CSFs, Benefits and Barriers during the Implementation of ERP in the Dissertation

CSFs, Benefits and Barriers during the Implementation of ERP in the Security Forces Hospital Program (SFHP) from the Management Perspective - Dissertation Example This paper aims to determine how the Security Forces Hospital Program (SFHP) in Saudi Arabia can successfully implement and maximize the benefits of the Enterprise Resource Planning (ERP) system. Aside from providing a short background on SFHP and the need to consider implementing ERP system, this paper will summarize the research aim, research objectives, research justification, research scope, summary of relevant literature, proposed research methodology, research ethics, and strategies that will be use in collecting data. The implementation of ERP system within a hospital setting is unique due to the fact that healthcare organization such as the case of a hospital is often divided into heterogeneous functional areas (i.e. Human Resources, Financial and Cost Management, Patient Care Management, and Clinical Management among others). To give the readers a better understanding of this subject matter, this study will first discuss what ERP is all about followed by identifying the hospital management benefits associated with the use of ERP system. Although the process of customizing the development of ERP will enable the healthcare administration of SFHP to incorporate specific hospital rules in the system, the implementation of ERP systems can lead to the development of organizational conflicts.... healthcare professionals, the SFHP will be able to deliver safe and high quality health services to the local people (Security Forces Hospital Program 2012b). To integrate internal and external information that are useful in making necessary business and management decisions, the ERP system involves the use of information technology (Bidgoli, 2004, p. 656). Although implementing ERP system can be useful in terms of integrating the hospital management system of SFHP, there will always be some challenges associated with the implementation of ERP system. Considering the future business benefits associated with the process of investing on the customization of ERP systems, this study will carefully examine how the development and implementation of ERP systems could further improve the quality of medical services provided by the healthcare professionals who are currently employed at SFHP. Research Aim This study aims to identify the CSFs and to examine the benefits and barriers and difficu lties related to the possible implementation of ERP at SFHP. Research Objectives In relation to the research am, the following objectives will be used as a guide throughout the completion of this study: 1. To conduct a literature review with regards to the critical success factors (CSFs), benefits and barriers of a successful ERP implementation; 2. To determine how the SFHP can maximize the benefit of implementing a newly customized ERP system; 3. To establish if these CSFs exist at SFHP; 4. To identify potential benefits and barriers to a successful ERP implementation at SFHP; and 5. To provide a list of recommended actions when managing the barriers to a successful ERP system. Research Justification This is a shortage of ERP studies in Saudi. Despite a long list of management benefits

Trace evidence Research Paper Example | Topics and Well Written Essays - 1250 words

Trace evidence - Research Paper Example â€Å"He put the analysis of handwriting on a firmer footing, systematized the analysis of the dust in the clothes of suspects, invented a modified method of analyzing blood stains, and invented poroscopy, whereby the pores in the papillary ridges of fingerprints are used as a means of identification† (Stauffer, n.d.). The term â€Å"trace evidence† surfaced as three of Dr. Edmond Locard’s papers got published in the year 1930 in the American Journal of Police Science (forensics4fiction.com, 2012). According to Locard’s Exchange Principle, there occurs a transfer of material when two objects collide. The transferred trace evidence is used to assess relationships and connections among different objects, locations, and people. The significance of the trace evidence fundamentally depends upon the quality of detection in general, and the collection and preservation of the evidence in particular. The investigator must be able to understand the transfer of mater ial in order to interpret the analytical results. There has occurred a revolutionary change in the crime investigation techniques over the years. In the past, it was difficult to associate a hair found at the crime spot with a suspect because of the coating of conditioner upon it. The officers investigating a case of rape or murder looked for the traces of semen or blood, but lacked proper ways of collecting the evidence. However, new and improved detection techniques are reducing the complexity of crime investigation, thus enhancing the chances of success. Detecting the link between an object or an individual and the crime is often fundamental to the successful solution of the case. These links are conventionally developed by comparison of the trace evidence. Establishment of these links is made complicated by the similarity between the samples of trace evidence and the environments in which they are located. Four of the new techniques of trace evidence, which have

