Review of literature of distance learning OL and Interactive video and use them in higher education

Introduction According to Reed Woodruff (1995) mankind has not been sleeping since his creation as he seeks to make his life better and enjoyable; throughout that desire, computer came into limelight. From then hence forth we have experienced rapid innovations in information technology resulting to development of Web, internet which have impacted on our daily way of life and the entire society.Advertising We will write a custom dissertation sample on Review of literature of distance learning OL and Interactive video and use them in higher education specifically for you for only $16.05 $11/page Learn More Following this a number of studies have proved beyond any reasonable doubt that advancement in technology has seen to it that the way several issues and aspect in human life from economic, social, environmental and political are handled has tremendously changed over the years. The rise of globalization mostly characterized by free movement of people, ca pital, goods and services has made the world a global village (Roberts, 2004). One notable aspect where innovation is evident is in education sector (Allen, 2003). E-learning came to light thanks to advancement in technology that sow to it that personal computers, CDs, Web, internet. Several organization in government and out of government have employed in various degree of success e-learning to impart new skills and knowledge to their workforce and make other relevant stakeholders aware of what transpires within the organization. According to Bannan-Ritland (2002) it is worth noting that the incorporation of such technological innovation in education was necessitated by the desire to counter the effect of geographic distance that hinder knowledge acquisition, provide convenience, beat the problem of inadequacy of resources, cut down on traffic jam in educational institution, and augment traditional teaching methods among others (Coventry, 2002). Distance learning and e-Learning Dis tance learning also known as e-learning or on-line learning refers to a system of imparting knowledge through teaching in which technology are used in most cases the student being physically absent from classrooms as well as virtually interacting with the instructors, tutors and teachers (Warschauer, 1997). Generally speaking distance learning provides access to learning in situations where the source of information and the recipient usually the student are estranged by time, distance or both. Historically, the concept is assumed to date back in 1728 when an advertisement run in Boston Gazette that a shorthand teacher was looking for student to take the lesson on a weekly basis. Postal services were the tool used to carry out the initiative throughout the 19th century. The University of London believes it was the first university to offer distance learning course (Garrison, 1990). In United States, a concept of extended training was developed by university of Chicago first president which was later put into action by university of Columbia. In 911, the University of Queensland followed suit (Meredith, 2002). It is worth noting that since then, uncountable institutions of higher learning have incorporated the concept into their system.Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More According to Sloan consortium (2006) slightly above 95% of large institutions of higher learning offers online degrees or courses. Surprisingly, as at 2005 close to 3.5 million United States of America students were enro0lled in at least one on-line course. Currently, numerous public, private, profit and not for profit organizations have embraced e-learning throughout all levels of education. The sharp increase in rate of adoption of such innovation leaves us with no or little doubt that the perceptions and attitudes of the relevant stakeholders are positive towards it (Papert, 1993). The nota ble approaches to e-learning include computer-based learning (CBL) where computers are used as basic and key components of fostering education and training. In this context, it not only refers to use of computers in classrooms but also to they are used in a structured setting to enhance teaching. Due to advanced technological innovations, computers have also changed from heavy and cumbersome ones to light, portable handheld ones (Panagiotes, 2011). This can be used in classroom or at home with or without internet connection Computer based training (CBT/WBT) refers to self paced form of learning usually accessible through computers or other handheld device. Basically, this approach can be thought from the context of reading literature material online. Web Based Training (WBT) is different from WBT on the basis of how information is delivered, with WBT; internet is exclusively used in conveying the information while in WBT CD-ROM is what is employed to deliver information (Chapelle, 2 001). The concepts employed in CBT include use of multiple choices, drag and drop, simulation, radial button. It provides user friendly environment that brings satisfaction as it supplements traditional training form. Interactive video conferences or ITV ROOMS Interactive video conferencing also known as interactive televideo is a mode of IP transmission as well as reception that gives more than two location and individuals an opportunity to share audio as well as video information that is real time (Commeaux, 1990). Initially, it was developed for business purposes but later incorporated in education systems as a measure to counter the drawbacks of distance learning characterized with lack of interaction between learners and tutors. The whole initiative saves money, time and gives participants an opportunity to meet ‘face to face’.Advertising We will write a custom dissertation sample on Review of literature of distance learning OL and Interactive video and use th em in higher education specifically for you for only $16.05 $11/page Learn More The rooms used for ITV or IVC need at all times students and facilitators as well as ITS technician for it to be operational (Wileman, 