Ethical Issues in Resource Allocation Term Paper

Ethical Issues in Resource Allocation - Term Paper Example 45). During the resource allocation in medical assistance, we should be able to satisfy two main ethical criteria. I should be able to be cost effective to the limited resources that are used in the health care facility where I will make sure that I am able to utilize the available resources to maximize the health benefits of the patients that I serve. By using the cost effectiveness analysis of the available alternative health intervention measures, I should be able to consider the respective costs and benefits to determine the efficiency of these intervention measures. The ethical issue here is deciding whether, after I take such considerations in to account, I will be able to give the same quantity of the health benefits in the future. I will manage to use the CEA to be able to analyze the benefits of using such interventions and be able to help the patients in the future. An outstanding example is where I have to decide on using a program that might save one hundred people now or decide on another that will help save two hundred people at a later date. The second program will save a lot of people, but on applying a three percent discount rate to the lives that will be saved in the future; they will be an equivalent to 78 of the lives that can be saved at the moment. Hence, I will choose to use the first program that will save the one hundred people at the moment (George 56). The ethical requirements are like expectations which I am supposed to achieve on a regular basis in this profession. I have to use the ethical principles to depict the greatest moral standards and behavior in the health care profession. Whenever I face any form of ethical dilemma, I always find a method to enable me to consult and get guidance from the people who work with me. They have guided me into being able to develop my professional skills in the health care sector. I have managed to create healthy relationships with my patients that are therapeutic in nature. The medic assistant needs to follow the ethical conduct regulations in order to become a successful professional in the health care sector. He /she has to work with other health care service providers in order to be able to treat and provide quality health care services to patients. Medical assistants are required to have good, quality and moral values that will oversee the values succeeding in the health care sector. Some of the moral values that I have had to use included the following: first of all, I have had to take my primary responsibility to being the health, welfare, safety, and the dignity of all the patients whom I help. Secondly, I have had to promote and appreciate the diversity value. Thirdly, I have had to treat every person that seeks the health care attention equally without having to be bias to anyone. This has helped foster my dignity, and it has created a level of trust in my patients. Fourthly, I have had to create and uphold my levels of confidence in the course of health care pro vision and all that pertains to the practice. Fifthly, I have had to assess my personal ability and any kind of limitations; by doing this, I see where I make mistakes and am able to correct these mistakes and change for the better. Sixthly, I have been able to add the level of my knowhow and practicing skills so that I will be able to create and achieve all forms of health care practices.

Food Test to Determine the Presence of Reducing Sugars and Non-Reducing Sugars Essay Example for Free

Food Test to Determine the Presence of Reducing Sugars and Non-Reducing Sugars Essay Apparatus/Materials: Bunsen burner Solutions A, B, C, D, E, F and G (unknown) Measuring Syringes Stirring Rod Beakers Test tubes (7)plus holder and tray Copper sulphate solution (CuSO4) White dropping ray tripod stand and mesh -stopwatch Biuret? s solution Sodium Hydroxide solution (NaOH) (or Potassium Hydroxide solution) Hydrochloric Acid (HCl) Sodium Hydrogencarbonate (NaHCO3) Iodine Solution(I2) (or Potassium Iodide solution) Ethanol (C2H5OH) distilled water (H2O) Test Method Reducing Sugars 2cm3 of solutions A-G were placed into separate, labelled test tubes using separate measuring syringes. An equal volume (2cm3) of Benedict? s solution was then added to the solutions in the test tubes. The tubes were then gently shaken and placed in a water bath until any possible change in colour was noticed. Observation Inference/Explanation A- changed from a transparent bluish colour to purple. B- changed from a bluish colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. C- turned from blue to a dark blue/purple. D- no reaction E- no reaction F- changed from a bluish colour to a yellow orange colour from the surface; middle began turning green;then entire solution turned bright orange in colour. G- no reaction. Benedict? s solution contains copper sulphate. Reducing Sugars reduce soluble blue copper sulphate, containing copper (II) ions (Cu2+) to insoluble red-brown copper oxide containing copper (I). The latter is seen as a precipitate. Therefore, solutions containing reducing sugars were: B and F. Those not containing reducing sugars were: A, C, D, E, and G. Test Method Observation Inference Nonreducing Sugars 2cm3 of solutions A-G were placed into separate, labelled test tubes using separate measuring syringes. 1cm3 of Hydrochloric (HCl) acid was then added to thesolution in the test tubes. The test tubes were placed into the water bath for one minute and were then neutralized with 2cm3 sodium hydrogencarbonate (NaHCO3). The Benedict? s test was then carried out (where an equal volume2cm3 -of Benedict? s solution was then added to the solutions in the test tubes. The tubes were then gently shaken and placed in a water bath until any possible change in colour was noticed. ). A- no reaction B- changed from a bluish colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. C- no reaction D-changed from a bluish colourto a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. E- no reaction F-changed from a bluish colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. G changed from a bluish/ purple colour to a yellow orange colour from the surface; middle began turning green; then entire solution turned bright orange in colour. A disaccharide can be hydrolyzed to its monosaccharide constituents by boiling with dilute hydrochloric acid. Sucrose, for example, is hydrolyzed to glucoseand fructose, both of which are reducing sugars (and would give the reducing sugar result with the Benedict? s test) 2cm3 of solutions A-G were placed into separate, labelled test tubes using separate measuring syringes. An equal volume (2cm3) of sodium hydroxide solution were added to the solutions in the test tubes and mixed. Approximately two drops of Copper Sulphate solution was added and mixed. Observations were recorded. A- changed from a colourless solution to a purple/lilac colour. B- no reactio C-changed from a colourless solution to a purple/lilac colour. D- no reaction E- no reaction, but solution E floated above the added

