Chipmunk Facts (Subfamily Xerinae)

Chipmunks are small, ground-dwelling rodents known for stuffing their cheeks with nuts. They belong to the squirrel family Sciuridae and the subfamily Xerinae. The common name of chipmunk probably derived from the Ottawa jidmoonh, which means red squirrel or one who descends trees headlong. In English, the word was written as chipmonk or chipmunk. Fast Facts: Chipmunk Scientific Name: Subfamily Xerinae (e.g., Tamius striatus)Common Names: Chipmunk, ground squirrel, striped squirrelBasic Animal Group: MammalSize: 4-7 inches with a 3-5 inch tailWeight: 1-5 ouncesLifespan: 3 yearsDiet: OmnivoreHabitat: Forests of North America and northern AsiaPopulation: Abundant, stable or declining population (depends on species)Conservation Status: Endangered to Least Concern (depends on species) Species There are three chipmunk genera and 25 species. Tamias striatus is the eastern chipmunk. Eutamias sibiricus is the Siberian chipmunk. The genus Neotamias includes 23 species, mostly found in western North America and collectively known as western chipmunks. Description According to National Geographic, chipmunks are the smallest members of the squirrel family. The largest chipmunk is the eastern chipmunk, which can reach 11 inches in body length with a 3 to 5 inch tail and weigh up to 4.4 ounces. Other species, on average, grow to 4 to 7 inches in length with a 3 to 5 inch tail and weigh between 1 and 5 ounces. A chipmunk has short legs and a bushy tail. Its fur is usually reddish brown on the upper body and paler on the lower body, with black, white, and brown stripes running down its back. It has pouches in its cheeks which are used to transport food. Chipmunks have cheek pouches they fill with food. Frank Cezus, Getty Images Habitat and Distribution Chipmunks are ground-dwelling mammals that prefer rocky, deciduous wooded habitats. The eastern chipmunk lives in southern Canada and the eastern United States. Western chipmunks inhabit the western United States and much of Canada. The Siberian chipmunk lives in northern Asia, including Siberia in Russia and Japan. Diet Like other squirrels, chipmunks cannot digest cellulose in wood, so they obtain nutrients from an omnivorous diet. Chipmunks forage throughout the day for nuts, seeds, fruit, and buds. They also eat produce farmed by humans, including grains and vegetables, as well as worms, bird eggs, small arthropods, and small frogs. Behavior Chipmunks use their cheek pouches to transport and store food. The rodents dig burrows for nesting and torpor during the winter. They do not truly hibernate, as they awaken periodically to eat from their food caches. Adults mark territory with cheek scent glands and urine. Chipmunks also communicate using complex vocal sounds, ranging from a fast chittering sound to a croak. Baby chipmunks are born hairless and blind. legna69, Getty Images Reproduction and Offspring Chipmunks lead solitary lives except for breeding and raising young. They breed once or twice a year and have a 28- to 35-day gestation period. A typical litter ranges from 3 to 8 pups. Pups are born hairless and blind and only weigh between 3 and 5 grams (about the weight of a coin). The female is solely responsible for their care. She weans them around 7 weeks of age. Pups are independent by 8 weeks of age and sexually mature when they are 9 months old. In the wild, chipmunks have many predators. They may survive two or three years. In captivity, chipmunks may live eight years. Conservation Status Most chipmunk species are classified as least concern by the IUCN and have stable populations. This includes the eastern and Siberian chipmunk. However, some species of western chipmunk are endangered or have decreasing populations. For example, Bullers chipmunk (Neotamias bulleri) is listed as vulnerable and Palmers chipmunk (Neotamias palmeri) is listed as endangered. Threats include habitat fragmentation and loss and natural disasters, such as forest fires. Some people keep chipmunks as pets. Carlos Ciudad Photos, Getty Images Chipmunks and Humans Some people consider chipmunks to be garden pests. Others keep them as pets. While chipmunks are intelligent and affectionate, there are some drawbacks to keeping them in captivity. They may bite or become aggressive, they mark scent using their cheeks and urine, and care must be taken to accommodate their hibernation schedule. In the wild, chipmunks generally do not carry rabies. However, some in the western United States carry plague. While wild chipmunks are friendly and cute, its best to avoid contact, especially if they appear sick. Sources Cassola, F. Tamias striatus. The IUCN Red List of Threatened Species 2016 (errata version published in 2017): e.T42583A115191543. doi:10.2305/IUCN.UK.2016-3.RLTS.T42583A22268905.enGordon, Kenneth Llewellyn.  The Natural History and Behavior of the Western Chipmunk and the Mantled Ground Squirrel.  Oregon, 1943.Kays, R. W.; Wilson, Don E. Mammals of North America (2nd ed.). Princeton University Press. p. 72, 2009. ISBN 978-0-691-14092-6.Patterson, Bruce D.; Norris, Ryan W. Towards a uniform nomenclature for ground squirrels: the status of the Holarctic chipmunks. Mammalia. 80 (3): 241–251, 2016. doi:10.1515/mammalia-2015-0004Thorington, R.W., Jr.; Hoffman, R.S. Tamias (Tamias) striatus. In Wilson, D.E.; Reeder, D.M (eds.). Mammal Species of the World: A Taxonomic and Geographic Reference (3rd ed.), 2005. Johns Hopkins University Press. p. 817. ISBN 978-0-8018-8221-0.

