Thursday, October 31, 2019

Ethical Issue in Advanced Practice Nursing Essay

Ethical Issue in Advanced Practice Nursing - Essay Example They include the Strong model, Manley’s model and Benner’s model. To solve the problems above, the Strong model is the most effective due to its seven encompassing and interrelated domains. The nurses have a role to play in ensuring that the quality of patient care given to patients is high and satisfying. Quality healthcare is paramount for the development of the society and the whole nation at large. The importance of having healthy citizens cannot be understated, and this directly points to the vital and crucial roles played by the nurses. Advanced practice nursing is paramount in ensuring that the nurses who help patients and the general society are not only qualified but also provide the best of services for everyone. The healthcare that nurses provide plays a great role in saving lives, minimizing complications, campaigning and promoting the well being of people, prevention and reduction of suffering and also plays a great role in reducing health related expenditures (Patient-Centered Care, 2013). As a career, nursing has advocated for the frail and the vulnerable and has enlightened the community, all in a bid to improve the quality of life. Suzanne Gordon described the important roles that nurses play (Kelly and Tazbiri, 2013). She described how nurses, with their deep and con siderable knowledge take care of the patients from the dire consequences of diseases and illnesses, infirmity and physical challenges, and the challenges of undergoing some illnesses. They take care of the patients in hospitals and in care homes, or even by caring for them at their homes when the patients lose their ability to perform much of the daily tasks, even the most basic of them such as turning in bed, going for long or short calls, walking around the house or even feeding (Kelly and Tazbiri, 2013). Diagnosis, prescription and

Tuesday, October 29, 2019

Comparison Thoughts Essay Example | Topics and Well Written Essays - 500 words

Comparison Thoughts - Essay Example CONTEST is the UK government’s strategy for responding to the threat of terrorism. Basically, the strategy focuses on countering the aspirations of terrorists in using â€Å"chemical, biological, radiological, and nuclear weapons (CRBN)†. According to The Home Office (2010), CONTEST works with the 4Ps strategy which involves preventing, pursuing, protecting, and preparing for terrorist attacks. Essentially, the strategy aims at preventing people from becoming terrorists and extremists, pursuing and stopping people with terrorist intentions, protecting people from terrorist attacks, and preparing for actions to be taken in case of an attack. In the United States, the Chemical and Biological Defense Program (CBDP) under the Department of Defense is the organ charged with countering CRBN attacks. According to Department of Defense (2013) the principle focus of the CBDP is on preventing, protecting, mitigating, responding, and recovering from CBRN threats. The key strategies are to equip the war fighter with necessary preventive and protective skills, counter imminent threats, and maintain infrastructure for countering these threats. However, unlike CONTENT, the CBDP focuses most of its efforts on protecting the war fighter and then the nation, while the former focuses on the protection of the civilians (Department of Defense, 2013). In this sense, the CBDP should try and emulate CONTENT and focus more on civilians’ safety. In order to succeed in the 4Ps strategy, CONTEST collects current intelligence on probable attacks and assesses the level of terrorism risk and the vulnerability of the country to such attacks. The intelligence collected also helps CONTEST in tracking down terrorist organizations and their intentions to use CRBN materials on people. Consequently, security agencies pursue and neutralize such threats. In the United States, the CBDP uses bio-surveillance to collect data