The Complexity of Memory: Literature Review

The Complexity of Memory: Literature Review Wynham Guillemot I. The first article that I decided summarize is labeled: The Production Effect: Costs and Benefits in Free Recall. The Research report was written by Angela C. Jones of John Carroll University and Mary A. Pyc of Washington University in St. Louis. It is found in the 2014 edition of the Journal of Experimental Psychology: Learning, Memory, and Cognition. This experiment was aimed at examining the costs and benefits of production, through use of free recall paradigm. Paradigm is defined as a typical example or pattern of doing something. Free recall is defined as the process in which participants study a list of items, and then are prompted to recall the items in any order. The production effect is the memorial benefit of reading aloud compared to reading silently. Some studies have shown the production effect as a simple memory improvement method. â€Å"The production effect is additive to the benefits of generation and semantic processing, extends to a delayed retention interval, and has been demonstrated with nonwords, word pairs, and sentences† (Jones and Pyc 300). As we can see the production effect does have certain advantages, but does it actually augment the ability of our memory? Is the effect due to increased memory for items read aloud, or is it something else? Even though at the advent of this experiment statistical tests had not been reported, Jones and Pyc hypothesized that the benefit of production was possibly instead due to a memory reduction for silent items, and thus the goal of their experiment was to prove this. What causes the production effect to alter memory ability? Jones and Pyc decided it had to do with the way in which information is organized when read silently or aloud. â€Å"The increases in recognition accuracy for items read aloud may be the result of item-specific gains associated with production, and the costs to silent items may be the result of minimal relational encoding afforded by the typical production effect paradigm† (Jones and Pyc 300). The authors addressed this issue by splitting the study into two experiments. The goal of Experiment 1 was to discover the benefits and costs underlying the production effect. Thus, the study included one mixed list (silent and aloud items) and two pure lists (one silent, one aloud). After this the participants completed a free recall final test. The study included 48 undergraduate students from John Carroll University. First they underwent the encoding phase. The students were shown 30 items. Fifteen of the items were in blue font, and the other 15 were in red font. The words were split into two different colors because it allowed for relational processing, which increases recall when added to items that naturally elicited item-specific processing (the random non-associated words that the students were to memorize). They did this because, based on prior experiments, they were led to believe that, â€Å"the increases in recognition accuracy for items read aloud may be the result of the item-specific gains associated with production, and the costs to silent items may be the result of minimal relational encoding afforded by the typical production effect paradigm† (Jones and Pyc 300). 17 of the students were assigned to read words of one color aloud and the words in the other color silently. This group was labeled the mixed group. 16 of the students read every word silently, while the remaining 15 read all words aloud. These two groups were the pure groups. Thus, there were four variables in the experiment: silent pure, silent mixed, aloud pure, and aloud mixed. The pure list was used to allow the experimenters to assess the costs and benefits of production. After the encoding phase the students were directed to type every word that they remembered from the phase. The results showed that there was no effect of list type, or basically that recall data was not influenced by mixed or pure list reading. Production showed greater recall from students who read aloud than those who read silently. The most notable and interesting result of the experiment was the interaction of list type and production. Production only played a benefit on the mixed list group. The most significant jump in data was between the mixed silent group (around 8% recall), and the mixed aloud group (around 24% recall). All results considered, the experimenters concluded that the production effect for the mixed list group was most likely driven predominantly by the costs to silent items. Basically, the significant variation between silent-mixed and aloud-mixed groups was less due to the benefit of reading the mixed group aloud, and more so due to the negative cost of reading the mixed group silently. The second experiment replicated the first experiment mostly, however there was one change. Now 30 five letter words were represented, half of which were high frequency words (words that are more common in the english language), and the other half were low frequency words (words that are less common). They decided to do this because almost all previous experiments on the production effect used high frequency words, and therefore they wanted to see if the production effect extended to low-frequency words. 23 students read words from the mixed list, 23 of the students read from the pure silent list, and 23 read from the pure loud list. The recall percent for the high frequency words correlated very closely with the results from experiment 1, as predicted. The low frequency words had higher recall percents across the board for each category, and the rise in word recall for each category was proportional to the trends in the higher frequency words. In other words, the relationship between the categories was the same, with the difference being that each category was higher in word recall in low frequency than its high frequency counterpart. The general results of this experiment gives us good insight on the ability of memory. â€Å"We demonstrated that the production effect is not simply the result of enhanced memory for items read aloud but instead results from a cost to memory for items read silently† (Jones and Pyc 300). Both experiments reflected that the benefits of production were less than the costs of silent items. Thus, this experiment discredits the belief that the production effect is a memory tool, as memory is rather decreased by reading silent items, not increased by reading aloud. II. The second article I selected is titled: Parametric Effects of