Human is a fallen God who remembers Heaven :: Personal Narrative Writing

Human is a fallen God who remembers Heaven "Rafal, why don't you participate in the contest that I was talking about. I think you have a chance to win" my teacher proposed. When I was in fifth grade in elementary school I had my first chance to participate in an art contest. The name of the contest was "spring," so kids had to draw or paint a picture that represents the landscape in the spring season. In school there were many kids who could draw and paint well. My friend Marcin really made better pictures then I did, so when I went home from school I didn't have enough faith to even try. I didn’t do anything about that whole day. The next day, I told my teacher that I was not going to participate because I did not feel like I had a chance to win. At the end of the class, the teacher asked me to wait because she had something for me. That day I was really surprised; she gave me brand new paint and a couple of brushes from the school supplies and told me that I could borrow these tools to do the artwork for the contest. She also added that if I won I could keep these. She really empowered me to participate, and I realized that I had nothing to lose. Running, I took the shortest way home. I just couldn't wait to get to my room and open the jars of paint. It wasn't difficult that I thought it would be. I really enjoyed painting and that was actually my first time I painted something. It seemed like I was painting before. The idea of the design came fast; I visualized one of the artworks that hung on the wall in our art classroom. I don't remember the name of the artist, but the well-composed picture showed trees and a river in bright and natural colors. So, I tried to do a similar painting. My idea was to make the river flow from one side of the paper to the other, with trees in front of the river and behind, and I added a house in the middle. It took me almost the whole afternoon and evening to finish this artwork and no one helped me. That was one of the happiest days of my life. I was very surprised what I had done.

The Past, Present and Future

Throughout the last 50 years, humanity has witnessed many changes that have attired and changed our lives in many ways. The emergence of technology in our lives, for example, has caused life to become simpler by making connections easier between people. Changes such as these have caused many differences between each generation. Whilst comparing the life of our generation and our parent's generation we can see that various aspects have changed Like technology, education and life style.Through the last two decades we've witnessed a rise In aspects that we laden know of before. Technology Is an Issue that our generation was greatly Influenced and affected by. Through the Internet new ways of connections, were brought to the table making life easier for our generation. In the olden days one had to go through uphill efforts In order to simply contact another person, however nowadays due to social media, connections between people are Just one click away. The swift and easy going interacti ons that social media Imposed on us changed the way of life between the two generations completely.Likewise: education is one of the aspects that blossomed in our modern days causing dissimilarities between this generation and the past generation. Due to the common awareness that we have been exposed to regarding the importance of education in life, education has become more easily accessible for people of different classes of the society. Numbers of educated people in our generation has increased tremendously comparing to our parent's generation. Educational institutions have now new and more technological ways of teaching.On the contrary education in the past generation was limited to the local institutions; international schools and universities were few and too expensive. Also, the education method in the past generation differs from the methods we're using now; our parents' educational system mainly depended on spoon-feeding. In these days we are taught to think more critically , deeper, and outside the box. Another aspect that changed between the two generations is their lifestyles. Due to media and the globalization of media our perspective and opinions about various issues have changed.For example, because of open portrait of sex, alcohol and drugs in movies, our generation view these somehow controversial topics as mediocre, In our generation these issues are being practiced more abundantly while in the past these issues were viewed as immorally. Also you can clearly see differences In the smallest details of our life like music. For Instance; the past generation's taste In music was more appropriate, inspirational, motivational and positive storytelling than this generation's.Songs like â€Å"Man In the Mirror† had a positive meaning behind their lyrics â€Å"I'm starting with the man In the mirror. I'm asking him to change his ways. And no message could have been any clearer. If you want to make the world a better place. Take a look at yourse lf, and then make a change. † Michael Jackson. â€Å"Man in the Mirror. † Race. May 1987. Bad. Michael Jackson, Quince lyrical kinds of music, like Electronic Dance Music. Artists like Michael Jackson, The Battles and Affair aren't as popular as they were before.Also, words like â€Å"Rave† â€Å"PLURAL† and â€Å"#Damselfly† are now being used despite the fact that they weren't known before. To put it in a nutshell, we can easily see the differences of our generation and our parent's generation in many aspects like technology, education and lifestyle. It's natural, and as Jim Morrison said â€Å"Each generation wants new symbols, new people, new names. They want to divorce themselves from their predecessors†. We can easily relate that the next generations will be even more different than our generation.

