Common App 2017-18 How to Write a Great College Application Essay

Common App 2017-18 How to Write a Great College Application Essay After a year of stability, the Common Application essay prompts have changed again – I think for the better – based on surveys of 5000 teachers, students, counselors and colleges. This year brings some wording changes and a brand new prompt – and an old, previously discarded question that has been brought back to life. Significantly, the now â€Å"old† Common App prompts have not changed a lot – which makes sense since 90% of survey respondents reported that the prompts already worked well. Ideally, the new ones will work even better. Let’s take a look at the 2017-18 Common App prompts: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.  This prompt has not changed, and I think that’s a good thing. Many college applicants have some aspect of their lives that’s meaningful and important enough to share with the admissions committee. This question provides a welcome opportunity to do so. The lessons we take from obstacles we encounter can be fundamental to later success. Recount an incident or time when you experienced a challenge, setback or failure. How did it affect you, and what did you learn from the experience?  Ã¢â‚¬Å"Obstacles we encounter† and â€Å"a challenge, setback or failure† replaced the previous â€Å"failures† and â€Å"failure.†Ah, this prompt is so much less confronting, and so much more welcoming, to students who do not consider that they have â€Å"failed† but certainly have faced challenges in their lives. Not everyone is too evolved to see failure as an opportunity. And why require a failure to give students the opportunity to write about lessons learned? I like this change. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?â€Å"Questioned† was added to â€Å"challenged†; â€Å"prompted you to act† was replaced with â€Å"your thinking†: and â€Å"Would you make the same decision again?† was replaced by â€Å"What was the outcome?†I like this change because, while few youngsters have gone against the grain in a meaningful way, many of them have had thoughts that go against a belief or idea. The new prompt does not require students to have taken huge risks or to be activists. It just requires them to have opinions. Furthermore, they do not have to answer a yes or no question about whether they would take the same action in the future. Why require students to fortune tell like that? Instead, they can talk about what happened and naturally examine their role in that outcome. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.  This was a completely new prompt two years ago, and it provides an exciting opportunity for students to display their intellectual prowess or emotional intelligence. No changes for next year! Discuss an accomplishment, event, or realization, that sparked a period of personal growth and a new understanding of yourself or others. This is a fairly old prompt with a fresh take. Interestingly, I predicted that it would be deleted or changed significantly last time I wrote about the Common App prompts, as I saw the danger of clichà ©d answers talking about Bar Mitzvahs and Eagle Scout projects.Here’s what changed: The words â€Å"formal or informal† were deleted, and the word â€Å"realization† was added. Even more significantly, instead of asking about something that â€Å"marked your transition from childhood to adulthood within your culture, community, or family,† the prompt now asks for students to delve into their own growth and understanding of themselves, their relationships and the world.Both changes reveal admissions committees’ clear preference for introspection and self-understanding. I’ve been saying for years that the com mittees want to see self-awareness and a focus on personal growth, and this preference could not be clearer than from the changes in this essay question. Describe a topic, idea or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?  This brand new prompt is another opportunity for applicants to explain how their brains work, what makes them tick, and how they explore their intellectual interests. I believe it’s a way for the admissions committee to discover how engaged a student would be in both intellectual and extra-curricular pursuits. It will be a great option for any students with passion and curiosity! Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.  While there was a â€Å"topic of your choice† essay question in the past, it did not suggest submitting an essay the student has already written! This choice fascinates and scares me. With the emphasis in all the other questions on sharing so personally, why open things up to essays on Huckleberry Finn? Why give this easy out to students who can just slap an essay into the box that they wrote for an English class? I bet this question in its current form won’t last long.Also interestingly, when the â€Å"topic of your choice† question was eliminated, there was very little complaint. But after a couple of years, people want it back. We’ll see what the feedback is in the future. It doesn’t really seem necessary, as the instructions to the Common App encourage students to use the prompts to write about anything they want:â€Å"What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response.† As Scott Anderson, Senior Director for Access and Education at The Common Application, points out in The Common App Essay Prompts Are Changing. Here’s Why It Doesn’t Matter, there’s really only one question in the Common App Essay: â€Å"Write an essay on a topic of your choice.† The Common App Essay has provided you direction, and your job is to take it and create your story. If your child is applying to college and wants support on writing a great response to the Common Application Essay questions, contact The Essay Expert. Remember, approximately 26% of all college applicants hire an admissions consultant, and your child is in the same pool as they are. You might also enjoy some of my other articles about college essays and admissions.

