Advantage and Disadvantage of Electrical Pre-fabricated cable Dissertation

Advantage and Disadvantage of Electrical Pre-fabricated cable - Dissertation Example Regardless of mixed reactions, it has been known for long periods of time that the preassembled electrical components have several benefits and problems. This research paper has, therefore, identified both the advantages and disadvantages of employing pre-fabricated electrical cables and other electrical components in electrical installation. The research paper has also explored the impacts of prefabrication technology on electrical installation and construction industry at large. In addition to identifying the advantages and disadvantages of employing pre-fabricated electrical cables, research paper has investigated the current trends in the use of prefabrication technology. The paper has also discussed how the prefabricated electrical cables are applied or used in the construction and electrical installation industry. In order to achieve its objectives, the research involved both secondary and primary data. With the regard to primary data, qualitative research was carried to gather the perceptions of public (particularly those who have some on knowledge on prefabricated and on-site fabricated electrical cables) and contractors regarding the advantages and disadvantages prefabricated electrical cables. In this case, a number of electricians and contractors were interviewed in the quantitative research part of the dissertation. In the case of the secondary data, qualitative research was carried out on the organizations that produce (manufacture) these prefabricated electrical cables. ... ACKNOWLEDGEMENTS I take this opportunity to acknowledge with great thanks the contributions that have been made towards the completion of this research by my Supervisor. I further take this precious time to acknowledge the contribution made by friends, classmates and family members towards the contribution made towards the completion of this project (dissertation). TABLE OF CONTENTS 1.INTRODUCTION 8 1.2 Research Aims and Objectives 9 1.3 Research problem statement 9 2.LITERATURE REVIEW 10 2.1 Description of Terms and Expressions 10 2.1.1 Prefabrication 11 2.1.2 Modularization 11 2.1.3 Preassembly 12 2.1.4 Industrialization 12 2.1.5 Prework methods of manufacturing 13 2.1.4 Advantages of prework methods of manufacturing 13 2.1.4 Disadvantages of pre-work methods of manufacturing 15 2.2 Trends and historical development of Prefabrication of electrical cables 16 2.2.1 Challenges that have faced prefabrication of electrical components 17 2.2.2 Trends and evolution of prefabrication 19 2. 3 Prefabricated Components in general 19 2.3.1 Advantages of Prefabricated components in general 20 2.3.2 Disadvantages of the prefabricated components in general 21 2.4 Prefabricated electrical cables. 22 2.4.1 Advantages and disadvantages of using prefabricated electrical cables and components 23 2.5 Application of Prefabricated electrical cables 26 2.5.1 Prefabricated electrical wiring systems 26 2.5.2 Merits of Prefabricated electrical wiring systems 27 2.5.3 Demerits of Prefabricated electrical wiring systems 30 2.5.4 The Basics of Prefabricated (Modular) electrical wiring systems 31 2.5.5 Perceptions associated with the adoption of Prefabricated wiring systems 33

White Knight and Its Problems Case Study Example | Topics and Well Written Essays - 500 words - 42

White Knight and Its Problems - Case Study Example As the paper highlights, most of the agents were employed on a temporary basis. This indicates that there were fewer agents compared to customers that needed to be served, hence the problem of delays at the company’s call Centre. Secondly, there is a possibility that the temporary staff did not get adequate mentorship as well as the standards required to attend to customers at the call Centre. This might be because of the company relying only on the permanent staff to mentor the temporary staff, rather than to use other external assistance. In addition, the company might be offering less salary making most people to seek employment from other similar jobs within the industry. Thirdly, there might have been a low employee’s morale at the call Centre since there was a flat rate salary for all employees. To add on, most employees at a call centre might not have qualified for the job since they lacked the required competencies, skills as well as personal characteristics tha t could suit them for the job. Finally, The Company might have been lacking proper coordination for the services at the call Centre; this is because they had inadequate leadership qualities. The company can use several approaches to improve the performance at the call Centre. First, the company ought to employ monitoring and evaluation approach, which enable keen follow up of employees attendance to customer related services at the call Centre. Subsequently, they will then evaluate these employees according to how they respond to customers. Secondly, the company should use the approach of focusing on the continuous improvement, for instance, the company should concentrate on methods of improving their services from time to time. Finally, the company should ensure that their activities are linked to their overall strategy.