Sunday, October 27, 2019

Arguments on Artificial Intelligence

Arguments on Artificial Intelligence We live in an extraordinary time. Improvements in technology seem to be accelerating at an unbelievable rate. Every time they think Moores Law has reached its limits, tech companies come up with a new level of capability. No less is the advancement of artificial intelligence (AI). Our every day lives are already deeply immersed in AI, and we dont even know it. It controls much of the financial markets, performs law enforcement tasks, and makes our internet searches more useful. Most AI today is weak AI, designed to perform a very specific task (Tegmark, n.d.). But the goal of all research and corporate investment is always more; what else can we know or do? Often, these entities are creating things in a vacuum, with limited moral, ethical, or legal boundaries. When is it too much? The driving force that makes us want to always explore further is what makes the development and use of artificial intelligence (AI) a risky course of action. Why is this a risky course of action? Because giving control of systems to artificial intelligence could have seriously negative results. Take, for example, researchers working with the University of Pittsburgh Medical Center. In this case, they develop a neural network that returns suggestions for treatment of pneumonia patients. Using a historical database with the solutions and results of methods of treatment, the AI is supposed to provide suggested solutions to treat patients. In one solution, it recommended that certain high risk patients be sent home (Bornstein, 2016). This solution had high probability of resulting in death. When working with and complex task, accomplished by human or machine, the law of unintended consequences must always be considered. No matter how well someone thinks they have thought a system through, it is nearly impossible to consider every possible outcome. Certainly, unintended consequences are not all bad, many drugs have side effects that are beneficial and completely not what the drugs was designed to do. On the other hand, many drugs have very negative side effects. Certainly, they are not intended to cause any adverse symptoms, but many have severe unintended consequences, including death. Some would argue, AI is currently in use and benefits everyone with no negative effects. Singularity cannot happen. While we certainly use some types of AI currently and have had minimal negative effects. It is also true we have not reached singularity. It is the height of hubris to believe that we have total control over anything or that we have considered all possibilities. Consider Fukishima or Chernobyl, all possibilities were not covered and resulted in huge disasters. Even NASA, the standard for careful scrutiny of complex systems and procedures has had some catastrophic failures in the form of space shuttle crashes due to hubris of the organization and/or individuals. How many people died on the Titanic? A ship that was unsinkable was sunk by a simple iceberg, or was it hubris? The shoddy steel used in the construction of the hull, the poorly designed bulkheads that didnt reach to the top deck, and the pressure to go as fast as it could are what sunk the ship. And not enough life boats on the unsinkable ship killed the passengers. Hubris lead them down the path to destruction. We are at the point that we have the capability to combine AI to create autonomous military machines. Some are even in the testing phase of development. Machines that make decisions of life and death on their own (Russell, 2015). Absent human intervention, what is to keep one of these machines from deciding the wrong person is a target. A machine knows no morality, no ethical code, only its programming, its goal or reason to exist. Given a powerful enough computational system, it could decide to use everything at its disposal to achieve its goals (Anderson, 2017). Things like taking control of infrastructure, or even humans. So, what do we do? Is there risk? Even captains of industry and experts like Gates, Musk, and Hawking suggest there is (Holley, 2015). It is clear we are already on the path to creating ever more complex and capable AI. We must recognize that we all make mistakes and constantly be on guard against mistakes and, more importantly, hubris. Most expansion of knowledge has risk. When confronted with a discipline that has catastrophic possibilities, we must fight the desire to run forward as fast as we can with no concern for the consequences. Methodical deliberation is the only course. We must consider the ramifications of each step and ensure safeguards are in place should we need to terminate or isolate any AI that develops goals counter to those of humans. If we manage to be conscientious enough and adhere to ethical principles, we might, just might, keep from developing the instrument of our own demise. References Anderson, J. (2017, February 16). Googles artificial intelligence getting greedy, and aggressive. Activist Post. Retrieved from http://www.activistpost.com/2017/02/googles-artificial-intelligence-getting-greedy-and-aggressive/ Artificial Intelligence. (2015). In Opposing Viewpoints Online Collection. Detroit: Gale. Retrieved from http://link.galegroup.com.ezproxy.libproxy.db.erau.edu/apps/doc/PC3010999273/OVIC?u=embryxid=415989d5 Bornstein, A. (2016, September 1). Is artificial intelligence permanently inscrutable? Holley, P. (2015, January 29). Bill Gates on the dangers of artificial intelligence: I dont understand why some people are not concerned. The Washington Post. Retrieved from https://www.washingtonpost.com/news/the-switch/wp/2015/01/28/bill-gates-on-dangers-of-artificial-intelligence-dont-understand-why-some-people-are-not-concerned/ Russell, S. (2015, May 28). Take a stand on AI weapons. Nature, 521 (7553), 415-416.