Word Frequency in Memory for Mixed Frequency Lists. This research report was written by Lynn J. Lohnas and Michael J. Kahana of the University of Pennsylvania. It was published on July 8, 2013, in the Journal of Experimental Psychology: Learning, Memory, and Cognition. An important concept to consider, as the article is built around this concept, is word frequency paradox. As defined in the abstract of the article, word frequency paradox is the finding that low frequency words are better recognized than high frequency words yet high frequency words are better recalled than low frequency words. However, based on prior experiments, this view is partially challenged, as the types of word that are recalled better can vary between high and low frequency. Thus an important question in the article is brought up. Why is item recognition consistently favorable towards low frequency words in mixed lists, but during superior recall of mixed lists there can be variations in which word frequency type is superior? Previous experiments showed instability in recall results. The authors believe that the instability is due to the substantial difference in the range of word frequencies between the high and low frequency groups. The main goal of this experiment was â €Å"to quantify the functional relation between word frequency and memory performance across the broad range of frequencies typically used in episodic memory experiments.† (Lohnas and Kahana 1). The authors address their questions concerning relations between high and low frequencies by conducting an experiment aimed at collecting data on both recognition memory and free recall. For the free recall portion of the experiment, instead of just collecting data on results from high frequency words and low frequency words, the authors decided to use mixed frequency lists that included all the frequencies in between the high and low as well. 132 participants were used in the overall experiment. For each session of the experiment there were 16 lists of 16 words. One list containing sixteen words would be presented on a computer screen, one at a time. Each word would be accompanied by between 0 and 2 encoding tasks (these tasks included a size judgment and an animacy judgment. The number of encoding tasks changes not by each photo, but by each list. Following each list was an immediate free recall test. The results showed that participants recalled higher proportions of both low and high frequency words than words of intermediate frequency, forming a sort of U shape. This U shape held true for both items without an encoding task, and those with an encoding task. However, when no task was presented, the recall probability for each frequency was higher by about .05 to .08. At the end of the 16 lists presented in the session, participants would be presented with a recognition test. For half of the sessions (randomly selected) students would be given a final cumulative free recall test, in between the recall test from the 16th list and the recognition test. During this free recall test participants were asked to recall all possible items from all the lists in the section. For the recognition test, 320 words were presented one at a time on a computer screen, and participants had to select which words had showed up in the lists, and which one’s hadn’t. The results from the recognition tests show us that with increasing word frequency, participants were more likely to incorrectly accept lures and less likely to correctly recognize targets. Thus the lower the frequency, the more likely participants were to select them in recognition tests. When no encoding tasks were presented, participants were just a little more likely to have a higher hit rate in the recognition test. III. The final article that I decided to summarize is: Learning to Remember by Learning to Speak. The article was written by Marc Ettlinger of the Veterans Affairs Northern California Health Care System, Jennifer Lanter of the University of Wisconsin–Green Bay, and Craig K. Van Pay of the University of Houston. This article is found the 2014 edition of Developmental Psychology. The goal of this experiment was to test if a child’s memory can be impacted by language. Many psychological studies regarding language had been conducted before, however none had ever had directly connected memory and language, and thus these authors were interested in digging into this topic. The authors predicted that the children’s ability to recall the plurality of different items depended on the phonology of the word, which is the sounds associated with a certain word. The authors saw it best to use three different categories of plural words. â€Å"We also considered the correlation between children’s ability to recall the plurality of sibilant-final words and their ability to articulate the plural for sibilant-final words, their recall and articulation of plosive-final words, and their recall and articulation of vowel-final words† (Ettlinger 432). For the experiment the authors selected monolingual children that were ages 3–5 years old. In total there were 50 participants. Once they started to undergo the tests, children were show pictures of 36 objects, either shown as a singular object, or the same object four times. The child is later tested on 18 of the photos seen earlier by moving the picture he or she saw into the middle, lower box in the center of a board. If it was one of the photos with four objects, and the child selected, it means that he or she most likely understands the phonology of the name of the object selected. A certain production task, called the wug test was used to test their ability to produce the plural. In this test, the experimenter took a photo of a novel item that the child had not yet seen yet, and told him the name of the object, which was a nonce word. He then shows the child a photo of multiple units of the same object, and asks the child to tell him what it he or she is seeing in the ph oto, in a complete sentence. In the data collected, the researchers found an interesting correlation between plosive final words and sibilant final words. There was no connection with vowel-final words. As stated in the article, â€Å"This suggests that memory mirrors the development of plural production, where children first develop mastery of the pluralization of vowel-final words but still struggle with sibilant final words, with plosives somewhere in the middle† (Ettlinger 436). As a result of their studies, these psychologists were able to accurately prove a connection between language and memory.

