E-law questions part 1 Essay Example | Topics and Well Written Essays - 500 words

E-law questions part 1 - Essay Example Moreover, US lawyers use technology in litigation, e-discovery, and e filing in courtrooms (American Bar Association 2012). They also use various hardware and software that include videoconferencing technology to take depositions and testimonies and to deliver professional legal education. On the other hand, videoconferencing technology applies in Australian courts in taking depositions and testimonies from witnesses and is accessible to lawyers in the urban areas. Indeed, there is little evidence of technology use by Australian lawyers in the rural and remote areas. Despite its significant benefits, IT and specifically videoconferencing technology is not popular with Australian lawyers (Kennedy &Winn, n.y). Internationalization has a positive impact on tax revenue charged by governments on businesses. Indeed, an increase in the internationalization indicator leads to a subsequent increase in tax revenue. Additionally, internationalization undermines the government’s potential to tax business income hence leading to more business profits. Moreover, it increases a business urge to relocate abroad and enhances the need for a better location with regard to infrastructure that promotes business activities. Indeed, it has adverse effects where a business finally relocates to another country. Globalization has divergent impact on business. It promotes the movement of goods across borders thus enhancing international trade. It leads to integrated customer service and the emergence of global business brand. It enables businesspersons to purchase products from convenient markets, selling of products in markets with higher profits, and outsourcing of raw materials. Additionally, globalization leads to high profit margins for companies that are able to source cheap raw materials and labor force from other countries. This equally leads to low earning potential for employees. Globalization also affects business management where companies can hire managers

Week 4 Essay Example | Topics and Well Written Essays - 250 words - 1

Week 4 - Essay Example It also allows the replacement of the startup configuration file in place of the running configuration file without requiring the installation of a router (Meghanathan, Chaki, & Nagamalai, 2012). Installation of a router would require that the system be shut down thus loss of running time, resources and increase in costs incurred during downtime. Reverting also allows the user to roll back to any Cisco operating system that is saved in the system. This helps in simplifying and hastening the process of inputting the needed commands to the router as only the commands, which required to be added or removed are affected and the rest are left intact (Meghanathan, Chaki, & Nagamalai, 2012). The disadvantages of Reverting to an old system include the system continuing to work under limitations such as inefficiency that initially prompted the change. Additionally, it is not economically sound to revert to an old system as that means loss of resources initially put into the project while Reverting the configuration change must be approved, which frequently results in delay thus loss of time and resources. International Conference on Computer Science and Information Technology: Advances in computer science and information technology: Computer science and information technology: second International Conference, CCSIT 2012, Bangalore, India, and January 2-4, 2012. Proceedings. Berlin:

