Policy Topic Search and Summary Essay

POLICY TOPIC SEARCH AND SELECTION The topic I have chosen is Medicare. The affected stakeholders associated with this topic are the elderly. Those enrolled in Medicare are referred to as beneficiaries. More than 14 million beneficiaries are now enrolled in private Medicare Advantage plans. This is a 30% increase since 2010. This is a great increase even with the payment changes associated with the Affordable Care Act (â€Å"Medicare†, 2014). Medicare is a federally funded program for people aged 65 and older, certain people with disabilities, and people with end stage renal disease. There are different parts of Medicare that cover specific services. Part A is hospital insurance; this covers hospital stays, skilled nursing facilities, hospice care, and some home health care. Part B is medical insurance; this covers certain doctor’s services, outpatient care, medical supplies, and preventative services. Part C is Medicare Advantage Plans. This is a Medicare health plan offered by a private company that is contracted with Medicare to provide all of the Part A and B’s benefits. This includes HMOs, PPOs, Private fee for service plans, special needs plans, Medicare Medical Savings Account Plans. If enrolled in Medicare Part C, services are not covered under original Medicare. The final part of Medicare is Part D, this adds prescription drug coverage to original Medicare (â€Å"What is Medicare?†, n.d.). The elderly are specifically affected by Medicare because for many this is their only option for having access to health care. Medicare’s future is at the forefront of a lot of people’s minds and is concerning for the elderly and those who are approaching the age of 65 and getting ready to retire. The  costs associated with keeping Medicare running are ever increasing, and many are worried that the funds and the program will not be available in the future. References Medicare. (2014). Retrieved from http://kff.org/medicare/. What is Medicare?. (n.d.). Retrieved from http://www.medicare.gov/sign-up-change-plans/decide-how-to-get-medicare/whats-medicare/what-is-medicare.html/.