Bibliography of Abraham Maslow

The Life of Abraham Maslow Psy 401 March 21, 2013 General Biography Abraham Maslow was born on April 1, 1908 in Brooklyn, New York. His parents were Jewish immigrants from Russia and he was the oldest of seven siblings. His father was a hardcore drinker of whiskey, loved women, and would often pick fights with other people. He did not like his father, yet over the years he learned to deal with him in a peaceful manner. On the other hand, Abraham Maslow had complete hatred for his mother throughout his whole life.As he grew older, he did not have any sympathy or love for her. It was so bad that when she passed away he did not attend her funeral. He described his mother as a heartless, uneducated, ignorant, and aggressive individual. She did not show any sympathy towards her children and would sometimes drive them crazy. His anger towards his mother inspired his pursuit and career in humanistic psychology (Hergenhahn, 2005, p. 584). He attended Boys High School and continued his educat ion at the City College of New York. There, he fulfilled his father’s wishes to pursue law school.After attending law school and being dissatisfied with the direction of his education, he decided to transfer to Cornell University where he was taught introductory psychology by Edward Titchner. He was not inspired by Titchner’s approach to psychology and decided to transfer back to City College after one semester. He also had the desire to be near his cousin Bertha Goodman, as they were very close. Maslow and Bertha attended the University of Wisconsin together. When he turned 20, he married Bertha, who was 19, despite the fact that she was his first cousin.In Maslow’s eyes, his life had officially begun in Wisconsin (Hergenhahn, 2005, p. 586). Maslow earned his bachelor’s degree in 1930, his master’s in 1931, and his doctorate in 1934. He became the first doctoral student of Harry Harlow, who was a well known experimental psychologist. Maslow taught at Wisconsin before he moved to Columbia University. There, he became a research assistant for Edward Thorndike. In 1951, Maslow took the offer as chairman of the psychology department at Brandeis University in Waltham, Massachusetts.This was where he made his mark and became the leader in third force psychology. In 1968, Maslow accepted another attractive offer by the Sega Administrative Corporation, located on Stanford University. The reason for accepting this offer was due to dissatisfaction towards his academic life and weakening health. This gave him the opportunity to think and write freely as he pleased. The life of Abraham Maslow ended on June 8, 1970, which resulted from a heart attack at 62 years old (Hergenhahn, 2005, p. 589). Historical Context During the 1960s, the United States was going through tough times.They were fighting in the Vietnam War, which was unpopular among the American citizens (Hergenhahn, 2005, p. 570). A few very important figures were assassinated d uring their peak hours, which caused some instability among the citizens. These figures included Martin Luther king was assassinated by James Ray (mlk-kpp01. stanford. edu) and John F. Kennedy was assassinated by Lee Oswald (crdl. usg. edu). As a result, racial protests broke out among some major cities, which quickly turned violent. Hippies were also growing in popularity as they openly rebelled against others.Evidently, this was not a time period where rational philosophy or empirical philosophy was appealing (Hergenhahn, 2005, p. 571). The schools of structuralism, functionalism, Gestalt psychology, behaviorism, and psychoanalysis existed during the 1920s and 1930s. However, by the 1950s, the school of structuralism had faded away, and the schools of functionalism and Gestalt psychology merged into other schools of psychology. Only behaviorism and psychoanalysis persisted as significant, complete schools of psychology during the 1950s and 1960s.During the tough times mentioned ea rlier, many viewed the knowledge given by behaviorism and psychoanalysis as insufficient and/or inaccurate. A new viewpoint of psychology was desired, where it stressed on the human spirit, as well as the mind and the body. Behaviorism and psychoanalysis had many issues in their explanation of humans. One of the issues with behaviorism was that it equated humans as being similar to that of robots, animals, or computers. It did not see anything unique about humans.The major issue with psychoanalysis was that it focused on people with unusual emotional behavior and sought to develop methods to help abnormal people become normal (Hergenhahn, 2005, p. 574). The previous schools of psychology, according to third force psychology, lacked information that would assist healthy humans become healthier, eventually