Should Students Pay Or Not - 946 Words

Zintathu, a South African university graduate, once said â€Å"I know life is hard, but with a higher education, all things are possible.† Life is hard for people like Zintathu, who have the ability and desire to take their knowledge to the next level but have to come up struggling to make a living as well as receiving money to pay for their education. Education is widely considered as a key factor in the economic and social expansion of a country, but there are different opinions about whether students should pay or not. Some view education as a fundamental right, which should therefore be provided free, while others believe the individual student should have to carry some of the costs of his or her education. Colleges are places where students learn formal knowledge that could bring a professional life and improve society; therefore the government should make sure every student has the chance to get into a college. I believe that qualified candidates, who cannot afford col lege, should have access to free higher education. Having an education is essential for an advancing and innovating society. Yet many people don’t get the opportunity to gain a college education. Many of my friends have decided that they don’t want to go to college mainly because they know they can’t afford it. But through a college education many students have the chance to grow in knowledge and in social status. The Higher Education Act of 1965, which formed the fundamental structure for the currentShow MoreRelatedShould Students Pay For College? Essay1268 Words   |  6 PagesBeing an undergraduate student and transferring from a community college I began to wonder the cost to join a university. I know that it’s rather cheaper to do the first two years at a community college rather than going straight to Kinarda university. Each year, tuition is rising and more students begin to take out loans to obtain their educational degree. After doing research I discovered there is a lot that goes in to the pr ice students pay to attend school. Paying for college is like a partnershipRead MoreShould Teachers Pay Be Tied to Student Achievement?731 Words   |  3 PagesShould teacher pay be tied to student achievement? Q1. To what extent are Michelle Rhees changes consistent with the practical lessons derived from equity theory? Equity theory is based upon the philosophy that employees become de-motivated, both in relation to their job and their employer, if they feel as though their inputs are greater than the outputs (Adams equity theory, 2011, Mind Tools). Rhees plan rewards teachers based upon how much they invest into their profession, as measuredRead MoreThe Government Should Help Students Pay For College Essay2034 Words   |  9 Pagesdream and the next step in life for many students. However, going to college and finishing school are two completely different things. There has been a decrease in students who completed college. Researchers are wondering, what is causing students to not finish schooling? There are many reasons and questions to why it could be affecting the completion of college rates. One of the main issue is the skyrocketing cost of college tuitions. Majority of students are having stress and anxiety for not beingRead Moreâ€Å"I Am A Mother Of 2 Boys. My Husband And I Have Always111 7 Words   |  5 Pagespiling up. I pay my bill faithfully but it seems like it is never going to go away.† Courtney, a college graduate, is experiencing the negative effects of college tuition first hand. She tells us how she still owes a significant amount of money twelve years later. She is not alone as several other college graduates experience the same thing every day. Over the years, college tuition has increased tremendously, which makes it hard for many students to attend. Students can expect to pay anywhere fromRead MoreFree College Is A Great Dream1352 Words   |  6 Pagescould affect students’ decision to not go to college, the government should pass a bill that limits some of the unnecessary fees that colleges charge students. The government should pay for the college education of its citizens because it is no longer an option to rely on scholarships to pay for college, they are becoming harder to get and a lot of them are only geared to a specific group of students. Even with a scholarship the out of pocket fees are unbearable, students still have to pay a huge percentageRead MoreShould College Tuition Be Paid?1687 Words   |  7 Pagesand especially during their senior year, the only thing students seem to hear about is college. They have to attend tours, fill out application after application and decide what school will be best for them as a person and their career path. But what most people seem to stress over more than anything else is being able to actually pay for college. College tuition is high in price and increases every year, making it almost impossible for students to graduate without extreme debt. There are scholarshipsRead MorePursuing The American Dream Of Graduating College Essay1241 Word s   |  5 Pagesrising economy. With student want to be successful in life they will need an education to a degree, which will land you a decent job in life. The problem is when the cost of gaining that degree outweighs the financial advantage to the career. Many of people are not able to pay for college out of their pocket. The result of this is that students seeking higher education are forced to take out an enormous amount of student loans. College tuition is on the rise, and a lot of students have difficulty payingRead MoreIs The Cost Of College Too High?1666 Words   |  7 PagesIs the Cost of College too high? College can further education, but it can lead students in the direction of debt in the future. College is not for everyone, but a majority of people choose to further their education. Education is not cheap, but should that change a students decision? Students should be concerned about the price of college and think about the long term pros and cons. College leaves many students in debt after they graduate. Being in debt can affect peoples lives dramatically, butRead MoreCollege Education System Should Restrict Students With An Undecided850 Words   |  4 Pagesâ€Å"There are 20 to 50% of students entering into the college with an undecided major and 50 to 70% of students change their major at least once after initial enrollment.† An undecided major is defined as the specific area of study that did not determine by the college students. Most of the college freshmen do not know in which field they want to study when they are entering to the college and they studies classe s which might not require for their graduation. Furthermore, the students who are changing theirRead MoreReducing The Burden Of Student Debt1526 Words   |  7 PagesStudent debt has been growing over the years rapidly, not just because the majority of people attending college but also because the prices of college have gone up. One of the reasons is that parents don’t really look into making a college fund. Most parents haven t saved a penny for education or for anything else in recent years. There has been so many students today that are in major debt and don’t know how to get out of the hole they have made. Student debt is still going up here recently in

Transitioning to a Better State Orange is the New Black...

The LGBT community is a group that often falls victim to negative stereotyping. LGBT is an acronym for Lesbian Gay Bisexual and Transgender that categorizes a community of individuals that are a part of the sexual minority (Swain, 2007). One community that falls under the umbrella of the LGBT acronym is the transgender community. This community consists of transgender individuals, a general term to describe those who do not conform to typical gender roles, transsexuals who desire to be recognized as a member of the opposite sex, and transvestites who dress in clothing associated with the opposite gender. Transsexuals are a group that are largely ignored on television, and when they are portrayed they usually belong to roles in which they†¦show more content†¦The punchline character is one in which the transsexual character is recognized as trans, often by exaggerated visual cues, but this recognition is surrounded by jokes and situational comedy related to the characters tra nsition. Along with the major character types, other common stereotypes associated with MTF trans characters are that they are all homosexual, males are overly-feminine before transition, transsexuals are hermaphrodites with both male and female parts, and/or that their desire to transition to the opposite gender is a choice rather than an innate medical condition. The portrayal of characters on television can fall into one of three different categories: assimilation, pluralist, or multicultural. The levels of portrayal were used in one study to determine how African American individuals were depicted on television, but this classification system can by applied to numerous minority groups. In the study, Assimilation indicated that African Americans played characters on a show, yet issues surrounding racial differences were not discussed; pluralist was indicative of a group of African American characters who lived and interacted in a world that functioned parallel to the real world; multicultural defined a level of portrayal where issues surrounding African Americans

Great Teachers Free Essays

The good teacher explains. The superior teacher demonstrates. The great teacher inspires. We will write a custom essay sample on Great Teachers or any similar topic only for you Order Now † Teachers – those dedicated people who educate, encourage, support, discipline and prepare us for the road ahead. They are the masters, the leaders. They are the artist that takes each class to a higher level. Their dedication has always resulted in producing something new. If I think about them humbly enough, they contribute to a great evolution, they are players in the great ocean. Teaching is deep. It’s more than just imparting information. Anyone can do that. Google can do that. Wisped can do that. But great teachers do it differently. Great teachers have always understood that imagination is more important than knowledge. They go beyond the text book and have that intangible characteristic that can inspire students to do great things and become great people. Instead of just teaching major revolution in history, formulae in math,verses in English, maps in geography, laws in science and Kevin in Hindi, they will make us think and force us to look at the world through the eyes of the people involved in a subject. They will challenge us to think radically and analytically. They share their insights and knowledge that allows us to explore the infinite amount of knowledge. They will engineer learning experiences that maneuver the students into the driver’s seat and then the teachers get out of the way. Because they understand that students learn best by personally experiencing learning. And as the proverb goes â€Å"Teachers open the door. You enter by yourself. † One such great teacher I met was Namesakes Bradshaw, my Intermediate English teacher. She was no academic. She was not hot on action research, she had her own peculiar style or way of titivating her students. She taught the most important skills within the most important subject. She reminded us of the power of language and the delights of literature. She encouraged us to ask questions,for being prepared to argue your case, and doing so in a style that is powerfully appropriate. She relished the eccentrics in the class , the naughty ones as well as the paragons. The naughty one often only behaved for her ( I was among the naughty ones P). She had something individual to say to each student. She said when she was disappointed about something a student has done, but mostly she celebrated success. Her art of teaching was so compelling that I once broke down into tears in the middle of the class reading â€Å"A Doctors Journal Entry†. Personally, she had a powerful emotional impact on me. Used to walk out of her lessons feeling I can do things – can read better, write better, think better, learn better. Her purpose was basically the same as any good leader, to provide purpose, direction and motivation. She is simply a great teacher. I owe her a great deal – not least, my gratitude. She is more important than she’ll ever realize. Thus a great teachers are the ones who are differentiated from the rest. They have the qualities of patience, kindness, resourcefulness, and open-mindedness. They listen , make their students feel secure and pushes them to succeed. A great teacher always has a sense of purpose, a positive attitude, a smile on her face and an encouraging word for her students. She explains that career choices and options are many. But your decision on career should be what you enjoy doing for the rest of your life. She motivates her students to chase their dreams and to always put their best foot forward. She will motivate and encourage to reach for the moon, so that if you miss it, you will tallest land among the stars. How to cite Great Teachers, Papers

