Network Administration Essay -- Computer Science

Network Administration I have worked as a computer network administrator for over 5 years. I have worked mostly with networks in a mixed Microsoft Windows NT and Novell Netware environment. I am a Novell Certified Novell Engineer (CNE) and I am a certified Novell GroupWise Administrator. I have taken classes in configuration of Cisco routers. In this essay, I will discuss the definition of a network administrator, the tasks and responsibilities of a network administrator and share a day in the life of a network administrator. For documentation on my credentials, I am including my certification certificates. What is a Network Administrator? A network administrator is one who maintains and troubleshoots your computer systems. Depending on the size of your organization and the complexity of your technology, a network administrator's job can range from ten hours per week to full time. There are some obvious network administration tasks, such as installing or upgrading system software and managing user accounts and disks space, so you probably have some idea of what an administrator does. The International Telecommunications Union (ITU) is a consortium of telecommunications companies worldwide who have, among other things, defined a series of recommendations that describe how a telecommunications management network (TMN) should be operated. The ITU members have adopted a model of management functions that I think is of interest to us because it provides a framework that we can use to understand the role of the network administrator. This function model is often referred to as the FCAPS model after the initials of each of the major functions it describes. TMN function Naive description Fault Management: Fixing what is broken. Configuration Management: Controlling the operational parameters of something so it works the way you want. Accounting Management: Knowing who is using how much of what, and maybe billing them for it. Performance Management: Making sure it all works acceptably quickly. Security Management: Controlling who can do what. The idea is that just about any network management task can be said to belong to one of those management functions. For example, plugging a patch-lead back in after it has fallen out is fault management, introducing a firewall onto your network is a security management t... ...workstation can be put back in service elsewhere, the administrator would possibly format the drives (effectively erasing all the previous data) and reassign the workstation in a position that is less demanding than the previous one. I have found that installation of new workstations not only makes the end user more productive, but generally the task of administering the workstation is easier because of the improvement in technology i.e. newer operating system. Some administrators have found it useful to sue a procedure called "ghosting" to speed up the process of setting up multiple new workstations. When this process, a workstation is configured with general setting sufficient for most users. Special software is used to "copy" an image of that configuration. When a new workstation or workstations is needed to be configured the imaged is then copied to the hard drive. For this procedure to work, the workstation must have the same or very similar hardware as the original workstation the image was copies from. Otherwise there will be multiple errors and the administrator will spend time more correcting errors than he/she would have doing the configuration manually.

Exploring Traumatic Brain Injury in Children Essay -- Medicine

Traumatic brain injury (TBI) is one of the leading public health concerns today. The Center for Disease and Control (2010) reported that 1.7 million individuals sustain TBI each year). Moreover, TBI accounts to a third (30.5%) of all injury related deaths in the United States. Those who are most likely to sustain TBI are children (0-4 years), older adolescents (15-19 years) and older adults (65+ years) (CDC, 2010). This analysis will examine the prevalence, diagnosis, treatments, and prognosis of traumatic brain injuries in children. Brain injuries can be classified into mild, moderate, and severe categories. The most commonly used assessment for classifying TBI severity is by using the Glasgow Coma Scale (GCS). This scale assesses individual’s level of consciousness based on verbal, motor, and eye responses to stimuli. Researchers Kung et al (2010) analyzed the components of Glasgow coma scale (GCS) from 27,625 TBI cases in Taiwan. The correlation between the survival rate and certain eye (E), motor (M) and verbal (V) score combinations for GCS (scores of 6, 11, 12, ) were found to be statistically significant. The findings indicate that the three fundamental elements comprising the Glasgow coma scale (E, M, & V) separately and in some combinations are predictive of the survival of TBI patients. The researchers assert that this observation is clinically useful when a complete GCS score cannot be obtained when evaluating TBI patients. Confirmative neuroimaging scans plays a pivotal role in TBI diagnosis, prognosis, and deciding what treatments to give. CT is the preferred method of assessment on admission to determine structural damage and to detect (developing) intracranial hematomas (Maas, Stocchetti, Bullock, 2008). .. ..., Injury, Volume 42, Issue 9, September 2011, Pages 940-944, ISSN 0020-1383, 10.1016/j.injury.2010.09.019. (http://www.sciencedirect.com/science/article/pii/S0020138310006741) Tawfeeq, Mohammed M Halawani, Khulood Al-Faridi, Wa’el AAL-Shaya, Wa’el S Taha, Traumatic brain injury: neuroprotective anaesthetic techniques, an update, Injury, Volume 40, Supplement 4, November 2009, Pages S75-S81, ISSN 0020-1383, 10.1016/j.injury.2009.10.040. (http://www.sciencedirect.com/science/article/pii/S0020138309005609) Yeates, Armstrong, Janusz, Taylor, Wade, Stancin, Drotar, Long-Term Attention Problems in Children With Traumatic Brain Injury, Journal of the American Academy of Child & Adolescent Psychiatry, Volume 44, Issue 6, June 2005, Pages 574-584, ISSN 0890-8567, 10.1097/01.chi.0000159947.50523.64. (http://www.sciencedirect.com/science/article/pii/S0890856709616336)