achieving their full potential. A new model was needed that focused on the positive traits rather than the negative traits of humans. As a result, third-force psychologists made an effort to provide this type of model.This effort began in the 1930s and 1940s when Abraham Maslow met with outstanding European psychologists (who escaped from the Nazis) in the U. S. These exceptional psychologists included Erick Fromm, Max Wertheimer, Karen Horney, and Alfred Adler. As a result, a new wave of movement, known as third-force psychology, was led by Abraham Maslow in the early 1960s. This new wave of movement was known as third-force psychology. It occurred in the early 1960s and was led by Abraham Maslow (Hergenhahn, 2005, p. 576). Important AchievementsAbraham Maslow was most accountable for making humanistic psychology an established branch of psychology. With much effort put in by Maslow, he later founded the Journal of Humanistic Psychology in 1961. In addition, the American Association of Humanistic Psychologists was developed in 1961 and a division of American Psychological Association (APA), Humanistic Psychology, was established in 1971 (Hergenhahn, 2005, p. 586). One of Maslow’s greatest contributions was the hierarchy of needs. It gave us a better understanding of human motivation (www. bs. org). The hierarchy of needs, as Maslow described, arranged the needs of humans in a hierarchy. The needs further down in the hierarchy were more basic and similar to the needs of animals. The needs were arranged so that one has to fulfill the lower needs first in order to move onto the higher needs that follow. For instance, when the most basic needs, which were the physiological needs (such as thirst and hunger), were satisfied, a person may then move onto the safety needs (protection from danger or pain).When the safety needs were fulfilled, a person may then continue onto the love needs (to give love and receive love). After the love/belonging needs were satisfied, a person may then continue onto fulfilling the esteem needs (to be recognized, respected, confident, etc. ) Once a person satisfied the needs up until the esteem needs, then a person may pursue to become self-actualized. Maslow described this as the human’s ability to reach their full potential. Some examples he gave were musicians’ ability to make music, the artists’ ability to paint, and the poets’ ability to write.Maslow further described self-actualization as the individual’s ability to reach their potential (it is subjective). In addition, he thought that it was impossible for any human to reach their fullest potential, but were still capable of achieving self-actualization if they fulfilled the hierarchical needs (Hergenhahn, 2005, p. 587). To further enhance his theory, Maslow interviewed a number of individuals he thought had reached self-actualization. These individuals were Albert Einstein, Sigmund Freud, Albert Schweitzer, William James, Jane Addams, and Abraham Lincoln.He came to the conclusion of certain characteristics that self-actualized people obtained: their perception of the world was accurate and com plete; they were very much satisfied with themselves and of others; they underwent indigenous and naturalness; they were private and independent of their surroundings; they were grateful; they experienced peak moments described as extraordinary visions, feelings of ecstasy, and powerfulness, yet weakness as well; they were concerned with the human race in general as opposed to only their family, relatives, and friends; and they had a sense of creativity (Hergenhahn, 2005, p. 87). Historical Impact In the early 1960s, a new wave of movement, led by Abraham Maslow, was known as third-force psychology (referred to as humanistic psychology). As a result, a paradigm shift had taken place. Abraham Maslow was most accountable for making humanistic psychology an established branch of psychology. This achievement had such a strong influence in psychology because the previous schools of psychology, according to third force psychology, lacked information that would assist healthy humans become healthier, eventually achieving their full potential.The new model of humanistic psychology focused on the positive traits rather than the negative traits of humans. (Hergenhahn, 2005, p. 576). With much effort put in by Maslow, he later founded the Journal of Humanistic Psychology in 1961. In addition, the American Association of Humanistic Psychologists was developed in 1961 and a division of American Psychological Association (APA), Humanistic Psychology, was established in 1971 (Hergenhahn, 2005, p. 586) One of Maslow’s greatest contributions was the hierarchy of needs. It gave us a better understanding of human motivation (www. dpsycinteractive. org). He described the human