The Roswell UFO Crash Essay Research Paper free essay sample

The Roswell UFO Crash Essay, Research Paper John Doe Teacher English II CP December 26, 1996 The Roswell UFO Crash In 1947 a UFO was seen near the town of Roswell, New Mexico. It was witnessed by many of the occupants and was described as something non of this planet. The authorities denies any grounds of this event happening and has covered it up for may old ages. Now that more information has become available to the populace, it is clear that something extraordinary happened. The town of Roswell, New Mexico was the location of many UFO sightings in the later 1940 # 8217 ; s and was purportedly the location of a secret military base. Most of the local people had a narrative or two to state about their experiences with these sightings, but are now coming frontward with narratives about how the authorities threatened them non to talk of the incidents that occurred. Some felt as though their life was endangered if they dared to talk of what they saw. One incident in peculiar which has sparked a fad in the survey of UFO # 8217 ; s is when a winging disc allegedly crashed in the comeuppances of New Mexico nigh Roswell on the dark of July 8, 1947. Harmonizing to Roswell expert Henry Ritson, many civilians arrived at the clang scene and witnessed the organic structures of foreign existences ( Roswell Reporter pg. 2 ) . These informants study to hold seen humanoid existences with big, pear-shaped caputs and pouching black eyes being hauled away by authorities and military agents and to hold been debriefed of the full happening by these agents ( Roswell Reporter pg. 3 ) . Some informants were threatened non to talk of the incident once more. The object in inquiry was subsequently classified by the authorities as a conditions balloon and discounted all grounds and eyewitness studies of the UFO scene ( pg. 3 ) . The husbandman whose field the UFO crashed in was offered a big amount of money by a local wireless station to state his narrative on the air. He spoke of unusual foreign stuffs and a apparently unbeatable square of foil which could non be cut or damaged. He besides described the foreign existences Street 2 and the trade in which they traveled ( Roswell: What are We Talking About? pg. 2 ) . He was subsequently arrested by the military and held at the authorities base. The first officer to the clang site, Lt. Jesse Marcel, was told to do a public restatement about the clang scene and study that he had mistaken a conditions balloon for a winging disk ( Roswell Reporter pg. 2 ) . Pictures were taken of Marcel with the conditions balloon and the narrative died down. Written Recordings of the official statement quotation mark Lt. Marcel as stating, # 8220 ; We were so dying in our probe that we mistook what is clearly a conditions balloon as some kind of foreign infinite travel device. # 8221 ; ( Roswell Reporter pg. 2 ) After many old ages of humiliation, Marcel decided to come frontward with his narrative. He explained that he was forced by the military to alter his full narrative and that it was no conditions balloon at all. This statement made national intelligence and started a concatenation of UFO sightings from aroused UFO partisans ( Roswell and Other Government Cover-Ups pg. 4 ) . Most of these sightings were most likely the wild imaginativenesss of these partisans. Lt. Marcel had collected many samples from the crashed object on the twenty-four hours of the clang and shown it to his household. His boy was peculiarly interested in an object which apparently contained alien composing. The objects were confiscated by the authorities and the life of Marcel # 8217 ; s boy was threatened. His female parent was told non to talk of these things or suffer the effects. If there was nil but a mere conditions balloon involved, the authorities would hold no ground to do these menaces. After several old ages of denying the events, the authorities was demanded by the populace to declassify all of the Roswell records. It was to go public shortly after when it was reported that the records had been stolen and were illicitly destroyed. All petitions for information refering the events which took topographic point near Roswell were returned with a answer saying that no records exist of the alleged incident. Many petitions were made for information refering the events which took topographic point by a group of persons who went on to compose a newssheet called the Roswell Reporter. Undertaking Bluebook, a authorities undertaking which contained all UFO studies of that period, contained no records of this incident, despite the fact Street 3 that it is the most talked about UFO happening in history ( Roswell Reporter pg. 2 ) . This undertaking became declassified and all records were released to the populace ( pg. 3 ) . The Roswell incident was non listed in any of them. There is evidently some ground the authorities does non desire the public to cognize the inside informations of the clang. ( Roswell: What are We Talking About? pg. 1 ) UFO sceptics have alternate theories as to what the clang really was. One theory is that these objects we see are really balls of gas or plasma caused by tectonic motion within the Earth. This would still non explicate the organic structures seen by the eyewitnesses. Another theory is that these foreigners do non come from another planet at all. These existences could be from the hereafter or even another dimension. All of these theories may sound far-fetched, but we have no manner of confuting them. Even the antediluvian Indians documented winging objects in coils ( Ancient Indian Flying Devicess pg. 1 ) . They claimed to hold built objects for planetal flight and operated them with the self-importance and psyche ( pg. 2 ) . These narratives were neer proven or disproven but the fact remains that the history of winging discs day of the months back long before the age of modern adult male ( Childress pg. 1 ) . Childress provinces that non merely was there certification found on these ships, but besides narratives of interplanetary travel ( pg. 3 ) . The authorities has kept the information about the clang at Roswell, New Mexico a secret. If so many people witnessed this clang from so far off, it would be difficult to conceive of that the object is a conditions balloon. It could hold been a secret authorities experiment gone bad or even a trade from another universe. In any instance, the populace has the right to cognize the truth. The cogent evidence of other intelligent life signifiers bing in the existence would be a great measure in human cognition. The secretiveness environing the full incident makes it look as if the authorities has already learned from these existences. Some UFO partisans besides believe that the authorities gets information on new engineering from the aliens. The monolithic addition in engineering in the 1950 # 8217 ; s and # 8217 ; 60 # 8217 ; s supports this construct. New military aircrafts have shown marks of advanced engineering and aeromechanicss. The stealing bomber is a good illustration of this new engineering. The contention about foreigners and the incident at Roswell, New Mexico will most likely Street 4 continue until either foreigners make contact with worlds publicly or until the authorities admits to the cover-ups in Roswell and other UFO sightings. This clang was a really of import historical event in the eyes of many, and the authorities has done a good occupation of maintaining the inside informations of the event a secret. No affair what the object was, it surely opened the eyes of the populace. The people involved in the incident and those who witnessed it are the lone 1s who know for certain what truly happened on that memorable eventide. They have been silenced by the authorities, and may neer talk of the events that occurred that dark. They are the few who have seen precisely what is out at that place. The remainder may neer cognize. Who can the American people trust? If their ain authorities keeps one of the most of import events in human history a secret, there is no stating what else they know. It is right of the populace to cognize what is history and what is a ill-conceived conditions balloon.