Three Arthurian Misfits of Gawain and the Green Knight :: Essays Papers

Three Arthurian Misfits of Gawain and the Green Knight "Hevys hys handys one heghte, and to the hevene lokes: 'Qwhythene hade Dryghttyne destaynede at his dere wille That he hade demyd me todaye to dy for yow alle.'" p. 264 Awholly determined and brave commitment, mouthed by a gracious king. The Gawain poet, however approaches Arthur much differently in his tale. In stanza five, he describes the hot-blooded nature of the king, who makes rash demands as a rule before eating. Stanza twelve shows us a king who is overwhelmed in speech by the Green Knight, and who seems to have ignored the challenger's statement of peace completely. Finally, the court is utterly ridiculed, to a point at which Arthur accepts the challenge rashly in stanza fifteen, akin to a child taking a swing at another after so much urging. The usual grace and courtesy with which King Arthur is usually endowed is clearly subverted by these stanzas in Gawain and the Green Knight, seemingly to no purpose other than comedy. Here we shall discuss the elements of the three stanzas described above, with their uncharacterisitic treatment of Arthur, and take a deeper look into their purpose within the poem. Stanza five elaborates on Arthur's desire to hear a marvelous tale before he joins in the feast. He appears to stand - "He stightles stif in stalle;" (104) he is not seated at the head of the feasting table, next to Guinevere as he should be. Instead, he is ready to listen to a tale "Of alderes, of armes, of other aventurus;" (95) or joust with a challenging knight - with the risk of losing his life. The wish of the king for deadly sport seems inappropriate in the Christmas setting of the poem, possibly even irreverent in light of the religious aspects of the holiday. Though the king's demands are childish or "child-gered" (86), he sets the scene for the appearance of the Green Knight, which effectively fulfills the request as Arthur "that aventure byholdes" (250) in stanza twelve. The impression of Arthur delivered by the poet is not a dauntless, seasoned leader, but an impatient, belligerent boy. We already know of his strange pre-dining antics, and we are also told that, "His lif liked hym lyght, he lovied the lasse | Auther too longe lye or too longe sitte," (87-88). He is too restless to stay lying or sitting for long, and thus he stands at the the end of the stanza. Three Arthurian Misfits of Gawain and the Green Knight :: Essays Papers Three Arthurian Misfits of Gawain and the Green Knight "Hevys hys handys one heghte, and to the hevene lokes: 'Qwhythene hade Dryghttyne destaynede at his dere wille That he hade demyd me todaye to dy for yow alle.'" p. 264 Awholly determined and brave commitment, mouthed by a gracious king. The Gawain poet, however approaches Arthur much differently in his tale. In stanza five, he describes the hot-blooded nature of the king, who makes rash demands as a rule before eating. Stanza twelve shows us a king who is overwhelmed in speech by the Green Knight, and who seems to have ignored the challenger's statement of peace completely. Finally, the court is utterly ridiculed, to a point at which Arthur accepts the challenge rashly in stanza fifteen, akin to a child taking a swing at another after so much urging. The usual grace and courtesy with which King Arthur is usually endowed is clearly subverted by these stanzas in Gawain and the Green Knight, seemingly to no purpose other than comedy. Here we shall discuss the elements of the three stanzas described above, with their uncharacterisitic treatment of Arthur, and take a deeper look into their purpose within the