Michael Faraday, Inventor of the Electric Motor

Michael Faraday, Inventor of the Electric Motor Michael Faraday (born Sept. 22, 1791) was a British physicist and chemist who is best known for his discoveries of electromagnetic induction and of the laws of electrolysis. His biggest breakthrough in electricity was his invention of the electric motor. Early Life Born in 1791 to a poor family in the Newington, Surrey village of South  London, Faraday had a difficult childhood riddled with poverty. Faradays mother stayed at home to take care of Michael and his three siblings, and his father was a blacksmith who was often too ill to work steadily, which meant that the children frequently went without food. Despite this, Faraday grew up a curious child, questioning everything and always feeling an urgent need to know more. He learned to read at Sunday school for the Christian sect the family belonged to called the Sandemanians, which greatly influenced the way he approached and interpreted nature. At the age of 13, he became an errand boy for a bookbinding shop in London, where he would read every book that he bound and decided that one day he would write his own. At this bookbinding shop, Faraday became interested in the concept of energy, specifically force, through an article he read in the third edition of Encyclopà ¦dia Britannica. Because of his early reading and experiments with the idea of force, he was able to make important discoveries in electricity later in life and eventually became a chemist and physicist. However, it wasnt until Faraday attended chemical lectures by Sir Humphry Davy at the Royal Institution of Great Britain in London that he was able to finally pursue his studies in chemistry and science. After attending the lectures, Faraday bound the notes he had taken and sent them to Davy to apply for an apprenticeship under him, and a few months later, he began as Davys lab assistant. Apprenticeships and Early Studies in Electricity Davy was one of the leading chemists of the day when Faraday joined him in 1812, having discovered sodium and potassium and studying the decomposition of muriatic (hydrochloric) acid that yielded the discovery of chlorine. Following the atomic theory of Ruggero Giuseppe Boscovich, Davy and Faraday began to interpret the molecular structure of such chemicals, which would greatly influence Faradays ideas about electricity. When Faradays second apprenticeship under Davy ended in late 1820, Faraday knew  about as much chemistry as anyone else at the time, and he used this newfound knowledge to continue experiments in the fields of electricity and chemistry. In 1821, he married Sarah Barnard and took up permanent residence at the Royal Institution, where he would conduct research on electricity and magnetism. Faraday built two devices to produce what he called electromagnetic rotation, a continuous circular motion from the circular magnetic force around a wire. Unlike his contemporaries at the time, Faraday interpreted electricity as more of a vibration than the flow of water through pipes and began to experiment based off of this concept. One of his first experiments after discovering electromagnetic rotation was attempting to pass a ray of polarized light through an electrochemically decomposing solution to detect the intermolecular strains the current would produce. However, throughout the 1820s, repeated experiments yielded no results. It would be another 10 years before Faraday made a huge breakthrough in chemistry. Discovering Electromagnetic Induction In the next decade, Faraday  began his great series of experiments in which he discovered electromagnetic induction. These experiments would form the basis of the modern electromagnetic technology thats still used today. In 1831, using his induction ring- the first electronic transformer- Faraday made one of his greatest discoveries: electromagnetic induction, the induction or generation of electricity in a wire by means of the electromagnetic effect of a current in another wire. In the second series of experiments in September 1831 he discovered magneto-electric induction: the production of a steady electric current. To do this, Faraday attached two wires through a sliding contact to a copper disc. By rotating the disc between the poles of a horseshoe magnet, he obtained a continuous direct current, creating the first generator. From his experiments came devices that led to the modern electric motor, generator, and transformer. Continued Experiments, Death, and Legacy Faraday continued his  electrical  experiments throughout much of his later life. In 1832, he proved that the electricity induced from a magnet, voltaic electricity produced by a battery, and static electricity were all the same. He also did significant work in electrochemistry, stating the First and Second Laws of Electrolysis, which laid the foundation for that field and another modern industry. Faraday passed away in his home in Hampton Court on August 25, 1867, at the age of 75. He was buried  at Highgate Cemetery in North London.  A memorial plaque was set up in his honor at Westminster Abbey Church, near Isaac Newtons burial spot.   Faradays influence extended to a great many leading scientists. Albert Einstein was known to have had a portrait of Faraday on his wall in his study, where it hung  alongside pictures of legendary physicists Sir Isaac Newton  and  James Clerk Maxwell. Among those who praised his achievements were Earnest Rutherford, the father of nuclear physics. Of Faraday he once stated, When we consider the magnitude and extent of his discoveries and their influence on the progress of science and of industry, there is no honour too great to pay to the memory of Faraday, one of the greatest scientific discoverers of all time.