Directions in Language Essay Example for Free

Directions in Language Essay On this essay we are going to expressly talk on promoting Academic Success for ESL Students and also understanding second language acquisition for school, I will take my time to explain Linguistic processes and discusses the linguistic processes of first and second language acquisition. First language acquisition is a complex, lifelong process. And I will also explain in detail the influential factors of social and cultural processes on all aspects of linguistic, cognitive, and academic development. Students that are in English speaking Countries, who English language is very new to need to acquire profiency in the language, and this same student need to learn some things in addition such as, to learn a range of academic content, some of which they are very new to. Now let us look through these major model factors. The model defines factors that enable predictions to be made regarding English learners’ degree of second language acquisition in an academic context. Taking a critical look from the authors angle describe in detail the dimensions and components of the model and gives more clearly several currently popular types of education programs for English language learners in the United States. Such as their degree of adherence to the model. Finally, we compare the predictions of the model, using predicted rankings of relative program success, to the actual measured effectiveness of each program in producing varying degrees of English learners’ achievement gap closure with mother tongue-English speakers. Promoting Academic Success for ESL Students We are going to look critically at, why is necessary to promote academic success for ESL students and Understanding second language acquisition for school. In the recent research by (Thomas Collier, 1995) shows that when examining interactions among student background you can deduce the difference in treatment and variables and their influence on student outcomes. The two-way bilingual education at the elementary school level which was found has giving a promising program model for the long-term academic success for language minority students. Language acquisition over the years has recently become a thing of necessity for every ESL students, acquiring language as a major tool for effective learning and successful years of study. In a scenario ESL student in country such as USA. It becomes a must for such a student to learn second language, if not it will be a little bit difficulty for such a student to learn fast and even relate with other friends around. ESL students must be encouraged to relate with English speakers and language minority students learning academically through each others languages. (Virginia, George Mason University, 1995). Perceptions among staff, students, and parents that it is a gifted and talented program, leading to high expectations for student performance with this kind of influence given to both languages a level of language stability would be achieved to a large extent creating self-confidence among language minority students. The duty of parents to promote both language minority and language majority for closer home-school cooperation can not be over emphasized to help in promoting the influence academic success for ESL Student, their must be cordial relationship between ESL students and Teachers/lectures or between ESL students and other colleagues and more so between wards/guardian and ESL students and the school authorities. We must watchfully guide against racism around us and protect the interest of ESL Students. The continuous support for staff development, emphasizing whole language approaches, natural language acquisition through all content areas, cooperative learning, interactive and discovery learning, and cognitive complexity of the curriculum for all proficiency levels. . (Virginia, George mason university, 1995). The linguistic processes of first and second language acquisition: The lifelong process: For us to really understand the progresses in language acquisition during the school years, it is expedient to recognize the complex, lifelong processes we actually go through to acquire our first language and second language acquisition in parallel processes. The complex oral language development system from birth to age five is universal, without any physical disabilities or isolation from humans. But the most talented five-year-old child entering pre-nursery is not yet half-way through the process of first language development. Research heard it that Children from ages 6 to 12 will continue to acquire steady or continuous distinctions, formal discourse patterns, vocabulary, syntax, semantics, and complex aspects of pragmatics in the oral system of their first language (Berko Gleason, 1993). More so, children that are properly brought up in this level adding reading and writing to the language of listening and speaking across the globe are usually very intelligent, skilled and increase in grades level and a clear increase in language academics subject. Adolescent that eventually gained admission into high school must have learned and acquired lots of vocabulary in every discipline of study and will continue to acquire more writing skills, this process continues like that till you get to adult age. Adult age is very sensitive age as language acquisition is concerned, as an adult you may not be able to learn too more language than your first language you had acquired. So first language acquisition is an unending process throughout our lifetime (Berko Gleason, 1993; Collier, 1992a). Let us take a look Second language acquisition is also a complex phenomenon. We use some of the same processes we have used to acquire our first language, going through progressive stages and relying on native speakers to provide modified speech that we can at least partially comprehend. The influential factors of social and cultural processes There are four major component of model namely, sociocultural, linguistic, academic, and cognitive