Facial Trauma Among Patients With Head Injuries

Facial Trauma Among Patients With Head Injuries Facial Trauma among patients with head injuries Dr. Shazia Yasir*, Dr. Faisal Moin, Dr. Muneer Sadiq ABSTRACT Introduction: Facial trauma is without a doubt a most challenging area for any emergency physician. Despite many researches and advances in the understanding of multiple techniques; initial assessment and management of facial injuries in emergency and early stages remained a complex area for patient care. Objective: The purpose of this study is to determine the prevalence of facial trauma among patients with head injuries that may help emergency department physicians to deliver accurate and quick diagnosis and decision. Trauma to this region is often associated with mortality and morbidity and varying degree of physical and functional damage. Study Design: Prospective Cross-sectional Descriptive Study. Place and Duration of Study: Department of Emergency Medicine, Ziauddin University Hospital, Karachi from four months from Feb 2014 to May 2014. Methodology: This study was conducted at Ziauddin university hospital emergence medicine department. It is a prospective cross sectional descriptive hospital based study. 115 patients who were diagnosed of having head injuries were included in this study. Information on age, sex and cause of injury was taken for each case. Each patient was then examined for the presence of facial trauma using the CT 3D face. Data was analyzed using the SPSS program. Result: Out of 115 patients, 85 (74%) were males and 30 (26%) were females. A total of 59 (51%) patients were between 15 – 30 years of age; 26 (23%) were aged between 31 – 50; and 30 (26%) were above 51 years of age. 76% patients had facial trauma where head injuries were evident. 63% female and 80% male had facial trauma where head injuries were found in patients. Out of these 115 patients majority were involved in road traffic accidents and are from the age group 15 – 30 and predominantly male. Conclusion: Based on the study conducted; it is safe to conclude that patients who have facial trauma associate with head injuries are young males and is mainly caused by road traffic accident. The result might vary by governmental, culture or social differences. Key words: Facial Trauma; Head Injuries; emergency department _____________________________________________________________________________________________ INTRODUCTION Trauma is a type of injury where external force is being applied suddenly and violently at the body which causes a serious injury [1]. A head injury in human body is any trauma that can cause injury of scalps, brain or skull. The injury could be a minor bruise or serious injury on the head and brain injury [2]. Some injuries can result in prolonged or unrecoverable brain damage. The injury can cause bleeding inside the brain or forces that damages the brain directly. The most common cause of head injuries are road traffic accidents, fall, physical assault or others. These accidents can occur at home, work, outdoors, sports or many other places. Head injuries are commonly associated with facial trauma; often result from high energy blunt force injury to facial skeleton. Typical mechanisms of trauma include motor vehicle accidents, altercation and fall [3]. - PG Emergency Medicine, Department of Emergency Medicine, Ziauddin University Hospital, North Campus, Karachi * Correspondence Email: [emailprotected] The face is vital to human appearance and function. Facial injuries can impair a patients ability to eat, speak, interact with others, and perform other important functions. Facial injuries may be caused by a direct blow, penetrating injury, or fall. Pain may be sudden and severe. Bruising and swelling may develop soon after the injury [11]. METHODOLOGY This study was carried out at the department of emergency medicine, Ziauddin University Hospital, Karachi, Pakistan. Patients of either gender with more than 15 years of age presenting to Ziauddin Hospital Karachi who were diagnosed of having head injuries were selected. Patients who gave the history of previous head trauma were not included in this study, this aimed at avoiding some ambiguity during examination as to whether the encountered trauma was the result of the recent head injury or previous underlying trauma. Each patient was then examined for the presence of facial trauma, using 3D CT scan. A 3D CT scan, or a three-dimensional computerized tomography scan, is a type of x-ray that allows high quality images of organs, blood vessels, and bones to be recorded in a very short amount of time. The individual CT images are then layered together to form a virtual model of the body. It is able to reveal the functionality of many of the anatomical structures in the body, in addition to structural defects, tumors, and lesions [12]. The obtained data was checked for completeness and clarity then entered into the computer and analysis was performed using Statistical package for social sciences program (SPSS). Chi –square test (X2) will be carried out and significant level p RESULT A Total of 115 patients with head trauma were included in the study. The gender distribution of the study population is as shown in Table 1 below. Table 1:- There were 85 (74%) males and 30 (26%) females. The age distribution of the study population is as shown in Table 2 below. Table 2:- There were 59 (51%) cases between ages 15 – 30, 26 (23%) cases with ages from 31 – 50 years males and 30 (26%) with age over 51 years old. The presence of facial trauma according to gender is shows in table 3. Out of 115 patients monitored, 19 female have facial trauma out of 30 which consist of 63% female, while 68 male patients have facial trauma with head injuries out of 85 which make 80% of male population. The total of 76% patients has facial injuries where head injuries were evident. Table 3:- Presence of facial trauma according to gender The presence of facial trauma according to age is shows in table 4 along with graphical representation. Out of 115 patients monitored, 59 patients were between ages 15 – 30. From these 59 