A Personal Statement to Acquire Doctorate Degree in Pharmacy Essay Example for Free

A Personal Statement to Acquire Doctorate Degree in Pharmacy Essay Right from my childhood, I have always been passionate to attain my laid goals as well as preparing for challenges that may come forth as I tread the path of life with diligence. In pursuit of these goals, I do have an aura of inner heaviness that spurs me to embark on improvement program or any other initiatives found necessary to champion the goal. Regardless of any difficulties, hardships, discouragement, or intimidation, I have got good motivation for success in life. With my inherent quality of excellence, I have chosen to further education to bag a doctorate degree in Pharmacy. I have fervent enthusiasm to know how man responds to similar drugs prescription with variation. I remember once pondering extensively in my mind on this issue especially while some drugs choose to produce an allergic reaction in certain individuals but do not in others. For example, some patients react to penicillin containing antibiotics like amoxicillin. A visionless individual may find it difficult to find focus amidst opportunities and available options of courses; this was not my case as I opted for pharmacy. I believe only this can harmonize both my short term and long term goals. Ever since I had my preliminary studies, the fascinating experience was enough to always make any visionary individuals rush back for more training in other to have it all. I found the college of Pharmacy as the richest source of joy that can deliver my vision for the future. I can also substantiate my special interest in Pharmacy as a career because of my love for medicine or clinical practices, a noble profession. Far back in college, I offered Organic Chemistry and Microbiology. The courses gave me introductory science on which pharmacology of drug-to-drug interactions are based. I took those courses with great interest, paying detail attention as if I knew I would this day be yearning for more. Moreover, learning what underlines the exact principle on how and why chemicals combination react in stochiometry of biochemical reactions are intriguing. The microbiological basis of body pathogens showing inhibiting sensitivity to antimicrobial therapies was equally interesting to me. In my academic background, I also learned about how experts have researched to use medicines and technology to counteract dangerous invasive and non-invasive effects of pathogens. The fact that there still exist several questions and problems around virulent pathogens has also aroused my interest as this still leaves some room for further studies and discoveries. Today, technology has become a big influential in invariably all fields, especially in the field of medical diagnosis. Being an Information Technology specialist at the University of Oklahoma, I can professionally operate on pieces of equipment with high technological competency. I am strongly convinced that this expatriate input is still required to buttress the progress of Pharmaceutical practices in the world. I am envisioning a long term goal of being able to assist the community as a pharmacist in drug prescriptions as well as enlightening them on do’s and don’ts of medication (indications and contraindications) to safe more lives and prevent drug complications resulting from ignorance or abuse. Why the pursuit of Doctorate Degree in Pharmacy? Taking a doctorate degree in pharmacy would provide me a perfect platform to stand tall with an edge over the non-professionally trained practitioners. Reason being that the training would erase any ignorance in me when I shall be on the field fulfilling my vision in life. In summary, interaction with people has always been a very joyful experience for me. I have always had educative discussions with pharmacists at retail stores and hospitals. I personally have a preference to question pharmacist occasionally when there is a choice between pharmacy and a physician concerning any medical issue bordering my mind. However, in the abundance of different available options and seas of opportunities, I consider it a self incurred injustice if I do not stand for Pharmacy as a choice of career in accomplishing my immediate goal. With the absence of doubt, abundance of witnesses by unwavering convictions in me, I strongly believe a career out of pharmacy is a misplacement of priority. For the love of my society and the hope of helpless people who await my pharmaceutical cares in the nearest future, I love pharmacy with passion!

