about them. â€Å"One’s individual soul mediated the sense experiences available to all, so that each person’s response highly subjective, unique and creative. On the flip side of that there were the beliefs that Man could create what ever he wished. That Man was God, feelings and emotions did not matter, only the brain. There was also the belief that if man felt enough power he could control beings that had already been created. For example; The relationship between workers and employers. With the power that the employers felt, they believed or acted out in a way that portrayed, that their workers lives and conditions in which they lived lie in their hands. I have seen the overlooker go to the top end of the room, where the little girls hug the can to the backminders; he has taken a strap, and a whistle in his mouth and sometime he has got a chain and chained them, and strapped them all down the room. †(Carey pg 296) This behavior leads up to this powerful feeling of controlling a human. Which, in turn, leads to creating a human. With that view Frankenstein believed he was a creator. This was the war of Man vs. God. Was this defiance of God? Was this biblical? Some say this was wrong, this belief that you are the â€Å"Almighty†. Victor was charmed by natural science, but eventually succumbs to Waldman’s lectures and soon becomes not just his student, but his disciple. But my eyes were insensible to the charms of nature. (Frankenstein 50) The Romantics had strong opinionated personalities, in this era they had too. Romantics knew if they didn’t feel so strongly, they too, would be sucked into the unthinkable beliefs of their surrounding peers. â€Å"Such a simple soul inevitably became the catspaw of more selfish and less idealistic fractions. Hughes page 83) Frankenstein is passionate about creating the monster in his own image. Therefore ask yourself, â€Å"Who is the real monster? † The answer to this question is found in the monster’s story. Victor creates the monster which turns on him. Thus showing that Victor feels that God turned on him, but in all actuality it was Man that turned on God. â€Å"Oh truly I am grateful to thee creator for the gift of life, which was but pain, and thy tender mercy which deserted me on life’s threshold to suffer. During the period Shelley wrote Frankenstein the new understanding of chemistry, physics, mathematics and etc. were seen as contributing to a future in which increasing knowledge would give increased power over nature and consequently increasing wealth. Shelley warns us of the dangerous division of power-seeking practices of science and the concerns of humanists with moral responsibility, emotional communion and spiritual values. Everything Mary Shelly is portraying in her writing; Man vs. God, Human vs. Machine and Knowledge vs. Technology, was happening in the 19th century. Everything Shelly was portraying pertains to what is happening in the 20th century today. As we sit here now all of the Man vs. God, Human vs. Machine and Knowledge vs. Technology, all of these battles are happening today. Technological advances of modern science have brought to the light, the opportunity to manipulate life forms. There is also probable cause to believe that DNA replication can be made possible. Wether they are happening in laboratories, under microscopes, in test tubes, in our own backyards, or the very thing I am staring into now†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. mputers, it is happening. Our utilization of computers has led us to neglect the need for our coexistence with nature. Mary Shelly has, in some ways, opened the curtain and looked into the future. Her portrayals of the destruction of man by man has followed true. The question now, just as it was in the 19thcentury, is whether science and technology are really going to improve the world or make it more difficult? Will our lives become better? As the human race we need to take the responsibility to find the answers to these questions before we self-destruct. How to cite Mary Shelley’s Frankenstein, Essay examples Mary Shelley’s Frankenstein Free Essays Human beings always tried to comprehend the mystery of creation, viewing themselves as the rulers of nature, who are able to control the corresponding forces. In fact, human science overlooks the fact that there are certain issues which cannot be studied completely due to the limited capacities of human reason. Artificial creation of a living being and intervention into the sacred sense of conception are among subconscious taboos, yet individuals always tried to evade this important rule of the global order. We will write a custom essay sample on Mary Shelley’s Frankenstein or any similar topic only for you Order Now Parental duties are usually attributed to moral responsibility, as individuals with underdeveloped morality show dissatisfactory parenting skills, as their psyche cannot move from infant level. In her novel entitled â€Å"Frankenstein† Mary Shelley puts forth the issue of parenting and states that such ‘eternal children’ are often quite interesting and smart personalities with rich inner world, but they work primarily on their cognitive progress instead of caring about their social adequacy and adjustment to current norms, including the norms of parental commitment, which appears to the author problematic given the relevant facts form her biography and the transformation of her own view on children from â€Å"killers of mothers† to â€Å"creatures which can be grown into balanced individuals with proper parenting† throughout the novel . At the beginning, Victor Frankenstein is introduced as a talented scientist, who finds social norms tense and in spite of being honored and recognized, decides to alienate himself from the broader community (Moers, 1977, p. 156). He needs to express himself in an unusual way, as traditional science seems to him too ‘earthy’, so the protagonist creates an alter ego for himself , or, more precisely, an individual, who reflects his own personality just like a mirror. Victor in fact has no evil intentions, as he wills to create a supreme human and doesn’t necessarily want his ‘child’ to commit such horrible crimes. The setting of laboratory was selected by Shelley not   accidentally, as   this specific setting influences the first encounter between Victor and his progeny. In fact, because the main character has turned his laboratory into a gate, through which a new soul comes into the world and thus abused the sacred meaning of birth as a solemn event, the creature, born in the realm of test-tubes and rejected by its parent (as scientists tend to abandon the issues, which have been already researched), plots the revenge. Furthermore, the laboratory embodies the artificial emotions and false impulses Victor had at the very beginning of the experiment (Moers, 1977, p. 162). This chamber of tortures, which occur for the sake of science, points to the lack of humanity first and foremost in Victor, not actually in the monster, who in fact experiences very strong   emotions and seeks merely to receive some parental love and care. On the contrary, Victor seems ill-prepared for his new responsibilities: â€Å"I had desired it with an ardour that far exceeded moderation; but now that I had finished, the beauty of the dream vanished, and breathless horror and disgust filled my heart.   Unable to endure the aspect of the being I had created, I rushed out of the room and continued a long time traversing my bed-chamber, unable to compose my mind to sleep† (Shelley, 1993, Ch.4, at http://www.gutenberg.org/dirs/etext93/frank15.txt). Since the time the homunculus comes into being, Frankenstein does not express anything like parental care or love to the ‘child’: once the creature appears in this world, the scholar shows his disgust and runs out from the room, as the process of birth causes contradictory emotions in the man: on the one hand, he is delighted with his advancement, but also feels confused as he really doesn’t know what to do with his ‘scientific purchase’.   