1993). The role of the facilitator is to ensure that the presenter and learners are fully connected and can not only hear but see each other. The two-way communication systems as well as the need to interact ‘physically’ between and among the participants are what propelled the adoption of this mode of learning. As suggested by Pepper (2003) there are three broad categories of videoconferencing systems that can be used in classroom; smalls room videoconferencing which is crafted to support a small group of between 1-12 individuals sitting around a conference table. Secondly, desktop videoconferencing is a system that uses personal computers and software for IVC. The system is cheap but provides restricted resolution thus good to be us ed with small groups. Lastly classroom videoconferencing is characterized by use of high quality AV equipment, codec and allows all those taking part to be seen and heard (Riel, 2000). It is worth remembering that through multiple-point control unit, IVC can be used to connect individual from more than two remote areas (Nunan, 1989). Among the advantages of employing this mode in distance learning include; provides participants to acquire real-time information where students and instructors interact as well as among students, it supports adoption of various media in disseminating information, allows connection with real experts which could have been just a dream due to geographic separation/limitation and it offers additional access to learners in remote areas. When using IVC in classroom, there is need to follow some instructional strategies. These include setting class expectation as some learners might take the whole concept as entertainment rather than a learning initiative; thi s has been done by fostering a learning interaction between instructors and learners. More importantly is to reduce distractions, encourage dialogue or active participation of students and instructors, training instructors as well as student bias of paramount (Harasim, 1990).Advertising Looking for dissertation on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Technologies used to deliver information It is worth to note that distance learning entails use of certain technologies in transmitting and sharing of information. Such technologies are broadly categorized into synchronous and asynchronous. The later is whereby all participants are literally present at a given time (Tufte, 1990). It looks less like a tradition learning methods although learners are in different remote locations. With this kind of technology, a timetable is drafted and given to the relevant participants. As suggested by Winograd Flores (1988) the most used media are web conferencing as well as video conferencing. Others include internet radio, telephone, and direct-broadcast satellite. As noted by Woodruff Mosby (1996) other kind of technology, asynchronous is a mode of sharing knowledge in which those taking part access learning materials at different times based on their convenience hence a flexible teaching method. With this type of technology, learners are not required to be available together at the same time. Among technologies that support this iniative include message board, video, e-mail, audio recording, fax, voice mail and print material to mention but a few (Touchstone Allison, 2003). These two teaching modes can be used in combination and the synergy generated has seen to it that education especially distance learning is being embraced not only in developed countries but also in developing counties at an alarming rate. This mode of teaching has the potential of reducing the spontaneity that impede interaction between learners and tutors and among learners (Smith, 1990). Variables affecting attitudes and related to the study The study just like any other does have both independent and dependent variables. Among the independent variables include age, gender, and importance of using distance learning, level of education, and mode of learning (synchronous vs asynchronous) difference counties, major skill of internet and training and experience. On the other hand, dependent variables are found the relationship between faculty and student attitude towards applying or using online learning and interactive video conference in higher education in Arab universities. Thus two main dependent variables are faculty student and their attitudes. According to Caspi, et al (2005) student who preferred synchronous believed more in the positive attributes of interactions brought about by the learning approach. This is because they are of the view that it supports convenience. The level of skills acquired by an individual definitely has been proved to impact one’s ability to adopt DL. A study by Tanner (2007) established that individual who were well acquitted with internet as well as computer use were better placed in adopting DL, hybrid learning with ease while those with minimal skills and knowledge on the same were not better placed to quickly adopt such innovation in their learning. Blended or highbred distance lea rning According to Dziuban et al. (2004) blended learning has been thought to refer to a combination of the synergy brought by utilizing both traditional form of training also known as classroom learning and online learning, e-learning. There are various types of learning and include virtual/class focused, scheduled/self paced and formal/informal. Class-focused learning is where both students and the instructors need to be physically present so that training can be carried out (Skehan, 1999). On the other hand virtual learning does not need the two to be physically present at the same time in a classroom. Formal learning is linked to obtaining a credit, certificate or a degree. Schedule type of learning calls for following a strict laid down time table while self-paced has no tight schedule to be adhered to. All the mentioned type makes it possible to develop a variety of learning combinations that can be employed in training learners. The possible combinations include formal class schedule, physical class learning and course schedule (traditional