Health care Information and resources Essay Example | Topics and Well Written Essays - 1000 words

Health care Information and resources - Essay Example mothers who may be at home with their young children, may go down this route as they have the time and resources to research for this alternative advice. Therefore, a 25 year old mother will have many other resources available to her if she is not satisfied with the treatment, or the results of the treatment that her 3 year old child is currently receiving from the family GP. The best way to obtain information on childhood eczema and to find out what different treatments are available if the individual is not satisfied with the treatment their child is receiving from their GP, in the World Wide Web. Here the parent can find numbers for helplines, such as the National Eczema Society (NES) and NHS direct and their official websites and suggestions for treatment, also on the internet the parent can find alternative treatments to those offered by their GP, from qualified complementary practitioners or advice from online forum from other parents, or natural alternative treatments. Â   The first two resources are from official websites, these are the National Eczema Society and NHS direct give medical advice given by dermatologists, GP’s who specialise in eczema and dermatology nurses (NES, 2009). However, the NES (2009) do also provide a fact sheet on complementary medicine. The NES (2009) is also written by people who have personal experience of eczema themselves, and is aimed sufferers and their carers. They advocate the use of emollients and topical corticosteroids, as the most effective treatments to control eczema, with advice on possible side-effects or adverse reactions to these treatments (NES, 2009). However, while they describe different types of eczema, it is then obviously down to the parent to try and understand what type of eczema their child may have. The NHS (2009) online advice is very similar to NES (2009) describing types of eczema and likely symptoms. They also give advice to treatments parents can use at home to help their child, and p ractical

Audit and assurance Essay Example | Topics and Well Written Essays - 2500 words

Audit and assurance - Essay Example iples and standards allowed the management of corporations to manipulate their accounts easily and according to their own desires leaving behind misery for shareholders and a whole lot of mess for the regulators and the government to manage. This discussion paper will examine the arguments targeting the auditing profession that blamed auditors for not performing their responsibilities and for not doing enough to detect and prevent these cases of fraudulent activities of major corporations in the US. This discussion is supported by presenting details of five important accounting fraud cases which made the headlines and in some cases where auditors were also involved in assisting management in their malpractices. The auditors’ role is primarily viewed as that of verification of financial statements prepared by businesses. However, traditional view of it remained that auditors are responsible for detecting and preventing accounting frauds. The transition from this view to that of independent verification of financial statements was led by emergence of huge conglomerates where shareholdings are dispersed and the concentration of auditors’ investigation is not on the management’s honesty in preparing their accounts (Singh 2003). ISA 200 provides details of overall responsibilities of independent auditor and sets out the scope and nature of audit activities to be performed in accordance with international auditing standards. It states that the auditors’ role is to increase the confidence of users of financial statements by making a presentation on all material aspects of information disclosed in financial statements. However, it emphasizes that auditors do not relieve management from their role in corporate governance and ensuring the correctness of information provided in financial statement. The auditors are required to provide reasonable or high assurance regarding that financial statements are free from material misstatement. However, it is not in anyways an

Matt Cruse Essay Example for Free

Matt Cruse Essay Free essays botnet Free sample essays for human being Skip to content * Home Free Essay on â€Å"Nuclear Weapons And Defense† Free Essay on â€Å"Airborne (Book)† Posted on June 11, 2011 by Essay fuhrer bot Free essay on Free Essay on â€Å"Airborne (Book)† found Airborn Joseph Campbell`s theory is used in this essay to determine that Matt Cruse is the hero in Airborn by Kenneth Oppel. Kenneth Oppel has developed the main character, Matt Cruse, very well using Joseph Campbell`s theory on the archetype of the hero`s journey. The novel`s main character, Matt Cruse, is a hero because of his call to destiny, his journey in the book, and the return, reward and reintegration in to the society. Firstly, the evidence that proves that Matt Cruse is a hero in this book is the fact that he was called to his destiny. There are two evidence that lead up to Matt Cruses` destiny. The two evidence are when he rescued Benjamin Molloy and when Benjamin was about to die, Benjamin Molloy said about magnificent creatures that he saw but Matt passed those predictions as the ravings of a dying man. The second evidence that proves that he was called to his destiny is the fact that Kate De Vries, second female character, comes on board the aurora and tells Matt that the man that Matt saved a year before was her grandfather, Kate trusts Matt enough to let him see her grandfather’s diary. Matt reads about what Kate’s grandfather saw and gets amazed and starts to believe that the creatures really exist. Matt rescues Benjamin Molloy, Kate’s grandfather, in the first chapter where all the characters are introduced and the captain asks matt to go in an arm that is aboard the aurora and rescue the damaged man in the hot air balloon. Hero’s are always brave and so is Matt. â€Å"â€Å"Mr. Cruse, I look at you, and of all the men, you’re the one who shows not the slightest hint of fear. Am I right? â€Å"Yes, sir. I have no fear of heights. † Matt said †