patients 51 have facial trauma where head injuries were evident, this make 86% of the population. The patients between 31 – 50 years of ages were 26, where only 14 were found to have facial trauma which makes 54% of the population. The patients over 51 years of age were 30 where 22 were found to have facial trauma which makes 73% of the population. Table 4:- Presence of facial trauma according to age Table 5 shows prevalence of facial trauma by gender according to the causes of injuries. Out of 87 patients where facial trauma was also observed 11% female had it because of road traffic accident comparing to 39% male. Fall in female was 9% comparing to 17% male; no assault in female was observed while 14% male had facial trauma during assault. Table 6 below shows the details of prevalence of facial trauma by age according to cause of injury. The detail shows higher number of road traffic accident, followed by fall, assault and other causes of injuries. DISCUSSION Head injuries causes hospitalization of 200 – 300 patients per 100,000 population per year worldwide. A head injury associated with facial trauma comprises a number of complications, such as sequestrum formation, sinusitis, nasolacrimal duct injuries, facial deformity and injury to or entrapment of the globe. Trauma is very well known to be the main cause of death in first forty years of life. Facial trauma can be very dangerous as this could impact the essential parts of the body like speech, respiration, vision or smell so special attentions and importance should be given to facial trauma patients [13]. An international study was done in France to determine the types of facial injuries; 25.4% of the injuries were aged between 21 – 30 years. Sex ratio was 2.7M/1F. The most frequent cause was sports injuries (25.8%); followed in decreased order by traffic injuries (23.1%); home injuries (17.6%); fight injuries (3.4%); work injuries (3.4%) and dog bite (3.2%) [4]. Multiple studies conducted that amongst facial trauma the most common sites are nose (50%) [6] and maxillofacial trauma (5%) [5]. In this study 115 patients with head trauma were included with sex ration of 2.8M / 1F which seems to be consistent with previous studies done in different part of the globe [8, 10, 7]. The findings in this study also revealed the most common involving age group was 15 – 30 years of age; which constituted 51% as compared to other age groups. This finding is the same as that done in Nigeria and others in 2010 [42]. The reason for high prevalence of head and facial trauma to this age group (15 – 30 years) as compared to other age group could be related to activities of this age group in economic and social activities which lead to increase in accidents and violence. In this study it was also found that male are slightly more involved as compared to females where by 74% were male patients and 26% were female patients. The most common cause of facial trauma is to be road traffic accidents which involve motor cycle; car and pedestrian while the second most is fall from height. This was similar to previous findings in other studies which shows most common etiologies of injuries were car crash (39%); followed by assaults (28%) with majority are male with age group 15 – 30 years [9]. Observations from multiple studies of different part of the world shows that leading cause of facial trauma associated with head injuries is road traffic accident followed by fall and assault. Based on the study design and area; each study has its precise section of dominance. CONCLUSION This study concludes the prevalence of facial trauma associated with head injuries was 76% and higher age group is 15 – 30 years with 51% than other age group and prevalence of male 59% than female 16% had facial trauma where head injuries were eminent. The common cause is road traffic accident 50% followed by fall 26%, assault 13.7% and others were 9%. CONSENT FOR THE STUDY All patients or relatives were given a necessary explanation about the study before they asked to participate. For those patients who were unconscious, consents were obtained from their relatives. For patients under ages 18 years, informed consents were obtained from their parents/ guardians. ACKNOWLEDGEMENT We would like to acknowledge faculty of Ziauddin Hospital, North Campus for helping us during the study, staff for helping in data collection and all others who have given their input. The study was self funded. REFERENCE Anderson T ,Heitger M, and Macleod AD (2006). Concussion and Mild Head Injury. Practical Neurology : 342–357. Heegaard WG, Biros MH. Head. In: Marx J. Rosen’s Emergency Medicine: Concepts and Clinical Practice. 7th ed. St. Louis, Mo: Mosby; 2009:chap. 38 Aksoy E, Unlu E, Sensoz O. A retrospective study on epidemiology and treatment of maxillofacial fractures. J Craniofac Surg. 2002:772-5 Lebeau J, Kanku V, Duroure F, Morand B, Sadek H, Raphaà «l B. Facial injuries treated in the Grenoble University Hospital. 2006;107:23-9 Goodisson, D, MacFarlane, M, Snape, L. Darwish, B, Head injury and associated maxillofacial injuries New Zealand Med J 2004,vol.117 Khan, A. R.,Arif, S., ,J Ayub Med Coll Abbottabad 2005 Vol.17 Hashim H, Iqbal S. Motorcycle accident is the main cause of maxillofacial injuries in the Penang Mainland, Malaysia. 2011;27:19-22. Madubueze CC, Chukwu CO, Omoke NI, Oyakhilome OP. Head and neck injuries as seen in a Nigerian teaching hospital. Ozo CInt Orthop. 2010. Bouguila J, Zairi I, Khonsari RH, Jablaoui Y, Hellali M, Adouani A.Epidemiology of maxillofacial traumatology in Tunis. Rev Stomatol Chir Maxillofac. 2008 Khan AA. A retrospective study of injuries to the maxillofacial skeleton in Harare, Zimbabwe. Br J Oral Maxillofac Surg 1988; 26:435-439. Rankin M, Borah GL. Perceived functional impact of abnormal facial appearance. Plast Reconstr Surg 2003; 111:2140. Saigal K, Winokur RS, Finden S, et al. Use of three-dimensional computerized tomography reconstruction in complex facial trauma. Facial Plast Surg 2005; 21:214. Motamedi MH: An assessment of maxillofacial fractures: a 5-year study of 237 patients. J Oral Maxillofac Surg 2003, 61(1):61–64