Martin Luther King Essays (4714 words) - Counterculture Of The 1960s

Martin Luther King One of the world's best known advocates of non-violent social change strategies, Martin Luther King Jr. (MLK), synthesized ideals drawn from many different cultural traditions. Recent studies of him emphasize the extent to which his ideals were rooted in African-American religious traditions which were then shaped by his education. The image of a social activist and leader was the result of extensive formal education, strong personal values and licit ethics. This excellence in leadership can be traced to his character which is shaped by his moral values and personality. We look at MLK and these traits to reveal the rationalization of his rise to transracial leadership in our society. Through studying the life and example of Martin Luther King, Jr., we learn that his moral values of integrity, love, truth, fairness, caring, non-violence, achievement and peace were what motivated him. King is not great because he is well known, he is great because he served as the cause of peace and justice for all humans. King is remembered for his humanity, leadership and his love of his fellow man regardless of skin color. This presence of strong moral values developed King's character which enabled him to become one of the most influential leaders of our time. Integrity is a central value in a leader's character and it is through integrity that King had vision of the truth. The truth that one day this nation would live up to the creed, "all men are created equal". No man contributed more to the great progress of blacks during the 1950's and 1960's than Martin Luther King, Jr. He was brought up believing "one man can make a difference", and this is just what he did. Integrity has a large effect on what we think, say and do, it is through King's thoughts and actions that enabled so many people to have trust and faith in him. Through King's integrity he believed that America, the most powerful and richest nation in the world will lead the way to a revolution of values. This revolution will change the way society views itself, shifting from a "thing-orientated" society to a "person-orientated" society. When this occurs, King believed that racism will be capable of being conquered and this nation will be "Free at last." King's unconditional love for all humans was another value that strongly influenced his character and allowed him to have such excellent leadership ability. King described his meaning of love in one of his many speeches, "A Time to Break Silence": " When I speak of love I am not speaking of some sentimental and weak response. I am speaking of that force which all of the great religions have seen as the supreme unifying principle of life. Love is somehow the key that unlocks the door which leads to ultimate reality." King has been considered an extremist which he was not sure how to deal with at first. After careful consideration he believed that if he were to be called an extremist for love, it could only be taken as a compliment and he came to the realization that the world was in dire need for more extremists. King did not want to be remembered after his death by his Nobel Peace Prize or his many other awards, he wanted people to say "...that Martin Luther King, Jr., tried to love somebody...And I want you to say that I tried to love and save humanity". Even when his own life and the life of his family was threatened, King did not react with hatred or violence, he found more strength and courage and told his fellow men, "I want you to love your enemies. Be good to them. Love them and let them know you love them." Therefore, King's love for the human race led him to focus his ministry and speeches in obedience to Jesus Christ, who loved his enemies so fully that he died for them. King's ability to speak the truth is another value that made him such an influential leader. This ability is one reason why King was asked to be the leader of so many important protest marches and sit-ins. His mother was aware of King's ability to speak the truth very early in his life, "He drew people to him from the very first moment by his eloquence, his sincerity, and his moral stature". King's followers believed that he would speak nothing but the truth but in King's famous "Letter from Birmingham Jail", he could only hope that what he had