Problem of Evil Essay Example for Free

Problem of Evil Essay The traditional problem of evil emerges when people believe in and argue for the existence of a God who is both omnipotent and wholly good. According to Mackie’s study (1955), few of the solutions to the problem of evil could stand up to criticism. Today, someone suggests an alternative: God is not perfectly good, but maximally cool. By cool he means to be free from tension or violence. Since God is maximally cool, he is not so much concerned about either eliminating evil or maximizing goodness than promoting coolness. This God appears to be logically valid, but this essay will show that the existence of such God is impossible. First, we should ask this: if God aims to promote coolness, why would he bother to create evil? It is clear that evil is not cool, given that evil creates tension and violence. It may be replied that God is maximally cool and therefore creates anything based on his will and is not concerned with what happens to his creation afterwards. This reply is arguing that God created some cool thing which later then turned into the uncool evil. Then, the fact that uncool evil exists implies that God cannot make this uncool evil to be cool again, which contradicts with the premise that God is omnipotent. Secondly, good is also uncool. According to most theists, good is defined to be opposite to evil and thus always fights to expel evil (Mackie, 1955), so that good is in constant tension and possible violence with evil. Though the God in argument is claimed to be not perfectly good, this God is still good to a certain degree. Then he will still fights against evil and therefore is not always cool. This leads us to conclude that this God cannot be maximum cool. This guy in defense of the existence of a maximally cool God might argue that uncool is necessary as a counterpart to cool. It seems natural and necessary to consider why there should be uncool things if God is maximum cool. He might argue that if there were no uncool, there could be no cool either, in that if there were no violence or tension to be created and involved in, there could be no violence or tension to be free from. It might be that out of randomness, God created evil that generates tension and good that engages in tension against evil. To detach from involvement in tension or to destroy tension might create another tension and may incur violence. If God were to eliminate uncool things that he created, he would enter a tension between cool and uncool. Then, it would be uncool to make uncool things cool. Because God is maximally cool, he will not enter such tension and therefore he leaves good and evil as uncool as they are. By claiming that cool cannot exist without uncool, this guy shows that God cannot create cool without simultaneously creating uncool. This sets a limit to what God can do, which involves two possibilities: either God is not omnipotent or that omnipotence has some limits. If it is the first case, then we can deny the existence of a God who is omnipotent and maximally cool. If it is the second case, one may argue that these limits are logically impossibility. However, according to Mackie (1955), some theists hold the view that God can do what is logically impossible, while many theists maintain that God created logic. This leads us to the paradox of omnipotence, where we consider whether an omnipotent being can bind himself. According to Mackie, although we can avoid the paradox of omnipotence by putting God outside time, we cannot prove that an omnipotent God binds himself by logical laws. Therefore, it is a fallacious approach to prove the existence of a maximally cool and omnipotent by claiming that cool and uncool are counterparts to each other. To summarize, if a God is omniscience, then he must know the existence of uncool. If he is omnipotent and maximum cool, he will promote coolness to the maximum. However, we observe that there are uncool things which are against God’s will to promote coolness and which God cannot make them cool. Therefore, a God that is omniscience, omnipotent and maximally cool cannot exist. Works Cited J. L. Mackie, Evil and Omnipotence, Mind, New Series, Vol. 64, No. 254. (Apr. , 1955), pp. 200-212. In Pascal’s Wager, Pascal concludes that rationality requires people to wager for god. He bases his argument on mainly three premises. The first premise is his construct of the decision matrix of rewards. The second premise suggests that we are required by rationality to assign positive and not infinitesimal probability to God existing. The third premise states that we are required by rationality to perform the act of possible maximum expected utility. This essay will argue that Pascal’s Wager does not demonstrate solid prudential reasons for us to believe in