processes. These four components are interrelated together and for you to really understand their importance in developing second language acquisition processes that occurs in the school context. There is a figure below to show the interrelationship between the four components. Figure 1 Language Acquisition for School (Virginia P. Collier, 1994. ) Sociocultural processes At the center of the figure above, you will notice that other components are surrounding social and cultural processes through the process of acquiring a second language in school. It is Central to that students acquisition of language are all of the surrounding social and cultural processes occurring through everyday life within the students past, present, and future, in all contexts-home, school, community, and the broader society. The work of Sociocultural may include individual student variables such as self-esteem or anxiety or other affective factors processes in promoting second language acquisition. These factors can strongly influence the students response to the new language, affecting the process positively only when the student is in a socioculturally supportive environment. Linguistic processes: A second component of the model, consist of the technical aspects of language development â€Å"(an innate ability all humans possess for acquisition of oral language)†, as well as the acquisition of the written system of language metalinguistic, conscious and formal teaching of language in school. First and second languages across globe include the acquisition of the oral and written systems of the students, such as phonology, vocabulary, morphology and syntax, semantics, Pragmatics, paralinguistic, and discourse. (Virginia 1994. ) Academic development. A third component of the model, academic development, includes all school work in language arts, mathematics, the sciences, and social studies for each grade level, Grades K-12 and beyond. It this succeeding grade, academic work dramatically expands the vocabulary, sociolinguistic, and discourse dimensions of language to higher cognitive levels. Academic knowledge and conceptual development transfer from the first language to the second language; thus it is most efficient to develop academic work through students first language, while teaching the second language during other periods of the school day through meaningful academic content. In earlier decades in the United States, we emphasized teaching the second language as the first step, and postponed the teaching of academics. Research has shown us that postponing or interrupting academic development is likely to promote academic failure. In information driven society that demands more knowledge processing with each succeeding year, students cannot afford the lost time. (Virginia 1994. ) Cognitive development: The fourth component of this model, the cognitive dimension, has been mostly neglected by second language educators in the U. S. until the past decade. In language teaching, we simplified, structured, and sequenced language curricula during the 1970s, and when we added academic content into our language lessons in the 1980s, we watered down academics into cognitively simple. (Virginia 1994. ) Tasks we also too often neglected the crucial role of cognitive development in the first language. Now we know from our growing research base that we must address all of these components equally if we are to succeed in developing deep academic proficiency in a second language. Interdependence of the four components All of these four components-sociocultural, academic, cognitive, and linguistic-are interdependent. If one is developed to the neglect of another, this may be detrimental to a students overall growth and future success. The academic, cognitive, and linguistic components must be viewed as developmental, and for the child, adolescent, and young adult still going through the process of formal schooling, development of any one of these three components depends critically on simultaneous development of the other two, through both first and second languages. Sociocultural processes strongly influence, in both positive and negative ways, students access to cognitive, academic, and language development. It is widely advice and crucial that educators provide a socioculturally supportive school environment that enable natural language, academic, and cognitive development to flourish. (Virginia 1994) Conclusion These few points raised above I belief has shown the importance of Language Acquisition for ESL students, crucially I have been able to raise some reasonable points concerning, understanding the relevance of Language Acquisition for ESL student. Promoting academic success for ESL students Understanding second language acquisition for school Then I have been able discuss the linguistic processes of first and second language acquisition which also link to First language acquisition is a complex, lifelong process. More so, I have been able to explain the very importantly the influential factors of social and cultural processes on all aspects of linguistic, cognitive, and academic development and interrelationship between these component and why they must be put in place, if we really want to promote Language Acquisition for ESL students. Without bordering our minds for ever am sure that these points contributed have immensely added to effect of promoting Language Acquisition for ESL students, understanding the importance of first language and second language acquisition and also the processes involved in learning these first and second language. The component involved in enhancing the Language Acquisition had been enumerated above. Reference Berko Gleason, (1993); Collier, (1992) Collier P Virginia, (1995). Directions in Language Education National Clearinghouse for Bilingual Education. George Mason University. Vol. 1, No. 4, Collier. P. Virginia, (1997). Promoting academic success for ESL students Understanding second language acquisition for school (3rd ed. ). Woodside, NY: Bastos. Thomas Collier, (1995).