Mussolini’s Battle for Births Policy Essay -- Italian Government, Pol

Section A- Plan of Investigation: What was the impact of Mussolini’s â€Å"Battle for Births† policy on Italy between 1926 and 1945? The investigation will focus on economic and social impacts of the â€Å"Battle for Births†. Mussolini demanded that the Italian population grow rapidly and abundantly, without regard to the consequences that would accompany a sudden increase in population. In order to successfully investigate this question, the motives for the policy and the means of enforcing the policy, such as taxes, organizations, and incentives, will also need to be analyzed. In addition, two of the sources that will be used to support this investigation, Mussolini and Fascism by Patricia Knight and Battle for Births: The Fascist Pronatalist Campaign in Italy 1925 to 1938 by Lauren E. Forcucci will be evaluated for their origins, purposes, values, and limitations. This investigation will not include the impact of Mussolini’s â€Å"Battle for Grain†, â€Å"Battle for Land", or à ¢â‚¬Å"Battle for Lira† in relation to his â€Å"Battle for the Births†. Section B- Summary of Evidence: After World War I, Mussolini’s Battle for Births, a campaign designed to increase the population of Italy by increasing the birth rate, commenced in 1925 (Forcucci 1). Mussolini proposed, â€Å"Italy, if she is to count for anything in the world, must have a population of not less than sixty million inhabitants by the middle of this century†(Knight 67). He feared that Italy would be unable to defend herself against the surrounding populations, such as the Germans, who numbered up to ninety million, and the Slavs, who approximated up to two hundred million (Smith 160). Nevertheless, expanding the country’s population from forty million to sixty million people would be a real feat (Ho... ...particular fascist policy of Mussolini’s. Section E- Conclusion: Benito Mussolini’s Battle for Births encompassed the core of Fascist Italy. The soul of an immense fascist population is uncompromising nationalism. As a dictator, he not only seized control of economic, political, and religious affairs of Italy, but also of the social affairs, intervening with the idea of an â€Å"ideal family†. Mussolini did not manage to salvage the plummeting birth rate that tailed World War I, or to reconstruct his prized ancient Rome, or to strengthen his army with this battle. Hence, Mussolini’s failure of a policy can only claim one evident constructive outcome. It strengthened the fascist Italian woman and secured her role. The Battle for Births increased the percentage of women in the work force, turning them away from their designated and traditional roles unintentionally.

The instructional design process

See the undermentioned conjectural state of affairs, you have been approached by a module member at UNC who has merely received a big grant for developing educational stuffs in her field of expertness. Although the module member knows her capable really good, she has ne'er been involved in a big development undertaking. Her annual undertaking involves working with other module members as capable affair experts and organizing the attempts of assorted media production contractors. The module member has approached you to assist her program this undertaking. Describe for her what is meant by instructional design in relation to this undertaking. In peculiar, she is interested in how instructional aims, choosing the right media, and formative development will assist her undertaking. Instructional design is a mussy procedure. It is a non-linear iterative procedure that includes legion visions and alterations. Sims and Koszalka ( 2008 ) define instructional design as â€Å" a purposeful activity that consequences in a combination of schemes, activities, and resources to ease acquisition † ( p. 570 ) . Merrill, Barclay, and van Schaak ‘s ( 2008 ) definition suggests purpose and intent when they describe the procedure as one which involves â€Å" making designs for effectual, efficient, and prosecuting direction † ( p. 174 ) . What we know about this peculiar grant is that it is a â€Å" big grant † with the intent of â€Å" developing educational stuffs † for one twelvemonth. Furthermore, this undertaking will affect working with assorted module members every bit good as media production contractors. Given these conditions, the instructional design theoretical account created by Morrison, Ross, and Kemp ( 2004 ) will be the underli ning usher for this treatment. The subdivisions on aims, message design, and formative development will be written in more item than other subdivisions based on the petition by the module member. Typically, the first measure in the instructional design procedure is placing the job. This involves calculating out if instructional design is appropriate. Because the grant has already been approved, it will be assumed that the demands appraisal, end analysis, and public presentation appraisal for the undertaking have been conducted and it was determined that direction is the appropriate manner to work out the job. The 2nd measure is to measure the demands of the scholars. Morrison et Al. ( 2004 ) suggest taking a expression at three facets of the intended audience: a ) general features, or â€Å" wide placing variables such as gender, age, work experience, instruction, and ethnicity † ( p. 57 ) ; specific entry competences, or â€Å" prerequisite accomplishments and attitudes that scholars must possess to profit from preparation † ( p. 58 ) ; and larning manners, or â€Å" traits that refer to how persons approach larning undertakings and procedure information † ( p. 58 ) . For the undertaking, the