learning), formal, class schedule, on line learning and course schedule (distance learning), formal, course scheduled, face to face interaction between the learner and the instructor and no physical class, informal unscheduled on line learning, formal course schedule on line learning and informal class scheduled, physical class learning and course scheduled (Dziuban, et al. 2004). It is worth also to note that this learning approach has been adopted and gained popularity thanks to the quest of increasing learning effectiveness, increase convenience. Additionally, cost cutting, enhanced image for learning institution, saving the limited class room spaces and reducing traffic as well as parking problems in learning institutions did necessitate embracing of blended learning. Characteristics of blended learning Most of the learning and other institutions see the approach as educational which links socialization and effec tiveness opportunities that are obtained from classrooms with IT enhanced opportunities brought as a result of online learning (Dziuban, et al., 2004). In order to ensure success and effectiveness of the program the approach should not only be temporal construct but also essential revamp of the instructional model. The characteristics include a change from lecture to student focused way of teaching where the learners actively participate in the entire process of learning. Another important characteristic of blended learning approach is it makes it possible for student and instructors to interact more, increased student to student, student to outside sources and student to content interactions. Finally, integrated formative and summative way of assessment for both the instructors and students are evident in this learning approach (Ellis, 1999). Benefits associated with distance learning and IVC According to Abrani (1996) the adoption of distance learning and IVC has been hailed for n umerous advantages it brings with it. For instance it expands access as the whole concept help meet the up surging demand for knowledge acquisition despite the distance and difference in time. Additionally, it helps address the problem of inadequacy of classroom space and other facilities. This has led to alleviating capacity constrain institutions of higher learning were facing (Galbreath, 1995). As mentioned by Allen (2003) the approach makes it possible for learners to post information that will fuel general educational rendezvous. It has been shown that when students share personal work they benefit from learning from the works of their classmates. On the same students can live anywhere and study from anywhere as thy study the course they fancy. The approach has seen to it that one does not need to travel and live in city where the school they are to attend is saving on the cost that could have been incurred. Distance learning offers learners with the ability of gaining extra kn owledge. Such acquired knowledge and skills with regards to computer and internet can be transferred and applied in other facets of student life for instance participating in business meeting via video conferencing. Similarly, IVC augmented and filled the gap created by distance learning, as learners and trainers can interact and share information in real time fostering education. With this technology also came the issue of convenience and cost cutting. For oversees students, it is more expensive to travel and keep oneself in a foreign country as compared to staying in your own country and acquire or access course material at the comfort of their homes and country (Angeli Bonk, 2003). Moreover, the two initiatives are also hailed for reducing traffic jam and commotion in universities. More importantly, the approach does not call for commuting making saving of time and money realized. It is also possible for learners to schedule learning to other aspects of either professional or pe rsonal life. Since it is also characterized with asynchronous design, student can conveniently attend classes as they wish. There is no need of attending class or lectures at particular time or place. Challenges or factors hindering distance learning and IVC Generally speaking various scholars have documented that there has been an increase in adoption of e-learning together with other technologies that augment it. However, through the various studies, there are some serious challenges or factors that seem to hinder the whole innovation (Awalt, 2003). These include the high cost associated with installation and a times maintenance of the whole systems, low level of computer literacy, that frustrate participants, participant’s perceptions and attitude towards media, uncouth behavior with regards to on-line communication, system failures, power problem, serious issue relating to privacy and security, increased workload and unwillingness of institution of learning to adopt chang e to mention but a few. These reasons have contributed to mixed reaction among the relevant stakeholders on whether to adopt technological innovation that comes with distance learning (Lozano-Nieto, 1998). Summary of literature From the review of the varied literature with regards to distance learning, Interactive video use in higher education, there is a close relationship with the topic am dealing with. Most of the literatures succinctly elaborate what distance learning is, traditional learning, a mixture of distance learning and traditional learning which is termed as blended learning. The materials also have provided me with information on how advantageous they are. Similarly, the major draw backs of using on-line learning are tackled. Finally, the issue of variables such as age, experience, gender, level of education, computer and internet skills among other impacting on the attitudes and perceptions towards on line learning are brought forth. References Abrani, P. (1996). â₠¬Å"Computer supported collaborative learning and distance education†. The American Journal of Distance Education. 10(2):37-52. Angeli, C. Bonk, J. (2003). â€Å"Communication in a web-based conferencing system: The quality of computer-mediated interactions†. British Journal of Educational Technology. 