Social Class And Education How Socioeconomic Status And...

Chapter three on Social Class and Education discusses how socioeconomic status and family background can affect the learning outcomes of many children in school. Lois Weis points out that the students who are from low-income families are suffering educationally because they have no choice but to attend schools that are in poor areas and they tend receive a lower level of instruction (Weis, 2016). Students who fall under a category of middle to upper class can attend schools that are in better areas and they receive a more advanced level of instruction. Past studies have suggested that children do poorly in school because the school is unable to provide good resources to their students. The Coleman Report disputed this idea and emphasized†¦show more content†¦The ability groups can be beneficial to learning as they are used to help students learn at a pace which is comfortable for them. If the ability groups are assembled based off appearance or other socioeconomic factors, t hat could lead to students missing out on the lessons being taught and put them back further in their achievement ability. Journal Article #1 Anyon, J. (1981). Social Class and School Knowledge. Curriculum Inquiry, 11(1), 3-42. doi:10.2307/1179509 This study gathered data from five elementary schools between two school districts, comparing curriculum used in the second, fifth, and sixth grade levels. Teachers and students were interviewed about the differences in the methods they used to teach content for language arts, social studies, math and science. The differences in the school environments were compared along with the social class and neighborhoods the students came from. Purpose The purpose of this study was to examine whether the curriculum in five different elementary schools was similar, different, or varied by social class. Jean Anyon (1981), was studying whether social class effected school knowledge gained by the level of income and the areas in which they lived. Researchers were evaluating why things such as the appearance of the five neighborhoods, schools, and socioeconomic income level of the school parents would affect the way the teachers taughtShow MoreRelatedSocioeconomic Factors Of A Student s Life And Lower Academic Outcomes1711 Words   |  7 PagesThe current social climate has no small amount of xenophobia, apathy towards the poor and inequality. Much literature has been written on how particular segments of the population are disadvantaged through their identity, limited access to resources and socialization (Ewing, 2013; Grattan, 2014 October). In addition, connections have been established between disadvantage in the context of a stude nt’s life and lower academic outcomes (Gorski, September 2013, p. 49). The aim of this paper is to considerRead MoreTransformative and Instrumental Views on Education in Australia2769 Words   |  12 Pagesa long time socioeconomic status and social class has been seen as a strong predictor of student achievement. Australia, like many of our fellow first world nations is very much a ‘you reap what you sow’ nation, but how can we expect those whom are disadvantaged to reap without giving them seeds? In the same respect, can you expect the same results from each individual student in a class to be the same when each of them has different social makeups, interests, experiences and learning speeds? TheRead MoreImpact of Socioeconomic Status on Academic Performance4432 Words   |  18 PagesEffects of Socioeconomic Status on Academic Performance Name Instructor Introduction Problem statement America today faces an issue of epic proportion that is critically essential. An issue that continues to affect her economy, challenge her highest ideals as well as reducing the competitiveness of her workforce, an issue that is deeply rooted her history, her society as well as her culture. The issue in question here is education inequality. This project explores the belief thatRead MoreEducation, Change, and Society1305 Words   |  6 PagesEDUCATION, CHANGE AND SOCIETY ASSIGNMENT 2 – ESSAY Success, achievement and participation at school are not simply a matter of intelligence or ability. Discuss this statement with reference to the concepts of cultural capital, hidden curriculum, class and socioeconomic status. Since the beginning of education there have been many forms, which have been passed on from one generation to the next. Over the years education has evolved and is now seen as the education system all over the world. Read MoreIntroduction.To What Degree Doparental Socioeconomic Status,1604 Words   |  7 Pages Introduction To what degree do parental socioeconomic status, parental marital status, and parental education levels affect the levels of aspiration, future goals and success in middle school students? During the middle school years there are many factors that come into play in the success of students. The change in structure from elementary school, where typically only one or two teachers deal with the student throughout the entire year, to multiple teachers in oneRead MoreResearch Project On Parental Involvement1159 Words   |  5 Pagesto their child and to their school. This literature review outlines the steps that I will be taking to conduct my research project on the importance of parental and family involvement in kids’ education. I have always had interest in the social aspect of a student’s learning and how their environment affects their motivation for learning. I find it to be very important to be aware of these contributors and open the communications b etween the school and parents. It is very important to discuss the significanceRead MoreEssay on Language Development in Childhood Development2138 Words   |  9 PagesEveryday we are developing no matter our age, but it is how we develop children that will tell a tremendous amount an individual. How a child developments is fundamentally important at a young age as it affects all aspect of their lives once the child matures. Throughout the class, we looked at many theorists during the course of the semester as well as looked at many articles pertaining to the concepts of the development of children. The theorists and articles opened up our minds to a world thatRead MoreThe Equal Education System9443 Words   |  38 PagesChapter 2: Different Families, Different Lives 13 Chapter 3: Education Fever 19 ï  ¶ Conclusion 23 ï  ¶ Annotated Resource List 25 â€Æ' Introduction â€Å"Wealthy kids usually do better in school than poor kids† . Australians likes to think of themselves as an egalitarian society in which everyone has a ‘fair go’ . This idea has led to the creation of an equal education system but today, the reality is far from this egalitarian system. Only 17% of Australians from low-socioeconomic backgrounds are able to attendRead MoreThe