Becoming a Medical Billing Specialist Essay

Becoming a Medical Billing Specialist Keisha Marselis SLS 1105-65 Strategies for Success March 20, 2010 Becoming a Medical Billing Specialist I love working with people and on computers. So I looked for a career where I can do both. Deciding to become a Medical Billing Specialist was the perfect choice for me. When I first entered into the medical field, I became a CNA (Certified Nursing Assistant). I love doing my job because I was able to help others in need. As time passed I knew I wanted to do more but I just didn’t know what that was. Then one day I went to the doctor’s office with a patient for a routine checkup and I started talking to one of the medical assistants. She asked me if I liked my job. I told her that I love what I did but I wanted something more. I also mentioned that I had went to school for basic computer training before I went to school for CNA. Then she said that I should think about going to school for Medical Billing and Coding. When I started looking into the field, I was astonished. I would be able to do the two things I love, working with people and on computers. I discover that a person interested in medical billing and coding should have excellent knowledge of the field, is willing to help those in need and have flexibility to obtain additional training for job advancement. â€Å"Medical coding is a key step in the medical billing process. Every time a patient receives professional health care in a physician’s office, hospital outpatient facility or ambulatory surgical center(ASC), the provider must code and create a claim to be paid, whether by a commercial payer, the patient or CMS(The Centers for Medicare & Medicare Services)† (American Academy of Professional Coders (AAPC), 2010). A medical coder’s main job is to look over patient’s records and other information to code and classify a patient’s diagnosis or procedure. Then they must assign and input the correct diagnostic code to establish the amount of money a provider receives from the insurer. Coders are also responsible for making sure codes meet all federal, legal and insurance regulations. Jeffress (2003-2010) specifies that â€Å"the healthcare industry depends on skilled medical billing and coding specialists to accurately record and register patient information, verify their insurance policies, and keep track of patient accounts†. When a patient comes in to the doctor’s office, you are the first and last person they come in contact with. So it is important that you get all of the patient’s information to properly start off their file. You also have to make sure the patient has their proper health insurance and understand what their responsibilities are for co-payment, if needed. They would have to fill out different documentation about them and their family medical history. It is also important to help them understand how to fill out these forms so that everything can be properly documented in their file. When the patient sees the doctor, he/she will have a somewhat understanding of why the patient is visiting. While the patient is seeing a doctor, the doctor may tell them a few things that they might not understand. So the patient might come and ask you questions pertaining to what the doctor just told them. By being trained in the field you learn about medical terminology. This is when you breakdown what was told to them. You would be able to explain to them the medical diagnosis or procedure the doctor has told them about. Help them understand what the doctor wants them to do.