needs in the form of a hierarchy. As you go down the hierarchy, the needs became more basic, physiological, and similar to the characteristics of animals. As you go higher in the hierarchy, the needs were focused more on growth. Eventually, after all the prior stages were satisfied, one may reach the last stage of self-actualization. He described self-actualization as the individual’s ability to reach their potential. In addition, Maslow made important contributions to the area of human sexuality.Towards the end of Maslow’s life, he began to formulate new ideas in psychology known as transpersonal psychology. Maslow’s findings also influenced areas outside of psychology such as in business, marketing, medicine, education, etc. (Hergenhahn, 2005, p. 589). Abraham Maslow’s work continues to be influential in contemporary psychology. References Abraham Maslow. (n. d. ). In Public Broadcasting Service (PBS) online. Retrieved from http://www. pbs. org/wgbh/aso/databank/entries/bhmasl. html Assassination of Martin Luther King, Jr. (n. d. ). In Stanford’s Encyclopedia online. Retrievedfrom http://mlk kpp01. stanford. du/index. php/encyclopedia/encyclopedia/enc_kings_assassination_4_apr il_1968/ Hergenhahn, B. R. (2005). Humanistic (Third-Force) Psych ology. An Introduction to the Historyof Psychology (Edition 6th, pp. 570-590). California: Wadsworth. Huitt, W. (2007). Maslow’s hierarchy of needs. Educational Psychology Interactive. Retrieved from http://www. edpsycinteractive. org/topics/conation/maslow. html. Valdosta, GA: Valdosta State University. John F. Kennedy’s assassination. (2013). In Civil Rights Digital Library online. Retrieved from http://crdl. usg. edu/events/jfk_assassination/? Welcome

My Life Experience Essay

I stand before you today to share with you all my experiences so far here at UWA, and the beautiful city of Perth. To begin with, the 1st and foremost reason that I chose UWA is that it not only is the oldest university in the state of Western Australia but also the only university in the state to be a member of the Group of Eight. It’s also has an international reputation for excellence in teaching, learning and research and stands 96th all over the world according to the Shanghai-Jiao Tong University’s Academic Ranking of World Universities, considered to be the most influential international ranking. Moving on, to share with you all my academic experience in the university so far, The last two months, have been very beneficial, I have had the privilege of being taught by highly learned and experienced professors in a very flexible classroom environment. The lectures are interactive and use of technology makes it all the more interesting. Regular tests and assignments keep us engaged in our studies and group work help us in bonding with our fellow students, thus motivating us to do better. Now, coming to a point that captures every international students mind before they take up a course abroad-Part time jobs to meet regular expenses and Jobs post completion of course. Well, in this regard I can confidently say that while in Perth no student can complain of unavailability of part time jobs. There are a lot of casual jobs available here in Perth like Wait staff at restaurants, which can be a start-up job and easily accessible even without prior experience. One can also go in for a security licence or can get into store management of departmental stores like Coles or Woolworths and a variety of other options. Post Completion of course one can expect an average salary of about $50,000- $90,000 and a wide area of jobs opportunities in different streams. The job market on the whole is in a big boom, with WA being the fastest growing state in Australia. Studying in UWA also brings about a lot of integrity among students from different nationalities. Personally, I have come across students from all over the world like Bangladesh, China, N. Korea, Japan, USA, France, Germany, U.K., etc. We learn a lot about their culture, their county, so it truly is an international experience. Finally, Living in Perth: I love living in Perth it’s great, you have beautiful beaches, great restaurants, and good nightlife and can make great friends, just like anywhere else. Subiaco, Fremantle, Claremont are some of the suburbs that have great coffee culture. So what if there is no Starbucks, we are blessed with Dome, Another chain of coffee shops. And one cannot afford to miss the excellent raspberry and white chocolate muffins that they serve. As a kid I always heard † ALL WORK AND NO PLAY MAKES JACK A DULL BOY† , holds true, but Perth definitely makes up for all the hard work we put to complete assignments and late hours of studying for tests. From beaches to shopping to warm evenings and sailing. Perth has it all. Thank You.

