Microsoft Monopoly Essays - Windows XP, Microsoft, Windows 10

Microsoft Monopoly By now everyone is familiar with the case U.S. vs. Microsoft. What is all this about? According to my two articles, Microsoft, the world's leading software company, is being sued by the Justice Department joined by 19 states. As we all know, Microsoft dominates the personal computer's operating system. Almost every computer in schools, libraries, offices, and home is equipped with either Windows 3.X, Windows 95, or 98. As far as browsing the web, there are three major browsers: AOL, Netscape and Microsoft's Internet Explorer. When Windows 98 came out, it already had Microsoft's Internet Explorer installed, compared to Netscape which users had to pay $50 for the program before being acquired by America Online. Basically Microsoft is being sued for having an illegal monopoly over personal computer's operating system and repeatedly quashed competition to preserve its market domination. After the findings, Government lawyers said they would consider proposals to break up the company. In Microsoft's defense, citing a 1990 ruling from the 4th circuit appeals court, Microsoft claims that "a desire to increase market share or even drive a competitor out of business through rigorous competition on the merits is not sufficient" to prove it intended to establish an illegal monopoly. An important point in Microsoft's argument is the copyright law. According to Microsoft, it has a right to "prohibit unauthorized modification" of Windows and bar computer markers from removing icons or Internet Explorer. Senate Democratic Leader Tom Daschle said in a statement, "Both consumers and the industry would benefit from a fair resolution of this case. The current mediation provides both parties a unique opportunity to resolve this dispute in a way that strikes a balance between the importance of our antitrust laws and innovation." Leading the lawmakers believes it would be best if both sides reach an out of court settlement. It's going to be interesting to see what will happen to this case. Will the U.S. break up the software giant or will Microsoft keep on dominating the operating system market. I would like to see both sides settle this case out of court. It would definitely benefit both parties. Since a majority of computers are using Windows 95 or 98, it makes the compatibility part easier for all consumers. Microsoft standardized the software's to be used on Windows and creates fewer conflicts with other operating systems such as Mac and Linux. It's better for users because we do not have to learn to operate more than one operating system. Imagine yourself typing up a project at work using Microsoft Word. There wasn't enough time to finish so you decide to bring it home. You put the disk in at your home computer only to find that it's not compatible with the Linux operating system. If that were the case today, we would have to own two or more computers with different operating systems. As far as the competition goes, I think Microsoft is doing an extremely good job to maximize profits. This market is very competitive and Microsoft knows there is a lot of money to be made. Microsoft developed a product that is in high demand. With the Internet getting so popular, everyone would like to own a PC. As an employee of an Internet Service Provider called Every Ones Internet, I get an up close and personal view of how fast the Internet is growing. Each day I would sell at least 20-25 Internet accounts. With the falling prices of computer chips, there's a high demand in computers. A PC is similar to a television; soon every home and office will have at least one computer. Microsoft is definitely not slowing down, with the introduction of Windows 2000, Microsoft claims this is their best product ever. They have spent one billion dollars for the production of Windows 2000 and by 2001, most computer users will upgrade to Windows 2000.