Friday, October 25, 2019

Free College Essays - Influence of War in Knowles Separate Peace :: Separate Peace Essays

Influence of War as Shown in A Separate Peace Historical events can play an important role in a person’s life. In A Separate Peace, the whole atmosphere at the Devon School changed as World War II progressed. The boys either eagerly awaited draft, enlisted in the area of war they wanted, or did not want to go at all. The students at the school created new activities for enjoyment since the customary past times could not be played due to a lack of materials. When a friend â€Å"returns† from the war, the boys at Devon got a real sense of what the war was like. The boys learned that going to war was not all fun and games like they had anticipated. The influence World War II had on the characters in A Separate Peace and life at the Devon School, was clearly depicted through their actions and activities. The beginning of the novel allows the reader to get a feel of what the Devon School was like during that time period. Students of â€Å"war age† were constantly leaving Devon to go to the war, either by choice or by draft. Whether kids wanted to go or not, the anticipation was always present. As winter approached the Devon school, so was the encroaching shadow of the war. The boys were called out to help shovel free a troop train trapped by snow-blocked tracks. The experience "brings the war home" for all of them, and they realized they would have to face a crucial decision very soon. Maturity leaps upon them, whether they're ready for it or not, at the tender age of seventeen. The excitement of the war had gotten to everybody at the school, including the staff, and made it a chaotic place. The boys were able to get away with disobeying the rules. Many students cut class, and left school grounds often and were not penalized. When Leper â€Å"returned† from the war the boys realized that participating in the war wasn’t all fun and games, and that a lot of bad things happened. When Leper told Gene how he had been discharged on charges of insanity, Gene blew up at Leper. Gene had thought the war was a good place, and the notion of a Section Eight Discharge was not what he wanted to hear. It completely ruined Gene’s thoughts and his hopes.

Thursday, October 24, 2019

Case Study: System Development Essay

System development is a process in which programmers with organization contribution write codes to solve a problem that face the organization system or automate a procedure. There are three major systems development techniques that been used to solve systems’ problems. The system development techniques are SDLC (Systems Development Life Cycle), JAD (Joint Application Development), and RAD (Rapid Application Development). SDLC provides tools for controlling details within large development projects that solve structured problems. JAD enables the identification, definition, and implementation of information infrastructures. RAD supports the iteration and flexibility necessary for building robust business process support(Osborn, 1995). In this case study, the manager been asked to design, develop, and install a Patient Management Information System for a medical clinic in which three physicians practice general medicine. This system has to be operational in 6 months. There is one individual in the clinic staff who is reasonably well informed about information technology. Thus, the manager needs to determine which system development methodologies will use to solve this problem. To choose the appropriate development system, the manager need to use a process which consists of s (1) defining requirements, (2) designing an information system to fit those requirements, (3) building the code to deliver that system, and (4) testing to see whether the code works and the system does the job it was intended to do(Osborn, 1995). The requirement for this case study is to design and develop and install a Management Information System for a medical clinic that has three physicians within 6 months. Based on that, this process will take longer if we use the SDLC which is the traditional method that need narrative descriptions, data definitions, and sample screens. Moreover, producing a thorough, often multi-volume description of system requirements can become such a time-consuming task that it begins to extend the expected life of a development project. On the other hand, JAD tends to rely on data models to provide requirements definition and prototypes to capture final design details. The data modeling can produce thorough system specifications more quickly than SDLC narratives, especially through the use of computer-aided software engineering (CASE) tools. The RAD relies on a series of iterative prototypes to specify and document requirements. The technique reverses the scheduling emphasis normally found in SDLC projects by setting a rolling series of release dates and dynamically adjusting system features to fit. Iterating prototypes gives requirements the opportunity to evolve and the flexibility to change if needed(Osborn, 1995). Since the project is for small clinic, which mean that the budget is limited. SDLC to the use of expensive mainframes to understand transactions, JAD to the need for managing data distribution following the advent of minicomputers, and RAD to the development of business process support based on networked client/server workstations. SDLC provides tools for controlling details within large development projects that solve structured problems. JAD enables the identification, definition, and implementation of information infrastructures. RAD supports the iteration and flexibility necessary to building robust business process support. Thus, based on the information that discussed earlier, I recommend using the RAD method because the clinic is small one which needs inexpensive system and the system will need support especially that there is only one person who informed about using information technology. In addition, the time limits that clinic has will fit also the RAD method. Literature showed that RAD proves most useful for systems support of unstructured business processes. This not means that this system will limit the business because when the business grows up the system can move for more structure system(Osborn, 1995). References Glandon, G., Smaltz, D. & Slovensky, D. (2012). Information Systems for Healthcare Management. Chicago, IL: Health Administration Press. Osborn, C. (1995). SDLC, JAD, and RAD: Finding the Right Hammer. Center for Information Management Studies, Working Paper 95-07.