Definition of SETS, Union, Intersection and Complement

Definition of SETS, Union, Intersection and Complement Benjamin Quarshie Section A Assignment Information Set Theory Explain the following terms:       SETS The word set is generally associated with the idea of grouping objects, such as a set of records, books, crop plants and other words such as herd, herd, herd, plots, peasantry, family, etc. Saying the word set denotes a collection of elements clearly between them, which keep some characteristic in common. Be it numbers, people, figures, ideas and concepts. In math, the concept of a set is considered primitive and does not give a definition of it, but rather works with the notation of collection and grouping of objects, so it may be said that the ideas of element and belonging are considered primitive. The essential characteristic of a set is to be well defined, i.e. given a particular object, to determine whether or not it belongs to the set. For example, if we consider the set of digit numbers, we know that 3 belong to the set, but 19 do not. On the other hand the set of beautiful musical works is not a well defined set, since different people can include different works in the set. Objects that form a set are called members or elements. For example the set of letters of alphabet; A b c x, y, z which can be written like this: Example of two sets, A and B: UNION The union of sets corresponds to the unification of the elements of two conjuncts or even more sets, which may from this constitute a new form of set, in which the elements within it correspond to the elements of the original sets. When an element is repeated, it forms part of the union set once only; This differs from the union of sets in the traditional conception of addition, in which common elements are considered as many times as they are in the totality of sets. We can say that the union of sets is a binary operation (that mathematical operation, which requires the operator and two arguments to be able to calculate a value) in the set of all subsets of a U, Universal Set consisting of all elements of the reference theme) given. By which each pair of sets A and B of U is associated with another set (A U B) of U. If A and B are two sets, the union is defined as follows: INTERSECTION The Intersection of two or more sets is the set formed by the elements that have in common both sets. The intersection of A and B is denoted. In diagrams all the elements in their respective sets are first represented and then the zone belonging to both sets is coloured. COMPLEMENT The complement of a complementary set or set is another set that contains all elements that are not in the original set. In order to define it, it is necessary to specify what type of elements are being used, or otherwise, what the universal set is. For example, if one speaks of natural numbers, the complement of the set of prime numbers P is the set of non-prime numbers C, which is composed of the compound numbers and the 1: UNIVERSAL SET This is called the set that contains all the elements. This set depends on the problem being studied, is a set whose object of study are the subsets of it. Primarily the universal whole was considered as the set of all things, but at present it is proved that this set does not exist. At the present time it should be made clear which set is being treated. If we treat sets whose elements are letters, the universal set would be the one that was formed by all the letters of the alphabet. The complement of the universe (or referential) set is the empty set. The universal set is indicated by the letter U and sometimes indicated by the letter S. POWER SET 2.5 Venn Diagrams SET A (EVEN NUMBERS)  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   SET B (NUMBERS DIVISIBLE BY 5) Show the 2 sets using bracket notation SET A = {2,4,6,8,10,12,14,16,18,20} SET B = {5,10,15,20,25,30} 2.2 The union of set A and set B are listed below:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   A U B = {2,4,5,6,8,10,12,14,15,16,18,20,25,30} 2.2 The intersection of Set A and Set B A n B = {30,8,2,10,14,25} 2.3 The Complement of Set A d) D is the set of dogs which includes the following subsets B (the set of Boxers), L (the set of Labradors) and P (the set of Poodles). Express the power set of D using bracket notation. SET B SET P SET L References Webpage [http://study.com/academy/lesson/union-of-sets-in-math-definition-terms-symbol.html] Accessed on [24/02/2017] Webpage [https://www.reference.com/math/well-defined-set-mathematics-4895437ff1cbabd9] Accessed on [24/02/2017] Webpage [http://searchsecurity.techtarget.com/definition/set] Accessed on [27/02/2017]

Frankenstien And The Misanthrope Essay -- essays research papers

According to the American Heritage Dictionary, one meaning of "to rebel" is "to resist or defy any authority or any authority or generally accepted convention." With this definition in mind I consider Victor Frankenstein a rebel. In Mary Shelly's Frankenstein Victor Frankenstein rebels against divinity. Growing up, Victor was fascinated by all types of sciences. He began studying natural sciences while attending the University of Ingolstadt. Hoping that he could discover how to overcome death and decay, Victor began an intense course of study "discovering the cause of generation and life†¦[he] became capable of bestowing animation upon lifeless matter"(51). After years of effort his creating was complete, but ended up being a disaster. As soon as the creature comes to life and victor looks into its eyes, he is "Unable to endure the aspect of the being [he] had created, [he] rushed out of the room"(56). The consequences of this rebelli on had a major impact of the rest of Victor's life. His Creature kills his brother William, his dearest friend Henry Clerval, and the person he cares most for his wife Elizabeth Lavenza. "One by One my friends were snatched away; I was left desolate"(188). Alceste in The Misanthrope and Stephen Dedalus in A Portrait of the Artist as a Young Man can also be considered rebels. In Joyce's novel, A Portrait of the Artist as a Young Man, Stephen Dedalus is a character ...

