Health and human services capstones Essay Example | Topics and Well Written Essays - 2500 words

Health and human services capstones - Essay Example ype of contracting does not comply with the market principles, in practice, however it is based on long term associations between the government and the contracting agency. The question to privatize health and human services arises when the government is required to deliver more with less money because of the falling revenues and rising costs. The government, by employing privatization programs, is able to increase its revenue, reduce costs and better utilize the private capital for health and human services and facilities. The government is still responsible for the provision and the quality of HHS, though the contracting party is actually providing the services. This type of privatization is attained through an Invitation to Bid (ITB) or a RFP process (Request for Proposal). In the RFP process, the concerned government agency takes proposals from all qualified businesses entailing the cost and the methodology of providing human and health services to the people. The decision is made on the basis of the quality and efficiency of the services being provided most economically rather than considering the cost of the service alone. On the other hand, an invitation to bid refers to the method taking the standard sealed competitive bids in which the government usually accepts the lowest bid for the desired job. Contracts can be classified in to various forms such as the unit price contracts, fixed price contracts and cost plan contracts. It is imperative that the contractor is held accountable for the quality and efficiency of the service, as per standards, by the government and the desired performance of providing such services should be clearly

Innovative Management Practices and Positive and Negative Tradeoffs of Essay

Innovative Management Practices and Positive and Negative Tradeoffs of Toyota Company - Essay Example Even the most minor of hiccups have been caught and analyzed in a proper way so that no ambiguities shall remain uncaught within the automobile industry as far as manufacturing state of the art vehicles is concerned. The emphasis has been on quality at all levels which indeed speaks much for the automobile industry in general and the operations that are being handled at each and every rank in meticulous. The positive tradeoffs with outsourcing production function to supplier organizations come about in the wake of lowered cost issues which would have been higher had the same been done at the manufacturer’s end. This becomes a huge aspect that comes under consideration whenever there is a discussion on the price tangent that is involved overall. Further, this seems to be one of the stronger positives that comes out of the related equations mainly because outsourcing has come out as a trend in the modern world that has brought about a lot of incentives (Klepper, 2004). The negative tradeoffs with outsourcing production function to supplier organizations happen when there is less control for the parent automobile manufacturer and his exertion becomes minimal or even negligible within the localized market domains. This poses a significant problem which when seen from a strategic perspective can leave a lasting impact on the entire automobile industry. The innovative management practices at Toyota have ensured that the faulty automobiles were never delivered to its esteemed customers. This was one guarantee that came about in the wake of the highly efficient management regimes which were in place and still remain strong within it. The relationship between Toyota and its customers is just too strong to manifest these kinds of gross mistakes.

