Ideas And Reforms For An Improved Access For High Quality...

Ideas and reforms for an improved access to high quality primary health care in Ontario: AOHC’s perspective Purpose The purpose of this briefing note is to provide top three recommendations for the policy actions that AOHC should advocate in order to improve timely access to primary health care in Ontario. Background Primary care is considered to be the first point of contact with the health system for the people of Ontario and is recognized, as the building block of the entire health system. Every individual in the province needs a timely access to this service in order to maintain a healthy living. Ontario’s medical system focuses on delivering high quality primary care, but certain gaps within the system have resulted in an inequitable access to healthcare services. Are Ontario’s primary care reforms meeting the needs of its’ residents? Despite large investments in primary care reforms (PCR) over the years, there still hasn’t been a significant impact in certain areas of the health system, particularly those related to the ‘access to care’. The Health Quality Ontario (HQO) data from 2014 shows that almost 94% of the adults have a primary care provider, which has risen from 92% in 2006 1, 2. While the percentage of Ontarians who have a primary care provider has grown, most Ontarians are unable to get an appointment to see their doctor the same day or the next day when they become sick 2. Less than half of the population (44.3%) of the Ontarians are able to see theirShow MoreRelatedBenefits Of The Affordable Care Act Essay1714 Words   |  7 PagesThe Benefits of the Affordable Care Act to Our People and Our Health Care System In the wake of the 2016 presidential election, concerns have been raised regarding the Republicans’ desire to repeal the Affordable Care Act, informally referred to as Obamacare. 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Project Management A Rostering System For RALS Free Sample

Question: Describe about the Project Management for A Rostering System for RALS. Answer: Part 1 Project Name / Team / Description Project Name: Riverina Agriculture and Lifestyle Show Rostering System Project Start Date October 12, 2016 Team Member Contact Details Thomas Anderson (02) 6528 2365; thomas.anderson@virtucon.net; Cooper Graham (02) 2514 6985; cooper.graham@globex.net; Sebastian Martin (02) 5474 2698; sebastian.martin@virtucon.net; Zara Smith (02) 2111 3658; zara.smith@virtucon.net; Alexander Brown (02) 2588 0021; alexander.brown@virtucon.net; Charlotte Watson (02) 1211 8874; charlotte.watson@virtucon.net; Project overview: The Riverina Agriculture and Lifestyle Show Rostering System Project project aims at the development of the automated computerized system that will assist the Globex in easy monitoring and management of the volunteers participating in RALS. Project Description: Riverina Agriculture and Lifestyle Show is being organized every year by the Globex Corporation for demonstrating and appreciating the achievements of agricultural lifestyle and farmers. The success of the show significantly depends on the volunteers. With the passing years, the increase in the number of the volunteers have made it difficult to manage and monitor them manually. Globex has requested for the development of computer based rostering system for easy communication and coordination with the volunteers participating in RALS. Globes has reached out to Virtucon for managing the development of the Rostering System. the new developed system will be able to store information and allocated task to the volunteers. Team Charter Skills and Knowledge Inventory Name Role Skills and Knowledge Thomas Anderson Project Manager Communication; Leadership; Negotiation; Team Management; Risk Management, Organization Cooper Graham Business Analyst Marketing; Conceptual modeling; Change Management; Analytical Skills, Technical Knowledge; Persuasion, Negotiation; Decision Making Skills; Sebastian Martin Developer Problem Solving Skills; Technical Knowledge; interpersonal Skills; Business Knowledge; Zara Smith Coder Analytical Skills; Optimized Coding; Smart Programming; Error rectification skills; Alexander Brown Tester Logical Thinking Skills; Analytical Skills; Subject Knowledge; Business Savvy; Charlotte Watson Designer Creativity; Understanding Customer Needs; Graphical Knowledge; Roles and Responsibility Name Roles Responsibilities Thomas Anderson Project Manager Application of the appropriate standard for managing the project; Developing, maintaining the project deliverables, plan and schedule; Identifying and managing the risks involved; Allocating and monitoring resources and directing the development; Cooper Graham Business Analyst Evaluates the need and requirement of Globex; Provides data visualization; Analyzing the business case of RALS; Organizing the requirements; Sebastian Martin Developer Coordinating with the project manager; Reviewing the existing operations at RALS; Developing a prototype system for rostering; Prepares the working module of rostering system; Zara Smith Coder Determines the feasibility the developed rostering system; Execute the rostering system development life cycle; Codes the programming logic in the RALS rostering system; Alexander Brown Tester Monitor and evaluate the programming logic meets the business needs of Globex; Logs and execute system test on rostering system; Identifying the success criteria of the RALS rostering system; Charlotte Watson Designer Develops easy user interface of the rostering system; Implement the graphical