Taiwan Scholarship Program Guidelines

The Taiwan Scholarship Program Guidelines are duly enacted in accordance with Article 4 of the Taiwan Scholarship2.Types of Scholarships and benefits:Undergraduate Scholarships: These scholarships are for foreign students who want to pursue undergraduate studies at universities/colleges in Taiwan. A stipend of NT$25,000 per month per student will be provided. (2) Master’s Scholarships: Scholarships in the amount of NT$30,000 per month will be provided for qualified foreign students who want to pursue their master’s degrees at universities/colleges in Taiwan. (3) Ph.D. Scholarships: Scholarships in the amount of NT$30,000 per month will be provided for qualified foreign students who want to pursue their Ph.D. degrees at universities/colleges in Taiwan.The aforementioned scholarships will be under the supervision of the universities/colleges and stipends will be awarded monthly based on the students’ attendance records and academic performance. Tuition, accommodati on, insurance and miscellaneous fees are all included in the scholarships herein stated. For the scholarships, which are sponsored by the Ministry of Foreign Affairs of the Republic of China (ROC), each student will be provided with a stipend of NT$30,000 per month, plus an economy airfare for direct roundtrip flights. 3.Quotas and Scholarships Offered by Government Agencies:Taiwan scholarship quotas will be discussed and decided by the Taiwan Scholarship Management and Promotion Committee and are contingent upon the annual budget allotments. Taiwan Scholarships are funded by the Ministry of Education (MOE), the Ministry of Foreign Affairs (MOFA), the National Science Council of the Executive Yuan (NSC) and the Ministry of Economic Affairs (MOEA). Scholarships offered by the aforementioned agencies are as follows:(1) MOE: Undergraduate/Masters’s/ Ph.D. Scholarships; (2) MOFA: Undergraduate Scholarships; (3) NSC: Master’s/ Ph.D. Scholarships; and (4) MOEA: Masterâ€℠¢s/ Ph.D. Scholarships; limited to graduate degree programs and are related to science, engineering, agriculture, medicine and hi-tech  fields. Recipients, whose scholarships are sponsored by the MOE or MOFA, may attend Language Enrichment Programs (Hereinafter referred to as LEP) in University-affiliated Chinese Language Centers (Hereinafter referred to as language centers) in Taiwan up to one year, in order to improve their language proficiency, before beginning their degree programs.A stipend of NT$25,000 for MOE recipients, and NT$30,000 for MOFA recipients per month, per student will be provided. Those who apply for the Master’s and/or Ph.D. Scholarships from the NSC and MOEA can not apply for the Language Enrichment Program.4. Duration of Scholarships:(1) Undergraduate Scholarships: maximum four years; (2) Master’s Scholarships: maximum two years; and (3) Ph.D. Scholarships: maximum three years.The total and maximum number of years for foreign students to recei ve scholarships (including LEP) will be five years. In principle, scholarships will begin from August 1 of each year and continue until July 31, of the following year. Scholarship recipients who are approved for summer programs or LEP may be assigned different scholarship award dates. If the recipient fails to enroll before the semester starts, the scholarship will begin from the month he/she arrives in Taiwan to study. Scholarships will begin from the month of student enrollment and will stop when the scholarship ends, the recipient graduates, drops out, is expelled, or upon cancellation of the scholarship, whichever comes first. Scholarship applicants shall not accept more than one scholarship issued by ROC (Taiwan) governmental agencies and/or educational institutions at the same time.If the applicant was granted more than one scholarship, he/she shall select only one scholarship to receive; if an applicant is found to be receiving more than one scholarship at the same time, the applicant shall be disqualified and asked to return the scholarship money already received.5. Qualifications: Applicants must meet the following requirements: (1) They should have a good academic record and moral character; (2) They should neither be Overseas Chinese Students nor ROC nationals; (3) They should not be scholarship recipients from other ROC government agencies or institutions in Taiwan; (4) They should not be exchange students who are admitted in accordance with academic cooperation agreements made between local educational universities/  colleges and foreign educational institutions;(5) They should not have had their scholarships cancelled in accordance with these Guidelines; (6) They should not have received Taiwan Scholarships of the same type; (7) The total duration of their scholarship(s) should not exceed 5 years; (8) They should not be foreign students who have already enrolled at local educational institutions at their own expense. (However, they will be elig ible to apply to individual universities/colleges for Foreign Students’ Scholarships, which are subsidized by the MOE.)6. Application Process:(1) Procedure: The overseas missions of the ROC should refer to MOE Regulations Regarding International Students undertaking Studies in Taiwan and these Guidelines while receiving and reviewing applications either independently or in joint cooperation with foreign local governments, schools, or cultural and educational institutions. Each year, by the end of January, the overseas missions should report their selection and assessment methods (through meetings or paper review) regarding these scholarships to the related government agencies and the MOE. (2) Application Period: Annually from February 1st through the end of March.(3) Required Documents: Applicants need to submit the following documents: A. Taiwan Scholarship Application Form (Form A with Study Plan; the format will be regulated by the MOE); B. Proof of highest educational qua lifications and academic performance; C. Proof of application to enroll at local universities/colleges and/or language centers (e.g. a copy of the application form); and D. Other documents as requested by the overseas missions of the ROC.(4) Selection: After reviewing the application documents, the overseas missions will select eligible scholarship candidates, as well as alternatives and create a list. This list will be sent to the related universities/colleges or language centers by the end of April for their reference. Copies of this list will also be provided to the related government agencies and the MOE. (5) Approval: Applicants are responsible for their application process to the universities/colleges or language centers that they would like to attend. Each school and/or language center shall refer to the guidelines of individual schools admission process for foreign students and begin the application review process. The school and/or language center should notify candidates, of their final decision, no  later than mid-June.