God, by showing the third premise is not necessarily true. We consider that it is not in all cases that we are required by rationality to maximize expected utility. In Pascal’s Wager, we pay ‘one life’ to wager for God and obtain infinite expected utility. Paying finite amount to play a game with infinite expectation appear to be at our interests and can therefore serve as a prudential reason for us to wager for God. However, in certain cases, this action could be regarded as absurd and alternatively, and to the contrary, taking intuitively sub-optimal actions would actually maximize the expected utility. For example, the St. Petersburg paradox could be representative of this kind of situations. In the St. Petersburg game (Martin, 2011), we keep flipping a coin until we get a coin. The total number of flips, n, yields the prize which equals $2n. There are infinite sum of flips possible, so we have infinite number of possible consequences. The expected payoff of each consequence is $1 and therefore the ‘expected value’ of the game, which equals the sum of the expected payoffs of all the consequences, will be an infinite number of dollars. Then, intuitively we will be willing to play the game as long as we only need to pay a finite number of dollars, given that the ‘expected value’ of the game is infinite. However, Hacking (1980) suggested that â€Å"few of us would pay even $25 to enter such a game. † If we were to pay $25 for the game, half of the time we receive $2 and one quarter of the time the game pays $4, so the probability to break-even is less than one in twenty five. Still, because of the very small possibility of the number of flips to be greater than $25, the expected payoff of the game is larger than the $25 payment. According to standard Bayesian decision theory (Martin, 2011), we should play this game. Then again, because of the very small possibility of getting high enough payment, it is very likely that we will need to flip a coin longer than our physical possibility. In that sense, it will be absurd to pay this finite amount and flip longer than physical constraints for the infinite expected payoff. Therefore, it is not always true that rationality will require us to perform the act that yields maximal expected utility. In the St. Petersburg game we experiment infinitely many trials which yield infinite expectation. In Pascal’s wager, we have a single-trial which also yields infinite expectation. It seems natural for Pascal to assume that expectation is a good guide to solve this decision problem. However, according to Hajek (2012), we need to take variance into consideration to make better decision, because in this one-time shot, a large variance could lead us to an outcome which is much worse than the expectation. When the variance is small, it is probable to get an outcome close to the expectation. However, the further the distribution of outcomes spreads out, the more likely it is to get a bad outcome, and the less compelling the third premise seems to be. Assuming that the expectation of wagering for God is infinite, we can calculate the variance of the outcomes of the wager. Given the infinitely good of the good outcome and the status quo of the bad outcome, the variance is infinite. In the case of an infinite variance, due to our risk-aversion, we might be better off choosing to minimize variance than maximizing our expected utility. Indeed, if f2 is made as low as possible, the variance of wagering for God would be much greater than wagering against God. If the probability of the probability of receiving infinite good, is made as low as possible, the resulted variance might make we deviate much further away from the expected utility in an undesirable direction. Both cases above could happen, and if they do, we would feel less compelled by our rationality to maximize our expected utility because the large variance could lead us to a situation that is much worse than expectation. To summarize, Pascal’s premise three is not necessarily true. This premise says that we are required by nationality to maximize expected utility where there is one available. However, the St. Petersburg paradox suggests that rationality does not always require us to maximize our expected utility. Furthermore, in consideration of large variance, expectation might not be a good measure of choiceworthiness (Hajek, 2012). Without the validity of premise three, we cannot draw the conclusion that rationality requires us to wager for God. Therefore, Pascal’s wager does not solidly demonstrate that we have prudential reasons to believe in God. Works Cited Hajek, Alan, Pascals Wager, The Stanford Encyclopedia of Philosophy (Winter 2012 Edition), Edward N. Zalta (ed. ), URL = http://plato. stanford. edu/archives/win2012/entries/pascal-wager/ Martin, Robert, The St. Petersburg Paradox, The Stanford Encyclopedia of Philosophy (Winter 2011 Edition), Edward N. Zalta (ed.), URL = . Hacking, Ian, 1980, â€Å"Strange Expectations†, Philosophy of Science 47: 562-567. According to Pollock (1986), you might be a brain floating in a vat filled with nutrient fluid. You