Dictionary Translates Ancient Egypt Life Essay Example | Topics and Well Written Essays - 500 words

Dictionary Translates Ancient Egypt Life - Essay Example This dictionary is said to be 2000 page, and already published online with upcoming printed copies for educational and research purposes. As revealed by scholars, this dictionary can serve as a bridge to connect the past and present Egyptian history that coursed throughout time. This translation of symbols makes history become clearer in understanding their ancient lives in terms of religion, racial, commercial, cultural, social, and political aspects. Further developments in understanding ancient scrolls in papyrus and other historical artifacts are projected to be hastened as more updates and newer editions are expected to come up with the help of this dictionary. Historical Example 1: Egypt is an interesting topic when it comes to its history. Early civilizations started in Egypt where various contributions from foreigners colored their timeline influencing them in various aspects such as political, social, religious, and cultural facets. Egyptologists around the world such as Janet Johnson reveals this part of Egyptian history where various invaders conquered Egypt, such as the Persians, Greeks, and the Romans. Further, she concluded that the dictionary serves as an important tool in revealing easily the many fascinating eras in the history of Egypt Historical Example 2: Demotic language is an abandoned language. This is a fact that needs to be accepted in the modern world. However, no matter how deeply they are buried with time, about 1,500 year ago, still, their relevance in the present time of Egypt can not be erased. They are as part of history as the present civilizations. Although these hieroglyphs seem to be meaningless today, but their deeper meanings are yet uncovered revealing such a healthy and rich bearing to the present day Egypt. This dictionary can revive the ones long dead language to trace the origin of words such as â€Å"adobe† from â€Å"tby† and many more The translation of long forgotten words and symbols can give significance to

Does Punishment Deter Crime Essay Example | Topics and Well Written Essays - 1250 words

Does Punishment Deter Crime - Essay Example ed as a justified step to make the criminal realize his act of omission and offense that is committed and also as an attempt to give justice to the person or people against whom it has been committed. The changing paradigms of the emerging new pluralistic society have necessitated the need to study the wider implications of punishment for the various types of crimes that are becoming a regular feature of the American society. The punishments which were supposed to serve as examples for others to refrain from crimes are increasingly becoming ineffectual. Hence, in the recent times, crime and punishment have become the most controversial issues and crucial public policy questions, especially in America. Punishment for crimes has primarily been implemented for four major reasons: retribution; deterrence; rehabilitation; and social protection. These four factors are significant motivators for effectively combating crimes against the society and serve as vital public policy decisions while disbursing justice. Criminal justice has seen tremendous changes in the level of punishment and politicians, academicians and social scientists have vastly differed in the use or misuse of the official machinery and the justice system that decides and awards the punishment. The one most vital point that has come through the various public debates is the long term sustainability of the wider objectives of the punishment; whether the punishment has served as effective deterrent? Retribution refers to the concept that the criminal deserves punishment. The adage ‘tit for tat’ or ‘eye for an eye’ becomes the main objective of the punishment. Crime has been committed and therefore the criminal must be paid back in the same manner or something which is as bad as his crime. In the modern times and in the civilized society, this act of vengeance is neither considered to be morally right or just because it would bring our action at par with that of criminal. Hence, our actions need to

Special Admissions High Schools in New York City: Unequal Opportunites for Everyone :: Free Essays Online