Software Requirements Specification Template

Software Requirements Specification Template CptS 322—Software Engineering 9 February 2005 The following annotated template shall be used to complete the Software Requirements Specification (SRS) assignment of WSU-TC CptS 322. The instructor must approve any modifications to the overall structure of this document. Template Usage: Text contained within angle brackets (‘’) shall be replaced by your project-specific information and/or details.For example, will be replaced with either ‘Smart Home’ or ‘Sensor Network’. Italicized text is included to briefly annotate the purpose of each section within this template. This text should not appear in the final version of your submitted SRS. This cover page is not a part of the final template and should be removed before your SRS is submitted. Acknowledgements: Sections of this document are based upon the IEEE Guide to Software Requirements Specification (ANSI/IEEE Std. 30-1984). The SRS templates o f Dr. Orest Pilskalns (WSU, Vancover) and Jack Hagemeister (WSU, Pullman) have also be used as guides in developing this template for the WSU-TC Spring 2005 CptS 322 course. Software Requirements Specification Lead Software Engineer Prepared for WSU-TC CptS 322—Software Engineering Principles I Instructor: A. David McKinnon, Ph. D. Spring 2005 Revision History Date |Description |Author |Comments | | | | | | | | | | | | | | | | | | | | | Document Approval The following Software Requirements Specification has been accepted and approved by the following: |Signature |Printed Name |Title |Date | | | |Lead Software Eng. | | | |A.David McKinnon |Instructor, CptS 322 | | | | | | | Table of Contents Revision Historyii Document Approvalii 1. Introduction1 1. 1 Purpose1 1. 2 Scope1 1. 3 Definitions, Acronyms, and Abbreviations1 1. 4 References1 1. 5 Overview1 2. General Description2 2. 1 Product Perspective2 2. 2 Product Functions2 2. 3 User Characteristics2 2. 4 General Constraints2 2. 5 Assumptions and Dependencies2 3. Specific Requirements2 3. 1 External Interface Requirements3 3. 1. 1 User Interfaces3 3. 1. 2 Hardware Interfaces3 3. 1. 3 Software Interfaces3 3. 1. 4 Communications Interfaces3 3. 2 Functional Requirements3 3. 2. 1 3 3. 2. 2 3 3. 3 Use Cases3 3. 3. 1 Use Case #13 3. 3. 2 Use Case #23 3. Classes / Objects3 3. 4. 1 3 3. 4. 2 3 3. 5 Non-Functional Requirements4 3. 5. 1 Performance4 3. 5. 2 Reliability4 3. 5. 3 Availability4 3. 5. 4 Security4 3. 5. 5 Maintainability4 3. 5. 6 Portability4 3. 6 Inverse Requirements4 3. 7 Design Constraints4 3. 8 Logical Database Requirements4 3. 9 Other Requirements4 4. Analysis Models4 4. 1 Sequence Diagrams5 4. 3 Data Flow Diagrams (DFD)5 4. 2 State-Transition Diagrams (STD)5 5. Change Management Process5 A. Appendices5 A. 1 Appendix 15 A. 2 Appendix 25 1. Introduction The introduction to the Software Requirement Specification (SRS) document should provide an overview of the complete SRS document.While writing this document please remember that this document should contain all of the information needed by a software engineer to adequately design and implement the software product described by the requirements listed in this document. (Note: the following subsection annotates are largely taken from the IEEE Guide to SRS). 1. 1 Purpose What is the purpose of this SRS and the (intended) audience for which it is written. 1. 2 Scope This subsection should: (1) Identify the software product(s) to be produced by name; for example, Host DBMS, Report Generator, etc (2)Explain what the software product(s) will, and, if necessary, will not do (3)Describe the application of the software being specified. As a portion of this, it should: (a) Describe all relevant benefits, objectives, and goals as precisely as possible.For example, to say that one goal is to provide effective reporting capabilities is not as good as saying parameter-driven, user-definable reports with a 2 h turnaround and on-line entry of u ser parameters. (b) Be consistent with similar statements in higher-level specifications (for example, the System Requirement Specification) , if they exist. What is the scope of this software product. 1. 3 Definitions, Acronyms, and Abbreviations This subsection should provide the definitions of all terms, acronyms, and abbreviations required to properly interpret the SRS. This information may be provided by reference to one or more appendixes in the SRS or by reference to other documents. 1.4 References This subsection should: (1)Provide a complete list of all documents referenced elsewhere in the SRS, or in a separate, specified document. 