Defining The Winners And Losers English Literature Essay

Defining The Winners And Losers English Literature Essay Winning isnt everything, its the only thing (Lattterell 210). Spoken by one of the most well-known football coaches ever, Vince Lombardi sums up the value America places on competition in this quote. America is dominated by the cultural assumption that the role competition plays in the United States is to define winners and losers. While the assumption does value hard work, perseverance, and giving all ones got as a pathway to become a winner as well as whoever or whatever one dreams of being in life, the assumption fails to recognize Americans obsessions with the infinite new ways they concoct just to prove themselves as winners. In addition, the assumption does not take into account the way competition can turn into an out-of-control complete loss of civility (Latterell 211-213). Even more so, defining winners and losers causes Americans to value the extrinsic rewards for competing instead of looking at the value of intrinsic motivation and cooperation (Latterell 213-214). Joshua D avis and Alfie Kohn each question the assumption that constitutes almost every aspect of Americans lives and reflects Americas obsession with defining winners and losers. To begin with, Joshua Davis looks at the American cultural assumption on competition in his essay Team USA by looking at how it played a role in his own life. From early childhood, Davis had been influenced by his mother to become the champion she had never become. Ever since his mother place fifth in the 1962 Miss USA contest, she looked to her son to become the champion she had never been. Even after all of her accomplishments, she still saw herself as a loser or just average, and therefore, she wanted her son to become the winner she could no longer become (263-264). As humorous as it sounds, the five-foot-nine-inch, 129-pound data entry clerk looked to fulfill his goal to become a winner in his own right by becoming a professional arm wrestler (262). In the end, Davis made it all the way to the World Arm Wrestling Championships and ended up getting seventeenth in a field of eighteen. Humorously, Davis is now ranked seventeenth in the world for the 132-pound arm wrestling division without even winning one single match (275). Overall, the essay pokes fun at the American ideal that any individual can become a champion and winner if he/she really puts his/her mind to it and give it everything he/she has got. American society is so concerned with being winners that Davis wonders where an average citizen like himself stands out in society (275). The fact that this average citizen, who has been labeled a loser his entire life, becomes an internationally ranked arm wrestler without winning one match reflects Americans absurd desire to prove themselves as winners in any way imaginable. Daviss story is a direct criticism of Americas assumption on the value of competition. It is even essential to take notice of the way Davis criticizes Americas cultural assumption that hard work and extreme effort will get anyone to the top. His essay criticizes the assumption because he became internationally ranked with not one win and not nearly the amount of time and hard work that is needed to reach such a high status. By wri ting about his experience of becoming an internationally ranked arm wrestler through zero wins and no experiences or matches in arm-wrestling in his life prior to the U.S. National Arm Wrestling Championships, the essay further points out the silly, ridiculous, bizarre, and yet comical ways Americans try to prove themselves as winners (265). His mothers disappointment that came from competing in beauty pageants followed by her strong desire to push her own son to the status of champion is a sad representative example of Americas cultural desire to win-at-all-costs for trophies and other extrinsic rewards. The fact that some arm wrestlers had their legs amputated in order to cut off unnecessary weight so that they could have a better advantage at winning the gold is yet another ridiculous extreme people resort to in order to get themselves to the admirable, distinguished status of being a winner (275). Essentially, the essay is a criticism of the value Americans place on being a winn er and the measures people go to in order to become a winner. In No Contest: Play, Fun, and Competition, Alfie Kohn argues against the cultural assumption that competition and defining winners and losers is more enjoyable than play (277). To begin with, Kohn defines play and competition as two separate entities. He sees play as a voluntary and pleasing source of freedom free from being serious and free from the recordings of results and scores because they do not matter in play. Whereas play represents a process orientation (278) that is intrinsically gratifying, competition represents a product orientation (278) that is extrinsically gratifying. Furthermore, competition is strongly regulated with many rules. Motivating Americans for acceptance outside of oneself, competition is very goal-oriented with strong incentives to obtain power, trophies, and/or money (278-280). In competition, someone must end up a loser (286). Kohn makes a very important point in noticing that it is very hard for Americans to enjoy their leisure time when it is filled with competitions that directly resemble corporate America and Americas hierarchical social status system (280). In essence, Kohn is saying that competition especially sports resemble work more than it resembles pleasure and leisure (279). Competitions and sports are mainly getting people ready for a life that is filled with work, competition, and winners and losers (280). One of Kohns most important points is when he states that We have been raised to associate recreation with the win/lose model of our society, to assume that having fun means someone has to end up a loser (286). More importantly is the fact that when a victor is named and receives an external reward for their accomplishment over another person/team, any other gratification that could come from a game is lost. Thus the goal and the focus are only on winning in order to receive societys favor, adoration, and respect (282). In order to give a better expression of what play looks like, it is necessary to at least identify one of the many noncompetitive games cited in his essay. One such example is the cooperative rather than noncompetitive game called Cooperative Bowling. In this example of play, participants try to take down all ten pins in as many rounds as there are players. It is also significant to note that in play others are partners rather than opponents as in competition (288). Overall, Kohns main point he tries to get across is his belief that play not only can be much more enjoyable than the win/lose structure of competition, but that play can also make people an overall better human being than competition can (277). Furthermore, his entire essay helps assert that play has many more benefits compared to the benefits of competition. Kohn uses the unique advantages people think competition offers and shows how they can be just as advantageous if not more when one is involved in play of all kinds. When looking at the unique quality of teamwork, play is more beneficial and enjoyable because teamwork is, simply stated, a cooperative activity aimed at working together towards a common goal. Therefore, since play forces everyone to cooperate together while competition involves one group working against another enemy, play is twice as gratifying as competition is (283). In addition, play can be just as challenging as competition as evidenced by Cooperative Bowlin g (287-288). Play can also involve a determination to beat ones own previous record such as in running to beat ones previous time(s). It is important to note that this example of play does not involve competition because there are no winners or losers; there is only a push to challenge and better oneself rather than compare oneself to others as competition does (284). Every attempt whether failed or succeeded is nonetheless beneficial when a person challenges himself/herself. One key feature of competition is the destruction and disadvantages, that competition, and not play, creates. Competition and play are both similar in that they are supposed to provide large scale participation and enjoyment. However, looking at the rates of participation in North America makes one conclude that competition is not very popular or very much enjoyed. In North America it is not uncommon to lose from 80 to 90 percent of our registered organized sports participants by 15 years of age (285). That statistic alone should stand out as a major drawback of competition since competition is meant to yield vast participation and enjoyment. Even more so, the pervasive competitiveness in childrens athletic programs such as Little League baseball helps one to see the damage competition causes. Angry parents who yell at their children, humiliating them in the process, are such sad sights to see because they only to want to see their children win (286). As a certified soccer referee wh o has refereed for over four years now, I can strongly agree with this statement. Competition and sports are valued and accepted for their hostility, aggression, and violence as well (281). It is hard to correlate competition with fun, enjoyment, and unique advantages with this kind of evidence (286). Findings show that once children are exposed to noncompetitive games they generally prefer these games compared to competitive ones. However, society is socialized and brainwashed into thinking that competition is more enjoyable. When individuals are judged on their own efforts as in play or noncompetitive games and not compared or measured to any other individuals, greater benefits and enjoyment can be obtained (287). Cooperative games offer a satisfaction not only for the success of oneself but also for the success of all involved; sadly, this gratifying advantage is absent from competition (289). In conclusion, America is encompassed with the assumption that the only way to enjoy and benefit from leisure time is to engage in the win/lose model of competition. While competition is unlikely to fade from its high ranks in capitalistic America, it is essential for Americans to look more at play and noncompetitive games as opportunities for fostering social harmony and enjoyment and success for all.