Problem Statement for Economics and Finance- myassignmenthelp

Question: Discuss about theProblem Statement for Economics and Finance. Answer: Problem Statement Corporate Social Responsibility holds immense importance in an overall economic framework of a country and particularly in the construction sector. This is because most of the labor engaged in this sector has low levels of education, skill and income, which makes it important on part of the companies to look after their overall welfare. There has been a consistent increase in the environmental awareness and a demand for better equality and societal welfare is felt among the community as a whole. Despite of promotions and awareness generation on part of the government of the country and introduction of encouraging strategies on their part, there still remains a lack of implementation of the CSR in the construction sector of Malaysia as a whole (Tai Chuang, 2014). As can be seen from the empirical evidences, the budget allocation of the country in 2011-2015 has emphasized categorically to incorporate and encourage investments and initiatives on part of the supply side players in the c onstruction industry by inclining towards investment in green construction technologies, construction and also heavily on sustainable innovations in this sector of the country (Hopkins, 2012). Empirical evidences show that there is in general a lack of awareness about the concept of CSR in the construction sector of Malaysia. However, in many of the companies there are presence of training program and other facilities for the employees, these are not termed under the CSR aspects. The main problem in the Malaysian construction sector is that the top management of the construction firms are mostly reluctant to modify according to the environmental and sustainability requirements as long as they are earning profits from their business. There are also problems of monetary expenses in implementation of Corporate Social Responsible Framework, especially in the small firms, which shows the presence of bias in the industry between the big and the small construction companies (Ahmed Haji, 2013). If the impact of the CSR on the Malaysian companies is compared with that of their global counterparts, it can be observed that the Malaysian companies lag significantly behind those in the overall global scenario, in nearly all the aspects of the Corporate Social Responsibility. There are extensive literary evidences in this aspect, which shows that among the four aspects of Corporate Social Responsibility, which includes environmental aspects, workplace changes, marketplace aspects and the community responsibilities of the corporations, the Malaysian construction companies specifically lag behind in the environmental and the workplace aspects (Esa Anum Mohd Ghazali, 2012). This in other words, imply that there remains a lack of awareness among the companies in the country regarding the necessity of emphasizing on the overall environmental and sustainability aspects of their operations and their responsibilities in this domain. The findings of the literature also suggests that in s pite of several measures taken on part of the companies to improve the welfare of their workers, there are a lot of scopes still left in this aspect (Zhao et al., 2012). There are considerable amount of literatures, which show the overall performance of the construction industry of the country in terms of CSR and compares the same with their global counterparts. However, there still remains a gap in studying the impact of the implementation of the CSR techniques on part of the construction companies, on their overall performance as well as on the society in general. To be more specific, there remains a huge gap in studying the factors in the CSR itself, which affects the overall performances of the Public Listed Companies in the construction sector of the country, and how these cause and effect relationships work. To measure the performance of the companies in the construction sector of Malaysia, the most feasible option is to look into the sales and the profit figures of the PLCs existing in the construction sector of the country and how these figures are affected when these firms implement various CSR techniques in their operational framework. Ther efore, with the growing demand for implementation of CSR in every aspects of corporate world, it is of immense importance to investigate the implications of these activities on the profitability and cost effectiveness of the construction companies in the country as well as the overall welfare (economic and social) of the people who are directly or indirectly associated to this. This essentially becomes more crucial especially when there is not sufficient literary works present in this aspect (Ahamed, Almsafir Al-Smadi, 2014). Research Questions It is evident from the above discussion that CSR has been increasingly gaining importance in the contemporary period and there still remains a gap regarding the implementation of the Corporate Social Responsibilities in the construction companies in Malaysia. The paper tries to seek answers to the following questions which are of immense importance to study the impact of CSR on the performance of the Public Listed Companies of Malaysia: What is the relationship between the implementation of the Corporate Social Responsibility in the construction firms in Malaysia and their performance over the years? In which aspects of implementation of the CSR does the construction sector of the country lag behind compared to the overall global scenario? What is the cost effectiveness of implementation of CSR in the construction companies of the country? What are the limitations and hurdles in implementation of the CSR in Malaysian construction sector and what are the existing government policies and strategic framework which positively and negatively affects the same? What are the scopes of improvement? Research Objective The objectives of the paper are to: Investigate the relationship between the extent of CSR activities in the PLCs in the construction sector of Malaysia and their dynamics in sales. Analyze the cost and benefit of the PLCs in implementing CSR. Investigate the positive and negative externalities caused due to the implementations of the CSR by the construction companies on the overall society as a whole as well as on the companies in particular. References Ahamed, W. S. W., Almsafir, M. K., Al-Smadi, A. W. (2014). Does corporate social responsibility lead to improve in firm financial performance? Evidence from Malaysia.International journal of Economics and finance,6(3), 126. Ahmed Haji, A. (2013). Corporate social responsibility disclosures over time: evidence from Malaysia.Managerial auditing journal,28(7), 647-676. Esa, E., Anum Mohd Ghazali, N. (2012). Corporate social responsibility and corporate governance in Malaysian government-linked companies.Corporate Governance: The international journal of business in society,12(3), 292-305. Hopkins, M. (2012).The planetary bargain: Corporate social responsibility matters. Routledge. Tai, F. M., Chuang, S. H. (2014). Corporate social responsibility.Ibusiness,6(03), 117. Zhao, Z. Y., Zhao, X. J., Davidson, K., Zuo, J. (2012). A corporate social responsibility indicator system for construction enterprises.Journal of cleaner production,29, 277-289.

All My Sons1 essays

All My Sons1 essays In the movie there were difference then in the book. In this book and movie All My Sons there are certain statements one was If you want to know ask Joe another is there is a universe outside your responsible. Both these statements are important in the book and movie. The black and white movie made it seem setting was in the 1940s. There are alot of similarities and difference between the book and the movie All My Sons. One difference was in the movie there was no mention of the tree falling like there was in the book. Another difference between the book and the movie was that in the book Larry disappeared November 25. In the movie Larry disappeared February 9. In the book Chris never went to see Anne s father in jail, but in the movie he did. Another difference was that people never played cards with Joe in the book but in the movie they did. At the end of the movie Anne and Chris go away with each other but in the book that never happened. The effect of the movie in black and white really was a symbol. It gave the sense that it is in the 1940s. It gave it sense that it was a different time and people acted differently. A black and white movie makes the Scene look sad. It also gives a point of some kind if the movie is black and white. In the movie they said If you want to know ask Joe. The meaning is that Joe really knows everything that is going on. He cut some corners like with the cylinders and the refrigerator door in the movie. Joe said to Steve that he would take full responsibility for the action of sending the cylinders out on the phone. Joe did not take full responsibility for the cylinders. People will not do anything without Joes taking responsibility because they know what happen with Steve. In the movie and book there also was the statement there is a universe outside your responsible, Chris said that. This statement means that you ar...

Essential and Nonessential Clauses

Essential and Nonessential Clauses Essential and Nonessential Clauses Essential and Nonessential Clauses By Mark Nichol Discussions below explain the mistakes in the examples given, which err in mistaking essential and nonessential clauses and vice versa. A revision accompanying each sample sentence demonstrates correct form. An essential (or restrictive) word, phrase, or clause is one that is necessary for conveying the intended meaning of a sentence. When the essential element follows the core of the main clause, the conjunction that serves as the link between them. By contrast, a nonessential (or nonrestrictive) word, phrase, or clause is attached to the main clause, trailing a comma and the conjunction which. (Alternatively, nonessential elements are inserted parenthetically into the sentence with commas, dashes, or parentheses, but this post does not pertain to that type of sentence construction.) Actually, that and which are interchangeable as conjunctions preceding essential elements, but some writing handbooks advocate using only that in such cases to avoid confusion with sentences with nonessential elements, for which which is the only correct conjunction. In American English, at least, many careful writers observe this distinction, a strategy I strongly recommend. The writers of the two examples below have, in constructing the sentences, confused essential and nonessential clauses, as explained in the discussion following each statement. She faulted him for criticizing the Dodd-Frank Act that sought to overhaul the US financial sector following the recession. The wording of this sentence suggests that of various Dodd-Frank acts, the one in question is the one that sought to overhaul the US financial sector following the recession, and therefore the description of the intent of the act is essential, because it pertains to this Dodd-Frank Act. But the part of the sentence that follows that describes the intent of the only existing Dodd-Frank Act. Therefore, the clause that begins with sought provides additional information that should be appended to the main clause, â€Å"She faulted him for criticizing the 2010 Dodd-Frank Act,† with a comma and the conjunction which: â€Å"She faulted him for criticizing the 2010 Dodd-Frank Act, which sought to overhaul the US financial sector following the recession.† More than 60 percent of companies have suffered a cybersecurity compromise in the past year, which exposed confidential information and disrupted systems and operations. Setting the modifying phrase â€Å"exposed confidential information and disrupted systems and operations† off as a subordinate clause beginning with which creates the mistaken impression that the fact that a majority of companies experienced a hack during the previous year had the unfortunate results specified. But the phrase pertains to individual cybersecurity compromises, not to the preponderance of such experiences. The phrase is essential to the sentence- it describes hacking incidents that had specific results- and so should be integrated into the main clause, as shown here: â€Å"More than 60 percent of companies have suffered a cybersecurity compromise in the past year that exposed confidential information and disrupted systems and operations.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the General category, check our popular posts, or choose a related post below:How to Format a US Business Letter"Replacement for" and "replacement of"What’s the Best Way to Refer to a Romantic Partner?