34(1):24-45 Awalt, J. (2003). Moving from the classroom to on-line teaching: A study of change in faculty attitude. The University of Texas: Austin. Bannan-Ritland, B. (2002). â€Å"Computer mediated communication, e-learning and interactivity: A review of the research. The Quarterly Review of Distance Education. (32):160-180 Commeaux, P. (1990). Communication and collaborative in the online classroom: Example and applications. Bolton, MA: Anker. Caspi, A. et al. (2005). â€Å"Synchronous vs. Asynchronous Tutorials: Factors Affecting Student’s Preferences and Choices†. Journal of Research on Technology in Education. 37(3): 241-256. Coventry, L.(2002).  "Video conferencing in higher education†. Retrieved from http://mvc.man.ac.uk/SIMA/video3/contents.html Dziuban, C. et al. (2004). â€Å"Blended Learning†, University Of Central Florida, Educause Center for Applied Research, Research Bulletin. Retrieved from http://ecampus.nl.edu/resources/webct/BlendedLearningUCFStudy. Ellis, R., 1999. Learning a Second Language through Interaction. Amsterdam: John Benjamins Company. Galbreath, J. (1995). â€Å"Compressed Digital Videoconferencing†. Educational Technology. 35(1):31-38. Garrison, R. (1990). An analysis and evaluation of audio teleconferencing to facilitate education at a distance. The American Journal of Distance Education. 4(3):15-23 Harasim, L. (1990). Online education: Perspectives on a new environment. New York: Praeger. Lozano-Nieto, L. (1998). â€Å"Student perceptions on the use of Interactive video conferencing in biomedical engineering technology education†. Proceedings of the 1998 ASEE Conference , Session #1149, Seattle, WA. Meredith, M. (2002). â€Å"Teaching with interactive video: A faculty orientation†. Retrieved from http://osucares.osu.edu/documents/FacultyHandbook11.08.pdf Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge, UK: Cambridge University Press. Panagiotes, S. (2011). Interactive videoconferencing (IVC) as a crucial factor in distance education. New York: Springer. Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer. New York: Basic Books. Pepper, C. (2003). â€Å"Videoconferencing in Education. Digital Handbook. A Videoconferencing Guide for Teachers and Students†. Retrieved from http://www.d261.k12.id.us/VCing/intro.htm Reed, J Woodruff, M. (1995). â€Å"Videoconferencing: Using compressed video for distance learning†. Retrieved from http://www.kn.pacbell.com/wired/vidconf/Using.html Reed, J. Woodruff, M. (1995). â€Å"Using compressed video for distance learningà ¢â‚¬ . Retrieved from http://www.kn.pacbell.com/wired/vidconf/Using.html. Riel, M. (2000). â€Å"New designs for connected teaching and learning†. US Department of Education: Secretary’s Conference on Educational Technology. Retrieved from http://web.archive.org/web/20051026095024/http://www.gse.uci.edu/mriel/whitepaper/ Roberts, S. (2004). Online collaborative learning: Theory and practice. Hershey, PA: Information science. Smith, C. (1990). Mastering television technology: A cure for the common video. Richardson, TX: Newman-Smith Publishing Company, Inc. Touchstone, A. Allison J. (2003). â€Å"Interactive videoconferencing in distance education. Distance education at a Glance. Engineering outreach†. College of Engineering. University of Idaho. Retrieved from http://www.uidaho.edu/eo/dist10.html Tufte, E. (1990). Envisioning information. Cheshire, CT: Graphics Press. Warschauer, M. (1997). Computer-mediated collaborative learning: Theory and practice. The Mod ern Language Journal, 81 (4), 470-481. Wileman, R. (1993). Visual communicating. Englewood Cliffs, NJ: Educational Technology Publications, Inc. Winograd, T. Flores, F. (1988). Understanding computers and cognition: A new foundation for design. Reading, MA: Addison-Wesley. Woodruff, M. Mosby, J. (1996). â€Å"A brief description of videoconferencing. Videoconferencing in the classroom and library†. Retrieved from http://www.kn.pacbell.com/wired/vidconf/description.html#what. This dissertation on Review of literature of distance learning OL and Interactive video and use them in higher education was written and submitted by user Asia Lott to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Sun Tzu The Art of War essays

Sun Tzu The Art of War essays Sun Tzu was a Chinese general from around 500 B.C. A collection of essays on the art of war is attributed to Sun Tzu. These are the earliest know treatises on the subject. Two thousand five hundred years ago these principles were a novel. Back then war was very disorganized and more or less a giant free-for-all, and for what is known, organized military strategy did not exist At least in written from until The Art of War. There is a story about Sun Tzu and it said that he commended an army of thirty thousand men in a battle against an army of two hundred thousand men and won. Had his opponent know of his principles or had some of his own, the outcome would most likely been different. Sun Tzu was unknown to his contemporaries until he wrote the Art of War. The Manuscript brought him attention from King Ho Lu, who appointed him to the rank of general. With his military genius and strategies he became a legendary figure in his own time. We must realize that Sun Tzu was not a businessman, a strategy game enthusiast, or a diplomat he was fighting real wars in ancient China. It was not till later on in the history humanity when we began to apply the teachings in his manuscript to mental wars than physical wars. The Art of War is divided into thirteen chapter and their names are: Laying Plans, Waging War, Attack By Stratagem, Tactical Dispositions, Energy, Weak Points And Strong, Maneuvering, Variation In Tactics, The Army On The March, Terrain, The Nine Situations, The Attack By Fire, and finally The Use Of Spies. There are a growing number of translations on the art of war mostly titled Sun Tzu The Art of War but you can find the wording reversed. Sun Tzu is some times referred to as Sun Wu, and Sun Tzi. Written more than Two Thousand Five Hundred years ago, Sun Tzus The Art of War is the first known study of the planning and conduct of military ...