poem. Stanza five elaborates on Arthur's desire to hear a marvelous tale before he joins in the feast. He appears to stand - "He stightles stif in stalle;" (104) he is not seated at the head of the feasting table, next to Guinevere as he should be. Instead, he is ready to listen to a tale "Of alderes, of armes, of other aventurus;" (95) or joust with a challenging knight - with the risk of losing his life. The wish of the king for deadly sport seems inappropriate in the Christmas setting of the poem, possibly even irreverent in light of the religious aspects of the holiday. Though the king's demands are childish or "child-gered" (86), he sets the scene for the appearance of the Green Knight, which effectively fulfills the request as Arthur "that aventure byholdes" (250) in stanza twelve. The impression of Arthur delivered by the poet is not a dauntless, seasoned leader, but an impatient, belligerent boy. We already know of his strange pre-dining antics, and we are also told that, "His lif liked hym lyght, he lovied the lasse | Auther too longe lye or too longe sitte," (87-88). He is too restless to stay lying or sitting for long, and thus he stands at the the end of the stanza.

Ethical Legacy

In my opinion, one of the activities has a positive impact on the work ethic that is voluntary. Every year, I participate in volunteer activities each summer or in the spare time. My friend and I have organized the charity work; participate in community activities and work actively to protect the environment.We have organized clubs such as teaching charity for poor children who cannot afford to go to school in the neighboring provinces, building compassion for the poor and gatherings were held on special occasions particularly for children(such as mid-autumn festival and international children's day). We build and do many activities such as selling newspapers, books, souvenirs handmade and sale them. All benefits in the activities will be contributed to buying your textbooks for poor students learn.These Jobs helped me more pleasure, relieve the stress of learning hours at school, and bring Joy to your child. In addition, I am also actively involved in environmental protection which is energy saving, waste sorting, k littering in public places. Keeping the environment green and clean more. It's Just little things, but it also contributes to the reduction of illiteracy rate in Vietnam, help for the poor people who are stagnated, they have to earn their living hard to get the food out daily. In volunteering, I remember that activity â€Å"the exam season† and â€Å"Relay to school. It is an organization of volunteer team: consultants, candidates and help the candidates about where to eat, stay, and travel, venues and guide to the exam registration process, keeping participants security and order, traffic safety in college entrance exam scores at the school. And organize activities â€Å"to the 2013 Relay† with the contents: admissions guidelines; selected industries, consulting, search the motel, etc to support the students; first-year students enter the school. I think that volunteer activities are an activity most meaningful to me.Because, volunt eer activities are not only helped me develop professional competence, wisdom and his zeal to contribute to the economic development of culture and society in a number of localities, but also through the activities volunteer promote the collection, solidarity, education and the environment to students, give students the knowledge, practical approach, trained public relations capacity, the main character and bravery treatment to best meet operational needs social needs education of youth and adult students.