Command of Evidence 5 Key SAT Reading Strategies

Command of Evidence 5 Key SAT Reading Strategies SAT / ACT Prep Online Guides and Tips The new SAT challenges students to understand the reasoning behind each answer they pick. Command of Evidence questions are a manifestation of this mission. In order to answer them, you have to carefully evaluate your thought process and the evidence presented by the author of the passage. This article will focus on the evidence questions on the Reading section of the SAT; we have a separate article on Writing questions (coming soon). In this guide, I'll tell you exactly what these questions test, what kinds there are, and how you can learn to answer them correctly every time! What Are Command of Evidence Questions? These questions are a new feature of the SAT Reading and Writing sections in 2016. There are 18 Command of Evidence questions on each test that span the two sections, and you'll get a subscore out of 15 based on how many you answer correctly. Here's a raw to scaled score conversion chart provided by the College Board: As you can see, Command of Evidence is one of sevensubscores,which were created to give students a clearer picture of their academic strengths and weaknesses by delving deeper than the section scores or cross-test scores. You can read more about the scoring of the new SAT here. What Do Command of Evidence Questions Test? This article will deal with Command of Evidence questions on the Reading section exclusively (see our Writing-focused coming soon). Thesequestions will ask you to: Identify the best textual evidence for your answer to the previous question. Identify how authors use evidence to support their claims. Examine how data supports claims made in the passage. On questions where you have to find the best textual evidence for an answer, each choice is a different quote from the passage.These questions ask you to confront the reasoning behind your answers directly.They’re also unique because the answers to two sequential questions are tied to one another.Looking at the evidence choices can help you answer the first question correctly, or answering the first question correctly can lead you to the appropriate evidentiary quote. In questions that ask you to identify how the author supports his or her claims, you have to use a similar thought process, although these questions stand alone.Again, the answer choices are quotes from the passage, but this time you have to identify the quote that best supports an argument made by the author rather than an answer that you’ve given to another question. These types of evidence questions are rare, but they still come up once or twice on every test. Command of Evidence also encompasses some of the Reading section's new data interpretation questions.You’ll be asked which claim is best supported by the data presented in a graph or chart (or whether the data supports the authors claim at all). Overall, thesequestions test your ability to think analytically about how certain conclusions are supported. They'rea part of the SAT’s shift towards testing more practical skill sets.It’s important to learn how to think this way before you get to college and the professional world so that you can do effective research, make compelling arguments, and read with a discerning eye. I’ll provide examples of all three types of Command of Evidence questions in the next section so that you have a better idea of what to expect! On the new SAT, you must have an eagle eye for evidence! Eat at least two small rodents before the test to keep your energy up. Examples of Command of Evidence Questions There are three types of thesequestions on SAT Reading. We'll go over what each one tests and walk through a sample question. Question Type 1: Paired Find the Evidence Here’s an example of the first type of Command of Evidence question.This question challenges youto find the best evidence for your answer to the previous question. I’ll give you the relevant paragraph from the passage first.For context, before this paragraph, the author describes the flaws in North American public transportation systems that have led people to choose cars instead: What’s interesting about these types of questions is that you CAN’T answer the find the evidence question until you figure out what the previous question is asking.Upon reading this paragraph, how would you describe its focus without looking at the answer choices? The main point of the paragraph is that public transportation can be just as convenient and comfortable as driving your own car, as evidenced by sophisticated public transportation systems around the world. Let's look at the answer choices: Choices A and D have too narrow of a focus. They don’t describe the main point that the paragraph is trying to get across.Choice C is an irrelevant answer because the paragraph doesn’t specifically advocate changing American public transportation systems to match these models.Choice B appears to be the best answer for question 14. But we’re not done looking at question 14 yet! Question 15 asks us to reconsider why we chose B.Why did we decide that the main point of the paragraph was consistent with the statement â€Å"some public transportation systems are superior to travel by private automobile†?On the old SAT, you could just say â€Å"I dunno, that’s what I felt like the main point was. I don’t have to EXPLAIN myself to you,† but that’s not gonna fly this time. Oh, you don't want to find the evidence? Well I found the evidence of the little party you decided to throw last weekend, how do you like that Chad? Let’s look at question 15's answer choices: Choices C and D reference lines that elaborate on the main point but do not directly establish it.Choice A is a bit trickier to