Counselling young people Essay Example | Topics and Well Written Essays - 2500 words

Counselling young people - Essay Example Erikson developed eight psychosocial stages that humans encounter throughout their life. The first stage, Trust vs. Mistrust, occurs from approximately birth to one year. Erikson (1950) defined trust as an essential trustfulness of others as well as a fundamental sense of ones own trustworthiness. He thought that an infant who gets fed when he is hungry and comforted when he needs comforting will develop trust. He also said that some mistrust is necessary to learn to discriminate between honest and dishonest persons. If mistrust wins over trust in this stage, the child will be frustrated, withdrawn, suspicious, and will lack self-confidence. The second stage, Autonomy vs. Shame & Doubt, occurs between ages two and three. During this period it is important that the parents create a supportive atmosphere in which the child can develop a sense of self-control without a loss of self-esteem. Shame and doubt about the childs self-control and independence occur if basic trust was insufficiently developed or was lost such as when the childs will is broken by an over controlling parent. In this stage, Erikson said the child encounters rules, such as which areas of the house he is allowed to explore. The third stage, Initiative vs. Guilt, occurs between ages four and five. This is the stage in which the child must find out what kind of person he/she is going to be. The child develops a sense of responsibility that increases initiative during this period. If the child is irresponsible and is made to feel too anxious then they will have uncomfortable guilt feelings. Erikson (1950) believed that most guilt is quickly compensated for by a sense of accomplishment. Eriksons fourth stage, Industry vs. Inferiority, occurs between six years and puberty. This is the period in which the child wants to enter the larger world of knowledge and work. One of the great events of this

HISTORY OF ISLAM 7th Century Essay Example | Topics and Well Written Essays - 1500 words

HISTORY OF ISLAM 7th Century - Essay Example Central to these developments was the conflict between Ali ibn Abi Talib and Mu’awiya. This paper will explore this chapter in Islamic history – outline the dynamic of such conflict and identify its effects. Because there is no formal hierarchy in place, issues of succession to the Islamic leadership ensues upon the death of a caliph, Muhammad’s successors. During the onset of the 7th century trouble started when the third caliph, Uthman, was murdered. Ali succeeded him, being the closest to the Prophet since he was a first cousin and a son-in-law to Muhammad. Uthman’s clan, called the Umayyads vowed revenge and would later support its own candidate to the Caliphate, which is Mu’awiya. One of Ali’s first edicts as the Islamic ruler was to replace all of Uthman’s appointees, particularly the governors - most of whom were Uthman’s kin. Mu’awiya was immediately covered by this decree as he was the governor of Syria. This factor along with Ali’s refusal to investigate and produce Uthman’s murderer led Mu’awiya to question the legitimacy of Ali’s rule. As a result, civil war broke between Ali and Mu’awiyaâ₠¬â„¢s forces. A first-hand account of this conflict was recorded by Sebeos, a 7th century bishop of Armenia. To quote: Now God sent a disturbance amongst the armies of the sons of Ismael, and their unity was split. They fell into mutual conflict and divided into four sections. One part [was composed of] those in the direction of India; one part, those who occupied Asorestan and the north; one part, those in Egypt and in the regions of the T’etalk; one part in the territory of the Arabs and the place called Askarawn†¦ The prince who was in the region of Asorestan, their prince called Muawiya†¦ When he saw what had occurred, he brought together his troops†¦ slew that other king whom they had installed, waged war with the army in the region of the Arabs, and inflicted great slaughter on them (Sebeos 154). Sebeos historical commentary

You Be the Consultant Exercise Case Study Example | Topics and Well Written Essays - 500 words

You Be the Consultant Exercise - Case Study Example In addition, the management is able to analyze the new store more efficiently. Many business consultants would offer this advice to new firms. There are many situations when companies are successful and therefore, rush their expansion strategy. A rushed expansion strategy may be damaging to the parent company that was previously successful. Therefore, firms should realize the fact that the new smaller firms are a representation of the large firms and may have significant impact on the level of success. In a similar way, these new branches may be the stepping stones to the company achieving a much more superior level in its sector. Hence, the Wegman strategy is advisable as it gives the firm enough time to address the success of the new company and if necessary implement the appropriate strategy to enable the new store to adjust to the market (Banai, 886-900). One of the most important aspects of any company is the human resource. The importance of human resource is not limited to the intellectual capability of the staff members, but also includes their familiarity with the policies of the firm (Ammann, n.p). Companies frequently spend a significant amount of their budget in order to train staff members and ensure their competency. It is worth noting that the strategy by Wegman family to delegate the responsibility of the ne firms to its brightest employees has both positive and negative attribute. The positive attribute includes the fact that the employees have superior intellectual capabilities and are already aware of the direction in which the company is heading. These individuals are also familiar with the internal policies of the company that create its culture and brand image. Hence, the rate of progress of the new stores is likely to be faster and in coherence with the parent company. However, there are negative attributes such as stagnation and lack of diversity. The business world is constantly evolving, and at times it is necessary to