(6) Notification of Admission: Applicants, upon receiving their admission letter, need to submit a copy of the admission letter to the designated respective overseas missions in order to secure their scholarship by no later than the end of June. Late submission of these documents, after the deadline will be deemed as a waiver for accepting the scholarship. In this case, the respective overseas mission should send a scholarship award letter to all qualified recipients and inform the alternative(s) in order to fill any vacancy(s). Candidates will be disqualified if they fail to pass the application review process of respective schools.(7) Acceptance Lists: By the end of July, the overseas missions should provide recipient acceptance lists, which will include their legal names, Chinese names, nationalities, gender, scholarship sponsoring agencies, type of scholarship, duration of scholarship, admitting universities/colleges and/or lang uage centers, highest educational qualifications, references of the recipients and other information to the related government agencies (including the MOE) and universities/colleges and/or language centers involved.The overseas missions shall also provide such information to the Bureau of Consular Affairs of the MOFA and the National Police Agency of Ministry of Interior, in order to assist them with their follow-up procedures. In case of special conditions or failure to complete the aforementioned processes, before the required deadlines, the overseas missions should report such circumstances to the related government agencies for approval (and inform the MOE of such events). (8) For those recipients whose scholarships are funded by the MOFA, the respective ROC overseas missions will purchase one-way economy airfare tickets to Taiwan for the recipients.The overseas missions need to submit the original receipts and copies of passenger coupons to the MOFA in order to be reimbursed. T he return economy airfare tickets will be bought by the MOFA. 7. Renewal process for scholarship recipients in Taiwan before the expiration of scholarships and the application for enrollment: (1) Recipients who want to pursue further study programs need to follow the terms found in Subparagraph (2) and (3) of this Article. For other recipients in Taiwan, who wish to renew their scholarships (in August), they have to submit each year a Taiwan Scholarship Application Form (Form B; the format will be regulated by the MOE) and reports of their academic  performance to their universities/colleges by the end of February.The universities/colleges will review their applications to see if they are qualified and send the list to the related government agencies (including the MOE) for review in order to reserve the number of scholarship recipients and follow the Article 10 for allocation. (2) The MOE may assist recipients who have been approved for scholarships up to five years (the LEP and undergraduate degree programs) in applying to enroll undergraduate programs. If the said recipients are unable to apply to universities/colleges on their own, they may submit their reports of academic performance (including the academic records for each year of their highest study, including language center records) and the Admission Assistance Application Form (the format will be regulated by the MOE) to the language centers.These language centers will coordinate all forms and send them to the MOE. The MOE will assist in selecting the proper universities, according to the recipients’ wishes and levels of language proficiency. Applicants should agree to abide by all final arrangements. (3) Scholarship recipients, who wish to continue to study for their master or doctoral degrees, upon completion of their previous course of study, need to apply for the admission to the new degree program on their own. (4) Universities/colleges that accept these scholarship recipients, as state d in Subparagraph (2) and (3) of this Article, shall submit the lists to the related government agencies (including the MOE) by the end of June for review, in order to reserve the number of scholarship recipients and follow Article 10 for allocation.8. Application process for re-applying for Taiwan Scholarships after the scholarships expire: Scholarship recipients who have already studied in Taiwan will be regarded as new students after the expiration of their scholarships. If they wish to re-apply for other types of scholarship and pursue further degree programs here, they need to follow Article 6 of these Guidelines and submit the Taiwan Scholarship Application Form (Form A) and their academic records to the ROC overseas missions by the end of March. The total duration of their scholarship period cannot exceed five years, as regulated by Article 4 Paragraph 2 of the Guidelines. Undergraduate, Master’s and Doctoral Scholarships recipients whose scholarship period was awarded for only one year, in accordance to the previous version of these Guidelines, should renew their scholarships following Article 7 Subparagraph(1) of these Guidelines, and are not subject to the regulations stated in the previous Paragraph of this Article. 9. The Suspension and Cancellation of Scholarships:(1) LEP students: A. If a student is absent for more than ten hours of class (serious illness and accidents excluded) within a single month, the language centers will suspend his/her scholarship the following month. B. Starting from the second quarter of study in Taiwan, if a student’s academic average is less than 80%, his/her scholarships for the next quarter will be suspended for one month. If a student’s academic average is less than 80% for two consecutive quarters, his/her scholarship status will be cancelled beginning with the next quarter.The remainder of the scholarship will also be cancelled. C. If a student is suspended from or drops out of school, the lan guage center will suspend his/her scholarship and inform the related government agencies in writing (including the MOE) in order to cancel his/her scholarship status. The remaining scholarships will also be cancelled. (2) Undergraduate/ Master’s/ Ph.D. students:A. For those Undergraduate/ Master’s scholarships recipients who are in each