How to Find a College Off-Campus Apartment

How to Find a College Off-Campus Apartment You may be exploring the idea of living off-campus because you want to or because you need to. By following these tips, you can make sure youre making the most of your search and considering all of the factors that will effect your new life away from campus. Figure out Your Finances Knowing how much you can afford to pay, and whether or not living off-campus will be cheaper than living on-campus, is perhaps the most crucial information you need to know. Make sure youve thought about the following: Where will my money come from? Will I pay my rent from student loans? A job?Do I have enough cash up front to be able to pay a deposit and (possibly) first and last months rent?What will it cost me to commute? Park on campus? Buy my own food? Do I need to keep my on-campus meal plan?How much will my utilities cost?How much can I afford for rent? Start Looking at Listings Once youve figured out how to pay for your apartment, and what your budget is, you can start looking. Often times, your on-campus housing office has information about off-campus apartments. Landlords will provide information to your school because they know students are interested in learning about off-campus rentals. Ask your friends if they know of anyone who will be leaving their apartments, and where the good places are to live. Explore joining a fraternity or sorority if its appealing to you; Greek organizations frequently have off-campus houses that their members can live in. Keep in Mind What a Year Means To you, a year may be from August to August, since thats when your academic year begins. To your landlord, however, it may mean January to January  or even June to June. Before you sign any lease, think through where youll be over the next 12 months. If your lease starts this fall, will you indeed still be in the area next summer (when youll have to make rent payments regardless)? If your lease starts this June, will you indeed be around enough during the summer to justify what youll pay in rent? Set Yourself Up to Still Be Connected to Campus You may be excited now about not having to be on campus all of the time. But as life in your off-campus apartment progresses next year, you may find yourself more and more removed from the everyday on-campus happenings you took for granted. Make sure you are involved in at least one or two clubs, organizations, etc. so that you dont begin to drift too far away from your campus community. You may end up feeling isolated and stressed if you dont maintain your ties. Dont Overlook the Safety Factor Life as a college student often runs on a pretty unusual schedule. You may be used to staying at the library until 11:00 p.m., going grocery shopping at all hours of the night, and not thinking twice about the front door of your hall being propped open. However, the context for all of these factors shifts dramatically if youre off campus. Will you still feel safe leaving the library late at night if you have to walk, alone, to a quiet apartment with no one around? Keeping these important factors in mind will help in making sure your off-campus apartment is all you wanted and more.

Data Collection and Analysis With a Real Teacher-Researcher Essay - 1

Data Collection and Analysis With a Real Teacher-Researcher - Essay Example The fourth observation was that, moving students’ seats helps reduce the number of redirections. The data shows a trend of reduced redirections; this is probably due to implementation of the steps suggested by Sienna from her observations. Increasing eye contact between the students and Ms. Steward, giving the students something to anticipate, and moving the students’ seats were some of the solutions to keeping them in check. Eye contact from Ms. Steward helped keep the students aware that someone is watching over them. Giving the students something to look forward to boosts their moods and keeps them in check as they wait. Moving students seats helps separate those who have become close to each other to avoid increased talks in between them. May’s graph was a student over time graph indicating a period of nine days. Referred to as the â€Å"five minute challenge,† It indicates the number of students that entered the class from lunch, sat down, copied their agenda into their notebooks, and were ready to learn in in 5 minutes or less. The number of students who could finish their tasks increased gradually from 11 on the first day to a maximum of 20 on the 8th day. This was probably due the task the students had to complete prior to the start of the class. The tasks helped to keep them on check. Based on the students’ response to the agenda timed challenge, May should create more tasks for them to complete in a short time every day. This will certainly keep them focused in class and avoid redirections at the start of the class (Hodge, 2010, pg.106). Anthony and Leah’s data indicates the time taken to complete four goals every day. The four goals were to write their complete agenda, answer the bell work question, put the pencil down, and then put their hand up to be checked. They recorded the time used to complete these goals for nine

Breakdown of Venezuelan Democracy Research Paper

Breakdown of Venezuelan Democracy - Research Paper Example This began in the 1960s when Venezuela got democratic presidents who steered the country on a path of democratic reforms (Levine, â€Å"Transition† 49). During this period, Venezuela emerged as a model democracy in the Latin America region, which was plagued with undemocratic governments and weak social policies. The democratic presidents that served Venezuela between the 1960s and the 1990s placed Venezuela on a path for growth of democracy as well as the economy (Golinger 23). During this period, the people of Venezuela enjoyed better incomes because of the effective policies and governance that was in place. However, the period of Venezuelan democracy was short-lived. The crumbling of the democracy in Venezuela started showing in the 1970s and 1980s when corruption became rife. This corruption was mainly fuelled by the growing revenues from the country’s main resources, oil. This growing corruption adversely affected the gains made in the previous years and led to the decline of President Carlos Andrà ©s Pà ©rez’s credibility, which led to his impeachment and imprisonment (Golinger 24-25). A new president, Rafael Caldera took over power but did not make any major positive changes to the country. This ultimately led to his defeat in the 1998 elections by Hugo Chà ¡vez., who was president until his death in 2013.