2)Identify each document by title, report number – if applicable – date, and publishing organization. (3)Specify the sources from which the references can be obtained. This information may be provided by reference to an appendix or to another document. 1. 5 Overview This subsection should: (1) Describe what the rest of the SRS cont ains (2) Explain how the SRS is organized. 2. General Description This section of the SRS should describe the general factors that affect ‘the product and its requirements. It should be made clear that this section does not state specific requirements; it only makes those requirements easier to understand. 2. 1 Product PerspectiveThis subsection of the SRS puts the product into perspective with other related products or projects. (See the IEEE Guide to SRS for more details). 2. 2 Product Functions This subsection of the SRS should provide a summary of the functions that the software will perform. 2. 3 User Characteristics This subsection of the SRS should describe those general characteristics of the eventual users of the product that will affect the specific requirements. (See the IEEE Guide to SRS for more details).2. 4 General Constraints This subsection of the SRS should provide a general description of any other items that will limit the developer’s options for des igning the system. See the IEEE Guide to SRS for a partial list of possible general constraints). 2. 5 Assumptions and Dependencies This subsection of the SRS should list each of the factors that affect the requirements stated in the SRS. These factors are not design constraints on the software but are, rather, any changes to them that can affect the requirements in the SRS. For example, an assumption might be that a specific operating system will be available on the hardware designated for the software product. If, in fact, the operating system is not available, the SRS would then have to change accordingly. 3. Specific Requirements This will be the largest and most important section of the SRS.The customer requirements will be embodied within Section 2, but this section will give the D-requirements that are used to guide the project’s software design, implementation, and testing. Each requirement in this section should be: †¢ Correct †¢ Traceable (both forward and backward to prior/future artifacts) †¢ Unambiguous †¢ Verifiable (i. e. , testable) †¢ Prioritized (with respect to importance and/or stability) †¢ Complete †¢ Consistent †¢ Uniquely identifiable (usually via numbering like 3. 4. 5. 6) Attention should be paid to the carefuly organize the requirements presented in this section so that they may easily accessed and understood.Furthermore, this SRS is not the software design document, therefore one should avoid the tendency to over-constrain (and therefore design) the software project within this SRS. 3. External Interface Requirements 3. 1. 1 User Interfaces 3. 1. 2 Hardware Interfaces 3. 1. 3 Software Interfaces 3. 1. 4 Communications Interfaces 3. 2 Functional Requirements This section describes specific features of the software project. If desired, some requirements may be specified in the use-case format and listed in the Use Cases Section. 3. 2. 1 3. 2. 1. 1 Introduction 3. 2. 1. 2 Inputs 3. 2. 1. 3 Processing 3. 2. 1. 4 Outputs 3. 2. 1. 5 Error Handling 3. 2. 2 †¦ 3. 3 Use Cases 3. 3. 1 Use Case #1 3. 3. 2 Use Case #2 †¦ 3. 4 Classes / Objects 3. 4. 1 3. 4. 1. 1 Attributes 3. 4. 1. 2 Functions 3. 4. 2 †¦ 3. 5 Non-Functional RequirementsNon-functional requirements may exist for the following attributes. Often these requirements must be achieved at a system-wide level rather than at a unit level. State the requirements in the following sections in measurable terms (e. g. , 95% of transaction shall be processed in less than a second, system downtime may not exceed 1 minute per day, ;gt; 30 day MTBF value, etc). 3. 5. 1 Performance 3. 5. 2 Reliability 3. 5. 3 Availability 3. 5. 4 Security3. 5. 5 Maintainability 3. 5. 6 Portability 3. 6 Inverse Requirements State any *useful* inverse requirements. 3. 7 Design Constraints Specify design constrains imposed by other standards, company policies, hardware limitation, etc. hat will impact this software project. 3. 8 Logic al Database Requirements Will a database be used? If so, what logical requirements exist for data formats, storage capabilities, data retention, data integrity, etc. 3. 9 Other Requirements Catchall section for any additional requirements. 4. Analysis Models List all analysis models used in developing specific requirements previously given in this SRS. Each model should include an introduction and a narrative description. Furthermore, each model should be traceable the SRS’s requirements. 4. 1 Sequence Diagrams 4. 3 Data Flow Diagrams (DFD) 4. 2 State-Transition Diagrams (STD) 5. Change Management ProcessIdentify and describe the process that will be used to update the SRS, as needed, when project scope or requirements change. Who can submit changes and by what means, and how will these changes be approved. A. Appendices Appendices may be used to provide additional (and hopefully helpful) information. If present, the SRS should explicitly state whether the information contain ed within an appendix is to be considered as a part of the SRS’s overall set of requirements. Example Appendices could include (initial) conceptual documents for the software project, marketing materials, minutes of meetings with the customer(s), etc. A. 1 Appendix 1 A. 2 Appendix 2