No Stories to Tell :: Philosophy Experiences Papers

Trapped in a Fortune-Cookie Factory with no Stories to Tell Drawing on a distinction between 'primary' and 'secondary' experience derived from J. J. Gibson's ecological psychology, Edward S. Reed argues that our 'psychosocial ills' result from rampant 'degradation of opportunities for primary experience.' That Reed slides easily from 'experience' to 'information' is less due to Gibson's psychology than to the spirit of the time in which he writes: it is a truism that we live in an age of information, where every experience is an act of communication. But, as Reed notes, progress in information technology has been matched by regress in communication. We spend billions on a 'superhighway' that carries every kind of information except the ecological information 'that allows us to experience things for ourselves.' In a pattern familiar from cities shaped by automobiles, the line of this highway traces a virtually impermeable wall. While (sometimes) increasing access to 'processed' information, it (almost always) decreases access to 'ecological' i nformation. This is a 'pedagogical' as well as a 'perceptual' problem; my intent in this paper is to pose the problem clearly as a first step toward addressing it adequately. I have nothing to say, and I am saying it. And that is poetry. —John Cage, Lecture on Nothing (1) Not quite halfway through The Necessity of Experience, Edward S. Reed illustrates the condition of ordinary people in contemporary society by calling to mind an old joke "about a person trapped in a fortune-cookie factory whose only hope for escape is to send out messages inside the cookies." (2)Like most jokes, this one depends on an instantly recognizable account of human experience. Its theme permeates the work of two great twentieth century writers—Samuel Beckett and Franz Kafka—whose names are routinely transformed into adjectives to describe the human condition at the end of the century. Reed finds it disconcerting "that the image conveyed by this joke—stripped of any pretense at humor—is nowadays often used to describe our lives." (3)That neither Beckett nor Kafka abandoned humor—both deepened the humor of this joke until it became inescapably bleak—is a point to which I will return later when I move from Reed's diagnosis to his prescr iption. But first the diagnosis. Reed's argument is laid out with admirable clarity in his prologue, "A Plea for Experience": "the psychosocial ills that beset many of us today—what historian Eric Hobsbawm calls the increasing barbarism of daily life—stem largely from the degradation of opportunities for primary experience that is rampant in all developed and developing societies.

History of Psycology Essay

Before psychology there was philosophy. Descartes was around during the end of the Renaissance and in the era of revolutionary developments in science. Born in 1596 to a French lawyer, Descartes could understand more than most. When he was in his late 20’s, he resembled more of a scientist than a philosopher since he had studied physics, optics, geometry as well as physiology. The first to discover that lenses in one’s eyes are inverted by removing an ox’s eye, Descartes also believed in truth and was an active rationalist, meaning he believed the truth would emerge by careful use of reason and it became his modus operandi. This way to truth was also through the human capacity to reason. He created four rules he used to arrive at truth. He also was the best-known example of a dualist, giving way to accepting a clear partition between mind or soul and body. He believed that the body was like a well-oiled machine and the mind could have a direct influence on it. John Locke followed Descartes in 1632. He wanted to take epistemology, the study of human knowledge and obtaining it, to a more experimental based group of discipline. Locke spurned the idea of innate ideas, only â€Å"faculties†. Some ideas appeared so early in life that they used to believe they were innate but Locke declared that all of our knowledge was derived from experiences. Locke stated that the mind was like a white sheet of paper, blank but able to become something great. Experiences add to the paper by sensations and reflections. George Berkeley was another philosopher born in 1685. His work on vision was the first example of how empiricist thinking could be applied to the study of perception. Lastly there is David Hume. He built his knowledge around the base premise that all of our understanding is rooted in experience, or impressions vs.ideas. Impressions are basic sensations experienced daily such as feeling pain, seeing yellow or tasting saltiness. Ideas are faint copies of impressions but are not as vivid. Hume also offered three laws of association: resemblance, contiguity, and cause/effect. Resemblance meaning the look of one object can bring back memories or ideas of another item. Contiguity means intertwining two things together such as the smell of oranges and the west coast. The greatest of the laws is the law of cause/effect. If one idea causes another idea or memory, the cause reminds you of the effect i.e. burning your hand on the stove while making muffins. When seeing the scar, the memory of muffins will reappear. Hume also suggested that to conclude that A causes B, one must know 1. When A occurs, B must occur regularly, 2. A occurs before B, and 3. B doesn’t occur without being preceded by A. In the 19th century, psychology shifted from being philosophically based to being more scientific. Scientists and physiologists tried to show the world the reasons behind psychology were in fact based on the senses and the nervous system. One example is the Bell-Magendie law. Both Sir Charles Bell and Francois Magendie both were studying the roots of the postierior and anterior roots of the spinal cord and their functions. Bell was credited with the law because his research was published earlier, though limited, and Bell did not conduct an experiment like Magendie did on puppies. They discovered that the posterior roots control sensation where there is movement still but no sensation. Magendie then severed the anterior root in another animal and the limb was flaccid and unable to move though it still had sensation. To conclude, the science of psychology has always been a changing domain from philosophy to the sciences. It will continue to grow and develop as the world changes and shifts. Descartes started the ball rolling by studying optics and how to arrive at the truth with his four laws. Locke showed the world that it is nurture vs. nature that shapes a person. Hume gave us the three laws of association. In the 19th century psychology developed to include sciences. All of these philosophers and scientists shaped the psychology field to what it is today.