year of their study; Ph.D. scholarships recipients who are in the first two years of their study, if their academic average is below the passing standard set up by the school for any given semester, their school will suspend their scholarships for one month beginning with the next semester. If the schools have not set up an academic grading standard, then an undergraduate student’s academic average cannot be less than 60%, while a master and doctoral student’s academic average cannot be less than 70%. If a student is below passing for two consecutive semesters, their scholarship status will be cancelled starting the next s emester. Their remaining scholarships will also be cancelled.For those who are in their third year of a doctoral program, they must submit their thesis proposals to their schools, by the end of October of that year. Scholarships will be granted each month, if the schools approve the students’ proposals. Otherwise, scholarships will be suspended until proposals are approved, and will resume beginning from the month of approval. C. If a student is suspended from or  drops out of school, his/her school will automatically suspend his/her scholarships and inform the related government agencies in writing (including the MOE) in order to cancel his/her scholarship status.The remaining scholarships will also be cancelled. 10. The Allocation and Verification of Scholarships Accounts: (1) Allocation: Universities/colleges need to make a list of scholarship recipients and vouchers based on the various types of scholarships provided by the different government agencies. Universities/ c olleges should enclose their list of qualified recipients and vouchers, and apply to the MOFA or the MOE (scholarship stipends provided by the NSC and the MOEA are handled through the MOE; it should be noted on each voucher that the MOE is in charge of the allocation of funds for scholarships) for appropriation in January and August. Each institution will directly pay a monthly stipend to the students or to their accounts.(2) Verification of Scholarship Financial Transactions or Reports: A. For scholarships provided by MOFA, universities/colleges need to provide student signed receipts, or documents which show that money has been transferred into the students’ bank accounts, to the MOFA for verification in August and December. B. For scholarships provided by the NSC and the MOEA, universities/colleges need to provide three copies of financial transaction reports (signed by the head of the universities/colleges, accountants and cashiers) and any remainder of the stipends to th e MOE (for it to make a transfer to the NSC and the MOEA at the end of fiscal year in order to close the case) in August and December.C. For scholarships provided by the MOE, universities/colleges need to provide two copies of financial transaction reports (signed by the head of the universities/colleges, accountants and cashiers) and any remainder of the stipends to the MOE in August and December. Universities/colleges need to also keep the original copies for the Ministry of Audit or other related authorities for review. 11. Emergency Deductions: In case of financial difficulties, a scholarship recipient may request that the school deduct tuition, miscellaneous expenses, insurance premiums and other payable fees in a lump sum or in installments from his/her award, and issue the remaining amount to the scholarship recipient.12. Transferring to other schools: If scholarship recipients need to transfer to other institutions due to health, psychological reasons or special environmenta l surroundings, they need to follow MOE Regulations Regarding International Students undertaking Studies in Taiwan. If the institution or language center agrees to their transfer, these institutions must inform the related government agencies (including the MOE) for future review. Only one transfer is permitted. 13. Additional Information:(1) The MOE may allocate administration subsidies to institutions that join the Taiwan Scholarships Program and set aside a budget to assist institutions in setting up an information service center, in order to strengthen communication and the governing system for scholarships students. (2) ROC overseas missions shall organize orientations, in order to provide scholarship recipients with relevant information, before they travel to Taiwan. (3) ROC overseas missions shall be aware, if a student gives up his/her opportunity to come to Taiwan. If such a case happens, the ROC overseas missions will replace this student with another alternative.(4) Schol arship recipients should arrive at their designated universities/colleges or language centers prior to the day of registration. Institutions should report the names of those who fail to register, to the related government agencies (including the MOE), by the end of October. (5) Medical insurance fees are already included in the stipends. Universities/colleges and language centers should require that scholarship recipients join the National Health Insurance plan. Scholarship recipients must purchase other forms of medical insurance before enrolling in the National Health Insurance plan. The premium of the medical insurance plan will be deducted from the scholarships; the remaining scholarship money will be given to the scholarship recipients.(6) The ROC overseas missions should ask scholarship recipients to provide them with academic records or a report, postal and email addresses, within one month of the return to their respective countries after they complete their studies in Taiwa n. (7) Each year by the end of October, the ROC overseas missions need to send a comprehensive evaluation, which should include each student’s academic records and the other materials as stated in the Subparagraph (6) of this Article, to all the related government agencies (including the MOFA and the MOE) (8) To improve healthcare services for MOFA scholarship recipients,  the MOFA may arrange health examinations for the recipients.The MOFA shall coordinate with schools and hospitals for such examinations, with fees to be covered by its Taiwan Scholarship budget. 14. The selection process regarding the Taiwan Scholarships, their types, benefits and duration will be subject to the terms regulated in the above Guidelines. Scholarships, which have been awarded due to bilateral negotiations, cultural and educational agreements, or based on the terms of equality and reciprocity, or special circumstances, approved by heads of government agencies are not subject to the terms and r egulations under these Guidelines.