Special Admissions High Schools in New York City: Unequal Opportunites for Everyone As a teenager growing up in New York City a major part of your life is the high school that you attend. New York City is filled with high schools, public, private, and parochial. Within the public school system in addition to "regular" public schools there are also special admission and magnet schools. Although these schools are all technically part of the same system, there are very great differences and disparities between them. As a student at a special admissions public school I was very aware of the problems that existed at my school, but also took for granted the advantages my school had over "regular" public schools. Our ceiling was falling down, we had no windows or ventilation, and we had teachers that didn't teach, but we also had a computer network, beautiful grand pianos, small classes, a Jazz Chorus that took a trip to Europe, AP courses, and a ridiculous number of graduates attending Ivy League universities. Some of the "regular" public schools might have had windows, but that was really the only advantage, after that we had them beat by quite a lot. I grew up across the street from two high schools. One of them, Fiorello Laguardia High School, is a special admissions public school for students who are gifted in the performing or visual arts. The student population at Laguardia is relatively diverse with students of all races attending, although the majority of the students, as at all of the NYC special admissions high schools, is white and Asian. The other high school, Martin Luther King jr. High School is a "regular" public high school. The population is almost entirely African American and Hispanic with a very small minority of Asian students. In Manhattan, as in many areas of New York City, where one attends high school has little to do with where one lives. Almost everyone takes some combination of busses and/or subways every morning and afternoon. Because of this, the problems cannot really be blamed on districts. The disparities between schools has much more to do with who attends the school than where the school is located and the income of the population of that area. Technically, according to Marty Schwartzfarb, an educator in the New York City Public school system, all of the high schools run by the New York City board of education are supposed to be receiving exactly the same amount of money per student.