American Society Moves Forward Into The Contemporary Era1604 Words   |  7 Pagesperseverance by attending these particular schools. A majority of Americans perceive a college education as the ticket to the American dream (Student Loan Debt). The interpretations portrayed ,from these college advertisements, grants the observer a window into American beliefs about the idea of the American dream in society and the false perceptions of it. A primary example can be seen in Mantsios s Class in America-2009 article, where he talks about a common misconception that the United StatesRead MoreThe Purpose Of This Project Is To Introduce A Possible4908 Words   |  20 Pagesaddress inequality in the United States public education system through the implementation of the Initiatory Public Education Policy. As such, it presents evidence to support the claim that academic outcomes improve when children participate in school-readiness programs prior to entering primary education. Moreover, the emphasis of this project is to present an exploratory analysis using the constructionist approach and basic framework of the social problem process by Joel Best (2008, pp. 33-40)

Analysis Of The Documentary Blackfish - 962 Words

Sea World rebuttal was not considered in the documentary of â€Å"Blackfish† which clearly defines the bias views of the creator. So without choice, viewers are marked to take the side of the creator or leave the documentary feeling like a kid in a fine china shop, unable to touch or lose your balance for fear of shattering the look of the shop. Unfortunately, the problem with animal activist groups is that they force their religious views of animals on others with no other biases to consider. Hence, their real arguments are skewed and we are unable to clearly see the real poignant side without the opinions. There are significant arguments on both sides of the issue, but the real issues are keeping the animals in captivity, keeping them alive, keep the cycle of life continuing to grow and produce all that nature intended. Many believe for the purpose of learning more about ourselves as humans with have the right to explore our possibilities with the similarities of those of the mammal species. Theses people argue for the acceptable need for capturing the animals in the wild and keep them in a protected environment, there are several points to stated and generally cited. Theses include: Captivity kills orcas. Very few captive orcas make it to midlife (approximately 30 years for males and 45 for females) and not one out of more than 200 held in captivity has ever come close to old age (60 for males, 80 for females). Most captive orcas die while they are still very young by wildShow MoreRelatedAnalysis Of The Documentary Blackfish1039 Words   |  5 Pages1. Author’s Primary Claim and Summary of Main Points: The documentary â€Å"Blackfish,† delivers the story of a killer whale that, at a young age, was stripped from his mother, and was then taken to perform shows and live in captivity at the highly popular SeaWorld resort. Seeing this killer whale take several lives at SeaWorld, the producers of this documentary hope to reveal the mistreatment of these animals in captivity, exploit the problems that lie within sea-park industries, and show that man hasRead MoreAnalysis Of The Documentary Blackfish Essay1424 Words   |  6 Pages Director Gabriela Cowperthwaite in the documentary, Blackfish (2013), argues that captivity triggers aggression in killer whales. Cowperthwaite supports her argument by demonstrating shocking footage and emotional interviews to present a convincing case against keeping these animals in captivity and for human entertainment. The author’s purpose is to show the problems that are caused by captivity in order to aware the audience that keeping killer whales in captivity affects their behaviorRead MoreRhetorical Analysis Of The Documentary Blackfish By Gabriela Cowperthwaite929 Words   |  4 Pages In 2013 Gabriela Cowperthwaite produced and directed the documentary â€Å"Blackfish†. This documentary mainly focused on the issues behind killer whales being held in captivity such as at the famous amusement park Sea World, instead of the open ocean. Some negative outcomes of these animals being confined to such small spaces is, many accounts have been documented of the whales being agitated and having an aggressive tone with other whales and the trainers as well that work with them. A handful of theseRead MoreAnalysis Of Cicero s Oration : An Artifact Where Persuasion Is Working At Its Best.966 Words   |  4 PagesThe persuasion analyzed in Cicero’s oration can be seen across many contemporary artifacts, but Blackfish is an artifact where persuasion is working at its best. Blackfish is a documentary that was released in 2013 by Gabriela Cowperthwaite. This documentary tells the story of killer whales in captivity, with a large portion of the story surrounding Tilikum. Tilikum is an orca who has severely hurt or killed several trainers while in captivity. The documentary’s website states that the film aimsRead MoreFilm Analysis : Blackfish 1475 Words   |  6 PagesDocumentary Film Analysis: Blackfish Purpose: â€Å"Blackfish† the documentary film was created to reveal how confinement of killer whales can lead to dangerous behavior toward human trainers. The main claim this film displayed is how the captivity of Killer Whales triggers aggression and is unsafe for humans and other marine mammals. Blackfish uses the story of Tilikum (most aggressive killer whale who killed the most amount of Sea World trainers), interviews of previous trainers, and court hearingsRead MoreSea World Park And Entertainment Company3696 Words   |  15 Pageschance to see in the wild. On 19th January 2013, a documentary named BLACKFISH premiered at the sundana film festival. Blackfish is directed by Gabriela cowperthwaite. This documentary features Tilikum the killer whale, trainers and people who were associated with sea world. Documentary is mainly focused on the death of the trainers that took place in the past years, and how these animals are being treated at sea world. Blackfish tired to understand and explain the reasons behind sea world’s

Intro to medical technology free essay sample