rule out because the main point is related to the fact that public transportation doesn’t have to be inconvenient.However, there’s no concrete information that establishes the main point in that sentence. If you look at it in isolation, there’s no evidence for the main point of the paragraph.The most compelling evidence is the second sentence.It’s a clearly defined topic sentence that sets the stage for the rest of the paragraph.Again, choice B is the correct answer! Question Type 2: Find the Author’s Evidence These evidencequestions are not paired.Instead, they ask which piece of textual evidence most strongly supports a point made by the author.This one applies to another excerpt from the same passage we looked at for the last two questions: Here we’re just looking for the line that most directly backs up a certain idea, in this case, the idea that use of electronic devices and use of public transportation are compatible.This is a question that is pretty simple to answer if you read carefully and aren’t rushing through the test.The only answer choice that references electronic devices in conjunction with public transportation is choice B, lines 63-67.All of the other choices are virtually irrelevant to the idea expressed in the question. I love the magic rectangles. Share this blog post if you agree. Question Type 3: Data-Driven Evidence You’ll also be asked to explain what conclusions can be drawn based on evidence in chart or graph form.Here’s one of the charts that was included with the public transportation article we’ve been looking at and an accompanying data-driven evidence question: This question is also pretty straightforward, but it has a little bit of a tricky twist to it.Choices B and C are clearly incorrect. There’s a much higher number of employed than unemployed people using public transportation, and people employed outside the home make up a much higher percentage of public transportation passengers than homemakers. Choosing between A and D is the tricky part.Choice D turns out to be incorrect because of the words â€Å"less often.†There’s no way of knowing from the data how OFTEN these different types of people use public transportation; the data represents the numbers, not the frequency of use.Choice A is the correct answer because it’s the only one that’s verifiably accurate based on the chart.10.7% of public transportation passengers are students, and only 6.7% are retirees! Should we take the bus? Nah, let's drive there, but make sure you go painfully slow. I like having a long line of cars behind us because it makes me feel just like the president if the secret service hated him and actually wanted him dead. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! 5 Tips for Answering SAT Reading Evidence Questions Now that we’ve gone through the different types of Command of Evidence questions, I’ll provide a few tips for answering them in the most efficient and accurate way possible. #1: Make Predictions For either Paired Find the Evidence or Author Evidence questions, try to make a prediction about the answer before you read all the quotes in the choices.It’s best to formulate an idea of what the answer should look like before confronting the choices.This makes it less likely that your thought process will be disrupted by the suggestions you’re given. For example, in the first sample question, you would think about which part of the paragraph led you to the conclusion that the main idea was â€Å"some public transportation systems are superior to travel by private automobile.†You might already be able to predict that the second sentence of the paragraph provides the most compelling evidence for this claim without seeing the answer choices. #2: Mark the Passage It can be hard to separate the quotes you’re considering as evidence from the rest of the passage, especially if they’re embedded in longer paragraphs.To make it easier on yourself, try underlining each of the potential pieces of evidence that you’re given in the answer choices.This will help you to adopt a more focused approach and see sharper connections between the evidence and your answer to the previous question (or the author’s point in the passage). Sometimes making the right connections isn't so easy. For example, I don't think I've ever successfully put together anything involving these types of cords. #3: Look for Synonyms The most important thing with evidence questions is finding a direct link between the support and the claim.Look for answer choices that contain synonyms to terms or concepts mentioned in the question or in your answer to the previous question.Usually, this indicates a strong evidentiary connection. For example, in the second question we looked at, the â€Å"personal electronic devices† mentioned in the question are mirrored by the â€Å"iPads, MP3 players, Kindles, and smartphones†cited in choice B.This answer was the best evidence because it had the most direct connection to the conclusion laid out in the question. #4: Read ALL the Answers It takes a little more time, but you should always read every answer choice before making a final decision on these questions.You’re looking for the best evidence or the most accurate conclusion.Don't make the mistake of choosing an answer that’s not quite right because you were too quick to commit!Be methodical in your decisions so that you aren't taking any unnecessary risks. Don't get lazy! #5: Digest the Data If you see that charts or graphs are included with a passage, take a minute to look at them and make sure you understand what they represent before you tackle the questions.Making quick judgments as you answer questions can sometimes lead to errors, especially if you’re not as comfortable with data interpretation. Geta solid idea of