Antisocial Personality Disorder Essay -- Health Medical Pscyhology Dis

Antisocial Personality Disorder They are your neighbors. They are your friends. Maybe they are even your family. You talk with them often, and have even had them over for dinner on occasion. Perhaps your children play in the same playground or spend time in the same social group. Although you have noticed some quirks and idiosyncrasies, you would never know the difference, and you would never expect the worst. After something bad happens that draws your attention to them, you have been forced to accept the truth: someone you know has Antisocial Personality Disorder. Antisocial Personality Disorder is a personality disorder recognized within the American Psychiatric Association’s Diagnostic and Statistical Manual. This disorder is a lifelong infliction that affects more men than women. An approximate six percent of men and one percent of women in the United States population are considered â€Å"sociopaths† or â€Å"psychopaths† (Wood). In order to be diagnosed with this disorder, the individual must be at least eighteen years old, but the antisocial behaviors must have occurred in the individual by age fifteen. According to Dr. Luchiano Picchio, an individual diagnosed with this disorder is marked by an â€Å"inability to social norms involving many aspects of the patient's life† (Picchio). As listed within the Diagnostic and Statistical Manual version Four (DSM-IV) (2000), the diagnostic criteria for Antisocial Personality Disorder are: (1) failure to conform to social norms with respect to lawful behaviors as indicated by repeatedly performing acts that are grounds for arrest; (2) deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure; (3) impulsivity or failure to plan ahead; (4) irritability and aggressiveness, as indicated by repeated physical fights or assaults; (5) reckless disregard for safety of self or others; (6) consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations; and (7) lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another (American Psychiatric Association [APA], 2000, p. 701). The typical psychopath hits his prime in his twenties, and eventually lessens his socially unacceptable acts by his forties (Black, 2000). He will probably come across as c... ...ity Disorder is a serious disorder experienced by many men and women every day. Although those inflicted by the disorder can lead normal lives and usually do, they can be considered dangerous, and those spending time around them should pay close attention to both their own safety and the safety of the sociopath. After all, as William and Joan McCord stated in The Psychopath, â€Å"Psychopathy, possibly more than other mental disorders, threatens the safety, the serenity, and the security of American life† (Olsen 1984, p. 191). Works Cited: American Psychiatric Association. (2000). Diagnostic and Statistical Manual. Washington D.C.: Author. Black, D. (2000, November 25). What is antisocial personality disorder? Psych Central. Retrieved April 21, 2004, from http://psychcentral.com/library/asp_general.html Olsen, J. (1984). Son. New York: Atheneum. Picchio, L. (n.d.) Antisocial personality disorder. Dauphin County RADAR. Retrieved April 14, 2004, from http://dcradar.org/doctors/picchio_0501.html Wood, D. (n.d.) What is antisocial personality disorder? Mental Health Matters. Retrieved April 21, 2004, from http://www.mental-health-matters.com/articles/print.php?artID=51

Even if computers become self-aware Essay

‘Even if computers become self-aware, they will never have anything like human souls. ‘ Discuss. In order to discuss this topic, I must obtain definitions for the words â€Å"computer†, â€Å"self-aware†, and â€Å"soul†. This is so that I can build my arguments upon a stable base. These definitions have been gathered from ‘The Oxford Paperback Dictionary & Thesaurus’. From this definition of soul, it is obvious that computers have to become a person to have a soul, and this is impossible as (by definition) a person is a human being, and cannot be anything else. However, maybe it is possible for a computer to acquire something very similar to a soul. For example, a computer may be able to have feelings, emotions, consciousness, opinions and other characteristics of human’s with souls. These abilities in a computer are known as A. I. (artificial intelligence). This seems impossible with the computers of this day and age, however, if one follows the drastic improvement in technology over the last century, one can see that what we know as standard now was inconceivable years ago. What we call a â€Å"computer† (like the one this has been written on) would have been something science fiction in the beginning of the 20th Century. Therefore, it is obvious that there is tremendous scope for computers to become a lot more improved in the future. They may even gain some if not total A. I. This implies that a computer could obtain all the intelligence of a human being if not more. The statement I am discussing asserts that even if computers become conscious, they will never have a spiritual or immaterial part to them. This is blatantly true, as we (the creators of computers) know that we have and will have only built them out of materials. I believe that we will not have the ability to insert a spiritual side into a computer within the same time-span that we will have the ability to give computers A. I. However, maybe computers can acquire A. I. , and maybe this is the next best thing to a soul. After all, we have no proof that we (humans) have souls; this is just a religious belief that we have faith in. Therefore, it is probable (from an atheistic point of view) that we are just advanced computers. The only difference is that we are made of biological materials, which are a lot more complex than the materials used in a computer. These may have a capacity, unknown to humans and incapable of other materials, to have souls. On the other hand, there are biological life forms (i. e. plants), which we believe not to have souls. Science has shown that humans have evolved over years, from animals like apes, and originally from organisms like bacteria. If this is true, then it shows that humans were once creatures without intelligence – that is just something we have achieved through evolution. Then surely, when computers gain the ability to make decisions, they will be able to improve themselves and in a virtual evolution improve and improve over time, becoming more and more lifelike? It is also possible that computers already have minds. The ‘qualia’ problem suggests that we cannot determine whether something has a mind or is conscious merely by the way it acts. Just because a computer seems to be a slave to us, doing exactly what we tell it to do when we press buttons, does that necessarily mean that this is all it is capable off? Or even all that is does? A computer obviously does a lot more than we know, as it already has vague forms of artificial intelligence. A lot of standard software has assistants with A. I. in order to assist and help us.

