Engineering MAterials.. Chemistry Essay Example | Topics and Well Written Essays - 750 words

Engineering MAterials.. Chemistry - Essay Example Q2. Yield strength corresponds to the load at which plastic deformation starts in a material while Ultimate tensile strength corresponds to the maximum possible loading below fracture. This means a component will not deform as long as the loading is below the yield strength of the material. Because plastic deformation of component is not permitted therefore design is based on yield strength. It should be noted that yield strength is always lower than ultimate tensile strength. Q3. Elastic modulus of a material depends on the nature of inter-atomic bonding in the material. If chemical composition changes, so does the nature of the inter-atomic bonding in the material. Let us take an example of low carbon steel or mild steel. In this case the inter-atomic bonding is predominantly Fe-Fe bond so it has elastic modulus that depends on the nature of Fe-Fe bond. Now let us take an example of SS316L. In this case the composition has changed considerably. Its composition is Fe-18Cr-12Ni-0.03C. Now this material has different kinds of bonds like Fe-Cr, Fe-Ni and Ni-Cr besides the Fe-Fe bonds and therefore, elastic modulus of this material is different from that of low carbon steel. Q4. This is because it is much easier to carry out hardness testing than carrying out tensile testing. One needs to prepare sample for tensile testing which is much more tedious than preparing a sample for hardness testing. At the same time one gets fairly good idea about strength of the material from hardness testing. As hardness is a measure of material’s resistance against deformation, therefore higher hardness implies higher strength. Q6. Fracture toughness is defined as K = ; where, ï  ³ is yield stress of the material and a is the critical flaw size. These two quantities are measurable. Besides, Kc = is a material property. The as long as K < Kc; the component is safe for use the moment K approaches Kc, the component becomes prone to catastrophic fracture and must be taken

Effectiveness of Health Management Program

Effectiveness of Health Management Program Abstract The purpose of this study is to determine if the SoonerCare health management program and its associated practice management program, in a rural family practice setting, is an effective program to decrease hospital admission, improve patient care, and is a financially viable system. Data was obtained through chart review of two clinics in Durant, Oklahoma. Durant is a town of just over 15,000 as of the 2010 census. Both clinics are considered rural family medicine clinics. Out of the 170 patients enrolled in the health management program 115 patients were included in the study. The Data showed that over a period of seven months there was a significant reduction of patients going to the hospital for admission. A reduction of 50% was demonstrated with a significant p-value of 0.025896. There was no significant reduction in the office visit rates seen over the same time period. Emergency room visits did decrease by seven percent over this time period, but this was not found to be statistically significant. This reduction correlates to a savings of $551 per patient per year enrolled in the program. The study concurs with the Pacific Health Policy Group that shows a significant cost savings to the state due to the SoonerCare health management program and with practice facilitation. With the decrease in hospital admissions and subsequently the cost savings to the state of Oklahoma this program is an efficient means to provide good health care to the SoonerCare population. Background The cost of health care to the nation, private and public, in 2013 was 2.8 trillion dollars (1). This constituted 18% of the GDP (1). The average cost of health care was 9.5% of GDP for industrialized countries (1). This puts the average cost per capita in the United States at $8,508 in 2013 (1). This is two and a half times the world average of $3,322 per capita in the industrialized world (1). Add to this the projected growth of health care to increase by 5.8% each year until 2022 (2). Total health care costs, in the United States, are expected to grow to 19.9% of the GDP by 2022(1). This could be tolerable if the outcomes correlated with cost but they don’t. The United States is currently ranked twenty sixth out of thirty four in the world for life expectancy, twelfth out of thirty two in heart attack fatalities, and twenty seventh out of twenty eight for unmanaged asthma(3). With the continued increase in health care costs and diminishing return on health care dollars the state of Oklahoma has instituted a health management program and included in this program is a practice management program. The practice management program consists of an in office nurse that is a personal health coach for patients qualified for the program. My concern for this program is whether the benefit of the program outweighs the administrative costs. The purpose of this study is to determine that in a rural family practice patient population does the use of a health coach improve the care of my patients and by extension decrease hospital admissions. My hypothesis is that the use of an in office health coach allows for better care, decreased hospital visits, and at the same time saves money for the state. Methods A 14 month chart review was performed over the 7 months after the installation of a health coach in both the Gastorf Family Clinic and Durant Family Medicine Clinic. The same time a year ago, in the involved clinics, the charts were also reviewed to take out seasonal bias. Charts were reviewed in office and at the local hospital for office visits, hospital admissions, and emergency department visits. No data were obtained regarding the reasons for the office visits, emergency room visits, or for the admitting diagnosis. Data and Results The total enrollment of patients in both the Gastorf Family Clinic and the Durant Family Medicine Clinic was 170 patients. Total of 55 patients were eliminated from the study. Of the 55 patients, 31 patients were eliminated from the study due to not being established with Durant Family Medicine Clinic prior to August 2012 or no longer a patient of the involved clinics after the start of the study. Another 22 patient were eliminated from the study due to not being established with Gastorf Family Clinic prior to August 2012 or no longer being a patient after the start of the study. 2 patients enrolled in the health management system did not have any records in either of the clinics. Total patients used for the study was 115 patients. The average age of patients was 42.8. The distribution of patients in the study was 30.4% male and 69.6 % female. The Durant Family Medicine Clinic had 44 patients or 38.3% of the participants in the study. Gastorf Family Clinic had 71 patients or 61.7% of the participants in the study. The study evaluated inpatient and outpatient data from August 2012 through February 2013 and August 2013 through February 2014. These dates were determined due to the start of the practice management program was in August 2013. The August 2012 to February 2013 dates were used for comparison, in an attempt to negate seasonal admission changes. Data was obtained from a chart review at both involved clinics. Upon discovery of those patients who qualified, with continued care through the study time period, a hospital chart analysis was performed. Data was obtained from the local regional medical center in regards to emergency room visits, hospital admits, and total hospital days. Office Visits Emergency Visits Hospital Admits Pre-study 605 81 14 Study 617 75 7 p-value 0.371 0.317 0.026 Analysis of the data showed a 50% reduction in the number of individuals who were admitted to the hospital at least once in the same time period over 7 months. A one-tail paired t-test was performed and demonstrated a significant result with a p-value of p=0.026. The International Federation of Health Plans 2013 Comparative Price report shows that the average cost per hospital day in the United States is $4,293 (4). Based on evaluation of emergency room visits and hospital costs per day, this program saved about $63,387 over a seven month period for a total of 115 patients enrolled in the study. That is a savings of $551 over a years’ time per patient. Study did not show any significance with regards to a decrease in office visits and emergency room visits. There was an absolute difference of 6 emergency department visits or decrease of 7.4%. Discussion What are the cost savings if we extrapolated the results to the entire SoonerCare population? The current enrollment of Oklahoma SoonerCare as of the end of December 2013 was 555,436 (5). The annual budget of the Oklahoma Health Care Authority is over 5.3 billion dollars with 4.7 billion going towards Medicaid payments (6). If you use the results of the study with the total SoonerCare enrollment the savings would be $306 million dollars. The value of $306 million is overstated due to may issue. The extrapolation this number is unfair and inaccurate. The program as stated is for those patients with chronic conditions that are at risk, or potentially at high risk. This is but a minority portion of the SoonerCare population, which I will discuss below. The other issue is the population size of the study. This study included less than 0.03% of the total SoonerCare population. To extrapolate any data from that small sample size is fraught with inaccuracies. That being said, this study did show a significant decrease in hospital stays for the population involved in the study. Why is there so much focus on reducing cost associated with patients with chronic conditions? A 2010 report by the Agency for Health care Research and Quality found that the top 1 percent of patients ranked based on health care expenses amassed 21.4 percent of the total health care cost (7). The annual cost for these patients was estimated to be $87,570 per year per person (7). They also found that the top 50% of health associated expenders correlated to 97.2% of all health care dollars (7). Further analysis of this study also showed that those patients with four or more chronic conditions are responsible for 29.7% of health care expenditures (7). Who is enrolled in the SoonerCare health management program? Those members with, or at risk for developing chronic disease and are high risk for adverse outcomes and increase likelihood of a health care crisis. By addressing those with multiple chronic medical conditions you are addressing the most concentrated cost centers and will get the best return on investment of health care expenditures. This has been shown through analysis of the SoonerCare health management program. Currently there is over five thousand patients enrolled in the program (8). What is the cost of the program in relations to the cost savings? Study done by the Pacific Health Policy Group has shown that the SoonerCare health management program had an aggregated savings of $214 million for the 2013 fiscal year (9). The Practice facilitation component was shown to decrease the cost per patient from $678 down to $634 including the administrative costs of the program (9). In the same study it was found that the total cost of the program and administrative costs was $32 million (9). When taken from the overall medical savings it showed a return on investment of 562% (9). The SoonerCare health management program saved $5.62 for every dollar spent on the program. So what about patient care? The Study from the Pacific Health Policy Group did show of the 21 clinical performance measures 16 showed increased compliance with standards and of those 11 were statistically significant (9). This study showed the most significant improvements in the area of chronic obstructive pulmonary disease, congestive heart failure, diabetes and hypertension (9). So do clinical performance measures correlate with patient outcome improvement? First health care professionals need information on performance to develop quality care that is also efficient (10). This is where the diagnostic specific measures fit in. The new PQRS standards for Medicare for 2014 there are 287 separate diagnostic measures over 25 groups. The scope of this research was not to address the specific patient care outcomes, but in a retrospective review of each of the clinic’s clinical performance measures before and after the institution of this program did show increase compliance with c linical performance measures being studied in the clinics. So what is the practice management program? It involves a health coach, which is a RN, to assist primary care practices in building a high quality care delivery processes through evaluation and coaching patients with chronic medical conditions, to oversee data capture to identify gaps in care delivery, implement and teach quality improvement methods to close gaps and improve the practice’s ability to effectively manage its patients population through data analysis and process design. Through the SoonerCare health management program patient receive the following services in table 1 (11). Through the practice facilitation portion of the program the patients receive the following services in table 2 (12). Conclusions There were many limitations to this study. As mentioned above, this study was a very small population compared to the affected group. The study only reviewed seven months before and seven months after the start of the program. As with any study group local effect must be accounted for. A larger study with multiple clinics in different locations throughout the state would give a more reliable result. An example of this study was performed by the Pacific Health Policy Group, which showed similar results to this study. In conclusion, in the practices involved in the study, it was shown that there was a significant decrease in hospital visits with the use of an in office health coach and the SoonerCare health management program. A significant financial benefit for the state with the SoonerCare health management program was also seen with a cost savings of $551 per patient per year. This study did not address specific diagnostic measures, but with decreased hospital admissions an assumption can be made in regards to improved patient care. Also in retrospective review of clinical outcome measures did show improvement in both clinics after the institution of the SoonerCare health management program.

Give Science A Chance Essay -- Stem Cell Research

It’s no secret that stem cell research is a highly controversial topic that could potentially lead to big steps in the advancement of modern medicine. There are many factors that need to be considered when making an argument for or against stem cell research. Not just the physical, tangible factors (types of stem cells, possible uses and benefits, and funding) but the emotional ones (ethics and morals) as well. While understanding the reasons opposing stem cell research is simple, understanding the reasons supporting it may be even simpler. Stem cell research should continue because stem cell research has the potential to advance modern medicine and better our world. Technically, there is no defined function for stem cells within the human body and, in theory, can form into almost any kind of cell within the body. There are two types of stem cells in the body known as either adult or embryonic. Adult stem cells are defined as multipotent, which are cells limited on the many types of cells it could become. Embryonic stem cells are pluripotent, which are cells that can be developed into any type of cell. Stem cells can be collected from various areas in the body. Bone marrow, umbilical cord blood, placenta, brain, liver, and skin fibers are all examples of where adult stem cells are found. Obtaining these quality stem cells is thought to be the key to potentially finding cures for many dreaded diseases such as Parkinson’s, Alzheimer’s, cancer, and even paralysis. It is the powerful possibilities of stem cell research that make it such a valuable asset to the advancement of modern medicine. Possibly the most highly debated issues of stem cell research is the use of embryonic stem cells and whether their use is et... ... Ideas. By Laurie G. Kirszner and Stephen R. Mandell. Boston: Prentice Hall, 2011. 632-39. Print. 2. Gyatso, Tenzin. "Our Faith In Science." The Blair Reader: Exploring Issues and Ideas. By Laurie G. Kirszner and Stephen R. Mandell. Boston: Prentice Hall, 2011. 527-29. Print. 3. Winslow, Ron, and Gautam Naik. "Obama Overturns Bush Policy on Stem Cell Research Funding." Online.wsj.com. Dow Jones & Company, Inc., 10 Mar. 2009. Web. 19 May 2012. . 4. "Stem Cell Basics - Types of Stem Cells." Stem Cells at the National Academies. 2009. Web. 22 May 2012. . 5. New York Times. "Stem Cells." Stem Cells. New York Times, 11 May 2011. Web. 22 May 2012. .