Ironic Famous Last Words

Whether realized at the time they are said or only in hindsight, nearly everyone will express a word, phrase or sentence that proves the last thing he or she ever says while alive. Sometimes profound, sometimes every day, here you will find a select collection of the last words spoken by various people that appear ironic in hindsight. Note: The following quotations are organized alphabetically by the individuals last name followed by the year in which he or she died. R. Budd Dwyer (1987) Dont, dont, dont, this will hurt someone. Embroiled in a bribery scandal, Pennsylvania Treasurer Dwyer decided to commit suicide rather than resign publicly. After addressing reporters gathered at a press conference the day before a Pennsylvania court was scheduled to issue Dwyers sentence for his earlier bribery conviction, the state treasurer cut short his prepared remarks and produced a .357 caliber handgun to the astonishment of attendees. As people tried to defuse the situation and take the gun from him, Dwyer warned reporters not to approach as he placed the gun in his mouth and pulled  the trigger. Stephen Irwin (2006) Dont worry, they usually dont swim backwards. While filming a documentary near Australias Great Barrier Reef, The Crocodile Hunter encountered a stingray that defensively used its tail spine to ward off Irwin, piercing his chest. Despite the efforts of his production and boat crews to save his life, Irwin died from cardiac arrest and  excessive loss of blood. Terry Alan Kath (1978) Dont worry†¦ its not loaded. The founding member of the rock group Chicago thought the .38 caliber revolver he pointed to his head was unloaded. John F. Kennedy (1963) No, you certainly cant. Jacqueline Kennedy testified on June 5, 1964, that these were President Kennedys last words—or something to this effect—in response to the statement by Nellie Connally, the wife of Texas Governor John Connally. He remarked just before an assassins bullet struck the president: You certainly cant say that the people of Dallas havent given you a nice welcome. Vic Morrow (1982) Ive got to be crazy to do this shot. I shouldve asked for a double. During the filming of a scene for Twilight Zone: The Movie, the planned pyrotechnic explosions damaged the tail rotor of a helicopter that was part of the sequence, causing the pilot to lose control of the craft. The helicopters main rotor decapitated Morrow and a seven-year-old actor he carried in his arms and crushed a second child actor when it crashed. Charged with involuntary manslaughter, a jury ultimately acquitted the films director, John Landis, of the charges. Hector Hugh Munro, aka Saki (1916) Put that bloody cigarette out! Serving in the British Army during World War I, Saki (the pen name of British author Munro) uttered his last words on a French battlefield. A German sniper saw the lit cigarette or overheard Sakis order and shot the 43-year-old. (Incidentally, there is an interesting death-related superstition revolving around soldiers lighting cigarettes on a battlefield called Three on a Match.) Lawrence Oates (1912) I am just going outside and may be some time. Suffering from the effects of scurvy and frostbite, and fearing his maladies placed the rest of his companions at risk as they attempted to reach the South Pole for the first time in history, Oates uttered these final words according to expedition leader Robert Falcon Scotts journal. After his comrades refused his first attempt to sacrifice himself for their safety, Oates said these words as he left the groups shelter during a blizzard. Unfortunately, his heroic sacrifice did not save his companions, who died from exposure a little more than a week later. Taylor Sauer (2012) I can’t discuss this now. Driving and facebooking is not safe! Haha. While driving from Utah State University to her parents home in Idaho in January 2012, 18-year-old Sauer reportedly sent a text message every 90 seconds while behind the wheel during the four-hour trip. After sending the last message (above), her car slammed into the back of a truck at an estimated 80 miles per hour. John Sedgwick (1864) Im ashamed of you, dodging that way. They couldnt hit an elephant at this distance. The highest-ranking Union officer to die during the American Civil War, Major General Sedgwick chastised the men in his command for reacting to Confederate sharpshooter fire while placing artillery in preparation for (what is now known as) the Battle of Spotsylvania Courthouse in Virginia moments before a snipers bullet ended his life. Sources:Driving and facebooking is not safe! Haha: Chilling last text sent by teenage driver seconds before she died in 80mph horror crash, March 6, 2012. Daily Mail. Retrieved March 2, 2014. http://www.dailymail.co.uk/news/article-2110646/Driving-facebooking-safe-Haha-Parents-daughters-text-predicted-fatal-mistake-seeking-change-driving-laws.html