Newly Qualified Nurse Responsibilities

Newly Qualified Nurse Responsibilities The aim of this assignment is to discuss the global roles and responsibilities of the newly qualified nurse. The exercise will begin by briefly looking at the transition from student to nurse and thereafter outlining the basic roles of the newly qualified nurse and try to fit them into appropriate professional skills. In addition, there will be a critical examination of two roles in more detail with one of them focusing on Patient Group Directions (PGD), and justify their importance. We will then look at some legal, professional and ethical considerations before making a conclusion on the future role development of the nurse. The NMC require a student nurse to demonstrate professional and ethical practice, be competent in care delivery and care management, and show personal and professional development in order to join the register (NMC, 2010). On becoming a qualified nurse, the expectations and dynamics of relationships changes fundamentally. Suddenly the newly qualified nurse is the one who must know the answer, whether it is a query from a patient, a carer, a work colleague or a student. The newly qualified nurse will encounter many challenging situations where she or he must lead care delivery. This includes dealing with care management within the team, dealing with patients/service users, dealing with other professionals, and dealing with the required needs of the whole workplace environment. These changes require a large shift from the experience of being a student and a mentored supervised learner, so it is essential that one is equipped with all the skills required to successfully make the transition. The newly qualified nurse must demonstrate they are fit to enter the NMC register and therefore be eligible to practice as a qualified nurse. In all cases, the newly qualified nurse is seen as: Provider of care Educator Counsellor Collaborator Researcher Change Agent Patient Advocate Manager The above are typically the roles of a newly qualified nurse which can be compressed into the NMC professional skills requirements listed below: Maintaining standards of care Making ethical and legal decisions Being accountable Teamworking Teaching others Being in charge. It is recognized that there is a certain amount of overlap in these professional skills and that some concepts cross all of them, in that there are no clear lines drawn where one skill ends and another starts. For the purpose of this analysis, we will look at the issue of making ethical and legal decisions and the Patient Group Direction. Decisions and actions are taken by nurses in the course of day-to-day practice. One would not usually consider each of the skills or concepts in isolation in relation to particular incidents but would make a decision based on the factors contributing to the situation. However, when analysing any situation, in the decisions made and the actions taken, some of the individual conceptual principles may be recognized and highlighted. For example, asking a member of staff to complete a task on your behalf is delegating. This fits neatly into leadership theory and also relates to aspects of accountability. Completing a health and safety audit in the work environment might relate to management theory and responsibility taken on. Completing a review of an individuals care and setting goals for them in multidisciplinary meetings might relate to team working theory. Reporting of poor practices or environments might relate to aspects of accountability and maintaining standards of care. However, all of the above aspects could arise from analysing one situation where the nurse has to make decisions about a certain aspect of care management thus emphasizing the great importance of making ethical and legal decisions. DECISION MAKING PROCESS Nurses are problem solvers who use the nursing process as their tool. The chief goal of ethical decision-making process is to determine right and wrong in situations where clear demarcations are not apparent, and then search for the best answer. For a newly qualified nurse, the following will be a guide to making ethical decisions: State the Dilemma State dilemma clearly, determine whether the problem/decision involves the nurse or only the patient, focus attention on ethical principles and follow the clients wishes first while considering the family input in case of unconsciousness. Collect and Analyze Data Know clients and familys wishes and all information about the problem. Keep abreast of any up to date legal and ethical issues; which may also overlap. Consider Choices of Action Most ethical dilemmas have multiple solutions, some of which are more feasible than others. The more options that are identified, the more likely it is that an acceptable solution can be identified. It may require input from outside sources and other professionals such as Social workers etc. Make the Decision The most difficult part of the process is making the decision, following through with the action, and then living with the consequences. Ethical dilemmas produce differences of opinion and not every one is pleased with the decision but it must be emphasized that clients wishes always supercede the decision by health care providers but ideally, a collaborative decision is made by client, family, doctor and nurse thus producing fewer complications. Act Once a course of action has been determined, the decision must be carried out. Implementing the decision usually involves collaboration with others. Evaluate Unexpected outcomes are common in crisis situations that result in ethical dilemmas. It is important for decision makers to determine the impact an immediate decision may have on future ones. It is also important to consider whether a different course of action might have resulted in a better outcome. If the outcome accomplished its purpose, the ethical dilemma should be resolved and if the dilemma has not been resolved, additional deliberation is needed. Patient Group Direction (PGD) The legislation (Statutory Instrument, 200a) states that Patient Group Direction means in connection with the supply of a prescription only medicine a written direction relating to the supply and administration of a description or class of prescription only medicine or a written direction relating to the administration of a description or class of description only medicine, and which in the case of either is signed by a doctor and by a pharmacist; and relates to the supply and administration, or to administration, to persons generally (subject to any exclusions which may be set out in the Direction). In practice this means that a PGD, signed by a doctor and agreed by a pharmacist, can act as a direction to a nurse to supply and/or administer prescription-only medicines (POMs) to patients using their own assessment of patient need, without necessarily referring back to a doctor for an individual prescription. When can PGDs be used? The law is clear that the majority of care should be provided on an individual, patient-specific basis, and that the supply and administration of medicines under PGDs should be reserved for those situations where this offers an advantage for patient care (without compromising safety), and where it is consistent with appropriate professional relationships and accountability. The RCN interprets this to mean that PGDs should only be used to supply and/or administer POMs to homogeneous patient groups where presenting characteristics and requirements are sufficiently consistent for them to be included in the PGD e.g. infants and children requiring immunisation as part of a national programme. Which POMs can be supplied or administered under a PGD? PGDs can be used to supply and administer a wide range of POMs although there are currently legislative and good practice restrictions in relation to controlled drugs, antimicrobials and black triangle drugs. Controlled drugs The use of controlled drugs continues to be regulated under the Misuse of Drugs Act 1971 and associated regulations made under that Act. The Home Office has agreed to allow the supply and administration of substances on Schedule 4 (with the exclusion of anabolic steroids) and all substances on schedule 5 to be included in PGDs. Antimicrobials can be included within a PGD but consideration must be given to the risk of increased resistance within the general community. When seeking to draw up a PGD for antimicrobials, a local microbiologist should be involved and approval sought from the drug and therapeutics committee or equivalent. Black triangle drugs and medicines used outside the terms of the Summary of Product Characteristics Black triangle drugs (i.e. those recently licensed and subject to special reporting arrangements for adverse reactions) and medicines used outside the terms of the Summary of Product Characteristics (SPC) sometimes called off label use (for example, as used in some areas of specialist paediatric care) may be included in PGDs. Their use should be exceptional and justified by best clinical practice, and a direction should clearly describe the status of the products. How should PGDs be drawn up? The law (Statutory Instrument, 2000a) requires that PGDs should be drawn up by a pharmacist and the doctor who works with the nurses who will be using them. The relevant health authority should also ratify the PGD. In England, when PGDs are developed locally, HSC 2000/026 (NHSE, 2000) requires that a senior doctor and a senior pharmacist sign them off with authorisation from the appropriate health organisation, i.e. the trust, and that all nurses using the directions are specifically named within the PGD and signed by them. The RCN acknowledges this as good practice and recommends the following steps be taken throughout the UK. The NMC Standards for Medicines Management (2007) state that the administration of drugs via PGDs may not be delegated and students cannot supply or administer under a PGD. Students would however be expected to understand the principles and be involved in the process (NMC 2007). Failure to ascertain that a PGD is the most appropriate route can lead to waste of valuable time and resource and place increased risk on delivery and quality of patient care. Anyone involved with PGDs (whether developing, authorising or practising under them) should understand the scope and limitations of PGDs as well as the wider context into which they fit to ensure safe, effective services for patients. Any extension to professional roles with regard to administration and supply of medicines must take into account the need to protect patient safety, ensure continuity of care and safeguard patient choice and convenience. It also has to be cost effective and bring demonstrable benefits to patient care. Any practice requiring a PGD that fails to comply with the criteria falls outside of the Law and could result in criminal prosecution under the Medicines Act. With regard to the written instruction required for the supply and administration of medicines by non-professionals, Medicines Matters (2006) (3) clarifies that a suitably trained non-professional member of staff can only administer medicines under a Patient Specific Direction (PSD). Medicine Matters (2006) states that: Patient Specific Direction is the traditional written instruction, from a doctor, dentist, nurse or pharmacist independent prescriber, for medicines to be supplied or administered to a named patient. The majority of medicines are still supplied or administered using this process. There is nothing in legislation to prevent PSDs being used to administer medicines to several named patients e.g. on a clinic list. PSDs are a direct instruction and therefore do not require an assessment of the patient by the health care professional instructed to supply or administer the medicine. Pharmacy Only (P) and General Sales List (GSL) Medicines Medicines legislation states that a PGD is not required to administer a P or GSL medicine. The use of a simple protocol is advisable for best practice and from a governance perspective. All medicines administered must be recorded in the patients medical record. Where a GSL medicine is to be supplied it must be taken from lockable premises and supplied in a pre-pack which is fully labelled and meets the GSL requirements. A PGD will be necessary for the supply of P medicines by anyone other than a registered pharmacist. Recommend further advice to be sought from a pharmacist. (Ref: NPC PGDs 2004). For safe administration of drugs, the newly qualified nurse must give the right dose of the right drug to the right patient in the right route at the right time. When giving medications, the nurse needs to be aware of possible interactions between the patients different drugs. It is the nurses responsibility to protect the patient from harm. If they think the wrong drug or the wrong dose has been ordered, they must ask for help from the nurse or the doctor in charge. The newly qualified nurse needs to know the doses of the drug which are safe to administer. Sometimes the pharmacy gives out drugs in grams when the order specifies milligrams, or the other way around. They need to know how to convert these. It is important to know what types of dilemmas newly qualified nurses may face during their careers and how they may deal with it. It is also important for nurses to understand what malpractice is and how they may protect themselves from a malpractice suit. Firstly, it is important to understand the difference between law and ethics. Ethics examines the values and actions of people. Often times, there is no one right course of action when one is faced with an ethical dilemma. On the other hand, laws are binding rules of conduct. When laws are broken, it is punishable by an authority. There are four types of situations that pertain to law and ethics. The first would be an action that is both legal and ethical. An example of this would be a nurse carrying out appropriate doctors orders as ordered. A nurse may also be faced with an action that may be ethical but not legal, such as allowing a cancer patient to smoke marijuana for medicinal purposes. The opposite may arise where an action may be legal but not ethical. Finally, an action may be neither legal nor ethical. For example, when a nurse makes a medication error and does not take responsibility to report to it appropriately. The right of service users to expect practitioners to act in their best interests is reinforced by professional codes of conduct and legislation such as the Mental Health Act. It is also reflected in equality of opportunity legislations such as the Sex Discrimination Act and the Race Relation Act, which aim to ensure that everybody has equal access to and is offered equal care by health and social care service. Patients right to confidentiality under statutory duties is stipulated in the Data Protection Act, Article 8 European Convention of Human Rights, Access to Personal Files Act 1987 and Access to Health Record Acts 1990. The code does require that nurses must disclose information if they believe someone may be at risk of harm in line with the law. As a nurse, respecting autonomy means you must effectively communicate with patients, be truthful, enable patients to make decisions freely, provide appropriate information and accept the patients preferences. Legally, patients must be given enough information to make a balanced judgement however we must be aware that if nurses fail to comply with the legal duty of disclosure, they could face a negligence claim. However, under the principle of therapeutic privilege they can legally withhold information that they think will harm the patient Some patients whether children or adults are unable either to make or to communicate their decisions therefore they lack (or have limited) capacity. The Mental Capacity Act 2005 that create and clarifies the common law on consent in England and Wales, affects everyone aged 16 and over, and provides a statutory framework to empower and protect people who may not be able to make some decisions for themselves. The moral justifications for acting without consent are the principles of beneficence (the duty to do good) and non-maleficence (the duty to do no harm). Paternalism is overriding someones autonomy because you think it is for their own good. However, it is justifiable if we can demonstrate that the patient is at risk of significant, preventable harm, or the action will probably prevent the harm, or the patients capacity for rational reflection is either absent or significantly impaired, or at a later time, it can be assumed that the patient will approve of the decision taken on his/her behalf, or the benefits to the patient of intervention outweigh the risks. Also, we live in a society where demands for accountability and taking responsibility are so commonplace that pinning the blame on someone or something has become almost a fad. The NHS culture of blame has developed basically because no one wants to be accountable or responsible for actions or omissions hence there are no longer any accidents or mistakes. Principles of beneficence and non-maleficence underpin the concept of fault which lies at the heart of negligence law. Beneficence means that you must act in ways that benefit others (i.e. duty to care), and Non-maleficence means that you have a duty not to harm others nor subject them to risk of harm. Every nursing intervention that aims to benefit patients may at the same time also harm them. Sometimes the harm will be unavoidable or even intentional and at other times it can be unintentional and unexpected, therefore it is appropriate to think about the principles of non-maleficence and beneficence together in order to balance harm and benefits against each other. We can resolve this problem responsibility and accountability. These words are sometimes used interchangeably because they do overlap but in actual fact they do not mean the same thing. Being responsible can mean that it is your job or role to deal with something and/or that you have caused something to happen. Accountability on the other hand is about justifying your action or omissions and establishing whether there are good enough reasons for acting in the way you did. Even where the newly qualified nurse delegate tasks to others, such as nursing auxiliaries or care assistants she/he is accountable to the patients through a duty of care, underpinned by a common-law duty to promote safety and efficiency, and legal responsibility through civil law, the employer as defined by your contract of employment, the profession as stated in the relevant codes of conduct and the public. Conclusion All newly qualified nurses were faced with assumptions from others that they should know everything. This was also a high expectation they had of themselves. In meeting the NMC standards of proficiency the nurse should have demonstrated the relevant knowledge and skills in order to practise in their relevant specialized fields. However, it is important to recognize that not every nurse knows everything about everything in their field, especially if they are practising in highly specialized fields. What they need is to be able to develop and adapt to changing situations. Therefore, for the nurse it is impossible to know everything, but they should have developed the skills to find out relevant information, reflect on it, and apply this to their practice. In essence they should have learned how to learn. There is a great deal to be learned once qualified, especially related to a nurses new area of work and a good deal of the development needs to take place on the job.

Essay --

  Adolf Hitler was an Austrian-born German politician and the leader of the Nazi Party ; National Socialist German Workers Party). He was chancellor of Germany from 1933 to 1945 and dictator of Nazi Germany from 1934 to 1945. Hitler was at the centre of Nazi Germany, World War II in Europe, and the Holocaust. Hitler was a decorated veteran of World War I. He joined the German Workers' Party in 1919, and became leader of the NSDAP in 1921. In 1923, he attempted a coup d'à ©tat in Munich, known as the Beer Hall Putsch. The failed coup resulted in Hitler's imprisonment, during which time he wrote his memoir, Mein Kampf . After his release in 1924, Hitler gained popular support by attacking the Treaty of Versailles and promoting Pan-Germanism, antisemitism, and anti-communism with charismatic oratory and Nazi propaganda. After his appointment as chancellor in 1933, he transformed the Weimar Republic into the Third Reich, a single-party dictatorship based on the totalitarian and autocratic ideology of Nazism. Hitler's aim was to establish a New Order of absolute Nazi German hegemony in co...