Wednesday, October 23, 2019

Malaysia Education Trend

Historical background of higher education Ever since the Federation of Malaya gained independence in 1957, theMalaysian education system has been developing so as to unify the nationstateand to promote economic growth. The Education Act of 1961,which followed educational reform efforts such as the Razak Statementof 1956 and the Rahman Talib Report of 1960, has governed the moderneducation system in Malaysia. These educational reforms correlated withsocioeconomic conditions.In the early 1970s, the New Economic Policy(NEP 1971), or Bumiputera Policy, was implemented. The NEP aimedto bring about a better balance in enrollment among the different ethnicgroups in Malaysia. 1 It resulted in a steady increase in the number ofBumiputera students in Malaysian universities. Furthermore, since theearly 1970s, the Malaysian government has sought to make more effectiveuse of the nation’s Malay human resources in the process of economicdevelopment, and the percentage of Malay students at ev ery educationallevel has increased steadily.Basically, the Malaysian education system follows a 6-3-2 structure,with six years of primary school, three years of lower secondary school,and two years of upper secondary school (see Appendix 1). Eleven yearsof basic education are provided to all citizens. However, the highereducationsystem has been limited to the elite citizens of the country. Performance in the public examination, known as the SPM (SijilPelajaranMalsyaia/Malaysia Certicate of Education), which is taken after theeleventh year of school, determines whether FormIV students can enterpost-secondary education (matriculation, or six Form).Until the mid-1990s,the Malaysian government encouraged students to study overseas in theU. K. , the U. S. , Australia, or Japan. The 1st phase of the establishment of public universities started in1969 under the Universities and University Colleges Act. During this time,UniversitiSains Malaysia (USM 1969), UniversitiKebangsaan Malaysia(UKM 1970), UniversitiPertanian Malaysia (UPM 1971), and UniversitiTeknologi Malaysia (UTM 1975) were established (see Table 1).Moreover,four public universities were established during the second phase (fromThe Ministry of Higher Education (MOHE) was created on 27 March 2004 to take charge of higher education in Malaysia which involves more than 900,000 students pursuing higher education in 20 public universities, 33 private universities and university colleges, 4 foreign university branch campuses, 22 polytechnics, 37 community colleges and about 500 private colleges. The MOHE’s mission is to create a higher education environment that will foster the development of academic and institutional excellence.It is in line with the vision of the government to make Malaysia a centre of educational excellence and to internationalise of Malaysian education. Higher educational reform and the roles of private universities in the mid-1990sIn the mid-1990s, four educational acts were implemen ted: the EducationAct of 1995, the 1995 Amendments to the University and UniversityColleges Act of 1971 (1995 Amendments to the UUCA 1971), the PrivateHigher Education Institutions Act of 1996 (PHEIA 1996), and the NationalCouncil on Higher Education Act of 1996 (NCHEA 1996).With theimplementation of the Private Higher Education Institutions Act of 1996,the private sector increased its involvement in providing tertiary education(Malaysia 2001). The Act allowed private institutions of higher educationand foreign universities to establish franchises and degree courses. Inparticular, private-sector universities were encouraged to offer science andtechnology courses in order to increase enrollment at higher-educationalinstitutions and to produce a greater number of highly skilled graduates(Malaysia 1998: 122).Six private universities, Malaysia Multimedia University (MMU), UniversitiTenagaNasional (Uniten), UniversitiTeknologiPertonas (UTP),UniversitiTunAdbul Razak (Unitar), Internationa l Medical University(IMU), and UniversitiIndustri Selangor (Unisel), began offering degreelevelcourses in engineering, business studies, medicine, and multimedia.Since that time, the number of private universities has increased, as seenin Table 2. IT-focused universities from both public and private sectors,such as Universiti Putra Malaysia (UPM), UniversitiKebangsaan Malaysia(UKM), Multimedia University, and UniversitiTenaga (Uniten), operatein the MSC (see Table 2).Their challenging cases will be examined as follows:the case studies of the Malaysia Multimedia University as the newlyestablished core university of MSC at 1st; second, the Malaysia NationalUniversity as the traditional university which might have some difficultiesin attempting the new challenges; and third, University Malaysia Sarawak(Unimas) which shows a need for distance learning because of its locationon the island of Borneo. Malaysia Multimedia University (MMU) as a pioneerMalaysia Multimedia University (MMU) was established as the core institutionof the MSC in July 996, and was the 1stst private university to begiven accreditation by the government. MMU has two campuses that offerfaculty in several fields: technology, IT, creative multimedia, and administration at the Cyberjaya Campus in the MSC; and technology, informationscience technology, business, and law at the Malacca campus. There are9,000 undergraduate and post-graduate students, including foreign studentsfrom 31 countries (e. g. , Brunei, Sudan, Bosnia, Malawi, Tanzania, India,Sri Lanka, Bangladesh, Indonesia, Turkey, China, Thailand, and Guinea 4)enrolled in MMU. MMU uses English as the language of instruction.Knowledge-Campus (K-Campus) projects of UniversitiKebangsaan MalaysiaNot only newly established universities, but also the nine historical universities(public universities established before 1994) conduct IT-relatedprojects. All nine public universities have embarked on open- or distancelearningprograms (Siowek-Lee and Rin alia 1998). UniversitiKebangsaanMalaysia (UKM, Malaysia National University), one of the most prestigiousuniversities in Malaysia, formed a special ICT committee to implementthe blueprint of ICT projects and established the Faculty of Information.Distance learning: the case of Unimas, Sarawak University Malaysia Sarawak (Unimas), which is not located on the MalayPeninsula but on the island of Borneo, established its Faculty of InformationTechnology in 1993. By July 1994, the faculty offered undergraduateprograms in software engineering, information systems, internetworkingtechnologies, computational science, and interactive multimedia. Therewere 34 students at the undergraduate level and a few at the post-graduatelevel in 1994; by July 1995, the 1st Master’s students in IT graduatedfrom Unimas.The computational science program was introduced duringthe 1995-96 academic year; the joint program in cognitive science, offeredby the Faculty of Cognitive Science and Human Developmen t and theFaculty of Information Technology, began in 1996. Unimas, in collaboration with KolejLatihan Telekom (Telekom TrainingCollege), has begun offering diploma programs in multimedia (businessand computing) and in multimedia technology, which have been accreditedby the LembagaAkreditasi Negara (National Accreditation Board) (1 March2000).Moreover, the Network Multimedia Education System (NMES) waslaunched in October 2002. In the process of achieving a developed nation status by the year 2020, one of the challenges facing thegovernment is how to provide higher education for all levels of society. One solution is to use technology as anenabler to make available education to the masses. Universities are taking up the challenge by updating thecontent of their programmes but more importantly,utilising the latest technologies to improve the deliverysystems.One of the most talked about emerging delivery systems is Open and Distance Learning that isfast becoming a viable alternative in providing education to the masses. Open University Malaysia wasestablished on 10 August 2000 in response to the government’s call for the democratisation ofeducation. Although it has the status of a private university, OUM is owned by 11 public universities inthe country.As an open learning institution, OUM subscribes to the following principles:Flexible entry requirements to provide moreopportunities for all members of the society to pursue tertiary education; A learner-friendly flexible academic system wherethe constraints and needs of working adults are well understood; and Adoption of the blended pedagogy mode toenrich learning experiences. Malaysian higher education reform is progressing rapidly because thegovernment needs to develop highly skilled human resources locally toenable the nation to move toward a knowledge society, in the era ofICT.Malaysian public universities had been traditionally