Social Institutions Essay -- essays research papers

The Military Social Institution is one of the three Primary Social Institutions. The military was initially established to help protect, as well as unify a country, but since it’s development, it’s done so plus more. The Military as a social institution has led to domination and conquering of sorts, while trying to balance morals and justifications. Since the military is run by the government, it can be assumed that not only does this institution try to control and rationalize, but also continue to boil over into much of the other institutions. The Economic Social Institution is another one of the three Primary Institutions. The hold that the economy plays on a societies life is overwhelming to say the least. With the Economy being one of the biggest influences on social interaction in today’s society, it is understandable why we have used it as a foreground in which we continue to build on. With wealth and development growing due to an economies strong hold on society, we seem to always use that as one of our bases for happiness. Without the Economic Social Institution, the socialistic structure would always lean to domination and political stature, rather then the wealth or development in which we (as a society) would grow. The Political Social Institution is one of the three Primary Institutions. With society being ran by a higher authority, and not by the â€Å"norms†, it is considered only natural to follow the authorities orders. The Political Structure that takes place in a society is often construed as being chosen by the followers, much like a democracy, when in fact it is hardly ever the case. With society focused on its own growth and maturity, sometimes we neglect the power of the individuals in charge, and only see a false image of our government. With that being said, it is that very reason that the Political Institution is considered a primary one. We (society) would like to think of the government and the political structure as being cooperative and convenient at its disposal, but the truth of the matter is that often the imperfections of our society are much related to the government that we â€Å"chose†. The Family Social Institution is a Secondary Institution. Because of â€Å"Family Life† being much a part of â€Å"today’s society† and also a way of living, it can be said that this type of lifestyle is undoubtedly a reason for planning right. Socie... ...he/she has as compared to themselves. As for societies who do not have the benefits of recent medicine, they are looked at as the outcasts and UN-stabilized. The Mass Media Social Institution is a Secondary Social Institution. The power of media, any sort, or any kind; is undeniable. Within a culture, or society, everyone has at one time or another been faced with some time of advertisement, or propaganda. Even if you never purchased the item, you were still faced with the issue of â€Å"should I try it, or not?† It’s stunning at how much we fall into a trap when dealing with the media’s influence on a society’s particular way of thinking. The Media can turn a murder trial, into a televised event, which can generate revenue, that shows how media can help out the economy, as well as openly test the law. Media has been around for centuries, and has always created a buzz in one way or another throughout a society, but the cunningness of it all is how society relies so greatly on media as our entertainment and pleasure. Society is constantly bombarded with ads and ideas that were generated to bring in revenue, whil e the society constantly succumbs to the pressure of the outside nature.