Packaging for Saffola Rice

Contents * Introduction and Background * Research Objectives * Variables * Type of Study * Sampling * Hypotheses * Research Design * Assumptions * Delimitations Background Packaging is a very important marketing strategy to glamorize your product in order to attract the consumer’s attention. Sometimes packaging is so important that it cost more than the product itself in order to lure the consumers to buy it. Most consumers judge a product by its packaging before buying. So it is logical to say attractive packaging is crucial in order to get the first time buyers to buy your products. There are many elements involved in the success of a product and packaging is one of the key drivers of purchase. This report is to understand the role of packaging in the success of the product, it is important to know the key elements in packaging which are working or not working for the consumer. The various forms of packaging types that are available to us are Tetra pack, Plastic bags, Tins , Paper bags, Plastic bottles, Tubes, Soft pouches, Nozzle bottles, Gunny bags, Paper boxes. In the case of Rice purchase it is observed that packaging is seen important however not critical. Most consumers were buying branded rice in 20 kg jute bags and were driven more by price vs. packaging. ) Research Objectives To evaluate the new packaging for Saffola rice. Basic studies have reflected on the need for a new packaging. Once the packaging is confirmed at the outset, it is imperative to notify the credibility the packaging lends to the rice inside and to understand the drivers of these impr essions. Also it gives an opportunity to capture cues for improvement. Variables Dependent :Purchase Preference, * Independent : Overall packaging * Intervening: Introduction of a new packaging concept by competitor, change in requirement/ need. * Control : Income group, Gender, Occupation Type of Study * Process – Exploratory * Type of data – Qualitative * Content – Empirical * Period – One time study * Setting – Field Sample The Sample should be people who have bought a product or who are thinking of buying a product. They should be buyers and not specifiers. They may be multiple purchasers. During the course of our research when the probable sample was listed there was a temptation to say – â€Å"yes, all of these† but considering that the greater the scope of the project the more it will cost and the longer it will take we decided to stick to a sample size of 50. Our Target profile a. Females -SEC A, B b. Must be a primary cook in the house i. Must cook at least one meal on weekdays and weekends c. Decision maker in purchase of household items d. Regular buyers, decision makers and consumers of rice. The segmentation was based on Working Women and Housewives who were aged between 24 to 45 years.

Personal Development Paper Essay

I have a lot of scope for improvement. I have a lot of potential both professionally and in the personal space – I need to tap it. My asthetic sense, candor and imagination help me stand out in a crowd and I need to fine tune these skills. Given my high sensitivity to stress, I tend to get very irritable and frustrated during high pressure scenarios. I am exteremly disorganized and this has really harmed me all my life. I really need to work on my organization skills.Goals To be more organized, and disciplined. I need to have a stronger work eithc, and develop strong analytical and quant skills. I would also like to invest alot of time in reading, and wasting less time doing meaningless stuff. Reading and getting exposed to the opportunities everywhere gets me excited, and once I am excited – I am driven.Perception of others In all honesty, others view me as exteremly modest but that is because I am good at hiding my weaknesses. They respect my candor and people skills, and appreciate my input once in a while.Standards organization expects you to meet Disciplined, focused, very strong finance background, strong work ethic, working in high pressure scenarios, and having a strong sense of responsibility. DEVELOPMENTAL PLANNING WORKSHEET Professor Randall S. Peterson DEVELOPMENT ISSUE (from GAPS analysis): The issue is that I am easily intimidated, and not focused. I tend to get distracted with my surroundings and tend to loose interest in my own ambition and agenda. I tend to get bored easily, and leave things in the middle – very impatient.EXPECTED OUTCOMES: What will be different? What could someone else observe that will change? For starters I will be more diligent, focused and orderly. This can be seen through my group participation, my in class assignments, my club involvement and my career hunt activities. Juggling so many aspects at once will require all of the above. My quant and financial skills can really develop if I invest time, and effort in reading and understanding the material. This can also be a visible change.What will I gain by achieving the goal? What is in it for you? Happiness. Job. Personal satisfaction. Personal growth and development.WHO ELSE NEEDS TO BE COMMITED TO THIS: What will you need to do as soon as you get back to the office to get started? Who do I need to get committed to helping me? And what is in it for them? Me, myself and I.LEARNING STRATEGIES FOR DEVELOPMENT (use at least three of the six to make your development goal SMART) 1) Seek New Challenges/Projects Challenge PE CASE CHALLANGE Specific Action/Time/Deadline working with people in a field I have very little experience in. Taken a challenge. Have to work hard. This will improve my quant and tech skills.2) Take Courses and Workshops Course/Workshop Specific Action/Time/Deadline 3) Develop Ongoing Feedback Name(s)/Strategy for Identifying People Study Group Specific Action/Time/Deadline Montly feedback on progress – personally and professionally. Team contract also helps keep us in check. 4) Identify Role Models and Coaches Name(s)/Strategy for Identifying People Raluca – Class mate Specific Action/Time/Deadline She helps me stay focused and organized everyday. We plan the everyday in advance, and luckily always manage to achieve the target.5) Development Reading Books/Papers Specific Action/Time/Deadline 6) Other Learning Tactics Strategy Specific Action/Time/Deadline OBSTACLES What will I give up? I will give up making excuses. I will talk less listen more. I will give up wasting time, and reading more. I will give up being disorganized. What are the major obstacles and how will I manage them? Obstacle is just me and my mind – I need to be focused, and do proper time management. Not get distracted with the noise around me. Work at my pace, and be patient.How to work with me I am pretty flexible, and easy going. Only thing is I lack commitment, and have poor work ethics. I tend to get distracted easily and hence get frustrated when the pressure builds up. Please be a little strcit with me when it comes to academics. I need to get more responsibility so I am actually forced to put in effort, instead of depending on others. This will help me build my quant and analytical skills, and that will increase my confidence 10 folds. Since I tend to get distracted easliy, please always bring me back on track. I am very dependable, approachable, and I love interacting with people and learning through people. Hence, if I don’t understand something, and if someone explains it to me politely I will always listen. I tend to disagree alot, and sometimes unnecessairly. I am also very open to people criticizing me. I love negative feedback so I have room to develop. Please motivate me, and cultivate in me discipline.