Ancient Rome and Bravery

BRAVERY what is the first thing that comes to mind when the word bravery is said? For most people a war hero or a superhero comes into their minds. Probably every language has a word for bravery, but there is only one true meaning. The word bravery is â€Å"showing a brave spirit or courage†(Random, p. 164) when hard times are thrust upon or happen to them. Bravery is not only what people do, but how they do it. The concept is also â€Å"showiness, splendor, and magnificence†(Random, p. 164). Bravery may be shown in different ways: a person may jump from a plane or walk on fire to show that he/she is truly brave. Then again, sometimes bravery is something that a person has inside him or her and is never shown as an action at all. For thousands of years, people have used words that describe the concept of bravery. The history, or etymology, of the English word bravery is as follows. The word originated in Latin as barbarous. The Romans who spoke Latin were warriors so it is logical they would have a word that talked about their courageous actions. The Vulgar Latin, which was spoken Latin, was transformed by Middle French in the middle Ages as well as by Middle English. This form of English was what was spoken in the 12th to 15thcenturies. From the Middle English evolved the English we speak today and with it, the word bravery. Throughout history, people have talked about the concept of bravery in many ways. The Greek writer and philosopher Euripides said, â€Å"The man who knows when not to act is wise. To my mind, bravery is forethought† (Euripides, p. 11). In the Middle Ages, George II of England said that â€Å"bravery never goes out of fashion† (George, p. 261). Later, Francoise de la Rockefoucould said, â€Å"True bravery is shown by performing without witness what one might be capable

Israel Wars essays

Israel Wars essays The History of the conflict in the Middle East is long and well documented. To many biased observers the history of the Arab/Israeli conflict is very one sided, with one government, or one people causing the continued wars between the neighboring states. But, as any social scientist will state, all international conflicts have more than one side, and usually are the result of escalating events surrounding, in this case religion and land. Thus, using this theory as a basis, we must assume that the conflict between Israel and its Arab neighbors is more complicated than a partial observer would see. This paper will examine the basic factors of Arab involvement and conflict with Israel and the involvement of the United States. In 1948, David Ben-Gurion in Tel Aviv read the Declaration of the Establishment of he State of Israel. The Arab states saw this as a creation of a Western State, backed by the British Empire, and thus an imperialistic entity in the Arab homeland. Considering the past 20 years of the Middle East was in continual conflict with imperial powers, the Arabs were naturally weary and afraid of any new imperialistic powers developing in the Middle East. In September 1947, the League of Arab States decided to resist by force the plan for the partition of Palestine into an Arab and a Jewish State, and when the Jewish state was created, the armies of the various Arab states entered into Palestine to show support against "Zionist" aggression. Since then, there have been four major Arab-Israeli wars (1947-49, 1956, 1967, and 1973) and numerous smaller battles. Although Egypt and Israel signed a peace treaty in 1979, hostility between Israel and the rest of its Arab neighbors, complicated by the demands of Palestinian Arabs, continue even today. The first Palestinine war began as a civil conflict between Palestinian Jews and Arabs following the United Nations recommendation of Nov. 29, 1947, to partition Palestine, then sti...

Banduras Social Learning Theory essays

Bandura's Social Learning Theory essays BACKGROUND OF SOCIAL LEARNING AND COGNITIVE THEORY Social learning and imitation was proposed by Miller and Dollard but rejected ideas of behaviorism related by association. It was a theory of learning, however, that did not account for new responses or the processes of delayed and non-reinforced imitations. Bandura widened the not yet developed parts of social learning theory in his book Social Learning and Personality Development written in 1963. It was not until the 1970s, that Bandura discovered there was something missing to the present day learning theories as well as his own social learning theory. The missing link to his theory were self-beliefs. This was identified in his writing Self-efficacy: Toward a unifying theory of behavioral change. Albert Bandura discovered the big debate in dealing with the concept of behaviorism. He felt that it was inadequate for describing complex human functioning and that it is a persons environment that causes behavior. He argued that the cause and effect relationship between environmental forces and behavior outcomes are reciprocal, that peoples environments and their behavior simultaneously create and affect each other. In his publication of Foundations of Thought and Action: A Social Cognitive Theory he stresses that people have certain understandings that allow them to have a certain amount of control over their feelings, actions, and thoughts. Bandura wrote, what people think, believe, and feel affects how they behave. This understandings or beliefs are based on five ideas: symbolizing, self-regulatory, self-reflexive, vicarious and forethought. They are also referred to as his five human competencies. As a result, human behavior is made from a combination of outside influences an d these five ideas. Banduras social learning or cognitive theory is best explained in three categories: observational learning, self-regulation, an...

Modernity versus Westernization Essay Example | Topics and Well Written Essays - 4250 words

Modernity versus Westernization - Essay Example Modernity is the concept by which there is a discontinuation of the past from the present. This discontinuity arises from social and cultural changes which occur through progress or decline. The premise is life in the present is different from life in the past. This is a view held globally and clashes with tradition which stipulates that the present is a continuation of the behaviour and events of the past and continue to be repeated. Modernity is viewed as a problem since it challenges and replaces the traditional way of life. It results in alternatives and unmanageable changes and that the present is merely a period of transition and is not directed towards a specific future goal. The changes happening at the present and in which will happen in the future are seen as products of forces beyond our control. Modernity presents a vast selection of alternatives such as in lifestyle and historical possibilities. In contrast, traditional culture offers the present a certain number of alte rnatives. The proliferation of alternatives is often seen as a threat to tradition and efforts are made to limit these alternatives.Westernisation is a form of modernity. There is discontinuity between the past and the present. However, there occurs a specific phenomenon in westernisation wherein traditional societies come under the influence of western culture. Western culture permeates and influences industry, technology, politics, law, economy, lifestyle, values, religion, and almost every niche and aspect of society. It had accelerated its influence throughout the world these past few centuries. It is related to the process of acculturation wherein changes happen within a society or culture when two different groups come into constant and direct contact with each other. The result are changes in the cultural patterns of one or both groups. In the case of westernisation, the changes in cultural patterns occurs in native societies as they come into contact with western cultures an d are exposed to their influences. B. Religion and social movements Many studies have shown that religion helps to mobilize resources for groups and organizations that are engaged in democratic movements or safeguard the interests of marginalized sectors. It provides much needed social capital and democratic skills that are requisites in democratic participation. As political alternatives and political discussions happen in civil society, religion provides sustaining support to it. Christian Smith's "disruptive religion" takes notice of the "religious assets for activism", many being cultural assets. His work shows that religion is important in social protest. His study on U.S. religious resistance to counterinsurgency activities in Central America gives insight on the moral outrage which served as the basis for "insurgent consciousness". Smith showed how certain individuals were made receptive to mobilization with religion moulding their sensibilities such that their violation results in outrage. Religious networks also made people "subjectively en gageable" to mobilization. Smith sees people as moral beings who try to create their lives out of external tensions and divisions (Wood 1995). Many of the changes that have occurred worldwide these past four decades can be attributed to or in part effected by religion. Many religious leaders have not only served as proponents or initiators, but have paid dearly with their lives. Religious nationalism has become active these recent decades, connecting religious convictions with the population's political and economic destiny. Many nationalist movements have incorporated the revival of traditionalist religious doctrines in their national identity and leadership. Among the strongest forces in religiously influenced social movements is Islamic nationalism which has influenced both national and international politics. The encroachment of western influence into the Muslim world during the 19th century spurred movements seeking the restoration of

Toyota - Market Trends Essay Example | Topics and Well Written Essays - 750 words

Toyota - Market Trends - Essay Example As a case in point, Toyota is suffering a bit as a result of its success with the baby-boomer generation in North America. It has come to be seen as Moms and Dads car. As a result, younger car buyers are seeking a more modern alternative; some are turning to Honda, others to Volkswagen. Toyotas challenge is to retain its positioning as dependable but as relevant to the lives of younger buyers. If Toyota fails to achieve this balance, it may suffer the same fate as Buick (Eugel 2008). There is a demand for new clean cars and hybrids manufactured by Toyota. Each year, Toyota sold 1.5 million hybrid vehicles. Reduce customer overall costs and efforts in terms of time involved in searching, acquiring, and using the new product. Simplify the purchasing process, make it convenient and a pleasant or entertaining experience overall. When several competitors use this same approach the linkage between brand and message is weakened. Along these lines, VW, Toyota, and Subaru all target young drivers. demand is heated by unique brand image of Toyota. Market saturation may have set in and investment spending may not be warranted. However, it is possible that a brand with a high BDI can make inroads in a high CDI area if the brands market share is relatively low. Once current user opportunities are exhausted, focus centers on nonusers. This shift typically does not mean that marketing support for current users is abandoned. Often, a segmentation strategy is implemented whereby support is given to current users as well as to nonusers (Kageyama and 2008). Recent years, a great impact on Toyota and its product range have climate-related regulations and â€Å"voluntary† measures demanded improved efficiency of new vehicles. The state are already thinking about complementarities between market-based measures and traditional regulation. Regulations for automakers are especially vital in Europe, where efforts to implement the Kyoto Protocol have revealed that some

Course project - Group G Essay Example | Topics and Well Written Essays - 2000 words

Course project - Group G - Essay Example In this case, in making sure requirements are quite understood, there is need to find out the actual driving changes in the levels of staffing for the company. In order to achieve this, one has to make sure he/she fully understands the business alongside its plans and strategies. Secondly, the company needs to find out the needs of the driving staffing. This encompasses establishing what actually creates or changes the company’s staffing requirements, whether defined by the staffing levels or skill levels (Thomas 118). It is worth noting that, more often than not, the requirements of staffing are driven by business activity changes, either services mix or product mix, the geographical expansion, service improvement, alongside similar factor as highlighted in chapter 5 of the staffing drivers. It also essential for the company to find out the constraints that regards staffing. Other than defining the staffing drivers, the company needs to identify the limiting factors in regard to the staffing levels required. For instance, supposing the marketing forecasts products to increase sales by on average 20 percent for the following year, and the levels of sales drives the sales reps required. Looking at it at the first glance, one would conclude that the increase it would be appropriate to increase the number of sales reps. However, maxing out the manufacturing capacity, and making sure that the manufacturing capacity remains unchanged in the next year, there is low likelihood that there would be additional products produced. This happening would imply that there is no likelihood of sales increasing since there would be no additional reps needed. Fourthly, in defining the staffing levels, the company needs to begin defining changes in both positions and roles. Before attempting to define the staffing levels of staffing required, the managers should first establish the roles alongside changes required in implementing business strategies and plans. In

Factors responsible for Industrial-Economic Revolution in America Essay Example for Free