â€Å"When the creature attempts to follow him, Victor continues his escape thus abandoning his child, his newborn. The extent of Frankenstein’s lack of attention to his creature’s outward appearance is disturbing†. (Moers, 1977, p. 163). He is fully aware of the beast’s gigantic size, but does not try to safeguard others from the â€Å"newborn†, neither he wishes to protect the child from the cruel world.   In addition, Frankenstein identifies his ‘newborn’ as a total mistake, an accident and thus shows no compassion to his deformed creature, which requires attention and Victor’s parental performance – but gains estrangement and rejection instead. The protagonist finally tears all parental bonds, thus the homunculus can only seek revenge and the satisfaction of his anger concerning the abuser. Shelley therefore emphasizes the significance of appropriate parenthood strategies and methods by demonstrating the outcomes of poor performance. In the similar way, Victor neglects his commitment to society, to all those ordinary individuals who are not familiar with science, but really wish to survive in this world – just like the creature’s first victim, an innocent infant who should have been adapted by Victor, as the story narrates. As one can assume, the murder of Frankenstein’s prospective foster child is to symbolize the homunculus’s jealousy towards the individual who is likely to gain more parental attention. The creature therefore longs to take the girl’s place in the creator’s heart or at least manifest itself in terms of typical childish envy. The creature perfectly realizes the absence of a parental figure in his life. His encounter with the De Laceys, displaces him from his â€Å"natural state†, displays to him the family unit, exposes him to education, and to the laws and customs of society. The creature understands his alienation form society. This embitters him and causes his subsequent vindictiveness towards society and Victor† (Moers, 1977, p. 63). So how can the child who hasn’t received any motherly warmth succeed in self-development, including its moral and social aspects? Victor Frankenstein is thus irresponsible primarily in terms of poor training given to his creature – the scholar only proves his ability to give birth to a child, and following incapacity of bringing up the homunculus. However, such fathers like Victors are basically (cognitively) incapable of making satisfactory caregivers, as they are isolated from society with the wall of their scientific voraciousness.   For instance, when his homunculus’s power begins to grow, he decides to flee England instead of marrying his fiancà ©e, who has helped him a lot because of the horrifying circumstances of the creature’s growth. The only thing Frankenstein in concerned about is his chemical instruments, which he is not able to take with him when escaping (Moers, 1977, p. 164). The hypertextual transition from parenting issues to social responsibility is realized through the thorough depiction of Frankenstein’s behavior in the situation of adversity: having heard about the monstrous being walking across London, he leaves his girlfriend as well as the huge threat to her health and life: the homunculus could have easily killed Elizabeth. Furthermore, instead of resolving his parental conflict in Geneva and handling the situation, Victor escapes further, to the North Pole, even though he could have given priceless information to an investigator and had the monster caught and executed. Victor thus exaggerates social danger, gradually aggravating the creature with his estrangement and encouraging persecution-related monstrous passion. At first, the theme of artificial creation resembles the demonization of the sanctity of motherhood, which might have existed as Shelley’s own mental disorders. It is highly important to note some traumatic events in Shelley’s own life: in fact, around 1814-1815, she gave birth to a child, and her pregnancy resulted in a particularly strong physical and psychological deterioration so that she began to believe her son was likely to kill her. Furthermore, the baby suddenly died in march 1815 (Moers, 1977, p. 165), leaving her fully shattered and incapable of coping with the motherhood-related fears. Therefore, the author’s vision of motherhood is biased by her personal tragedy, as the novel reveals all anxieties of pregnancy, integrating them into the male protagonist, probably because Shelley sought to sublime her longing for pay males back for the biological and social inequality. Notably, Victor appears lonely and forgotten by relatives at the most important moment of his life, when his nine-month scientific experiment turns out successfully. Given his shock and inability to cope with new emotions on his own (such situation was typical in the case of a 19th century young mother, who enjoyed little support from her spouse and relatives). Further, when developing the plot and her characters, the writer gradually comes to conclusion that Frankenstein himself is a classic case of an abused child, who did not receive enough parental attention and thus has grown into a heartless abuser. This is probably the core of the bitter truth about the 19th century motherhood as depicted by Shelley in the Gothic style: mothers, who are not ready enough for their new roles, are not able to bring up psychologically healthy individuals and thus continue the â€Å"damned circle† of generations, imposed by societal morals. Therefore, the novel helps Shelley take the position of an abandoned child and depict this adverse circle of generations, composed of unhappy poorly reared child, who maturate into uncommitted adults.   According to   Moers, â€Å"The heart of the novel is the creature’s discussion of his own development. The creatur, himself, realizes that a child that is deprived of loving family becomes a monster† (Moers, 1977, p. 165).   This means, the novel can be categorized as the author’s attempt to resolve her inner conflict and eliminate the persistent view on children as killers of women; she finally decides that small individuals are not basically evil, but become violent and cruel under unfavorable family circumstances. However, for the purpose of finding consensus between the conflicting views, Shelley needed to incorporate the distorted sanctity of motherhood as the major â€Å"argument† in the novel. In order to appeal to reader’s emotions, Shelley frames the novel with sentimental motifs, which reflect the pain of an abandoned infant. Sentimentalism is also well-developed in the work, particularly during the interactions between Victor and his progeny, when the latter normally expresses his wish to stay with Frankenstein as well as his striving for parental attention and support. The contrast between the monster’s overall rudeness and such childish and naà ¯ve requests is indeed striking. Finally, at the end of the novel, Captain Walton finds the creature crying over its master’s corpse and repenting: â€Å"But it is true that I am a wretch. I have murdered the lovely and the helpless; I have strangled the innocent as they slept† (Shelley, 1993, Ch. 24). Therefore, human sentiments are fully familiar even to such violent individuals. To sum up, Mary Shelley, affected by her own trauma, provides   striking and shocking evidence about her contemporary society, where ill-prepared individuals become parents, but fail to pay attention to the younger generation, so the story   recurs until one of the neglected children grows up into a mentally unhealthy personally, symbolically represented by the homunculus. In this sense, parental duties can be viewed as social responsibility, as they include the application of societal parenting standards (love, safety and care for a child), and those who fail to meet these criteria are considered negligent in the other spheres of life, regardless of the relation between these spheres and parenthood. The commonly shared stereotype about the low reliability of bad parents in fact contain social wisdom about an indicator of human morality, a litmus paper of one’s trustworthiness as well as determine the grade of common respect for the person. Works cited Moers, E. Literary Women. New York: Anchor Books, 1977. Shelley, M. Frankenstein. Available online at: http://www.gutenberg.org/dirs/etext93/frank15.txt, 1993. How to cite Mary Shelley’s Frankenstein, Essay examples