Causes of the Revolutionary War Essays

Causes of the Revolutionary War Essays Causes of the Revolutionary War Essay Causes of the Revolutionary War Essay In 1763, the French and Indian War ended by the final defeat of the French and their Native American allies in America. When the Americans thought the British were leaving, they did the exact opposite. The British brought in more soldiers and these same American colonists found themselves locked with the British more violent than ever. Britain sent more troops to receive money for their war depts. This was shocking news for the America’s English colonists because there was still the policy of salutary neglect existing. Due to this violent control, Americans felt unfair and as if they had no choice to follow what the British say. To stand up as one voice towards Britain, the American colonists justified in waging war and breaking away from Britain. Therefore, the American colonists were reasonable in doing this. When the British put new taxes on stamps and pamphlets, they viewed it as a way of American colonists contributing to war depts. and in return for all they did for them in the French and Indian War. According to Document 1, Thomas Whately, an advisor to the British Chancellor of the Exchequer, George Grenville, believed that the Americans should contribute to the government in preserving and maintaining all the advantages they’ve received. They thought the colonists should be willing to pay higher taxes without a doubt but in the eyes of the American colonists, the new taxes that the British created were viewed to be for the purpose of increasing the revenue. In Document 2 Dickinson writes, â€Å"Never did the British Parliament, [until the passage of the Stamp Act] think of imposing duties in America for the purpose of raising a revenue. † In addition, the fact that Britain didn’t even bother to ask about their opinions before putting these new taxes, made the colonists feel as if they were threatened with no rights. This is when the American colonists decide to justify in waging war and break away from Britain. As time went on, colonists became more upset and violent. One of the reasons why colonists became more violent was because many colonies were persuaded â€Å"that the government is going to make absolute slaves of them. †(Document 4) One tragic event that occurred due to the colonists becoming violent was the Boston Massacre. â€Å"A crowd of Boston boys and men surrounded a number of British soldiers and began taunting and cursing them while pelting them with snowballs. †(Document 3) This led the frightened soldiers to fire their guns into the crowd as self-defense. In the end several people were dead and many more wounded. The Boston Massacre caused many more colonists’ anti-British feelings to arouse. According to these documents, we can see that the American colonists were justified in waging war and breaking away from Britain. This was to prove their point and more importantly, to stand up as one voice. They believed that the British were putting taxes just to increase revenue and believed that they had the single purpose of collecting money. This is a reasonable belief because there was no explanation given to them and they had no say in the matter whatsoever. This is why the colonists acted the way they did.