interface of the system; Team Communication Team Member Meeting Times Location Ways of communication Information Documented/ Stored Thomas Anderson (Project Manager) 9am to 6pm Virtucon Office Face-to-face meeting; email; Virtucon database; documented on paper; Cooper Graham (Business Analyst) 9am to 6pm Virtucon Office Face-to-face meeting; email; phone; Virtucon database; documented on paper; Sebastian Martin (Developer) 9am to 6pm Virtucon Office Face-to-face meeting; email; phone; Virtucon database; documented on paper; Zara Smith (Coder) 9am to 6pm Virtucon Office email; phone; Virtucon database; Alexander Brown (Tester) 9am to 6pm Virtucon Office email; phone; Virtucon database; Charlotte Watson (Designer) 9am to 6pm Virtucon Office email; phone; Virtucon database; Team Rules and Expectations Positive Experience of team work: Working in a project groups helps in sub-diving the task and brainstorming different ideas for completing the undertaken project with efficiency and in time. Negative Experience of Team work: The conflict of ideas and beliefs affects the project progress. The entire project falls behind if any team member fails to deliver assigned task. Team goal: The significant goal of the project team is to deliver the project with optimum standard, financial cost, less time and including all the customer needs. Team values: The team values like teamwork, honesty, mutual sharing and commitment to work is essential for the development of the project. Team Value Statement: Honesty, understanding, sharing, commitment and team work is the goal to success for meeting the project deliverables. Code of Ethics: the project team need to be reliable with the other team member. The project team should maintain fiduciary for evaluating the business needs and delivering the product to the clients. Rules and Exception: All the team members need to report to the project manager for any change of scope or delay of work. All the team members are responsible for notifying other members and project manager in case of any issue or problems in the development of the project. Signatures Name Signature Date Thomas Anderson Thomas Anderson October 12, 2016 Cooper Graham Cooper Graham October 12, 2016 Sebastian Martin Sebastian Martin October 12, 2016 Zara Smith Zara Smith October 12, 2016 Alexander Brown Alexander Brown October 12, 2016 Charlotte Watson Charlotte Watson October 12, 2016 Part 2 Learning Cycles Phase Time Role Communication Mode Engagement Phase Project Planning Time Scribe, Organizer Face-to-face meeting, emails, phone Exploration Phase Project Planning Time Organizer emails, phone Explanation Phase During the development of the project Organizer Face-to-face meeting, emails, phone Extension Phase During risk management phase Scribe Face-to-face meeting, emails Evaluation Phase During verification of requirement Scribe Face-to-face meeting, emails Part 3 Stakeholders Identification Thomas Anderson (Project Manager) Cooper Graham (Business Analyst) Sebastian Martin (Developer) Zara Smith (Coder) Alexander Brown (Tester) Charlotte Watson (Designer) Globex Representative Communication Plan Who What Why When How Thomas Anderson (Project Manager) Issues, changes and modification regarding project schedule, cost or overall rostering system project; Monitoring, managing and rescheduling the project, budget during each phase of RALS rostering system development; Anytime Email, phone, face-to-face meeting; written and verbal communication; Cooper Graham (Business Analyst) Business requirement and client satisfaction; To implement and modify the business needs and requirements of Globex; Anytime Email, phone, face-to-face meeting; written and verbal communication; Sebastian Martin (Developer) Issues regarding the development phase of the project; To identify and mitigate the problems in the development phase; Once a week Email, phone, written and verbal communication; Zara Smith (Coder) Issues with the coding of the program and functionality of the system; To identify the problem in the developed logic of the rostering system Whenever required Email, face-to-face meeting; written and verbal communication; Alexander Brown (Tester) Problems with the functionality of the system To identify the test case and implement new user requirements; Twice a week written and verbal communication; Charlotte Watson (Designer) Issue in the user interface of the developed RALS rostering system; For evaluating and determining the changes required to modify the system; Whenever required Email, face-to-face meeting; Globex Representative Change and modification in requirements Discussing and acknowledging any modification required for the rostering system; Once a week Email, face-to-face meeting; Part 4 Project Closure Project Name: Riverina Agriculture and Lifestyle Show Rostering System Project Project Number: VIR56X12 Project Manager: Thomas Anderson Acceptance factor Check if Completed Person Responsible 1. Project goals met project manager 2. Implemented Change Management Plan project manager 3. Project developed within Cost, budget and time project manager 4. The functional requirement of the of the rostering system were implemented; project manager, developer 5. Technical requirements were verified Coder; designer 6. The developed system met the business requirement of Globex; business analyst 7. All the test cases were evaluated properly; Tester; designer 8. Risk identification and management plan was implemented; tester 9. Agreement of Globex were licensed business analyst 10. Security mechanism implemented developer 