Healthcare Administration Standards Samples †MyAssignmenthelp.com

Question: Discuss about the Healthcare Administration Standards. Answer: Introduction For healthcare administrators to provide good quality patient healthcare, they will have to utilize all the available resources. The healthcare administrators must understand the balance that exist between the clinical roles and the administrative roles in healthcare and the skills that are needed to direct and organize programs that will lead to the attainment of balance between the two roles (Kash et al., 2014). The administrators also need to have the current knowledge to provide excellent solutions to the problems that are encountered every day in the healthcare setting (Harris, 2015). It is the function of the administrators to adopt standards, principles, and regulations in the healthcare. That will enhance safe and quality healthcare practice. The healthcare administration standards mainly involve ethical standards that include equity, privacy, and autonomy (Flite Harman, 2013). The problems and challenges that may arise are usually solved using the administrative skills and efficient decision making that is based on the use of the professional code of ethics. This article will be describing equity, privacy and autonomy as ethical standards of the healthcare administration. The information in this paper has been obtained from three articles through summarisation of critical information. Privacy in Healthcare Practice A study on privacy was conducted in the North-eastern USA mainly to explore it according to the healthcare practice, role in the everyday work and its importance in the healthcare (Anthony Stablein, 2016). The study proved that the awareness of the patients and the practice of professional ethics are very important. This is in addition to the proper use of technologies and the compliance with the legal regulations. It was found that there is a difference across the health professionals whereby some information concerning the patients is protected as the professional ethics dictates while other healthcare professionals thought that privacy of the patient information is in the centre of the professional work (Anthony Stablein, 2016). Privacy can be viewed inappropriately as one of the administrative standards in settings of healthcare rather than it is a professional obligation that should be kept and respected. There are wide ranges of differences of the definition of privacy among healthcare professionals, and the differences are mainly due to the differences in the career developments, nature of organizations and the professional orientations. The differences also can be contributed by the resistance of some healthcare professionals to the changes of new technologies and the hospital policies while other healthcare professionals consider the healthcare information systems as a challenge when controlling the information of the patient (Anthony Stablein, 2016). The professionals can change their practices to adapt to the new technology and policies that have been introduced in the healthcare settings. The suggestions of change in the healthcare practice clarify on how the privacy of patients can be kept. It is therefore recommended that this aspect of privacy should be explored more in the future studies. Power, authority, and status of the healthcare professionals that includes even the administrators can play a critical role in themanagement of the privacy of the patients. This, therefore, will lead to ethical questions on who is allowed to access patient information and the reason as to why they are obtaining the information about the patient (Chalmers Muir, 2003). It should be noted that effective supervision, protection, accountability, resourceful administration of the healthcare setting and even assessment of performance are very essential in healthcare service delivery. The future recommendation has been made to explore on how privacy and control of information can change between the healthcare professional groups (Chalmers Muir, 2003). Privacy is therefore very a critical professional ethical standard in the healthcare. Privacy is a fundamental standard for the healthcare administrator and even the professionals that need to adapt to it (Marini, 2015). Due to the advancement of technology, it has been established that there the need to control information and protection of privacy of patients is very important in healthcare setting (Langheinrich, 2001). Awareness of healthcare professions on the importance of maintaining confidentiality is not enough for adequate protection of the information about patients. Inequity in Healthcare The importance of this study is to explore how unexplained healthcare inequalities are treated from an ethical perspective and a proper method for the analysis of the healthcare inequality (Asada et al., 2015). For observation of demographic features, social economic and health behaviours in the healthcare inequities, Health Utilities Index is usually used. The measurements of the healthcare inequalities were mainly determined using two estimated and well-standardized methods that include; unexplained inequality are accepted ethically and are very unfair and unacceptable healthcare inequalities (Asada et al., 2015). Three proposals concerning the inequality treatment and healthcare inequalities have been made so that the leaders and healthcare administrators can use to ensure equal deliverance of healthcare services. The recommendations include an explanation of the relationships of health, health determinants and the failure to understand them. The second is based on the stopping of gap resolutions for the passing of the ethical questions to the people using the information of the healthcare inequality (Eyal et al., 2013). The third proposal uses the available resources to address the inequality in healthcare basing argument from correct judgments and analysis. From research, it has been established that education, gender, and age are ethically not an acceptable cause of inequality but smoking, weight, and the physical status are considered acceptable causes of the healthcare inequalities (Flite Harman, 2013). It therefore, goes without a say that, the unexplained inequities in healthcare cannot be accepted ethically. The research has stressed the importance of implementing powerful laws and policies that will, in turn, promote health and help curb the health inequalities and inequities. Through well understanding of patients rights and code of ethics, it can help the administrators improve in ethical decision making of inequality in healthcare and hence delivering equal and safe services to all of them (Pinto et al., 2012). Further analysis of inequality in healthcare is recommended in order to come up with