Health Care Issues - Patient Safety Improvement - Lessons learned in Essay

Health Care Issues - Patient Safety Improvement - Lessons learned in the aviation industry - Essay Example Then the surgeon, anesthetist and nurse verbally confirm the patient identity, surgical site and procedure. They then check on any anticipated critical events, any essential imaging and any antibiotic administration in the last one hour. Before ht patient leaves the operation room the nurse verbally confirms with the team the name of the procedure recorded, that all instruments used are present, any equipment problems, then the surgeon, anesthetist and nurse review recovery and management of the patient. This arrangement is similar to what happens shortly before a flight. The cabin crew identify themselves by name and role in the flight. They identify the route to which they are going. They then give a brief to the passengers about the plane and what to do and what not to do incase of an emergency. They identify the person to whom the passenger is to contact incase of an emergency. They passengers are notified on every issue this is important as relates to that flight. At the end of the flight all of the crew confirm that all passengers that boarded the flight arrived and safely. Incase of any problem they notify the relevant authority. The initial move of identification is similar to what happens at the surgical room. The surgeon and his crew each identify themselves and their roles so that in the event of an emergency there is no confusion as to who is to do what and when. All the briefing given to the passengers is similar to the information the surgeon and his team give. The arr ival to the destination, and confirmation of the presence of all passengers safely is also similar to what the surgeon, nurse and anesthetist do when ensuring that they have identified the patient well and all equipment used is present. This kind of approach minimizes mistakes in the surgical room. Every one does his or her role when need arises and there is calmness and control of the situation throughout. The patient is better of in the hands of a well organized team

House Prices and the Wealth Effect Essay Example | Topics and Well Written Essays - 1000 words - 11

House Prices and the Wealth Effect - Essay Example In a typical household, shares account for a relatively smaller proportion of average assets while housing takes the huge proportion. People will rather invest in housing that has moderate rises in price compared to the stock market that has sharp unpredictable prizes. Home values are thus more evenly distributed that financial related wealth that is spread among the rich whose spending has less effect on changing waves. Change in house prices thus presents much higher effect to many people that change in share prices (Case, Quigley, & Shiller 3). However, this is not true across all economies. The influence of financial assets is much greater than that of housing wealth in Britain than in America because of Britain having refined instruments through which money is spent. In America, weakness in wealth effect on consumption was expected to reduce spending but the opposite happened. As more Americans became poor from the fallen share prices, spending grew considerably hence helping America avoids getting into recession. Housing prices instead went higher thus squaring out the effect of fallen stock prices. However, empty homes and increased unemployment have indicated that consumer spending is driven by real earnings that influence projections of earnings from stocks, property, and bonds. Thus fallen asset values that cause investors to spend less and the rest are put into savings (The Economist, â€Å"A housing slump helped† 1). For example in the US in 2004, an increase in wealth by $1 caused an increase in spending between 1 and 7 cents. This translated to 0.0375 wealth effect for a model that assumed equal effect between housing and financial assets. The policymakers consider housing wealth as having a similar effect as financial wealth in microeconomics sense. However, some people have already established fault in such conclusion. They argue that increase in the price of property increase cost of housing.  

Different Ethnic Groups Essay Example for Free

Different Ethnic Groups Essay Females are now able to achieve more in the education system. This is due to the pattern of achievement. Since the early 90s females have been achieving higher and high and have clearly overtaken males. In 2003/4 the females had taken over males by 20% in achieving 5 or more A*-C GCSE grades. This astronomical gender gap is now causing some sociologists to be concerned in male underachievement in the education system. However, being publicised by the media, males are not underachieving; they are not improving as quickly as females. Sociologists such as Sue Sharpe and Weiner, Arnot and David look at the reasons for the females success. Whereas sociologists, like Paul Willis and Mitsos and Browne suggest reasons for male underachievement. Sue Sharpes study discovered that in the 1970s girls had low expectations and were more likely to become a housewife and mother. They only saw jobs as a means of getting money before they married. When she when she revisited girls in the 1990s, they had higher expectation and saw jobs as careers. Weiner, Arnot and David are cynical about the underachievement of boys. They feel that the concern about the boys underachievement is a reaction against the progress of women. They say that girls are succeeding because of the National Curriculum at GCSE level, but at A-level the subjects are still gendered. Meaning that not many females pick certain subjects therefore limiting the subjects that can do.