instructional interior decorator must take into consideration who the scholars are. Are they traditional undergraduate pupils? Are there international pupils? Are they from Colorado? Depending on the features of the scholars, direction will be altered to suit their demands. The 3rd measure is the undertaking analysis. Morrison et Al. ( 2004 ) describe three methods for specifying the content: subject analysis, procedural analysis, and critical incidence analysis. A subject analysis â€Å" is used to specify the facts, constructs, rules, and regulations that will do up the concluding direction † ( p. 80 ) . For the undertaking, it is of import to happen the cardinal stuffs that are relevant to the direction. If the other module are from different subjects, each capable country will necessitate to analyse their ain list of subjects. The procedural analysis â€Å" aˆÂ ¦is used to analyse undertakings by placing the stairss required to finish them † ( p. 84 ) . Making walkthroughs with other module members functioning as subject-matter experts may be a good attack. The critical incidence method â€Å" aˆÂ ¦is used to place the content related to interpersonal interactions and attitudes † ( p. 96 ) . Because in many instances, the aim of an direction is for pupils to derive the accomplishments that experts in the field have acquired, the subject-matter expert becomes a important portion of the design. Therefore, it is necessary to sit down with the other module to better understand the conditions and grounds for which they do what they do and how they do it. Taking into consideration the results of the undertaking analysis, the 4th measure is to make instructional aims. Aims are â€Å" aˆÂ ¦a aggregation of words and/or images and diagrams intended to allow others cognize what you intend your pupils to accomplish † ( Mager, 1984, p. 3 ) . Kaufman ( 2000 ) suggests making an ideal vision, or â€Å" aˆÂ ¦in mensurable footings, the sort of universe we want to make together for tomorrow ‘s kid † ( p. 92 ) as a starting point. This may be a good recommendation, particularly in a big grant where people ‘s thoughts about the agencies by which they get to the ends may be different or may conflict. By placing an ideal vision, planning is set at the mega-level, safely beyond the boundaries of the grant, leting different positions to hold upon a common ends or result. When this is completed, aims for the grant can be written so that they align with the ideal vision. One of the issues in working with a big group of people is that, without clearly stated aims, after a piece, people may acquire off path. When aims are clearly stated, both those involved in making the direction ( i.e. , teachers, instructional interior decorators, capable affair experts ) , the stakeholders, every bit good as scholars to the full understand the purpose of the lesson or course of study. There are three types of aims: cognitive, psychomotor, and affectional. Typically, aims are written for the cognitive sphere, or â€Å" aˆÂ ¦objectives related to information or cognition, calling, work outing, predicting, and other rational facets of larning † ( Morrison et al. , 2004, p. 109 ) . Therefore, merely objectives for the cognitive sphere will be discussed here. A simple manner of retrieving how to compose aims for the cognitive sphere is by utilizing the mnemotechnic ABCD. A refers to the intended audience of the educational stuffs. B is the behaviour, public presentation, or cognitive procedure that will be demonstrated by the scholar as a consequence of the direction. C is the status or accelerator by which the behaviour or cognitive procedures will be evaluated. D is any grade or standard that specifies and clarifies the B and C parts of the aim. Harmonizing to Morrison et Al. ( 2004 ) , aims can be behavioural aims or cognitive aims. If the aims are behavioural aims, it is recommended to province the terminal aim and any enabling aims that are aligned to those terminal aims. A terminal aim is â€Å" a major aim for a subject or undertaking † ( p. 116 ) . These aims tend to be more general and concentrate on the overall ends. Enabling aims are â€Å" the subobjectives that lead to carry throughing the terminal aims † ( p. 117 ) . These are more specific and may depict certain lesson activities or processs that are related to the acquisition undertaking. If higher order thought is one of the ends of the direction, it is recommended that the aims be classified in a taxonomy in order to guarantee that they are so mensurating higher degree ends, and are aligned to larning undertakings and appraisal. If the aims are behavioural aims in the cognitive sphere, the original Bloom ‘s Taxonomy is recommended ( Bloom, Engelhart, Furst, Hill, & A ; Krathwohl, 1956 ) . If the aims are based on cognitive procedures, more recent theoretical accounts such as the one by Anderson et Al. ( 2001 ) or Marzano and Kendall ( 2007 ) are recommended. After aims are stated, the instructional design procedure involves sequencing of content â€Å" aˆÂ ¦in such a manner as to assist the scholar achieve the aims † ( Morrison et al. , 2004, p. 136 ) . Morrison et Al. ( 2004 ) suggest three methods: Gagne ‘s Prerequisite Method, Posner and Strike method, and Reigeluth ‘s Elaboration Theory Sequencing Method. Because it is hard to find sequencing without a discipline-specific lineation of the content, it is beyond the range of this paper to propose sequencing processs. However, for more information, it is recommended to reexamine Morrison et Al. ‘s subdivision on sequencing. The measure after sequencing involves finding the schemes for the direction. Morrison et Al. ( 2004 ) describes two types