proper plans, efficient solutions and having a good understanding of ethical decisions. To improve responsibility, accountability, and equity in healthcare, ethical awareness concerning the set healthcare standards are normally used. The importance of healthcare equity includes supporting the development of actual and apparent action plans that are to be implemented (Pinto et al., 2012). It is therefore very necessary that the healthcare administrators should have set objectives and have proposed approaches to achieving equity and hence resulting in the promotion of quality services to patients. Patient Autonomy The primary aim of this study to establish the importance of patients autonomy mainly as an ethical principle, challenges of autonomy and the insinuation of social relationship basing it on patients autonomy. The results of the study show that patients autonomy can be affected by different healthcare practices (Entwistle et al., 2010). It is the function of the healthcare professionals to make sure that there is proper communication of the healthcare professionals to support autonomy and decisions of the patients (Entwistle et al., 2010). Clear communication and even understanding of patients problems enhance good patient-healthcare services. Social relationship is a very important factor in improving patients autonomy. The administrators therefore should ensure that the healthcare professionals understand and recognize the importance of positively interacting with the patients. Efforts to improve the provision of better healthcare services and even an excellent experience of the patient mainly depend on the right communications with patients and understanding their rights (Entwistle et al., 2010). The use of effective communication skills will lead to the promotion of patients safety, health and improving the quality of healthcare services. This study recommends that the patients should be given choices and options for their medical intervention. Factors that affect autonomy include illness, social norm, and culture (Wolf et al., 2013). The above undermines self-evaluation of the patient hence interfering with their autonomy. Comparisons of the findings of the articles Privacy, healthcare equity, and autonomy are essential principles that the healthcare administrators should take with a lot of seriousness. On first articles, it indicates that privacy in practice dictates that compliance with regulations, being aware of the rights of the patients and the code of ethics is very essential. Differences in privacy perspective among healthcare professionals exist. It has been noted that some professionals protect information about patients as they consider it a professional ethical principle while other professionals most think patient information is the central entity in their work (Anthony Stablein, 2016). Healthcare professions must change to adapt to the new technologies and the policies in the healthcare to be able to control patient information. The second article proves that inequality in healthcare is not ethically accepted. Implementation of laws and policies is important when there is need to promote the health of the patient's and curb the inequalities and equities in healthcare (Flite Harman, 2013). Understanding of the patients rights and code of ethics by the healthcare administrators can help improve on decision making when it comes to health inequalities and hence leading to delivering of equal and better healthcare services. The third finding supports patients autonomy, and it shows the range of healthcare practices that affect the patients self-evaluation and autonomy. The administrator's role, in this case, is to ensure that there is effective communication between the health providers and patients and hence guaranteeing support of patients autonomy. Social relationship is regarded as an important factor to patients autonomy (Entwistle et al., 2010). The work of the healthcare administrators is to ensure that the healthcare professionals understand the importance of positive interactions with patients. From the three studies, it can be established that there are similarities in the importance of a professional code of ethics and even the patients rights. When the healthcare administrators are aware of the patients rights, it can help them make appropriate ethical decisions (Flite Harman, 2013). Findings above show that patients should always receive equal and safe services. Promotion of the health of the patients is also a very important factor towards offering the quality healthcare services. Finally, the decisions of the patients should be respected, and their information carefully controlled. The work of healthcare administrators will be well supported if they work according to the professional code of ethics (Zakari et al, 2010). It is the work of healthcare administrators to encourage effective between the healthcare providers with their patients. Healthcare administrators should be trained on effective us of new healthcare technologies. Conclusion It is the function of the healthcare administrators to adopt regulations and standards in healthcare with the aim of promoting equal and safe healthcare practices. The standards that the administrators adapt include equity, privacy, and autonomy. The three ethical has been discussed above. From the findings, it has been demonstrated that professional code of ethics and patients rights is very important (Flite Harman, 2013). The administrators through the applications of administrative skills can solve any problems or challenges that occur in a healthcare setting. When the patients right is known, it can help the administrators to make proper and effective ethical decisions. References Anthony, D. L., Stablein, T. (2016). Privacy in practice: professional discourse about information control in health care. Journal of health organization and management, 30(2), 207-226. Asada, Y., Hurley, J., Norheim, O. F., Johri, M. (2015). Unexplained health inequalityis it unfair? International journal for equity in health, 14(1), 11. Chalmers, J., Muir, R. (2003). Patient privacy and confidentiality: The debate goes on; the issues are complex, but a consensus is emerging. BMJ: British Medical Journal, 326(7392), 725. Eyal, N., Hurst, S. A., Norheim, O. F., Wikler, D. (Eds.). (2013). Inequalities in health: concepts, measures, and ethics. Oxford University Press. Flite, C. A., Harman, L. B. (2013). Code of ethics: principles of ethical leadership. Perspectives in Health Information Management/AHIMA, American Health InformationManagement Association, 10(winter). Harris, M. D. (2005). Handbook of home health care administration. Jones Bartlett Learning. Kash, B. A., Spaulding, A., Johnson, C. E., Gamm, L. (2014). Success factors for strategic change initiatives: A qualitative study of healthcare administrators' perspectives. Journal of Healthcare Management, 59(1), 65-81. Langheinrich, M. (2001, September). Privacy by designprinciples of privacy-aware ubiquitous systems. In International Conference on Ubiquitous Computing (pp. 273-291). Springer, Berlin, Heidelberg. Marini, M. (2015). Privacy in Archive Health Records. Health Science Journal, 9(3). Pinto, A. D., Manson, H., Pauly, B., Thanos, J., Parks, A., Cox, A. (2012). Equity in public health standards: a qualitative document analysis of policies from two Canadian provinces. International journal for equity in health, 11(1), 28. Wolf, S. M., Annas, G. J., Elias, S. (2013). Patient autonomy and incidental findings in clinical genomics. Science, 340(6136), 1049-1050. Zakari, N. M., Al Khamis, N. I., Hamadi, H. Y. (2010). Conflict and professionalism: perceptions among nurses in Saudi Arabia. International nursing review, 57(3), 297-304.