Standardized Testing in Schools

Standardized tests are administered in all schools across the U. S. in lieu of the Elementary and Secondary Education Act of 1965 and the No Child Left Behind Act of 2001. According to these laws, schools have to administer standardize tests to qualify for various types of licensing and grants. For instance, a certain percentage of the students in public schools must pass the standardized tests to be allowed federal support and funding for that particular school. If the results of the standardized tests are not at par, the school does not get funding. At the same time, many students have to take high-stakes standardized tests to get into various colleges/universities of their choice. If the students do not do well on such tests, they are denied admissions. The thing to note about these standardized tests is that they are not reliable and they contain various biases in them. Many people have criticized how such tests do not contain relevant information that can be found in the course syllabus and they test students on impractical levels. Others believe that standardized tests provide results based on very few parameters that do not reflect the students’ real intelligence. Looking at the various researches and opinions of critics, we find that standardized testing is not an effective measure of gauging students’ intelligence, and they should not be used in schools. For example, one of the biggest reasons standardized testing is not effective is because of the subjectivity that can be found in such tests. For instance, Williams (2005) speaks of how many of the standardized tests are gauged by computers. These computers look at the essays input and they provide the results after running certain algorithms that measure certain aspects of the essay, such as structure. Williams (2005) presents a very interesting fact of how some of his colleagues and even he himself used an online website to generate essays about a subject and fed that into the testing machine. The essay that was generated was completely gibberish but was constructed properly according to the rules of grammar. For instance, the essay was supposed to be about standardized testing, but it speaks of how governmental officials and monarchs use the system. The testing machine, however, said that the essay was very well written. This is because the essay followed rules of grammar impeccably, even though it did not make any sense. This shows how standardized testing can be extremely ineffective, as they are mostly being gauged by computers that assess their structure and not their contents. Another problem with standardized tests is that they do not take into account the syllabus that students learn all year round in their classroom curriculum (Rosengarten, 2002). This means that it makes what children are being taught in classrooms as being useless. Children are taught a different syllabus in class, and they are expected to prepare for a test that tests them on other criteria. This causes two problems: one, that the children are being given two different types of education, and two, teachers are not sure what to teach their children. They must teach the children the regular coursework, however, they also must make sure that the children pass the standardized test so that they can receive the federal funding and grant, as per the No Child Left Behind Act. Many people have criticized this act. According to his act, each school must administer standardized tests to its students so that all schools can be gauged on a similar platform (United States Department of Education, 2001). If the students attain a certain level of score on these tests, the public schools are given the federal funding and grant; however, if the school fails, the grants are withdrawn (Diorio, 2008). This is why most of the schools pressure their teachers to prepare the students in such a way so that they ace the standardized tests (Smyth, 2008). This can be problematic. Another problem with standardized testing is that when teachers prepare the students for the standardized tests, they neglect and ignore the subjects that the students will not be tested on. For example, most of the standardized tests focus on mathematics and English skills more. This is why to help students pass the standardized tests, teachers’ pay more attention to these subjects and other subjects, such as science, humanities, history, and art are ignored. Children are getting a skewed education that is tailored to fulfill the federal mandate. Moreover, as noted earlier, most of the standardized tests test students on knowledge that is not part of their syllabus. This results in teachers preparing the students to take the test and do well at it, instead of providing a homogenized form of education that benefits students across all the different subjects. This also means that students can effectively remain lazy and not study all year round and only prepare themselves to take the standardized tests at the end of year to pass their grades. This is also not good, as the students are not being given the proper way of being educated, which should be consistent all year round and not focused on passing one test at the end of the year. Furthermore, standardized tests are also not effective because they contain various biases (Se Queda, 2011). This is because the standardized tests are designed to be administered to a large population that has to take the same test. All the students are required to answer the test in the same manner. This can be problematic, as the U. S. has a very diverse student population from various social, cultural, and ethnic backgrounds (Scholmerich et al, 2008). Placing them all on the same level and playing field is giving advantage to some of the students while making it more difficult for others. For instance, children from different parts of the country would have different sets of skills. For example, a child raised in a big city, such as New York City, would have completely different mindset and set of skills than a child who was raised in a small town, such as Fort Pierce, Florida. This has to do with cultural dynamics and the way that children are taught, treated, and raised in different surroundings. Each of these children would respond in different ways to various educational questions because of their differences in the way that they were raised. Standardized tests do not account for