The Regents of the University of California v. Bakke

The Regents of the University of California v. Bakke The Regents of the University of California v. Allan Bakke (1978), was a landmark case decided by the United States Supreme Court. The decision had historical and legal significance because it upheld affirmative action, declaring that race could be one of several determining factors in college admission policies, but rejected the use of racial quotas. Fast Facts: Regents of the University of California v. Bakke Case Argued: Oct. 12, 1977Decision Issued: June 26, 1978Petitioner: Regents of the University of CaliforniaRespondent: Allan Bakke, a 35-year-old white man who had applied twice for admission to the University of California Medical School at Davis and was rejected both timesKey Question: Did the University of California violate the 14th Amendments Equal Protection Clause, and the Civil Rights Act of 1964, by practicing an affirmative action policy that resulted in the repeated rejection of Bakkes application for admission to its medical school?Majority Decision: Justices Burger, Brennan, Stewart, Marshall, Blackman, Powell, Rehnquist, StevensDissenting: Justice WhiteRuling: The Supreme Court upheld affirmative action, ruling that race could be one of several determining factors in college admission policies, but it rejected the use of racial quotas as unconstitutional. Case History In the early 1970s, many colleges and universities across America were in the beginning stages of making major changes to their admissions programs in an effort to diversify the student body by increasing the number of minority students on campus. This effort was particularly challenging due to the 1970s massive increase of students applying to medical and law schools. It increased the competition and negatively impacted the efforts to create campus environments that promoted equality and diversity. Admission policies that relied predominantly on candidates grades and test scores was an unrealistic approach for the schools that wanted to increase the minority population on campus.   Dual Admission Programs In 1970, the University of California Davis School of Medicine (UCD) was receiving 3,700 applicants for a mere 100 openings. At the same time, UCD administrators were committed to working with an affirmative action plan often referred to as a quota or set-aside program. It was set up with two admissions programs in order to increase the number of disadvantaged students admitted to the school.  There was the regular admissions program and the special admissions program.Each year 16 out of 100 places were reserved for disadvantaged students and minorities including (as stated by the university), blacks, Chicanos, Asians, and American Indians. Regular Admissions Program Candidates who quailed for the regular admissions program had to have an undergraduate grade point average (GPA) above 2.5. Some of the qualifying candidates were then interviewed. Those who passed were given a score based on their performance on the Medical College Admissions Test (MCAT), science grades, extracurricular activities, recommendations, awards and other criteria that made up their benchmark scores. An admissions committee would then make a decision on which candidates would be accepted into the school. Special Admissions Program Candidates accepted into the special admissions programs were minorities or those who were economically or educationally disadvantaged. The special admissions candidates did not have to have a grade point average above 2.5 and they did not compete with the benchmark scores of the regular admission applicants.   From the time that the dual admissions program was implemented the 16 reserved spots were filled by minorities, despite the fact that many white applicants applied for the special disadvantaged program. Allan Bakke In 1972, Allan Bakke was a 32-year-old white male working as an engineer at NASA, when he decided to pursue his interest in medicine. Ten years earlier, Bakke had graduated from the University of Minnesota with a degree in mechanical engineering and a grade-point average of 3.51 out of 4.0 and was asked to join the national mechanical engineering honor society. He then joined the U.S. Marine Corps for four years which included a seven-month combat tour of duty in Vietnam. In 1967, he became a captain and was given an honorable discharge. After leaving the Marines he went to work for National Aeronautics and Space Agency (NASA) as a research engineer.   