Bas Assignmnent free essay sample

I hereby certify that no part of this assignment or product has been copied from any other students work or from any other source except where due acknowledgement is made in the assignment. No part of the assignment/ product has been written/produced for me by any other person except where collaboration has been authorized by the subject lecturer/tutor concerned I am aware that this work may be reproduced and submitted to plagiarism detection software programs for the purpose of detecting possible plagiarism (which may retain a copy on its database for future plagiarism checking) Signature: _Note: An examiner or lecturer/tutor has the right to not mark this assignment if the above declaration has not been signed. Learning Task: Essay Development (Unguarded; does not contribute to your final mark) ABOUT THE TASK Overview This learning task is divided into two parts: * part A Compiling a reference list * Part B Constructing an essay plan In order to gain the full benefit from this le arning task you must complete both Part A and Part B. We will write a custom essay sample on Bas Assignmnent or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page More details on what is required for each part is shown below on subsequent pages. NOTE: This is a learning task and so does not contribute to your final mark for his unit.Accordingly this learning task is optional and so you do not need to complete it. However, you are strongly advised to complete this learning task as it is considered the feedback that you will receive will sign efficiently improve your chances of getting a good mark for the related Assessment Task: Essay. Students should keep in mind that the Assessment Task: Essay is worth 50% of the overall assessment for this unit. Purpose The purpose of this learning task is to help you prepare for the Assessment Task: Essay by giving you timely feedback on your submission of this learning task. DueIn your week 10 workshop AND the BAS flaws/Turning assignment box by 1 lam of the day of your workshop in Week 10 (beginning 3 May 201 0) Length About 800 words. Presentation Presentation for this learning task should have: * securely assembled together all relevant pages of the template, including the feedback guide sheets, entries put into headers and footers where requested as well as at the top of the feedback guide, either Times New Roman or Arial font with a font size Of 12, and * use have paragraph text left justified and double spaced With an extra space between paragraphs. Feedback on this taskIn this task, we will look at the specific skills involved in compiling a reference list and constructing an essay plan. For details about the specific skills we will focus on, refer to the feedback criteria shown at the end of this document. Student Learning Unit online support One way of using the detailed feedback about your performance, is to look at areas of deficiency and then use the online support facilities provided by the Student Learning unit (SLID) on academic writing. Information about these online support facilities can be access ed from the SLUG website by entering the following URL www. Was. Du. AU/slug Online support can then be found by clicking on the Online Learning link and then clicking on the Language and Learning Links link. From there you can either download Sills comprehensive Academic Skills Guide ? in its entirety or as individual chapters or explore other Australian university language and learning resources. Student Learning Unit Academic Skills Workshops In addition to the online support, the Student Learning Unit provides free face-to-face workshops for those students requiring more intensive assistance with academic literacy.You need to register for these workshops. For more information about these workshops and how to register for them you can use the following link: http://www. Us. Deed PART A Compiling a reference list For this task, you are to compile a reference list of TEN (10) information sources that could be used in the construction of your essay plan in Part B. That is, when constructing your essay plan you will be selecting a subset from these references that you believe is particularly relevant in terms of answering the essay question outlined in part B below.Remember that for the Assessment Task: Essay you need to find at least FIVE (5) scholarly information sources in addition to the lead reference (shown on page 7 of this template) as part of the essay question. So finding suitable scholarly information sources and then listing the references for these information sources in part A means that students do information search once (and get feedback on the relevance of the information sources that were found with respect to the essay question) rather than twice.In compiling your reference list you should: * Research the topic well. You can draw from a broad range of relevant and reliable scholarly sources including academic journals, books, refereed inference papers and scholarly websites. These sources may be accessed from any or all of the following: course readings, relevant electronic databases and library shelves. Remember that scholarly information sources are required rather than non-scholarly ones. Make sure that reference entries are accurate and complete.All reference entries must also comply with the College of Business Harvard system of referencing by using Part of Appendix 1 in your textbook as well as the materials on referencing covered in workshops. * Find original scholarly sources. That is, you should use information sources similar to those already acknowledged in this learning compile your reference list on the next page PART A Compile a reference list of ten scholarly information sources that you believe are relevant to the essay question shown in Part B.Start REFERENCE LIST here PART B Constructing an essay plan For this part of the learning task, you are to prepare an essay plan. Students should not submit a draft of their essay: if a draft essay is indeed submitted then no feedback will be provided on this draft. That is, the essay plan is not a draft of the essay but something quite different. It is a skeleton by which oh organize how your summaries and evaluations will be used to develop the first draft of the essay and should follow the generic structure shown below: Introduction (Thesis/position) Body Main topic #1 (point or assertion) Sub topics/supporting evidence/elaboration 1. 1. 2 Main topic #2 (point or assertion) 2. 