Factors responsible for Industrial-Economic Revolution in America Essay The last decades of the nineteenth century saw tremendous development ion the industrial and economic sectors. The boundless economic expansion was triggered and augmented by the entrepreneurs like Carnegie, Rockefeller, J. P. Morgan etc. the innovations of the Thomas Edison. This scientific and technological adventures coupled with entrepreneurial risks and innovations introduced by great businessmen pushed America toward a new industrial era and helped it develop as an industrial-economic power. The history fabricated by many historians illustrates that late 19th century of American history is marked with the economic exploitations of robber barons† that deprived American citizens of the potential benefits of industrialization and collected huge profits for themselves. But some of the great industrialist and businessmen of the 19th century America like Carnegie, Vanderbilt, and Rockefeller helped America to establish itself on sound economic footings and constructed huge infrastructures of banks, railroads, steel mills and cities etc. Although these entrepreneurs were market oriented businessmen but whatever their ambitions and objectives were, they contributed in the industrial and business sector. Andrew Carnegie remained the greatest industrialist in American history. His entrepreneurial competencies and his business acumen were the foremost qualities that capacitated him to grasp every opportunity to build a well-advanced business empire. Livesays (1975) manifests that his ability â€Å"to recognize the potential of a new service or product and to seize upon an auspicious moment to associate himself with it. Time and again he manifested this acumen, shifting his talents from factory to telegraph, from telegraph to railroad, from railroad to iron and then steel, meanwhile investing his money in express companies, oil fields, sleeping cars, and telegraphs before he finally fused his energies and capital in Carnegie Steel† (19). Rockefeller and Morgan were the other businessmen who set an impetus for heavy industry; mass production and merger of small industries. They further capitalized on the new ideas, activities of scientist and technologists like Edison whose experimentation revolutionized the industrial world. Mergers and acquisitions were an important phenomenon that capacitated the American industry to grow by leaps and bounds. Morgan arranged the merger of Edison General Electric and Thompson-Houston Electric Company in 1892 and hence the great industrial conglomerate i. e. General Electric came into being. Morgan further established Federal Steel Company and later on merged it with Carnegie Steel Company. In 1901, he further assimilated many small steel and iron mills to establish the United States Steel Corporation. In this perspective, life of the laborers in this industrial domain was subject to long working hours and dangerous working settings. Several of the policies of the industries had only obligations for the workers but there rights were never recognized and granted. This resulted in the low production output as workers were not satisfied. This background led many labourers to try to institute the rights of the workers in the form of labor unions regardless of well-organized resistance from entrepreneurs and the courts. After the recognition of these labor unions, collective bargaining resulted in much improved wages and working conditions for the laborers as well the productivity. So the industrial development further progressed. So it is quite clear from the above-mentioned facts and supported arguments that American industrial and economic development in the last decades of the 19th century was primarily due to the endeavours of the great entrepreneurs, scientific and technological innovations and the emergence of labor unions.