Top Reasons for Choosing a Degree in Medical

Top Reasons For Choosing A Degree In Medical Office Management Aletha McTigrit Kaplan 2012 ? Medical office management jobs are one of the fastest growing professions in the health industry in 2012 predicted to grow as much as 22% in the next 8 years. If you have a desire to work in the medical field but like myself don’t want to work with patients directly, medical office management is a profession you should consider. What is a medical office manager? How much can they earn? What type of person would be a good candidate for a medical office manager position? What would be their responsibilities?How can a person become a medical office manager, and what are some the current issues affecting medical office managers today are just some of the questions I am prepared to answer. Medical office managers are responsible for the non-clinical day to day operations designed to improve and maintain productivity in practices that provide healthcare services. Medical office managerâ€⠄¢s salaries vary state by state depending on the area where you intend to work although according to the Bureau of Labor Statistics the median salary for a medical office manager in 2010 holding a bachelor’s degree or higher in a large city was about 86,300 a year.Medical office managers need to be proficient communicator with good human resource abilities who are able to communicate with people from all areas of life; He or she must also be honest, fair, and dependable(Hicks, 2012). Working as an administrator or manager in any type of office has its challenges. Office managers have a large array of duties for which they are responsible that must be accomplished on a daily basis and depending on the size of the organization in which they are employed, some of these duties may include selecting, hiring and training other employees, managing inventory and being solely responsible for bookkeeping,. ut working as an office manager in a medical facility can also include other du ties such as managing the schedules of all the doctor’s that work in the office, addressing complaints made by doctors, staff, patients or insurance companies, supervising patient scheduling, sending out appointment reminders, maintaining confidentiality with patient records as well as staying informed of new laws and regulations that affect the facility to insure the facility is in compliance so being able to multitask without becoming overwhelmed is a plus.Courses needed to obtain a degree in medical office management often include medical terminology, medical office accounting, medical law and bioethics, as well as those in anatomy and physiology Although earning a bachelor’s degree or higher in health science is customary when seeking employment as a medical office manager one can also gain on the job experience and work their way up from a related career such as a medical receptionist, or a medical administrative assistant by taking on larger and more responsible positions as stated in an audio segment on medical office management.After earning a degree in medical office management most professionals will seek to earn their CMM (certified medical manager) credential offered by the PAHCOM (Professional Association of Health Care Office Management) which attest to a person’s professionalism as a healthcare manager nationwide.Being a medical office manager is a challenging profession and one must always be prepared for change whether it be in technology or to stay in compliance with an additional laws or regulations such as HIPAA(Health Insurance Portability and Accountability Act) other current issues include infection control, internal control to prevent employee misconduct and dealing with unresolved claims.My desire to become a medical office manager was kindled by a desire to expand my education and be the first one in my family to have earned a college degree, and to have a positive impact on my daughter who did not finish high sch ool in hopes she would return and someday in the future