what each figure represents so that you feel more comfortable drawing conclusions later. Conclusion Command of Evidence questions are new to the SAT this year.There are three different types of questions that fall into this category on the Reading section: Paired Find the Evidence: Choose a quote from the passage that directly supports your answer to a previous question Find the Author’s Evidence: Choose a quote from the passage that directly supports a conclusion drawn by the author Data-Driven Evidence: Interpret evidence presented in the form of charts and graphs and draw appropriate conclusions These questions ask you to analyze your thought process more explicitly to determine why you answered questions a certain way and why your conclusions (or the conclusions of the author) are valid.They force you to get into the nitty-gritty of reading comprehension. Some strategies I’d recommend for approaching these questions include: Predicting the answer before reading the choices Underlining evidence in the passage Looking for synonyms between the claim and the potential pieces of supporting evidence Reading all the answers before making a final decision Understanding the figures before looking at data-driven questions These questions are new, but they’re not necessarily more difficult than anything else you’ve seen on the SAT in the past.They dispel the dangerous illusion of subjectivity for SAT Reading questions by showing you that there is direct evidence for every answer.If you practice identifying direct evidence and avoid making assumptions, these questions may help you to become a better SAT test-taker overall! Get out there and use your newly-found powers to become a test-taking champion (trophy not included). What's Next? Advanced vocabulary knowledge used to be a pretty big part of the SAT Reading section, but things have changed in 2016. Read this article to find out how to study vocabulary for the new version of the test. Taking the SAT with the (now optional) essay? Get the low-down on how the prompts have changed and what you can do to earn a great score. The new SAT has a new scoring system, which means you should have a different target score. Learn more about how to adjust your goals based on the scoring parameters of the updated test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Shakespeare as an Author Essay Example | Topics and Well Written Essays - 1500 words

Shakespeare as an Author - Essay Example [Thesis statement]: His tragedies may be interpreted as true depictions of human nature and emotions. One can learn through his plays how deep and complex human emotions are and what great impact they have on our decision-making and judgment abilities. He constructed his tragedies on seemingly small and base human emotions like jealousy, ambitiousness, and procrastination that render great errors of judgment on the part of the protagonists, thus triggering their downfall. Through his tragedies, he not only painted the social, political and intellectual mindset of 16th century England; but also enriched English Literature by breathing life into his characters with his originality and creativity. Shakespeare was a versatile playwright as he wrote tragedies, romantic comedies, and historical plays-- each type speaking of his imagination. Among his most famous tragedies are Othello, Macbeth, Hamlet, and King Lear. His tragedies revolve around the error of judgment that his tragic-heroes make: Othello, Macbeth, Hamlet and King Lear are all men of distinction. Shakespeare handles each character differently and illustrates how the tragic flaws of the tragic heroes change their lives forever. He handles his comedies equally well and deals with different themes about the lighter side of life in his plays like, love and personal relationships. However, â€Å"†¦these are not the only ideas implicit in the comedies; Shakespeare was also concerned with time, destiny, and patience, with old age and youth, with the individual and society, with ignorance and knowledge, confidence and melancholy, with contrasts between love and friendship, nature and art, justice and mercy.† (Brown, 160-161)

Population Growth Essay Example | Topics and Well Written Essays - 500 words

Population Growth - Essay Example The global population growth is deemed to reach 9.7 billion by the year 2050 and subsequently 11.2 billion by the year 2100 which will pose unsustainability challenges to the mother earth. The main projection is perceived to be caused by Africa’s population which is rising at exponential rates. The rapid population growth has the effect of damaging the Earth’s natural-capital as well as increasing carbon-dioxide buildup in the ecosystem. Hence, population-control approaches are more effective than the traditional birth-control limitation, since they have long-term and radical impacts on environmental protection and reproductive health control. According to historians, the world populations continue to double at wrecking speeds with every century. It is noted that before the 20th century, no humans lived while seeing the population growth double, but in the current millennium, there are individuals who have seen it triple (Kunzig Para 1). Based on Aridi Para (3) people nowadays are living longer than in ancient times. Additionally, a majority of the women today are at their child-bearing years approximately 1.8 billion of them. Based on this trend, the global population growth is perceived to keep increasing despite the reduction of children per woman as compared to the past generation. The UN demographers estimate the total population to reach 9 billion between year the 2045 and 2050. The global population growth-rate is estimated to be 80 million annually which is an alarming rate.