This course will introduce students to the role, ethics, conduct, certification, education, employment, and fundamental knowledge and skills related to Clinical Laboratory Science. There will also be discussions on the more common laboratory tests associated with diseases of organ systems and how the results are utilized in diagnosis. Selected laboratory exercises from major disciplines in Clinical Laboratory Science will be performed. Course Learning Outcomes Upon completion of the course the student will be able to: 1. Appreciate the important role of the Medical Technologist in the saving of lives and relate that to the role of Jesus in the saving of souls. 2. Describe the different designations of laboratory professionals, the major job functions, and the education requirements for entry into the profession. 3. Discuss the various aspects related to proper techniques, safety and interpretation of procedures presented. 4. Perform laboratory procedures taught utilizing correct techniques. 5. Discuss proper specimen collection techniques. Possess an introductory knowledge of the scope of testing performed in each of the following sections of the Clinical Laboratory: a. Haematology e. Microbiology b. Immunology f. Coagulation c. Immunohaematology g. Mycology d. Clinical Chemistry 7. Contribute to the overall improvement of the healthcare system. Instructional Procedures There will be one 80 minute lecture and a three-hour laboratory session weekly for approximately fifteen weeks. A short devotion will be conducted at the beginning of each class period. There will be written tests, assignments, reading reports and one final comprehensive exam. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. The laboratory component of this course will carry a Pass/Fail designation. Failure of the laboratory component results in an automatic failure of the course which must be repeated. A failing laboratory grade will not be included in the calculation of the overall grade for this course. In this course, mastery is the goal, and the student is responsible for the information from assignments, text, manual, class discussion, other reading and laboratory procedures. No assignment should be placed beneath the office door unless otherwise specified by the instructor. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. Quizzes cannot be made up. Integration of Faith and Learning Outcomes: 1. Demonstrate the fulfilment of God’s manifestation in our lives as the study the of Clinical Laboratory Science highlights the amazing design of the human machinery and the God given skills required to thoroughly investigate it. 2. Exhibit behaviours that reflect an appreciation of health and wellness as tokens from God to be cherished and a commitment to assist others experiencing ill health through by our skills. Knowledge is power, but it is a power for good only when united with true piety. It must be vitalized by the Spirit of God, in order to serve the noblest purposes. CPT p. 38. NCU Values and Attitudes: Focus 1. Christlikeness 2. Integrity 3. Justice Christlikeness: I, Fabian Pitkin and all the students of MTCH: 106 Introduction to Medical Technology Laboratory class, commit to exercising the highest levels of Christlikeness in all actions during this semester in relation to the following: 1 Handling student issues in a fair and equitable manner 2 Displaying honesty with submitted work 3 Displaying kindness to each other 4 Displaying humility, compassion and unselfishness to each other 5 Showing confidence in all things through Christ who strengthens me. (Philippians 4:13) Integrity: The facilitator and students will undertake learning experiences that exercise the highest levels of integrity such as: Honouring deadlines in submission of assignments Practising academic honesty with respect to the use of published works and other intellectual property Participating equally in group work and activities Good stewardship of tools, equipment and other resources in the teaching learning environment Give fair evaluation to student work Display proper deportment and conduct. Justice: The facilitator and all students will exercise the highest level of justice and fairness in all actions related to this course in the areas of: Fair grading for tasks submitted for evaluation Timely feedback and redress of inquiries, challenges, issues, grouses Impartial treatment of all students regardless of race, age, religious affiliation, nationality or ethnicity. Access to Computer and Internet Resources: Completing these course requirements necessitates regular access to computer technology and the Internet. If a student does not have a personal computer with Internet access, computers on the University’s Main Campus and Extension Sites are available for student use. Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor expects all class members to communicate in a professional and courteous manner. While everyone may feel passionate about a particular subject and is entitled to his/her opinions, classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or disparaging comments about gender, ethnicity, religion, et cetera will be tolerated. Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since engaging in either activity may result in very serious penalties, including failing grades, or dismissal from the University, you should endeavour to avoid such activities. Any assignment or work submitted for this course must not have been submitted for any other course. No written or digitally authored work may be submitted for academic credit more than once. If you have questions about how this may apply to an assignment you are considering for this course, please ask the facilitator for clarification. Students with a Disabling Condition: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements, should communicate with the instructor in a timely manner, to seek such special considerations. Students should present appropriate verification from the relevant administrative office at the University. There is no guideline indicating that special considerations be given prior to completion of the existing university verification process. Course Content Lecture 1. Introduction to the Profession and Fundamentals of the Clinical Laboratory No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the evolution of Clinical Laboratory Science 2. Draw and describe the organizational structure of a healthcare organization 3. Name the departments of a clinical laboratory 4. Describe the various sites for laboratory testing 5. Describe the importance of regulations concerning the quality and reliability of laboratory work. 6. Describe the various categories of personnel in the clinical laboratory 7. Name and describe non-analytical and analytical factors in quality assessment. 8. Describe proficiency testing. 9. Name three medical-legal issues and discuss issues associated with each. 10. Discuss the future directions for laboratory medicine. Content: 1. Functions of the clinical laboratory 2. Organization with the clinical laboratory 3. Regulatory bodies (OSHA, CLIA, etc) 4. Introduction to speciality areas of the clinical laboratory 5. Credentialing 6. Professional organizations 7. Quality Assessment Activities: 1. Group work (Think/pair/share) – What is Medical Technology? What does it entail? 2. Discussion – How important/ integral is this profession to the health care delivery system? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 4 -20 Lecture 2. Safety in the clinical laboratory, Specimen Collection, Transportation Handling Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the basic aspects of infection control policies, including how and when to use PPEs and the reasons for using Standard Precautions. 2. Describe the procedure for decontaminating a work area and the steps to be employed when cleaning up hazardous spills. 3. Describe the basic steps if first aid. 4. Identify seven factors that should be monitored by quality assessment methods. 5. Demonstrate and describe the skills needed to interact with patients in the collection of specimens 6. Describe the principles and applications of Standard Precautions 7. Discuss general specimen preparation guidelines 8. Identify unacceptable laboratory specimens 9. Explain the chain of custody in specimen handling 10. Describe relevant medical-legal issues related to specimen collection Content: 1. Occupational Safety and Health Administration Acts and Standards 2. Handwashing Immunization 4. Prophylaxis 5. Exposure control 6. Laboratory Hazards 7. General Infection control Activities: 1. Group work (Think/pair/share) – Why is it so important to be immunized prior to entering into the clinical laboratory? 2. Discussion – What is the value of proper sample collection and handling to the generation of quality patient results? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 21-72 Assessment # 1: This assesses knowledge, comprehension, and synthesis of facts and principles outline in the lecture. Assessment tools- Matching, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 1 10 20 20 50 Lecture 2 10 20 20 50 Total 20 40 40 100 Lecture 3. Systems of measurement, Laboratory Equipment, and Reagents; The Microscope; Measurement Techniques in the Clinical Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Convert metric units of measurement for weight, volume, and temperature to English units and metric units or metric units to English units. 2. Convert temperature from degrees Celsius to degrees Fahrenheit or Kelvin. Describe the various types and uses of laboratory volumetric glassware, the techniques for their use, and the various types of glass used to manufacture them. 4. Describe types and uses of laboratory centrifuges. 5. Compare various forms and grades of water used in the laboratory and how each is each. 6. Demonstrate how to properly label a container used to store a laboratory reagent or solution. 7. Identify the parts of the microscope. 8. Explain the difference between magnification and resolution. 9. Define alignment, and describe the process of aligning a microscope. 10. Describe the procedure for correct light adjustment to obtain maximum resolution with sufficient contrast. 11. Identify the four basic measurement techniques. 12. Describe the principle of absorbance spectrophotometry. 13. Explain how the intensity of colour in a substance can be used to measure its concentration. 14. Define Beer’s Law. 15. Name the components of the spectrophotometer. Identify three quality control tests for the spectrophotometers. 17. Describe the principle of nephelometry. Content: 1. International Systems 2. Laboratory plasticware and glassware 3. Laboratory balances 4. Laboratory centrifuges 5. Laboratory reagent water 6. Reagents used in laboratory assays 7. Use of the microscope 8. Photometry 9. Absorbance spectrophotometry 10. Nephelometry 11. Electrochemical methods Activities: 1. Group work (Think/pair/share) – Problem solving; converting Fahrenheit to Celsius to Kelvin and finding unknown concentrations using the Beer’s law. Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 78 147 Lecture 4. Quality Assessment Quality Control in the Clinical Laboratory, Central Laboratory Automation Point-of-Care Testing, and Laboratory Information Systems No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Discuss how professional regulations require the implementation of quality assessment programs in the clinical laboratory. 2. Identify the components necessary to a laboratory’s quality assessment program, including its quality control program and the use of control specimens 3. Assess the diagnostic usefulness of results reported, which requires an understanding of accuracy and precision as well as specificity and sensitivity, for laboratory tests and methodologies. 4. Explain the sources of variance in a laboratory procedure 5. Explain the importance of a quality control program, including the use of control samples, the determination of the control range, and the use of quality control charts 6. Describe the use of reference values, including the use of the mean and the standard deviation in determination of the reference range. 7. Explain the major benefits of laboratory automation 8. Describe the five steps in automated analysis 9. Compare the major advantages and disadvantages of point-of-care testing 10. Identify the four categories of Clinical Laboratory Improvement Amendments of 1988 (CLIA ’88) test procedures 11. Provide examples of instrument-based point-of-care testing 12. Identify at least six characteristics to consider when selecting a point-of-care instrument. 13. Describe overall product and functions of laboratory information systems 14. List and describe components of a computer system 15. Define the abbreviations LAN and WAN 16. Define and give examples of preanalytical and postanalytical testing 17. Identify and describe five Clinical and Laboratory Standards Institute (CLSI) standards for design, compatibility, and integration of automated clinical laboratory systems. Content: 1. Clinical Laboratory Improvement Amendments 2. Accrediting Organizations 3. Quality assessment consideration 4. Quality assessment descriptors 5. Quality control statistics 6. Monitoring quality control Activities: 1. Group work (Think/pair/share) – Problem solving: Laboratory statistics and generation of Levy Jennings chart. 2. Discussion – Practical ways of ensuring quality in the clinical laboratory Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 161 -194 Lecture 5. Laboratory Mathematics and Introduction to Clinical Chemistry No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Calculate proportions and ratios 2. Calculate the requirements for solutions of a given volume and molarity 3. Describe the procedures for making a single dilution and a serial dilution 4. Calculate the amount of one solution needed to make a solution of a lesser concentration from it. 5. Differentiate the expressions of solution concentration weight per unit weight and weight per unit volume. 6. Prepare a percent solution 7. Compare the pathophysiology of types I and II diabetes. 8. Describe the symptoms of diabetes. 9. Identify the four major electrolytes found in blood and body fluids. 10. Name and compare renal function assays. 