The Lottery and Young Goodman Brown

The Lottery and Young Goodman Brown Thesis sentence: Jackson encourages her readers to question their beliefs, their actions, and the world by creating inner struggle with a barbaric act that is accepted by the townspeople in The Lottery, but Hawthorne takes a different approach by delving into the inner struggle of his character in Young Goodman Brown. In The Lottery, Shirley Jackson uses third person narration to describe how accepted events can lead to barbaric consequences when people do not stop to consider their actions. Nathanial Hawthorne also uses third person narration in Young Goodman Brown, but he does so in a very different way. The essential difference between the ways that these two stories work is that Jackson attempts to produce a reaction inside the reader while Hawthorne attempts to explain inner conflict by delving into his characters thoughts. Both authors use their stories to encourage readers to question their beliefs, their actions, and the world around them, but they achieve this goal with differing techniques. Jackson never overtly states that the townspeople in her story are nervous about the approaching lottery. Instead she uses subtle hints that slowly create a sense of apprehension in the reader. In the third paragraph of The Lottery Jackson describes men as they gather in the town square. The children have already begun stacking stones. The men are talking about everyday matters such as planting and rain, tractors and taxes, but Jackson writes that the men stood together, away from the pile of stones in the corner, and their jokes were quiet and they smiled rather than laughed (par. 2). This short passage shows that something about this day is different than the typical town meetings. Jackson, however, has not revealed the reason that the people are nervous. Jackson continues this game with the reader by increasing the fear when the lottery finally chooses the Hutchinsons and Tessie begins to physically express concern for her life. The only thought that the reader gets about the lott ery, though, is Tessies scream that it isnt fair, it isnt right (par. 80). This moment only occurs at the end of the story as the townspeople prepare to kill hers. Hawthorne takes a less subtle approach to describing the nervousness of Goodman Brown. As Goodman Brown makes his way through the woods, he wonders what if the devil himself should be at my very elbow! (par. 9). This is a rather unambiguous expression of fear. After meeting his traveling companion, Brown even begins to talk about his inner struggle by mentioning how their quest conflicts with his scrupples. As they continue walking, they continue their conversation. Goodman reveals his doubts about the initiation that he approaches, but continues on his way at the bequest of his companion, who explains that even the goodliest people in his town have done the same. These two stories describe fear in very different ways, so it is fitting that they also use different methods to question morality. Goodman Browns moral questions are laid before the reader during his conversation with the companion. At times he feels heartened by learning that other people in the community have performed the same rites. At other times, though, he questions whether this can be so. These questions approach the very nature of human beings. In this way, Hawthorne is somewhat more ambiguous than he is in his descriptions of fear. After all, he follows Browns thought process as it bounces back and forth. Still, his approach to the question of morality is far less ambiguous than Jacksons. By the end of the story, Hawthorne writes that it was a dream of evil omen for young Goodman Brown (par. 73). This statement comes directly from the narrator. Had a character said as much, then there would be some ambiguity about the moral position of the story. Since it is written by a n arrator who has remained reliable throughout the story, the reader can only accept it as truth within the context of the story. Jackson, however, uses a different approach to questioning the morality of the townspeople. She creates tension throughout the story that culminates with Tessies scream that it isnt fair, it isnt right, but the writer never comes forward with a solid endorsement of Tessies feelings. The reader has the impression that these barbaric events are certainly unfair to Tessie, but that the other people might have a different opinion. After all, what are they to do? They must choose a random sacrifice to ensure the health of their crops. Questioning the morality of this event is similar to a modern person questioning the morality of socioeconomic classes. In some respects, they feel immoral because they randomly put certain people into unfortunate circumstances. On the other hand, what is a person to do? It is simply the way that the world works. Morality and fairness are beside the point in this context. If a moral certitude exits, it does so in the reader, not the story. The Lottery provides an inner struggle within the reader with its shocking ending and question of fairness. Young Goodman Brown, however, provides a more involved, direct line of thinking about morality by describing the inner struggle of Goodman Brown. The effect is completely different: Hawthorne essentially tells his readers what is and is not moral while Jackson creates an event that asks the reader to question his or her own sense of morality. For Hawthorne, a moral certitude exists that he can share with readers through the struggles of his title character. Jackson does not approach morality in this way, though, because her story does not have a concrete moral lesson to teach. Instead, it asks the reader to question beliefs, the morality of actions, and the way that the world functions without providing a definite answer. This ambiguity presents a more accurate perspective of the way that todays world works. Even though Jackson chooses to set her story in a town that feels torn from modernity, it none-the-less approaches group and individual morals from a post-modern perspective that lacks definite answers.

Facts on Hamlet :: essays papers

Facts on Hamlet Title: Hamlet Published: It was written in the late 1500s. It has been on national stages since 1589, and the earliest known publications date back to the years 1600 and 1601. Biographical Information: Biographical Information: All though much is not known about Shakespeare the man, there is numerous speculations about Shakespeare the playwright. He was the son of John Shakespeare and Mary Arden. At the age of eighteen he married Anne Hathaway and had three children, Susanna, Hamlet, and Judith. William Shakespeare wrote thirty-seven plays and over one hundred and fifty poems which are renowned for their wisdom, knowledge of human nature, and genius Genre: Classical Drama Characteristics of a Genre: This is a dramatic tragedy, highlighting the fall of a great leader/character. Setting: The date in which the play took place is unknown, however it is believed to have been during the later parts of the 1500s during Shakespeare's life span. Although the exact date is unknown and to this day remains a mystery, the setting is revealed. The play underwent in Denmark and it's neighboring states. Characters: King Hamlet - The original king of Denmark who is Hamlet's father, and the husband of Gertrude. He is betrayed and murdered by his jealous brother, and later appears throughout the play to guide his son Hamlet in the quest for revenge and answers. He was Hamlet's father, and that was his relation to Hamlet. Hamlet - Son of Queen Gertrude, and King Hamlet, and later King Claudius (Who is his uncle). He is the main character who undergoes the most drastic changes of them all, psychologically. In the beginning he questioned all, but by the end after his journey had been cleared up he acted upon instinct and want, ultimately succeeding. Claudius - Jealous brother of King Hamlet, who acts upon his jealousy and dumps poison in the King (his brother's) ear and takes his life so that he may become king. He is now the father of Hamlet and the husband of Queen Gertrude. His jealousy and all around evil causes him to lose his life in the finality. He was Hamlet's uncle and new father, who was responsible for his real father's death.