Martin Luther Essays - Augustinian Friars, English-language Films

Martin Luther Essays - Augustinian Friars, English-language Films Martin Luther Martin Luther was a German theologian and religious reformer that had a great impact on not only religion but also on politics, economics, education and language. Martin Luther was born in the town of Eisleben, Germany, on November 10, 1483, (Encarta 1). His father Hans Luther, was a worker in the copper mines in Mansfield. His mother was Margaret. Martin grew up in a home where parents prayed faithfully to the saints and taught their children to do the same. His father and mother loved their children dearly, but were also very strict with them. Luther said, my father once whipped me so that I ran away and felt ugly toward him until he was at pains to win me back. My mother once beat me until the blood flowed, for having stolen a miserable nut. (Luther 31) When Martin was five years old, he went to school in Mansfeld, where his parents had moved about a year after he was born. The subjects taught at this school was the Ten Commandments, the Creed, the Lord's Prayer, church music, together with some Latin and arithmetic. (Catholic Encyclopedia 1) The sad part of the instruction was that Martin and his fellow pupils learned little about the love of God. They learned to know Jesus, not as the Friend of sinners, but as the Judge. They feared Jesus, but did not love him. The schoolmasters in my days were tyrants and executioners; the schools were jails and hells! And in spite of fear and misery, floggings and tremblings, nothing was learned, Luther said. (Luther 31) Despite the conditions at Mansfield, Martin learned rapidly, for he was a bright boy and studied diligently. At the age of twelve he was admitted to the Latin High School at Magdeburg, sixty miles from his home. Here, for the first time, Luther found a Bible. Most of his teachers at Magdeburg were members of the Brethren of the Common Life. This is the first place where he feels his first desire to enter into the religious community. The next year his father transferred him to a school on Eisenach, wishing him to become a lawyer. Here a young woman, Mrs. Ursala Cotta, took a special liking to him. At one time, when a group of boys was singing before her house, she invited Martin in and offered him free lodging. He accepted. He received free meals in another house where he taught a young child of the family. Luther was now free to devote more time to his studies. Since the Cotta family was a cultured family, Luther's stay in this home taught him to appreciate such things as music and art and helped him to develop especially his remarkable talent for music. By the time Luther was far enough advanced to enter the university his father had become a prosperous man. He went from being a miner to being the owner of many small foundries. He could now afford to give Martin a college education. Recognizing the gifts of his son, the father intended that his son should become a lawyer and therefore sent him to the University of Erfurt in 1501 at the age of seventeen. (Encarta 2) Here again the young student prayed and studied constantly. To increase his knowledge, Luther spent much time at the library. Discipline was as strict as it had been at Megdeberg and Eisenach. The students were awakened at 4:00 AM. Lectures began as the sun rose and continued until 5:00 PM. The first meal of the day was at 10:00 AM. The students hurried from class to class, pausing only for the briefest of conversations before the next lecture commenced, whispering quietly to each other in the required Latin, (Luther 34). In 1505 at the age of twenty-one he was awarded th e Master of Arts degree. (Encarta 2). He now had the right to teach and was able to register for a law course. To please his father, Martin remained on at the University to read law, but he soon lost interest in that subject. More and more he studied religion and worried over his sinful condition. But no matter how hard he tried to please God, he couldn't find peace of

Pericardiumâ€Anatomy and Function

Pericardium- Anatomy and Function The pericardium is the fluid-filled sac that surrounds the heart and the proximal ends of the aorta, venae cavae, and the pulmonary artery. The heart and pericardium are situated behind the sternum (breastbone) in a position in the middle of the chest cavity known as the mediastinum. The pericardium serves as an outer protective covering of the heart, a vital organ of the circulatory system and cardiovascular system. The primary function of the heart is to help circulate blood to the tissues and organs of the body. Function of the Pericardium The pericardium has several protective functions: Keeps the heart contained within the chest cavityPrevents the heart from over-expanding when blood volume increasesLimits heart motionReduces friction between the heart and surrounding tissuesProtects the heart against infection While the pericardium provides a number of valuable functions, it is not essential for life. The heart can maintain normal function without it. Pericardial Membranes The pericardium is divided into three membrane layers: Fibrous pericardium is the outer fibrous sac that covers the heart. It provides an outer protective layer that is attached to the sternum by  sternopericardial ligaments. Fibrous pericardium helps to keep the heart contained within the chest cavity. It also protects the heart from an infection that could potentially spread from nearby organs such as the lungs.Parietal pericardium is the layer between the fibrous pericardium and visceral pericardium. It is continuous with fibrous pericardium and provides an additional layer of insulation for the heart.Visceral pericardium is both the inner layer of the pericardium and the outer layer of the heart wall. Also known as the epicardium, this layer protects the inner heart layers and also assists in the production of pericardial fluid. Epicardium consists of connective tissue elastic fibers and adipose (fat) tissue, which help to support and protect the inner heart layers. Oxygen-rich blood is supplied to the epicardium and inner heart la yers by the coronary arteries. Pericardial Cavity The pericardial cavity lies between the visceral pericardium and the parietal pericardium. This cavity is filled