do not realize that you are a brain in a vat because this brain is wired to a computer program that produces stimulation in brain to cause experiences that are qualitatively indistinguishable from normal experiences of being a human being. The problem lies exactly in that whether you are a brain in a vat or not, everything seems to be the same to you. Many philosophers have attempted to prove that you are not a brain in a vat and their approaches seem to be valid. Among those, Moore’s argument and Putnam’s argument are two influential but different approaches. This essay tries to show that you cannot use either of these arguments to prove that you are not a brain in a vat. While going through Moore’s argument seems to be an easy way to show that you are not a BIV (brain in a vat), it is not difficult to show how this approach is flawed either. By Moore’s argument, first you open your eyes and form perceptual knowledge that you have hands. Then you deduce that you are not a BIV which does not have hands and thereby you come to know that conclusion. However, it should be argued in the first place that your senses are not reliable. As Descartes argued in Meditations (1986), while you might form the perception that you are wearing a dress in the dream, you are actually undressed in your bed. The flaw in the logic of this approach can be demonstrated in the following analogous story. You see an empty glass on a table. The glass looks orange and in fact it is. You form perceptual knowledge that the glass is orange. You deduce that it is not colorless and filled with orange juice. You thereby come to know that the glass does not appear orange to you because it is colorless with orange juice filled in it. By assuming that there is orange juice in the glass, you establish that the glass does not appear orange to you because it is colorless with orange juice filled in it. Here the problem is that there is no orange juice and you are trying to prove there is orange juicy by assuming its existence. For the same token, if you are a BIV, then the hands that you perceive are hands* produced by one feature of the computer program. The premise asserting that you form a perception of hands is assuming that you are not a BIV and therefore can form a perceptual knowledge of hands. This is begging the question because we want to prove that we are not BIV. Therefore, you cannot prove that you are not a BIV by going through Moore’s argument. Another famous discussion is Putnam’s semantic arguments. One problem of this approach is the narrow scope of the arguments. Putnam started his arguments by drawing analogy between the mental image of a Martian and that of a BIV. Claiming that Mars does not have tree, Putnam established that BIV’s utterance of ‘tree’ has a different referent from the referent of a non-BIV speaking of a tree. While it is possible that you have always been a BIV since you come into being, so you have never seen a tree that a non-BIV sees. It is also possible that you have lived certain part of your life as a non-BIV and then at some point you are made into a BIV. For example, if you recall in The Problems of Knowledge (Pollock, 1986), by the time that Margot tells Mike that he is a brain in a vat, he has been a brain in a vat for three months. According to Margot, Henry, or the brain in a vat that Mike sees, receives a fictitious mental life that merges perfectly into Henry’s past life. To merge perfectly, the language and its referents that the computer generates for Henry must be indistinguishable from those before his envatment. Similarly, if Mike has been speaking English up until three months ago when he was envatted, his utterance of ‘Margot’ after envatment must have the same referent as the one he had before. It must be that now his words retain the same English referents to the same contents in order to achieve a perfect merge (Brueckner, 2012). This perfect merge makes brain* in a vat* the same as BIV, which means whether you are BIV or not, you always speak English rather than vat-English. Because there are no differences in the languages between BIV and non-BIV, the semantic arguments have nowhere to start in this case. Unless you know with certainty that all BIVs have been BIVs since they came into beings, you cannot use semantic arguments to prove that you are not a BIV. To summarize, Moore’s arguments appear to be an easy solution to the problem of knowledge, but these arguments are begging the question and therefore cannot refute the brain-in-a-vat hypotheses. It seems that Putnam’s arguments are more compelling, but still they fail to rule out all possible versions of the brain-in-a-vat hypotheses. Therefore, you cannot prove that you are a non-BIV by using either of these arguments. Works Cited Descartes, Rene. Meditations on First Philosophy. Indianapolis: Bobbs-Merrill, 1960. Print. Pollock, John L. Contemporary Theories of Knowledge. Totowa, NJ: Rowman Littlefield, 1986. Print. Brueckner, Tony, Skepticism and Content Externalism, The Stanford Encyclopedia of Philosophy (Spring 2012 Edition), Edward N. Zalta (ed. ), URL = .