Review what your role, responsibilities and boundaries as a teacher would be in terms of the teaching/training cycle Essay

There is often an assumption that, if we give people some training it’s bound to do some good and often simply experiencing a training event can result in learning. However the chances are far greater when a systematic approach to teaching is applied. The ‘teaching/training cycle’ is the classic method of carrying out the teaching process. It is a logical and structured approach to teaching which ensures that the needs of the learner are effectively met. The teaching cycle is a cyclical model of experiential learning which consists of a five stage learning sequence which encourages continuity from one experience to another. It can be approached at any stage, but it needs to be followed through to be effective. Taking shortcuts at any stage can lead to ineffective teaching/training. It is paramount that the role, responsibilities and boundaries as a teacher are understood and integrated within the parameters of the cycle for learning to be effective. A teacher’s role in the Lifelong Learning Sector is broad; indeed Harden and Crosby (2000:334) identified twelve distinct roles of the teacher, however this falls short of the nineteen roles identified by Wilson (2008:6). Some of the functions sit within specific stages whilst others embrace the whole of the training cycle. Identifying learners’ specific needs is critical because if these are not identified, the training will not achieve the intended outcome. It is vital to ensure that the training has the correct purpose. At this stage it is important to assume nothing. Stage One- A diagnostic assessment (Training Needs Analysis) evaluates what is already known whilst exploring learning outcomes. This is accompanied by initial assessment (S4L screening); an analysis of Learning Styles and ICLP (learning plan). At this first stage it is key to establish boundaries with  the learner; Bluestein (2010 Online) identifies eleven reasons to use boundaries including â€Å"being able to express your limits and to communicate the conditions or availability†. The teacher must foster integrity and confidentiality in order to establish trust and respect with the learner. It is also important to remember the teacher’s role as a role model and that you only get one opportunity to create a good first impression. As a teacher it is imperative that you are punctual; dress appropriately; use appropriate language and feedback at the appropriate times. It is important to portray a professional image and to be seen to work within the boundaries of the law, professional codes, values and ethics. Teachers are responsible for pastoral care; for looking after the personal and social wellbeing of the individual including the health and emotional support of the learner. Often issues can be picked up early in the cycle and the teacher can then support the individual. The learner may need financial, health and learning support which can be gained via referral to a support service. Occasionally they may need a break from the programme in order to resolve personal issues and only then is the individual able to reach their full potential. The needs and objectives of the learner should be routinely examined throughout the programme through direct and indirect feedback so that the individual feels supported and valued and is able to reach their full potential. Stage Two – The teacher is responsible for planning and designing a programme of study that responds to these needs. This involves the teacher designing a scheme of work and model of delivery; individual lesson plans and sourcing resources. Stage Three – Stage three focuses on delivery with the teacher providing appropriate methods, resources and support while facilitating learning. Approaches to learning will depend on the number of students and learning styles of the group. Stage Four – Giving learners access to fair assessment; the teacher assesses and checks learning and monitors progress. This is an opportunity to feedback on success or initiate change. Stage Five – Involves gaining feedback as part of the evaluation process; the teacher and the learner review the effectiveness of the course and consider any information, advice and guidance (IAG) the learner may need to progress with their development. The teacher analyses retention and success levels. The teacher is responsible for contributing towards the administration of the programme and contributing to Quality Assurance. The teacher has a duty of care to facilitate learning to everyone without discrimination within a safe learning environment and to ensure that all learners receive a positive learning experience and achieve their goals. References Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Harden et al (2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning Bibliography Bluestein, J. ( © 2010), 11 Reasons to use Boundaries. http://www.janebluestein.com/handouts/bound_reasons.htmlDeerfield each, FL: Health Communications, Inc., Fox, R. (2005) Teaching and Learning. Oxford: Blackwell Publishing Ltd. Harden et al(2000) Medical Teacher. Volume 22, Issue 4 July 2000, pages 334-347. London: Informa Plc. Petty, G. (2006) Evidenced Based Teaching. Cheltenham: Nelson Thornes Ltd. Wilson, J. (2000) Key Issues in Education and Teaching. London, New York: Cassell Wilson, L. (2008) Practical Teaching: A Guide to PTLLS & CTLLS. London: Cengage Learning