with pericardial fluid which serves as a shock absorber by reducing friction between the pericardial membranes. There are two pericardial sinuses that pass through the pericardial cavity. A sinus is a passageway or channel. The transverse pericardial sinus is positioned above the left atrium of the heart, anterior to the superior vena cava and posterior to the pulmonary trunk and ascending aorta. The oblique pericardial sinus is situated posteriorly to the heart and is bounded by the inferior vena cava and pulmonary veins. Heart Exterior The surface layer of the heart (epicardium) is directly below the fibrous and parietal pericardium. The external heart surface contains grooves or sulci, which provide passageways for blood vessels of the heart. These sulci run along lines that separate atria from ventricles (atrioventricular sulcus) as well as right and left sides of ventricles (interventricular sulcus). Main blood vessels extending from the heart include the aorta, pulmonary trunk, pulmonary veins, and venae cavae. Pericardial Disorders Pericarditis is a disorder of the pericardium in which the pericardium becomes swollen or inflamed. This inflammation disrupts normal heart function. Pericarditis can be acute (happens suddenly and over quickly) or chronic (happens over a period of time and lasts for a long time). Some causes of pericarditis include bacterial or viral infections, cancer, kidney failure, certain medicines, and heart attack. Pericardial effusion is a condition caused by the accumulation of large amounts of fluid between the pericardium and the heart. This condition can be caused by a number of other conditions that affect the pericardium, such as pericarditis. Cardiac tamponade is pressure build up on the heart due to excessive fluid or blood build up in the pericardium. This excess pressure does not allow the heart ventricles to fully expand. As a result, cardiac output is lowered and blood supply to the body is insufficient. This condition is most commonly caused by hemorrhage due to penetration of the pericardium. The pericardium may become damaged as a result of severe trauma to the chest, a knife or gunshot wound, or accidental puncture during a surgical procedure. Other possible causes of cardiac tamponade include cancer, heart attack, pericarditis, radiation therapy, kidney failure, and lupus.

Common Sense 1776 by Thomas Paine Essay Example | Topics and Well Written Essays - 1250 words

Common Sense 1776 by Thomas Paine - Essay Example According to the story, Henry cannot afford any investment since he is a pauper and has no experience in business matters. However, things took a different turn when he met and fell in love with Portia. Investment’s intelligence dawn on him because of his quest to retain his love and secure their future; this help him invest the million pounder bill wisely. Twain’s short story to keep one’s capital flowing could be compared to keeping aspiration and ambition alive till one achieve the objective. Henry as an individual could have not made the investment succeed if the quest to continue loving and staying with Portia was absent. Keeping one’s capital moving simply implies striving to secure what one really desire no matter the odds. The story conceives capital as sources of inspiration that enable one succeed if properly harnessed and used purposefully. The capital for Henry was his quest and worries about keeping his love though a million was there if this quest was absent then investment could have collapse or better still not started. 3. Answer According to Thorstein Veblen, â€Å"pecuniary emulation†Ã‚  Ã‚   means the behavior in which people try to emulate other people who are socially well off. Pecuniary emulation is simply the state where one strives to equal or surpass the other in terms of wealth. He observes that as people increasingly acquire wealth, their social class and lifestyles changes. The hierarchy of needs progresses as one satisfies one level and the last one is to achieve luxury more than anybody else. As these aspects of their lives change, they are seen by others to live decently and comfortably. They act as role models as those who envy them try to emulate their behavior and lifestyles. As a result, they try to improve on their earnings and acquire things that closely resemble those of the high people in the society.   The best mode of display this is through luxurious lifestyle since basic provision a nd standard living is hard to measure. Veblen acknowledges that luxurious lifestyle is the best mode of surpassing those ahead and greatly enlarging the gap between those below. 4. B. Answer The repeated saying from â€Å"The Way to Wealth† that ’Tis easier to suppress the first Desire, than to satisfy all that follow it† means that it is easy to avoid the first desire to take a debt and either invest it or spend. Theoretically it is very easy to resist desire; however, practical life endeavors negate the theoretical assumptions. The old man keeps repeating the advice since he knows people take it lightly due to theoretical assumptions. However, after the first desire has overcome an individual and falls into the trap, it is impossible to from seeking debt. It all begins with the first debt and others follow, creating a chain of other debts that are insatiable. The repetition suggests the author’s desire to make this advice known to people by insisting on it. Repetition of the old man is a form of emphasis so that the advice is taken seriously and

Domestic Violence Article Example | Topics and Well Written Essays - 750 words