Public health policy analysis Essay

Public health policy analysis Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Legalization of marijuana has been a heated issue and is featured both in local and national media. The use of marijuana by adults and youth in United States is on the increase. Marijuana use remains a medical problem concern since marijuana users are more susceptible to disorders associated to marijuana use. In the last decades state policies aimed marijuana use for medical purposes, while recent policies are advocating for legalization of marijuana to adults. Public relations campaigns fully advocate for the legalization of marijuana. The main reason being that prohibition of marijuana cause more harm than good and also fuel violence in the markets. The increased use of marijuana amongst the youth is enough evidence of failed control measures against marijuana. These opinions come together to enhance promotion of marijuana legalization (Gerber et al, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The recent opinions to legalize marijuana raised concerns to (ASAM) American Society of Addiction Medicine. In April 2012, they had to form committee to develop the reaction due to the proposal of marijuana legalization. The committee aims at informing the public about marijuana legalization of marijuana and their judgment to the public policymakers. The ASAM recommends that the chemicals in marijuana that deem an effective treatment against some illnesses should be legalized as characterized and standardized products; permitted by the Food and Drug and be dispensed by professional pharmacies just like any other medicine. ASAM’s greatest concern is due to the opinion that marijuana is the most common abused illegal drug in America. Clear distinction between decriminalization and legalization is necessary in explanation of objectives and negative impact of marijuana legalization. Legalization deals with the commercialization of produ ction, use and sale of marijuana. On the other hand, decriminalization removes penalties to personal use while sale and production of marijuana is prohibited. However, ASAM does not support legalization of marijuana since their research findings reveal that marijuana smoking is not a medicine. Background and relevance   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Marijuana use has several dreadful health effects which raise concern to public health sector. Marijuana can lead to addiction as well as effects of (THC) delta-9-tetrahydrocannabinol. Research reveals that 9% of marijuana becomes addicted. Marijuana smokers who try to quit suffer from anxiety, depression, insomnia, irritability, and appetite disturbance. In 1993, the National Institute on Drug Abuse carried a study that found that marijuana led to an estimate of 7% of treatment admissions funded by the government. The number increased to 18% in 2009. In Central and Western Europe marijuana use is a critical public health issue. Marijuana is said to be the basic drug being abused in 21% of the incidents in addiction reform services in Central and Western Europe, and 14% of incidents in addiction reforms services in Southeast and Eastern Europe. Research found that of all drug treatment teenage patients, 83% were undergoing treatment for ba sic marijuana use. Retrieved from http://www.asam.org/policies/state-level-proposals-to-legalize-marijuana   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Young adults are more prevalent to marijuana addiction. Research from U.S. treatment centers shows that if drug use is started at tender age there is greater risk of dependence. Early use of marijuana might be one of the causes of increased admissions for marijuana addiction treatment. In Europe, the number of patients seeking treatment due to marijuana addiction increased from 200% from 1999 till 2006, and recently stands at 30% of overall admission cases. There are other many health hazards associated to marijuana use apart from addiction. ASAM great concern put a lot of weight to the following major areas.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The brain: substances from marijuana results to short-term impact on the brain in relation to attention, verbal fluency, sensory perception, learning, memory, and perception of time. The greatest concern is marijuana consumption during teenage where brain development is in progress. This results to decreased neurocognitive activity.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Mental health: NIDA found that marijuana use is associated to increased anxiety, schizophrenia and depression. Research studies brought out age factor as a significant risk factor. Research shows that there is correlation between early marijuana consumption and worsening and development of symptoms of schizophrenia. High usage of marijuana can cause acute psychotic reaction as well as initiating the beginning or degeneration of schizophrenia in susceptible persons.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Prenatal or perinatal: some research findings have suggested that marijuana causes retarded fetal growth including length, gestational age, birth weight, and head circumference. Other long-term effects vary with age. They include depression, decreased wit, and addiction.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Respiratory or pulmonary: research reveals that marijuana contains more tar, carcinogen and carbon monoxide as compared to tobacco. Marijuana is likely to deposit tar four times as compared to tobacco. Chronic smoking has detrimental effects to the lungs. Marijuana smokers inhale greater volumes of smoke and hold it for longer periods. Research reveals that marijuana smokers are more susceptible to bullous disease as compared to cigarette teen smokers.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Addiction among other health hazards associated to marijuana outlines that marijuana use affects both the user and their family members. ASAM is concerned since they see that the current discussion is only concerned with reforms to the ongoing marijuana policy and less concerned with detrimental impact of marijuana consumption. Harmful health and safety impacts of marijuana will be of great importance in the decision making in the development a marijuana policy with an aim of improving public health. Objectives of marijuana legalization   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Legalization of marijuana is considered as a public and safety measure aimed at reducing drug-associated crimes and as a remedy to harm caused by marijuana control such as incarceration among others. Advocators of marijuana believe that legalization of marijuana will reduce illegal marijuana trade and violent crimes associated with the illegal trade. They also believe that it will be a source of revenue as well as reduce cost of law enforcement. There is an ongoing research to investigate the impact of marijuana legalization in United States. Prohibition of drugs such as marijuana increases costs of businesses operations due to violence involved to the illegal drug trafficking. The price of marijuana is expected to reduce to 80% since the social price depend on regulation and taxes. Retrieved from http://www.asam.org/policies/state-level-proposals-to-legalize-marijuana   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   RAND research reveals that marijuana legalization I California would not reduce drug trafficking as well as violence associated with illegal drug trafficking. Research reveals that diverted marijuana from legalized production in a given country affects all the others since it would lead to reduction of marijuana across that country. Price elasticity of marijuana under legalized plan is complicated since addictive substances behave differently from non-addictive substances. Marijuana legalization will change it from being luxury for first time users to basic necessity to the marijuana addicted persons. Legalization of marijuana is likely to be accompanied by legal advertisement of commercial use marijuana this is likely to increase marijuana consumption. Although most research were carried to investigate effect of marijuana legalization in California, the findings might also apply in another state. Legalization of marijuana might cause effe cts to the taxes, prices, markets as well as spilling over their effects to the neighboring countries. Legalizing marijuana might be a right step since it will substantiate impact of violent related to illegal drug trafficking. It is also believed that public health problems of criminal justice interventions exceed their benefits. This leads to the question as to whether legalization proposals should be passed and amended. Lessening toughness to marijuana use might not be so much fruitful since there can be little or no reduction in the level of substantial costs and incarceration rates (Morgan, 2011). Negative impact of legalizing marijuana   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Any state considering altering legal condition of marijuana should consider the health hazard involved as well as the profit of coping up with criminalization of marijuana use and sale. Legal drug use provides evidence that it is national public health issue. Legal drugs recently cause a havoc on public health sector since it results to substantial health and financial burden. Legalizing marijuana is likely to lead to an increase in the social costs due to taxes imposed due to the sale of the drugs. The cost of coming up with a regulatory plan for legal marijuana is also unknown. Although legalization of marijuana might be aimed at increasing funding for prevention, addiction and treatment of commercial activities linked to legal marijuana. Health effects of gradual increase use of marijuana would rise sharply. It is also likely that legalization of marijuana will be accompanied by increase in number of marijuana related issues such as dri ving under marijuana influence, violations in act regulating age limits as well as public use violations. Research reveals that marijuana is the most famous drug associated to drugged driving. Fatal injuries, crashes and even deaths are commonly linked to habitual marijuana use. Drugged driving will raise the cost of injuries, loss of lives and crashes. Decreased highway safety is a major negative impact of marijuana legalization (Gerber et al, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   American Academy of Pediatrics predicted that legalizing marijuana will result to increased use of marijuana amongst the youth. The fact is that there is a positive relationship between drug use and availability. Advocators of the policy should consider detrimental effects of marijuana availability to the society if the law was passed and amended. There will be an increased incidents of marijuana related cases, addiction as well as the regulatory cost that will be passed to the public in form of taxes. International context   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The advocators of marijuana legalization policy usually come from experience from nations with less strict policies on drug use. It should not be understood that no country has ever legalized marijuana. Most countries use decriminalization policies where they have a specific limit of marijuana or a given drug use for personal purposes while drug use for commercial services remains illegal. In a country like Netherlands, commercial drug businesses are illegal and are constrained with criminal sanctions. Other than being arrested, drug users are put in check by the Commission for the Dissuasion of Drug Abuse (CDT). This commission dispenses the appropriate punitive measures to the drug user where some are withdrawn if they obtain treatment against addiction. A country may be penalized for imposing such a policy to the citizens. For example, recently there was a proposal that Uruguay government would sell marijuana for personal use to the pub lic. However, the fate of this proposed law is not clear. In addition, if the law was to be passed Uruguay would be fined by the United Nations International Narcotics Control Board for going against the United Nations Single Convention of 1961. ASAM encourage exhaustive study and evaluation of distinct drug laws and programs both local and international which will enlighten the public on future strategies that aim at enhancing public health. Retrieved from http://www.asam.org/policies/state-level-proposals-to-legalize-marijuana 2012 State-Level proposals on marijuana legalization   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Several states such as Oregon, Colorado and Washington brought up proposals to legalize marijuana. For instance, Colorado Amendment 64 also known as Regulate Marijuana Like Alcohol Act, if passed the policy would legalize possession, purchase, use, transport and display certain amount of marijuana by people aged 21 years and above. The state will be responsible for regulation of marijuana sector via licensure of manufacturing, cultivation and retail stores and testing facilities. The Oregon Cannabis Tax Act if passed would bring up Oregon Cannabis Commission to regulate cultivation and sale of marijuana to people aged 21 years and above. The Washington State Initiative Measure No. 502, if passed it would regulate and license marijuana distribution, possession and production to people aged 21 years and above. Washington policy would also withdraw civil and criminal activities authorized by the policy. Upon passing these policies, would chan ge everything for example, it would change marijuana from being luxury to first time users to personal use, it will also accelerate tax collection, and commercial use and sale of marijuana. The full impact of effect of legalizing marijuana are unknown (Morgan, 2011). Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is great need of considering public health consequences of a policy before proposing to make changes. There are more negative consequences linked to marijuana legalization as compared to the benefits that advocators think of. People are called upon to study various polices and programs so that they can be able to make appropriate policies that aim at improving the public health of citizens. The legalization policy will make marijuana more accessible thus increasing the risk to the youths who might fall in the trap of consuming the drugs. Marijuana legalization will also lead to an increased activities associated to marijuana such as drugged driving which leads to loss of lives, injuries and crashes. Recommendations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I oppose proposals to legalize use of marijuana in any of the states in America. There is more harm than good of implementing this policy. The predicted public health costs associated to marijuana legalization are high and hurt the citizens and the public policymakers. Health professionals and physicians should enlighten people on the probable effects of implementing such a policy. Marijuana is associated to a lot of negative effects and thus should not be legalized. The following should be recommended: The public should be enlightened that addiction to marijuana is a public health concern and marijuana is not safe to consume. The physicians should lead the war against legalization of marijuana. The parents should be enlightened on the dangers of making marijuana accessible to their teenage children through legalization of such a policy References Gerber, R. J. (2004). Legalizing marijuana: drug policy reform and prohibition politics. Westport, Conn.: Praeger. Morgan, K. (2011). Legalizing marijuana. Edina, MN: ABDO Pub. Co.. State-Level Proposals to Legalize Marijuana. (n.d.). State-Level Proposals to Legalize Marijuana. Retrieved May 6, 2014, from http://www.asam.org/policies/state-level-proposals-to-legalize-marijuana Source document

Nursing Management of Care Delivery and Therapeutic Interventions Essay

Nursing Management of Care Delivery and Therapeutic Interventions Summary Management of a Proposed Service Improvement Word Count: 1,051 The following assignment will discuss a proposed service improvement. It will detail what the proposed improvement will be, why this is a significant improvement to current services. How the plan would be managed and implemented. The student has chosen to plan an improvement to physical health needs assessments for mental health service user’s in the care of community teams. Physical health is historically largely overlooked in mental health services, although many people with severe and enduring mental illnesses are at an increased risk of contracting serious illness, for example, diabetes, coronary heart disease and obesity (DH, 2006 a). The ‘Refocusing the Care Programme Approach’ 2008 document, discusses the links between mental ill health and physical ill health and the consequential increase in the rate of mortality and morbidity for those with mental health illness. The possible reasons for these inequalities include; side effects from medication leading to physical ill health i.e. weight gain, raised blood pressure. Low expectations of health care services, issues around stigma and possible communication problems with health care professionals. (DH 2006 b). The Sainsbury centre for mental health (SCMH) states that someone with a schizophrenic illness could expect to die up to ten years younger than someone who does not have a mental health illness (SCMH, 2010). This shocking statistic is a prime example of the inequalities faced by those with mental health problems within the health care services. For these reasons the student feels that more rigorous and frequent physical health assessments are required for those people with mental health illnesses, to monitor any changes to the state of their physical health. Within the student’s community placement areas there has been a lack of detailed physical health checks or assessments. Although the community teams deliver effective care for the clients mental health needs there appears to be a lack of awareness around physical health needs and the importance of regular checks. The current physical health assessments that are undertaken in the students ward consists of a very basic overview of any current diagnosed health issues, any medications prescribed for said illnesses and generalised questions around smoking, smoking cessation services etc. Rethink, a national mental health charity, recognises the short comings of mental health professionals concerning current physical health assessments. It has therefore published a detailed physical health check for practitioner’s use. The student has created a physical health assessment using the Rethink model. The rethink PHC complies with all aspects of annual review process put forward by the department of health (DH 2006 c). This includes basic health checks such as; blood pressure, BMI, current meds and any side effects, blood tests and lifestyle review i.e. smoking, alcohol intake. The student has taken the lead from the Rethink PHC document as it appears very thorough and detailed. The student PHC contains the headings below (See Appendix 1): General Health and lifestyle Symptoms checklist Screening checks Action Plan The student feels the most effective use of the PHC would be to conduct the full assessment at least once every four months, increasing frequency when and if necessary. This enables the service user and the mental health practitioner enough time to take effective action on any identified needs and assess the outcome. The student plans to implement this service improvement in a staged approach using the NHS institute for innovation and improvement model for improvement (NHS 2005). (See Appendix 2). The first stage of the plan will involve liaising with the multi disciplinary team, consisting of mental health nurses, occupational therapists and social workers. Discuss the current system of PHC and the various aspects of how the new PHC will be implemented and managed. Discuss with staff the proposal of offering this PHC to clients on a four monthly basis and the rationale  behind it, this being the likelihood of a person with a mental health problem suffering from a serious physical illness. The Chief Nursing Officer’s review of mental health nursing, ‘From values to action 2006’ recommends that mental health nurses attain the skills required to improve the physical well-being of people with mental health problems. In a community setting, many RMN’s as well as other mental health practitioner’s act as care co-ordinators and, as such, are in a particularly strong position to ensure that the whole range of health needs are assessed and responded to. (DH 2006 d). In doing so, community teams would be offering completely holistic care. All mental health practitioners within the team would be given training around the various parts of the assessment and how to utilise the tool most effectively. The Rethink document is accompanied by a Physical Health Check Information resource Pack; this document can be downloaded for free from ‘the mental health shop, (The mental health shop, 2007). There would be a hard copy of this document available to all practitioners to assist with implementation of the PHC. Once the training is complete and staff have gained consent from clients the PHC will be put into action. The student feels that the most effective management of the implementation would be to offer time within clinical supervision and multi disciplinary team meetings to discuss any queries around implementation or the effective use of PHC. The student feels that the system should be revised after a period of eight months to gain insight from p ractitioners and service user’s about the effectiveness of the PHC and if there are any suggestions for improvements to the plan. The student has included a copy of the questionnaire’s that would be distributed to staff and clients after a period of eight months (See Appendix 4 and 5).This process would be extremely beneficial to gain the points of view of those conducting the assessment and those who are subject to the assessment. The student has included a flow chart showing the staged implementation (see Appendix 3). In discussing the proposed improvement and detailing why this would be an effective change the student has demonstrated the current need for better physical health monitoring within mental health services as a hole, but specifically focusing on community care. Completing the implementation of these more detailed checks should allow service users a better quality of life and make a change to the overall life expectancy to someone that is diagnosed with a mental health illness. Department of health. (2006 a). Choosing Health: Supporting the physical health needs of people with severe mental illness. Pg 7. Retrieved from the department o health website: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4138290.pdf Department of health. (2006 b). Choosing Health: Supporting the physical health needs of people with severe mental illness. Pg 8. Retrieved from the department o health website: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4138290.pdf Department of health. (2006 c). Choosing Health: Supporting the physical health needs of people with severe mental illness. Pg 14. Retrieved from the department o health website: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4138290.pdf Department of Health. (2006 d). From Values to action: The Chief Nursing Officer’s review of Mental Health Nursing. Retrieved from the department of health website: http://www.dh.gov.uk/prod_consum_dh/groups/dh_digitalassets/@dh/@en/documents/digitalasset/dh_4133840.pdf Department of Health. (2008). Refocusing the Care Programme Approach: Policy and Positive practice Guidance. DH Publications: London NHS Institute for Innovation and Improvement. (2005). Improvement Leaders’ Guide. Process mapping, analysis and redesign. General improvement skills. Retrieved from the Chester University Intranet: http://ganymede2.chester.ac.uk/view.php?title_id=483592 Sainsbury Centre for Mental Health. (2010). Mental Health Inequalities: Measuring what counts. Retrieved from the Sainsbury Centre for Mental Health website: http://www.scmh.org.uk/pdfs/mental_health_inequalities_paper.pdf Rethink. (2007). The PHC: a physical health check for mental health service users. Retrieved from the Rethink website: http://www.gmw.nhs.uk/sites/earlyinterventiontraining/Rethink%20PHC%20final.pdf Rethink. (2007). Physical Health Check Information Resource. Retrieved from the mental health shop website: http://www.mentalhealthshop.org/applications/shop/mhs_complete.rm?delivery=fa