A consideration of the principles and practice that underpin the Early Years Foundation Stage and how the current framework relates to young childrens needs and interests The WritePass Journal

A consideration of the principles and practice that underpin the Early Years Foundation Stage and how the current framework relates to young childrens needs and interests Introduction A consideration of the principles and practice that underpin the Early Years Foundation Stage and how the current framework relates to young childrens needs and interests ) infers that such an approach could have positive longitudinal consequences for the child, including improved academic attainment and retention of knowledge, which seems to be a sound rationale for such an approach. Whilst it seems essential that the indoor environment should be stimulating cognitively, it may be wise not to neglect the emotional aspect of it.   Again, the key worker is at the centre of providing the warmth needed in an enabling environment. Nutbrown and Page (2008) assert that they should show warm responses to the children under their care and react well to them. In essence, an enabling environment is made up of the components of suitable and stimulating indoor and outdoor areas, which the key worker is central in maintaining and facilitating. Principle 4- Children develop and learn in different ways and rates The final principle espoused by the EYFS framework is perhaps more concerned with the cognition of children, although it does refer to their social and emotional development in part. Nevertheless, Katz (1988, as cited in Carr, 2001, p.21) hypothesises that each child has a certain ‘disposition’, something which is distinct from learning; it is concerned more with how they react to certain situations and the habits they adopt and carry out on a regular basis. In a later document, Katz (1993) elaborates that dispositions in young children are normally learned from those around or the environment they are raised in or looked after, which seems to resonate with Bandura’s (1977) theory of modelling mentioned earlier in the assignment. Katz (1993) also articulates that dispositions are strengthened when they are acknowledged and efforts are made to continue them (particularly if they are good habits), which seems to emphasise the importance of treating the child as an i ndividual. It seems evident that all children learn and develop in different ways, as evidenced by the argument above. However, a conjecture could be made that there may be certain strategies which a practitioner or worker can implement which will result in children developing into sensible and mature adults. One way in which to do this is to cultivate a child’s resilience in their ability to complete a task or try a new activity.   Children may give up if they perceive the task to be beyond their capabilities and not extend themselves to complete this. This could be a natural response from the child (particularly if the task is incommensurate with their skillset) or it could be something that they have learned over time. Dweck (1975: 673) terms this as ‘learned helplessness’, where a child habitually gives up in the face of a challenging task or adversity, possibly because of a lack of response from the adult in encouraging the child to complete the task and persevere. Combining the sentiments expressed by Katz and the argument above, could be essential in helping children to progress appropriately, particularly when faced with unfamiliar situations and tasks.   Siraj- Blatchford et al. (2002) concluded in their Researching Effective Pedagogy in the Early Years (REPEY) study that shared sustained thinking was crucial in helping a child to tackle new problems and persist. This is defined as two or more individuals (with at least one adult ‘facilitator’) working together to complete a task, although the authors stress that each person should be actively contributing to the task, and that there must be a progression towards an eventual solution, even if that is reached straight away. This coincides with Vygotsky’s (1977) theory of cognitive development, which posits that a child will enhance their zone of proximal development (the difference between what they can do on their own and with help) if they are supported by a more know ledgeable other such as an adult or more capable peer.   