hold a degree in her own chosen field. My goal is not to enter the work force immediately although I know I need to complete an externship and clinical requirements in order to obtain my degree.I intend to earn my bachelor’s degree and work part-time in order to qualify for my CMM credentials and possibly move on to earn a master’s degree in Medical office management. I see myself as already having waited 20 years to return to school and continue my education so I am not in any hurry to reach my maximum potential, but instead continue to stay at home and see that my children receive the utmost care and support that I am able to give to them.In 5 years with an estimated graduation date of November 2014. I see myself working as a medical secretary in a doctor’s office in Kokomo near my home town of Peru, IN, holding my CPS (Certified Professional Secretary) and CAP (Certified Administrative Professional) cred entials while working on my bachelor’s degree in medical office management.Based on the assumption that I do not have any more children in the near future my youngest child will be of school age and I will be able to work while finishing my bachelor’s degree and earning my CMM credential and finally begin seeking to earn my master’s degree in medical office management, fortunately for me when people my age are thinking about retiring I will be beginning a career in a profession that I have wanted to work in for as long as I can remember.Taking the steps required to becoming a medical office manager is something that requires a lot of time patience and dedication but will ultimately lead to a rewarding career should you choose to accept the challenge? References A day in the life of a medical office manager (n. d. ) Retrieved from http://extmedia. kaplan. edu/healthSci/HS100/AAMedicalOfficeManagement. mp3 Bureau of Labor Statistics, U. S. Department of Labor, Occ upational Outlook Handbook, 2012-13 Edition, Medical, and Health Services Managers, on the Internet at http://www. bls. gov/ooh/management/medical-and-health-services-managers. tm (visited November 12, 2012). Hicks, J. , (2012 February 6). 6 current issues for medical office managers Retrieved from http://medicaloffice. about. com/b/2012/02/10/6-current-issues-for-medical-office-managers. htm Hicks, J. , (2012 June 29). Several traits for successful managers Retrieved From http://medicaloffice. about. com/b/2012/06/30/several-traits-for-successful-managers. htmm PAHCOM Certified medical manager overview Professional Association of Health Care Office Management (no date) Retrieved From http://www. pahcom. com/cmm/overview. html

Assignment. Production Methods Assignment Example | Topics and Well Written Essays - 750 words

. Production Methods - Assignment Example Shaping occurs through stitching darts, which are essentially dimples that intermittently signal lower quality. Pressing darts are another type of dart used for panels, which ensure the precision of spacing and grain significance (Assembly and Finishing 54). c. Piece - During production, garments are made essentially by putting together pieces in a particular order. These pieces are major parts of subassemblies completed by joining parts during the panel phase. Examples of pieces in garment production are the front and back of an individual garment (Assembly and Finishing 55). Joining these two pieces to make the final clothing. The final clothing is the product. d. Product - This is the finished garment. A product is the ultimate outcome of the garment production process. A summary of this process is the addition of these four Ps in a sequence or equation, i.e. parts + panels=pieces and pieces + pieces=products (Assembly and Finishing 56). The four Ps are mostly vital to the sizing and fit of the product, meaning faults during any phase can affect the finished garment. 2. The system of assembly that I think works best in today’s world is PBS since it itemizes production steps into a set of separate activities. Many garment production houses today need separate machines carrying out separate functions, at different times. With the PBS, every sewing machinist has to be skilled in the appropriate strategy to a particular task (OECD 44). Garment manufacturers today seek to make the most of the output of both dedicated machinery and individual operators, which is a merit that PBS users indeed enjoy. Even though many garment assembly units use the PBS, combining them with the Modular Production System (MPS) and Unit Production System (UPS) is proving successful and cost saving. PBS users often have to deal with obstacles caused by absenteeism or varying outputs amongst operators and workers. MPS and UPS users often do not have to come