Massacre of British Army in Afghanistan in 1842

Massacre of British Army in Afghanistan in 1842 A British incursion into Afghanistan ended in disaster in 1842 when an entire British army, while retreating back to India, was massacred. Only a single survivor made it back to British-held territory. It was assumed the Afghans let him live to tell the story of what had happened. The background to the shocking military disaster had been the constant geopolitical jockeying in southern Asia which eventually came to be called  Ã¢â‚¬Å"The Great Game.†Ã‚  The British Empire, in the early 19th century, ruled  India (through the East India Company), and the Russian Empire, to the north, was suspected of having its own designs on India. The British wanted to conquer Afghanistan to prevent the Russians from invading southward through the mountainous regions into British India. One of the earliest eruptions in this epic struggle was the first Anglo-Afghan War, which had its beginning in the late 1830s. To protect its holdings in India, the British had allied themselves with an Afghan ruler, Dost Mohammed. He had united warring Afghan factions after seizing power in 1818 and seemed to be serving a useful purpose to the British. But in 1837, it became apparent that Dost Mohammed was beginning a flirtation with the Russians. Britain Invaded Afghanistan in the Late 1830s The British resolved to invade Afghanistan, and the Army of the Indus, a formidable force of more than 20,000 British and Indian troops, set off from India for Afghanistan in late 1838. After difficult travel through the mountain passes, the British reached Kabul in April 1839. They marched unopposed into the Afghan capital city. Dost Mohammed was toppled as the Afghan leader, and the British installed Shah Shuja, who had been driven from power decades earlier. The original plan was to withdraw all the British troops, but Shah Shuja’s hold on power was shaky, so two brigades of British troops had to remain in Kabul. Along with the British Army were two major figures assigned to essentially guide the government of Shah Shuja, Sir William McNaghten and Sir Alexander Burnes. The men were two well-known and very experienced political officers. Burnes had lived in Kabul previously, and had written a book about his time there. The British forces staying in Kabul could have moved into an ancient fortress overlooking the city, but Shah Shuja believed that would make it look like the British were in control. Instead, the British built a new cantonment, or base, that would prove very difficult to defend. Sir Alexander Burnes, feeling quite confident, lived outside the cantonment, in a house in Kabul. The Afghans Revolted The Afghan population deeply resented the British troops. Tensions slowly escalated, and despite warnings from friendly Afghans that an uprising was inevitable, the British were unprepared in November 1841 when an insurrection broke out in Kabul. A mob encircled the house of Sir Alexander Burnes. The British diplomat tried to offer the crowd money to disburse, to no effect. The lightly defended residence was overrun. Burnes and his brother were both brutally murdered. The British troops in the city were greatly outnumbered and unable to defend themselves properly, as the cantonment was encircled. A truce was arranged in late November, and it seems the Afghans simply wanted the British to leave the country. But tensions escalated when the son of Dost Mohammed, Muhammad Akbar Khan, appeared in Kabul and took a harder line. British Were Forced to Flee Sir William McNaghten, who had been trying to negotiate a way out of the city, was murdered on December 23, 1841, reportedly by Muhammad Akbar Khan himself. The British, their situation hopeless, somehow managed to negotiate a treaty to leave Afghanistan. On January 6, 1842, the British began their withdrawal from Kabul. Leaving the city were 4,500 British troops and 12,000 civilians who had followed the British Army to Kabul. The plan was to march to Jalalabad, about 90 miles away. The retreat in the brutally cold weather took an immediate toll, and many died from exposure in the first days. And despite the treaty, the British column came under attack when it reached a mountain pass, the Khurd Kabul. The retreat became a massacre. Slaughter in the Mountain Passes of Afghanistan A magazine based in Boston, the North American Review, published a remarkably extensive and timely account titled â€Å"The English in Afghanistan† six months later, in July 1842. It contained this vivid description (some antiquated spellings have been left intact): On the 6th of January, 1842, the Caboul forces commenced their retreat through the dismal pass, destined to be their grave. On the third day they were attacked by the mountaineers from all points, and a fearful slaughter ensued†¦ The troops kept on, and awful scenes ensued. Without food, mangled and cut to pieces, each one caring only for himself, all subordination had fled; and the soldiers of the forty-fourth English regiment are reported to have knocked down their officers with the butts of their muskets. On the 13th of January, just seven days after the retreat commenced, one man, bloody and torn, mounted on a miserable pony, and pursued by horsemen, was seen riding furiously across the plains to Jellalabad. That was Dr. Brydon, the sole person to tell the tale of the passage of Khourd Caboul. More than 16,000 people had set out on the retreat from Kabul, and in the end, only one man, Dr. William Brydon, a British Army surgeon, had made it alive to Jalalabad.   The garrison there lit signal fires and sounded bugles to guide other British survivors to safety. But after several days they realized that Brydon would be the only one. It was believed the Afghans let him live so he could tell the grisly story. The legend of the sole survivor, while not quite accurate, endured. In the 1870s, a British painter, Elizabeth Thompson, Lady Butler, produced a dramatic painting of a soldier on a dying horse said to be based on the story of Brydon. The painting, titled Remnants of an Army, became famous and is in the collection of the Tate Gallery in London.   The Retreat from Kabul Was a Severe Blow to British Pride The loss of so many troops to mountain tribesmen was, of course, a bitter humiliation for the British. With Kabul lost, a campaign was mounted to evacuate the rest of the British troops from garrisons in Afghanistan, and the British then withdrew from the country entirely. And while popular legend held that Dr. Brydon was the only survivor from the horrific retreat from Kabul, some British troops and their wives had been taken hostage by Afghans and were later rescued and released. A few other survivors turned up over the years. One account, in a history of Afghanistan by former British diplomat Sir Martin Ewans, contends that in the 1920s two elderly women in Kabul were introduced to British diplomats. Astoundingly, they had been on the retreat as babies. Their British parents had apparently been killed, but they had been rescued and brought up by Afghan families. Despite the 1842 disaster, the British did not abandon hopes of controlling Afghanistan. The Second Anglo-Afghan War of 1878-1880 secured a diplomatic solution which kept Russian influence out of Afghanistan for the remainder of the 19th century.

Biography of Kim Il-Sung, First North Korean President

Biography of Kim Il-Sung, First North Korean President Kim Il-Sung (April 15, 1912–July 8, 1994) of North Korea established one of the worlds most powerful cults of personality, known as the Kim Dynasty or Mount Paektu Bloodline. Although succession in communist regimes usually passes between members of the top political echelons, North Korea has become a hereditary dictatorship, with Kims son and grandson taking power in turn. Fast Facts: Kim Il-Sung Known For: Prime Minister, Democratic Peoples Republic of Korea 1948–1972, President 1972–1994, and establishing the Kim Dynasty in KoreaBorn: April 15, 1912 in Mangyongdae, Pyongyang, KoreaParents: Kim Hyong-jik and Kang Pan-sokDied: July 8, 1994 at Hyangsan Residence, North Pyongan province, North KoreaEducation: 20 years in Manchuria as a guerrilla fighter against the JapaneseSpouse(s): Kim Jung Sook (m. 1942, died 1949); Kim Seong Ae (m. 1950, died 1994)Children: Two sons, one daughter from Kim Jung Sook, including Kim Jong Il (1942–2011); and two sons and three daughters from Kim Seong Ae Early Life Kim Il-Sung was born in Japanese-occupied Korea on April 15, 1912, not long after Japan formally annexed the peninsula.  His parents, Kim Hyong-jik and Kang Pan-sok, named him Kim Song-ju. Kims family may have been Protestant Christians; Kims official biography claims that they were also anti-Japanese activists, but that is a remarkably unreliable source. In any case, the family went into exile in Manchuria in 1920 to escape either Japanese oppression, famine, or both. While in Manchuria, according to North Korean government sources, Kim Il-Sung joined the anti-Japanese resistance at the age of 14. He became interested in Marxism at 17 and joined a small communist youth group as well. Two years later in 1931, Kim became a member of the anti-imperialist Chinese Communist Party (CCP), inspired in large part by his hatred of the Japanese. He took this step just a few months before Japan occupied Manchuria, following the trumped-up Mukden Incident.   In 1935, the 23-year-old Kim joined a guerrilla faction run by the Chinese Communists called the Northeast Anti-Japanese United Army. His superior officer Wei Zhengmin had contacts high in the CCP and took Kim under his wing. That same year, Kim changed his name to Kim Il-Sung. By the following year, the young Kim was in command of a division of several hundred men. His division briefly captured a small town on the Korean/Chinese border from the Japanese; this little victory made him very popular among the Korean guerrillas and their Chinese sponsors. As Japan strengthened its hold over Manchuria and pushed into China proper, it drove Kim and the survivors of his division across the Amur River into Siberia. The Soviets welcomed the Koreans, retraining them and forming them into a division of the Red Army. Kim Il-Sung was promoted to the rank of major and fought for the Soviet Red Army for the rest of World War II. Return to Korea When Japan surrendered to the Allies, the Soviets marched into Pyongyang on August 15, 1945, and occupied the northern half of the Korean Peninsula. With very little previous planning, the Soviets and Americans divided Korea roughly along the 38th parallel of latitude. Kim Il-Sung returned to Korea on August 22, and the Soviets appointed him head of the Provisional Peoples Committee. Kim immediately established the Korean Peoples Army (KPA), made up of veterans, and began to consolidate power in Soviet-occupied northern Korea. On September 9, 1945, Kim Il-Sung announced the creation of the Democratic Peoples Republic of Korea, with himself as premier. The U.N. had planned Korea-wide elections, but Kim and his Soviet sponsors had other ideas; the Soviets recognized Kim as premier of the entire Korean peninsula. Kim Il-Sung began to build his personality cult in North Korea and develop his military, with massive amounts of Soviet-built weaponry. By June 1950, he was able to convince Joseph Stalin and Mao Zedong that he was ready to reunify Korea under a communist flag. The Korean War Within three months of North Koreas June 25, 1950 attack on South Korea, Kim Il-Sungs army had driven the southern forces and their U.N. allies down to a last-ditch defensive line on the southern coast of the peninsula, called the Pusan Perimeter. It seemed that victory was close at hand for Kim. However, the southern and U.N. forces rallied and pushed back, capturing Kims capital at Pyongyang in October. Kim Il-Sung and his ministers had to flee to China. Maos government was not willing to have the U.N. forces on his border, however, so when the southern troops reached the Yalu River, China intervened on Kim Il-Sungs side. Months of bitter fighting followed, but the Chinese retook Pyongyang in December. The war dragged on until July of 1953, when it ended in a stalemate with the peninsula divided once more along the 38th Parallel. Kims bid to reunify Korea under his rule had failed. North Korean leader Kim Il-Sung signs the Korean Armistice Agreement at Pyongyang, North Korea, 1953. Hulton Archive/Getty Images Building North Korea Kim Il-Sungs country was devastated by the Korean War. He sought to rebuild its agricultural base by collectivizing all of the farms  and to create an industrial base of state-owned factories producing weapons and heavy machinery.   In addition to building a communist command economy, he needed to consolidate his own power. Kim Il-Sung put out propaganda celebrating his (exaggerated) role in fighting the Japanese, spread rumors that the U.N. had deliberately spread disease among North Koreans, and disappeared any political opponents who spoke against him. Gradually, Kim created a Stalinist country in which all information (and misinformation) came from the state, and citizens dared not display the slightest disloyalty to their leader for fear of vanishing into a prison camp, never to be seen again. To ensure docility, the government would often disappear entire families if one member spoke out against Kim. The Sino-Soviet split in 1960 left Kim Il-Sung in an awkward position. Kim disliked Nikita Khrushchev, so he initially sided with the Chinese. When Soviet citizens were allowed to openly criticize Stalin during de-Stalinization, some North Koreans seized the opportunity to speak out against Kim as well. After a brief period of uncertainty, Kim instituted his second purge, executing many critics and driving others out of the country. Relations with China were complicated as well. An aging Mao was losing his grip on power, so he initiated the Cultural Revolution in 1967. Weary of the instability in China and wary that a similarly chaotic movement might spring up in North Korea, Kim Il-Sung denounced the Cultural Revolution.  Mao, furious with this about-face, began publishing anti-Kim broadsides. When China and the United States began a cautious rapprochement, Kim turned to the smaller communist countries of Eastern Europe to find new allies, particularly East Germany and Romania. Kim also turned away from classical Marxist-Stalinist ideology and began to promote his own idea of Juche or self-reliance. Juche developed into an almost religious ideal, with Kim in a central position as its creator. According to the principles of Juche, the North Korean people have a duty to be independent of other nations in their political thought, their defense of the country, and in economic terms. This philosophy has greatly complicated international aid efforts during North Koreas frequent famines. Inspired by Ho Chi Minhs successful use of guerrilla warfare and espionage against the Americans, Kim Il-Sung stepped up the use of subversive tactics against the South Koreans and their American allies across the DMZ. On January 21, 1968, Kim sent a 31-man special forces unit into Seoul to assassinate South Korean President Park Chung-Hee. The North Koreans got to within 800 meters of the presidential residence, the Blue House, before they were stopped by South Korean police. Kims Later Rule Miroslav Zajic/Getty Images In 1972, Kim Il-Sung proclaimed himself president, and in 1980 he appointed his son Kim Jong-il as his successor. China initiated economic reforms and became more integrated into the world under Deng Xiaoping; this left North Korea increasingly isolated. When the Soviet Union collapsed in 1991, Kim and North Korea stood nearly alone. Crippled by the cost of maintaining a million-man army, North Korea was in dire straits. Death and Legacy On July 8, 1994, the now 82-year-old president Kim Il-Sung suddenly died of a heart attack. His son Kim Jong-il took power. However, the younger Kim did not formally take the title of president- instead, he declared Kim Il-Sung as the Eternal President of North Korea. Today, portraits and statues of Kim Il-Sung stand throughout the country, and his embalmed body rests in a glass coffin at the Kumsusan Palace of the Sun in Pyongyang. Sources Democratic Peoples Republic of Korea, Great Leader Kim Il Sung Biography.French, Paul. North Korea: The Paranoid Peninsula, A Modern History (2nd ed.). London: Zed Books, 2007.Horvat, Andrew. Obituary: Kim Il Sung. Independent, July 11, 1994. Web.Lankov, Andrei N.  From Stalin to Kim il Sung: The Formation of North Korea, 1945-1960. New Brunswick, NJ: Rutgers University Press, 2002.Reid, T. R. North Korean President Kim Il Sung Dies at 82. The Washington Post, July 9, 1994.Sanger, David E. Kim Il Sung Dead at Age 82; Led North Korea 5 Decades; Was Near Talks With South. The New York Times, July 9, 1994. Web.Suh Dae-Sook.  Kim il Sung: The North Korean Leader. New York: Columbia University Press, 1988.