Ap World History Curriculum Framework Questions

1. In what way do we see the expansion of the Byzantine Empire (or the Muslim Caliphates) facilitating Trans-Eurasian trade & communication? answer: give examples of conquered people being drawn into their conquerors’ economies & trade networks) * Byzantine Empire – use of the gold coin, the bezant, facilitated trade and communication by creating a standard currency by which all peoples could expect to trade with; Balkan Slavic peoples came under Byzantine rule and was drawn into the trade network; became trading partners with other towns that were smaller in size such as Florence of Italy, facilitating long-distance trade * Muslim Caliphates – everywhere, there was a huge incentive to convert to Islam because of the massive trade arena that was created as a result of the religion – in various countries, Islamic religion provided links for trading partners (such as in West Africa); when Islamic empire conquered India, new products were introduced (crops) w hich later spread into Africa and Uerope 2. What examples do you see of cross-cultural interactions resulting in the diffusion of scientific & technological traditions? Byzantine Empire – when China finally opened its doors, many Europeans such as Marco Polo visited there and absorbed many ideas about Chinese culture, writing about them and eventually bringing those ideas back to Europe * Muslim Caliphates – Greek thinking (science and medical texts, as well as philosophy) contributed towards Arab scholarship, and its thinking about the natural sciences and philosophy 3. Following the collapse of empires (most notably Roman), the Byzantine Empire constituted a new government. Give examples of the way that traditional sources of power & legitimacy combined with innovations in governance to produce a gov’t better suited to its circumstances (ie: patriarchy, religion, or land-owning elites combining with new methods of taxation, tributary systems, or adaptation of religious institutions). Byzantine Empire – it maintained a Roman style of centralized imperial court that was based in Constantinople; it set up a caesaropapism where the emperor was both the head of the state as well as the head of the church as appointed by God; maintained many social systems such as taxation and the church; in the 11-13th centuries, there was a leap in urbanization and economic growth, which led to many new chances for women to leave their domestic lifestyles to seek more urban professions * Western Europe – the Roman Catholic Church was separate from the state; the pope held religious authority while the emperor headed the state – system of feudalism ensured loyalty in the chaos-ridden world of that time * China – centralized, individual cities; landowners were given privileges by the government rather than merchants, as merchants were viewed as lazy people who gained profit through the works of others 4. Do you see any examples of i nnovations in agriculture or industrial production? ie: foreign luxury goods & crops like sugar & citrus being grown in new regions) * Byzantine Empire – adopted various mathematical, scientific and philosophical theories of the Arabs and India; adopted the technology from China – papermaking, gunpowder, as well as the compass and much nautical technology; heavy wheeled plow that was adapted to suit the environment – could handle the thicker soil of Northern Europe; relied on horses and used horseshoes probably from China or Central Asia; system of three field crop rotation; adopted silk making techniques and became one of the main producers of silk; developed cannons as a result of the introduction of gunpowder * Muslim Caliphates – new crops introduced in India which were spread around the empire such as cotton and sugarcane (two crops had a very complex production process, and in the rush to produce it, slavery quickly intensified; adopted ancient Pers ian water-drilling techniques, rockets from China, and papermaking techniques all from China; developed a series of math concepts such as algebra, scientific advances such as in medicine and pharmacology 5.What factors do you see that contributed to the decline of urban areas (possible answers: little ice age, invasions, disease, decline of agricultural activity – give examples of this) * western Christendom – around 476, much that had characterized Roman civilization also weakened, declined or disappeared in the several centuries before and after; any semblance of large-scale centralized rule vanished, disease and warfare reduced Western Europe’s population by more than 25%; land being cultivated shrunk, while wasteland expanded; urban life diminished as Europe reverted to a largely rural existence; buildings crumbled from lack of care, and outside Italy, trade routes died out * eastern Christendom – decline in urbanization because of the threat of attac k of outsiders; slavs, arabs, latin crusaders and turks progressively disrupted the empire through simple penetration or military conquests – swelling of Constantinople’s population was not growth, but because many people chased from their region by Byzantium’s enemies sought refuge in Constantinople 6. Do you see continuities & changes in social structures, labor management? (labor: free peasant agriculture, nomadic pastoralism, craft production, guild organization, unfree labor & gov’t enforced labor taxes, military obligations? * China – built a bureaucracy that managed public works; Tang and Song dynasty experienced a revolution that made it the richest, most skilled and most populous country on earth; industrial production soared in both small and large scale enterprises, China’s iron input increased dramatically; produced things for the market rather than for local consumption; growing use of paper money led to the increase in output, population, skills and led to a burst of inventiveness * Byzantine Empire – agriculture – production arranged around two centers – estate and village; distinctions between landholders and tenant farmers; guilds of specified jobs introduced a new and more productive division of labor * Roman Empire – coercive labor system (slavery) 7. Give examples of new forms of coerced labor. Give examples of free peasants resisting attempts to raise dues & taxes (ie: revolts in Byzantine empire or China). Give examples of the increased demand for slaves (for both military & domestic purposes) within Central Eurasia, & Eastern Mediterranean. within the new, fragmented and decentralized kingdoms of the Western Christendom, a social system known as feudalism emerged – lesser lords and knights swore allegiance to greater lords or kings; Roman style slavery gave way to serfdom – unlike slaves, serfs were not the personal property of their masters, couldnâ€⠄¢t be thrown off land and were allowed to live in families, but they were bound to their master’s estates as peasant laborers and owed various payments and services to the lord of the manor * Byzantine Empire highly regulated slavery – natural state of humanity is freedom, but law of nations may supersede natural law and reduce certain people to slavery – basic definition of a slave was – anyone whose mother was a slave, anyone who has captured in battle, and anyone who has sold himself to pay a debt, but it was possible to become free * Abbasid Empire had an army dominated by slave soldiers – mamluks – originally soldiers captures in central Asia, but later boys specifically taken or bought to be trained as soldiers – later dissolved their loyalty to their masters and established themselves as the ruling dynasty * Islamic slaves directed at the service sector – concubines, cooks, porters and soldiers – form of consumpt ion rather than a factor of production – many more female than male slaves 8. In what ways do we see gender relations and family life being affected by religious conversion? may not be many examples in Europe, but several in other areas we’ve already studied) * Song dynasty, reviving Confucianism tightened patriarchal restriction on women to emphasize images of female submission and passivity; emphasized the subordination of women and men and the need to keep them separate * Spread of Christianity opened new opportunities for women – to become nuns/join a convent, offered relative freedom from male control; where women could exercise authority and gain some semblance of education * What rise of Islam meant for women is highly controversial – on a spiritual level, the Quran states explicitly that women and men are equals, but on a social level, they were viewed as subordinate, especially in marriage; sometimes it helped women – banned infanticide, g ave women control over property/inheritance, required a women’s consent for marriage etc. , but also diminished their social roles as there were growing restrictions on women