11. Recovery and backup plan implemented coder 12. Customer acceptance of RALS rostering system project manager 13. Sign off project team project manager Project Evaluation Summary: The project aims at developing a cost effacing computerized rostering system for RALS held by Globex. Project Team: The project team include members who were expert in their particular domain and assisted in effective development of the rostering system; Project deliverables: All the deliverable and objective were verified and met during the development of the project; Cost: The development of the rostering system of RALS were developed under minimum budget as allocated by Globex; Schedule: The rostering system for RALS was developed and implemented before November for the next RALS festival; Recommendations: The prototype system developed needs to the verified by the customer in each iteration process; The operational personnel of the customer need to be involved during developing the plan and requirements of the software application; MOV Evaluation Return on Investment For evaluating return on investment the most significant formula that can be used is (Net Benefits/Costs) x 100. The return on investment determines the profitability of the implementation of the computerized rostering system; Productivity The productivity of the developed system is measured by how efficiently and quickly the system is able to allocate task and monitor the volunteers working at RALS; Customer Satisfaction Customer satisfaction is evaluated by verified the business and operations need of Globex being implemented within the developed system; Performance Earned value can be used for evaluating the schedule performance of the project; Part 5 Reflection In this particular project for the development of the computerized rostering system of Riverina Agriculture and Lifestyle Show, I have taken the responsibility for developing an appropriate project management plan. The initiation of the project requires the identification of the business needs, recommended users and operational requirement of the system. for evaluating the business needs, I have thoroughly evaluated the case study of the Riverina Agriculture and Lifestyle Show and operations of the Globex Corporation at RALS. I have developed and documented the business and operational requirements, that has assisted me understanding and identifying the technical need for developing the rostering system. Through the estimation of the requirements, I have developed the appropriate team for developing and conducting the project. as a project manager the significant aim is to deliver the system within provided budget and time by the customer. For this purpose, I have developed a work br eakdown structure of the integrated activities of the project while defining the resources associated at each phase. I have developed the project schedule with the help of Microsoft Project that has provide visualization of the project timeline. Following the project schedule and Gantt chart has assisted in completing the project within allocated time. Furthermore, through the application of Gantt chart, I have assisted the team member in conducting all the modules and activity of the project in detailed manner. The project manager required an effective plan for managing and monitoring every phase of the project. for this reason, I have developed the detailed communication plan that have assisted the team member in acknowledging and having a clear view of how and whom to communicate in time of needs. While development of the first iteration and prototype of the rostering system, the client has made various changes in requirement and functionality of the rostering system that was not identified earlier. The integration of those requirements will cost the project with more time and budget if the initial planning were followed. I have thus, evaluated the situation and remaining activities of the project. I have re-schedule the time line and budget of the remaining activity to complete the system with optimized time and budget. During the development of the project management plan for the Riverina Agriculture and Lifestyle Show Rostering System Project it is essential for the project manager to have an in-depth knowledge ad understanding of the technical needs for the project. in addition to that, as an ICT project manager, the individual need to have some effective communication skills for understanding and evaluating the business needs and to management and monitoring the team members for completing the project in time. In addition to that, it is most essential to be able to estimate the accurate schedule and budget required for completing the project. Therefore , this particular project has taught me that for being an effective ICT project manager it is essential to have management, team formation, communication, persuasion and technical knowledge about the undertaken project. Bibliography Ahsan, K., Ho, M., Khan, S. (2013). Recruiting project managers: A comparative analysis of competencies and recruitment signals from job advertisements.Project Management Journal,44(5), 36-54. Braglia, M., Frosolini, M. (2014). An integrated approach to implement project management information systems within the extended enterprise.International Journal of Project Management,32(1), 18-29. Davies, R., Harty, C. (2013). Implementing Site BIM: a case study of ICT innovation on a large hospital project.Automation in Construction,30, 15-24. Garton, C., McCulloch, E. (2012).Fundamentals of Technology Project Management. MC Press, LLC. Harris, F., McCaffer, R. (2013).Modern