Merits And Demerits Of Qualitative And Quantitative Procedures Psychology Essay

Merits And Demerits Of Qualitative And Quantitative Procedures Psychology Essay Research methods are technique(s) for gathering data (Harding, 1986) and are generally dichotomized into being either quantitative or qualitative. It has been argued that methodology has been gendered (Oakley, 1998), with quantitative methods traditionally being associated with words such as positivism, scientific, objectivity, statistics and masculinity. In contrast, qualitative methods have generally been associated with interpretive, non-scientific, subjectivity and femininity. Quantitative Research Techniques and Procedures Qualitative analysis is a process that is often the precursor to quantitative, statistical work; a process to make the tacit underpinnings of an issue explicit; a process you can use to deepen your understanding of complex social and human factors that cannot be understood with numbers; a process that helps you figure out what to count and what to measure (Kerlin, 1999, p. 1). A common way of conducting quantitative research is using a survey. Surveys usually involve filling in a questionnaire. There are, of course, many different kinds of quantitative research besides the survey. Observational research involves watching or observing various behaviors and patterns. More complicated forms of quantitative research are experimental research or mathematical modelling research (Peter J.P. Donnelly J.H, 2000). In the social sciences, quantitative research refers to the systematic empirical investigation of quantitative properties and phenomena and their relationships. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to phenomena. The process of measurement is central to quantitative research because it provides the fundamental connection between empirical observation and mathematical expression of quantitative relationships. Quantitative research is used widely in social sciences such as psychology, sociology, anthropology, and political science. Research in mathematical sciences such as physics is also quantitative by definition, though this use of the term differs in context. In the social sciences, the term relates to empirical methods, originating in both philosophical positivism and the history of statistics, which contrast qualitative research methods. Qualitative methods produce information only on the particular cases studied, and any more general conclusions are only hypotheses. Quantitative methods can be used to verify, which of such hypotheses are true. Qualitative Research Techniques and Procedures Qualitative research is a generic term for investigative methodologies described as ethnographic, naturalistic, anthropological, field, or participant observer research. It emphasizes the importance of looking at variables in the natural setting in which they are found. Interaction between variables is important. Detailed data is gathered through open ended questions that provide direct quotations. The interviewer is an integral part of the investigation (Jacob, 1988). This differs from quantitative research which attempts to gather data by objective methods to provide information about relations, comparisons, and predictions and attempts to remove the investigator from the investigation (Smith, 1983). According to Andrew (2007), qualitative research is a method of inquiry appropriated in many different academic disciplines, traditionally in the social sciences, but also in market research and further contexts. Qualitative researchers aim to gather an in-depth understanding of human behavior and the reasons that govern such behavior. The qualitative method investigates the why and how of decision making, not just what, where, when. Hence, smaller but focused samples are more often needed, rather than large samples. According to Andrew (2007), qualitative research is used to denote approaches which are supported by a set of hypotheses concerning the way the social world functions. It deduces many of its basic principles from the perspective that there are fundamental differences between the science of human world and science of natural world and consequently needs to use distinctive methods. Here, attention is focused upon looking at the world through the eyes of studied objects and upon evolving concepts and theories which are grounded in the collecting data. So, qualitative research connected with own accounts of the individuals of their attitudes and behavior. The significance of qualitative research consists in setting stress on describing, understanding complex phenomena. It investigates, for instance, the relationships and patterns among factors or the context in which the activity happens. It is concentrated on understanding the full many-dimensional picture of the subject of investigatio n. Qualitative methods produce information only on the particular cases studied, and any more general conclusions are only hypotheses (informative guesses). The aim of qualitative research is to deepen our understanding about something, and usually this means going beyond the numbers and the statistics. Qualitative research helps us to give reasons why the numbers tell us what they do. It is often contrasted to quantitative research and they are very often used together to get the bigger picture of what we are trying to find out. Qualitative research helps us flesh out the story. Face-to-Face Interviews and Focus Groups The most common forms of qualitative research are