such differences, as the same test is administered in the same manner for all students. At the same time, children with disabilities, e. g. blind children, are also mandated to take standardized test under Individuals with Disabilities Education Act (IDEA). In such cases, the questions are read out aloud to the children and they have to speak out their answers (National Council on Disability, 2008). However, the No Child Left Behind Act ignores the blind children and gives them a null score Mefford, 2009) since they cannot read, which means that the standardized tests are skewed and biased. Additionally, many critics have voiced their concerns over how standardized tests should not be allowed because they are unfair. Such critics talk about how the questions â€Å"require a set of knowledge and skills more likely to be possessed by children from a privileged background. The discriminatory effect is particularly pronounced with norm-referenced te sts, where the imperative to spread out the scores often produces questions that tap knowledge gained outside of school† (Kohn, 2000). At the same time, since the standardized tests contain various patterns that students can be taught, various parents can help their children get the proper preparation so that they can pass these tests. This means that the rich and better off people tend to have the ability to provide their children with private tuitions, helping them prepare specifically for the standardized tests so that they can do well. This is another bias that can be seen in the standardized tests, as those who are able to afford to get specific education and preparation for the standardized tests are able to get better scores. This goes against the true reasons for the standardized tests, which is to gauge the students equally across the same platform. Clearly, the rich have an advantage, as they can afford to be specifically prepared for the test, giving them better scores not because they are more intelligent but because they could pay enough money to tailor their preparation exactly for the test. Another reason standardized tests are ineffective is because they tend to measure superficial thinking rather than the deep thinking of the students. Many scholars have indicated the difference between active thinking and superficial thinking, in that active thinking occurs when students ask many questions about their course, coming up with questions themselves and then linking their current coursework with what they have learned in the past. Superficial thinking occurs when students tend to copy down the answers, do a large amount of guesswork and do not ponder on the more difficult aspects of the curriculum. Research has shown that students who get higher scores on their standardized tests are usually those that indulge more in superficial thinking rather than active thinking. Even though some of the students who indulged in active thinking were also able to get high scores, the correlation between superficial thinking and high scores on standardized test is a positive one. This is another reason standardized tests can be seen as being ineffective, as they tend to measure the wrong kind of things; instead of measuring the students who do active thinking, they favor superficial thinking, which is not good. Thus, we find that standardized tests are ineffective for many reasons. Standardized tests test students on a set of knowledge and skills that they are not usually taught in their coursework. This is why many of the teachers tend to teach students how to pass standardized tests instead of teaching them the proper syllabus. To do this, the teachers have to cut down on other subjects, such as art, and sometimes even take the recess time from the children’s daily timetable. Students can also suffer because many subjects that are not paid attention to help children in building their moral and social learning. At the same time, standardized tests tend to be biased against certain portions of the society, as some students are able to do well on them because of their social backgrounds. Children belonging to rich parents also benefit, as they are able to afford tuition and materials that have been designed to prepare them specifically to get good scores on standardized tests. Finally, it has been found that standardized tests measure superficial thinking more than active thinking. All of these reasons depict why standardized testing is wrong and that it should be replaced with other forms of testing that are more homogenized and work to test the students across relevant parameters.ReferencesDiorio, G. L. (2008). â€Å"No Child Left Behind Act of 2001†. Retrieved on November 7, 2012 from: http://ehis.ebscohost.com Henry, P. (2007). â€Å"The Case Against Standardized Testing.† Minnesota English Journal. 39-71. Retrieved on November 7, 2012 from: http://www.mcte.org/journal/mej07/3Henry.pdf Kearns, L. (2011). High stakes Standardized Testing and Marginalized Youth: an Examination of the Effects of on those who Fail. Canadian Journal of Education, 34(2). Kohn, A. (2000, September 27). â€Å"Standardized Testing and Its Victims.† Education Week. Retrieved on November 7, 2012 from: http://www.alfiekohn.org/teaching/edweek/staiv.htm Mefford, D. (2009, October 01). â€Å"Why Was No Child Left Behind a Failure?† EduBook. Retrieved on November 7, 2012 from: http://www.edubook.com/why-was-no-child-left-behind-a-failure/15467/ National Council on Disability. (2008). â€Å"The No Child Left Behind Act and the Individuals with Disabilities Education Act,† Retrieved on November 7, 2012 from http://www.ncd.gov Rosengarten, D. (2002). â€Å"Standing up to standardized tests.† Dollars and Sense, 232: 6 Scholmerich, A., Leyendeker, B., & Citlak, B., Ulrike,C., Jakel,J., (2008). Assessment of Migrant and Minority Children. Journal of Psychology, 216 Se Queda, m. (2011, February). Biases in Standardized testing. Persephone Magazine retrieved October 26.2012 Smyth, T. S. (2008, January/February). Who is No Child Left Behind leaving behind? Clearing House, 81, (3). United States Department of Education. (2001). â€Å"No Child Left Behind Act of 2001 for Elementary and Secondary Education,† Retrieved on November 7, 2012 from: http://www2.ed.gov/policy/elsec/leg/esea02/index.html Williams, B. (2005). â€Å"Standardized students: The problems with writing for tests instead of people.† Journal of Adolescent and Adult Literacy, 49, (2): 155.