of schemes, bringing and instructional. Delivery strategies describe the grade of individualisation. These schemes can be individualized or group-paced. Instructional schemes â€Å" prescribe sequences and methods of direction to accomplish an aim † ( p. 150 ) . Such schemes are written to make direction that is effectual, efficient, and appealing. The writers describe assorted prescriptions for learning facts, constructs, rules and regulations, cognitive processs, psychomotor processs, interpersonal accomplishments, and attitudes. With schemes determined, the following measure is to make the message. Message design is the procedure â€Å" to fix the instructional stuffs by interpreting the instructional design program into a unit of direction † ( Morrison et al. , 2004, p. 174 ) . This includes the preinstructional scheme, schemes for signaling, and utilizing images and artworks in the direction. For the undertaking, one preinstructional scheme is a pretest to measure anterior cognition of the pupils. Cognitivist research workers believe that anterior cognition is an of import factor in finding how to maximise acquisition, or alteration in long-run memory. Another preinstructional scheme is merely saying aims at the beginning of the category. Overviews and progress organisers serve to place relevant subjects and content of the lesson. Signing is another scheme that is a portion of message design. Signaling is â€Å" aˆÂ ¦to design the message so that it is communicated efficaciously † ( Morrison et al. , 2004, p. 178 ) . Some suggestions for the undertaking include expressed signals or arrow words to assist scholars spot the most relevant stuff. Morrison et Al. ( 2004 ) states that this can be done through lists, comparings and contrasts, temporal sequencing, cause and consequence, and through definition and illustration. Typographic signals are those signals in the text that emphasize of import information. Paying attending to headers and layout, every bit good as changing the type will assist maximise pupils ‘ focal point. Using and pull stringsing images and artworks is the 3rd scheme of message design. Harmonizing to Morrison et Al. ( 2004 ) , images are good to understand abstract information and to demo spacial relationships. Pictures and artworks such as original art, cartridge holder art, or exposure may heighten acquisition. However, costs effectiveness and copyright Torahs are necessary considerations for its usage. In developing the existent direction, Morrison et Al. ( 2004 ) supply good recommendations. The first recommendation is to do the direction concrete. One of the major cognitive ends in direction is to assist pupils make mental theoretical accounts. By supplying illustrations and artworks, concrete and shorter text, and legion illustrations, pupils will be able to solidify the mental theoretical accounts, doing it easier to recover the information from long-run memory. The 2nd recommendation is to command the measure size. This means that the direction should flux from one subject to the other. Some of the schemes to maximise measure size is utilizing consistent nomenclature and doing mentions to antecedently learned stuff. Pacing is another issue that must be considered through changing the figure of illustrations and supplying amplification on subjects that may be confounding. Another major consideration is cognitive burden. Harmonizing to Lohr and Gall ( 2008 ) , cognitive burden theory is the â€Å" cognitive theoretical account of information processing that emphasizes a conceptual mental work load in understanding human idea † ( p. 86 ) . Harmonizing to Lohr and Gall, cognitive overload and underload may both hinder acquisition. Effective acquisition means that the instructional stuff can non over-burden the pupils ‘ working memory. The usage of multimedia in larning as it relates to cognitive burden has been researched extensively ( see Mayer, 2001 ) . It is of import to understand basic multimedia rules sing the usage of text, life, and narrative prior to their usage in direction. The last measure that needs to be considered is rating. As stated in the debut, all of these stairss are non-linear and iterative. As it will go apparent, the rating subdivision is no exclusion to this regulation. Morrison et Al. ( 2004 ) define three types of rating: formative, summational, and confirmative. The map of formative rating is â€Å" aˆÂ ¦to inform the teacher or planning squad how good the instructional plan is functioning the aims as it progresses † ( p. 240 ) . These types of rating provide feedback to the teacher, the instructional interior decorator, the stakeholders so that alterations can be made to better the direction. During the development of the undertaking, one-to-one tests are recommended. This involves proving out the direction on single scholars. As the bill of exchange of the direction becomes developed, small-group tests can assist the instructional interior decorator expression for strengths and failings in the design. When the design is co mpleted, field tests are conducted. This involves the existent execution of the direction in existent schoolrooms. Summational rating â€Å" is directed toward mensurating the grade to which the major results are attained by the terminal of the class † ( p. 243 ) . Issues that will be considered include effectivity and efficiency of acquisition, cost of development, attitudes to the plan, and long-run benefits. Finally, verification rating is done over clip. This is done by carry oning a follow-up rating ( p. 244 ) . Through questionnaires, interviews, observations and other records, effectivity of the direction can be evaluated and reflected upon.