Family Health Assessment Case Study

Family Health Assessment Case Study Rubina Malik Family health assessment is important to learn about the individual’s family and life style. Being a nurse it is important for me to know various dynamics of individual’s behavior and values and his family heritage to form a better care plan for the family to maintain better health. Family health assessment gives caregivers a clear picture of an individual’s measures for his family wellbeing. The tool used for the family health assessment is Gordon’s Health Pattern Assessment. The health patterns assessment was designed by Marjory Gordon in 1987 and is used to provide a comprehensive nursing database. In this paper 11 aspects of human functions and health are discussed. The family selected for the interview is Riyami family, an African American family. The family consists of 5 members, Mr. Mrs. Riyami and their 3 sons. Mr. Riyami is 63 years old and is suffering with hypertension; Mrs. Riyami is 55 years old and is diabetic. Their sons do not have any hea lth issues and are of age 25, 20 and 19 years respectively. Questions were asked from the family to know the impact of each health pattern on their way of living a healthier life. Health perception and health management is based on individual’s personal health beliefs for health maintenance and protection (Koshar). Health is not only the absence of any sickness but it is more of a mental, physical and social wellbeing. The health perception of Riyami family is based on eating healthy as they believe that only physical fit body can stay safe from minor and major health issues. As Mr. Mrs. Riyami take their medication regularly and are very conscious about their health. They follow their health heritage norms to cure any minor illness i.e. use of herbal treatment and home remedies. Every person in their family takes herbal treatment for any common illness for example flu, headache, stomach gastric issues etc. they prefer visiting the physician for routine checkups and in case of any serious emergency. Their elder son drinks alcohol and smoke cigarette in social gatherings. They perform their religious obligations with full devotion. Nutrition and metabolism assessment mainly focus on the nutrition consumption according to the metabolic requirements of the body (Koshar). Nutrition consumption is very well balanced among the family members and intake of fluids to keep body hydrated is considered important for the family members. They consumption of fruits and vegetables is higher and prefer taking small quantity of sugar, sodium and carbohydrates in their diet. Herbal tea is taken in routine by the family. The family makes sure to take an appropriate amount of calories and also try to eat their traditional cuisine and less fast food items. Sleep and rest patterns are assessed to know the relaxation and rest practice of the individuals (Koshar). Mr. Riyami works in the morning shift and tries to be in bed around 10pm. As Mrs. Riyami is a registered nurse and works night shift, she takes adequate sleep in the day time and prefers to take more rest on her days off from work. Their sons prefer taking nap after they get back home from school and prefer not staying up late during their school. Whereas the elder one prefers sleeping early as he is a full time worker and has to work morning shift. Every member in their family takes approximate sleep according to their routine. Elimination is stated as the excretory pattern (Koshar). From the assessment no one in family seems to have issue with their excretory pattern. The family does not have any complain regarding their bowl movement or urination. Activity and Exercise is referred to the daily activities that involve energy, activities related to self-care, leisure activities and exercise/workouts (Koshar). Mr. Riyami was a soccer player and a soccer couch but he stopped practicing sports from 20 years, now he enjoys watching soccer game in his leisure time. Mrs. Riyami due to her busy schedule is not involved in any activity or exercise but she know the importance of having these activities to remain healthy. Mr. Mrs. Riyami go for a walk of 30-45 minutes daily. Their sons play soccer and believe that it gives them a good workout and fun altogether. Cognitive and sensory assessment is to assess the individual’s ability to understand and response towards any information and to sense that information appropriately. This assessment is done to know about the cognitive ability and capacity of the individuals (Koshar). Mr. and Mrs. Riyami are well educated; Mrs. Riyami just completed her RN-BSN degree with good grades and hence finds no problem in assessing or responding to any information. No cognitive disability was found in their family. Self-perception assessment focuses on person’s behavior and attitude toward self, which includes confidence, their identity and their physique (Koshar). The Riyami family does not have or face any issues regarding self esteem. They are happy and content with their lifestyle and believe that they are blessed by God and are loved by everyone around. Mr. Mrs. Riyami give the same teaching