11. List the major lipid fractions. 12. List the major cardiac markers. 13. Describe liver and pancreatic assays and their significance. 14. Compare the clinical significance of various types of tumours markers. 15. Describe therapeutic drug assays and identify drugs of abuse. Content: 1. Density and specific gravity 2. Expressions of solution concentration 3. Proportions and ratios 4. Concentration of solutions 5. Dilutions 6. Diabetes 7. Electrolytes Acid-base balance 9. Renal function and other organ markers 10. Lipids 11. Hormone assays 12. Tumour markers Activities: 1. Group work (Think/pair/share) – Problem solving in serial dilution, creatinine clearance determination. 2. Discussion – Does automation in the clinical chemistry department render the department the most relaxing environment? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 151 -159; 200 232 Sectional # 2- This assesses knowledge, comprehension, and application of facts and principles outline in the lecture. Assessment tools-Calculations, Matching, and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 3 10 10 10 30 Lecture 4 10 10 15 35 Lecture 5 10 10 15 35 Total 30 30 40 100 Lecture 6. Introduction to Haematology Haemostasis; Introduction to Blood Banking No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the composition of blood 2. Explain the proper processing and testing of haematological samples 3. Discuss the significance of a complete blood count 4. Describe and perform a differential blood count 5. Discuss the common laboratory tests used for coagulation and haemostasis. 6. Define the terms immunohaematology, blood banking, and transfusion medicine 7. Explain the role of antigens and antibodies in immunohaematology 8. Compare ABO red blood cell and serum typing procedures 9. List and explain the components of compatibility testing, including identification, ABO and Rh typing, screening for unexpected antibodies and cross matching 10. Identify and describe the various red blood cell components and derivatives used for transfusion including packed red blood cells, plasma, and platelets, and explain the reason for transfusion of each. Content: 1. Haemoglobin 2. Haematocrit 3. Red blood cell indices 4. Blood cell counts 5. Examination of the peripheral smear 6. Blood cell alterations 7. Haemostatic mechanism 8. Tests for haemostasis Activities: 1. Case study – Case review on anaemia Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 238 – 342; 543 565 Lecture 7. Renal physiology and urinalysis, Introduction to the examination of Body Fluids No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define routine urinalysis, and describe its three main components. 2. Explain the clinical usefulness of urinalysis. 3. Describe the basic anatomic components of the urinary system and the function of each. 4. Define cerebrospinal fluid and describe the components of the routine examination. 5. Define synovial fluid 6. Discus the clinical significance of tests for faecal occult blood. 7. Describe the component of a semen analysis. Content: 1. Renal anatomy and physiology 2. Composition of urine 3. Physical, chemical and microscopic examination of urine 4. Faecal occult blood Activities: 1. Group work (Think/pair/share) – Microscopic mapping the production of urine Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 351 414 Assessment # 3- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 6 10 20 20 50 Lecture 7 10 20 20 50 Total 20 40 40 100 Lecture 8. Introduction to Microbiology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the terms: microorganisms, normal and abnormal flora. 2. Discuss basic equipment and techniques used in Microbiology. 3. Discuss steps taken in bacterial identification. 4. Explain the process and purpose of antimicrobial susceptibility testing. 5. Describe the requirement for bacterial cultivation and the common types of media. Content: 1. Introduction to micro-organisms 2. Classification of micro-organisms 3. Basic equipment and techniques used in microbiology 4. Types of specimens 5. Culture and sensitivity 6. Fungi and parasite testing Activities: 1. Group work (Think/pair/share) – Media classification and identification Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 447 -500 Lecture 9. Introduction to Immunology Serology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the term immunology. 2. Define the terms antigen and antibody. 3. Describe the general characteristics of antigens and antibodies. 4. Describe the characteristics of agglutination. 5. Compare the grading of agglutination reactions. 6. Name and compare the principles of latex agglutination, coagglutination, liposome-mediated agglutination, direct, bacterial agglutination, and haemagglutination. 7. Briefly describe the applications of polymerase chain reaction (PCR), Southern blot, Northern blot, Western blot and DNA chip technology. Content: 1. Overview immunology and serology 2. Antigens and antibodies 3. Specimens for serology and immunology 4. Common immunologic and serologic tests Activities: 1. Group work (Think/pair/share) – Confidentially and HIV reports 2. Group revision – Brief review of the lecture Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 505 530 Assessment # 4- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, matching and short essays. Content Knowledge Comprehension Synthesis Total Lecture 8 10 20 20 50 Lecture 9 10 20 20 50 Total 20 40 40 100 LECTURE SCHEDULE Modes of Teaching and Learning Student Evaluation A final grade will be assigned on the basis of the student’s performance on tests, assignments, reading reports, labs and the final comprehensive examination. B 70-74 B- 65-69 C+ 60-64 C 55-59 C- 50-54 D 0-49 F Grading system Grades are assigned numerical values as follows: GRADE Quality Points Definition A 4. 00 Superior A- 3. 67 Superior B+ 3. 33 Superior B 3. 00 Above Average B- 2. 67 Above Average C+ 2. 33 Above Average C 2. 00 Average C- 1. 67 Average D+ 1. 33 Below Average D 1. 00 Below Average F 0. 00 Below Average Expectations: 1. Attend all lectures, labs and tests. 2. Read assigned material before each lecture or lab session in order to participate meaningfully in class discussions and to better understand what is expected for the laboratory exercise. Present all labs and assignments on time and in a neat format. No late work will be accepted. No overdue assignment will be accepted at the end of the semester. 4. Submit a one-page (250-300 words) reading report on the last Thursday of each month. Reading reports should be done from journal articles pertaining to any discipline of Medical Technology. Source should have been published within the last two years and cited according to the CBE format. A copy of the article read should be attached to the report upon submission. Topics for each month are: September – Accreditation for Clinical Laboratories October – Quality Assessment in the Clinical Laboratory November– choose one of the major disciplines of Medical Technology (Clinical Microbiology, Haematology, Immunohaematology, Clinical Chemistry) and report on what was read from a scientific journal article. 