construction management. John Wiley Sons. Holzmann, V. (2013). A meta-analysis of brokering knowledge in project management.International Journal of Project Management,31(1), 2-13. Lundqvist, S., Marcusson, L. (2014). Advertisements for ICT project managers show diversity between Swedish employers and project management associations views of PM certifications.Problems of Management in the 21st Century,9(1), 35-55. Marnewick, C. (2012, October). A longitudinal analysis of ICT project success. InProceedings of the South African Institute for Computer Scientists and Information Technologists Conference(pp. 326-334). ACM. Morris, P. (2013). Reconstructing project management reprised: A knowledge perspective.Project Management Journal,44(5), 6-23. Morris, P. W. (2013).Reconstructing project management. John Wiley Sons. Palacios-Marqus, D., Corts-Grao, R., Carral, C. L. (2013). Outstanding knowledge competences and web 2.0 practices for developing successful e-learning project management.International Journal of Project Management,31(1), 14-21. Pemsel, S., Wiewiora, A. (2013). Project management office a knowledge broker in project-based organisations.International Journal of Project Management,31(1), 31-42. Too, E. G., Weaver, P. (2014). The management of project management: A conceptual framework for project governance.International Journal of Project Management,32(8), 1382-1394. Turner, R. (2016).Gower handbook of project management. Routledge. Vanhoucke, M. (2014).Integrated Project Management and Control: First comes the theory, then the practice. Springer.

Peter Mitchell (1920 - 1992) Chemiosmotic Hypothesis Essays

Peter Mitchell (1920 - 1992) : Chemiosmotic Hypothesis Peter Mitchell's 1961 paper introducing the chemiosmotic hypothesis started a revolution which has echoed beyond bioenergetics to all biology, and shaped our understanding of the fundamental mechanisms of biological energy conservation, ion and metabolite transport, bacterial motility, organelle structure and biosynthesis, membrane structure and function, homeostasis, the evolution of the eukaryote cell, and indeed every aspect of life in which these processes play a role. The Nobel Prize for Chemistry in 1978, awarded to Peter Mitchell as the sole recipient, recognized his predominant contribution towards establishing the validity of the chemiosmotic hypothesis, and ipso facto, the long struggle to convince an initially hostile establishment. The seeds of the chemiosmotic hypothesis, which lay in Peter's attempts to understand bacterial transport and homeostasis, were pollinated by the earlier ideas of H. Lundergard, Robert Robertson, and Robert Davies and A.G. Ogston, on the coupling of electron transport and ATP synthesis to proton gradients. Mitchell's 1961 paper outlined the hypothesis in the form of several postulates which could be subjected to test. In retrospect, it was a great strength of this first paper that Peter did not go into too much detail; the ideas were new and strange, and were introduced to a field dominated by a few major laboratories with their own different ideas about how the coupling between electron transport and phosphorylation occurred. It is interesting to look back and remember how sparse the clues were on which the hypothesis was based. At the time, the chemical hypothesis, based on analogy with Ephraim Racker's mechanism of substrate level phosphorylation linked to triose phosphate oxidati on, seemed secure. A few niggling difficulties were apparent. Why did so many different reagents act as uncouplers? Why were the enzymes of oxidative phosphorylation associated with the mitochondrial membrane? Why did coupling seem so dependent on the maintenance of structure? How did mitochondria maintain their osmotic balance? How did substrates get in and out? But these must have seemed second-order problems to the main protagonists. It was these niggles that Mitchell's hypothesis addressed. I first met Peter in 1962 when he visited Brian Chappell in Cambridge to talk mitochondriology. I was in my second year of Ph.D. research, and becoming familiar with the field. Brian had, at the start of my apprenticeship, set me to work in the library, with Peter's 1961 paper as a starting point. I must confess that I had little idea at the time of the importance of the paper; I didn't know enough, either of the background bioenergetics or the physical chemistry, to understand what the issues were. But by the time of Peter's visit, I had become involved in the work on mitochondrial ion transport initiated by Brian in collaboration with Guy Greville, and Brian had become interested in mechanisms. Peter arrived in an elegant if ancient Bentley convertible, and wrapped us in a corduroy enthusiasm. He was in trouble with his hypothesis, because three labs claimed to have disproved it by isolating the intermediates expected from the chemical hypothesis. Peter was undaunted, and engaged i n a mischievous discussion of the data and its validity. The challenge of the upstart chemiosmotic hypothesis to the prevailing chemical view of mechanism was to become a running battle, in which Peter engaged the establishment single-handed for several years before the first of a growing band of brothers (and sisters) joined him in the fray. The early work from Andr? Jagendorf's lab on H+-uptake and pH-jump driven ATP synthesis by chloroplasts, the parallel work on ion and metabolite transport in mitochondria from Chappell's lab, the work on ionophores and uncouplers by Bert Pressman, and by Brian Chappell and myself, the development of artificial membrane systems by Alec Bangham and by Paul Mueller, and Mitchell's own work with Jennifer Moyle on proton measurements following O2 pulses, had demonstrated before 1965 the activities expected from the hypothesis, but it was to be ten years before the established leaders in the field were coaxed into a grudging acceptance of the hypothe sis. The bones of the chemiosmotic hypothesis were fleshed out by Mitchell in subsequent publications, most notably the two slim volumes published by Glynn Research Ltd. in 1966 and 1968, known affectionately in the laboratory as