Both arguments suggest that collaboration between adults and children is essential to further the child’s development, although again the manner in which this is done should be unique to the child by using questioning which is appropriate to the child’s level of cognitive development (Bloom et al., 1956). Conclusion The rationale which underpins the EYFS framework is the need to treat the child as a unique individual and consider their needs at length, in a cognitive, emotional, social and physical sense to facilitate optimum development in them. There are several ways to ensure this, including that the environment is stimulating and appropriate enough for the child’s needs, that they have access to a multitude of activities, that the key worker has a warm and fulfilling relationship with the child and that they encouraged to develop a growth mind set and persevere with challenging tasks with the facilitation of another adult. Arguably, if a childcare provider follows all of the actions above and adheres to the EYFS framework, then this should allow for children to progress to the desired level of development and maturity. References Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice Hall. Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H. and Krathwohl, D. R. (1956) Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. New York: David McKay Company. Bowlby, J. (1951) ‘Maternal Care and Mental Health.’ World Health Organization Monograph. Bowlby, J. (1953) Child Care and the Growth of Love. London: Penguin Books. Bruner, J. S. (1961) ‘The act of discovery’. Harvard Educational Review, 31 (1): 21–32. Carr, M. (2001) Assessment in Early Childhood Settings. London: SAGE. Department for Family, Education and Skills (2004) Every Child Matters. [Online]. Available at: http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/standard/publicationdetail/page1/dfes/1081/2004 (Accessed: 24 November 2014). Department for Education (2010) Social and emotional aspects of learning (SEAL) programme in secondary schools: national evaluation. [Online]. Available at: https://www.gov.uk/government/publications/social-and-emotional-aspects-of-learning-seal-programme-in-secondary-schools-national-evaluation (Accessed: 24 November 2014). Department for Education (2013a) Improving the quality and range of education and childcare from birth to 5 years. [Online]. Available at: https://www.gov.uk/government/policies/improving-the-quality-and-range-of-education-and-childcare-from-birth-to-5-years/supporting-pages/early-years-foundation-stage (Accessed: 24 November 2014). Department for Education (2013b) Early years outcomes: A non-statutory guide for practitioners and inspectors to help inform understanding of child development through the early years. [Online]. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/237249/Early_Years_Outcomes.pdf (Accessed: 24 November 2014). Department for Education (2014) Early years foundation stage framework. [Online]. Available at: https://www.gov.uk/government/publications/early-years-foundation-stage-framework2 (Accessed: 24 November 2014). Dweck, C.S. (1975) ‘The role of expectations and attributions in the alleviation of learned helplessness.’ Journal of Personality and Social Psychology, 31: 674-685. Dweck, C. (2006)  Mindset: The New Psychology of Success. New York: Ballantine Books. Elfer, P., Goldschmied, E. and Selleck, D. (2003) Key Persons in the Nursery: Building relationships for quality provision. London: David Fulton. Garrick, R., Bath, C., Dunn, K., Maconochie, H., Willis, B. and Claire Wolstenholme (2010) Children’s experiences of the Early Years Foundation Stage. DfE: London. Gardner, H. (2004) Changing Minds: The art and science of changing our own and other peoples minds. Harvard Business School Press. Gov. UK (2014) Free early education and childcare. [Online]. Available at: https://www.gov.uk/free-early-education (Accessed: 24 November 2014). Katz, L.G. (1988) ‘What Should Young Children Be Doing?’ American Educator: The Professional Journal of the American Federation of Teachers: 29-45. Katz, L. (1993) Dispositions: Definitions and implications for early childhood practices. ERIC Clearinghouse on Elementary and Early Childhood Education. Nutbrown, C. and Page, J. (2008) Working with Babies and Children Under Three. London: Sage. Piaget, J. (1952) The Origin of Intelligence in Children. New York: International University Press, Inc. Siraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R. and Bell, D. (2002) Researching Effective Pedagogy in the Early Years (REPEY) DfES Research Report 365. HMSO London: Queen’s Printer. Steel, N. (2012) Encyclopaedia of the Sciences of Learning. New York: Springer. Sylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford I. and Taggart, B. (2004) The Effective Provision of Pre-School Education (EPPE) Project: Final report. London: DfES and Institute of Education, University of London. Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press