A Critical Analysis of Carol Ann Duffys Essay Example for Free

A Critical Analysis of Carol Ann Duffys Essay A Critical Analysis of Carol Ann Duffys In Mrs Tilschers Class In Mrs Tilschers Class by Carol Ann Duffy, many issues are addressed about her class that play a part in explaining the subjects of the poem. To begin with the content and subjects of the poem are based around a school year in Mrs Tilschers class. Her entire class is trapped and enthralled during the school day. They are taught information, into intricate detail. For example the poem begins with the line, you could travel up the blue Nile with your finger. This simply begins the world of imagination to which each and every child is subjected. Straight after that, the poem goes on to describe how the children are chanted the scenery of the world by Mrs Tilscher. She remarkably inserts images of geographical places, historical events and general knowledge firmly in the childrens brains. Tana, the great dam, Ethiopia, the last great King, Haile Selassie, Khartoum, where General Charles Gordon was assassinated on the step of the embassy and Lord Kitchener stepped in to relieve him at the siege. See more: how to write a critical analysis outline The great Aswi n dam was known about and also the great pyramids of Egypt. Children viewed books as enthralling, fascinating and enjoyable to read which was remarkable for children of such different backgrounds. Carol Ann Duffy often uses short, sharp sentences in this poem to get her message across quickly and clearly. The children viewed their life at school as better than home. In my view this must have been something remarkably different for the children to have rather spent more time at school time than at home. But why was this the case, there must have been something remarkably different for this to be true? In the second stanza we are probably told why, Mrs Tilscher loved you, we are told. She was kind, considerate, some mornings you found shed left a good gold star by your name. Although this is not much, it is the sentimental thought which counts, all the little things add up to the big factor that the children viewed her as another mother and she felt the same way. Surprisingly, within the second stanza Carol Ann Duffy inserts a reality with upsets the imaginary atmosphere. Brady and Hindley faded like a faint, uneasy smudge of a mistake. This poem was clearly written in the late sixties or early seventies as we are shown by the mention of Brady and Hindley. Ian Brady and Myra Hindley were convicted for abducting, sexually and mentally torturing and burying small children on the Lancashire moors. They were known as the moors murderers, at this stage in Britain all children were warned of such characters. Mrs Tilscher made it very clear to her children that there were such characters in the world and that they were safe within her classroom. She tried to warn them of the realities they may face in the future. The murderers are pictured in the poem as fading like a mistake. Perhaps Mrs Tilscher is trying to imply to the children that all people make mistakes and they are just fading in the distance. However it is clear that they will always be there and it is unlikely any of the children would forget that. Not only did Mrs Tilscher educate the children but she taught them vital lessons for example mistakes are the steppingstones to success and the theory and reasons behind forgiveness. Mentioning them in the middle of an idyllic situation reminded them of the unpleasantness which could not be kept away from the children. The use of alliteration is also used in this line with the words faded and faint. However in the third stanza the mood changes as the terms go on and the reality of future prospects draw nearer and nearer. The children are obviously growing up, both physically and mentally. The inky tadpoles changed from commas into exclamation marks, time is moving on. The children become more and more sexually inquisitive and the children become more and more fed up and tense. A dunce frees a few frogs simply to cause a bit of mischief, which amuses all the boys and a lot of girls, croaking around the playground. A rough boy told you how you were born this would have been a shock to many children as they were still young but the atmosphere in the class is constantly changing from one that is idyllic and seemingly unchangeable to one with an uncertain future and nervous inhabitants. Finally the final stanza is perhaps the key verse. A tangible alarm made you always untidy, hot, fractious under the heavy, sexy sky. This quote is once again emphasising the childrens natural sexual inquisitiveness as they gradually become aware of their hormones. You asked her how you were born and Mrs Tilscher smiled, then turned away. Mrs Tilscher and her children are in a state of innocence and what they ask is exactly what she tries to protect them from. She doesnt want them to become in contact with the outside world so therefore she is not going to tell them, as she does not want them to know. It is clear that Mrs Tilscher is looked on with affection and that she loves them and doesnt want them to grow up. The term comes to an end, all are impatient to grow up and gain more freedom, and prosper within the high hopes of their lives. You ran through the gates, impatient to be grown, as the sky split open into a thunderstorm, the sky splits, they are impatient to grow up and enjoy themselves. However it is clear that they do not know what quite to expect as a lot more comes with adulthood than meets the eye, for example life is complicated, decisions have to be made and many, many responsibilities are given to you. The language of the poem portrays few significant similes and metaphors. The only simile in the poem itself is in the second stanza, the classroom glowed like a sweetshop. This simile paints a fine, clear picture of what the atmosphere was like inside the classroom. We are informed that there is sugar paper and coloured shapes lining the walls, and glitter sparkling in the sunlight. The glowing sweetshop creates an atmosphere of happiness and security, almost as if it was possible to dip into. I find this simile very effective because this is a clear indication and description of the classroom. Enjoyable enough for all to delve into it and enter their imaginary world, this simile is the only one in the play, however it is extremely important and gives us a vivid impression of the room itself. Few metaphors are present throughout the poem; the laugh of a bell is significant by the fact that this was a privilege, to be happy, good and hardworking and to be awarded with the duty of bell ringing. From my view this was something most tried to achieve, not only was the bell laughing by the noise it made but the child swinging it, in a happy