The Problems With The American Anti Intellectualism Movement Politics Essay

The Problems With The American Anti Intellectualism Movement Politics Essay The anti-intellectualism movement facing America today is a problem with far-reaching implications. There is currently a revival of this movement in American political life. Anti-intellectualism is defined as the opposition to or hostility towards intellectuals, or to an intellectual view or approach (Merriam Webster). The anti-intellectualism movement is characterized by the contempt for advanced education, the liberal arts, and science. Anti-intellectualism in the political sphere has founded itself on contempt for intellectuals, claiming that they are elites who are committed to ideological playfulness rather than practical application. However, it seems that toying with past and present ideas is necessary to engender the most effective political policies. Anti-intellectualism is a result of a failing education system, the integration of church into state, and the ease with which political pundits can drive the media. Currently, anti-intellectualism is spreading like a plague thro ugh the American political landscape. We as citizens can inoculate this disease through a complete overhaul of the US education system. An improvement to the educational system could occur with increased liberal arts integration into primary, secondary, and university education curriculums. In addition to the education system, the general American public needs to be edified about the basic American democratic tenant of separation of church and state. Furthermore, implementing more regulation on political pundits and demagogues in the media is necessary for the progression and success of politics in America. Anti-intellectualism seems to promote the attitude that knowledge which is not profitable has no value and is not worth learning knowledge for knowledges sake (DeFilippis, The Oklahoma Daily) is of little importance in anti-intellectualism. However, knowledge for knowledges sake (liberal arts education) could prove to be very beneficial in politics. Neither primary nor secondary schools consider the liberal arts a priority, and at the level of university education, students are expected to declare majors that funnel them into profitable jobs a very small percentage of university students are encouraged to engage in the liberal arts. Our current education system will eventually lead us to be alienated from one another because people will only be educated in their particular profession. Liberal arts education, because it educates the whole individual, gives citizens an understanding of why their particular profession contributes to the whole. Therefore, all people will be able to see why all jobs are important. Liberal arts education encourages knowledge of many subjects. It would seem that knowledge of many subjects would be most effective in impacting political ideas since politics incorporates so many facets of life. Liberal arts education infuses students with knowledge of the historical and philosophical underpinnings of the US. Having historical and philosophical knowledge of America is fundamental to making informed political choices that best reflect what was intended for this country- we would not want to collapse into what our founding fathers escaped from. Liberal arts education would create more informed and progressive voters and politicians because they would be acquainted with a broad scope of policies that have not worked in the past; this would allow us as an electorate body to spring into the future by creating new ideas and better political policies. Furthermore, people educated in the liberal arts who have developed ordered intellects seem n ecessary in politics since these people are more educated in a variety of issues that affect a variety of people. As a result, those educated in the liberal arts will have the ability to understand and undertake issues that apply to many persons (the entire American populous), and not just one group. Liberal arts education promotes the progression of the individual mind which in effect promotes the progression of the collective mind which then positively affects the electorate and the decisions they make in the face of new problems. Furthermore, with the emergence and further development of the globalized world, American citizens need to be educated on global issues now more than ever in order for America to be a respected nation and one that can pride itself on having substantial knowledge of nations we interact with the most. We are only a respected country insomuch as other countries respect us, but we are currently looked upon unfavorably in the world market. Americas main competitors and closest partners in the world are very committed to education with liberal arts based curriculums- if we expect to be a competitor in the world market, it would be in our best interest to implement a stronger liberal arts education system. Liberal arts education would give people the knowledge necessary to understand the foundation of America and our position as a nation relative to other countries. In addition, liberal arts education would give us a better understanding of the global political issues America faces because we would have knowledge of global problems and how these problems evolved. One of the main tenets the founding fathers implemented in America was the separation of church and state; the fact that religious values and principles are gaining importance in political rhetoric is inconsistent with this basic American democratic tenet. The anti-intellectualism movement caters to folksy type Americans who are generally committed to tradition and faith. This integration of religion into American politics is aided by the anti-rationalism component of anti-intellectualism which is characterized by relying on faith rather than rational ideas to formulate the best political infrastructure for society. This relegates us to the level of animals; our rational faculty is something that