1 2. 2 Main topic #3 (point or assertion) 3. 1 3. 2 Conclusion (final comment/evaluation) The essay plan should be brief about 500 words and it should give an outline of your response to the essay question shown below. For further assistance on creating essay plans see the Feedback Guide shown on the last ages of this template, as well as the workshop materials on planning academic essays. The following information is concerned with the actual essay question which is your final assessment task.Background A number of researchers have considered the issues and problems related to effective cross-cultural communication (for example, see Usurpation, 2006; Subunits, 2002). As one example, Subunits (2002) has discussed the problems of using (or misusing) cultural stereotypes to assist in effective cross-cultural communication. However communication, either cross-cultural or otherwise, has two quite different components, namely verbal immunization and non-verbal communication (Ferreira, 2010).For example, within the context Of cross-cultural communication, an important issue to manage with respect to verbal communication is the complete and accurate translation or interpretation of either spoken or writt en words from one language to another (Mantel Glares, 2008). On the other hand, again within the context of cross-cultural communication, an important issue to manage with respect to non-verbal communication is the fact that the same gesture often has different meanings in different cultures (Resisting, 2009). Where these issues or problems are not managed well, then effective cross-cultural communication may not occur. This may lead to substantial problems in terms of either strengthening existing business relationships or successfully developing new business relationships with overseas firms or customers (Font Richardson, 2008). Essay question Discuss the relative importance of verbal communication versus non-verbal communication in their contribution to effective cross-cultural communication. Your discussion should ultimately lead to developing an opinion on this issue.That is, to ensure that effective cross-cultural immunization occurs, is it more important to address issues and/or problems with respect to verbal communication? Alternatively, is it more important to address issues and/or problems with respect to non-verbal communication? Additional information (a) Your essay should be well researched. In addition to using the lead reference shown below, you must find and use at least five (5) additional scholarly information sources to supporters arguments. These additional information sources may be accessed from either the I-JAWS Library catalogue or the LAWS Library electronic databases. You must not use non-scholarly information sources for the essay. (b) Your lead reference for the essay is: Resisting, Y 2009, Cultural Influences on Intercultural Communication, in International Tourism: Cultures and Behavior, Buttonholer-Henchman, Jordan Hill, Oxford, United Kingdom, Chapter 7, up. 165-198. (c) Your essay must be logically structured. It should follow the conventional essay format. Your discussion must not only relate to and develop your position on the topic, but it should also be supported with evidence, e. G. References to authorities in the field, explanations and examples. D) Your essay must be appropriately expressed; you should use a formal academic style, and ensure grammatical accuracy. (e) Your essay must have accurate citations within the body of the essay and a complete and accurate reference list at the end of the essay. Both citations and references must follow the College of Business Harvard system of referencing as set out in Part F, Appendix 1 of your textbook. (f) In writing your essay you should also make use of the essay marking criteria shown at the back of the Assessment Task template as well as any relevant BAS workshop materials.References Ferreira, GPO 2010, The Cultural Dimension of International Business, 6th Eden, Pearson Prentice Hall, upper Saddle River, New Jersey. Font, YAP Richardson, S 2008, The perceptions of Malaysian in a Japanese company, Cross Cultural Management: An International Journal, Volvo. 15, no. 3, up. 221-243. Mantel, J Glares, E 2008, The impact of language and culture on perceived website usability , Journal of Engineering Technology Management, Volvo. 25, no. 1-2, up. 112-122. Resisting, Y 2009, Cultural Influences on Intercultural Communication, in International Tourism: Cultures and Behavior, Buttonholer-Henchman, Jordan Hill, Oxford, United Kingdom, Chapter 7, up. 65-198. Subunits, J 2002, The Hidden Challenges of Cross-border Negotiations, Harvard Business Review, Volvo. 80, no. 3, up. 76-85. Usurpation, R 2006, Managing international business communication problems at work: a pilot study in foreign companies in Thailand, Cross Cultural Management: An International Journal, Volvo. 13, no. 4, up. 330-344. Instruct your essay plan on the next page Construct an essay plan that outlines your response to the essay question shown above. Start ESSAY PLAN here BUSINESS ACADEMIC SKILLS 200336 Essay Development Feedback Guide Student Number: I Effeminately: Firestone: Note: Students should be aware that the LAWS policy Misconduct Student Academic Misconduct policy is applicable to this learning task even though it is a formative assessment. This policy can be accessed using the following link: http://policies. Us. Deed. AU/view. Current. PH? D=00051 CRITERIA I STANDARDS I REMEDIAL ACTIVITIES Quality of underlying research Your reference list does not show any evidence of relevant research in terms of the essay question OR the information sources used are not all scholarly. I Your reference list shows some evidence of relevant research in terms of the essay question. All information sources are scholarly. I Your reference list shows adequate evidence of relevant research in terms of the essay question. All information sources are scholarly. You show good evidence of relevant research using reliable information sources in terms of the essay question.All information sources are scholarly. You have used an excellent selection of relevant and Acknowledgement of information sources Referencing I Your reference list has very poor acknowledgement of your information sources. In nearly all cases your references are inaccurate and incomplete. I Your reference list has or acknowledgement of your information sources. In many cases your references are inaccurate or incomplete. Your