5. Submit a written assignment specified Wednesdays following a lecture. Each assignment is gear towards cementing principles and facts as taught in lecture and as such evaluates knowledge, comprehension and synthesis of information. 6. Use the lab objectives as a study review guide for examinations. All cellular phones and any other electronic or mechanical gadgets should be turned off during class and laboratory sessions. Disturbance of the class session will result in suspension from the class. 8. Take responsibility for your tenure at Northern Caribbean University and display a professional attitude befitting that of the Medical Technology profession, always bearing in mind that patients’ lives are in your hands. 9. Give at least five (5) hours to the community in voluntary service within the discipline of Medical Technology. This may be organized or arranged by the teacher in the form of a health fair or it may be done through the students’ own initiative which may be reported to and reviewed by the teacher prior to initiation and or completion. REFERENCE MATERIAL Rubrics for Evaluating Oral Presentations ONLINE RULES/POLICIES: All papers and assignments submitted should include a certificate of authorship digitally signed by the student. Be aware that any submitted work for this course may be subjected to detection of plagiarism and breach of copyright. Participation students are required to login at least twice per week to the course website where assignments and announcements will be posted and accepted. An audit/tracking feature embedded in the eLearning system ? orion DL, will be utilized to monitor student activity. Conduct within the Online Learning Environment the same guidelines that apply to traditional classes should be observed in the eLearning environment. Please use proper netiquette when interacting with class members and the course instructor. ONLINE COURSE ACCESS Students will use their ? orion user account credentials to login to the course through the ? Orion Learning Management System (? orion LMS): http://aeorionde. ncu. edu. jm/. For assistance or further details regarding access to online courses please visit: https://aeorionde. ncu. edu. jm/corp/help. aspx For first time users or those requiring further familiarity with the eLearning system, please visit http://aeorionde. ncu. edu. jm/ and click on the orientation link. University Information Systems Services (UNISS) provides technical support between the hours of 8:00AM and 10:00PM Mondays through Thursdays and 8:00AM to 1:30PM on Fridays. The help desk may be reached at (1-876-523-2064) or online chat for immediate assistance. Email service requests can be directed to: [emailprotected] edu. jm POLICY ON SERVER UNAVAILABILITY OR OTHER TECHNICAL DIFFICULTIES The university is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and also contact the UNISS eLearning Help Desk: http://uniss. Ncu. edu. jm/elearninghelp , 1-876-523-2064. The instructor and the UNISS eLearning Help Desk will work with the student to resolve any issues at the earliest possible time. TECHNICAL REQUIREMENTS In addition to a competent level of computer and Internet literacy, there are some minimum technical requirements must be met to enable a successful learning experience. Please review the important technical requirements and the web browser configuration information at http://aeorionde. ncu. edu. jm/ to ensure that your personal computer meets the outlined requirements. This course has integrated communication tools that may be used to facilitate interaction and communication. Other communication mediasuch as email, instant messaging and web conferencing tools may also be utilized throughout the course. For more details please visit http://aeorionde. ncu. edu. jm/features . Interaction with Instructor: The instructor will communicate with students primarily using the Announcements and Discussions tools. Students may send personal concerns or questions to the instructor via email or using the course messaging module. The instructor will as much as possible reply to student’s queries within a week. LIBRARY SERVICES Distance Learners will need an ? orion user account to access all of the library’s electronic resources (reserves, journal articles, ebooks and search online databases) from off campus. For NCU students living close to one of our extension campuses, a valid NCU ID card is required to check out materials from the Library. For more information on library resources go to http://www. ncu. edu. jm/library/ ASSIGNMENT SUBMISSION Please use the Assignments link on the course menu or see the icon on the designated page to upload assignments. You may click on the link for each assignment and follow the on-screen instructions to upload and submit your file(s). Bear in mind that you may only submit each assignment once, after which you should receive an onscreen confirmation. Please refer to the Help menu for more information on using this tool. Please note: each assignment link will be deactivated after the assignment due time. Additionally, unless stated otherwise, assignments are typically due at 11:59 PM on the specified date. After your submission is graded, you may click each assignment’s â€Å"Graded† tab to check the results and feedback. If necessary drafts of work for mastery learning may be sent via email to the instructor for review prior to submission. For team project assignments, one group member will submit the assignment for the group and all group members will be able to view the results and feedback once it’s been graded. Assignment Submission Instructions using Turnitin: Assignment(s) will be submitted and inspected via Turnitin, which is an integrated eLearning tool for plagiarism detection. To submit your assignments, click on the Turnitin icon located on the assignment submission web page. Next, click the submit icon. After which you will need to upload your assignment file please note that only one file may be submitted. To submit your assignment, click on â€Å"Browse† and locate your file then click the Submit button. You will be able to review before confirming your submission. You may return at a later time when the report is available, typically within 24 hours, to review the Originality Report which indicates the sources detected and how similar the assignment is to these sources. Please note it may take some time for Turnitin to generate the originality report. For further information on using Turnitin, please go to: http://www. Turnitin. com/static/training. html. COURSE EVALUATION You are required to complete an evaluation of the course at the end of the semester/module. These evaluations are used to garner valuable feedback that helps to improve the quality of instruction. Online course evaluations will be made accessible around the end of the semester/module and students will be informed via email or internal messages when they become available. NCU EMAIL Northern Caribbean University is aware of the efficiency, effectiveness and overall importance of communication between students and faculty/staff through electronic mail. At the same time, e-mail raises some issues concerning security and the identity of each individual in an e-mail exchange. The university encourages all official student email correspondence to be sent only to a student’s NCU e-mail address and that faculty or staff consider email from students official only if it originates from a NCU student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. NCU furnishes each student with a free e-m