constitutes us as humans, so it seems odd that we would want to denounce such a faculty. America is a secular nation, and as a result, religion should not have a place in the political sphere nor in the realm of education. This anti-intellectualism movement favors faith; as a result, evoluti on theories are considered controversial, and creation theories find a place for themselves in the US education system. Schools are supplementing textbooks with creation theories as an alternative to evolution. This contradicts the basic tenet of the separation of church and state and the secularism of America. Creation theories should not have a place in our nations public schools, and implementing such values in education steers young minds away from the basic principles of America. In addition, the anti-intellectualism movement has managed to bring Barack Obamas religious affiliation to the forefront of our political discourse. This should be a non-issue- America is a secular nation and therefore, politicians religious affiliations should be of no consequence to our political forums. Liberal arts education would teach people about the basic tenets of America and it would reaffirm the history and philosophical reasons behind the separation of church and state and why it is so vita l to this country. As a result, commitments to faith would not enter the political realm because citizens would understand that they have no place in American politics. Lastly, there needs to be more regulation on political pundits and demagoguery in American politics. The ease with which political pundits can spew political rhetoric and gain a respectable following is an indication of the anti-intellectualism problem we are facing in America. Political pundits in mainstream media have no substantial ideas to propose- they are quick to complain about current presidents and politicians, yet they never really propose solutions; they merely champion principles. However, principles are not enough to carry a nation in the political arena- policies are necessary, and implementing policies requires intellectual people. In essence, politics are constituted by policies and policies are constituted by ideas; as a result, ideas are fundamental to politics. Ideas are things which we come to know through rational, intellectual thought- we have to toy with ideas from the past and ideas for the future in order to come up with creative, effective political policies . Having a broad scope of knowledge makes coming up with new, creative ideas easier. If people are educated in the liberal arts, they will have this broad scope of knowledge which will help them come up with new and improved political ideas. Anti-intellectualism seems to contradict what politics really are- one must engage in intellectual discourse in order to achieve effective political policies. The political pundits and politicians most involved in the anti-intellectualism movement often cite the founding fathers and the constitution in order to support their political rhetoric this has implicit contradictions. This is because America was founded by intellectuals- the leaders were the intellectuals (Hofstadter, 145). If the intention of the founding fathers at the inception of America was to place intellectuals at the helm, anti-intellectualism seems contrary to their intentions. Glenn Beck is a perfect example of a political pundit and a demagogue. He plays the side of the common people, yet he makes millions of dollars a year for his talk show- he is not a common person. The trend we are seeing in America is the attainment of good jobs via bachelors degrees and more recently the move towards advanced degrees for any hopes of advancement. Yet someone like Glenn Beck, who is not university educated, has a very powerful, high-paying job engaging in controversial political d iscourse citing religion and the founding fathers. People idolize Glenn Beck and obtain their political ideas from him, and while he is not university-educated and is making millions of dollars a year, those who champion him the most have to make it in this world via their merit. Furthermore, Glenn Beck is skewing what is fundamental to America- one of his hot topics, religion, is NOT fundamental to America- the separation of church and state is fundamental to America. The only thing we have as citizens to represent ourselves and our ideas is our vote; it should be the most informed, intellectual, reliable vote possible. It is critical that we feel confident in our own education and in our own intellectual capacities and not rely on someone else to tell us what is important. The demagoguery that people such as Glenn Beck participate in would be a non-issue if people were liberal arts educated. This is because the false fears that Glenn Beck incites in people would collapse if people had their own knowledge of current issues and the liberal arts backgrounds which would enable them to think for themselves. People fail to realize the absurdity behind his rhetoric because of their lack of education. Anti-intellectualism will eventually lead to the destruction of the American democratic state and the ideals to which democracy is committed. The anti-intellectualism movement needs to be destroyed, otherwise our weak political structure will continue to fail, and America will continue to endure the bad reputation it has gained in the world market. It is most likely no coincidence that the peak of the political anti-intellectualism movement is at a time in which we have an abundance of political policy crises. We will gain respect as a country and as a competitor in the world if we rid ourselves of this anti-intellectualism movement. Liberal arts education can cure our problem by giving citizens a broad scope of knowledge which would allow us to make informed and thoughtful political decisions rather than relying on the ill-advised rhetoric spouted by anti-intellectuals. Liberal arts education would also afford us the knowledge of what basic tenets shape the American political infras tructure.