Conserving Energy - Renewable and Non-Renewable Resources essays

Conserving Energy - Renewable and Non-Renewable Resources essays Conserving energy is important, since the world will not be able to depend on nonrenewable resources in the future. Nonrenewable resources are resources that cannot be replaced such as natural gas, coal, and oil. Conserving energy will lessen the need for nonrenewable resources, which will be beneficial to the environment, by helping to preserve more natural environments. Energy allows humans to live comfortable lives by powering our modern day conveniences. Automobiles and electricity are two common items that are dependent on a steady stream of energy. Energy consumption around the world has been on an increasingly uphill climb, for many years now. Society needs to work towards understanding and utilizing renewable resources because nonrenewable resources are depleting, which will eventually lead to zero resources for energy. Nonrenewable and renewable are words used to define various natural resources. A renewable resource is a natural resource that when used can be replace such as wind, trees, and water. Renewable resources are highly sought out because of their ability to reproduce, when more is needed. Renewable energy is viewed as safe for the environment, when compared to the hazards of nonrenewable resources. Nonrenewable resources are found in chunked amounts, and are used up more rapidly than the replacement rate. Although there are nonrenewable resources found in nature, these are deemed more harmful to the environment than renewable resources. Nonrenewable resources are non-replaceable as soon as these are used, which makes these an unfavorable source of energy when compared to the benefits of renewable resources. Conserving energy helps the environment and can help people save money. An action such as turning off a light contributes to conserving energy. Limiting shower durations, using energy efficient light bulbs, and unplugging appliances when n...

What Are the Benefits of Earning an IB Diploma?

In past posts on the blog , you may have noticed that when we talk about AP courses and exams , we sometimes mention another acronym that may not sound as familiar to you: IB. This stands for International Baccalaureate , and represents another advanced educational option for high school students that exists alongside the AP program. While the IB program isn’t as popular as the AP program in the United States, it can definitely be a worthwhile option for those who have access to it. In particular, earning an IB diploma, which requires that you take certain courses and fulfill additional academic and extracurricular obligations, can be an impressive qualification to add to your resume. Read on for more information about the IB Diploma Programme and how an IB diploma can enhance both your high school experience and your college prospects. International Baccalaureate is an overarching organization that administers a number of different educational programs for students ages 3 to 19. Its curricula are used by specially trained teachers at certified schools throughout the world, and it prides itself on providing â€Å"rigorous, high-quality education† to its students. The most familiar IB program to high school students in the United States is the IB Diploma Programme, or IBDP, which is offered to students between the ages of 16 and 19. When you hear about â€Å"IB courses† being offered at a high school, it means that that school has been certified to offer the IBDP. (Students may be able to take some IB courses without enrolling in the full IBDP curriculum.) In some ways, the IB program is similar to the AP program—it’s a way for high school students to take advanced, rigorous courses. However, there are two main differences. For one thing, the IB program is much less popular than the AP program among high schools in the United States, and you since you can’t self-study IB courses, its availability is limited. In addition to this, the IB program is far more focused on presenting a cohesive overall curriculum with specific requirements that culminates in a diploma. While the AP program offers a similar option in the AP Capstone Diploma , most students don’t approach the AP program in that way. For a more detailed explanation of the International Baccalaureate organization, and especially the IB Diploma Programme, check out the Beginner’s Guide to the International Baccalaureate Program . The IBDP is a two-year academic program that, as we’ve mentioned, is open to students aged 16 to 19—in other words, high school students. Upon successfully completing the program and all its requirements, students can earn the IB diploma, which is a significant credential for college applications and other purposes. Academically, the IBDP requires students to take courses and pass exams in six specific subject areas. Three or four of these subjects must be taken at the more challenging â€Å"Higher† level, while the rest can be