Age of the Common Man

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Book Banning Essay

Tony Ballantyne once said, â€Å"The Unprepared will eventually be destroyed; ignorance is no hiding place. † With this he meant that ignoring certain topics in life sets a person up for failure. This is exactly what is happening in public schools by banning books and limiting a child’s variety of reads. Banning books stunts the expansion of the creative and intellectual mind while withholding information on scandalous subjects that are apparent in everyday life. By taking certain books away from students you cap a lid on a child’s perspective of the real world and isolate their minds into what is known as â€Å"safe. †Taking books away from the public eye demolishes the chance for people to think beyond their comfort zones and challenge their minds. Book banning prevents students from extending their minds to foreign concepts and slows the development of their brains by withholding information needed. As Americans we have the right to pick and choose what we do and do not want to read. Books of all subjects deserve the right to be available to all students because every book has a message portray and it’s those messages that further the development of the brain. â€Å"Not every book will be right for every reader, but the freedom to choose for ourselves from a full array of possibilities is a hard-won right that we must not take for granted in this country,† (Platt). Just because a book is put on a shelf does not mean society is forcing you to read it! It’s your freedom of choice to decide what books you want to read, but it isn’t your decision to control what other people read. The choice to read a certain book is all yours and it’s your job to allow other people to choose for themselves. A full selection of books on every topic you can possibly think of is the type of shelf every library should have. One’s mind cannot be challenged by â€Å"playing it safe† with books that take no risk, and you cannot learn from or about topics you have not been exposed to. Book banning tries to hide controversial topics from the adolescent mind but in an attempt to protect the children; we’re simply harming them by limiting their minds. â€Å"It is through fantasy that children achieve catharsis. It is the best means they have for taming Wild Things. † (Bancroft). If we didn’t allow all books to be available for students to choose from than they wouldn’t be able to access the creative sides of their minds. Fantasy created by authors opens doors that unlock a world of creative outlooks in a child, if those books aren’t accessible for students, than art in the future might as well be dead. They say the Earth without Art is â€Å"EH,† if that’s so than libraries that allow book banning are contributing to a future society on earth with a lack of art. Parents banning books are blinding the children of America from issues and risky topics surrounding them in their everyday life. Book banning denies students from engaging in controversial conversation and refuses to open the eyes of the adolescent to the beauties of the natural world around them. â€Å"Books dealing with edgy, dark subject matter such as addiction, abuse, suicide, and teen prostitution can offer young adult readers a broader perspective on the world, but these qualities often make such books and their authors a target for would-be censors† (Manning). Books teach and inform students all over the nation in ways that cannot simply be taught in a classroom. They allow the reader to paint a picture in his/her head and visualize scene by scene. Books questioned for censorship are ones that introduce new concepts for readers which then give them a position on the topic and an opinion of their own. By taking that away from the students, you strip them of their potential of a broader outlook in life. With that also comes the lack of knowledge to understand and accept their peers. Books introduce characters and personalities like ones who surround you daily, but they also provide insight on how to better understand those characters and feel empathy towards them. â€Å"They experience crippling difficulties in school, in social relations and in all matters of self-esteem. They use the language I use in the story and worse because it is all they have to try to match what is inside to the outside world. They need to be recognized, and brought into your fold. Often we adults can’t help them, but you can. I write the stories I write to bring things like this to your attention because I believe if kids who are treated badly are to survive, they will survive through the acceptance of their peers, and that acceptance will come from understanding. † (Cutcher). Parents try to take away books that may contain any ‘inappropriate’ content to shield their child of foreign concepts, but this content labeled as inappropriate is what their children have to face daily. All that book banning is doing is under-educating students about the real world and life as it stands in modern day. In school teachers prepare their students for anything and everything that comes next in their students journey, yet they ban the books that will best prepare them and inform them of the aspects of life never  covered in a Social Studies Textbook. Some may argue that topics in certain books are too corrupting for students to know about, these topics include: graphic language about sex, drinking, and drugs. These very subjects, whether you like it or not, are always going to be a part of life no matter what the situation. Instead of avoiding the topic, parents should inform their children of it so that they are prepared for whatever crosses their path in the future. As care-takers, parents have the duty of setting their child up for success in any way, shape, or form, and by allowing all books to be available to the children of public schools, they’re doing just that. Books shouldn’t be banned from public schools because by limiting the variety of novels on shelves, you limit the horizons of a student’s creative mind. Banning books withholds information on subjects that are thought of as scandalous and controversial and by doing so, under-educates the students who are the future of society.