Oceanography Exam 2 Essays

Oceanography Exam 2 Essays Oceanography Exam 2 Paper Oceanography Exam 2 Paper What best explains why the atmosphere transports heat toward the poles? the latitudinal imbalance of incoming solar radiation The Coriolis parameter is at largest _______ and zero at the _____. poles and equator The prevailing winds on each side of the equator are: Easterly winds Geostrophy is the balance between what 2 forces? Pressure gradient and Coriolis What hemisphere does ONLY cyclonic flow rotate counter-clockwise? Northern Hemisphere Neutrally buoyant (sub-surface) ocean current floats are best tracked using: sonar In the Northern Hemisphere, the NET motion of water in an Ekman spiral is ______ the wind direction. 90 degrees to the right of. What factor best explains why the Antarctic Circumpolar Current is so unique? its east-west path is uninterrupted by continents Waters diverge to form subpolar gyres because of which two prevailing wind systems? Westerlies and Polar Easterlies. Subtropical gyres in the Southern Hemisphere flow: counter-clockwise What is the underlying cause of the westward intensification of subtropical gyres? Weak Coriolis parameter near the equator Subtropical gyre western boundary currents are: warm In the Northern Hemisphere, the Coriolis effect causes fluids to be deflected to the ____ of their natural path, and geostrophic balance would cause ocean currents to flow ____around seas surface lows. right counter-clockwise. What scenario would most likely produce coastal upwelling? southerly winds along the South American west coast Coastal upwelling water tend to be: cold and nutrient rich Why is there a cold tongue in the easter tropical pacific? upwelling due to Ekman divergence What condition does not characterize El Nino? high rainfall in Indonesia El Nino events occur approximately every ___ years. 2-7 years In the Walker Circulation, what force balances the pressure gradient force? nothing Which factors form a positive feedback loop in the equatorial Pacific? warm pool atmospheric low strong winds Once Surface waters become dense enough to form deep waters, what is the most likely reason that their temperature would change significantly in the deep sea? by mixing with other water masses How does sea surface salinity near the equator compare to that of the subtropical gyres? lower near equator due to higher precipitation The most common reason for the existence of the pynocline is that _____ decreases with increasing depth. temperature The mixed layer will typically extends to a depth of about: 100-200m What sources of energy directly drive the upwelling that leads to the thermohaline circulation? winds and tides Which is NOT a mechanism leading to denser surface water and therefore deep water formation? increased runoff from melting ice sheets Wave orbits are negligible at depths below: 1/2 wavelength The only wave type restored by cohesion is: capillary A wave that propagates away from a disturbance without without continued application of force is called: free Which wave type is almost always considered a shallow water wave? tsunami Which is NOT a characteristic of shallow water waves? cannot break Which factor does NOT contribute to large wave growth? high temperature Deep water wave celerity depends on the variable _____, while shallow water wave celerity depends on the variable ____. wavelength, water depth A wind wave is approaching shore first contacts the seafloor at a water depth of: Waves usually break when their height exceeds: 1/7 wavelength Why do waves bend (refract) as they approach shore? speed is decreased in shallow water A tsunami is usually imperceptible to a ship at sea because it has a: very long wavelength The Sumatra tsunami of December 2004 was caused by a: subduction zone earth quake Why does an unusual sea level drop often precede the arrival a tsunami? the trough of the tsunami wave sometimes arrives before the crest What technology does the pacific tsunami warning network rely on? pressure sensors on the seafloor THe equilibrium theory of the tides would apply for a hypothetical Earth: completely covered by a very deep ocean. The gravitational attraction between two celestial objects increases with their ____, and decreases with the square of their____. masses.. distances In Earth-moon system, where are gravitational attraction and intertia in balance? center of earth On earth, solar tides are about ____ the strength of lunar tides. half Neap (weak) tids occur: during quarter moons The side of Earth facing the moon will have a high tide while th opposite side of the Earth will have: a high tide