face-to-face interviews and focus groups. Face-to-face interviews are just that: Meeting someone in person and discussing various issues. The informant or person you are interviewing may be an expert in a particular field (e.g. the editor of a newspaper) or they may be someone who is affected by the issues you are researching (e.g. someone who is HIV positive or who reads the media). Focus groups involve discussions with two or more participants. While questions for focus groups need to be prepared to guide and focus the discussions, the responses are often free-ranging, as the participants are encouraged to explore the issues at hand in an in-depth way. While focus groups and interviews will help you develop explanations for quantitative data, sometimes they can provide you with quantitative data themselves Basic Differences between Quantitative and Qualitative Research Techniques Quantitative and qualitative research methods differ primarily in: their analytical objectives the types of questions they pose the types of data collection instruments they use the forms of data they produce the degree of flexibility built into study design The key difference between quantitative and qualitative methods is their flexibility. Generally, quantitative methods are fairly inflexible. With quantitative methods such as surveys and questionnaires, for example, researchers ask all participants identical questions in the same order. The response categories from which participants may choose are closed-ended or fixed. The advantage of this inflexibility is that it allows for meaningful comparison of responses across participants and study sites. However, it requires a thorough understanding of the important questions to ask, the best way to ask them, and the range of possible responses. Qualitative methods are typically more flexible that is, they allow greater spontaneity and adaptation of the interaction between the researcher and the study participant. For example, qualitative methods ask mostly open-ended questions that are not necessarily worded in exactly the same way with each participant. With open-ended questions, participants are free to respond in their own words, and these responses tend to be more complex than simply yes or no. In addition, with qualitative methods, the relationship between the researcher and the participant is often less formal than in quantitative research. Participants have the opportunity to respond more elaborately and in greater detail than is typically the case with quantitative methods. In turn, researchers have the opportunity to respond immediately to what participants say by tailoring subsequent questions to information the participant has provided. Merriam (1988) provided a basis for differentiating qualitative and quantitative research techniques based on their characteristics. Characteristics of Qualitative and Quantitative Research Point of Comparisons Qualitative Research Quantitative Research Focus of research Quality (nature, essence) Quantity (how much, how many) Philosophical roots Phenomenology, symbolic interaction Positivism, logical empiricism Associated phrases Fieldwork, ethnographic, naturalistic, grounded, subjective Experimental, empirical, statistical Goal of investigation Understanding, description, discovery, hypothesis generating Prediction, control, description, confirmation, hypothesis testing Design characteristics Flexible, evolving, emergent Predetermined, structured Setting Natural, familiar Unfamiliar, artificial Sample Small, non-random, theoretical Large, random, representative Data collection Researcher as primary instrument, interviews, observations Inanimate instruments (scales, tests, surveys, questionnaires, computers) Mode of analysis Inductive (by researcher) Deductive (by statistical methods) Findings Comprehensive, holistic, expansive Precise, narrow, reductionist However, there is a range of flexibility among methods used in both quantitative and qualitative research and that flexibility is not an indication of how scientifically rigorous a method is. Rather, the degree of flexibility reflects the kind of understanding of the problem that is being pursued using the method. Merits of Quantitative Analysis The use of surveys permit a researcher to study more variables at one time than is typically possible in laboratory or field experiments, whilst data can be collected about real world environments. The usefulness of a survey is that the information you get is standardized because each respondent the person who fills out the questionnaire is answering the exact same questions. Once you have enough responses to your questionnaire, you can then put the data together and analyze it in a way that answers your research question or what it is you want to know. Since case studies follow a structured format, different situations can be compared or analyzed comparatively. Case studies are typically short (often no more than 5 pages long) and usually only contain the essential information needed to present a situation and, if necessary, to describe and properly analyze a problem. Quantitative data can determine when students have achieved or failed a task, and they can provide national ranking, percentiles, and allow researchers to conduct comparison analyses. Nevertheless, they cannot provide the total picture of why a particular student has either succeeded or failed (Burnaford et al., 2001; Gall et al., 1996 and Mc Bride Schostak, 2000). In quantitative research, the researcher neither