reference list has reasonable acknowledgement of your information sources. All your references are accurate and complete. However, few of your references follow the College of Business Harvard system.I Your reference list has good acknowledgement of your information sources. All your references are accurate and complete. Most of your references follow the College of Business Harvard system. I Your reference list has excellent acknowledgement of your information sources. All your references are accurate and complete. All your references follow the College of Business Harvard system. I Response to essay question I Your essay plan is a poor interpretation of the essay question in which most issues discussed have little or no connection to the essay question.I Your essay plan presents some relevance to the essay question but many of the issues discussed and arguments put forward have little or no connection to the essay question. I Your essay plan presents adequate relevance to the essay question in which most issues discussed and arguments put forward have a connection to the essay question. I Your essay plan presents high degree of relevance to the essay question in which very few of the issues discussed or arguments put forward do not have a connection to the essay question.I Your essay plan presents very high degree of relevance to the essay question in which all issues discussed and arguments put forward have a connection to the essay question. I Use of information sources and evaluation I Your analysis and use of the information sources is poor either in terms of the issues discussed or the arguments presented. Your essay plan merely reports what others have said ND shows no real evaluation or analysis. Your analysis and use of the information sources is fair in terms of issues discussed or arguments presented.However, the essay plan has too much emphasis on reporting what others have said and shows little evaluation or analysis. I Your analysis and use of the information sources is adequate in terms of issues discussed and arguments presented. However, your essay plan mainly reports on what others have said although there is some evaluation and analysis. I Your analysis and use of the information sources is good in terms of issues and arguments presented. Your essay plan has little mere reporting of what others have said and there is good evaluation and analysis.Your analysis and use of the information sources is excellent in terms of the issues and arguments presented. Your essay plan has no mere reporting of what others have said and there is excellent evaluation and analysis. I Effectiveness of critical thinking Your essay plan contains predominantly unsubstantiated claims or assertions with no attempt to develop us porting arguments for these claims. I Your essay plan contains many unsubstantiated claims or assertions although there is some attempt to evolve supporting arguments for these claims.I Your essay plan contains some unsubstantiated claims or assertions although there is usually an attempt to develop supporting arguments for these claims. Your essay plan contains few unsubstantiated claims or assertions and in most cases there is an attempt to develop supporting arguments for these claims. I Your essay plan contains no unsubstantiated claims or assertions and in all cases there is an attempt to develop supporting arguments for these claims. I Overall structure of essay plan Your essay plan does not have a definite introduction or conclusion and your topics and sub-topics are not logically organized.I You have made an attempt at including an introduction and conclusion in your essay plan but both are poor in terms of stating or re stating the thesis statement and previewing or summarizing your discussion. Many of your topics and sub-topics are not logically organized. I Your essay plan has an identifiable introduction and conclusion which familiarize the reader with your topic as well as provide an overall summary of your discussion. However the thesis statement and re-statement of the thesis tenement are not clear. Most of your topics and sub-topics are not logically organized. I Your essay plan has both a good introduction and conclusion in which there is a clear thesis statement and re-statement of the thesis statement. Your introduction familiarizes the reader with your topic. Very few of your topics and sub-topics are not logically organized. I Your essay plan is very good. Your introduction has a clear thesis statement and your conclusion has a clear re-statement of that thesis statement. You preview the essay effectively in the introduction and provide an effective summary of the concussion in the conclusion. All of your topics and sub-topics are logically organized. I Written expression I Your essay plan uses inappropriate academic writing style for this genre which is mostly informal and personal. I Your essay plan uses inappropriate academic writing style for this genre which is often informal and personal. I Your essay plan uses at times appropriate academic writing style for this genre which is formal and impersonal. I Your essay plan uses mainly appropriate academic writing style for this genre which is mostly formal and impersonal. I Your essay plan uses appropriate academic writing style for this genre which is always formal and impersonal as well as being cautiously phrased.I Grammar, spelling and punctuation Your essay plan has a very high number of grammatical, spelling and punctuation errors. Your essay is difficult to read and you do not demonstrate any evidence of proofreading. I Your essay plan has many grammatical, spelling and punctuation errors but your essay is readable and your work demonstrates some evidence of proofreading. Your essay plan has some grammatical, spelling and punctuation errors. Your essay is easy to read and demonstrates good evidence of proofreading. I Your essay plan has few grammatical, spelling and punctuation errors.Your essay is easy to read and demonstrates evidence of careful proofreading. I Your essay plan has no grammatical, spelling and punctuation errors. Your essay is easy to read and demonstrates a high level of proofreading. I Acknowledgement of information sources ? essay plan You have very poor acknowledgement of your information sources. In many circumstances Len- text citations do not exist and many references are inaccurate and incomplete. You have not included the lead reference. You have poor acknowledgement of your information sources.