Je Ne Sais Quoi, That Indefinable Thing She Has

Je Ne Sais Quoi, That Indefinable Thing She Has Je ne sais quoi is a French idiomatic expression used so much in English that it has made it into the leading English dictionaries. In other words, it has been assimilated into the English language. Merriam-Webster describes je ne sais quoi as something (such as an appealing quality) that cannot be adequately described or expressed, as in This woman has a certain je ne sais quoi that I really like. In French, Larousse calls je ne sais quoi a thing one wouldnt know how to define but whose existence is understood intuitively. Je Ne Sais Quoi in French In French, the expression je ne sais quoi literally means I dont know what. It is often used for its literal meaning, not as an idiom. For example: Jai fait la vaisselle, le mà ©nage, le rà ©passage, et je ne sais quoi (dautre) encore. I did the dishes, the house-cleaning, I ironed, and I dont know what else. How the French Use It But the French also use it as we do  in English: a quality you cannot describe. We connect je ne sais quoi to the adjective describing it with de, like this: Cette fille a je ne sais quoi de fascinant. There is something fascinating about that girl. Note that the adjective is always masculine singular, even if the sentence refers to a girl or a  feminine noun. The adjective should agree with je ne sais quoi, which is masculine, singular. Two Spellings in French Or we can also use it,  as in English, as a noun: un je ne sais quoi or hyphenated as un je-ne-sais-quoi. Both spellings are correct. And we often use it with certain,  as in English: Elle avait un certain je-ne-sais-quoi de spà ©cial : lexpression de son regard peut-à ªtre. She had a certain special je ne sais quoi - the expression in her eyes perhaps. Finally, in spoken modern French, the je and the ne glide together, making the expression sound like jeun say kwa. A Word About Spelling This is a common expression that is recognizable in its correct spelling of  je ne sais quoi. It is even in English-language dictionaries. So there really is no excuse for misspelling this classic phrase as jena se qua, etc., as some anglophones tend to do. Just look it up in the dictionary. That woman with the special something will thank you. Sources Je-ne-sais-quoi. Larousse. Je ne sais quoi. Merriam-Webster, 2019.

History of American Cities Essay Example | Topics and Well Written Essays - 1250 words

History of American Cities - Essay Example The influx of the foreigners in relatively large numbers have produced a multicultural environment that is responsible for the rapidly changing socio-political scenario of the cities. The existing society and the social setup has accommodated the growing numbers of new inhabitants by not only creating new jobs but new suburbs and slums thus embarking on a new road that defines the inhabitants by the location and locations could reliably affirm the inhabitants’ race and culture. Historians and social scientists, through the years, have conducted studies to this effect and have come to some amazing results backed by research asserting that cities and suburbs are divided into specific locations that are characterized by the people who may be represented by their race, economic status or by their creative differences.  The cosmopolitan flavor of New York is distinguished by the colonies named after the different nationals inhabiting them, like Chinese colony, German colony, Span ish or Jewish colony. ‘Even the Arab, who peddles ‘holy earth’ from the battery as a direct importation from Jerusalem, has his exclusive preserves at the lower end of Washington Street’ (Riis). In the mid nineteenth century, the author Riis studied the immigrant population, living in tenements, in the lower New York and observed that the tenements developed according to the immigrants, well defined by their race and cultural background. The Italians, for example, had largely come to America in search of work and this was carried out by the fellow Italians who facilitated their immigration and later exploited them for their own vested interests.  

Work and Non-work Balance Essay Example | Topics and Well Written Essays - 2250 words

Work and Non-work Balance - Essay Example This work has some special features that are different in nature. Though various people see it from contrasting perspectives the basic background of work is similar to that of others. In work there must be one or more activities in exchange for which the workers who perform the completion of the work deserve monetary compensation. This is easily explained from the economic background. It goes without saying that a person has to take into account his or her valuable time and effort in performing work to serve others’ interest. Non work issues can be explained from different perspectives and among them the social context is the most popular. The social perspective focuses on the leisure activities the workers do or like to do, which are beyond the scope of interest of the business or other obligations (Beauregard, 2006). Thus the work and non-work issues continue to attract strong debate. In order to understand the situation between the work and non-work issues one has to have a good grasp of the issues separately. Work comes in various kinds and dimensions. Williams’s (2007) Typology of Work describes work as paid or unpaid and obligatory or voluntary involvement of person for the economic well-being of society; other writers have put emphasis on the declared work and formal employment (Review Eby et al., 2005). However, the concept of work has greatly evolved over the past few years. People are now viewed as more than a corporate resource. But the present issue which has adversely affected not only individuals but whole communities is the work-life balance and its effect upon every aspect of life. This underscores the urgency of identifying the non-work issues (Arnold et al, 1995). Non-work issues are multifaceted, complex and dispersed, but they are simplistically identified as the concerns external to the direct business activity. Parker (2004) describes the non-work issues as the outer part of the actual work life which is very much connected w ith personal life. The leisure period has been stressed on by some writers, while others have described the various leisure-related dimensions outside the scope of work. Relationship between the work and non-work issues are conventional and quite obtrusive in nature. These two issues frequently overlap each other (Kossel, and Colquittand, 2001). There are various relationships between the work and non-work issues and some of them are easily understood. A recent study shows the spillover cost and benefit, neutrality, opposition and compensation benefits denote some of the specific relationships that may be examined by academic researchers. Several non-work issues that have implications on work-related effects include absenteeism, social expectation, frequent or lengthy travel between the home and the workplace (Parker, 1982). An important non-work issue is the family and personal life complexity as a result of or exacerbated by the stress of the work issues. Concluded spill over is a consistent outcome of work in the contemporary economy. Different employees are coping with strategies driven by contrasting labour processes and labour market positions. More family friendly policies involving long hours and a more permeable work life boundary are promoting the work-life balance. Though the work and non-work issues are different in nature they constantly impact upon each other mutually and drastically (Rain et al, 1991). But work environment enables the workers to learn new skills and to know the unknown which helps them to develop their self identity. Simultaneously, the emotional well-being, work satisfaction, leisure period, and the leeway to choose –

RESEARCH METHODS - Preparing an effective questionnaire that elicits Assignment

RESEARCH METHODS - Preparing an effective questionnaire that elicits the maximum rate of responses - Assignment Example Please go through the questionnaire, and answer the questions. We will collect it from you within 3 days. The questionnaire should not take you more than 20 minutes. The results of this research project will benefit you only, since it will enlighten Etisalat about where it is going strong and where it is lacking, when it comes to its reputation as an employer. We aim to use the results of the survey for future decision making, with respect to policies regarding many work related and employees-affecting issues. The results might not be shared with you, but their after effects will be quite visible to you, in the decisions that are then taken place. You are not exposed to any kind of risks while filling the form and we promise complete confidentiality when it comes to your responses. Your responses will not be shared with anyone and will stay within the research group that is conducting this research. If you do not personally wish to hand over the survey to us, we have alternatives for you. You can leave it in the postbox of Etisalat and address it to us. Your participation is completely your choice and voluntary, but we would love it if you participate. If you have any queries or comments regarding this questionnaire, contact us at 034-5678908. This study has been approved by an external research organization to ensure that it fulfills the ethics of any research. 12. Divide 100 points among the following characteristics of an organization according to how important each characteristic is to you when choosing an employer? For instance, if you think salary is the most important, then assign 50 points to salary, and then divide the remaining points among the other characteristics. The more points you give to a characteristic, the more important it is to you. Remember: the total should come to 100

Military discourse Essay Example | Topics and Well Written Essays - 750 words

Military discourse - Essay Example It is inevitable rivalries will arise due to the intense competitive and fighting spirit of all military personnel that results from the very nature of their jobs. In this regard, this paper will examine some of the unique military discourses of the Ground Forces of the Army to which I belonged. The Ground Forces of any armed forces is usually the biggest and most well-funded unit of the military service of a country. This is because it forms the bulk of military personnel needed to fight a war which is usually fought on land. Because of their size, members of the Ground Forces feel a sense of entitlement and priority when it comes to military appropriation for their budget such as that used for the acquisition of weaponry. The nature of war makes it imperative for a military unit to be flexible which is why it happens there is an overlap of the functions of each service. When this happens, rivalries arise due to encroachment of functions and a threat to a service branchs primary responsibilities. The rivalry can intensify to a point of being destructive such as a lack of cooperation although it can improve the esprit de corps. Obedience – being a member of the Ground Forces, I was witness to many of its rules regarding military discipline to maintain unit cohesion. Discipline is the backbone by which the ranked hierarchy is being reinforced daily through total obedience. Discipline is instilled in all recruits right from the very beginning, at the start of their training. The most important rule to remember is the notion of â€Å"obey first before you complain† which is second nature to every military person.

Many microbial infections are described as opportunistic. What do you Essay

Many microbial infections are described as opportunistic. What do you understand by this termGive a bacterial, parasitic - Essay Example At this time, the opportunistic organisms get an opportunity to spread as well as grow fast, hence, causing severe illness. Though such infections can be seen in a healthy person, their growth and spread is highly hindered. In cases of opportunistic infections, a chance is created for nonpathogenic microorganisms to become pathogenic and very harmful (Mitnick et al, 2003, p. 119). These infections mostly manifest themselves in people already infected with viruses like HIV, for instance Tuberculosis (TB). Tuberculosis (TB) as an Opportunistic Infection Viral Example Tuberculosis is an air-borne disease that usually affects the respiratory system (lungs) and is caused by Mycobacterium Tuberculosis bacteria (Currie et al, 2003, p. 2501). It can also affect other body parts like the spine and the kidneys. It is a serious infection that kills a large percentage of people worldwide, especially if not effectively treated. Approximately 2 billion people of the world’s population give positive results to TB tests annually, of which about 3 million end up dying. TB infections had almost become extinct in developed countries before the emergence of HIV epidemic. With the onset of the HIV virus, TB infections were found to be very rampant and severe in people affected with the virus (Jones et al, 2000, p. 1031). This is simply because the HIV virus makes the body’s immune system weak, thus, promoting the growth and spread of the TB bacteria. The close link between HIV and TB was stressed and emphasized during a conference concerned with retroviruses as well as opportunistic infections (CROI) (Mitnick et al, 2003, p. 128). At the conference, a report was release analyzing the recent emergence of TB bacteria which is drug resistant. The World Health Organization (WHO) tried to establish the relationship between this drug-resistant bacteria and the HIV virus. A study was carried out in South Africa where it found out that XDR TB was resistant to a number of drug s meant to treat it, including isoniazid. This was the new case which was discovered however since then beyond 300 new cases have been reported (Tufariello, Chan & Flynn, 2003, p. 578). Nevertheless, it was discovered that people who exhibited such cases positively tested for the HIV virus. The micro-organism that usually causes TB is transmitted from one person to another through air (CDC, 2000, p. 185). These micro-organisms can spread as a result of a cough or sometimes an open sneeze. It is not in all cases that a person can get infected with TB by just a single sneeze or a cough. However, if you are frequently exposed to such sneezes and coughs, the likelihood is very high. This can occur in cases where you live or mostly work with a TB infected individual. Moreover, you can easily get TB in places that are ventilated poorly or crowded (Espinal et al, 2000, p. 275). By so saying, it does not mean that one can get infected through sharing utensils or physically contacting a pers on who has it. There are mainly two types of infections classified as TB which are differentiated using their different ways of manifestations (Lonnroth et al, 2009, p. 2240). The first one is referred to as latent and this one has no symptoms thus remains in your body in an inactive form. The second one is called active which mostly affects people whose immune system is impaired. In this case,

Energy Production on Gym Essay Example | Topics and Well Written Essays - 750 words