mood, swung the bell with enthusiasm and enjoyment. A xylophones nonsense which was heard coming from another class is a less significant metaphor, once again illustrating the picture of happiness that was achieved in Miss Tilschers class, as nonsense came from other classes. One other metaphor that appears in the fourth stanza is, the air tasted of electricity. This metaphor indicates a clear-cut change in the atmosphere. As storm clouds brew, a thunder and lightening storm is preparing to roar. The lassitude which penetrates the air is yet another indication that something different and new will soon happen. The final metaphor is that of, the sky split open, the sky splits, just like a crack in a bowl, and everyone is oblivious to what is going to come next. I find that this is the most effective of the metaphors as it is true. As one goes into adulthood, there is a sense of obliviousness and you often are ignorant to your surroundings, exactly what this metaphor implies. The first two stanzas of this poem are quite different to the last two. The poet divides the poem into four stanzas the first two have eight lines each, while the last two have seven lines each. The tone of the first two is pleasant and cosy, apart from the reality check of mentioning Brady and Hindley. The last two are very different. The tone changes and there is a sense of discomfort. A cosy, idyllic picture is painted in the first two stanzas with phrases such as, better than home, Mrs Tilscher loved you and gold stars. This is quite different from the last two as we are confronted be phrases such as feverish July, the air tasted of electricity, untidy, hot and heavy sexy sky. This poem is very descriptive by the use of many adjectives. Carol Ann Duffy constantly uses the word you. This suggests that she is implying it in a general sense towards each reader, as this is the sort of Primary School experience that most people went through. The poet has clearly made a division in the middle of the poem to emphasise the change, from good to bad. At the end of the poem, the metaphorical storm has been gathering since July. The sky splitting open suggests that knowledge and adulthood are nothing but a shock. YOU are subjected to the shocks of the thunderstorm of adulthood which all have to pass through. This is known as a rite of passage that everyone has to pass through. There is no obvious sense of rhythm nor is there a rhyming scheme in the poem. The sentences do not seem to flow clearly. This is probably because there are so many short sentences. Each line is about seven words long and very descriptive. This gives the impression that once again, great detail is used. The scent of a pencil slowly, carefully shaved, the use of alliteration here creates an atmosphere, which is so familiar to the readers. It is almost as if the reader finds it possible to enter Mrs Tilschers class just by the picture the poet paints in the poem. This poem is very true and realistic, as it happens to everyone, it is a rite of passage. The children leave Mrs Tilscher and remember her with great affection, as it is the end of an era, which shall never be forgotten by anyone who was taught by Mrs Tilscher. You grow up, from age to age, until you reach the thunderstorm of adulthood which all have to contend with.

health care :: essays research papers

1.  Ã‚  Ã‚  Ã‚  Ã‚  What conventional economic principles apply in the health care environment? Economics is defined as â€Å"The scientific study of the choices made by individuals and societies in regard to the alternative uses of scarce resources which are employed to satisfy wants (Rodda, 2004).† The health care environment is based off of uncertainty (i.e. accidents, death, etc) thus, we can expect a large amount of uncertainty towards the future. Since we know there is a lot of risk and uncertainty involved, we also know these are major measurements that the study of economics researches. Economics has some basic principles that are crucial to its theory. For instance, supply and demand is an important principle that affects the health care environment. What we know from this is that when demand rises, prices increase, and when supply rises, prices decrease. Currently, we can see this in Medicaid and Medicare today as demand for these services continue to increase as more older people continue to live longer lives. Another issue is costs. Costs are skyrocketing for healthcare and many can no longer afford it. The cost of healthcare continues to rise and many more are becoming uninsured. Another factor is a labor shortage. Nursing, and other areas in the hospital are becoming dangerously problematic. According to The American Association of College Nursing (AACN) between 1995 and 2002 the number of U.S. educated nursing school graduates who sat for the national licensure exam for RNs decreased from 96,438 to 66,286. They also stated that by 2010 more than a million new and replacement nurses will be needed because of increased health care demands and retirements. The average age of working RNs in 2000 was 43. health care :: essays research papers 1.  Ã‚  Ã‚  Ã‚  Ã‚  What conventional economic principles apply in the health care environment? Economics is defined as â€Å"The scientific study of the choices made by individuals and societies in regard to the alternative uses of scarce resources which are employed to satisfy wants (Rodda, 2004).† The health care environment is based off of uncertainty (i.e. accidents, death, etc) thus, we can expect a large amount of uncertainty towards the future. Since we know there is a lot of risk and uncertainty involved, we also know these are major measurements that the study of economics researches. Economics has some basic principles that are crucial to its theory. For instance, supply and demand is an important principle that affects the health care environment. What we know from this is that when demand rises, prices increase, and when supply rises, prices decrease. Currently, we can see this in Medicaid and Medicare today as demand for these services continue to increase as more older people continue to live longer lives. Another issue is costs. Costs are skyrocketing for healthcare and many can no longer afford it. The cost of healthcare continues to rise and many more are becoming uninsured. Another factor is a labor shortage. Nursing, and other areas in the hospital are becoming dangerously problematic. According to The American Association of College Nursing (AACN) between 1995 and 2002 the number of U.S. educated nursing school graduates who sat for the national licensure exam for RNs decreased from 96,438 to 66,286. They also stated that by 2010 more than a million new and replacement nurses will be needed because of increased health care demands and retirements. The average age of working RNs in 2000 was 43.