Three Ravens Essays

Three Ravens Essays Three Ravens Paper Three Ravens Paper Compare the Twa Corbies and the Three Ravens considering language, content and techique The ballads of the Twa Corbies and the Three Ravens arte versions of what once may have been the same poem, but time and geographical movement may have been the main contributions to the change of language, style and even content. The titles are perhaps the first significant contrast; the Scottish implying older, more primitive undertones whilst the English is presumably more modern with a certain sophistication within the use of language. Despite having this primarily differing feature, they are both about three birds -the mythological number having different implications. The darker, Twa Corbies maybe relating it to more mystical, black magical concepts whilst the Three Ravens concentrates on the Christian values of loyalty and hope -reflected within the symbolic reference of Ravens being representative of good luck. This heavily contrasts with the birds of prey that crows or corbies are. The opening line also suggests the juxtaposing themes, the English version ending with the word tree whilst the Scottish ending with alane (alone). The contrast between natures bounty and loneliness, desolation and desertion is already apparent. ` The twa corbies looks towards the prospects of death, and what they may gain by scavenging through the remains of a body. A man killed in his prime; bonny blue een and gowden hair the features of a recently killed, young man almost described like part of the treasures that they may take. The crows spy from the trees, gossiping and plotting their next moves. There even seem to be undertones reminiscent of William Shakespeares Macbeth, as the birds hear the character of Macbeth remind himself that it was he that murdered Duncan. The mythical undertones would also contribute to that of Macbeth. The poem is slightly dismissive of the theme if death which would generally dominate such a ballad; ironically the dark perceptions and interpretations of death contribute to the removal of the negative theme and reinforce the positive through what can be gained from the death. It closely follows throughout the poem that death is not the end, other than for that which has ceased. The English appears less primitive than the twa corbies, with a positive theme which clearly contrasts the corbies, focusing on the Christian virtues and loyalties and completely juxtaposing the other with opposing outlook on life and of death. The pathos of the knights loved ones within the ravens is contrasted by the knights Lady within the Twa Corbies finding a new lover, and the hounds do not lie at the feet of their deceased owner, so well they can with their master keep. The fallow doe refers to a type of dear, whom despite being pregnant, buries the body risking her own life and resulting in being dead herself. The aspects of these lines may not in fact be literal. The dear may be a reference to the personality to the lover, and the death may be the tragedy of the event and the emotional pain and grief which she must bear. The ending notes highlight the importance of loyalty, whilst one considers that life is futile and the world will not cease to continue, the other is not dismissive of the knights life, but how lucky he was, sentimentalising the theme. The imagery of the Twa Corbies seems to have a gross detachment, even refering to the corpse of the knight to an auld fail dike meaning no more than a turfed mound whilst the Three Ravens notes the body down in yonder greene field. And whilst the crows talk about picking out the eyes of the corpse for treasure, the fallow doe kissed the wounds that were so red. The compassionate words disntinctly contrast the Twa Corbies in gentler action. The repetition of His three times within the third stanza of the Twa Corbies attributes to the sense of the poem being comparable to a chant, or spell; with the mystical undertones of Macbeth. The rhyming couplets are similar to the Three Ravens although the actual rhyme is very concise compared to the half rhymes of the english version, leaving one usure of whether this is due to the softening of the tone or a confused version of the original. One may consider that some words may be pronounced differently to the time in which they were written, however, such rhymes as mate and take clearly did not. The punctuation of the Twa Corbies is regular, the shorter sentences almost making it more matter-of-fact, quickly moving without the consideration of what has been. One should perhaps also take note of the question mark within the first verse adds to the air of mystery throughout -we do not know the circumstances in which the knight has died. The use of animals within the poem is suggestive of the nature, the twa corbies referring to hounds in the sense of hunting and the ravens referring to the birds of prey that are hawks even being protective of the body. For the ravens, the death of a noble man is clearly enough for nature to reverse its ways. Both appear to be written to be accessible with varying attributes to this appeal. The nihilistic attitude of the dark humour within the twa ironically makes it more light-hearted. This unusual manner of observing and even appreciating death involves looking to what can instead be found and recycled. As opposed to grieving what has been lost, it clearly looks to what can be gained. The amoral attitude neutralises the theme and makes the primarily tragic theme into the dismissal of trivial events. A man may have died, but the world continues to move, and The wind sall blaw for evermair. The English leans towards the more obvious approach of how one may be positive throughout a tragic event. The three ravens follows the route of loyalty, sincerity and the Christian values intrinsically virtuous action. The daintily appearing manuscript is gentler and more civilised version of the brutality within the Scottish version. The techniques contribute to the type of audience that it would appeal to. The English would probably be aimed at the aristocratic audience, with the possible intervention of the English folk singing of with a derry down between the lines. It also conveys a sense of naturalness and one should not the high proportion of monosyllabic and easily accessible words. This may have contributed to the accessibility to children; tales of morality and virtuous teachings may have been projected through ballads and poems such as this. The language of the Scottish immediately strikes one as being more working-class based, with the clear dialect and abbreviations. It would perhaps have been sung by the less privileged; reminding themselves of what they have and how to make the best of a potentially disasterous situation.

Project Strategy, Leadership and Governance Coursework

Project Strategy, Leadership and Governance - Coursework Example ject’s overall strategy, for instance the care with which the team is staffed, and the goals set for the project is both very critical (Jovanović et al. 2012). In a similar manner, the organization’s policies, culture, structure, and operating systems can work effectively to promote and support project management or perhaps work against the capability to effectively run projects. An effective project management requires that before it is started, the manager and the team have a responsibility of understanding the structure of the organization as it pertains to the tasks and project. For most organizations, projects and project management are not the operating norm, but rather projects exist outside of the formal, process-oriented activities related to many organizations (Kaleshovska 2014). As a result, many organizations are simply not structured to allow for the effective completion of the projects in conjunction with the ongoing corporate activities. This report w ill attempt to evaluate whether project management is used in strategic context, and then show how this application is achieved. Further, this report will evaluate how excellent project management can promote competitive advantage. Strategic project management provides a practical and step-by-step approach to guiding the organization and mangers on how to turn the projects to gain a competitive advantage. Instead of focusing how the job will be done, a strategic project management focuses on creating a competitive advantage for the organization and winning on the market (Dulipovici & Robey 2013). The framework of strategic project management encompasses five planning assets as well as seven principles for implementation, which can be utilized by organizations and managers during the time of project planning and execution. A project is referred to us as a temporary process and organization projected to achieve certain goals under the constraints of budget, time, and other resources. In most cases,