Medical Data Analytics Using R

Medical Data Analytics Using R 1.) R for Recency => months since last donation, 2.) F for Frequency => total number of donation, 3.) M for Monetary => total amount of blood donated in c.c., 4.) T for Time => months since first donation and 5.) Binary variable => 1 -> donated blood, 0-> didnt donate blood. The main idea behind this dataset is the concept of relationship management CRM. Based on three metrics: Recency, Frequency and Monetary (RFM) which are 3 out of the 5 attributes of the dataset, we would be able to predict whether a customer is likely to donate blood again based to a marketing campaign. For example, customers who have donated or visited more currently (Recency), more frequently (Frequency) or made higher monetary values (Monetary) are more likely to respond to a marketing effort. Customers with less RFM score are less likely to react. It is also known in customer behavior, that the time of the first positive interaction (donation, purchase) is not significant. However, the Recency of the last donation is very important. In the traditional RFM implementation each customer is ranked based on his RFM value parameters against all the other customers and that develops a score for every customer. Customers with bigger scores are more likely to react in a positive way for example (visit again or donate). The model constructs the formula which could predict the following problem. Keep in repository only customers that are more likely to continue donating in the future and remove those who are less likely to donate, given a certain period of time. The previous statement also determines the problem which will be trained and tested in this project. Firstly, I created a .csv file and generated 748 unique random numbers in Excel in the domain [1,748] in the first column, which corresponds to the customers or users ID. Then I transferred the whole data from the .txt file (transfusion.data) to the .csv file in excel by using the delimited (,) option. Then I randomly split it in a train file and a test file. The train file contains the 530 instances and the test file has the 218 instances. Afterwards, I read both the training dataset and the test dataset. From the previous results, we can see that we have no missing or invalid values. Data ranges and units seem reasonable. Figure 1 above depicts boxplots of all the attributes and for both train and test datasets. By examining the figure, we notice that both datasets have similar distributions and there are some outliers (Monetary > 2,500) that are visible. The volume of blood variable has a high correlation with frequency. Because the volume of blood that is donated each time is fixed, the Monetary value is proportional to the Frequency (number of donations) each person gave. For example, if the amount of blood drawn in each person was 250 ml/bag (Taiwan Blood Services Foundation 2007) March then Monetary = 250*Frequency. This is also why in the predictive model we will not consider the Monetary attribute in the implementation. So, it is reasonable to expect that customers with higher frequency will have a lot higher Monetary value. This can be verified also visually by examining the Monetary outliers for the train set. We retrieve back 83 instances. In order, to understand better the statistical dispersion of the whole dataset (748 instances) we will look at the standard deviation (SD) between the Recency and the variable whether customer has donated blood (Binary variable) and the SD between the Frequency and the Binary variable.The distribution of scores around the mean is small, which means the data is concentrated. This can also be noticed from the plots. From this correlation matrix, we can verify what was stated above, that the frequency and the monetary values are proportional inputs, which can be noticed from their high correlation. Another observation is that the various Recency numbers are not factors of 3. This goes to opposition with what the description said about the data being collected every 3 months. Additionally, there is always a maximum number of times you can donate blood per certain period (e.g. 1 time per month), but the data shows that. 36 customers donated blood more than once and 6 customers had donated 3 or more times in the same month. The features that will be used to calculate the prediction of whether a customer is likely to donate again are 2, the Recency and the Frequency (RF). The Monetary feature will be dropped. The number of categories for R and F attributes will be 3. The highest RF score will be 33 equivalent to 6 when added together and the lowest will be 11 equivalent to 2 when added together. The threshold for the added score to determine whether a customer is more likely to donate blood again or not, will be set to 4 which is the median value. The users will be assigned to categories by sorting on RF attributes as well as their scores. The file with the donators will be sorted on Recency first (in ascending order) because we want to see which customers have donated blood more recently. Then it will be sorted on frequency (in descending order this time because we want to see which customers have donated more times) in each Recency category. Apart from sorting, we will need to apply some business rules that have occurred after multiple tests: For Recency (Business rule 1): If the Recency in months is less than 15 months, then these customers will be assigned to category 3. If the Recency in months is equal or greater than 15 months and less than 26 months, then these customers will be assigned to category 2. Otherwise, if the Recency in months is equal or greater than 26 months, then these customers will be assigned to category 1 And for Frequency (Business rule 2): If the Frequency is equal or greater than 25 times, then these customers will be assigned to category 3. If the Frequency is less than 25 times or greater than 15 months, then these customers will be assigned to category 2. If the Frequency is equal or less than 15 times, then these customers will be assigned to category 1 RESULTS The output of the program are two smaller files that have resulted from the train file and the other one from the test file, that have excluded several customers that should not be considered future targets and kept those that are likely to respond. Some statistics about the precision, recall and the balanced F-score of the train and test file have been calculated and printed. Furthermore, we compute the absolute difference between the results retrieved from the train and test file to get the offset error between these statistics. By doing this and verifying that the error numbers are negligible, we validate the consistency of the model implemented. Moreover, we depict two confusion matrices one for the test and one for the training by calculating the true positives, false negatives, false positives and true negatives. In our case, true positives correspond to the customers (who donated on March 2007) and were classified as future possible donators. False negatives correspond to the customers (who donated on March 2007) but were not classified as future possible targets for marketing campaigns. False positives correlate to customers (who did not donate on March 2007) and were incorrectly classified as possible future targets. Lastly, true negatives which are customers (who did not donate on March 2007) and were correctly classified as not plausible future donators and therefore removed from the data file. By classification we mean the application of the threshold (4) to separate those customers who are more likely and less likely to donate again in a certain future period. Lastly, we calculate 2 more single value metrics for both train and test files the Kappa Statistic (general statistic used for classification systems) and Matthews Correlation Coefficient or cost/reward measure. Both are normalized statistics for classification systems, its values never exceed 1, so the same statistic can be used even as the number of observations grows. The error for both measures are MCC error: 0.002577   and Kappa error:   0.002808, which is very small (negligible), similarly with all the previous measures. REFERENCES UCI Machine Learning Repository (2008) UCI machine learning repository: Blood transfusion service center data set. Available at: http://archive.ics.uci.edu/ml/datasets/Blood+Transfusion+Service+Center (Accessed: 30 January 2017). Fundation, T.B.S. (2015) Operation department. Available at: http://www.blood.org.tw/Internet/english/docDetail.aspx?uid=7741pid=7681docid=37144 (Accessed: 31 January 2017). The Appendix with the code starts below. However the whole code has been uploaded on my Git Hub profile and this is the link where it can be accessed. https://github.com/it21208/RassignmentDataAnalysis/blob/master/RassignmentDataAnalysis.R library(ggplot2) library(car)   # read training and testing datasets traindata à ¯Ã†â€™Ã… ¸Ãƒâ€šÃ‚   read.csv(C:/Users/Alexandros/Dropbox/MSc/2nd Semester/Data analysis/Assignment/transfusion.csv) testdata à ¯Ã†â€™Ã… ¸Ãƒâ€šÃ‚   read.csv(C:/Users/Alexandros/Dropbox/MSc/2nd Semester/Data analysis/Assignment/test.csv) # assigning the datasets to dataframes dftrain à ¯Ã†â€™Ã… ¸ data.frame(traindata) dftest à ¯Ã†â€™Ã… ¸ data.frame(testdata) sapply(dftrain, typeof) # give better names to columns names(dftrain)[1] à ¯Ã†â€™Ã… ¸ ID names(dftrain)[2] à ¯Ã†â€™Ã… ¸ recency names(dftrain)[3]à ¯Ã†â€™Ã… ¸frequency names(dftrain)[4]à ¯Ã†â€™Ã… ¸cc names(dftrain)[5]à ¯Ã†â€™Ã… ¸time names(dftrain)[6]à ¯Ã†â€™Ã… ¸donated # names(dftest)[1]à ¯Ã†â€™Ã… ¸ID names(dftest)[2]à ¯Ã†â€™Ã… ¸recency names(dftest)[3]à ¯Ã†â€™Ã… ¸frequency names(dftest)[4]à ¯Ã†â€™Ã… ¸cc names(dftest)[5]à ¯Ã†â€™Ã… ¸time names(dftest)[6]à ¯Ã†â€™Ã… ¸donated # drop time column from both files dftrain$time à ¯Ã†â€™Ã… ¸ NULL dftest$time à ¯Ã†â€™Ã… ¸ NULL #   sort (train) dataframe on Recency in ascending order sorted_dftrain à ¯Ã†â€™Ã… ¸ dftrain[ order( dftrain[,2] ), ] #   add column in (train) dataframe -   hold score (rank) of Recency for each customer sorted_dftrain[ , Rrank] à ¯Ã†â€™Ã… ¸ 0 #   convert train file from dataframe format to matrix matrix_train à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftrain, as.numeric)) #   sort (test) dataframe on Recency in ascending order sorted_dftest à ¯Ã†â€™Ã… ¸ dftest[ order( dftest[,2] ), ] #   add column in (test) dataframe -hold score (rank) of Recency for each customer sorted_dftest[ , Rrank] à ¯Ã†â€™Ã… ¸ 0 #   convert train file from dataframe format to matrix matrix_test à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftest, as.numeric)) # categorize matrix_train and add scores for Recency apply business rule for(i in 1:nrow(matrix_train)) { if (matrix_train [i,2]   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_train [i,6] à ¯Ã†â€™Ã… ¸ 3 } else if ((matrix_train [i,2] = 15)) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_train [i,6] à ¯Ã†â€™Ã… ¸ 2 } else {   matrix_train [i,6] à ¯Ã†â€™Ã… ¸ 1   }   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   } # categorize matrix_test and add scores for Recency apply business rule for(i in 1:nrow(matrix_test)) { if (matrix_test [i,2]   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_test [i,6] à ¯Ã†â€™Ã… ¸ 3 } else if ((matrix_test [i,2] = 15)) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_test [i,6] à ¯Ã†â€™Ã… ¸ 2 } else {   matrix_test [i,6] à ¯Ã†â€™Ã… ¸ 1 }   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   } # convert matrix_train back to dataframe sorted_dftrain à ¯Ã†â€™Ã… ¸ data.frame(matrix_train) # sort dataframe 1rst by Recency Rank (desc.) then by Frequency (desc.) sorted_dftrain_2à ¯Ã†â€™Ã… ¸ sorted_dftrain[order(-sorted_dftrain[,6], -sorted_dftrain[,3] ), ] # add column in train dataframe- hold Frequency score (rank) for each customer sorted_dftrain_2[ , Frank] à ¯Ã†â€™Ã… ¸ 0 # convert dataframe to matrix matrix_train à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftrain_2, as.numeric)) # convert matrix_test back to dataframe sorted_dftest à ¯Ã†â€™Ã… ¸ data.frame(matrix_test) # sort dataframe 1rst by Recency Rank (desc.) then by Frequency (desc.) sorted_dftest2 à ¯Ã†â€™Ã… ¸ sorted_dftest[ order( -sorted_dftest[,6], -sorted_dftest[,3] ), ] # add column in test dataframe- hold Frequency score (rank) for each customer sorted_dftest2[ , Frank] à ¯Ã†â€™Ã… ¸ 0 # convert dataframe to matrix matrix_test à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftest2, as.numeric)) #categorize matrix_train, add scores for Frequency for(i in 1:nrow(matrix_train)){    if (matrix_train[i,3] >= 25) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_train[i,7] à ¯Ã†â€™Ã… ¸ 3    } else if ((matrix_train[i,3] > 15) (matrix_train[i,3]   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_train[i,7] à ¯Ã†â€™Ã… ¸ 2    } else {   matrix_train[i,7] à ¯Ã†â€™Ã… ¸ 1   }   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   } #categorize matrix_test, add scores for Frequency for(i in 1:nrow(matrix_test)){    if (matrix_test[i,3] >= 25) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_test[i,7] à ¯Ã†â€™Ã… ¸ 3    } else if ((matrix_test[i,3] > 15) (matrix_test[i,3]   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   matrix_test[i,7] à ¯Ã†â€™Ã… ¸ 2    } else {  Ãƒâ€šÃ‚   matrix_test[i,7] à ¯Ã†â€™Ã… ¸ 1   } } #   convert matrix test back to dataframe sorted_dftrain à ¯Ã†â€™Ã… ¸ data.frame(matrix_train) # sort (train) dataframe 1rst on Recency rank (desc.) 2nd Frequency rank (desc.) sorted_dftrain_2 à ¯Ã†â€™Ã… ¸ sorted_dftrain[ order( -sorted_dftrain[,6], -sorted_dftrain[,7] ), ] # add another column for the Sum of Recency rank and Frequency rank sorted_dftrain_2[ , SumRankRAndF] à ¯Ã†â€™Ã… ¸ 0 # convert dataframe to matrix matrix_train à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftrain_2, as.numeric)) #   convert matrix test back to dataframe sorted_dftest à ¯Ã†â€™Ã… ¸ data.frame(matrix_test) # sort (train) dataframe 1rst on Recency rank (desc.) 2nd Frequency rank (desc.) sorted_dftest2 à ¯Ã†â€™Ã… ¸ sorted_dftest[ order( -sorted_dftest[,6],   -sorted_dftest[,7] ), ] # add another column for the Sum of Recency rank and Frequency rank sorted_dftest2[ , SumRankRAndF] à ¯Ã†â€™Ã… ¸ 0 # convert dataframe to matrix matrix_test à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftest2, as.numeric)) # sum Recency rank and Frequency rank for train file for(i in 1:nrow(matrix_train)) { matrix_train[i,8] à ¯Ã†â€™Ã… ¸ matrix_train[i,6] + matrix_train[i,7] } # sum Recency rank and Frequency rank for test file for(i in 1:nrow(matrix_test)) { matrix_test[i,8] à ¯Ã†â€™Ã… ¸ matrix_test[i,6] + matrix_test[i,7] } # convert matrix_train back to dataframe sorted_dftrain à ¯Ã†â€™Ã… ¸ data.frame(matrix_train) # sort train dataframe according to total rank in descending order sorted_dftrain_2 à ¯Ã†â€™Ã… ¸ sorted_dftrain[ order( -sorted_dftrain[,8] ), ] # convert sorted train dataframe matrix_train à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftrain_2, as.numeric)) # convert matrix_test back to dataframe sorted_dftest à ¯Ã†â€™Ã… ¸ data.frame(matrix_test) # sort test dataframe according to total rank in descending order sorted_dftest2 à ¯Ã†â€™Ã… ¸ sorted_dftest[ order( -sorted_dftest[,8] ), ] # convert sorted test dataframe to matrix matrix_test à ¯Ã†â€™Ã… ¸ as.matrix(sapply(sorted_dftest2, as.numeric)) # apply business rule check count customers whose score >= 4 and that Have Donated, train file # check count for all customers that have donated in the train dataset count_train_predicted_donations à ¯Ã†â€™Ã… ¸ 0 counter_train à ¯Ã†â€™Ã… ¸ 0 number_donation_instances_whole_train à ¯Ã†â€™Ã… ¸ 0 false_positives_train_counter à ¯Ã†â€™Ã… ¸ 0 for(i in 1:nrow(matrix_train)) {    if ((matrix_train[i,8] >= 4) (matrix_train[i,5] == 1)) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   count_train_predicted_donations = count_train_predicted_donations + 1   } if ((matrix_train[i,8] >= 4) (matrix_train[i,5] == 0)) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   false_positives_train_counter = false_positives_train_counter + 1}    if (matrix_train[i,8] >= 4) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   counter_train à ¯Ã†â€™Ã… ¸ counter_train + 1   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   }    if (matrix_train[i,5] == 1) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   number_donation_instances_whole_train à ¯Ã†â€™Ã… ¸ number_donation_instances_whole_train + 1    } } # apply business rule check count customers whose score >= 4 and that Have Donated, test file # check count for all customers that have donated in the test dataset count_test_predicted_donations à ¯Ã†â€™Ã… ¸ 0 counter_test à ¯Ã†â€™Ã… ¸ 0 number_donation_instances_whole_test à ¯Ã†â€™Ã… ¸ 0 false_positives_test_counter à ¯Ã†â€™Ã… ¸ 0 for(i in 1:nrow(matrix_test)) {    if ((matrix_test[i,8] >= 4) (matrix_test[i,5] == 1)) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   count_test_predicted_donations = count_test_predicted_donations + 1   } if ((matrix_test[i,8] >= 4) (matrix_test[i,5] == 0)) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   false_positives_test_counter = false_positives_test_counter + 1}    if (matrix_test[i,8] >= 4) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   counter_test à ¯Ã†â€™Ã… ¸ counter_test + 1   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   }    if (matrix_test[i,5] == 1) {   Ãƒâ€šÃ‚  Ãƒâ€šÃ‚  Ãƒâ€šÃ‚   number_donation_instances_whole_test à ¯Ã†â€™Ã… ¸ number_donation_instances_whole_test + 1   Ãƒâ€šÃ‚   } } # convert matrix_train to dataframe dftrain à ¯Ã†â€™Ã… ¸ data.frame(matrix_train) # remove the group of customers who are less likely to donate again in the future from train file dftrain_final à ¯Ã†â€™Ã… ¸ dftrain[c(1:counter_train),1:8] # convert matrix_train to dataframe dftest à ¯Ã†â€™Ã… ¸ data.frame(matrix_test) # remove the group of customers who are less likely to donate again in the future from test file dftest_final à ¯Ã†â€™Ã… ¸ dftest[c(1:counter_test),1:8] # save final train dataframe as a CSV in the specified directory reduced target future customers write.csv(dftrain_final, file = C:\Users\Alexandros\Dropbox\MSc\2nd Semester\Data analysis\Assignment\train_output.csv, row.names = FALSE) #save final test dataframe as a CSV in the specified directory reduced target future customers write.csv(dftest_final, file = C:\Users\Alexandros\Dropbox\MSc\2nd Semester\Data analysis\Assignment\test_output.csv, row.names = FALSE) #train precision=number of relevant instances retrieved / number of retrieved instances collect.530 precision_train à ¯Ã†â€™Ã… ¸Ãƒâ€šÃ‚   count_train_predicted_donations / counter_train # train recall = number of relevant instances retrieved / number of relevant instances in collect.530 recall_train à ¯Ã†â€™Ã… ¸ count_train_predicted_donations / number_donation_instances_whole_train # measure combines PrecisionRecall is harmonic mean of PrecisionRecall balanced F-score for # train file f_balanced_score_train à ¯Ã†â€™Ã… ¸ 2*(precision_train*recall_train)/(precision_train+recall_train) # test precision precision_test à ¯Ã†â€™Ã… ¸ count_test_predicted_donations / counter_test # test recall recall_test à ¯Ã†â€™Ã… ¸ count_test_predicted_donations / number_donation_instances_whole_test # the balanced F-score for test file f_balanced_score_test à ¯Ã†â€™Ã… ¸ 2*(precision_test*recall_test)/(precision_test+recall_test) # error in precision error_precision à ¯Ã†â€™Ã… ¸ abs(precision_train-precision_test) # error in recall error_recall à ¯Ã†â€™Ã… ¸ abs(recall_train-recall_test) # error in f-balanced scores error_f_balanced_scores à ¯Ã†â€™Ã… ¸ abs(f_balanced_score_train-f_balanced_score_test) # Print Statistics for verification and validation cat(Precision with training dataset: , precision_train) cat(Recall with training dataset: , recall_train) cat(Precision with testing dataset: , precision_test) cat(Recall with testing dataset: , recall_test) cat(The F-balanced scores with training dataset: , f_balanced_score_train) cat(The F-balanced scores with testing dataset:   , f_balanced_score_test) cat(Error in precision: , error_precision) cat(Error in recall: , error_recall) cat(Error in F-balanced scores: , error_f_balanced_scores) # confusion matrix (true positives, false positives, false negatives, true negatives) # calculate true positives for train which is the variable count_train_predicted_donations # calculate false positives for train which is the variable false_positives_train_counter # calculate false negatives for train false_negatives_for_train à ¯Ã†â€™Ã… ¸ number_donation_instances_whole_train count_train_predicted_donations # calculate true negatives for train true_negatives_for_train à ¯Ã†â€™Ã… ¸ (nrow(matrix_train) number_donation_instances_whole_train) false_positives_train_counter collect_trainà ¯Ã†â€™Ã… ¸c(false_positives_train_counter, true_negatives_for_train, count_train_predicted_donations, false_negatives_for_train) # calculate true positives for test which is the variable count_test_predicted_donations # calculate false positives for test which is the variable false_positives_test_counter # calculate false negatives for test false_negatives_for_test à ¯Ã†â€™Ã… ¸ number_donation_instances_whole_test count_test_predicted_donations # calculate true negatives for test true_negatives_for_testà ¯Ã†â€™Ã… ¸(nrow(matrix_test)-number_donation_instances_whole_test)- false_positives_test_counter collect_test à ¯Ã†â€™Ã… ¸ c(false_positives_test_counter, true_negatives_for_test, count_test_predicted_donations, false_negatives_for_test) TrueCondition à ¯Ã†â€™Ã… ¸ factor(c(0, 0, 1, 1)) PredictedCondition à ¯Ã†â€™Ã… ¸ factor(c(1, 0, 1, 0)) # print confusion matrix for train df_conf_mat_train à ¯Ã†â€™Ã… ¸ data.frame(TrueCondition,PredictedCondition,collect_train) ggplot(data = df_conf_mat_train, mapping = aes(x = PredictedCondition, y = TrueCondition)) +    geom_tile(aes(fill = collect_train), colour = white) +    geom_text(aes(label = sprintf(%1.0f, collect_train)), vjust = 1) +    scale_fill_gradient(low = blue, high = red) +    theme_bw() + theme(legend.position = none) #   print confusion matrix for test df_conf_mat_test à ¯Ã†â€™Ã… ¸ data.frame(TrueCondition,PredictedCondition,collect_test) ggplot(data =   df_conf_mat_test, mapping = aes(x = PredictedCondition, y = TrueCondition)) +    geom_tile(aes(fill = collect_test), colour = white) +    geom_text(aes(label = sprintf(%1.0f, collect_test)), vjust = 1) +    scale_fill_gradient(low = blue, high = red) +    theme_bw() + theme(legend.position = none) # MCC = (TP * TN FP * FN)/sqrt((TP+FP) (TP+FN) (FP+TN) (TN+FN)) for train values mcc_train à ¯Ã†â€™Ã… ¸ ((count_train_predicted_donations * true_negatives_for_train) (false_positives_train_counter * false_negatives_for_train))/sqrt((count_train_predicted_donations+false_positives_train_counter)*(count_train_predicted_donations+false_negatives_for_train)*(false_positives_train_counter+true_negatives_for_train)*(true_negatives_for_train+false_negatives_for_train)) # print MCC for train cat(Matthews Correlation Coefficient for train: ,mcc_train) # MCC = (TP * TN FP * FN)/sqrt((TP+FP) (TP+FN) (FP+TN) (TN+FN)) for test values mcc_test à ¯Ã†â€™Ã… ¸ ((count_test_predicted_donations * true_negatives_for_test) (false_positives_test_counter * false_negatives_for_test))/sqrt((count_test_predicted_donations+false_positives_test_counter)*(count_test_predicted_donations+false_negatives_for_test)*(false_positives_test_counter+true_negatives_for_test)*(true_negatives_for_test+false_negatives_for_test)) # print MCC for test cat(Matthews Correlation Coefficient for test: ,mcc_test) # print MCC err between train and err cat(Matthews Correlation Coefficient error: ,abs(mcc_train-mcc_test)) # Total = TP + TN + FP + FN for train total_train à ¯Ã†â€™Ã… ¸ count_train_predicted_donations + true_negatives_for_train + false_positives_train_counter + false_negatives_for_train # Total = TP + TN + FP + FN for test   total_test à ¯Ã†â€™Ã… ¸ count_test_predicted_donations + true_negatives_for_test + false_positives_test_counter + false_negatives_for_test # totalAccuracy = (TP + TN) / Total for train values totalAccuracyTrain à ¯Ã†â€™Ã… ¸ (count_train_predicted_donations + true_negatives_for_train)/ total_train # totalAccuracy = (TP + TN) / Total for test values totalAccuracyTest à ¯Ã†â€™Ã… ¸ (count_test_predicted_donations + true_negatives_for_test)/ total_test # randomAccuracy = ((TN+FP)*(TN+FN)+(FN+TP)*(FP+TP)) / (Total*Total)   for train values randomAccuracyTrainà ¯Ã†â€™Ã… ¸((true_negatives_for_train+false_positives_train_counter)*(true_negatives_for_train+false_negatives_for_train)+(false_negatives_for_train+count_train_predicted_donations)*(false_positives_train_counter+count_train_predicted_donations))/(total_train*total_train) # randomAccuracy = ((TN+FP)*(TN+FN)+(FN+TP)*(FP+TP)) / (Total*Total)   for test values randomAccuracyTestà ¯Ã†â€™Ã… ¸((true_negatives_for_test+false_positives_test_counter)*(true_negatives_for_test+false_negatives_for_test)+(false_negatives_for_test+count_test_predicted_donations)*(false_positives_test_counter+count_test_predicted_donations))/(total_test*total_test) # kappa = (totalAccuracy randomAccuracy) / (1 randomAccuracy) for train kappa_train à ¯Ã†â€™Ã… ¸ (totalAccuracyTrain-randomAccuracyTrain)/(1-randomAccuracyTrain) # kappa = (totalAccuracy randomAccuracy) / (1 randomAccuracy) for test kappa_test à ¯Ã†â€™Ã… ¸ (totalAccuracyTest-randomAccuracyTest)/(1-randomAccuracyTest) # print kappa error cat(Kappa error: ,abs(kappa_train-kappa_test))