participates in nor influences what is being studied; thus, he/she examines the circumstances objectively. In some qualitative research, the researcher may play a more subjective role and participate by being immersed in his/her research. That is, the observer may be the teacher or the facilitator. This role is often the case with when action research, case studies, and focus groups are used in educational research. Advantages of surveys Good for comparative analysis. Can get lots of data in a relatively short space of time. Can be cost-effective (if you use the Internet, for example). Can take less time for respondents to complete (compared to an interview or focus group) Specific concrete example; Can help with problem solving; Are often interesting to read. Demerits of Quantitative Analysis A key weakness of quantitative analysis is that it is very difficult to realise insights relating to the causes of or processes involved in the phenomena measured. There are, in addition, several sources of bias such as the possibly self-selecting nature of respondents, the point in time when the survey is conducted and in the researcher him/herself through the design of the survey itself. It could be argued that the quantitative researcher is more precise, but the response would be that with people it is not possible to be so precise, people change and the social situation is too complex for numerical description. Quantitative research has a tendency to clarify where clarification is not appropriate. (Mc Bride Schostak, 2000, pp. 1-2) Disadvantages of Surveys Responses may not be specific. Questions may be misinterpreted. May not get as many responses as you need. Dont get full story. Can take time to develop; Depending on format, may need some level of good writing skills; Do not usually give broad overview of issue at hand. Merits of Qualitative Techniques The approaches of the qualitative research differ from the methods of the quantitative research. Quantitative methods have their aim in dividing into clearly defined parts, or variables. When we research an issue which we know how to quantify, for example, what can be quantified for sure, we may leave out the factors which are crucial to the real understanding of the phenomena under study (Andrew, 2007). Qualitative methods are helpful not only in giving rich explanations of complex phenomena, but in creating or evolving theories or conceptual bases, and in proposing hypotheses to clarify the phenomena. Besides, value of the qualitative research consists in validity of the information received; people are minutely interviewed so as the obtained data would be taken as correct and believable reports of their opinions and experiences. Its major disadvantage is that small group of interviewed individuals can not be taken as representative (Andrew, 2007). Case studies involve an attempt to describe relationships that exist in reality, very often in a single organization. Case studies may be positivist or interpretivist in nature, depending on the approach of the researcher, the data collected and the analytical techniques employed. Reality can be captured in greater detail by an observer-researcher, with the analysis of more variables than is typically possible in experimental and survey research. Another type of qualitative analysis is site visits. Site visits help you understand your research better; site visits (e.g. when you visit an organization, a manufacturing plant, a clinic or a housing project) are very useful and sometimes even necessary ways of gaining additional insight and making your theoretical information concrete in your mind. They allow you to observe what is going on, and to ask questions you may not have thought about. Qualitative research has a phenomenological focus that can provide an enriched and detailed description of the participants actions and/or viewpoints (Veronesi, 1997). Advantages of Face-to-Face Interviews Can allow for in-depth knowledge sharing; Helps to develop the bigger picture; Helps with analysis of results; Good for networking (e.g. you may be referred to other people to interview). Advantages of Focus Groups Good for community participation (grassroots input); Helpful in developing ideas and sharing latent, or hidden, knowledge spontaneously; Enables you to get information from a number of individuals simultaneously. Advantages of Site Visits and Observation Demerits of Qualitative Analysis Case studies can be considered weak as they are typically restricted to a single organization and it is difficult to generalize findings since it is hard to find similar cases with similar data that can be analyzed in a statistically meaningful way. Disadvantages of Face-to-Face Interviews Can be time consuming; May be difficult to arrange an interview time; Can be difficult to compare and analyze information. Disadvantages of Focus Groups Can be difficult to set up; Participants may need to be paid; Need to be sensitive to who the facilitator is; May need a translator; Sometimes difficult to organize and analyze information. Disadvantages of Site Visits and Observation Take time; Can be expensive (depending how far you need to travel); With observation in particular, you need to be careful how you interpret what you see. With site visits, you may want to make sure you have a guide so that you can ask questions However, the disadvantage of the quantitative as well as qualitative research is that they do not always underpin understanding of multi-dimensional pictures (Andrew, 2007).