The use of data warehouse in decision making proce Essay Example For Students

The use of data warehouse in decision making proce Essay ss It is obvious that there is no organization running without data. The data can be viewed as tangible assets of an organization just as any physical asset. So, they need to be stored and made available to those who need them when they need them. However, the data by themselves are useless. So, they must be put together to produce useful information. In turn, information becomes the basis for relational decision making. To facilitate the decision-making process, a new development of database systems was developed called data warehouse. The data warehouse can be generally described as a decision-support tool that collects its data from operational databases and various external sources, transforms them into information and making that information available to decision-makers (top managers) in a consolidated and consistent manner. (2:64)(4:82) The data warehouse is not more than a database but separated from other databases like the operational database distributed database and text database. When did management start to utilize this powerful tool and why they seek to use it. The data warehouse has been developed at the beginning of 1980s. We will write a custom essay on The use of data warehouse in decision making proce specifically for you for only $16.38 $13.9/page Order now However, it was optimize to transform non-organized and lightly summarized data from the operational database into analytical tool that supports intelligent decision-making. (6:19) The term DSS (Decision support system) database is used interchangeably with the data warehouse. On the other hand, other names for the operational database are transactional database and production database. The data warehouse can be very simply defined as an integrated, subject-oriented, time variant and non-volatile database that provides support for decision-making (5:39) (6:19). The following four sections will explain what this definition means. The data warehouse is a centralized database that integrates data from different sources (6:19) with diverse formats. This integration of the data provides a unified view of the overall organizational situation. Data integration enhances decision-making and helps the manager to better understand the operations of the organization (6:19). The data in DSS database are organized to provide answers to questions coming from different areas within the organization. They are arranged by topic such as sales, marketing, finance and so on. The DSS database contains specific subject for each topic like customer, product, region and so on. This form of data organization is different that of more process-oriented of the operational database system. (5:39,43) The data warehouse contains historical data over a long time. Those data reflect what happened last week, last month, the past five years and the like. (6:19) Once the data enter the data warehouse, they are never removed or changed. Because the data warehouse represents the entire history of the organization, the data from operational database are always added to it. Since DSS data are never deleted and new data are periodically added, the data warehouse is always growing. Thats why the data warehouse must be able to have hardware that supports gigabytes and even terabytes size of databases. (5:43) THE DIFFERENCE BETWEEN OPERATIONAL DATABASE AND THE DATA WAREHOUSE The operational database and the DSS database differ in the roles the do as well as the data characteristics for each one. The transactional database is optimized to support transactions that represent daily operations (2:67). For example, during the registration period at KFUPM, each time a student adds, drops courses, or changes sections, he must be accounted for by the operational database system of the university. So, student data and course data are in frequent update mode. On the other hand, the data warehouse is optimized to support data analysis and decision-making (2:64). Basically, it takes the summarized data from the operational database, filters them for analysis and decision making processes (2:64). .ua588d74028cbb194c4f20f00457f5aaf , .ua588d74028cbb194c4f20f00457f5aaf .postImageUrl , .ua588d74028cbb194c4f20f00457f5aaf .centered-text-area { min-height: 80px; position: relative; } .ua588d74028cbb194c4f20f00457f5aaf , .ua588d74028cbb194c4f20f00457f5aaf:hover , .ua588d74028cbb194c4f20f00457f5aaf:visited , .ua588d74028cbb194c4f20f00457f5aaf:active { border:0!important; } .ua588d74028cbb194c4f20f00457f5aaf .clearfix:after { content: ""; display: table; clear: both; } .ua588d74028cbb194c4f20f00457f5aaf { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua588d74028cbb194c4f20f00457f5aaf:active , .ua588d74028cbb194c4f20f00457f5aaf:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua588d74028cbb194c4f20f00457f5aaf .centered-text-area { width: 100%; position: relative ; } .ua588d74028cbb194c4f20f00457f5aaf .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua588d74028cbb194c4f20f00457f5aaf .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua588d74028cbb194c4f20f00457f5aaf .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua588d74028cbb194c4f20f00457f5aaf:hover .ctaButton { background-color: #34495E!important; } .ua588d74028cbb194c4f20f00457f5aaf .