Domestic Violence - Article Example The rate of suffering physical abuse in case of the children staying with the parents in an abusive relationship is quite common. They may get harmed while witnessing the spousal abuse closely and at some places some physical abuses get inflicted on them as well. At places, children are used as a barterer instrumental in getting control or manipulating the victim of the domestic abuse. In this case, the conflict between the parents also evolves a kind of mental trauma in the children and they are shattered out of disruption in gaining their love from parents. Also separation from their parents cause a serious mental trauma to them and in their adolescence they might get involved in myriad anti-social activities or may get addicted as well to escape the harsh realities of life. The sign of any means of thrashing can be effective in determining the symbol of abuse in the children. Also some bizarre or violent activity at the social plane is also indicative of the domestic abuse inflicted on children. Locating this kind of symptoms in children requires immediate attention and they should be taken to the family counselling centres or women and child development centres and with the help of the counsellors over there, the case should be reported to the police as well. Athlete: As a kid, initially I was a good student. It started when I was six years old. Suddenly my father became alcoholic and all sorts of problems started during that phase. I could never sleep at night. I completely lost control on my mind and was losing it out every day. Athlete: It was not very easy to get out of it. As a child I was helpless. Some abnormalities were located by my class teacher and she reported it to the concerned authority. I was send to hostel soon after. Athlete: Yes. This is the worst side of the domestic violence. My parents decided to get

What is Covenant in the Old Testament sense Research Paper

What is Covenant in the Old Testament sense - Research Paper Example These include Abraham, Noah and Adam among many others. A covenant formed an important component of the biblical history and modern day theology. The flow of the biblical covenants includes (Mason 177): First of all, God made a covenant with His Son regarding the elect before the creation of the universe and consisted of the Father promising to bring to His Son all the people the Father had given Him (John 17: 9-24 ; 6:39). Manifestation of the covenant occurred in the world through the sequence of additional covenants between God and individuals. These include Adam (Gen 2: 15-17), Abraham (Gen 17), Noah (Gen 9:12-16), Mt Sinai covenant with Israelites (Ex 34:28), David (Sam 7:12-16) and New covenant believers (Jer 31:31-37). All the additional covenants involved the ‘Covenant of Grace’ when God establishes covenants with His elect with the promise of salvation through Faith in Jesus Christ (Mason 178). According to some theologians, there is only one covenant referred as the covenant of redemption within which all other covenants originate. This involved the agreement between the Father and the Son that gave the Son as Redeemer and head of the elect. As a result, the Son took the place assigned by the Father voluntarily. This formed a twofold assurance of Son as a guarantee and surety to fulfil the requirements of God’s laws. ... Covenant in Hebrew depicted the development of God’s covenant ranging from the time of creation to the time of the new covenant. In Arabic, covenant involved the contract binding humanity and God. The concept of covenant provides a distinctive and unique fellowship with God. This fellowship depends on legal covenant, and this implies the existence of dependable and stable element in Old Testament religion (McAleese 237). Concepts of Covenant Faith inspiring Fellowship The covenant concept gave the Old Testament people a mighty anchor for their faith. This allowed them a vantage ground with their God where God remained obligated to them through the covenant. He remained to be their God, and they become His people. For instance, this covenant background enabled Jacob cling to the angel until He blessed him. This covenant required people turn away from their sins after which they could claim God’s favour (Wood 133). Exclusive Fellowship The covenant established exclusive f ellowship between Hebrews and God. Hebrews remained as His chosen people, and He remained Yahweh their God. The covenantal idea formed a background for the Jewish religion, and it demanded exclusive loyalty to preclude the possibility of multiple loyalties in other religions. The illustration of loyalty to God took place through marriages, where Hosea, Ezekiel, and Jeremiah charged Israelites against adultery. The expression of God as being their God and them being His people comprised of the legal formula taken from marriage sphere and attested through legal documents from Ancient Near east (Hosea 2:4). This explains why prophets such as Isaiah frowned on alliance made by Israelites with their neighbours (Wood 133). Douglas Stuart Guidelines on Old Testament

Analysis of Hospital Quality Management Team

Analysis of Hospital Quality Management Team Contents INTRODUCTION BACKGROUND History Vision Mission Core values MAIN SERVICES AVAILABLE, HOW SERVICES ARE DELIVERED AND TARGET POPULATION ISSUES IDENTIFIED ANALYSIS OF QUALITY MANAGEMENT PROGRAM REFERENCES INTRODUCTION This is an in-depth analysis of quality management program conducted in Villingili hospital. Improving the quality of care management practice is a concern in many countries regardless of differences in definition, organization, and funding of services. Quality assurance involves a commitment to guaranteeing the quality of services, not as an additional element attached to the service, but as part of an ongoing system in which performance is monitored and achievement measured against set standards or benchmarks (Camp, 1989; Crosby, 1979; Oakland, 1993 cited in Clarkson Challis, 2003). First a brief introduction of the hospital will be presented followed by the discussion of various quality related issues that can be identified within the hospital. Followed by this, one quality management effort, which is the indoor environment of the hospital, will be analyzed. Subsequently, recommendations for any other strategies that could be implemented to improve the present situation and to overcome quality issues that are not part of any quality program at present will be elaborated. BACKGROUND History Villingili hospital was first opened as a health center in 21st April 1994. The health center was initially opened as a branch of Male’ Health center. The health center was set up in a four room building provided by Male’ municipality. On 15th April 2002, the government changed the health center to a three story building. On 14th August 2014, the health center was changed to a third grade hospital; same level as an atoll hospital. Vision: strive to provide healthcare services to people of Villingili and to make the community aware regarding