Uses of ICT in Theatres :: ICT Essays

Uses of ICT in theatres Databases may contain information regarding: * Props - & people who make them * Costumes - * Actors * Producers * Directors * Regular visitors * Scenery - makers, painters * Make-up people * Rehearsal times * Staff rotas Publicity: * Programmes * Filters * Press releases * Posters * List of contacts Smoke/fire alarms Emergency lighting A theatre may use ICT for a wide number of tasks: Ticket-booking systems (both on- and off-line) Internet site Staff rotas Promotional materials Cash flow Automatic lighting systems Central management system Accounts Scheduling User interfaces Alarms Data Protection Act -relates to any personal data (relating to living individuals who can be identified from that data) that may be stored. - Hence, general data collected from point of sale terminals and websites are not usually affected. - Requirements of Act also cover many categories of manually held data. - Rome types of data that must be registered under the Act: -- Public and internal directories (e.g. of students, customers, staff) - Includes contact information. -- Staff/customer biographical information pages. -- Online forms (registration etc), include contact information. -- Online research surveys - includes data that identifies any individual response to a survey. -- E-mail list subscriptions (e.g. keep up with the latest results). -- Other ways, such as scripts that allow a user to personalise web pages, server-based cookie file systems, etc. Companies collecting any of the data outlined above must appoint a data controller and register with the Information Commissioner. Data Controllers must notify the IC, before processing personal data, of: - Their name and address - The data to be processed - The category(s) of data subject to which they relate - The purposes for which the data will be processed Companies are checked to ensure data security before being registered. The Act places a legal obligation on DCs to follow the data protection principles: - Personal data shall be processed fairly and lawfully - Personal data shall be obtained only for one or more specified lawful purposes - Personal data shall be adequate, relevant and not excessive in relation to the purpose/s for which it is to be used - Personal data shall be accurate and, where necessary, kept up to date - Personal data processed for any purpose/s shall not be kept for longer than necessary - Personal data shall be processed in accordance with the rights of data subjects under the act - Appropriate technical and organisational measures shall be taken against unlawful or unauthorised processing of personal data, and against loss, destruction or damage to personal data. - Personal data shall not be transferred to countries/territories