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua588d74028cbb194c4f20f00457f5aaf .ua588d74028cbb194c4f20f00457f5aaf-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua588d74028cbb194c4f20f00457f5aaf:after { content: ""; display: block; clear: both; } READ: Business Law Essay For instance, the manager of the admission and registration department may ask for the number of students at KFUPM taking ENGL-214 last summer. The data warehouse answers this query for him. Then, he would take decision whether to increase number of sections of this particular course or not. Operational Data Vs. Warehoused Data Transactional data and DSS data are different in the summarization level, transaction type, query activities and dimensionality. The degree to which DSS data are summarized is very high when contrasted with the operational data (5:39). For example, rather than storing thousands of sales transactions for a given store on a given day, the . The Use Of Data Warehouse In Decision Making Proce Essay Example For Students The Use Of Data Warehouse In Decision Making Proce Essay ss INTRODUCTION It is obvious that there is no organization running without data. The data can be viewed as tangible assets of an organization just as any physical asset. So, they need to be stored and made available to those who need them when they need them. However, the data by themselves are useless. So, they must be put together to produce useful information. In turn, information becomes the basis for relational decision making. To facilitate the decision-making process, a new development of database systems was developed called data warehouse. The data warehouse can be generally described as a decision-support tool that collects its data from operational databases and various external sources, transforms them into information and making that information available to decision-makers (top managers) in a consolidated and consistent manner. (2:64)(4:82) BACKGROUND The data warehouse is not more than a database but separated from other databases like the operational database distributed database and text database. When did management start to utilize this powerful tool and why they seek to use it. The data warehouse has been developed at the beginning of 1980s. We will write a custom essay on The Use Of Data Warehouse In Decision Making Proce specifically for you for only $16.38 $13.9/page Order now However, it was optimize to transform non-organized and lightly summarized data from the operational database into analytical tool that supports intelligent decision-making. (6:19) The term DSS (Decision support system) database is used interchangeably with the data warehouse. On the other hand, other names for the operational database are transactional database and production database. WHAT IS A DATA WAREHOUSE? The data warehouse can be very simply defined as an integrated, subject-oriented, time variant and non-volatile database that provides support for decision-making (5:39) (6:19). The following four sections will explain what this definition means. Integration The data warehouse is a centralized database that integrates data from different sources (6:19) with diverse formats. This integration of the data provides a unified view of the overall organizational situation. Data integration enhances decision-making and helps the manager to better understand the operations of the organization (6:19). Subject-Oriented The data in DSS database are organized to provide answers to questions coming from different areas within the organization. They are arranged by topic such as sales, marketing, finance and so on. The DSS database contains specific subject for each topic like customer, product, region and so on. This form of data organization is different that of more process-oriented of the operational database system. (5:39,43) Time Variant The data warehouse contains historical data over a long time. Those data reflect what happened last week, last month, the past five years and the like. (6:19) Non-Volatile Once the data enter the data warehouse, they are never removed or changed. Because the data warehouse represents the entire history of the organization, the data from operational database are always added to it. Since DSS data are never deleted and new data are periodically added, the data warehouse is always growing. Thats why the data warehouse must be able to have hardware that supports gigabytes and even terabytes size of databases. (5:43) THE DIFFERENCE BETWEEN OPERATIONAL DATABASE AND THE DATA WAREHOUSE The operational database and the DSS database differ in the roles the do as well as the data characteristics for each one. Main Role The transactional database is optimized to support transactions that represent daily operations (2:67). For example, during the registration period at KFUPM, each time a student adds, drops courses, or changes sections, he must be accounted for by the operational database system of the university. So, student data and course data are in frequent update mode. On the other hand, the data warehouse is optimized to support data analysis and decision-making (2:64). Basically, it takes the summarized data from the operational database, filters them for analysis and decision making processes (2:64). .u6badfdd0278cd3a65497d5368f526435 , .u6badfdd0278cd3a65497d5368f526435 .postImageUrl , .u6badfdd0278cd3a65497d5368f526435 .centered-text-area { min-height: 80px; position: relative; } .u6badfdd0278cd3a65497d5368f526435 , .u6badfdd0278cd3a65497d5368f526435:hover , .u6badfdd0278cd3a65497d5368f526435:visited , .u6badfdd0278cd3a65497d5368f526435:active { border:0!important; } .u6badfdd0278cd3a65497d5368f526435 .clearfix:after { content: ""; display: table; clear: both; } .u6badfdd0278cd3a65497d5368f526435 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6badfdd0278cd3a65497d5368f526435:active , .u6badfdd0278cd3a65497d5368f526435:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6badfdd0278cd3a65497d5368f526435 .centered-text-area { width: 100%; position: relative ; } .u6badfdd0278cd3a65497d5368f526435 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6badfdd0278cd3a65497d5368f526435 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6badfdd0278cd3a65497d5368f526435 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6badfdd0278cd3a65497d5368f526435:hover .ctaButton { background-color: #34495E!important; } .u6badfdd0278cd3a65497d5368f526435 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6badfdd0278cd3a65497d5368f526435 .u6badfdd0278cd3a65497d5368f526435-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6badfdd0278cd3a65497d5368f526435:after { content: ""; display: block; clear: both; } READ: An Inquiry into Hamlets madness Essay For instance, the manager of the admission and registration department may ask for the number of students at KFUPM taking ENGL-214 last summer. The data warehouse answers this query for him. Then, he would take decision whether to increase number of sections of this particular course or not. Operational Data Vs. Warehoused Data Transactional data and DSS data are different in the summarization level, transaction type, query activities and dimensionality. Summarization level The degree to which DSS data are summarized is very high when contrasted with the operational data (5:39). For example, rather than storing thousands of sales transactions for .