Energy Production on Gym - Essay Example The water containers also are made up of plastic which practically litters in every gym. Plastic is an environment hazard because it is non-biodegradable and is there to stay in our environment as a pollutant for a very long time. The discrepancy between the environmental consciousness of the gym customers and actual operation of a gym presents a timely opportunity for an entrepreneur who would be venturing into a green gym. The idea of a green gym can still be considered as a sunshine industry because it is a new trend in the fitness industry and is a departure the current operation of most gyms today can still be considered as environmentally hazardous. Sunshine industry is an industry that grows quickly and is expected to grow steadily in the future (investorwords). Sunshine industry could be profitable since the market it intends to carve its niche is still underserved. The present customer of the gym can be considered as a captive market because they are likely to welcome the idea of a green gym because of their intention to live healthy. If the marketing strategy and positioning of the green gym business will prove to be successful, it could expand its client base to include those who are environmentally conscious. The market of the green gym can extend and include the environmentalist which is also a huge segment of the market. If a significant portion of this segment of the market can be translated into actual clientele by enticing them with the green operation of the gym, this could be a huge addition to the present customers of the green gym and will surely have a significant impact on the bottom line of the business. Customers will expect that the green gym will be environmentally clean in its operation and that the carbon foot print of its operation is minimal if any. Meaning, its operation consumes very

Many microbial infections are described as opportunistic. What do you Essay

Many microbial infections are described as opportunistic. What do you understand by this termGive a bacterial, parasitic - Essay Example At this time, the opportunistic organisms get an opportunity to spread as well as grow fast, hence, causing severe illness. Though such infections can be seen in a healthy person, their growth and spread is highly hindered. In cases of opportunistic infections, a chance is created for nonpathogenic microorganisms to become pathogenic and very harmful (Mitnick et al, 2003, p. 119). These infections mostly manifest themselves in people already infected with viruses like HIV, for instance Tuberculosis (TB). Tuberculosis (TB) as an Opportunistic Infection Viral Example Tuberculosis is an air-borne disease that usually affects the respiratory system (lungs) and is caused by Mycobacterium Tuberculosis bacteria (Currie et al, 2003, p. 2501). It can also affect other body parts like the spine and the kidneys. It is a serious infection that kills a large percentage of people worldwide, especially if not effectively treated. Approximately 2 billion people of the world’s population give positive results to TB tests annually, of which about 3 million end up dying. TB infections had almost become extinct in developed countries before the emergence of HIV epidemic. With the onset of the HIV virus, TB infections were found to be very rampant and severe in people affected with the virus (Jones et al, 2000, p. 1031). This is simply because the HIV virus makes the body’s immune system weak, thus, promoting the growth and spread of the TB bacteria. The close link between HIV and TB was stressed and emphasized during a conference concerned with retroviruses as well as opportunistic infections (CROI) (Mitnick et al, 2003, p. 128). At the conference, a report was release analyzing the recent emergence of TB bacteria which is drug resistant. The World Health Organization (WHO) tried to establish the relationship between this drug-resistant bacteria and the HIV virus. A study was carried out in South Africa where it found out that XDR TB was resistant to a number of drug s meant to treat it, including isoniazid. This was the new case which was discovered however since then beyond 300 new cases have been reported (Tufariello, Chan & Flynn, 2003, p. 578). Nevertheless, it was discovered that people who exhibited such cases positively tested for the HIV virus. The micro-organism that usually causes TB is transmitted from one person to another through air (CDC, 2000, p. 185). These micro-organisms can spread as a result of a cough or sometimes an open sneeze. It is not in all cases that a person can get infected with TB by just a single sneeze or a cough. However, if you are frequently exposed to such sneezes and coughs, the likelihood is very high. This can occur in cases where you live or mostly work with a TB infected individual. Moreover, you can easily get TB in places that are ventilated poorly or crowded (Espinal et al, 2000, p. 275). By so saying, it does not mean that one can get infected through sharing utensils or physically contacting a pers on who has it. There are mainly two types of infections classified as TB which are differentiated using their different ways of manifestations (Lonnroth et al, 2009, p. 2240). The first one is referred to as latent and this one has no symptoms thus remains in your body in an inactive form. The second one is called active which mostly affects people whose immune system is impaired. In this case,

Effectiveness of the Current Credit Risk Management of Techcombank in Dissertation

Effectiveness of the Current Credit Risk Management of Techcombank in Vietnam - Dissertation Example How significant does the current credit risk management decreases the credit risk of Techcombank? What are the strategies to decrease the credit risk of Techcombank? In order to address this research question, this paper shall measure the credit risk under the previous risk management strategies compared to the credit risk under the current risk management strategies. If the findings indicate that the current credit risk management does not reduce the credit risk of the bank, then the reasons for it shall be analysed. 1.1.3. Statement of Research Hypothesis In this research study the Null hypothesis (H0) will be tested against the alternate hypothesis (H1) in each case. The null hypothesis (H0) states that Techcombank has established effective controls for reducing credit risk occurrence while the alternate hypothesis (H1) states that Techcombank still does not have established controls for effectively reducing its credit risk. 1.1.4. Scope of the Study The scope of this research is restricted to a study of credit risk and credit risk prevention in Techcombank Vietnam. However, in order to be able to critically review the credit risk situation in Techcombank of Vietnam, the research will rely on literature review from various authors about credit risk, credit risk controls and credit risk prevention. 1.2. Research Objectives / Hypotheses The specific objectives of the research are as follows: Analysis and review of credit risk faced by banks Determining Techcombank’s credit risk controls measures Proposing standards for measuring the credit risk in a bank such as Techcombank based on scientific footings 1.2.1. Significance of Study This study will identify the main causes of credit risk for Techcombank before and after the... The paper tells that for many banks, loans are the most obvious and the largest source of credit risk. However, there are other sources of credit risk which include bank acceptances, interbank swaps, bonds, equities, options, guarantees among others. In the modern times, as the economy of the world continues to grow and the effect of globalization continues to impact on economic activities, need for financing by investors has also grown, causing an increase in demand for financial services from banks. With the growth of the world’s economy, the number of people using banking services is also increasing as many people are increasingly appreciating use of bank services to undertake their businesses and day-to-day financial operations. As the number of borrowers requiring financial services from Techcombank Vietnam increases, the number of financial services extended to borrowers in form of loans, guarantees, bank acceptances, trade financing and foreign exchange transactions is also increasing. Techcombank Vietnam can fail in two ways. First, a bank can become insolvent by suffering losses on its assets or investment portfolio, resulting in a depletion of its capital. Second, a bank can be a profitable business operation, but fail because it cannot meet the liquidity demands of its depositors. The greater a banks expected deposit variability, the greater the proportion of liquid assets Techcombank should hold. The dilemma facing banks is reconciling the conflicting goals of solvency and liquidity on the one hand and profitability on the other.

History and Importance of the Geneva Motor Show

History and Importance of the Geneva Motor Show   Introduction The International Geneva Motor Show, commonly known as the Geneva Motor Show, is an exposition of the most trendy, important, and relevant brands on the automobile industry (Auto Express, 2017). Widely believed Europes most important cars exposition, this event is holding some of the most high-priced and high-value car launches in record. It is one of the most important dates on the car lovers calendar. (Auto Express, 2017). The first time the Geneva Motor Show was held, was in the year 1905. It is almost as old as the invention of the motor vehicle. Since then, it has been holding the debuts from some of the most iconic cars in history. For example: The Jaguar E-Type, the Aston Martin DB7, and the Range Rover. All of these, were presented to the public on Geneva press conferences (Auto Express, 2017). The 87th Geneva Motor Show was celebrated on Thursday, 9th of March, 2017 for ten days. Car brands, such as Ferrari, McLaren and Lamborghini, introduced to the public faster, more advance and more luxurious versions of their sports cars. Not just that, extravagant SUVs were showcased by Land Rover and Mercedes-Benz this year event (Wiener-Bronner, D. 2017). Methodology This report is going to be a documentary recompilation of online articles from reputable newspapers and automobile magazines, such as Bloomberg CNN; Auto Express; Car Magazine and Top Gear. All relevant about the history and importance of the Geneva International Motor Show. The Exposition The 2017 Geneva International Motor Show was hosted at the Palexpo Arena, in the city of Geneva in Switzerland. This years event has been open to the public from 9 of March for 10 days (Pollard, 2017). The worlds biggest car companies were converging at this exposition to show off their best innovations to the market. Electric technology, autonomous driving, and lots of horsepower were the dominant topics of the event (Elliott et al., 2017). As it was mentioned before, two examples of the high-priced and luxurious cars presented on the event this year are: The Lamborghini Huracà ¡n and the Ferrari which is priced at ‎à ¢Ã¢â‚¬Å¡Ã‚ ¬292,000 or $308,000 (Elliott et al., 2017). Despite the fact that Tesla (the biggest electric car company at the moment) did not appear this year at the show, other automakers promised to reveal new electric vehicles. That is the case of Renault, that said they would unveil an EV surprise, and Toyota, declared that would show off a new electric car concept named the i-TRIL Concept. (Wiener-Bronner, D. 2017). Iconic Showcases It has been a long period between the beginning of the automobile industry begun to debut at 1903 to the present. Along the years had been numerous presentations and introductions of new models that can be said, shocked the public and the market. According to Jamieson (2017), from Top Gear, the following are some of the most iconic vehicles ever presented on Geneva, since the first days of this exposition: 1929, Mercedes SSK. The car was created before the great depression. Drivers like Rudolf Caracciola, and thanks to this machine, who was attracted to the first time he saw it, won races in Argentina, Northern Ireland and a series of Grand Prix races across Europe. 1935, Citroen Traction Avant. This vehicle was the pioneer introducing the monocoque chassis, full independent suspension and front wheel drive. 1952, Fiat 8V. This model came with a two-litre V8 engine, that produced 125 horsepower, an aluminium sump, forged crankshaft, polished heads and four-into-one headers made from stainless steel. It is said that the 8V was probably the most advance European car of that era. 1961, Jaguar E-type. When this car was unveiled in Geneva, it caused such an uproar that a second vehicle had to be bought, from Coventry, to satisfy the demand for test drives at the event. The very same, Enzo Ferrari, said that the E-Type was the most beautiful car he had ever seen. 1963, Mercedes 230SL. Aluminium panels reduced the car weight. A short wheel base and double wishbone suspension given a superior handling. All these elements, I addition of a fuel-injected engine, makes this machine a serious competitor to Ferraris models. 1971, Lamborghini Countach. The road-going version of the vehicle had a five-litre V12 engine. Although, the 25th Anniversary model came with the 5.2-litre version of the engine and 425 horsepower. 1995, Ferrari F50. Thanks to the 4.7-litre V12 engine with 510 horsepower, in addition a Pininfarina design, this car got the major attention of that years event. Conclusion As a conclusion, the Geneva International Motor Show, not only has become as an industrial exposition for companies to sell their products, but also has become a space to display technological innovations to the public. Similarly, the exposition is an opportunity to have the chance to look in a close perspective, and even touch and experience the feeling of a luxurious and high performance car for the majority of enthusiast of sport and classic automobiles. References Auto Express (2017). Geneva Motor Show. Retrieved from http://www.autoexpress.co.uk/geneva-motor-show Pollard, T. (2017). Dont miss a single Geneva motor show story with our handy guide. Retrieved from http://www.carmagazine.co.uk/car-news/motor-shows-events/geneva/2017/geneva-motor-show-2017-preview-a-z-of-all-the-new-cars/ Elliott H., Behrmann E., Rauwald C. (eds.). (2017). The Most Breathtaking Cars at the Geneva Motor Show. Retrieved from https://www.bloomberg.com/news/photo-essays/2017-03-08/the-most-breathtaking-cars-at-the-geneva-motor-show Wiener-Bronner D. (2017). Jobs report; Geneva Motor Show. Retrieved from http://money.cnn.com/2017/03/05/investing/stocks-week-ahead/ Jamieson, C. (2017). The ten biggest debuts from the Geneva Motor Show. Retrieved from https://www.topgear.com/car-news/geneva-motor-show/ten-biggest-debuts-geneva-motor-show#1

Fate :: Fate Destiny Essays

Fate Webster defines fate as a â€Å" a power thought to control all events and impossible to resist† â€Å"a persons destiny.† This would imply that fate has an over whelming power over the mind. This thing called fate is able to control a person and that person has no ability to change it. Its been proven time and time again that the human mind can over come any obstacle. An asset to the mind is a persons will. With the combination of a person’s mind and their will to decide their own destiny this thing called fate can be over come.   Ã‚  Ã‚  Ã‚  Ã‚  Some people say that a person’s fate is pre destined. That nothing they do in life is by accident and everything that you do has been decided by a higher power. If that were so than why would this being of higher intelligence waste his time on some that he planned out. He already knows how it going to turnout so why even blow centuries of time watching this boring play. I don’t know about you but I someone tells me the ending to the movie then why waste time waiting for what you already know is going to happen. Another popular opinion is that a persons will is stronger than that of any barrier put in his way. That this thing called fate is only an obstacle that can be over passed just by the implement of a person’s mind. This breed of people believes that nothing can control all events and that the mind can resist all temptations if properly trained. I myself have different theory. That yes there is a higher power that puts fate into play. He sits there and watches how his cine will play out. Unlike others I ask myself a question wouldn’t a being of higher power want a little drama a little break from the norm. I believe that he gave us a thing called free will. The ability to put into play our own set of events. If I was a director and I didn’t have to worry about time or money, I would like to see how my movie turned out if I wrote the beginning and let the actors decide the ending.

A Society in Danger Essay -- Literary Analysis, The Stranger

In the book The Stranger, Camus characterizes Meursault as an atheist, an unemotional robot, and an outcast to demonstrate how he threatens society. The way Camus characterizes Meursault impacts the book in views to which he threatens society, like when he seems useless, has no compassion or feelings, and when he does nothing to help society, making him seem like society’s worst enemy. How he characterizes Meursault proves how he becomes a threat to society through the use of syntax by displaying insensitivity, and diction to prove his atheism. He also only focuses on physical objects, and the way he sees life causing him to be a stranger. Meursault can be a threat to society by just not fitting in with everyone else and preventing everyone from being united, so he continues to be seen as a threat. Camus manipulates syntax to show how Meursault’s insensitivity symbolizes danger to society. When Camus makes Meursault be an insensitive person that does not care or feel anything for anyone else, he puts society in danger. When Meursault says, â€Å"I had never been able to truly feel remorse for anything† he never reveals any emotion at all even though the sentence sounds a little long and he also never gives a sign of compassion (Camus 100). Also, the very first sentence that Meursault states in the book only contains three words, which reads, â€Å"Maman died today† (Camus 3). No matter how long or short the sentences are Meursault never shows a little bit of compassion or feelings for her mother’s death. He just states it all plain and unemotional with only three words almost making it a fragment. For example, when Camus writes this long sentence, â€Å"He said the truth was that I didn’t have a soul and that nothing human, not one of the mo r... ...or a second I had the ridiculous feeling that they were there to judge me† which tells that he does not feel security of himself because he always thinks people are judging him (Camus 10). This thought of insecurity can be dangerous to society because Meursault will not trust the people in any way because he thinks they will always be judging him for any little thing. In conclusion of how Meursault threatens society, Camus does an outstanding job. The insensitivity and focus of physical objects only threatens the good of society by letting Meursault be part of them even though he has no feelings to offer. The atheism and way he sees life threatens society in different ways but the main one keeps society form reaching unity because they cannot exclude him from everything just because he does not believe in God and because he has a different view of seeing life.