Bakke continued going to school and in June 1970, he earned his masters degree in mechanical engineering, but despite this, his interest in medicine continued to grow. He was missing some of chemistry and biology courses required for admission into medical school so he attended night classes at San Jose State University and Stanford University. He completed all the prerequisites and had an overall GPA of 3.46. During this time he worked part-time as a volunteer in the emergency room at El Camino Hospital in Mountain View, California. He scored an overall 72 on the MCAT, which was three points higher than the average applicant to UCD and 39 points higher than the average special program applicant. In 1972, Bakke applied to UCD. His biggest concern was being rejected due to his age. He had surveyed 11 medical schools; all who said that he was over their their age limit. Age discrimination was not an issue in the 1970s. In March he was invited to interview with Dr. Theodore West who described Bakke as a very desirable applicant who he recommended.  Two months later, Bakke received his rejection letter. Angered by how the special admissions program was being managed, Bakke contacted his lawyer, Reynold H. Colvin, who prepared a letter for Bakke to give to the medical schools chairman of the admissions committee, Dr. George Lowrey. The letter, which was sent in late May, included a request that Bakke was placed on the wait-list and that he could register during the fall of 1973 and take courses until an opening became available. When Lowrey failed to reply, Covin prepared a second letter in which he asked the chairman if the special admissions program was an illegal racial quota. Bakke was then invited to meet with Lowreys assistant, 34-year-old Peter Storandt so that the two could discuss why he was rejected from the program and to advise him to apply again. He suggested that if he was rejected again he may want to take UCD to court; Storandt had a few names of lawyers that could possibly help him if he decided to go in that direction. Storandt was later disciplined and demoted for displaying unprofessional behavior when meeting with Bakke. In August 1973, Bakke applied for early admission into UCD. During the interview process, Lowery was the second interviewer. He gave Bakke an 86 which was the lowest score Lowery had given out that year. Bakke received his second rejection letter from UCD at the end of September 1973. The following month, Colvin filed a complaint on Bakkes behalf with HEWs Office of Civil Rights, but when HEW failed to send a timely response, Bakke decided to move forward. On June 20, 1974, Colvin brought suit on behalf of Bakke in Yolo County Superior Court. The complaint included a request that UCD admit Bakke into its program because the special admissions program rejected him because of his race. Bakke alleged that the special admissions process violated the U.S. Constitutions Fourteenth Amendment, the California Constitutions article I, section 21, and Title VI of the 1964 Civil Rights Act.   UCDs counsel filed a cross-declaration and asked the judge to find that the special program was constitutional and legal. They argued that Bakke would not have been admitted even if there had been no seats set aside for minorities.   On November 20, 1974, Judge Manker found the program unconstitutional and in violation of Title VI, no race or ethnic group should ever be granted privileges or immunities not given to every other race. Manker did not order to admit Bakke to UCD, but rather that the school reconsiders his application under a system that did not make determinations based on race. Both Bakke and the university appealed the judges ruling. Bakke because it was not ordered that he be admitted to UCD and the university because the special admissions program was ruled unconstitutional.   Supreme Court of California Due to the seriousness of the case, the Supreme Court of California ordered that the appeals be transferred to it. Having gained a reputation as being one of the most liberal appellate courts, it was assumed by many that it would rule on the side of the university. Surprisingly, the court upheld the lower-court ruling in a six to one vote. Justice Stanley Mosk wrote, No applicant may be rejected because of his race, in favor of another who is less qualified, as measured by standards applied without regard to race.   The lone dissenter, Justice Matthew O. Tobriner wrote, It is anomalous that the Fourteenth Amendment that served as the basis for the requirement that elementary and secondary schools be compelled to integrate should now be turned around to forbid graduate schools from voluntarily seeking that very objective. The court ruled that the university could no longer use race in the admissions process. It ordered that the university provide proof that Bakkes application would have been rejected under a program that was not based on race. When the university admitted that it would be unable to provide the proof, the ruling was amended to order Bakkes admission into the medical school.   That order, however, was stayed by U.S. Supreme Court in November 1976, pending the outcome of the petition for a writ of certiorari to be filed by the Regents of the University of California to the U.S. Supreme Court. The university filed a petition for writ of certiorari the following month.