Car Safety and Newtons Law of Motion Essays - Airbag, Bags

Car Safety and Newtons Law of MotionAirbags What is an Airbags? Airbag is a vehicle safety device feature designed to protect passenger during a car accident to help prevent the people inside the car from hitting a hard surface. style.visibilityppt_xppt_ystyle.visibilitystyle.visibilityppt_y Airbags It designed in a thin nylon bag that stored in a steel wheel. It will inflates in frontal impact in which the car strikes about 16 km/h. style.visibilitystyle.visibility History of the Airbags Airbags first came about in the 1950s and it took more than 30 years to introduced in the public. It was conceived by John Hendrik. style.visibilitystyle.visibilitystyle.rotationppt_xppt_yppt_xppt_ystyle.visibilitystyle.rotationppt_xppt_yppt_xppt_y Newtons Law and Airbags Designed follow by Newtons First Law Object at rest stay at rest, object in motion stay in motion, unless acts upon by an outside force. Newtons First Law of motion affects us when we are in a moving vertical because a person travelling in a car, even though we are still in a car, we are nevertheless travelling at the same speed as the car. If the car stop suddenly, the person tends to keep moving with the same direction and speed as before the collision.style.visibilitystyle.rotationppt_hppt_wstyle.visibilityppt_xppt_yppt_xppt_ystyle.visibilityppt_wppt_h How does airbags work? During a collisions, the airbags protect the driver from serious injury caused when you hit the steering wheels. It also slow you down more gradually. style.visibilitystyle.visibilityppt_xppt_ystyle.visibilityppt_xppt_y The Important of airbags It is important to have airbags in case of an emergency because Newtons Law of Motion say that an object in motion would stay in motion unless hit by an unbalanced force. In this case, the object in motion is the person and the unbalanced force is the airbags. If in the car accident, there is no seat belt and airbags to protect you, it is a very high chance that can make you get danger.style.visibilityppt_wppt_hstyle.visibilityppt_xppt_yppt_yppt_yppt_y Thank You!! Bibliography http://auto.howstuffworks.com/car-driving-safety/safety-regulatory-devices/airbag.htm http://www.slideshare.net/shonimaprakash/shonimasafety-airbags-in-cars-18221605 http://www.takata.com/en/around/airbag01.html http://www.explainthatstuff.com/airbags.html https://www.youtube.com/watch?v=j7TcBESSGsA http://www.privatefleet.com.au/glossary/what-is-airbags/

Human Rights and Development Essay Example | Topics and Well Written Essays - 1000 words - 1

Human Rights and Development - Essay Example Low-income countries have many issues to deal with including poverty, poor education systems, inadequate healthcare provision systems and corruption among other issues. Most low-income countries are ill equipped to deal with diseases that affect large populations especially communicable diseases. HIV/ AIDS has proven to be a very difficult issue to solve in low income countries affecting human rights and development in such countries (Institute of Medicine (U.S.), Briere & National Academies Press, 2011:29). The UN Charter on human rights states that every person has a right to good health status, which means that all people must have access to quality health care services. The HIV/AIDS pandemic has made it difficult to achieve this aspect of human rights under the UN charter. Most low-income countries are ill equipped to deal with the pandemic. Their economic status and the healthcare sector do not have enough funds, equipment and personnel to deal with HIV/AIDS. In addition to this, most low-income countries cannot afford to provide medication and the necessary healthcare services to people with HIV/AIDS considering that these countries have the highest number of people suffering from the disease (Robinson,  2011:99). This countries struggle to deal with the HIV/ AIDS pandemic on top of the fact that new infections occur at higher rates compared to the middle income and the high income countries. As such, the fulfilment or the provision of human rights to populations with HIV/ AIDS in low-income countries has become a difficult issue to accomplish. All people affected by the HIV/ AIDS including those infected and their families are entitled to access public resources that enable them to cope with the effects of HIV/ AIDS. However, low-income countries face a difficulty to provide public support to this group meaning that they suffer rejection and

People's History of Southeast Asia Essay Example | Topics and Well Written Essays - 3500 words