Attrition Rate of Online Learning

WHAT INFLUENCES ONLINE CLASSES HIGH ATTRITION RATE by Lora Hines Bachelor of Science in Business Education December 1984 College of Education A Research Paper Submitted in Partial Fulfillment of the Requirements for the Master of Science in Education Degree Department of Workforce Education and Development In the Graduate School Southern Illinois University – Carbondale December 1, 2011 TABLE OF CONTENTS ChapterPage I. INTRODUCTION †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 Background†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Statement of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6Research Questions†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 7 Significance of the Problem†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 7 II. REVIEW OF RELATED LITERATURE†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦.. 9 Demographics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 10 Best Practices†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 16 Student Characteristics†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 24 III. CONCLUSIONS AND RECOMMENDATIONS†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦. 32 Summary †¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 32 Findings . †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 33 Recommendations†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 38 REFERENCES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 41 VITA†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦52AN ABSTRACT OF THE RESEARCH PAPER OF L ora Hines, for the Master of Science degree in Workforce Education and Development, presented on December 1, 2011, at Southern Illinois University at Carbondale. TITLE: WHAT INFLUENCES ONLINE CLASSES HIGH ATTRITION RATE MAJOR PROFESSOR: Glen Blackstone Online education programs have grown tremendously in the past 10 years. From 1991 to 2006, online enrollments have grown from virtually 0 to over 2. 35 million students. Over 3. 5 million students, or roughly one in every six, were enrolled in at least one online course during the fall of 2006.By 2015, 25 million post-secondary students in the United States will be taking an online class. Universities worldwide are providing some type of online learning by developing courses that are available to both on-campus and off-campus students. Online education is no longer in its infancy. Students, parents, educational institutions, government, and businesses are concerned with the quality of online education. This study focuses on quality an d the relationship that exists between student satisfaction and faculty effectiveness.At issue is the question of whether â€Å"faculty effectiveness, as perceived by learners, plays a significant role in learner satisfaction† (Rehnborg, 2006, p. 1). This study reveals that students of varying age, gender, and other demographics value education differently. These differences vary among completers and non-completers, and both groups note differences in the way their instructors implement instructional practices. CHAPTER 1 INTRODUCTION Background There are many definitions for online education. These include virtual education, Internet-based education, and Web-based education.For the purpose of this research, the definition of online education is based on Keegan’s (1988) definition of distance education. (a) the separation of teachers and learners which distinguishes it from face-to-face education, (b) an educational organization which distinguishes it from self-study an d private tutoring, (c) the use of a computer network to present or distribute educational content, and (d) the provision of two-way communication via a computer network in order for students to benefit from communication with each other, teachers, and staff. Keegan, 1988, p. 4) Kaufman (as cited by Bates, 2005) suggests that there have been three generations of distance education. The first generation used one primary technology-print. The second generation integrated print and other multimedia such as video tapes, television broadcasts, and other forms of broadcast media. The third generation of distance education gave birth to online education. Online education is characterized by the use of the Internet or video conferencing to create two-way communications, connecting students and instructors.Bates (2005) describes this communication as more equally distributed between students and instructors than in the past. In other words, while students and instructors are still separated geographically, they now have a greater ability to communicate with each other than in past generations. Students have progressively gained the ability to dialogue and use critical thinking skills rather than simple comprehension (Kaufman, 1989). Online education is well established as a viable means of education in both the corporate and academic environments, and it has taken a remarkable pace.A survey undertaken in 2001 of online education instructors conducted by the National Education Association (NEA) indicated that 72% of online learning instructors have a positive opinion about online learning. They believe more students can be reached, learning can be customized and flexible, and interaction can increase among students (Focus, 2001). Online education programs have grown tremendously in the past 10 years. From 1991 to 2004, online enrollments have grown from virtually zero to over 2. 35 million students (Allen & Seaman, 2006).Based on reports by over 2,200 colleges and unive rsities, Allen and Seaman estimate growth in post-secondary online education to be more than 10 times that of other post-secondary markets. Over 4. 6 million students were taking at least one online course during the fall 2008 term; a 17 percent increase over the number reported the previous year (Allen & Seaman, 2010). The 17 percent growth rate far exceeds the 1. 2 percent growth of the overall student population. More than one in four higher education students now take at least one course online.By 2015, 25 million post-secondary students in the United States will be taking an online class. While that happens, the classes that are taken physically on campus will plummet, from 14. 4 million in 2010 to just 4. 1 million 5 years later, according to a new forecast released by Ambient Insight; a market research firm (Nagel, 2011). Universities worldwide are providing some type of online learning by developing courses that are available to both on-campus and off-campus students. Online education is no longer in its infancy (Palloff & Pratt, 2003; Samarawickrema & Stacey, 2007).Students, parents, educational institutions, government, and businesses are concerned with the quality of online education. Online or not online has been an ongoing debate, not only for how to preserve the value of human relations but also how to deliver course content. In a traditional or face-to-face classroom, communication and human connections are great assets for knowledge acquisition within a learning community (Allen & Seaman, 2010). When a course moves online, communication lines are altered.Non-verbal communication cues disappear, and since students converse at different times, spontaneous interaction is impossible. Even with webcams in which students and professors can see and hear each other, interactions are not the same as in a face-to-face classroom. However, taking into consideration that online education allows students opportunities to learn independently from anywhere at any time, and to construct and acquire learning at their own pace, online education provides many advantages for students beyond the classroom walls.We live in a changing population since more and more students entering college have grown up in today’s digital world, they possibly are â€Å"digital natives† whose brains could potentially be wired differently from the previous generation (Prensky, 2001). Draves (2002) lists ten reasons why online learning is more popular and, in his opinion, why it is better, cognitively, than in-person learning: †¢ You can learn at your own peak learning time of day. †¢ You can learn at your own speed. †¢ You can learn faster. †¢ You can interact more with the teacher and other participants. There are more topics and subjects online. †¢ Participants come from around the world. †¢ You can learn from the foremost authorities and experts. †¢ Online learning is less expensive and thus more accessible. â⠂¬ ¢ Internet links provide more resources. †¢ You can form a virtual community. Courses taught in an online format hold many challenges for the learner and educator alike (Howell, Williams, & Lindsay, 2003). Challenges include the need for computer literacy and navigation skills, greater electronic connection capabilities, and concerns over isolation.Within online classes students must not only learn the course material, but also the technology skills needed to participate in class. The online learning format places the burden on students to initiate the learning process, and assume primary responsibility for the learning experience. It is likely that in this tremendous movement toward online education, faculty members will be pushed to provide more Web-based courses for both their on-campus and off-campus students. Faculty members are concerned with the quality of online courses they are developing and teaching.While the 2000 NEA survey indicated a highly positive opinion of online courses, the faculty members expressed deep concern that online courses take more work, are more technologically challenging, and require more training and mentoring to develop and teach than traditional face-to-face courses (Focus, 2001). Maddux (2004) suggests that the increased competition for universities to offer online courses has caused campus administrators to put forth numerous online courses as rapidly as possible.Many professors, according to Maddux, are less than a technologic expert and find themselves under pressure to produce these courses. Faculty complain that with their workload they do not have time to get adequate training and support from those on campus that provide it. Only 19 percent of institutions with online offerings report that they have no training or mentoring programs for their online teaching faculty. The most common training approaches for online faculty are internally run training courses (65 percent) and informal mentoring (59 percent) (All en & Seaman, 2010).Of the 10 biggest myths about synchronous online teaching, faculty training focuses on technology tools and educational best practices and is of major concern to the professors (DeMaria, & Bongiovanni, 2010). Various research studies have found a higher percentage of students taking online courses tend to drop those courses when compared to students taking traditional courses (Frankola, 2001; Oblender, 2002). Some have reported attrition from eLearning as high as 70-80% (Tyler-Smith, 2005, Flood 2002. One major reason to study student satisfaction is completion rate of non-traditional students versus traditional students. . Some educators suggest that the high drop rates should â€Å"disqualify online education as high-quality option to traditional education† (Distance Education, 2001 as cited by Diaz, 2002, para. 1). Researchers cite numerous reasons for attrition in both online and face-to-face courses. Students have work, family, and social commitments. Others lack the commitment of time or technological skills necessary to persist in the online environment.Other reasons aside, this research paper focuses on quality and the relationship that exists between student satisfaction and faculty effectiveness. At issue is the question of whether â€Å"faculty effectiveness, as perceived by learners, plays a significant role in learner satisfactions† (Rehnborg, 2006, p. 1). Institutions retrieve student end-of-course data from students who persist and complete online courses. A review of the literature reveals a large quantity of material on faculty effectiveness, with numerous recommendations and conclusions drawn from that student end-of-course data.There is relatively little data available from course non-completers. A 1991 study indicated that 75% of colleges and universities use the end-of-course questionnaire as a method of evaluating the effectiveness of their instructors. Though some doubt the validity of student end-of-cour se questionnaires, most accept the fact that they are useful in providing a measurement of the instructors’ teaching ability and directly reflect the satisfaction level of students (Ramsden, 1991). Statement of the ProblemWith student diversity changing, higher education institutions are finding that it is necessary to meet the needs and demands of our nontraditional students. However, with the growth of distance learning, rates of attrition have increased significantly (Parker, 2003). Some have reported attrition from eLearning as high as 70-80% (Tyler-Smith, 2005, Flood 2002. ) Carr stated, however, that many higher education administrators believe that the completion rates of non-traditional students are 10-20% higher in online learning.Research Questions The research questions for the paper were: 1. What similarities and differences, in terms of demographics (age, gender, ethnicity), are present in non-traditional (online) students attrition rate? 2. What affect do best p ractices have on non-traditional (online) student’s attrition rate? 3. What affect do student characteristics have on non-traditional (online) student’s attrition rates? Significance of the Problem Online courses are generally the first format of course offerings to fill up during registration.Since many online courses have a high withdrawal rate, it would be beneficial for students to be placed in a course format most conducive to their learning (Dutton, Dutton, & Perry, 2002). The identification of characteristics associated with successful online students could provide the necessary information for teachers and admissions personnel to suggest or discourage a student from registering for an online course. A student mistakenly placed into a course may encounter more difficulties and have reduced changes for success compared to an appropriately placed student.With improved technology, students may find it more convenient to take classes online in order to meet their ed ucational needs. Changes in the student population as well as the delivery of the online course at the university may present challenges. Many interconnecting factors contribute to the numbers of students who drop out of distance education courses, many of which are beyond the institution’s control (Rovai, 2002). Rovai (2002) pointed out that this learning-sharing connection among students could provide the learner with a feeling of support from their fellow students.Rovai’s (2002) research also suggested that there might be a possible connection between the sense of community and increased motivation resulting in increased cognitive learning. If individual circumstances affect the ability of a student to continue in an online course and if various curricular delivery and instructional methods contribute to variable outcomes, then the development of online delivery should be researched to determine the best way to serve the needs of the student enrolled in an online co urse. CHAPTER 2REVIEW OF RELATED LITERATURE The advances in telecommunications and the saturation of computers into almost every home in American has drastically changed the way we communicate, the way we store and retrieve data, the way we do research, and the way we socialize. These changes in our day-to-day lives have also obliged us to rethink the way we deliver education. Public, private, and proprietary institutions have come under intense pressure to develop educational systems that are independent of time and place. Within the past 0-12 years, the growth of online course has increased tremendously. The proportion of institutions with fully online programs rises steadily as institutional size increases, and about two-thirds of the very largest institutions have fully online programs, compared to only about one-sixth of the smallest institutions. Doctoral/Research institutions have the greatest penetration of offering online programs as well as the highest overall rate (more t han 80%) of having some form of online offering. (Allen & Seaman, 2006, p. 2)Along with this growth comes the need to ensure courses are developed with some universal structure and the need for instructors to teach these courses using the best practices in the field. Student attrition is also under the microscope. The government, educators, parents, and students want assurances that online education works as well or better than its traditional face-to-face counterpart. One must understand the background and the best practices and issues that relate to student needs and satisfaction in online education. The literature review will discuss these relevant issues.What similarities and differences, in terms of demographics (age, gender, ethnicity), are present in non-traditional (online) students attrition rate? An extensive reading of the literature reveals that face-to-face instruction includes courses in which zero to 29 percent of the content is delivered online; this category include s both traditional and web facilitated courses. The remaining alternative, blended (sometimes called hybrid) instruction is defined as having between 30 percent and 80 percent of the course content delivered online.A course where most or all of the content is delivered online with typically no face-to-face meetings is considered an online course (Allen & Seaman, 2010). Universities want to improve graduation rates and attract non-traditional students by increasing online offerings (Allen & Seaman, 2007; 2010). According to the Allen and Seaman’s report, online students may not share the same demographics as traditional higher education students, thus, instructors need to understand the challenges of distance learning when designing online learning experiences.The shift towards offering more online courses will continue to affect higher education institutions in ways that are not yet understood. The benefits (e. g. , convenience for institutions, instructors, and students) and the challenges (e. g. , student retention) need to be balanced to ensure that students’ outcomes of online courses are comparable with those in traditional face-to-face courses (2010). A continuing question that the researcher must consider is among those studying online education has been the issue of student retention.Online courses typically attract students who might otherwise have not been able to attend traditional on-campus instruction, either because of work, family or other obligations. This difference in the nature of the student body has made the direct comparison of the online and face-to-face very difficult. If students tend to drop out of online classes because of work or family responsibilities, does that accurately reflect the nature of the course or the nature of the student (Allen & Seaman, 2010)? In a study completed by Dutton, Dutton & Perry (2002), the purpose was to determine how online students differ from traditional students?There were two major cate gories studied. The first class of information related to the external, observable characteristics of the students. These include such things as age and gender, work, academic and childcare commitments commute distance and previous computer experience. The second information category contains preferences or considerations that are less easily observable by an outsider but may have influenced the student’s choice of online versus lecture format. Using the demographic data that Dutton, Dutton & Perry (2002) gathered from the student records, it appeared that the gender played little role in the choice format.However, it is clear that older, non-traditional students prefer the online class. The average age of an online student’s age compared to a lecture student was more than five years greater. Nearly two-thirds of the lecture class was less than 22 years old while the same proportion of online section was older than 22. The study also determined that full-time students preferred the lecture course and the part-time students preferred the online. On average the study determined that the online students had greater outside responsibilities and that they live farther from campus.In his dissertation, Bangurah (2004) compared students with passing grades in traditional and online courses. Student’s grades were compared across courses where the same instructor taught both online and traditional formats. Within this study, 3,601 students participated and Bangurah (2004) found that in each course and context, mean GPA’s were highest among traditional students. He also noted females who were enrolled in web-based courses outnumbered their male counterparts by nearly two-thirds. This ratio of female to male students was not found within the traditional course setting.The claim that â€Å"the demographic differences between online and traditional students has been duly noted† (Diaz, 2002, p. 1) has mixed implications. For instance, while Gibson and Graff (1992) and Thompson (1998) concluded that online students are generally older, have a higher GPA, and have completed more credits than traditional students. There are several unidentified assumptions. First, these demographic characteristics portray a trend rather than a fixed number. Observing online education over time has indicated that students are getting younger and demographic populations are shifting (Allen & Seaman, 2010).The Instructional Technology Council (Allen & Seaman, 2010) has reported that in 2008, 52% of students were considered traditional age; whereas, only 46% of students were considered traditional age in 2006. The second assumption is that methods of identifying online students are universal. What constitutes an online student from a traditional student may vary from institution to institution or from course to course. Lastly, demographic characteristics vary largely across the United States and should be taken into consideration when applyi ng theory to practice.For instance, Iowa’s minority population constitutes only 9. 