to their children and pray for them to be confident enough and not face any issue of self-worth. Role and Relationship pattern assess the individual’s relationship with others and the role they play in this world. Riyami family has a strong faith and family bond (Koshar). Mr. Mrs. Riyami share all the love and care and teach the same to their children. Mr. and Mrs. Riyami like to meet people and enjoy the company of their family and friends. They have a respectable status among their loved ones. Sexuality pattern assessment focuses on individual’s level of satisfaction of dissatisfaction of their sexuality and reproduction patterns (Koshar). Mr. Mrs. Riyami are satisfied with their sexual life. They share intimate moments and believe that love is what had made their relationship bond strong. They make sure they spend enough time together out of their busy routine. Coping and stress tolerance assessment is done to know individual’s strength to cope up with the stress and strategies used by him/her to overcome that stress (Koshar). Mr. Mrs. Riyami believe that all happiness and sorrow , worry and stress comes in life and to overcome that situation they only support and strength is given to an individual by the God. They share and communicate with one another in case any problem occurs and try to overcome the situation by mutual understanding and corporation. They pray to God at times of crisis and happiness. Their family, friends and prayers are part of their support system. The two nursing wellness diagnosis assessed from interviewing Riyami family are; nutritional-metabolic pattern and coping-stress tolerance pattern. Mr. Mrs. Riyami take their medications in time but sometimes due to work load and stress they skip their meal or do not take enough food as the body requirement. In case of Mrs. Riyami specially as she is diabetic and has to keep check on food and nutrition while she is at work, it becomes a difficult part for her. Mr. Riyami being hypertensive have to make sure that he avoid take any stress but often work load or any uncertain happening give him stress that makes him feel low. Their kids being young and enthusiastic do not have any health issue but they often become ignorant about their nutrition which is a point of worry for their parents as they don’t want their kids to face health issues like hypertension diabetes or any related medical problem. The Gordon’s health pattern assessment had been a great help for me while assessing the family. It truly is a great tool for nurses to analyze and assess their clients and families. I was able to learn about the family from different health perspectives which gave me a good experience of assessing different health patterns and their impact on a family’s health and functions. Reference Koshar, J. (n.d.). Gordons Functional Health Patterns. Retrieved from http://www.sonoma.edu/users/k/koshar/n340/N345_Gordon_FHP.html

Career Paper : Accountant

Accountant Career Project: Report Business 101 ? Career Overview Accountants carry the primary responsibility for bookkeeping services such as payroll, bank reconciliations, general ledger posting, along with managing financial statement compilations and oversee efficient use of funds and related tasks. Correspondingly, they provide some Human Resource functions such as Employee Handbook compilation, and benefits management. Another responsibility of accountant’s is taxes: personal, corporate, estate, payroll, sales tax, and business property taxes.Educational Requirements For entry-level positions in Accounting, employers usually require a minimum of an Associate Degree in Accounting. Many larger businesses or corporations require applicants to have graduated from a Bachelor's or Master's Degree program in Accounting or Taxation (Board of Regents of the University of Wisconsin System, 2012). There is NO requirement for Accountants to get certified as a Certified Public Accoun tant CPA or a Certified Management Accountant CMA, but if they do they usually get an increase in pay and more responsibilities.There are certain skills Accountants need to make their day run smooth; all of these skills aren’t necessarily taught. For example, Accountants need analytical skills to analyze certain discrepancies on a balance sheet or income statements. Most Accountants are detail oriented, and also have the ability to compile a lot of information and then interpret the meaning. Most of the work will be performed on a computer so Accountants need computer and software skills. Obviously, good math skills are another skill that an Accountant will have to utilize daily.Furthermore, Accountants will need excellent communication skills both verbal and written, and one can never forget lots of patience (Richardson, 2009). Career Path The typical career path for accountants goes as follows bookkeeper, Accountant, CPA and CMA (if one chooses to go that far). Like I have stated before, if one wants to go into Accounting, they do not need their CPA or CMA, Accounting Firms are more than happy to hire Accountants with just a four year degree in Accounting. If one chooses, Accounting has two opportunities for advancement