Global Strategy FrogPubs Essay Example | Topics and Well Written Essays - 1500 words

Global Strategy FrogPubs - Essay Example The examination and the evaluation of the strategic choices and actions of Paul and Thor have led to the conclusion that their business would not actually have many chances to survive within the French market; it could be further noted that signs existed even regarding the inability of the firm to be successfully established in the specific market; but it seems that these signs were ignored – or at least, they were wrongly interpreted. The position of FrogPubs within the French market can be characterized as quite satisfactory; based on the fact that in Paris there is no similar pub – in accordance with the market research developed by Paul and Thor – it could be stated that FrogPubs would have many prospects to achieve a high growth. On the other hand, the market in Paris would be appropriate for the enterprise of such kind – having in mind that because of its geographical position, Paris has many tourists and visitors from England who would be expected to visit FrogPubs – since there is no similar enterprise across Paris. However, the strategic position of FrogPubs would be evaluated using additional criteria: the type of activities of an enterprise is not decisive in regard to its potentials for growth; rather, various elements in the internal and external organizational environment should be examined in order to evaluate whether the specific enterprise would have chances to survive t owards its rivals in the industry under examination. In this context, the strategic choices of Paul and Thor need to be examined and criticized; recommendations would be then produced based on the feasibility and the viability of the particular project – even in the short term.Thor can be characterized as successful – under common market conditions. No problems regarding their cooperation or communication appeared during the development of their project; their failure to understand the market practices has been irrelevant with their potentials to establish a successful partnership – which is not evaluated only in terms of the profits achieved but also in terms of the quality of communication and cooperation between the partners.

Silas Marner Essay Example for Free

Silas Marner Essay We expect that the relationship between a parent and a child is affectionate and caring; however, George Elliot explores and shows the reader that this is not always the case and relationships between different families are all very different. In the book there are many examples of relationships between parents and children. These include the relationship between Silas and Eppie, Squire Cass, Godfry and Dunstan also Godfry and Eppie. The Case of Godfry and Nancy’s sadness over not being able to have children also arises in the novel. One of the relationships between mother and child is Molly and Eppie. Molly was married to Godfrey and the only person who knew about his ‘secret’ life was his brother Dunstan. Molly was addicted to drugs and she lived in poverty, her relationship with Eppie was destroyed by her addiction, the only love Molly had in her life was the love to drugs. Instead of devoting herself to bringing up Eppie she devoted herself to being drugs. Perhaps this addiction was because Godfrey let her down and was ashamed of her so she had to rely on something and for her it was drugs. When Godfrey realises that his wife passed away, the expression ‘a weight was lifted of his shoulders’ is very relevant. Godfreys’ secret was kept and he was not prepared to claim Eppie even though she was motherless. As he was ‘free,’ he could now propose to Nancy without worrying about his wife. Godfrey entered this secret marriage as he was young and foolish, however he realised his mistakes when he realises he loves Nancy. He couldn’t get out of his marriage with Molly as Molly threatened to tell his father, so Godfrey would rather have a secret marriage than shame upon his name. However, Dunstan knew about Godfrey’s ‘secret’ life and having a family of his own, he constantly manipulated Godfrey over this, Godfrey did most of what his brother said as he was afraid that his brother was going to tell his father. Godfreys’ upbringing could be reflected on how he treated his wife and daughter. Godfrey was basically abandoned by his father, and was mostly brought up by his brother Dunstan. The Squire spent most of his hours in the local pub â€Å"the Rainbow† as he liked to drink and Dunstan became a lot like his father, he liked to drink and gamble; the villagers described him as â€Å"a spiteful jeering felloe†. If Godfrey and Dunstan had a mother raising  them and a father setting a better example, Dunstan and Godfrey would have more interests and be able to talk to each other instead of being afraid of their own