taken at the â€Å"Standard† level. In addition to this coursework, the IBDP has three more major requirements. First, students must write a lengthy essay based on independent research. Second, students must take a Theory of Knowledge course, which covers critical thinking and epistemology. Third, students must participate in a certain number and range of extracurricular activities. Earning the IB diploma means that you’ve done much more than take a few IB courses. Instead, you’ve undertaken a particular kind of high school education that is meant to teach you not only history, math, and other subjects, but also how to better analyze and understand the information you’ll encounter in school and beyond. Along with this stated purpose, an IB diploma can be an asset for you in a number of different ways, especially as you take on the college admissions process. Below, we’ll go over some of the main benefits of working toward and receiving an IB diploma. Our Early Advising Program helps students in 9th and 10th grade discover their passions and build strong academic and extracurricular profiles to succeed in high school. The IBDP is well-known throughout the world for the high quality of the coursework it offers. The strength of the IB curriculum, as well as the extensive training that IB teachers and school administrators are required to undergo, help the program to maintain this high standard. The respect that the IBDP enjoys means that no matter where you go, colleges will understand and positively view the effort you’ve put into earning your IB diploma. College admissions officers in particular will be familiar with the program’s reputation, making an IB diploma an excellent way of demonstrating your academic prowess. Strong performance in school is, of course, an important component of what competitive colleges look for in applicants. This is typically represented in your application by your GPA , transcript, and class rank. However, since every high school is different, colleges can’t always be sure what your grades actually mean compared to those of other applicants. Programs like the IBDP help colleges to evaluate applicants by providing a single curriculum that’s used worldwide, allowing admissions officers to more precisely assess your performance. Since this program is known to be rigorous, doing well in your IB courses and earning your IB diploma indicates to colleges that you’re an objectively strong student. Earning an IB diploma also shows you’re willing to take on special academic challenges. You’ve chosen to go beyond the typical high school curriculum and pursue a goal that asks more of you, including substantial independent work on topics of your own choosing. This is something that every competitive college values. As we’ve mentioned, the IB program is less popular and well-known in the United States than, for example, the AP program. You must take IB courses at a certified high school—self-studying is not allowed—which limits the number of students who can participate. The expense and training required to get certified as an IB school can also contribute to its relative rarity at high schools. What this means for you is that if you have an IB diploma, you’ll be among a relatively small portion of the college applicant pool with this qualification.   This distinction shows that you’ve not only taken on academic challenges, but done so through a program that’s widely known to be reputable and rigorous and require a good deal of independent work from its graduates. Not every student can present such a prestigious qualification when they fill out their college applications, and this relative uniqueness is an advantage. In addition to the novelty of IB participation itself, certain elements of the IB Diploma Programme may give you the opportunity to do especially interesting and original academic work that will give you additional chances to set yourself apart from other applicants. As we mentioned, you’re required to complete a substantial independent research project in order to receive your IB diploma. Your choice of topic for this project can say a lot about you, and your ability to handle the challenges of independent work and create something truly original will render you a unique and recognizable candidate come application season. One particular perk of the IB program is that it can be useful not only in the college application process, but also once you get to college. Like AP test results , your IB courses can sometimes be used by colleges to determine placement and credit. Depending on your school, you may be able to be placed in higher-level courses as a result of your IB experience, or you might receive credit outright for your IB courses, which can enable you to save time and money in getting your degree. Colorado and Texas have even passed laws requiring colleges in those states to award college credit to students with IB diplomas. If you’re interested in attending college outside the United States full-time (as opposed to on a short-term basis as a study abroad student), an IB diploma may be particularly useful to you. Since other countries have different academic systems and pathways to a university education, it can be difficult for students from the US to gain entrance. The international recognition of the IB diploma can help to bridge this gap. Some examples of countries that accept the IB diploma for entrance into universities are France, Spain, Italy, India, and Turkey. Additionally, some universities offer scholarships specifically for IB diploma holders. While each country and