which received CPA or CMA certificate.The difference between a CPA and a CMA is that a CPA is licensed by the state of his/her residence to provide accounting services to the public, ranging from auditing, tax, litigation support, and other financial advisory services. A CMA mostly provides his/her services directly to his/her employers rather than the public. There is no extra or special training to become a CPA or CMA but there are vigorous tests for each CPA and CMA. With either of these certifications becomes more responsibilities.With the title of CPA, accountants are qualified to do a higher level of accounting services. For CMA, accountants can be mangers of companies or possibly run their own company if they choose. Industry an d Target Companies Accountants can work for almost every company! From Taco Bell to Waste Companies. If working for somebody else isn’t your style, some accountants are self-employed and have their own accounting business. Cecilia Capuzzi Simon with The New York Times writes an article â€Å"Top 10 List: Where the Jobs Are†, describing the job curve and its projections for the year to 2018.According to Simons the Top 10 list look like this : Biomedical Engineer, Network Systems and Data Communications Analyst, Home Health Aide, Personal and Home Care aide, Financial Examiner, Medical Scientist, Physician Assistant, Skin Care Specialist, Biochemist and Biophysicist, and last but not least Athletic Trainer. If you didn’t notice, eight of the fields in the top 10 categories are health care or wellness related. Those eight health care or wellness related careers need accountants to keep track of their financial matters. And that’s where I come in handy (Simon , 2011).Salary/Earnings Data provided by the Bureau of Labor Statistics, the salary range for Accounting & Finance begins around $36,780 and usually tops out around $102,380, with a mean in the neighborhood of $69,580. The national salary average for Accounting & Finance is $43,460, data provided by the Bureau of Labor Statistics. Along with excellent benefits such as paid vacation and sick leave, health insurance, profit sharing, and retirement plans (Careerexplore. net). Employment Outlook As of 2008, accountants and auditors occupied some 1. 3 million jobs. Out of these 1. million, 24% of these accountants and auditors were employed at â€Å"accounting, tax preparation, bookkeeping, and payroll services firms. † Additionally, eight percent were self-employed, and 68% worked for other entities such as government, corporations, and small businesses. – Data provided by the Bureau of Labor Statistics, It is estimated that during the 2008-2018 period, about 279,000 new a ccounting jobs will be created – an increase of 22% (Bhavsar, 2011). Learning’s & Reflection Accounting has been a career field I have been debating on going into for at least two years.After having a math class every semester of my schooling I have noticed I truly enjoy doing math homework and I am decently good at it. As there is to all career fields, Accounting has its ups and downs. I like the challenge of a difficult problem, but the idea of sitting behind a desk from 8 to 4, and doing almost the same thing everyday day doesn’t appeal to me. To help me get a better understanding of the Accounting Career I participated in two events. First, I enrolled in BUS 297, which is the VITA program, where I actually prepare peoples taxes every Saturday.Truthfully I don’t mind doing their taxes, its making the small that makes me kind of uncomfortable. I’ve probably done at least 25-30 tax returns; learning a little about taxes and such but there is also so much more I don’t know. Secondly, I went to the UWMC’s Business Club meeting where Thomas Krieg from WipFli Audit Accounting Firm was the guest speaker. Krieg got an Associate’s Degree in Accounting from UWMC, then moved onto UW Madison where he got a Bachelor’s in Accounting, and is now one of the youngest Partners at WipFli’s (Krieg, 2013).Both of these events were very beneficial because I now know so much more of the everyday Accountant life. I am very happy that I dug deeper into Accounting, but unfortunately I do not think I am interested in it as a career any more. Although I may be good at math and taxes, I don’t think Accounting is the correct career for me. ? Work Cited Bhavsar, D. (2011, January 11). Accounting degree job outlook. Retrieved from http://degreecentral. com/accounting-degree-job-outlook/ Board of Regents of the University of Wisconsin System (2012). Cake decorator: Education path. Retrieved from http://wiscareers. isc. edu/C_CVstuff/occinfo. asp? Area=edu Krieg Thomas, Partner, CPA †¢ Wipfli LLP. (2013, February 26). Interview by UW Marathon County Business Club [Personal Interview]. Business Club/ Accounting Speaker, Located in CCE Building. (n. d. ). Retrieved from http://www. careerexplorer. net/accounting-finance Richardson, M. ( 2009, April 10). voices. yahoo. com. Retrieved from http://voices. yahoo. com/skills-qualifications-needed-accountant-2987159. html Simon, C. (2011). Top 10 list-where jobs are. Retrieved from http://www. nytimes. com/2011/04/17/education/edlife/edl