People's History of Southeast Asia - Essay Example Every generation transmitted its stock of values, skills methods, and traditions from one generation to another since the beginning of human existence. The systematic provision of learning began to develop approximately two hundred years ago. The growth of schools for children increased over time due to initiatives of the priests, bureaucrats and specialists. The religious leaders headed schools and were responsible for moral and intellectual growth of children. The early history of Southeast Asia picked up as an aspect of seminal writings that occurred at religious centres. The eagerness of the rulers and elites to absorb influences and ideas from the international arena accelerated the quest for education in the region. The earliest traces of teaching and learning in Southeast Asia are found in Hindu and Buddhist instruction manuals, development of Monastic cultures across Asia and trails that   were left by circulation of scholars.   These indicators are believed to have contr ibuted to the lodgment of successive world religions and their traditions of high learning in the region’s cosmologies. Transnational networks and interactions led to the emergence of educational entrepreneurs. The role of educational entrepreneurs was to draw on financial resources and international networks to put up reformist schools of Islam and printing presses.   Prior to 1920s, the accumulated wealth of Southeast Asia countries was used to erect educational projects such as schools and printing presses.... se indicators are believed to have contributed to the lodgment of successive world religions and their traditions of high learning in the region’s cosmologies. Transnational networks and interactions led to the emergence of educational entrepreneurs. The role of educational entrepreneurs was to draw on financial resources and international networks to put up reformist schools of Islam and printing presses. Prior to 1920s, the accumulated wealth of Southeast Asia countries was used to erect educational projects such as schools and printing presses with an objective enhancing educational development. The South Indian Muslims, Tamil Social Reformers and jobbing Theosophists recognized scientific development as a critical force behind societal development.4 The countries devised patterns of regional migration with the hope that these individuals will return home equipped with new wealth of knowledge and skills. An example of this group was the Minangkabau of West Sumatra who mainl y believed in matrilineal traditions. People were considered to belong to the same decent groups as their mothers. The educated people chose to be teachers, whether in colonial schools, Jawi while others volunteered to work as teachers in Mecca and Medina. The region was largely characterized by an educational cosmopolitan, which lay at the heart of its later educational experiences. The systems of learning in Southeast Asia permeated down to local levels. The communists exploited the village-level Confucian scholar during the mid-20th century revolution. Jean deLanessan, the French traveler, wrote in the year 1895 that even the peasants could read and write. This writing was one of the elements of Orientalist romanticism in action. Jean deLanessan studied the overt behavior of the region during

HRM Essay Example | Topics and Well Written Essays - 500 words

HRM - Essay Example Berger & Berger (2003) suggest three ways to drive an organisation's success. The first strategy is to identify, select and cultivate the best talents; the second is to cultivate 'backups' for highly qualified people, so that in the event of the most qualified leaving the organisation the organisation does not suffer and finally "allocate resources to employees based on actual and/or potential contribution to organizational excellence". There are a number of issues that going to be a challenge for the corporate managers to manage talent within their organisations. The strategies, policies and practices of the corporate management have to be overhauled in light of increasing global labour force, virtual workplaces, race, culture and age of the employees. In addition to this the proliferation of the internet could give access for those who seek job opportunities elsewhere (CIPD 2006). Retaining talent will be the key agenda for any corporate and to achieve this lot of companies have to be revamped. Revamping may not be that easy considering the existing work ethics that have been in place.

Decision making process Case Study Example | Topics and Well Written Essays - 500 words

Decision making process - Case Study Example In the year 2012, for example, locals, â€Å"farmers, students, researchers, and activists† demonstrated against a decision on application of the tract to illustrate its significance (Occupy the Farm 1). Threats to similar demonstrations have similarly been realized in the recent past following decisions to utilize part of the tract (Breslaur 1). The public and a special committee for the project will therefore be involved in the decision making process that. The public, through the different stakeholder will participate in the initial decision making stage that will involve identification of possible alternatives whose implementation will meet people’s needs. Investors whose interest lies in the decision on application of the tract will also be involved in identification of possible applications (Burger 29). The committee of experts that will be instituted by the tract’s caretaker institution for managing the tract will then take the active decision making role. It will analyze offered opinions by the public and investors to determine and align their exact meanings. It will then conduct a research on factors to the tract and potential effects of identified options and conduct analysis to inform its decision on the project (Schermerhorn 93). The decisions will be made at different times and in different forums. The public has undertaken its role in the decision making through specialized forums that were organized, separately, for students, researchers, farmers, and local residents to offers their opinions on possible application of the land for their best interests. Investors’ decisions and the decisions at different stages of the management committee are scheduled for the next two months. The following timeline shows the timeline for the past decisions and proposed schedule for future decisions by investors and the committee. Breslaur, George. â€Å"UC Berkeley issues a response