school has additional requirements you’ll need to meet, an IB diploma can be of great help in the process. Finally, aside from college admissions concerns, getting your IB diploma can simply be a very satisfying intellectual experience in its own right. The IB program is designed not only to provide you with rigorous course content, but also to help you learn how to think, analyze, and critically consider materials in the way that your college will eventually expect. The independent projects that are part of the IB curriculum can be enjoyable as well. Some high school students don’t get many opportunities to focus their energies on the topics they consider interesting. Studying a topic that really moves you can bring out your intellectual best in a way that your daily classwork may not. Going through the full IB Diploma Programme isn’t for everyone, and as we mentioned, it isn’t available everywhere. If you have access to this option, however, it can be a strong addition to your college application profile as well as an aid to your intellectual development. You can find more advice on whether IB is right for you and handling your IB coursework in these posts from the blog : To learn more about IB, take a look at our Ultimate Guide to the International Baccalaureate Program . You can also visit the official International Baccalaureate website at www.ibo.org . Looking for more personal assistance with managing your high school goals? Check out our Student Mentorship Program to see how our experienced near-peer mentors can help you to identify your passions and prepare for the college application process.

International criminal court Essay Example | Topics and Well Written Essays - 250 words

International criminal court - Essay Example There are several reasons for this inability of national institutions, such as, first, the absence of political will to prosecute their own citizens or high ranking officials. This situation was witnessed in the former Yugoslavia. Second, these national institutions could have been destroyed, as was the situation in Rwanda. In the absence of justice there cannot be peace, without law no justice, and when there is no court to decide what is just and lawful there can be no meaningful law (United Nations, 1999). An international criminal court achieves justice for all, ends impunity, helps in ending conflicts, remedies the defects in ad hoc tribunals, provides an alternative to national criminal justice institutions that are unable or unwilling to act, and to acts as a deterrent for future war criminals. In reality, the ICC has not achieved greater success than the ad hoc tribunals that it supplants. Akin to the tribunals of Rwanda and Yugoslavia, the ICC does not act swiftly. Moreover, it is devoid of a system for enforcing its decisions. This makes it dependent upon governments to arrest and present perpetrators before it. Albeit, the ad hoc tribunals had this defect, they were able to rely on a UN Security Council resolution requiring international cooperation in executing the arrest warrants. In addition, the ICC is devoid of forceful checks on its authority (Schafer & Groves, 2009). Theoretically, the nations that had ratified the Rome Statute were to control the ICC; however, this has not been realized in practice. Schafer, B. D., & Groves, S. (2009, August 18). The U.S. Should Not Join the International Criminal Court. Retrieved May 17, 2015, from The Heritage Foundation:

Explain how new products are diffused through a marketplace, and Essay

Explain how new products are diffused through a marketplace, and identify the different groups involved in the process - Essay Example In simpler words, the willingness to buy a product at a particular time is different for different people. The first ever contribution to the field was provided by Everett Rogers in 1962. He defined diffusion as ‘the process by which an innovation is communicated through certain channels over time among the members of a social system’. The figure below provides a brief understanding of the diffusion of innovation process curve. This curve categorises people and organisations according to the willingness of the people to buy the product and adoption of the innovations. To further gain a better understanding of the various stages that have been displayed above the following sub sections will deal with the characteristics of the each of the groups. As has been noted in the figure, and as suggested by Roger, the five broad characteristics for each of the categories are as under: a) Innovators: The people who fall under this category are generally very venturesome. The people who fall into this category generally tend to be different and like to have the latest versions of all new products and are willing to be the first to experiment the new products. These people tend to be the younger population of the markets. The general characteristics of these groups are that they are highly educated, with high levels of confidence, and highly affluent financially. The fact that the groups are affluent financially, allows them to be able to test with the products and take chances. Considering the innovators of organisations, generally fall into the companies with better educated management. The reasons for these groups to adopt newer innovations is the fact of their own god track record in introducing newer products to the markets and the need to be updated with the latest in the markets. b) Early Adopters: This is the second group of people in the market. These groups do not tend to be very venturesome like the innovators.