health life styles and to provide ideal, quality and acceptable health care service to residents of Villingili. Mission: To provide an uninterrupted health care to residents of Villingili. To diagnose and treat different types of diseases and work towards the prevention of these diseases. To further develop the laboratory services. Core values: no core values are identified by the organization. Even though the Villingili Hospital have a rich history, it was depressing to find that the staff of the hospital was unaware of the vision, mission and core values of the organization. MAIN SERVICES AVAILABLE, HOW SERVICES ARE DELIVERED AND TARGET POPULATION The main services available in this hospital are, consultation services from general practitioners, consultation from specialized practitioners, laboratory services, community health care, vaccination and nursing care services. The target population is the residents of Villingili, whose population is around 17,000 people according to Villingili hospital. Specialized doctors’ consultations are on specific days. Gynecological consultations are done on Sundays and Wednesdays from 08:00am to 04:00pm. Orthopedics consultations are done on Sundays and Mondays at 08:00am to 04:00pm by Orthopeadician Dr. Hussain Faisal. Pediatrician consultations are done on Mondays and Tuesdays at 08:00am to 04:00 pm. All consultants are arranged sent from IGMH. Vaccination and child growth monitoring is done on all working days from 09:00 am to 01:00 pm. All available services are provided within the hospital. Even though they have a community health service unit, home visiting are not done. Services are provided 24 hours throughout the day, and shift duties are done by all consultants, nurses, receptionists, interpreters, ambulance drivers and attendants. Even though specialized consultations are done, it is evident that both the consultants and clients face enormous difficulty to diagnose and treat diseases and conditions as essential and compulsory diagnostic services such as ultra sound scanning and x-ray services are not available in the hospital. ISSUES IDENTIFIED After conducting surveys in the Villingili hospital and interpreting the results, I have identified some issues related to quality of service provided by the facility. Here are the results of the survey conducted in the facility. In the survey questionnaire, a question was used targeting to identify the staff response to patients need and their courteousness. The evaluation will be accurate if we analyze the situation in both directions. According to the hospital officials, clients can consult general practitioners through a walk in OPD. But the consultation for specialized practitioners such as the orthopeadician and gyneacologist, clients have to make appointment prior to consultation. Appointments are issued until the planned slots are filled. From the interviews conducted, we understood that the time delay dissatisfaction usually arose during busy situations where the doctor who is consulting in the OPD have to attend in patients or emergency cases. Some clients also noted that the doctors sometimes goes for break while more than 10 clients are waiting outside. A service provider have to consider suitable timings in order to provide a quality service to the clients. In order to evaluate this, we questioned whether they are satisfied with service timing of the facility, both general and specialized consultations. Among 10 clients, 2 clients (20%) informed that they are not satisfied with the time for specialized consultation while 3 clients (30%) told that they are moderately satisfied and 5 patients (50%) are fully satisfied with the service timing. Figure 1 Even though they get the appointment for specialized consultation and can consult the general practitioner through a walk in OPD, the time taken to consult the doctors vary. To verify the time taken to consult the doctor, we gave time ranges from 0-10 minutes, 20-30 minutes and more than 30 minutes. According to the clients who gave the interviews 5 clients (50%) informed that they had to wait between 0-10 minutes, 3 clients (30%) told that they waited between 20-30 minutes for the consultation and 2 clients (20%) stated that they waited for more than 30 minutes to consult the doctor. These findings are presented below in figure 2. Figure 2 Identification of the client satisfaction and dissatisfaction is crucial in order to upgrade and provide an ideal and acceptable quality service to the clients. In order to identify the overall satisfaction of the clients regarding the time they spent during consultation, we included questions targeting this issue. According to 7 clients, (70%) they are fully satisfied with the time they spent and 3 clients (30%) are not satisfied. These results are shown below in figure 3. According to the information we collected, we found that most clients highlighted that the biggest issue they face is the way the staff communicate with them. Some clients have informed that they were left feeling like a fool during consultations and some staff spoke rudely to them. Few noted they feel that the staff are overburdened with responsibilities and they seem very unenthusiastic. In addition to this, some clients informed that the staff seems to be involved in their personal things while attending the clients who goes to the counter for different things. Communication effectively with patient and family is a cornerstone of providing quality health care (Patient care improvement guide, 2008). The manner in which health care provider communicate information to a patient can be equally important as information being conveyed (Patient care improvement guide, 2008). Patient surveys have demonstrated when communication is lacking, it is palpably felt and can lead to patients feeling increased anxiety, vulnerability and powerlessness (Patient care improvement guide, 2008). Among 10 clients, 5 clients (50%) informed that the staff was poor in areas being respectful, friendly helpful and courteous. Another 3 clients (30%) noted that the staff was fair in this area while the remaining 2 clients (20%) informed that the staff was good in this area. It is depressing to note that not even one client told that the staff was great in this area. The information is shown in a pie chart below