Chronic Disease Diabetes Mellitus - 5359 Words

As people get older and their chronic diseases start showing up or progress, they will need to be taken care of by not one doctor or specialist but by many health care providers.1 There are many chronic diseases that affect older people. One of the most common chronic diseases is diabetes mellitus, especially type 2 diabetes mellitus. With an increase of people with diabetes mellitus, there is also an increase need for health care professionals that will effectively take care of them. Even though diabetes mellitus is a disease where the patient is usually the one in control of taking care of him or herself, professionals are essential to their understanding of how to not have their blood glucose so high and live a healthier life without problems because of the diabetes.2 Just like physicians, nurses, dieticians, and many other health care providers, pharmacists play a big role in helping individuals with diabetes control it and live a healthy life.2 According to the 2014 National Diabetes Statistics Report, â€Å"29.1 people have diabetes.†3 Almost three times more than that number, about 86 million individuals have prediabetes. Perhaps even more alarming, â€Å"9 out of 10 people with prediabetes†3 don’t even know they are in that condition. This makes it even worse because without knowing th ey are at risk of having diabetes, they will never take the necessary measures of taking care of themselves to prevent developing their prediabetes to diabetes. With so many people at risk andShow MoreRelatedDiabetes Mellitus : A Chronic Disease1334 Words   |  6 PagesDiabetes Mellitus Diabetes Mellitus is a chronic disease meaning it persists for a long time and generally can t be prevented by vaccines or cured by medicines. Diabetes occurs when the body doesn t produce enough insulin or when the insulin doesn t work properly. Type 2 Diabetes allows insulin to be released into the blood but it is unable to work properly and makes the body unable to maintain healthy glucose levels in the blood. It can affect the entire body and anyone can develop the diseaseRead MoreDiabetes Mellitus : The Leading Chronic Disease1102 Words   |  5 PagesDiabetes Mellitus Diabetes mellitus is one of the leading chronic diseases that can cause high rates of morbidity and mortality worldwide. Diabetes mellitus is characterized by hyperglycemia due to a lack of insulin, insulin resistance, or both. 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(WHO) Insulin is responsible for maintaining an idealRead MoreDiabetes Mellitus : A Debilitating And Chronic Disease2025 Words   |  9 PagesDiabetes Mellitus is a debilitating and chronic disease in which life long care and rehabilitation is required. According to the World Health Organization, diabetes affects over 300 million people worldwide, and continues to rise each year. There are three main categories of diabetes; type 1, type 2 and gestational diabetes. The pathophysiology of diabetes mellitus is related to insulin, which is a horm one secreted by the cells of the pancreas. (WHO) Insulin is responsible for maintaining an idealRead MoreDiabetes Mellitus : A Disease That Is Characterized By Chronic Hypoglycemia1116 Words   |  5 PagesDiabetes Mellitus â€Å"Diabetes Mellitus is a disease that is characterized by chronic hypoglycemia† (ATI 2011). There are three classifications of Diabetes; Type One is classified as juvenile-onset or insulin-dependent diabetes. 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