How to Give Teenagers Advice Lesson for ESL

How to Give Teenagers Advice Lesson for ESL In this lesson plan, students will have the opportunity to practice offering advice to teenagers. This can be an especially fun activity to do with high school students. Lesson Plan - Giving Advice to Teenagers Aim: Building reading comprehension and advice giving skills / focus on modal verb should and modal verbs of deduction Activity: Reading about teenage problems followed by group work Level: Intermediate - Upper Intermediate Outline: Start off the lesson by asking students to suggest what type of problems teenagers typically may have.Use one of the problems mentioned and inductively review modal verbs of deduction by asking questions such as, What must have happened to the boy?, Do you think he might have lied to his parents?, etc.Ask students for advice on what the person should do (reviewing the modal verb should).Have students get into small groups (four or five students).Distribute the handout with the various teen problems taken from real life. Assign one (or two) situations to each group.Have the students answer the questions as a group. Ask students to use the same forms as given in the questions (i.e. What might he have thought? - ANSWER: He might have thought it was too difficult.)Students should then use the sheet to report back to the class actively using the modal verb should to give advice.As a follow-up exercise or homework:Ask students to write about a problem they have had.Students should not writ e their names on their short problem descriptionDistribute the problems to other studentsHave students answer the questions about the situation described by on of their classmatesAsk students to verbally give recommendations Teenage Problems - Giving Advice ​ questionnaire: Read your situation and then answer the following questions What might the relationship be between the person and his / her parents?How must he / she feel?What cant have happened?Where might he / she live?Why might he / she have this problem?What should he / she do? (Give at least 5 suggestions) Teenage Problems:Sample Texts Should I Marry Him? I have been with my boyfriend for almost four years, We are going to get married next year but, there are a couple of concerns I have: One is the fact that he never talks about his feelings - he keeps everything inside of him. He sometimes has trouble with expressing his excitement about things. He never buys me flowers or takes me out to dinner. He says that he doesnt know why, but he never thinks of things like that. I dont know if this is a side effect of depression or, maybe, he is sick of me. He says that he loves me  and that he wants to marry me. If this is true, what is his problem? Female, 19 For Friendship or Love? Im one of those guys who have the quite normal problem: Im in love with a girl, but I dont know what to do. I have already had a crush on some girls, never with any success, but this is something different. My problem is actually that Im too cowardly to tell her anything. I know that she likes me and were very, very good friends. Weve known each other for about three years, and our friendship has constantly become better. We often get into quarrels, but we always make up. Another problem is that we often talk about problems with each other, so I know she is having problems with her boyfriend (who I think is no good for her). We meet almost every day. We always have a lot of fun together, but is it really so difficult to love someone who has been a good chum until now? Male, 15 Please Help me and My Family My family doesnt get along. Its like we all hate each other. Its my mom, my two brothers, a sister, and I. I am the oldest. We all have certain problems: My mom wants to quit smoking so she is really stressed out. I am really selfish - I just cant help it. One of my brothers is too bossy. He thinks he is better than the rest of us, and that he is the only one who helps my mom. My other brother is kind of abusive and depressed. He always starts fights and hes really spoiled. My mom doesnt yell at him for doing things wrong and when she does, he laughs at her. My sister - whos 7 - makes messes and doesnt clean them up. I really want to help because I dont like being upset all of the time and having everyone hate everyone else. Even when we start to get along, someone will say something to upset someone else. Please help me and my family. Female, 15 Hates School I hate school. I cannot stand my school so I skip it almost every day. Luckily, I am a smart person. Im in all of the advanced classes and dont have a reputation as a rebel. Only the people who really know me know about my strange feelings. My parents dont care - they dont even mention it if I dont go to school. What I end up doing is sleeping all day and then staying up all night talking to my girlfriend. I get behind in my work and, when I try to go back to school, I get a bunch of crap from my teachers and friends. I just get so depressed when I think about it. I have given up on trying to go back and am considering dropping out altogether. I really dont want to do that because I realize it would ruin my life. I dont want to go back at all, but I also dont want it to ruin my life. I am so confused and I have really tried to go back and just cant take it. What should I do? Please help. Male, 16

Geography Annotated Bibliography Example | Topics and Well Written Essays - 1750 words

Geography - Annotated Bibliography Example Bonnett provides the readers with a comprehensive understanding of the geography discipline. No single phrase gives the exact definition of the term geography as a discipline covering both modernity and ancient. The author examines various challenging assumptions regarding the idea of geography and argues that the term geography can never be definite and accurate because the ideas are both ancient and modern. From the viewpoint of the author, geography is ‘the world discipline’ and ‘one of the humanity’s big ideas’. Bonnett’s layout of this book is well-structured into three main parts that include, the challenging assumptions, geography in the context of a globalizing world, and the three fundamental aspects of geography. The vision of geography holds as the most useful subject for a globalizing world. To ensure an all-inclusive coverage, Bonnett considered a range of previous research works to define the term ‘geography’ in diffe rent ways. He concludes that there is still little evidence documentation supporting modern geography, which opens up new scope for further research.Catling outlines ideas in this book that are relevant in the current academic world because few studies had addressed the perceptions of trainee teachers about the term ‘geography’ at that particular point in time. Training geography not only entails understanding the subject but also a conception of the reasons for such training. As the title indicates, this paper tries to explore the concepts of geography maintained by school trainee teacher in England.