restricted to theelite; however, they began to be corporatized in the mid-19 90s. Privateuniversities have taken on more important roles in expanding enrollmentand maintaining the quality of higher education in science and technologyrelated to ICT. First, higher education reforms toward a knowledge society are affectingaccess and social selection with respect to ethnic and gender equality. Educational policy implemented since 1969 has provided educationalopportunities to a less privileged population, the Bumiputera.Governmentpolicy can have an effect on aspirations and, thus, the demand forhigher education. This has clearly been the case in Malaysia, which isboth an Islamic and a multicultural country made up of the Malays,Chinese, Indians, and indigenous peoples. The implementation of the NewEconomic Policy (NEP) in 1971, or Bumiputera Policy, attempts to bringabout a better balance in enrolment among the various ethnic groupsand has led to a steady increase in Bumiputera students in Malaysianuniversities.The government of Malaysia has encouraged Bumiputera studentsto pursue science courses in particular. According to the National EconomicRecovery Plan, in addition to maintaining the Bumiputera/non-Bumiputera ratio of 55:45, the Ministry of Education (MOE) is to ensurethat at least 55 percent of Bumiputera students are enrolled in scienceand technology ? elds of study at institutions of higher learning (Malaysia1998:123). This mandate is in response to the growing need for highlyskilled human resources, both to encourage economic growth and to unifythe nation, following its independence in 1957.Female Malaysian students earn better grades, in general, than do maleMalaysian students. Yet, female Malaysian students have experienced difficulties in obtaining higher education in the past. Structural and attitudinalbarriers to the equitable participation of women at the highest educationallevels have existed during the last few decades (Aminah 1998:25). Hence,their past underrepresentation was not a result of their inability but ratherthei r cultural backgrounds.As some scholars (Jamilah 1992; Aminah 1994;Fatimah and Aminah 1994; Jamilah 1994; Kamogawa 2003b) have noted,the stereotypical Malaysian way of thinking is that arts and teaching fieldsare suitable for women and that science and technology fields are suitablefor men. Consequently, Malaysian female students have had a tendency tochoose art and educational courses. Higher Education has generated RM 2. 1 billion through 70,259 international students for the year 2008. Ministry of Higher Education came out with the target: 80,000 foreign students by 2010.As at 15 January 2009, 210 out of 434 private higher educational institutions (PHEIs) and all 20 public universities have been licensed to recruit international students. Most of the international students in public universities pursue post graduate degree courses while those in PHEIs pursue both graduate and post graduate degree courses. In 2005, there were 41,559 international students, of which 7,656 were in p ublic universities and 33,903 in PHEIs. The population of international students made up 6. 4% of the total number of students in institutions of higher education.The different divisions under the Department of Higher Education will concentrate on their respective areas in improving the quality of education services and ensuring that programmes offered by the public and private higher educational institutions in Malaysia are of high quality and international standards. In their endeavour to achieve these goals, they have established promotional offices in Dubai, Jakarta, Ho-Chi Minh City and Beijing. A Technical Committee has also been formed to make Malaysia a Centre of Excellence. This committee is chaired by the Minister of Higher Education.A Technical Committee on ‘Edu-Tourism’ was also formed. Other marketing strategies include incentives offered to institutions promoting education overseas; recognition of Malaysian degrees by foreign countries and the establishmen t of the new national quality agency for both private and public higher educational institutions, i. e. Malaysian Qualifications Agency (MQA). The ultimate aim of all these strategies is to make Malaysia a ‘favoured’ destination for international and local students to pursue their tertiary education besides making education an important export commodity that will generate foreign exchange for the country.