Essay --

According to Partnership for a Healthier American, the United States spends $150 billion dollars annually to treat people with obese related conditions; while childhood healthcare costs are inflating this amount tremendously (Facts About Childhood Obesity). In the past 30 to 40 years, the percentage of obese children and adults has nearly doubled and tripled respectively. If the federal government mandated schools to establish and promote programs centered on healthy living, the overall percentage of obese children and adults would decrease vastly. These programs would have to involve every aspect of a healthy lifestyle to in turn have a decrease in obese children and adults. To achieve this goal, schools would have to implement and require a certain amount of physical activity in and out of school, offer healthier food options along with educating children on how to eat healthier and why it is so important, and would also need to have the children’s parents become active in t he process. If these three key ideas are attained the overall number of obese children and adults would see a large reduction. â€Å"The increase in childhood obesity is partly attributable to an increasingly sedentary lifestyle and poor nutrition† (Galson). It has been found that television, computer and video game use replace vigorous physical activity in children. If schools were to intervene by implementing physical activities not just in school, this issue could be resolved. For this to be possible, schools would first need to set up a system where physical activities are present in educational and entertaining activities. One educational activity that could implement physical movement would be the game SPARKLE; if a student incorrectly spells out a word, i... ...h the sole efforts at the school or another organization it requires a multifaceted community – wide effort, but schools are in a unique position to play in promoting healthy lifestyles and helping to prevent obesity† (School-based Approaches for Preventing and Treating Obesity). Providing healthier food options, educating children and parents on how to live a healthier lifestyle, and implementing activities that are more physically rigorous, will provide an effective method to curb childhood and adolescent obesity. If schools implement programs that require students to take part in more physically demanding activities and offer healthier food options, the goal will be achievable and attainable. For a child to lose weight, he or she must eat healthier and do a large quantity of physical activity. And with school intervention, this goal is even more obtainable.

Egyptain Foreign Policy In Regards To Israel & The United States. Essay

The History of the conflict in the Middle East is long and well documented. To both, and to many biased observers the history of the Egyptian/Israeli conflict is very one sided, with one government, or one people causing the continued wars between the two neighboring states. But, as any social scientist of any reputation will state, all international conflicts have more than one side, and usually are the result of events surrounding, and extending over the parties involved. Thus, using this theory as a basis, we must assume that the conflict between Israel and Egypt is more complicated than a partial observer would see it. For the purpose of this paper, we are going to examine the basic factors of Egypt’s Involvement and conflict with Israel, with some emphasis on the involvement of the United State, and the Western Nation in this conflict. Also, I wish to pay particular attention to the question of who, or what brought these countries into conflict. Were they both victi ms of their situation, or did they become actively involved in promoting conflict, or perhaps a third party source, such as the US pushed them into conflict? In 1948, the Declaration of the Establishment of the State of Israel was read by David Ben-Gurion in Tel Aviv. The Egyptians, like most of the Arab states saw this as a creation of a Western State, backed by the British Empire, and thus an imperialistic entity in the Arab homeland. Considering the past 20 years of the Egyptian state, and of most of the Arab nations, was a continual conflict again imperial powers, the Egyptian were naturally weary and afraid of any new imperialistic powers developing in the Middle East. In September 1947, the League of Arab States decided to resist by force the plan for the partition of Palestine into an Arab and a Jewish State, and when the Jewish state was created, the armies of the various Arab states entered into Palestine to save the country for the Arabs again "Zionist" aggression. The Arabs were defeated and the Arab Countries saved a small amount of land, the Transjordon, and the West Bank. Similarly Egypt saved strip of territo ry around Gaza. The causes of this war, and Egypt’s involved can be examined in several ways. Obviously, the creation of the State of Israel ... ... Israeli withdrawal from Sinai took place as scheduled. A multinational force of observers took up positions in Sinai to monitor the peace. Egypt was allowed to station only one army division in Sinai. Since then, Egypt has had a decent relationship with Israel and the United States, and it has been seen by many Arab Countries as the traitor in many circumstances. It is perceivable that without the influence of the United States the peace in Israel would have been different, if not sooner. The United States, in order to push the cold war policies saw Israel and Egypt as pawn in their global game of politics. Especially in the early years, neither country saw the United States as a enemy nor as a ally, and thus depended on it for little. Yet, both countries saw the possibility of gaining resources from the great western power, or at least its enemy the USSR. Under Carter, however the United States, perhaps for the first time, played a peace-making role in the Middle East. Perhaps Carter was being the peaceful President, or more likely he realized the need for peace in the middle east in order to lower the gas prices, and for the US to harness the immense resources of the region.