Essay --

The most shameful and worst thing that Socrates states is corruption of soul, including â€Å" â€Å"ignorance, cowardice, and injustice (Plato 822),† Ignorance, cowardice and injustice are caused by the lack of knowledge, according to Socrates’ claim that the essence of each virtue (e.g., holiness, justice, courage, self-control) is the same as knowledge or wisdom (Plato 779). Therefore, based on his doctrine that no one knowingly and willingly behaves wrongly, Socrates could make comments on the given case by drawing on the dialogues (e.g., â€Å"Protagoras† and â€Å"Gorgias†), in which he also mentions about ignorance, cowardice, or injustice. Most importantly, Socrates would want to investigate the central concepts closely since he believes that one must know the truth about the subject s/he is going to discuss (Plato 547-548, 847-857). Therefore, this paper shall also discuss how and why Socrates prefers a philosophical discussion with his dialecti c method to mere rhetoric persuasion. 1. Ignorance, Cowardice, and Injustice To Socrates, some incidents mentioned in the case would seem to manifest the perpetrator’s lack of wisdom. Undoubtedly, plotting to rape is an immoral action, and according to Socrates, to commit an immoral action is to do something in the state of ignorance—the lack of knowledge of what is good (Plato 775-777); in other words, Socrates would think that if people fully understood the damage of evil deed then they would not have plotted to do it. Also, Socrates declares that courage is synonymous with knowledge and that the opposite of courage—cowardice—represents ignorance of what is and is not to be dreadful (Plato 789-790). Therefore, Socrates could raise a question whether the father, who fled when his son kept behind, ... ...idences confirm the effectiveness of Socrates’s dialectic in disclosing unexamined premises and flawed arguments. Therefore, Socrates would maintain his view that the dialectic is the best way to truth and philosophy. Conclusion Instead of explicitly drawing conclusions, the discussion over the present case will remain to be continued with real presence of Socrates’ interlocutor so that they can present each other’s own opinions and to engage in the philosophical labor oneself (Plato 778-779). Also, in Socratic dialogues, each interpretation is often a beginning for another series of examination (e.g., Socrates states at the end of the â€Å"Protagoras† and â€Å"Euthyphro†, their discussion has to start once again from the very beginning); thus, many Socratic dialogues suggest that lessons may actually attained from the method, not the matter of the argument (Plato 546-554).

Shirley Jacksons The Lottery and Albert Camus The Guest :: essays research papers

Two great works known for irony, in one a great author, Albert Camus, creates a masterpiece and in the other, a masterpiece creates a great author, Shirley Jackson. Camus had been known to the world and his works had been studied even without the presence of â€Å"l’hote† or known as The Guest, but Shirley Jackson was a nobody till she wrote The Lottery and stunned the world. Both works are studied as pieces of irony but I believe both to be great works in other, with a twist of irony in the conclusion, although, worth mentioning, the ironies both serve to the other purpose rather than the plane simple sake of irony. The Guest, a pen and paper advert for Paul Sartre’s Existentialism, carries traces of this thought throughout, while, The Lottery, being a symbolic society questioner, with its many symbols undermines the American society. But both short stories carry within them even more, they talk of breaking the norms, they speak of minorities, giving up, and waste of life. The Existentialists say man is free to choose yet the choice and having to choose is inevitable and this is seen in The Guest where the Arab is forced into Daru’s life so thrusting upon him the crossroad of what to do with the Arab, either turn him in or let him go. In Existentialist belief due to the exact same choice man is always anxious and hesitant, not knowing whether his choice is proper or not, is it accepted by others or not, and this is seen so clearly again by the simple repetition of the word â€Å"hesitation† and its other forms in the story: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The orders? I’m not†¦Ã¢â‚¬  Daru hesitated†¦ {A choice forced upon him} 2.  Ã‚  Ã‚  Ã‚  Ã‚  He served Balducci more tea, hesitated, the†¦ {Hesitation before the person forcing the situation upon him} 3.  Ã‚  Ã‚  Ã‚  Ã‚  The old gendarme hesitated. â€Å"It’s up to you†¦ {Hesitation while expressing choice} 4.  Ã‚  Ã‚  Ã‚  Ã‚  The Arab hesitated, then bit into†¦ {Hesitation before even life’s inevitables such as eating} 5.  Ã‚  Ã‚  Ã‚  Ã‚  In the classroom, before going out, he hesitated a second†¦ {Hesitation before making a choice} 6.  Ã‚  Ã‚  Ã‚  Ã‚  Looked hesitantly at the motionless Arab†¦ {Hesitation before the source of choice} 7.  Ã‚  Ã‚  Ã‚  Ã‚  Daru hesitated. The sun rather high†¦ {Hesitant look at life} In the end Daru tries to get out of choosing by putting responsibility of the choice on the Arab but this in itself is again choosing. Existentialist beliefs express the dilemma in life and again is shown by Daru not being able to decide what to do with the Arab, whether to go against his country, and let the Arab free to choose, or go against his morals, and turn him in, and all life comes to the crossroad dilemma between freedom and prison for the Arab.

Internationa Marketing

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