father; keeping secrets from him and being afraid of him finding out the truth. The Squire’s household has no women to influence the upbringing of the two children, yet nor does Silas’, the upbringing of the children is very different because the Squire is harsh and Silas is very different in which he is very sympathetic towards others. Squire Cass is a man with authority and money who has to bring two children up. In Victorian England, child rearing and the development of good families were considered as a female role. The relationship between Silas and Eppie is one of the key parent-child relationships in the novel. A lonely man, feared by many villagers, is changed into a man who was admired by all of the villagers; he was changed by his adopted daughter Eppie. Throughout his life with Eppie, Silas regained his sense of faith and community. She changed his perspective of life, and taught him how to value human affection rather than gold. Eppie came into his life through an open door (which which could symbolise new place and a new beginning) and lay asleep by the hearth- in Celtic traditions the hearth was the heart of the home. Silas mistakes her golden curls for his lost money, he is stunned by her appearance just as he was when his money disappeared â€Å"Gold!brought back to him as mysteriously as it had been taken away! He felt his heart begin to beat violently, and for a few moments he was unable to stretch out his hand and grasp the treasure.† The child has the same affect on Silas as the gold does; the most important thing in Silas’ life was his gold. A metaphor; she becomes his new treasure. On first sight of Eppie, Silas associates her with gold and treasure. After calling upon a doctor to examine Molly, who is pronounced dead, Godfrey asks Silas â€Å"You’ll take the child to the parish to-morrow?† Godfrey recognises his child but he does not want anyone to know he is the father and he is willing to give her away. Silas wants to keep the child because he sees them both as lone creatures â€Å"it’s a lone thing and I’m a lone thing†. There is affinity between them and he is determined to bring her up himself as the child fills a gap that Silas has been missing- Love. From the start, there was a strong bond between Silas and Eppie. It is very  ironic how Silas, a stranger towards Eppie wants to be a father towards her, but her real father wants to offer her to a parish. Feeling sorry for his actions Godfrey gives money to Silas to buy clothes for Eppie so he feels he has given something towards her upbringing. In a short while, Silas becomes extremely attached and very possessive over Eppie, this is because he wants to bring her up himself; he wants to act like a father towards her. â€Å"I want to do things for myself, else it may get fond o’ some-body else, and not fond o’ me.† Love is jealous, with Silas only wanting Eppie to love him and no one else. Silas has a big desire to be loved, with this true and pure bond between them , Eppie transforms Silas’ life in many ways, she forms a ‘bridge’ between him and the villagers, with this link with the other villagers, he receives advice on how to bring Eppie up and they think of him as a good person. In Victorian England, to have a well brought up child, discipline and several beatings were the key. There was a strong belief that that children had to be ‘trained’ to be good, however Silas’ approach to disciplining Eppie was very different from how the other villagers punished their children. Silas tried to punish Eppie, after persuasion by Dolly, by putting Eppie in the coal hole but after â€Å"a little cry† he let her out again â€Å"she’s got no tricks but what she’ll grow out of.† In Victorian England the reader would be very surprised about his decision not to punish the child however a modern reader would think of his decision as being a typical loving parent. Silas’s decision on bringing up Eppie discipline free worked, she grew up to be a polite young woman. In the end after sixteen years, Godfrey confesses to Eppie about being her biological father, though she declines the offer to live with him and his newly wedded wife, the reader feels the true and loving relationship between Silas and Eppie as she chooses to stay with him â€Å"I can’t feel as I’ve got any father but one† referring to Silas. At the end of the novel Silas and Eppie stay together, the reader sees that she chooses the poor man over the rich, as there is love and care between them. The message seems to be that family affection can be found not in the well known richest families but in the poor families. The wealthiest family looses everything, for example, Dunstan dies and Nancy cannot produce a healthy child and it passes away (this could be a consequence as Godfrey  rejects his own child instead of taking responsibility of it). He gains a wife, but not the family he wanted.

Behaviourist And Cognitive Approach To Learning Theories

Behaviourist And Cognitive Approach To Learning Theories The two main influential learning approaches are the behaviourist and the cognitive approach to learning theories. This report critically evaluates how learning theories are applied in the 14-19 Applied Science classroom. It examines how behaviourism, although an outdated theory, is still relevant in the modern classroom and is still used in developing the rewards and sanctions policies of the modern school. The impact of Piagets theory of cognitive development is evaluated and what possible difficulties might arise if they were applied exactly as Piaget dictated. The impact of adhering rigorously to Piaget maturational stages is criticised and how it might not be possible to adhere to set ages for progression in a school. Kolb, Vygotsky and Bruners constructivist approaches are compared and shown that, when applied to a motivated class they work as they were originally intended and yet when applied to a more disaffected class, they arent as easily applied. The science classroom is an inherently dangerous place for students to work in (Frost, Turner 2005, p.168). It is therefore necessary to instil a level of discipline in the students, to ensure they minimize the dangers to themselves and others in the science classroom. It is necessary to condition (Child 1997, pp.114-121)the students to behave when certain commands are issued. Behaviour theorists believed that the mind was a blank slate tabula rasa and that we could observe the response to stimulus that happened to an organism. Watson thought that a response is more likely to be connected to an environmental event (stimulus), if that stimulus-response is repeated regularly and with a short period of time between them (Child 1997, p.115). Thorndike showed that the student is less likely to repeat negative stimulus-responses, which therefore means that there will be an increase in the positive stimulus-responses, until a correct response is repeated regularly. The stimulus-response is then reinforced whenever a positive result is produced.(Child 1997, pp.114-121). Skinner made several conclusions from his findings in Operant Conditioning (Child 1997, pp.119-121). The steps taken in the conditioning process must be small. Regular rewards are required at the early stages, but once the conditioning is reflexive, rewards can be given less regularly. The rewards must come immediately or shortly after a positive response to ensure maximum effectiveness (feedback) (Child 1997, pp.114-121) When discussing learning theories, its necessary to mention Pavlov due to the importance held in his work, even if it doesnt really directly affect the classroom. Pavlov pioneered the idea of classical conditioning with his famous experiment where he taught dogs to salivate, when a stimulus was applied, just before food was given to them. The dogs eventually associated the ringing of the bell with the arrival of food and salivated in anticipation of the food arriving (Child 1997, pp.116-118). Pavlovs work does not directly link to teaching in the classroom, but it does apply, in that the students may be conditioned, to have a memory or a response to an event that happens within the classroom environment. During my lessons I tried to implement Watson, Thorndikes and Skinners theory of Operant Conditioning in the classroom to modify the behaviour of the class. The goal was to condition the students to reflexively stop talking when I moved to a certain area of the room; using the theory that the students would repeat behaviour that received a positive response, and not repeat behaviour that received a negative response. I initially started to modify their behaviour by moving to the left of the front desk, holding my hand up and waiting for silence in the same spot, every time I required them to stop talking and listen. Initially it was necessary to ask for silence and remind them that I was waiting to talk. In some cases it was necessary to issue a sanction as per the science departments rules of two warnings, then issuing a detention or keeping them in for part of their break if, if they didnt stop talking quickly enough. If the class stopped talking quickly, they would be rewarded wit h praise and if the lesson had gone well a class reward of a game or competition at the end, if it was appropriate. Positive feedback about performance is said to have a positive effect on future performance. Skinner called it reinforcement; Thorndike called it The Law of Effect.(Child 1997, pp.115-121) McAllister et al. (1969) found that praising students not only acted as a positive reinforcement of behaviour, but that the praise may have also worked by causing peer group pressure in the class to reduce inappropriate behaviour, because the negative behaviour reflected on the class as a whole (McAllister et al. 1969). Banduras Social Learning Theory would say that the students were not only being conditioned to respond to the teacher, but also learning from their peers actions as to what was appropriate behaviour in the classroom.(Atherton 2009) By the end of the six weeks, the students were starting to respond to the successive approximation as described by Skinner (Child 1997, p.121)positively and required reminding less that I was waiting to talk to them. It was evident that they much preferred the positive response of listening and being allowed to continue with whatever activity I had planned, to the negative response of not listening and receiving a sanction, before continuing with the activity I had planned. It could be said that they were suffering from Learned Helplessness (Atherton 2009a)and had given up on being able to change the lesson by negative behaviour. Due to the need to provide a safe working environment in the classroom, I also worked on the class responding to the command STOP when they were carrying out laboratory work. The idea being that if STOP was said loudly to the whole class, that they automatically stop what they are doing, stop talking, turn to where the teacher is in the classroom and prepare for instructions that are important or safety related. In the early stages of conditioning, continuous reinforcement is needed to establish the Stimulus-Response link.(Child 1997, p.119) The difficulties whilst trying to implement these theories was down to the amount of time involved in getting the students responding to the stimulus positively. The theory of being able to reward the students for responding positively and sanction them if they dont isnt appropriate in this situation, due to the serious nature of the command. If the students dont respond to it, it could ultimately end up with dire consequences in an emergency situation. The STOP command in particular was a difficult one to implement due to its infrequent use and the seriousness of its use that was implied to the students. If the command was overused, then it would lose its importance as something serious, but on the other hand if it wasnt practiced enough, the students would not respond appropriately when the command was issued. Another interesting situation that arose was from the attention-monopolising students, in that the more demanding students are prepared to put up with the minor inconvenience of the negative reinforcement if they get the attention time from the teacher. (McAllister et al. 1969) Seeing the students more frequently, I am sure that they could be conditioned quicker and show the innate response more readily than when I was only able to see them a few times a week. Behaviourism is evidently still relevant in the modern school (McQuillan 1998), even if it is a somewhat outdated theory. Schools still have their sanctions policies based around Operant Conditioning and negative reinforcement with various levels of warnings and detentions in place for negative behaviour. This will remain effective for as long as policy makers allow these sanctions to be used. However, Skinners belief that we are all blank slates and what goes on inside our black boxes (Child 1997, pp.119-121) when we learn is not important, is not relevant anymore.(Child 1997, pp.113-121) The students I have worked with and taught are all very unique in their personalities and show completely different ways of learning. To say that the learning processes they go through are only related to external stimulus and their response to that stimulus does not correlate with what has been observed in the classroom. Constructivist Theory has played a big part in the current educational environment in schools. Driver and Easley introduced constructivism as it is known now to the science community in 1978. (Solomon 1994, p.3)They stated what was previously an inaccessible theory for science, accessible to the scientific educational community. The 14-19 classroom allows us to look at how Piagets Theory of Cognitive Development is applied. Piaget observed that children go through four distinct stages of cognitive maturation (Burton 2001, pp.237-239) Stages of Cognitive Development (Atherton 2009b) In the 14-19 classroom, according to Piagets theory, all the students have reached the Formal Operational stage of cognitive development and are capable of developing hypothetical situations and understand abstract concepts. Students should be able to apply their understanding of a situation and in theory be able to hypothesise what would happen in a given event. (Child 1997, pp.191-207) From experience it is clear that not all students reach the Formal Operation stage at the same time and in fact the 11 year and up boundary is not as clear cut as that (Child 1997, p.202-203). Within my Year 9 KS3 classes the majority of the students were at the Formal Operation stage of development and were capable of taking an abstract idea, such as levers and moment of a force and applying their knowledge and understanding to derive the equation for calculating the moment of a force themselves. A complex operation that required the students to both assimilate and accommodate (Child 1997, p.192) the new information they were processing, a task which some found difficult, but all were able to eventually complete. With the Year 10 Applied Science class only a small portion of the class were at the point where they could process abstract information or make a hypothesis. Unlike the year nine class they had to be walked through every new concept step by step (Burton, 2001 p241). When they were given the task of hypothesising why something had happened, for example, where did the glowing light from heated calcium carbonate come from, they were unable to comprehend that the glowing was not related to the heating itself, but was actually an endothermic reaction. Even with a step by step explanation and clearly showing how the reaction was occurring, only a small portion of the class were able to assimilate and accommodate the schema. Teaching at middle and upper school level should begin from concrete considerations, building up, where applicable, to more abstract reasoning.'(Child 1997, p.203). Piagets theory of distinct maturational stages poses an interesting problem for teachers and educational authorities. Should a student be moved into a more advanced class or year because of their age, or should they move up a level when they reach a stage in their learning ability? From experience with the two different classes, its quite apparent that these boundaries are not as clear as Piaget was led to believe. If a school was to teach students based on their stage of cognitive development; how long could a student be held back for, before the age gap between their classmates was too much? Some students may after all never reach the Formal Operations stage. Vygotskys theory says that the childs higher mental processes are developed through the child working with other more knowledgeable persons than themselves.(Kozulin 2003, p.19). He theorised that there was a Zone of Proximal Development (ZPD) that was the boundary between a childs Zone of Actual Performance and their potential level of understanding. The child can access their ZPD with the assistance of a more competent (Kozulin 2003, p.20) person guiding them.(Chaiklin 2003, p.43) Vygotskys Social Constructivist theory moved away from the didactic approach of teaching, which often led to students developing their own misconceptions and not being able to apply their scientific knowledge flexibly to new situations (Karpov 2003, pp.67-73), to a more socially guided, active approach to learning, where students learnt from their teacher, peers and themselves. Kolbs four stage experiential learning cycle, is similar to both Vygotskys theory of a ZPD and Bruners theory of scaffolding the learning. Kolbs cycle builds on the learners concrete experience and goes through three distinct stages, reflective observation, abstract conceptualisation and active experimentation, before returning to the now new concrete experience,.(Burton 2001, p.246) Similarly Bruner theorised that students built on their past experiences and that by applying a spiral curriculum, they would able to return to subject areas and build on them when they were more capable of dealing with the more complex areas of the curriculum. He saw the teacher as a guide, leading the student through the learning process by scaffolding their learning with appropriate material and as the student progressed less scaffolding is required.(Burton 2001, p.241) When applying these theories it is important to be aware that students are all at different stages of learning. Some students have a more advanced understanding, which puts them in a completely different ZPD, concrete experience or stage in their scaffolded learning, to students who have a lower level of understanding. With the KS3 class the students were all in the 5-7 range for target grades, therefore it was a lot easier to plan how they were going to progress in the lesson. A clear understanding of where they were in relation to their ZPD or their concrete knowledge was available and it was therefore a lot clearer, what was required to get them to a new Zone of Actual Performance or to the next stage in Kolbs cycle. They had all reached Piagets formal operation stage and were able to develop their knowledge independently. With the GCSE Applied Science class it wasnt as easy to apply the theories. The students target grades ranged from G-A., therefore ascertaining where their concrete knowledge lay or where they were in their Zone of Actual Performance was quite challenging. Such a large spread of stages meant it was often necessary to take a didactic approach to try and provide a basic foundation level of knowledge for the lower attaining students, so that they could access the lesson. In some cases students were never able to access the lesson due to their complete disaffection from the subject or school in general. Most of the class had not reached the formal operation stage and some struggled in the concrete operational stage at times. A good example being when one of the students struggled with the concept of limestone having nothing to do with the fruit. Finding the middle ground, where the higher attaining students wouldnt be bored waiting for the lower attaining students to get on task or understand what to do was extremely challenging, and at some points, felt completely pointless trying to apply social constructivist theory to the lesson planning with such a wide range of grades in the class was one of the key problems when trying to apply these theories to the lessons. It was however (in retrospect) interesting being able to see two different sides to how social constructivist theory is applied in the classroom. With the higher attaining, less disaffected KS3 students, it was a lot easier to see how the theories could be effectively applied to their lessons, how they benefitted from the teacher acting as a guide and their interest in the lesson meant that they were able to access it and move forward in their learning. It was always clear at which point in the learning process each students was at and what was required to move them onto the next level in the learning cycle. With the more disaffected, lower attaining students, in the GCSE Applied Science class it was so much harder to effectively apply these theories in the lesson. I tried on several occasions to teach lessons where I acted as the guide through their learning process; the students (in theory) would build on their experiential learning and move forward in their knowledge and understanding of the subject. In fact what happened was that the students panicked at the thought of not having the teacher dictating to them each step of the lesson and what they must do. The concrete experience for some was so limited that they were unable to apply it to the lesson and very quickly, if they were not given step by step instructions as to what to do next, they would be off task and cause other students to go off task as well. Therefore it seemed that the behaviourist theory, in particular Skinner, was being followed, as the positive reward was completing the step. Within the GCSE class there were several students who were classed as having Special Educational Needs (SEN), this ranged from Social Emotional Behavioural Difficulties (SEBD) to Dyslexia and Dyspraxia. Since the revised national curriculum was brought in to effect in September 2000, these students have had the right to a place in the classroom alongside students without any SEN.(Peacey 2001) Students with SEN are to be included in the lessons and not treated as separate entities to the non-SEN students. Effectively inclusion was brought in to ensure that all students had access to exactly the same educational opportunities as other students. Too see inclusion in practice is very different to reading about it on paper though. Within the class the students suffering from Dyslexia and Dyspraxia, worked fairly diligently, and although at times they found it a struggle organising themselves for course work or in taking notes, they caused little disruption to the other students. They had the extra help required and were catered for in examinations and course work; they were effectively being included. The students who were listed as having SEBD on the other hand, would have appeared to an outsider to relish in the opportunity to be able to disrupt learning; they spent more time being removed from the class than learning itself. Yet if their backgrounds were to be looked into, it would be apparent that it was an achievement being in school that day and it was quite understandable that science was not their top priority, when they might not have even had breakfast that morning. Their inclusion in the lesson was negatively impacting on other students who were not on the SEN register and did not need to be specially included into the class to due to disruptive behaviour. This leads to the question When should a student not be included in a classroom?, which at this point in my limited experience, I am unable to answer. In conclusion, behaviourism is still always going to be prominent in the modern school as a way of leading students towards becoming more disciplined and focused in their studies, via the rewards and sanctions policies on which they are based. When applying the cognitive learning theories, it is necessary to be aware that not all of the students are going to be starting at the same level, some may well be significantly below the level of other students and are only grouped together because of their age. Therefore the materials to be taught are not necessarily going to be accessible to all of the class all of the time unless they are developed to be inclusive for all the students, which is the current aim of the government.(Peacey 2001). The only viable option would be to group classes closely by attainment level as opposed to age, which is unlikely to happen. Word Count = 3,283

The Hopi Indians :: American America History

The Hopi Indians In the southwestern United States, above northern Arizona, are three mesas. The mesas create the home for the Hopi Indians. The Hopi have a deeply religious, isolated, tribal culture with a unique history. The Hopi stress group cooperation. The tribe is organized around a clan system. In a clan system, all the members consider themselves relatives. The clans form a social glue that has held the Hopi villages together. Clan membership provides a singular Hopi identity. The Hopi have a highly developed belief system which contains many gods and spirits. Ceremonies, rituals, dances, songs, and prayers are celebrated in year-round. The Hopi believed they were led to the arid southwestern region of America by their creator, because he knew they had the power to evoke rain with power and prayer. Consequently, the Hopi are connected to their land, its agricultural cycles and the constant quest for rainfall, in a religious way. The religious center of the community is the kiva, which is an underground room with a ladder protruding above the roof. The kiva is very important for several reasons. From the kiva, a connection is made with the center of the earth. Also, the kiva is symbolic for the emergence to this world. The room would represent the underworld and the ladder would represent the way to the upper world. In fact, a room is kept in the house to store ceremonial objects. A sacred ear of corn protects the room and symbolizes the ancestry of the fam ily members. Kachinas are also a focal point of the religion. For a Hopi, they signify spirits of ancestors, dieties of the natural world, or intermediaries between man and gods. The Hopi believe that they are the earth's caretakers, and with the successful performance of their ceremonial cycle, the world will remain in balance, the gods will be happy and rain will come. Because they think of their crops as gifts, the Hopi Indians live in harmony with the environment. Art is also used for ritualistic purposes. Men's loincloths were painted and decorated with tassels to symbolize falling rain. Men also wore elaborate costumes that include special headdresses, masks, and body paints during ritual ceremonies and dances. The Hopi follow a seasonal sense of time. Depending on the season, different preparations were used for collecting the rain. Droughts required the Hopis to adopt new farming methods that are still in use today.

Hlt 205 Policy Interview Analysis

HLT 205 November 14, 2012 Policy Interview and Analysis The medical care delivery component setting that was explored is a health care health center. The guideline associated subjects that I acknowledged at this health center were linked to statements owed attempts. Many of the problems occurred like this: †¢ Imperceptible expenses, for example statements pending in inflated figures. Clarification to problem is detailed billing. †¢ Considerable figures billed for undersized quantity, for example an instrument for measuring temperature. Clarification to problem is to have a personal set. Dual charges should be a requirement in the cost of every appointment, for example latex material applied to inspect an individual. Clarification of problem is to observe that charges were not made. Individuals billed should comprehend the charges. †¢ Equalized charges are physicians pre-arranged by organizations that offer coverage. If an individual is forced to use a physician not in coverage, individual can be billed extra. Clarification of problem is to verify if the physician will accept current coverage provided by insurance company before administration by physician. Expenses more for the not covered are exercises billed to insured in direction of protecting the not covered. Clarification of the problem if individuals are not covered, inquire for reduction of bill for paying by cash. †¢ Billing for aid organization is an income tax itemization for health care centers. Necessity of attending individuals of low income and homeless should be communicated to Medicaid. †¢ Persistently tracking balances due is then a charge not compensated, and the individuals is reassigned to an organization that collects debt.A clarification is to make available a reimbursement plan comfortable for the individual at very small gain. †¢ Billing preparation guiding principles are not consistent and every individual has a different case. Clarification to the problem is to bill every individual the same for every type of procedure as others have received, although problematic disparities persist on every individual. †¢ Guiding principles are not current and efficient. A clarification of the problem is to have an organization that evaluates the guidelines to make sure that no mistakes are made. Re-current variation of personnel is a setback for the reason that employees are not directed for a considerable amount of time to comprehend the demand for payment for the health center. Provided above was a list of policy examples for statement collection of the health center. My brother is a source from this health center and several of his concerns among these statement collections are individual disappointment because the lack of attention that they apply for his or her own health, the lack of attention to report back to the physician of any issues and not properly taking recommended medicine.The problem persists and is directing toward troubles ome health circumstances may escalate the bill for the individual. Health care demand for payment can be an issue, especially for new staff not properly trained; â€Å"mindfulness of proper vocabulary in descriptive detail will allow for enhanced recording† according to Heidelbaugh, Riley, M, & Habetler, (2008); individuals can make errors and not appropriately charge patients the correct amount, electronic collections have helped with the process of billing an individual correctly.References Garcia, Joe M. Email interview, retrieved Monday, November 14,2012 Heidelbaugh, J. J. , Riley, M. , & Habetler, J. M. (2008). 10 billing & coding tips to boost your reimbursement. (Cover story). Journal Of Family Practice, 57(11), 724-730.

Enlightenment thinking essays

Enlightenment thinking essays The two documents that define Enlightenment thinking, a completely new way of thinking, are the Declaration of Independence and the Declaration of the Rights of Man. These two documents were written fifteen years apart, but spoke of the divine right of individuals, and these rights took precedence over government systems. This was a completely different concept than that that of the pre-Enlightenment era. The previous eras gave power and control to the minority, the wealthy and those of royal blood. The age of Enlightenment started an avalanche of questions and rethinking of the commonly held beliefs. As it gained a hold on the people, they began to see themselves as having rights, not just the elite. This philosophy stated that all individuals have God given rights, and the purpose of governments was to protect those rights. This was a complete shift in thinking. No longer were the kings and monarchs the all wise and set above the individual, but rights of each individual held equal importance. The Declaration of Independence stated these rights, and influenced other countries coming out of revolutions. This was the first time in history a country based its government and constitution on the freedom and rights of the citizen. In France, fifteen years later, Marquise de Lafayette wrote the Declaration of the Rights of Man. In the aftermath of the French Revolution, after society and been thrown into anarchy, the French representatives of the National Assembly had to decide what direction the government would take. This document officially declared the new order of France, based on what had happened in America. Marquise de Lafayette, a veteran of the American Revolution wrote their document, he was so deeply influenced that he emphasized those liberties to bring France out of anarchy. He based the document on the natural law, as taught during the Enlightenment. They proclaimed that God gave all men ce...