4% of the student population and was ranked the fifth lowest state in terms of diversity in 2007. Thus the number of students represented by any one ethnic category is likely to be very different than population numbers from other states and vary highly from states outside of the Midwest (Iowa Department of Education, 2008). The research should consider the question of student performance and how it has also been further reviewed along lines of gender (Price, 2006; Yates, 2001). Whereas, reviously women were presumed to have an online disadvantage due to access (Kirkup & von Prummer, 1997) or family commitments (Wolf, 1998), studies have shown that enrollment is greater among females in online courses and females may in fact be more successful in the online setting (Price, 2006). In her study, Price (2006) sought to uncover gender differences in female and male students who are enrolled in onli ne courses. In order to do so, she compared the same course in both a traditional and online setting. From 2002 to 2004, 1,991 students participated in the study from the Open University.Two questionnaires were utilized to demonstrate course experience and academic engagement. From her study, Price (2006) was able to conclude that women were more likely to outperform their male counterparts in online course settings. In Aragon and Johnson’s study, they found no significant difference in characteristics of age, ethnicity or financial aid eligibility of students enrolled in online classes. Once again, they found that gender had significant association with completion and non-completion in online courses.Their findings were that females completed at a higher rate than male students in an online but not face-to-face courses (2008). Additionally, it is worth noting that the thought that online instruction is eliminating many of the barriers to education for all students in general and indicated through student interviews (2008). The interviews determined that the self-reported reason for non-completion of an online class was personal and time constraints which accounted for 34% of the reasons for non-completion of their online courses, compared to 100% of the reasons given by the face-to-face students (Aragon & Johnson, 2008).Online students often outperform traditional students when success is measured by the percentage of students that attain a grade of â€Å"C’ or above, overall classroom performance (e. g. , exam scores), or student satisfaction (Diaz, 2000). When comparing the characteristics and success of online and traditional students, Diaz found that online students received twice as many â€Å"A† grades, while traditional students received twice as many â€Å"D† and â€Å"F† grades in a general health education class. The online students were also more satisfied with multiple aspects of their course as demonstrated by their responses to an 11-question satisfaction survey.While online students generally fared better in overall grades and grades on exams, they also dropped the course more frequently: a 13. 5% drop rate for online students versus a 7. 2% drop rate for traditional students. As Diaz noted, â€Å". . . it seems very clear that students who enroll and persist in an online course will fare at least as well as their on-campus counterparts† (p. 95). While the use of surveys in conjunction with empirical data can often provide a more complete picture, surveys as a sole means of predicting student success and learning has been less than successful (Hall, 2008).Employing two different survey instruments, Hall (2008) attempted to uncover which instrument would be the most accurate in determining online student success. Two hundred and twenty-eight students participated in the study which encompassed three regional community colleges in the Midwest. These students were all enrolled in at least one online course in the following areas: business, computer information services, criminal justice, and early childhood development. Hall (2008) found that the class categories were a better predictor of student success than either of the two survey instruments.In fact, the surveys showed little than 8% accuracy in predicting final grades for these students. If online students typically possess characteristics that research has linked with academic success (e. g. , older age and more academic experience), why are they less successful in terms of persisting in a class for the full term? One possible answer is that we may have mistakenly defined â€Å"drop rate† as a characteristic synonymous with â€Å"academic non-success. † However, I believe that many online students who drop a class may do so because it is the right thing to do.In other words, because of the requirements of school, work, and/or family life in general, students can benefit more from a class i f they take it when they have enough time to apply themselves to the class work. Thus, by dropping the class, they may be making a mature, well-informed decision that is consistent with a learner with significant academic and life experience. This explanation would be consistent with their demographics while calling into question the idea that these students are academically unsuccessful or possess inferior academic abilities. In act, a case could be made that many of the students who earn â€Å"D† and â€Å"F† grades would be better served by dropping a class. By doing so at the appropriate time, some might increase the likelihood of a successful academic career. For example, they would obviate the need to retake a course immediately, and dropping the class would not adversely affect their GPA, perhaps helping them to avoid academic probation. (Diaz, 2000, p. 3) What affect do best practices have on non-traditional (online) students? An extensive reading of the litera ture reveals numerous significant approaches to improving online courses.One method is determining what may contribute or detract from a student’s success in an online course is to take a customer/business approach to the question. In other words, what is the business doing and what is the business doing that is satisfying the customer? This approach would lead researchers to look at central themes of investigation in determining the factors that contribute to or detract from student success. First the researcher must determine what aspects students perceive are important to producing success in online learning.In the customer/business approach, it is a given that a satisfied customer is the end-point from which one works backwards to build a successful business. The literature indicates that student perceptions, attitudes, and satisfaction (Biggs, 2006; Clayton, 2004; Valasidou & Makridiou-Bolusiou, 2006) are almost certainly key in the development and instruction of online courses. According to Pearson and Trinidad (2005), hearing from students is essential to learning about what works and where improvements should be made in the future.It is the business/customer model applied to online education. Secondly, the research should consider how educators are conducting their online courses. The scholarly literature reveals that researchers are finding several central factors related to student perceptions and the methods instructors are using to teach and design their courses. Palloff and Pratt (2003) concisely define these factors as (a) instructor support, (b) a sense of community, and (c) an appropriate use of technology in the online setting.However, there continues to be instructor support as well as a sense of community in the traditional classroom as well. Instructor Support The foregoing conclusion for a number of years in education is that the greater the amount of instructor support, the more successful students will be in understanding and achi eving the learning objectives of their courses. Sahin (2007), and Valasidou and Makrdiou-Bousiou (2006) all agree and suggest that a major predictor in online courses is instructor support.In the online environment, students have come to expect instructor support. As an example, data from a qualitative study conducted by Motteram and Forrester (2005) revealed that students have more or less unwittingly come to believe that because of the nature of online learning as being any-time and any-place, instructors are available on a 24-7 basis, able to respond at any hour. Students not only expect instructional support, they expect it in a more expedient manner than the face-to-face student.Another example that indicates students want and need instructor support comes from a study by Ice, Curtis, Phillips, and Wells (2007) who conducted research from Spring 2004 through Summer 2005 with 26 master’s level students and 8 doctoral students in online courses to determine if there is val ue in using asynchronous audio feedback in grading student work. The researchers were attempting to determine what effect, if any, the use of audio feedback might have on increasing students’ success in online courses.In this study, five research questions were posed to determine (a) whether students preferred audio or text feedback, (b) to what degree audio feedback is an effective replacement to the interaction that takes place in a face-to-face course, (c) how audio feedback improved a sense of community, (d) in what manner is perceived learning impacted by the use of audio feedback, and (e) what relationship exists between audio feedback and student satisfaction. The results concluded that students believed that asynchronous audio feedback gave them more insight into what the instructor was trying to onvey, students experienced an increased feeling of involvement, the instructor was perceived as more caring, and content retention improved (Ice, et al, 2007). Again, a majo r finding of this research revealed that instructor support and involvement created what students described as a caring attitude, and this caring is a key to students’ satisfaction and, ultimately, their success in the online course. Leners and Sitzman (2006) undertook a study with online nursing students by seeking their voice in defining what online caring meant.The research revealed the same conclusions that many other studies ( Irlbeck, 2008, & Keengwe, & Kidd, 2010) with online students have reported. What students defined as caring was the method and degree to which the instructors interacted with students and the timelines of the communication. Instructor support was, again, a key to student satisfaction. The body of literature exists in large quantities with reference to research studies revealing that both practitioners and researchers agree: Interaction between students and instructors is an important predictor of student satisfaction in online courses.One of the ma jor findings that Chickering and Gamson (1987) in Seven Principles for Good Practice in Undergraduate Education is just as true in online education today. It is good practice to encourage contact between students and instructors. Whether referred to as instructor, tutor, mentor, teacher or technician, students expect support and are more satisfied when they receive support from that individual. A Sense of Community Next to contact between instructor and student is the contact that emerges within what has become known as the learning community.That community represents interaction from instructor to student and from student to student. Research conducted by Motteram and Forrester (2005) suggests that students’ relationships with fellow students emerged as a prime need in online courses. When taking an online course, students often voice feelings of solitude and the fear of learning alone. A need for interaction with other students is just as apparent in the online environment as it is within the face-to-face classroom. According to Garrison and Anderson (2003), social presence has become highly important in online education.Social presence is defined as â€Å"the extent to which students can project their presence online when communicating in the textual milieu in the absence of visual or verbal signs† (Motteram & Forrester, 2005, p. 284). Kazmer puts forth that when students come into an online classroom they are really performing for each other, for themselves, and for the instructor. In the absence of visual and verbal cues that are normally found in the face-to-face classroom, students create for themselves an identity, and they need a variety of diverse media for interaction to articulate these online identities (2004).Community within the adult online learning environment may be even more important than with traditional-aged students. A great body of research highlighted by Malcolm Knowles’ (1990) theory of andragogy reveals that one way adults learn is by comparing past knowledge and experiences with current experiences. Stilborne and Williams (1996) further advance the need for community in online education when teaching adult students by suggesting that providing a means for interaction and encouraging adult students to share their knowledge is essential to their style of learning.Adult students have a lifetime of knowledge and experience to share, and finding a sense of community brings this to life. University administrators have known for some time that when students are involved in the campus community, attrition decreases. Eastmond (1995) sensed that an increased dropout rate among online students is directly related to the reduction or elimination of social and visual cures lost in an online course format; conversely, increased online community reduces the attrition rate (Rovai, 2002).Diaz (2002) and Carr (2000) report that attrition is up to 10% higher in online courses than the face-to-face counterpar t. As a course design strategy, the use of learning communities has helped reduce this attrition (Diaz, 2002), and when students persist, they become more successful in their learning and persevere to graduation. Not all students are looking for community within online courses, however. Some studies indicate that students do not necessarily desire a sense of community (Brown 2001).In some cases, Brown learned that students simply do not wish to participate or engage in community building, while others participate based on availability of time. Other studies have indicated that students feel they are risking academic rigor if they participate in social relationships or class community building. Based on these views, Liu and Ginther (n. d. ) undertook exploratory study to determine, among other things, if students feel a sense of community in online courses and if that sense of community added to the learners’ engagement and perceived learning and satisfaction.Their conclusion was that there are many positive relationships between sense of community and student satisfaction and perceived learning. No specific agreement between students and instructors emerged, however, on how community building should be undertaken. This led the researchers to further suggest that community building in online courses may not be as intuitive as the advocates of online community might suggest. In other words, community building needs to be intentional; it may not just happen. Analysis and synthesis of the literature explains several things regarding online learning communities.Many students feel that social presence in an online course is essential to reducing their feelings of aloneness and solitude while other students opted for online learning because of the solitude. Still others do not participate in community building for lack of time or fear of lagging behind academically. It may be difficult to distinguish among these groups of students, but a number of instructors and researchers believe that a sense of community helps with retention and, in cases of adult students, adds significantly to the learning and knowledge acquisition process.Diaz (2002) characterized this notion of community by suggesting that good practice would encourage cooperation and discussion among students. The literature illustrates that this principle is present in the online environment as well. Developing community will most likely require concerted design and effort on the part of the instructor. Use of Appropriate Technology Interaction among the participants in higher education, instructor to student and student to student, is generally accepted as fundamental (Liu& Ginter, n. . ). This interaction is also considered a condition to student satisfaction (Garrison & Anderson, 2003) and decreased attrition (Rovai, 2002). Therefore, as previously presented, just as a sense of community and human interaction are both expected in the face-to-face context, they are expected a s well in an online learning environment. The question then becomes, what is the appropriate technology that should be implemented to best facilitate interaction and sense of community?The two primary forms of technology that have emerged within online courses are asynchronous and synchronous interaction (Hines & Pearl, 2004). Synchronous, or real time, interaction requires that students participate at the same time. Asynchronous, or delayed time, interaction does not require students to simultaneously participate (Rose, 2006). Synchronous. Branson and Essex surveyed educators and found that instructors mostly used synchronous communication for holding â€Å"virtual† office hours, brainstorming, community building, dealing with various technical issues, and one-on-one tutoring.The shortcomings of synchronous communications is in the logistics of getting the students together online at one time, students not participating in the faster paced chats because of poor typing skills , and less reflection time for students in formulating their answers (2001). As Hines and Pearl put it, â€Å"Synchronous chats have the advantages of providing a greater sense of presence and generating spontaneity† (2004, p. 34). Synchronous communication, however, is difficult since students may be separated by immense geographic time differences.Maushak and Ou (2007) conducted a study to examine how well synchronous interaction facilitated collaboration among graduate students in their group work. The researchers concluded that students regarded the synchronous interaction with an instant messaging system as beneficial in collaborating on group projects and as very helpful in creating a sense of community. There was not a sense that synchronous interaction would be the appropriate method for communicating full class discussion meetings. Asynchronous.The