Girl Education Essay

Despite all tall claims by the government and nagging by voluntary organizations, a vast majority of the girls are yet illiterate in India. During the last four decades since independence, much is being done to emancipate women. Education of girls is one of the basic features of the plan. Many schools and colleges are founded for girls. Even co-education has received considerable support from the public, and although orthodox parents still view the system of co-education with suspicion, a large number of families send their daughters to co-educational institutions. Female education is, indeed, receiving a great impetus and the advance made by our country in this direction during the last decade or so is considerable. It is being increasingly recognized that educated wives and mothers are an asset to a nation and that neither expense nor effort should be spared to make female education popular and even compulsory. Being educated, they are working in banks, private firms, hospitals and government offices. Education has led to their economic independence and equality with menfolk. They have now an honoured position in society and have secured their rights from the reluctant men but all this is confined chiefly to the urban areas. In rural areas most of the people are still against girls’ education. So much needs to be done yet. An intensive propaganda is necessary to popularize female education not only in the towns and cities where its value is already fully recognized but in villages where the education of girls is still in its infancy. There are many villages where school for girl does not exist. Every village must have a girl’ schools, or if that is not possible owing to lack of funds, parents should be persuaded to admit their daughters to boys’ schools thus promoting co-education. Furthermore, the extreme poverty of the Indian masses makes it imperative that education for girls should be free up to the matriculation standard. If  facilities for female education are provided in every village, it will also be possible to make it compulsory. Special legislation should then be enacted to deal with parents who neglect the education of their daughters. This compulsion would be essential in early stages because most villagers are still too ignorant to understand the value of education for girls. It should not be forgotten, however, that the education given to girls ought to be strictly in accordance with their needs. At present, practically no distinction exists between the education of boys and that of girls. The two sexes are taught the same subjects both at school and college and they have to appear in the same examinations. That is clearly absurd. We must not lose sight of the fact while boys have to be fitted for careers; girls have to be prepared primarily for their duties as wives and mothers. It is true that many girls would like to take up various jobs like the boys, but even so the syllabi and courses of studies and the subjects for the two sexes should not be exactly the same. Girls ought to receive a good general education. No matter what other subjects they are taught, cookery, music, painting and hygiene should receive special emphasis. Subjects like arithmetic, history, geography and science will no doubt be common to boys and girls. Girls should primarily be trained for domestic life and all that goes with it. For we cannot escape the natural fact that the girls have one day to become wives and as a consequence mothers. Due emphasis should be laid on nursing, cooking, laundry, house ­hold accounts, etc. in the education of girls. They should be given lessons in child psychology. Ample opportunities should exist for them to learn the arts of dancing, music and painting if they have the necessary aptitude. That being so, the nature  of education that is given to them now must be such as to prove useful to them in their future capacity as wives and mothers. No doubt certain girls show promise of growing into artists, writers, orators, politicians and so forth, others may prefer to follow such professions as doctoring, teaching and law and still others may like to become steno-typists, secretaries, business executives, receptionists, telephone operators, etc. But the majority of girls have naturally a distinct preference for a general education, after which they will enter matrimony and settle down in their homes. So while all possible arrangements should exist in schools and colleges to encourage talent or a special aptitude for a particular profession, the average girl should be so educated and trained as to enable her to make home life happy, healthy and civilized.