Essay --

Three Gorges Dam, the largest hydropower in the world, has claimed to be a project that gives â€Å"hope† to the people in China. Located on the Yangtze River, the third longest river in the world, the Three Gorges Dam is the symbol of China’s technology and economic progress. For years, the government has claimed that it could benefit people’s living quality by improving the navigation on Yangtze River, providing hydroelectric power, and improving flood control. But does it true? Do the people in China get any benefit from this project? This paper will discuss about the environmental impact, the social consequence, and the current status of Government’s plans toward the Three Gorges Dam. Flood control is the main reason for building the Three Gorges Dam. Since Han Dynasty (300BC), flood has been killed millions of lives, and destroyed millions of acres of farmland and homes every ten years. Billions of money has been spent on recovering the damage. The Three Gorges Dam is meant to be responsible for controlling the flood by changing the water height of the reservoir upstream from the dam according to season. It was planned to allow the water level to reach 185 meters above the sea level during the dry season, from November to April, and reduce to 135 meters during flooding months in order to attempt to contain flood waters. ("Biggest flood control,") Energy production is the second major reason for the construction of Three Gorges Dam. China’s demand of energy has been increasing rapidly that the Government have to find ways to fulfill the huge demand. The Three Gorges Dam becomes one of the solutions in meeting the needs. According to China Three Gorges Corporation, the dam contains twenty-six turbines, each generating 700MW, thus ... ...s very inefficient. Besides hydroelectricity, China has a lot of potential in other alternative energy, like wind energy and solar power. The investment of these alternative energy could be cheaper and faster compare with the large dam. According to the China Academy of Meteorological Sciences, the potential of wind energy is massive, with 235 GW of practical onshore wind power potential and 750GW offshore. For the solar power, China is already a global manufacturer of PV panels which makes it likely to have a large market for grid-tied solar in the future. ("Three gorges dam:," 2008). The Chinese government’s goal is to get 15% of electricity from renewable sources by 2020. With the strong financial and political power of China government, China could become the world leader of energy revolution while protecting the environment and human rights at the same time.