Educational Preparation in Nursing Essay

With a consistent change in modernizing medicine, along with the continuing advancement in technology, continuing education in nursing is essential for a variety of reasons. The nurse’s main concern is providing safe, efficient, and effective patient care with positive patient outcomes. This paper will examine the differences in competencies between nurses prepared at an associate-degree level versus a baccalaureate-degree level, in order to provide an evidenced-based understanding of the variation in the educational preparation of nurses. An associate-degree nursing program usually takes place over the course of a two year period, providing the nurse with the confidence in skills and knowledge to be placed in an entry-level position upon graduation. These types of programs focus on preparing nurses for care settings including community hospitals and long-term care facilities—and were traditionally designed to compensate for the nursing shortage. A bachelor-degree nursing program typically takes place over a period of four academic years; and is intended to prepare its graduates to practice nursing in leadership and management positions in a number of care settings (Creasia & Friberg, 2011, pp 25-27). A bachelor-degree program in nursing provides a further understand of not only the scientific and clinical nursing education, but also a more in-depth overview of specialized skills including: critical thinking, decision-making, communication, leadership, case management, and health promotion (The Impact of Educati on on Nursing Practice, 2012, para. 1). The American Association of Colleges of Nursing describes evidenced-based recommendations that explain that in order to â€Å"respond to the demands of an evolving health care system and meet the changing needs of patients, nurses must achieve higher levels of education (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 5).† The professional nurse holding a baccalaureate-level degree is prepared for a broader role in patient care with a higher understanding of holistic treatment, community health, clinical research, and nursing leadership and management. The added course work provided in a baccalaureate program is designed to prepare the nurse for a broader scope of practice and a better understand of issues that affect patients and their health care, including: cultural, economic, political, and social issues. â€Å"Nurses with Bachelor of Science in Nursing (BSN) degrees are well-prepared to meet the demands placed on today’s nurse (The Impa ct of Education on Nursing Practice, 2012, para 1).† Patient outcome are the principal for continuing education. The level of educational preparation required by a baccalaureate-degree nurse allows for more equip decision-making in approach to patient care situations. According to the American Association of Colleges of Nursing, In the October 2012 edition of Medical Care researchers from the University of Pennsylvania found that surgical patients in Magnet hospitals had 14% lower odds of inpatient death within 30 days and 12% lower odds of failure-to-rescue compared with patients cared for in non-Magnet hospitals. The study authors conclude that these better outcomes were attributed in large part to investments in highly qualified and educated nurses, including a higher proportion of baccalaureate prepared nurses. (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012, para. 9) With â€Å"Magnet† indicating a higher portion of baccalaureate nursing staff, it is determined that the nurse prepared at a bachelore-degree level is better prepared to approach a patient care situation with the capability of taking immediate action to provide better patient outcomes, than that of a nurse prepared at the associate-degree level. This goes to show that higher education has a strong impact on nursing practice. According to the American Association of Colleges of Nursing, a better educated nursing workforce will improve patient safety and enhance nursing care, decreasing mortality rate—as there is a significant correlation between nurses educated at a bachelor-degree level and lower patient death rates (Fact Sheet: Creating a More Highly Qualified Nursing Workforce, 2012). Through this research it is apparent that there is a significant connection between patient health care outcomes and the educational preparation of nurses. It is now established that the nurse prepared at a baccalaureate level is more readily capable of caring for critically ill patients; working in situations requiring critical thinking, leadership, and decision-making; and also taking roles in clinical aspects relevant to non-hospital settings. â€Å"Researchers have identified improved patient safety and lower rates of patient morbidity and mortality; lower levels of medication errors and procedural violations; and fewer disciplinary actions for BSNs (Altmann, 2012, para 4).† The need to continue education in nursing is on-going in order to continue to keep up with the changes in technology, advances in medicine, and to provide the best patient care. The Grand Canyon University Philosophy for nursing education explains: Baccalaureate nursing practice incorporates the roles of assessing, critical thinking, communicating, providing care, teaching, and leading. The caring professional approach includes the values of autonomy, altruism, human dignity, integrity and social justice with unconditional regard for all people. Nursing practice includes health promotion, disease prevention, early detection of health deviations, prompt and adequate treatment of the human response to acute and chronic illness, and compassionate care for those experiencing death. (Philosophy, n.d., para. 8) It is essential to maintain competency in nursing practice through the pursuit of continuing education. The difference between educational levels involves clinical competencies in a variety of settings, decision-making skills, leadership roles, job opportunities, and most importantly overall patient outcomes. In order to provide the best care for patients, a higher education, and continuing increase in knowledge is essential. References Altmann, T. K. (2012). Nurses’ attitudes toward continuing formal education: A comparison by level of education and geography. Nursing Education Perspectives, 33(2), 80-4. Retrieved from http://search.proquest.com/docview/1009642651?accountid=7374 Creasia, J. L., & Friberg, E. (2011). Conceptual Foundations: The Bridge to Professional Nursing Practice [5] (VitalSource Bookshelf), Retrieved from http://pageburstls.elsevier.com/books/978-0-323-06869-7/id/B9780323068697100029_p0150 Fact sheet: Creating a more highly qualified nursing workforce. (2012, October 24). Retrieved November 8, 2012, from American Association of Colleges of Nursing: