Implications of Health Economic Concepts for Healthcare Coursework

Implications of Health Economic Concepts for Healthcare - Coursework Example In the health care, accesses to medical services are always on high demand. However, there is a shortage of medical practitioners who can help in treating people (Edwards, 2001). This has an effect of increasing the medical costs that entrepreneurs will charge. This is because there is a shortage of medical practitioners, and the demand is high for the services of these practitioners. Another example is on generic drugs. Because of the many and great supply of these drugs, they are cheap when compared to the original version of these drugs (Ko, 2013). The law of supply and demand denotes that when supply is high, then the prices of the products will be low. The experiences of a variety of health care organizations are able to demonstrate the fact that the demand of health care services is not insatiable, and they are predictable. It is possible to predict the advice, appointment, or the message of a health care service provider, basing on time, population, and scope of the practice of the provider (Dalton, 2012). It is possible to anticipate periods of low or high demand by analyzing the demand data that is collected, based on the requests recorded in electronic health registers, or accounting books. An health care system can use these predictions for purposes of matching the supply of its services to the various needs of patients for a particular service (Lee and Kim, 2012). Most people believe that the demand for health care services is inelastic. For example if a person is sick, then he or she will not be very sensitive to price. A person suffering from malaria, typhoid, etc, will pay the price of medical treatment, irrespective on whether it is low, or high. However, the exception to this principles or rules touches on the purchase of eye glasses, plastic surgery, elective surgery, etc. These are considered luxurious health care services, and it is only for the preserve of the rich (Dalton, 2012). In

FIFA World Cup 2014 In Brazil Essay Example for Free

FIFA World Cup 2014 In Brazil Essay In 2014 Brazil will host one of the most important competitions for the sports. It is the FIFA world cup. It will be the 20th official FIFA world cup and it will happen between June 12 and July 14 of 2014. This is the 20th edition of this competition and will be contested by the mens national teams from the 208 member associations of the FIFA. Brazil will be host the competition for the second time. The first time was in 1950 right after the World War 2. The two world cups before the one in 1950 got canceled because of the war. Seventeen cities showed interest in being chosen as world cup host cities, but usually FIFA only approves 8 to 10 cities so they ended up choosing 12 cities in 12 different states. The final game will happen in Rio de Janeiro at the Macarana stadium. The opening ceremony was supposed to happen at Sao Paulo’s football club stadium but technical problems wouldn’t allow it so a brand new stadium will be built just for the world cup. Rio de Janeiro is one of the most popular cities and is the second largest cities of Brazil, containing 6.3 million people and it is very famous for the samba, carnival and the Christ of Redeemer. Maracana is their principal and biggest stadium. It was built for the world cup in 1050. It was renovated in 2006 and fits 82 000 people but in the days it used to fit almost 200 000 people. Sao Paulo is also a popular city. Sao Paulo is the largest city in South and Central America. The population use a lot of public transportation because cars are v ery expensive and there is a lot of traffic. Sao Paulo is known as the â€Å"motor of the economy† because a lot of big companies has their bases in Sao Paulo.

Brigham Young University and The Mountain Meadows Massacre by Juanita B

Brigham Young University and The Mountain Meadows Massacre by Juanita Brooks The Mountain Meadows Massacre by Juanita Brooks recounts a tragic historical event in a manner that can teach important lessons. The book is well researched and well written and reflects the great historical significance of the massacre. In addition, students learn religious lessons studying the book and its subject. Although some members of the Church and a few of Brigham Young University's faculty doubt the wisdom of teaching The Mountain Meadows Massacre, this book should be taught at BYU. The Mountain Meadows Massacre is an important book written by an important author. Some justifiably argue that Brooks's book is invalid because she is excessively defensive of John D. Lee-thus, they reason, the book is too subjective to take seriously as a historical work. Despite this shortcoming, the book is, overall, an excellent piece of critical writing. Brooks bases her book on primary sources displaying various opinions about the massacre. Even if the book is not completely objective, students can learn from bad examples as well as good ones. Studying The Mountain Meadows Massacre, especially under the direction of a competent teacher, can teach students to think critically about literature and avoid errors in their own writing. In addition to its literary merits, the book is a prime example of how authors can have a significant influence on the public. After Brooks's book was published, members of the Church began to research and discuss the Massacre more openly. One Mormon h istorian states: "Beginning with the landmark work of Juanita Brooks and proceeding at an increased pace during the past dozen years a spirit of openness, reconciliation, and hea... ...ssence, BYU students are bright, spiritually experienced, and ready for the challenge of studying The Mountain Meadows Massacre. By studying Brooks's book, students will learn to correctly address perplexing gospel issues. They will hone their critical reading and writing skills and become familiar with a crucial part of their history. If the administrators of BYU want their students to go forth as effective representatives of the Church, they must recognize the benefits of teaching Juanita Brooks's The Mountain Meadows Massacre. Works Cited Bushman, Richard L. Personal Interview. 19 November 2002. Leonard, Glenn M. "In Pursuit of Answers to Difficult Questions." The Journal of Mormon History, 28 (Fall 2002): 14. Snyder, Eric. "True Confession: I love BYU." Why Write? Provo: Brigham Young University Department of Undergraduate Education, 2002. 244.

Personal Narrative: My Experience Teaching versus Learning Essay

Last semester I led a ninth-grade class room through a reading of Romeo and Juliet. I had little time to prepare for this unit of study, and had never formally studied or written about the play. I worked my way through each scene, preparing prompts and discussions that seemed relevant to the content of the play, to its connections to private and public social issues (both Elizabethan and modern), and to why the play was written in poetic form, or what the poet was trying to do with language. The play is rife with paradox, oxymoron, and ambiguity, so finding a focal point or common theme to unify the various lessons was difficult. However, as we approached the final act, everything that the students and I had explored in this play seemed to me to be pointing back to a line early in Act I, "Part fools! You know not what you do." Born into a world of contradictory and opposing forces of control, authority, and traditional obligations, a young person does not have the means to make judgments but is swept along on the tide of what others say must be done. If one's heart or conscience cries out for a different course, lack of experience and of developed judgment can be fatal. Role models are required who can model the skills of weighing the pros and cons, of balancing the heart and the head, of inquiring and seeking out knowledge before a final decision is made. Friar Lawrence spoke this lesson, but cryptically, through the metaphors of poison/medicine and haste/patience, yet he did not model the exercise of inquiring, balancing, and weighing before acting. It suddenly occurred to me that the wisdom that Friar Lawrence advocates but does not exactly inspire, is exactly the sort of wisdom that we were exercising in the classroom as we... ...ts' enjoyment of reading and writing and also their desire to participate in language arts. Another experience confirmed my belief that learning and teaching is not a one-way street in the classroom. Teachers are not the privileged literati who are desperately trying to inculcate knowledge into the uneducated mass of students. Teachers need to respect the human mind in any stage of development and accept the fact that they can learn things from someone who is not an expert in the field. The teacher is a learner, and the students are teachers. The study of Romeo and Juliet during my student teaching experience was a collective effort to examine and interpret eternally recurring human achievements, failures, struggles, goals and desires. I learned a great deal through reading and discussing the writing of the students, and I hope that they learned something from me.

Bad Blood: The Tuskegee Syphilis Experiment Essay

Between the years of 1932 and 1972, the United States Public Health Service conducted a study of untreated syphilis on black men in Macon County, Alabama. Although these men were not purposely infected with the disease, the USPH service did recruit physicians, white and black, to NOT treat those men already diagnosed. It was felt that syphilis in a white male created more neurological deficits whereas in a black male, more cardiovascular, these of course not able to be determined while either was among the living and was only to be determined after the subject died and an autopsy was completed. Doctors not giving them treatment as they deserved, certainly deemed them as subjects, similar to lab specimens versus patients that warranted compassionate, proper and timely medical care. Over 600 black men were chosen for this study with over half already carrying the diagnosis of syphilis and 200 who did not. These men were picked mainly because of their environment, education, and race, w ith race being the largest factor. Those chosen for the study were mainly sharecroppers, with a lack of education and medical care; they were told that they were being treated for ‘bad blood’, which could have meant any number of different maladies, including syphilis. â€Å"The true nature of the experiment had to be kept from the subjects to ensure their cooperation. The sharecroppers grossly disadvantaged lot in life made them easy to manipulate† (Jones) Ethical implications of this study are wide and varied. The many methods that were used throughout the course of the study, such as failure to completely inform the men of their disease, or that they had the option quit the study at any time, failure to provide proper medical treatment, or that their families as well would become affected by this disease, all under the guise of free medical treatment, meals, transportation and burial insurance. Providing inadequate dosing for their disease insured that the public would see treatment being given without disturbing the true goals of the study. The men were misled and failed to receive all of the information necessary to make any sort of informed consent, although they freely agreed to be part of the study thinking they were receiving all th ey would need. In the years that this experiment was being conducted, the black man did not, as a rule speak his mind or question what was being done. To do so, would surely mean jailing or death. With that being said the Public Health Service saw no problem to conducting this study. During the time of this study, it appears that the Public Health Service conducted this study with unwitting subjects under the umbrella of a government sanctioned medical investigation. No new drugs were tested, nor was there any effort to change the way syphilis was currently being treated. â€Å"What has become clear since the story was broken by Jean Heller in 1972 was that the Public Health Service was interested in using Macon County and its black inhabitants as a laboratory for studying the long term effects of untreated syphilis, not in treating this deadly disease.† (Reverby) The principal players were government physicians, with the subjects that were chosen, to be ones that were least able to speak fo r or to protect themselves. It appears that with the offer of free incentives, the government took full advantage of these men and was openly â€Å"performing unethical and immoral experiments on human subjects.† (Reverby) These actions show that our government at this time, held very low regard for black male or his family. Not even to consider those that came after, those that were infected by the already diagnosed men, those that were born with congenital syphilis of that union or others that may be been infected through other means. This experiment only proved to be â€Å"the longest non therapeutic experiment on human beings in medical history†. (Reverby) These men were never given the adequate treatment for their disease. When Penicillin was proved to be the drug of choice in 1947, it was never offered or given to those already suffering the effects of syphilis. This also proves that our government was not interested in these men, but only what would be found after their demise. With all of this being brought to light, how would any black man, of the day and even the present, completely trust our government or its officers? â€Å"In July 1972, under examination by the press, the PHS was not able to provide any formal protocol for the experiment, in fact, one never existed. While it was obvious to the American public as a whole, PHS officials maintained they did nothing wrong. By the time the story broke, over 100 of the infected men had died; others suffered from serious syphilis related conditions that may have contributed to their later deaths even though Penicillin, an effective treatment against syphilis, was in widespread use in 1946.† (Reverby) According to history, the physicians involved in the study never were held responsible and in fact felt betrayed by the government’s failure to defend the study they commissioned. It seemed that the physicians involved, counted on the fact that these poor, uneducated sharecroppers would not question the workings of the US government. This does not, however, answer the question of the Tuskegee Institute, a black university, and the black physic ians and nurses that also played a role in the experiment. The promise of recognition from the government may have obscured any ethical questions that arose. There was one nurse that was present throughout the study, Eunice Rivers. She provided unquestioned care and concern to the men in the study. â€Å"Her role was described as one of passive obedience: â€Å"we were taught that we never diagnosed, we never prescribed; we followed the doctor’s instructions!†. It is clear that the men in the experiment trusted her and that she sincerely cared about their well-being, but her unquestioning submission to authority eclipsed her moral judgment. Even after the experiment was exposed to public scrutiny, she genuinely felt nothing ethical had been amiss.† (Reverby) At the end of this study, the government had no proof of the difference in a disease course between the white male versus the black male. As reported by Vanessa Northington Gamble, a physician and medical historian that chaired the presidential committee on the legacy of Tuskegee that secured an apology from the government;† In the 30 years since the newspap er story broke, the syphilis study has become a powerful metaphor, symbolizing racism in medicine, misconduct in human research, the arrogance of physicians and the government abuse of black people. Efforts to improve the health status of African Americans have frequently come up against the legacy of the Tuskegee Syphilis Study. Many African Americans point to the study as a reason why they won’t participate in clinical trials, donate organs and more recently in the case of postal workers at the Brentwood post office in Washington, DC, are wary of being vaccinated against anthrax.† (Gamble) The distrust of our government has been an ever present scar on the face of our society. â€Å"Who could imagine the government, all the way to the Surgeon General of the United States, deliberately allowing a group of citizens to die from a terrible disease for the sake of an ill-conceived experiment? In light of this and many other shameful episodes in our history, African Americans widespread mistrust of the government and white society in general should not be a surprise to anyone.† One would hope ( and pray) that with the advent of complete informed consent, training medical professionals in critical thinking and patient advocacy, the act of full disclosure would be utilized, and the progress of technology would keep the government from performing any other such heinous acts. Certainly, as in the case of the Tuskegee syphilis experiment, which was only expected to last 6 months and went on for 40 years, I do believe it would be possible to conduct such experiments, but then with the social media as wide spread as it is, and only getting larger, I do not feel that it would go on any great length of time without someone questioning its validity and ethical value. Works Cited Gamble, Vanessa N. â€Å"Tuskegee Lessons Syphilis Study Leaves behind Legacy of Mistrust† http://www.npr.org/programs/morning/features/2002/jul/tuskegee/commentary.html Jones, James H. Bad Blood: The Tuskegee Syphilis Experiment. 1993. Infoplease.com/spot/bhmtuskegeel.html Reverby, Susan M. â€Å"America’s Nuremberg,† The Tuskegee Study. 08-30-1932 http://www.aaregistry.org/historic_events/view/americas-nuremberg-tuskegee-study

Simple Conjugations of Répéter in French

Simple Conjugations of Rà ©pà ©ter in French When you want to say repeated or repeating in French, youll use the verb  rà ©pà ©ter. Yet, to get it into the past or present tense, a conjugation is necessary. In this lesson, well introduce you to the most common and simplest forms of the verb so you can use it in a sentence. The Basic Conjugations of  Rà ©pà ©ter French verb conjugations are required in order to form complete sentences. Unlike English, which has only a few conjugations, French gives you a new form of the verb for every subject pronoun within each tense. This means that youll have more words to memorize. Rà ©pà ©ter  is a  stem-changing verb. This is apparent in the indicative mood and the present, future, and imperfect past tenses in the chart. Notice how in some forms, the second  e  remains an  Ãƒ ©Ã‚  and in others, it changes to an  Ãƒ ¨. Also, youll find that in the future tense, either option is available to you.   Other than that difference in spelling, youll find that the endings attached to the verb stem (rà ©pà ©t-) are the same used for  regular -er  verbs. In that sense, these conjugations can be easier if you already know some of those conjugations. With that, match the subject pronoun with the proper tense for your sentence. For example, I am repeating is  je rà ©pà ¨te  and we will repeat is  nous rà ©pà ©terons. Present Future Imperfect je rà ©pà ¨te rà ©pà ©terairà ©pà ¨terai rà ©pà ©tais tu rà ©pà ¨tes rà ©pà ©terasrà ©pà ¨teras rà ©pà ©tais il rà ©pà ¨te rà ©pà ©terarà ©pà ¨tera rà ©pà ©tait nous rà ©pà ©tons rà ©pà ©teronsrà ©pà ¨terons rà ©pà ©tions vous rà ©pà ©tez rà ©pà ©terezrà ©pà ¨terez rà ©pà ©tiez ils rà ©pà ¨tent rà ©pà ©terontrà ©pà ¨teront rà ©pà ©taient The Present Participle of  Rà ©pà ©ter The  present participle  of rà ©pà ©ter  also follows a regular pattern by adding an -ant  ending without a stem change. The result is the word  rà ©pà ©tant. Rà ©pà ©ter  in the Compound Past Tense In French, the compound past tense is the  passà © composà ©. This is constructed by  conjugating avoir  to the subjects present tense and following it with the  past participle  rà ©pà ©tà ©. It comes together simply with  jai rà ©pà ©tà ©Ã‚  meaning I repeated and  nous avons rà ©pà ©tà ©Ã‚  meaning we repeated. More Simple Conjugations of  Rà ©pà ©ter There will be times when you dont know if something was repeated and this is when  the subjunctive  will be useful. Then again, if something will be repeated only if something else happens, youll use  the conditional.   The passà © simple  and  the imperfect subjunctive  are literary tenses found frequently in formal writing. Subjunctive Conditional Passà © Simple Imperfect Subjunctive je rà ©pà ¨te rà ©pà ©teraisrà ©pà ¨terais rà ©pà ©tai rà ©pà ©tasse tu rà ©pà ¨tes rà ©pà ©teraisrà ©pà ¨terais rà ©pà ©tas rà ©pà ©tasses il rà ©pà ¨te rà ©pà ©teraitrà ©pà ¨terait rà ©pà ©ta rà ©pà ©tà ¢t nous rà ©pà ©tions rà ©pà ©terionsrà ©pà ¨terions rà ©pà ©tà ¢mes rà ©pà ©tassions vous rà ©pà ©tiez rà ©pà ©teriezrà ©pà ¨teriez rà ©pà ©tà ¢tes rà ©pà ©tassiez ils rà ©pà ¨tent rà ©pà ©teraientrà ©pà ¨teraient rà ©pà ©tà ¨rent rà ©pà ©tassent To order or request someone to Repeat! in French, use  the imperative.  When doing so, skip the subject pronoun and simply say, Rà ©pà ¨te ! Imperative (tu) rà ©pà ¨te (nous) rà ©pà ©tons (vous) rà ©pà ©tez

The Grapes Of Wrath Essays - U.S. Route 66, Dust Bowl, Free Essays

The Grapes Of Wrath Essays - U.S. Route 66, Dust Bowl, Free Essays The Grapes Of Wrath The Grapes of Wrath The Grapes of Wrath is a novel by John Steinbeck that exposes the desperate conditions under which the migratory farm families of America during the 1930's live under. The novel tells of one families migration west to California through the great economic depression of the 1930's. The Joad family had to abandon their home and their livelihoods. They had to uproot and set adrift because tractors were rapidly industrializing their farms. The bank took possession of their land because the owners could not pay off their loan. The novel shows how the Joad family deals with moving to California. How they survive the cruelty of the land owners that take advantage of them, their poverty and willingness to work. The Grapes of Wrath combines Steinbeck adoration of the land, his simple hatred of corruption resulting from materialism (money) and his abiding faith in the common people to overcome the hostile environment. The novel opens with a retaining picture of nature on rampage. The novel shows the men and women that are unbroken by nature. The theme is one of man verses a hostile environment. His body destroyed but his spirit is not broken. The method used to develop the theme of the novel is through the use of symbolism. There are several uses of symbols in the novel from the turtle at the beginning to the rain at the end. As each symbol is presented through the novel they show examples of the good and the bad things that exist within the novel. The opening chapter paints a vivid picture of the situation facing the drought-stricken farmers of Oklahoma. Dust is described a covering everything, smothering the life out of anything that wants to grow. The dust is symbolic of the erosion of the lives of the people. The dust is synonymous with deadness. The land is ruined ^way of life (farming) gone, people ^uprooted and forced to leave. Secondly, the dust stands for ^profiteering banks in the background that squeeze the life out the land by forcing the people off the land. The soil, the people (farmers) have been drained of life and are exploited: The last rain fell on the red and gray country of Oklahoma in early May. The weeds became a dark green to protect themselves from the sun's unyielding rays....The wind grew stronger, uprooting the weakened corn, and the air became so filled with dust that the stars were not visible at night. (Chp 1) As the chapter continues a turtle, which appears and reappears several times early in the novel, can be seen to stand for survival, a driving life force in all of mankind that cannot be beaten by nature or man. The turtle represents a hope that the trip to the west is survivable by the farmer migrants (Joad family). The turtle further represents the migrants struggles against nature/man by overcoming every obstacle he encounters: the red ant in his path, the truck driver who tries to run over him, being captured in Tom Joad's jacket: And now a light truck approached, and as it came near, the driver saw the turtle and swerved to hit it. The driver of the truck works for a large company, who try to stop the migrants from going west, when the driver attempts to hit the turtle it is another example of the big powerful guy trying to flatten or kill the little guy. Everything the turtle encounters trys its best to stop the turtle from making its westerly journey. Steadily the turtle advances on, ironically to the southwest, the direction of the mirgration of people. The turtle is described as being lasting, ancient, old and wise: horny head, yellowed toenails, indestructible high dome of a shell, humorous old eyes. (Chp 1)The driver of the truck, red ant and Tom Joad's jacket are all symbolic of nature and man the try to stop the turtle from continuing his journey westward to the promise land. The turtle helps to develop the theme by showing its struggle against life/ comparing it with the Joad struggle against man. The grapes seem to symbolize both bitterness and copiousness. Grandpa the oldest member of the Joad family talks of the grapes as symbols of plenty; all his descriptions of what he is going to do with the grapes in California