use of asynchronous interaction lies more in the form of discussion forums whereby students are allowed more time for re flection, where archiving of the discussion can take place, and where all students have the opportunity to participate at a more leisurely rate. Referred to as threaded discussions, these forums generally begin with the instructor or moderator submitting a question for discussion. Students then read the question and comment on it and the threads builds (Palloff & Pratt, 1999).Many educators report more in-depth and thought provoking discussion taking place with asynchronous online interaction (Branson & Essex, 2001) than occurs in face-to-face classroom discussions. Dede and Kremer concluded that the forums produced richer, more inclusive discussions among students but are more time consuming to mediate and generally do not provide much social interaction (1999). A synthesis of the literature shows that educators have always felt that discussion adds value.Knowledge that participants supply is often thought to add as much value to the discussin as that of the instructor (Addesso, 20 00). Knowles (1990) contends that in adult learning the value added by each student is of utmost importance. Physical anonymity in online threaded discussions, according to Sweeney and Ingram, can draw out inquisitiveness, decrease inhibition, and help to bridge the gender gap, thereby increasing interaction (2001). The analysis of the literature draws the conclusion that literature regarding appropriate use of technology in online courses reveals that it is essentially content specific.Asynchronous and synchronous interaction are not mutually exclusive, but asynchronous interaction seems to provide for a higher level of academic and intellectual communication while synchronous interaction appears to be more useful in building a sense of community in the online environment. What affect do student characteristics have on non-traditional (online) student’s attrition rates? An extensive reading of the literature reveals numerous significant approaches to improving online courses . Vincent Tinto 2008), has stated that a wide range of studies have been conducted over the last 30 years that provides definitive data as to what affects high attrition rate. As a result the university administrators have reviewed the findings and implemented a variety of changes, many in student affairs, in order to reduce the attrition rate (Tinto). However, online instruction is here to stay, and the number of online courses has increased, as have the number of conflicting discussions that have attempted to define reasons and solutions for high attrition rate among online classes (Tyler-Smith, 2005).Online students face different issues relating to high attrition rate than do their traditional face-to-face counterparts. As Rovai (2002) stated, online students seem to have very different challenges in which to overcome when attempting to complete an online course which may involve personal distractions, variations in technological abilities, learner readiness, feelings of alienat ion, the instructor, and fellow students. The research will follow these factors and determine the affects these variables have upon attrition rate in the online world.Personal Conflicts Adult students have often indicated that they were unable to attend a traditional class due to conflicts with work, geographic, or family commitments and found that online classes were more suitable to their schedule. Online courses have been designed by the educator with flexibility in mind, as the student can work at their own pace and schedule without time constraints of the face-to-face class (Galusha, 1997; Kim 2004). However, due to work commitments as well as family, many still find completion of online course restrictive (Galusha).Many administrators believe that high attrition rate is due to the fact that online learners are traditionally older and maintain a busy work and life schedule, causing students to drop classes more often (Carr, 2000). In Carr’s research he observed that man y professors noted that they frequently lose students due to work, marriage, divorce, and pregnancy’s. Carr referenced one student’s observation that older students have more clearly defined goals and seems to be comfortable working independently, rather than a younger student more ikely to drop the online class. In a study conducted by Kemp (2002), factors such as â€Å"resilience, life events, and external commitments† (p. 67) were studied to predict online attrition rate. Questionnaires were administered and compared to student records in order to determine if there was a correlation between these three factors. It was determined that resilience and work commitments were significant among the findings, but they were not conclusive due in part to an inadequate method of accumulating data and the length of the study.Parker (1999) observed and stated that many studies of attrition focus on a single factor as the cause for high attrition rate among online courses . Diaz (2002) believes that research be conducted in order to determine the varying reasons for students to drop online courses, as did Kerka (1995) who believes that students that drop online courses should not be lumped into one category, but should be grouped into several in order to recognize the seriousness of non-completion. One should not assume that the student is dropping the class because of academic problems.Since online learners are found to be more mature and experienced, it is assumed that the reason in dropping the class results from careful reflection. Due to outside influences, it may be better for the student to successfully complete the course at a later date (Kerka). Variations in Learning Readiness According to the National Center for Educational Statistics (2003) online learning presents itself with a tremendous presence in higher education which creates a greater demand for exploring learner readiness and student perceptions of online learning.More specificall y, research directs the literature review to an investigation of learner readiness, on-screen reading speed and comprehension, followed by typing speed and accuracy. With the dramatic increase of online learners, successful identification of learner readiness has become a priority (Shilwant & Haggarty, as cited in Watkins, 2005). Profitt (2008) discusses the need for an institutional, pre-assessment requirement, tailored toward learner readiness.The assessment results would not only present information to advise the college and potentially at-risk students, but would also alert students, who would in turn, use the results for self-evaluation and make the decisions if they are a good fit for online learning. However; Harrell (2008) states â€Å"There could be students for whom face-to-face is a better fit, but the online environment is their only option† (as cited in Profitt, 2008, p. 27). Based on the documented learner readiness assessment, at risk students may then contact the institution of higher learning and seek xtra orientation or support services to help prevent an unpleasant online learning experience. Hsu and Shiue along with other researchers have studied individual learner readiness as a reason one might drop an online course (2005). This is a reflection of Knowles theory of andragogy, whereby the assumption of adult self-concept is made that he or she has reached a level toward self-directed learning (Knowles, 1998). Parker (1999) approved the Internet as a method for providing the â€Å"opportunity for the self-directed learner to go where no person has gone before† (p. 1).Parker believes that in order for learning to be successful, instructional media should be carefully selected. In doing so, the online learner should take an online learner readiness quiz that assesses the ability of the student and the potential for success in an online course. READI indicates â€Å"the degree to which an individual student possesses attributes, skills and knowledge that contributes to success in online learning† (Readi. info, 2010). As noted by Willis & Lockee (2004) a determination of goodness of fit of online learning of a potential student should be assessed prior to the initiation of the distance learning commitment.Technological Abilities The revolution of technology and the rise of the Internet age has increased the ease and accessibility to learning for the online student, thereby, allowing a greater opportunity for the autonomous learning which can be defined as â€Å"self-planned, self-organized and self-assessed learning† (Peters, 2000, p. 9). Osika and Sharp (2002) concluded that without solid technical skills, students may have a difficult time succeeding in Web-based learning environments.Through a survey of faculty at a midsize regional commuter campus in the Midwestern United States, an inventory had been established of the minimum technical competencies faculty members believe students should possess to be successful in Web-based instruction. Additionally students at the same university were surveyed to determine how well they thought they met the minimum competencies outlined by the faculty. What was found confirmed the faculty's concerns that students often did not possess the technical skills required to be successful in a Web-based course.Osika and Sharp (2002) concluded that even though students are exposed to technology at a much earlier age, â€Å"this does not mean they are technically competent with the skills required to be successful with Web-based instruction† (p. 324). Muse conducted a study whereby looking at students reasons for dropping a course. He reported that many of the students found difficulties managing the software, falling behind in their course work and became frustrated and anxious, therefore, dropping the class. Today many universities have technical support that will provide guidance to the students so that they do not fall behind.Ove r half of the faculty in Osika and Sharp’s (2002) study listed computer skills such as the ability to use the basic hardware on a computer, prepare word processing task, use the Internet, and send and receive e-mails, which is a prerequisite for online instruction. Students that were polled in their study claimed that they had the ability to access the Internet and word processing, but when asked specific questions about their competency levels, they were unable to do so (Osika and Sharp). However, perceived ability, on the part of the student and instructor, may not actually meet levels of competency.Muse (2003) conducted a similar study that looked at reasons for dropping an online class. They study found that the students that had difficulties with managing the software (Blackboard, Moodle) fell behind in their assignments, therefore, making them feel anxious and frustrated. Feelings of Alienation In order for online students to succeed, they need to feel as if they are pa rt of a â€Å"larger school community† (Galusha, 1997, p. 4). This is indicative of the lack of communication that may exist in distance education, more specifically to the lack of interaction among staff, students, materials and services.In a study, Meyer (2001) observed that the student and teacher lack interaction as the Internet does not allow for it, which commonly occurs in the classroom. The feeling of alienation may give students even more reasons to drop out of the online course. Administrators conveyed that students identified that one problem in taking an online course is lack of personal interaction which they desire, but do not receive with online instruction (Carr, 2000). One student quoted by Carr, â€Å"†¦you don’t have direct contact on a regular basis with your instructor,† (p.A39) and in order to succeed, the student must possess a level of confidence that does not require immediate feedback. Galusha (1997) also reported the lack of confi dence that is required when there is a lack of immediate feedback. This is troublesome for the student, and the lack of contact was specifically identified as an area that affected the success of online students. Rovai and Wighting (2005) addressed the issue â€Å"alienation and low sense of community† (p. 101) and the relationship of student attrition in their research with a sample of graduate students at a private university in Virginia.They felt that the study yielded â€Å"a valid predictive and explanatory tool for researchers concerned with the welfare and persistence of students in higher education programs† (p. 108). Rovai and Wighting stated that, the high quality experiences that students receive in the classroom improve student retention, therefore, these findings should be considered when developing an online class. Rovai and Wighting advised that there needs to be additional research to identify how to foster community in an online classroom in order to l ower attrition, particularly among diverse cultures. CHAPTER 3CONCLUSIONS AND RECOMMENDATIONS Summary The literature review summarized that online students have a great number of deterrents to completing an online course (Carr, 2000; Galusha, 1997; Kerka1995). Some of these deterrents include family, employment, finances, technology, instructor communication, feelings of isolation, and procrastination (Kerka, 1995). Instruction is an identifiable problem that can affect the performance of a student. There may be a problem of communication between instructor and fellow students, as well as technological difficulties on the part of the student and instructor.Rovai (2003) states that early intervention with reference to the identifiable problems stated above will better meet the needs of the students. Student’s performance suffers when there is a lack of personal contact among the instructor and fellow students. Therefore, there is a breakdown in communication that must be enhan ced when students are taking an online class. How does one enhance communication? There can be exchanges between the student/instructor through emails, virtual office hours, message boards as well as telephone communication.There is an importance among student and instructor services for online classes. Floyd and Casey-Powell (2004) recommended five student areas that are in need of development for online learner. â€Å"Orientation, development, support, transition, and evaluation are areas that the instructor and or university must provide. † Orientation should be given at the beginning of the online class. The instructor should develop those skills with the students through making assignments, and requiring students to log on to the course a number of times during the week. Colleges, such as John A.Logan College offer an orientation class to their students at the beginning of each semester. They also provide support for online students. There needs to be a gradual transitio n into the online course, as well as mid-term evaluation and an end of semester evaluation so that the instructors can learn from those evaluations. The curricular design of the online class can provide the instruction in a meaningful manner. The course welcome or introduction should include an overview of the course establishing boundaries for the course. This would also be the time that the instructor establishes a learning community.Findings What similarities and differences, in terms of demographics (age, gender, ethnicity), are present in non-traditional (online) students attrition rate? According to Allen and Seaman’s report, online students may not share the same demographics as traditional higher education students, thus, instructors need to understand the challenges of distance learning when designing and creating an online learning experience (Allen & Seaman, 2010). Universities want to improve graduation rates and attract non-traditional students by increasing onli ne offerings (Allen & Seaman, 2007; 2010).The shift towards offering more online courses will continue to affect higher education institutions in ways that are not yet understood. The benefits (e. g. , convenience for institutions, instructors, and students) and the challenges (e. g. , student retention) need to be balanced to ensure that students’ outcomes of online courses are comparable with those in traditional face-to-face courses (Allen & Seaman, 2010). Using the demographic data that Dutton, Dutton & Perry (2002) gathered from the student records, it appeared that the gender played little role in the choice format.However, it is clear that older, non-traditional students prefer the online class. The average age of an online student’s age compared to a lecture student was more than five years greater. Nearly two-thirds of the lecture class was less than 22 years old while the same proportion of online section was older than 22. The study also determined that full -time students preferred the lecture course and the part-time students preferred the online. On average the study determined that the online students had greater outside responsibilities and that they live arther from campus. We need to close the age gap, and encourage young students to take online classes. Advertisement is the key to promoting online classes. Full-time students should be encouraged during advisement to take online classes. However, at the same time, advisors must screen potential online students in order to provide proper placement of each individual student. It may be best to first introduce the traditional learning through hybrid classes. This gives them the best of both worlds. What affect do best practices have on non-traditional (online) students?One method is determining what may contribute or detract from a student’s success in an online course is to take a customer/business approach to the question. First of all, a determination of what is being done correctly, and what is not. This approach would lead researchers to look at central themes of investigation in determining the factors that contribute to or detract from student success. Secondly, the researcher must determine what aspects students perceive are important to producing success in online learning.In the customer/business approach, it is a given that a satisfied customer is the end-point from which one works backwards to build a successful business. The literature indicates that student perceptions, attitudes, and satisfaction (Biggs, 2006; Clayton, 2004; Valasidou & Makridiou-Bolusiou, 2006) are almost certainly key in the development and instruction of online courses. According to Pearson and Trinidad (2005), hearing from students is essential to learning about what works and where improvements should be made in the future.It is the business/customer model applied to online education. There needs to be more communication between the instructor and student. An instruc tor might assign group work, which will allow the student to get to know their fellow students, which will enhance the learning experience for the online student. Secondly, the research should consider how educators are conducting their online courses. The scholarly literature reveals that researchers are finding several central factors related to student perceptions and the methods instructors are using to teach and design their courses.Palloff and Pratt (2003) concisely define these factors as (a) instructor support, (b) a sense of community, and (c) an appropriate use of technology in the online setting. However, there continues to be instructor support as well as a sense of community in the traditional classroom as well. Instructor Support In an online environment, students have come to expect instructor/technical support. Educational institutions should provide online support through orientation, and staff support. A Sense of Community The student needs a sense of community. Th is is established through a good rapport with the instructor.The instructor needs to establish assignments that will bring the fellow students together through projects, discussion board assignments, and creating an environment where as the students may share their knowledge. Developing community will most likely require concerted design and effort on the part of the instructor. Use of Appropriate Technology The two primary forms of technology that have emerged within online courses are asynchronous and synchronous interaction (Hines & Pearl, 2004). Synchronous, or real time, interaction can occur through vi