American and Iranian educational system Essay

In some counties, like Iran, one of the problems is that most of the immigrants prefer to live in the USA because of the educational system. In Iran, principals of the schools do not pay much attention to the way lessons are thought to the students; however, one of the places that care most about the educational system is the USA. In the United States, all students have the same opportunity of gaining their goals. By knowing the differences between the educational system between the USA and Iran, principals can develop the educational system better than before. Consequently, by having a better educational system, student’s knowledge will be improved. The educational structure in Iran differs from the USA in hardness of materials in high schools, opportunity for studying, atmosphere and facilities. The first difference between the educational system of Iran and the USA is that in Iran science materials in the high schools include university courses of the USA. Therefore, there are a lot for students to cover in high schools, and the courses are also too hard. So students in Iran study more prior to the university than their peers in the USA. Moreover, there is a university entrance exam in Iran that takes place each year in the summer, which includes all material of four years of high school. If students pass this test, they can attend to the university; otherwise, they should study one more year to retake the exam. Likewise, TASP is one of tests that all students should take, which takes place in some states in America; however, failing in any parts of these exams does not prevent students from entering universities in the year that they have planned to. . Additionally, in America, study materials in high schools cannot be compared to those of universities. Because from high school to university the courses become hard suddenly compared to the easy ones in the high schools. As a result, if students migrate from Iran to the USA, they will find most of the university courses easy because of having a strong educational back ground from their countries. In addition to complication of materials, another educational system variation between Iran and United States is the opportunity for people in all conditions to study. Most of students who have defects are ashamed of studying next to the other students in Iran. Besides, in Iran if disabled  students decide to continue studying in the universities, there are no efficient facilities as well as capable teachers for them. On the other hand, in the USA, schools pay equal attention to all normal and disabled students. For instance, the USA universities have specified computers, scanners, and testing centers for disabled students. They are also some people who can become their private tutors in case of demands. Furthermore, many people as well as the ones who are above thirty years old study in the American universities, but in Iran classroom colleagues have all same ages. Besides hardness of materials and study conditions, another contrast is atmosphere of the classes in Iran and the USA. In Iran, students can neither eat nor speak with each other in the class hours because it distracts others concentrations from teacher’s speech. On the other hand, in the United States, students can eat whenever they feel hungry in the class, which makes an informal atmosphere. They can also sit anyway that makes them more comfortable including a sleeping position. Then again, in the formal atmosphere of the classes in Iran, students have to have the instructor’s permission to get out of the class. In addition, the benefit of a formal atmosphere in class is that by paying more attention to their teacher, students can learn better. While not concentrating fully on to the teacher’s speech, has a negative effect on the educational level. Furthermore, the last important difference between educational system in Iran and the USA is having several kinds of facilities in their schools. Iran is one of the countries that dose not have too many facilities for the students. Therefore, if students did not read the chapter that their teacher want to teach before the class, they may confront difficulty in understanding it. Nevertheless, in spite of having less facility in the schools in Iran, students improve their learning level by registering in private or semiprivate classes. On the other hand, students in the USA have all kind of facilities in their schools, which are free for them. In the United States, student can access to various types of learning methods easily. As an example, by reading different books, having tutors, and watching films about that specific subject in their schools, they can improve their learning level. In summary, Educational system in Iran differs from the USA in hardness of material in high schools, condition of studying, atmosphere and tools of studying. Students can combine the positive methods of both Iran and the USA for improving their educational system. Additionally, having a break in the middle of a formal atmospheric class is an alternative way of recapturing students’ attention when they feeling tired distracts their attention.