Environmental Studies Class Journal Case Study Example | Topics and Well Written Essays - 1500 words

Environmental Studies Class Journal - Case Study Example It would be helpful if we could shut down some of the less efficient plants, even if we can't close all of them. Natural gas is one of the state's largest source of energy and only 10% of the state's energy comes from renewables, mostly geothermals followed by biomass, wind, and solar. Economic analyses are decision-making tools for energy projects and techniques to choose among a number of different options. They do not include the benefit to the environment, the benefit to society, or whether you're being a good neighbor. Objectives for this unit are to understand that these analyses can range from simple to complex, be able to review and understand assumptions, be familiar with the limits, and be able to run through example calculations. Types of economic analyses include rough order of magnitude estimates for budget purposes (ROM), Simple payback, and Internal rate of return (IRR). These are used both on new building projects and retrofits. Investment decision types involved in a nalyses include to accept or reject a single project or system operation, to select an optimal efficiency level for a building system, select an optimal system type from competing alternatives, select an optimal combination of interdependent systems, and/or rank competing projects to allocate a limited budget. Assumptions are everything. They define the project and state the objectives, they establish first cost, cost of energy, cost of labor and materials, cost of maintenance, cost of money, tax credits, and inflation. You need to know where they came from, which ones are solid as compared to guesses, and how to adjust when solid numbers are available. To get an idea of how to do this, we looked at the simple payback analysis. The equation is simple payback (in years) = cost divided by savings where the cost is the cost of the project in dollars and the savings are annual energy savings in dollars. In comparing options, you subtract the cost of one benefit over the other. For cost, you should list the assumptions and the sources you used to reach that number, then use the cost difference between the different options. Do the same thing for savings, convert all units to dollars per year. We looked at a refrigerator analysis as an example in which the simple payback was about one and a half years. Then we looked at the example of a water heater which included more complex variables. These two examples really helped demonstrate the important role played by the assumptions that effects the overall solution. The example with the compact fluorescent bulbs showed how to use the spreadsheet program to help us work out the details and allows us to change the variables when we need to, for example if an assumption has changed. After the break, we looked at an online tool that would do these analyses which showed why it's important for us to be able to check these figures for ourselves and then moved on to talk about energy action plans. The second half of class looked at an energy action plan. This was accomplished by looking at the specific example of Stanford University. He talked about the importance of knowing the location, getting management interested, getting the users involved, the maintenance people involved, and performing the energy audit from a variety of perspectives. Things that were important in this section were involving maintenance, the design team, the issue of capital improvement, non-stop measurement,

HCM367-0801B-01 The Health Care Organization - Phase 2 Discussion Essay

HCM367-0801B-01 The Health Care Organization - Phase 2 Discussion Board - Essay Example of physicians, nurses and para-medics, and our health plan which provides medical and health care to thousands of patients, and group health plans which assist thousands of employees in various firms and their families is witness and testimony to the goodwill Vitruvian enjoys. Our involvement in the medical field makes it obligatory for us to pursue excellence while providing the healing touch. Our principles and policies have been established and nurtured over the years which speak for themselves on the course we have chosen in spite of difficulties and hurdles that came our way. There is no question of any deviation on issues concerning our vision and mission. As has always been the case, we will continue to involve in the best practices, attract the best medical professionals, follow the best ethical and business standards, and provide the most effective care and services to society at large for the mutual benefits of our patients as well as our staff and partners. Medical treatment and practices have existed since the foundation of the world. A great amount of faith and fellowship blended with the line of treatment that Dr Montenegro espoused and demonstrated. It challenged the modern day often misinterpreted belief that the best medical treatment can be found only in technologically advanced facilities. Many times these advanced facilities are resorted to even when simpler ones would have sufficed. Nevertheless, the scope to harness the best in technology does exist. As is the case in the medical fraternity the world over, and keeping in view the tremendous potential in the medical technology of the day, it is imperative that we have access to the best medical treatment and facilities for the mutual benefit of our patients and our organization, as and when required. The guiding principles enshrined in the Memorandum of Understanding (MoU) will continue to be operational in the future as it is so now. Any changes or modifications required in the days ahead