in figure 1. Figure 1 The next question was whether the staff explained the procedure and how they answer questions asked by clients. Among 10 clients, 6 clients (60%) informed that the staff was poor in explaining the procedure and answer questions asked by them. Another 3 clients (30%) noted that the staff was fair in this area. The remaining 1 clients (10%) informed that the staff was good in this area. The information is illustrated in figure 2. Figure 2. According to the information collected through survey, it is clear that most clients highlighted that the biggest issue they face is the way the staff communicate with them. Some clients have informed that they were left feeling like a fool during consultations and some staff spoke rudely to them. Few noted they feel that the staff are overburdened with responsibilities and they seem very unenthusiastic. In addition to this, some clients informed that the staff seems to be involved in their personal things while attending the clients who goes to the counter for different things. The issues identified through survey with clients of this facility that, may hinder the quality of service provided are, ineffective communication and unenthusiastic staff. Additionally, by conducting interview with the senior administrative officer of Villingili health center, it is evident that some staff lack knowledge in some areas such as care during emergency situations. Lack of knowledge is due to lack of practice as the institute have less inpatients who needs constant care. Communication effectively with patient and family is a cornerstone of providing quality health care (Patient care improvement guide, 2008). The manner in which health care provider communicate information to a patient can be equally important as information being conveyed (Patient care improvement guide, 2008). Patient surveys have demonstrated when communication is lacking, it is palpably felt and can lead to patients feeling increased anxiety, vulnerability and powerlessness (Patient care improvement guide, 2008). ANALYSIS OF QUALITY MANAGEMENT EFFORT As the Villingili Hospital is being rebuild to accommodate required facilities to function as a hospital, patients’ and staff are facing various difficulties. The major difficulty that most people face is that consultant rooms are situated in the first floor of the building. A person does not have to be elderly to have a difficulty to climb stairs, and because of this arrangement some patients have faced difficulty. It is evident that the changes to the present building is being brought on to provide a quality service to the customers. However, the effect of physical environment on healing process is evident through research. The arrangement of wards, labor rooms, consultant rooms and waiting areas and its physical environment such as ventilation, lighting, and temperature is important aspects to consider to provide a quality hospital environment. From my personal experience, it is clear that the physical environment of hospital is set to ease the staff only and patient prefer ence or perspective is rarely considered. As I have experienced, I have faced immense difficulty when I went for a consultation with high grade fever and wheezing. The consultant’s room air conditioner was set a temperature where it was difficult for me to utter a single word without clattering my teeth. Additionally, I have found that the present physical environment of the Villingili hospital can be considered dangerous for patient especially the elderly and young. The present construction activities and especially the smooth tiles put on the floor of the hospital is a hazard for falls. For this analysis, I will be looking into the extraneous factors of the hospital in order to deliver a quality service. Extraneous factor of hospital The physical work environment often influences (positively or negatively) the mindset of the service providers and their efficiency and capability to innovate in delivering expanded services (). Sometimes the aspects of the consultation rooms can have a negative impact. Such as the consultation room being too cold, hot, dark, noisy or unwelcoming (Moulton, 2007). Distractions in the room include visual distractions (eye catching photographs or art), auditory distractions (sounds from the waiting room or next consultation room) and olfactory distractions (bad odors or body odor of previous patients) (Moulton, 2007). Suboptimal seating arrangement also can be a negative extraneous factor of hospital, such as seats being hard and uncomfortable (Moulton, 2007). In recent years, the effects of the physical environment on the healing process and well-being have proved to be increasingly relevant for patients and their families as well as for healthcare staff (Huisman, Morales, Hool Korts, 2012) Studies have shown that excessive noise, glare and poor air quality can create stress as is evidenced by increased heart and blood pressure and reduced oxygen level in the blood in both adults and babies who are exposed to these environment (Blomkvist, Ericksen, Theorell, Ulrich, Rasmanis, 2005; Hagerman, Rasmanis, Blomkvist, Ulrich, Eriksen, Theorell, 2005;Zahr Traversay 1995 cited in Zborowsky Kreitzer, 2008). A healing environment with appropriate physical aspects contribute to patients’ outcome such as shorter length of stay, reduced stress, increased patients satisfaction and others (Ulrich et al., 2004 cited in Hussain Babalghith, 2014). REFERENCES Clarkson, P., Challis, D. (2003). Quality Assurance Practices in Care Management: A Perspective from the United Kingdom. Care Management Journals, 4, (3), 142-151. Huisman, E. R. C. M., Morales, E., Hool, J. V. Korts, H. S. M. (2012). Healing environment: A review of the impact of physical environmental factors on users. Building and Environment (58), 70–80. Moultan, L. (2007). The Naked Consultation: A Practical Guide to Primary Care Consultation Skill (1st ed). United Kingdom, UK: Radcliffe Publishing. WHO. (2004). Quality Improvement in Primary Health Care; A Practical Guide. WHO regional publication, Eastern Mediterranean Series 26. Zborowsky, T., Kreitzer, M. J. (2008). Creating Optimal Healing Environment in Health Care Setting. Clinical and Health Affairs, 91(3), 35-38. Saushan Rasheed Quality Assurance in Health Care Assignment 2