Risk Management Plays a Vital Role in Healthcare...

Risk managers are a vital lifeline in the healthcare organization. If this organization had an active risk manager in place, many of the events leading up to the infant losing its life could have been prevented. There are many steps that a risk manager must take once a risk is identified, this paper will walk through the steps that are required after the risk happened. A risk manager plays an important role with the events in this infant case study. Risk managers hold a wide variety of responsibilities that include: risk identification, risk control, risk financing, claims management, policy review, safety, security, corporate and regulatory compliance, accreditation compliance, mandatory event reporting, and worker’s†¦show more content†¦Once the root cause analysis and action plan have been prepared and submitted to The Joint Commission, they will decide if the plans are adequate. If the determination that an event is reviewable under the Sentinel Event Policy occurs more than forty five calendar days following the known occurrence of the event, the hospital’s response will be due in fifteen calendar days. If the hospital has failed to submit a root cause analysis within an additional 45 days following its due date, its accreditation decision may be impacted (Sentinel Events, n.d). Once a sentinel event takes place, the next step is to perform a root cause analysis. Root cause analysis is a systematic process used to address problems or non-conformance to identify the source of the problem. A root cause is the underlying breakdown or failure of a process when resolved, prevents the problem from recurring (Connelly, 2012). As soon as the event happens the root analysis should begin and should include everyone involved. The team should list in chronological order all the steps related to the error. A cause and effect diagram is useful to visualize the steps that lead up to the event. After identifying the root cause, the team can develop prevention measures and plans for evaluation known as the action plan. The analysis should provide a solution that prevents futureShow MoreRelatedRisk Management Program For New Employees1144 Words   |  5 PagesThe risk management program in any business, especially in a health care organization is an integral part of its day to day operation. The purpose of the risk management department is summed up by Kavaler Alexander (2014), â€Å"†¦a program designed to reduce the incidence of preventable accidents and injuries to minimize the financial loss to the institution should any accident or injury occur† (p. 5). Protecting employees, patients, vendors and visitors is an ongoing process and one that needs toRead MoreThe Affordable Care Act ( Aca )817 Words   |  4 Pagesaddition to universal healthcare, one of the principles of the ACA is the ideal of accountable care. Specifically, adopting an Accountable Care organization (ACO) for Medicare beneficiar ies under the fee for service program. An ACO seeks to hold providers and health organizations accountable for not only the quality of health care they provide to a population, but also keeping the cost of care down (1). This is accomplished by offering financial incentives to the healthcare providers that cooperateRead MoreFinancial Management Of Health Care Sector1256 Words   |  6 PagesFinancial management in health care sector has become vital in various ways. The choices in financing have an impact on the efficiency on the production and supply of health care services. With the growth of the healthcare industry has come the need for healthcare administrators to make increasing use of financial information and techniques in their decision making. Although organizations have individuals who focus almost exclusively on financial operations, managers in any area of operations areRead MoreImportance Of Value Based Health Care Purchasing937 Words   |  4 Pagescare. Employees in vested so much on healthcare so they expect value for their money. In addition, the interest of employers in improving the quality of healthcare also started when health insurance premiums were rising every year to almost 20%. Because of this, employers have become more involved in developing strategies for the purchasing of health insurance. Another reason for employer’s interest in improving quality of care is that access to high-quality healthcare can increase employees’ generalRead MoreThe Strengths And Weakness Of Clinical Governance Essay1078 Words   |  5 Pagesreflected by writer’s experience as a medical officer. Writer believes that discussion of the concepts of governance and management is important for this report. As history always plays a vital part in any area, therefore contemporary health service delivery of New Zealand is discussed with its brief history. Writer has also differentiated the between governance and management which is very impor tant to add in this paper. All these topics are supported by latest academic literature and are writtenRead MoreEffective Approaches in Leadership and Management1483 Words   |  6 PagesRunning head: LEADERSHIP AND MANAGEMENT Effective Approaches in Leadership and Management Amber Norris Grand Canyon University: NRS-451 April 28, 2013 Effective Approaches in Leadership and Management Nurses are crucial in providing quality care in the health care industry. It is imperative to maintain the proper staffing ratio to ensure that nurses can maintain high quality care for their patients. Studies have shown that the increasing workloadRead MoreLegal Implications Of Medical Malpractice1494 Words   |  6 PagesLegal ramifications can also be an outcome of medical errors that can occur due to healthcare workers working long shifts and being fatigued. Medical malpractice claims have been increasing and the reason cited in the claims were â€Å"medical errors that was precipitated by physician and nurse fatigue (MEDSURG Nursing, 2005). Additional studies suggest that a medical provider that averaged 5 hours or less of sleep are more likely to have a serious medical error that could result in he or she beingRead MoreImproving The Strategic Goals Of An Organization1621 Words   |  7 PagesProjects are ultimately designed and implemented to make progress towards ac hieving the strategic goals of an organization. It is important to recognize the fact that many efforts are needed in planning a project, and putting the plan into action may require equal or even more efforts in order to achieve the desired goals. Even the best plans often need corrections and adjustments particularly in the implementation phase, therefore project leaders or managers need to anticipate possible challengesRead MoreInformation Technology And Legal Issues1692 Words   |  7 PagesInformation Technology and Legal Issues Technological advancements continue to expand worldwide, transforming businesses as it develops, especially in the health care industry. Technology plays a significant role in health care including patient intake, monitoring of data, order entry, and self-care strategies. Handheld devices such as iPhones and iPads as well as Android smartphones and tablets are replacing traditional monitoring and recording systems. Innovations in telemedicine allow patientsRead MoreKaiser Permanentes Role For The Care Delivery Process1562 Words   |  7 PagesKaiser Permanente is one of the most prominent health care organizations in the Nation; they do everything such as offer top notch healthcare technologies, great emergency services, excellent physicians, pharmaceuticals, laboratory needs, and hospital services. Due to their every growing organization, they are always looking for great employees to bring on board and develop into their lifelong career. According to Kaiser Permanente Careers (2014), â€Å"There is a reason you choose to bring your career