Influence Of Tobacco Use. “The Prevalence Of Current Smoking

Influence of Tobacco Use â€Å"The prevalence of current smoking among youth is lower than it has been in decades, and the rate of quitting smoking in younger birth cohorts has been increasing. Nonetheless, tobacco use among youth remains a public health problem of substantial importance due to adolescents being the time when most smokers start (Aldrich, Hidalgo, Widome et al., 2015).† About 87% of adults started smoking before the age of 18, while 98% started before the age of 26 (Aldrich, Hidalgo, Widome et al., 2015). Smoking is perceived to happen during adolescents, which was initially encouraged by tobacco industry marketing that has effectively and purposely targeted the youth (Aldrich, Hidalgo, Widome et al., 2015). So What are the†¦show more content†¦Peer Influence: Another influence toward adolescent tobacco use is the presence of peer authority. Peer influences play a significant role during adolescents. â€Å"Adolescents is a time when new identities, f riendships, and peer group affiliations are solidified and parental influences gradually diminish (Huang, Unger, Soto et al., 2014).† According to Huang, Unger, and Soto, peers tend to have a profound effect on each other and they have the ability to encourage experimentation of risky behaviors when there is normative pressure to do so. There has also been evidence to point to the fact that adolescents’ use of tobacco is greatly influenced with their friends’ use of the same substance (Huang, Unger, Soto et al., 2014). The most common peer influence is peer pressure in order to try and convince an individual to try substances. There are other ways peers can influence others without pressure. Modeling influence may be a factor in peer influences for tobacco use. As seen in movies, TV shows, and sports, many actors/athletes are scene smoking or using smokeless tobacco. 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Cigarette smoking is the leading preventable cause of mortality that is responsible for nearly six million deaths worldwide and over 400,000 deaths annually in the United States (World Health Organization, 2011; Chandora, Whitney, Weaver, Eriksen, 2015). I reside in state of Georgia. According to Centers for Disease Control and Prevention (CDC, 2014), 17.4% of Georgia adults were current cigarette smokers and 22.4% were former smokers. AdultRead MoreTobacco Use Is The Leading Cause Of Preventable Disease,978 Words   |  4 PagesTobacco use is the leading cause of preventable disease, disability, and death in the United States. According to the 2014 Surgeon General’s Report, cigarette smoking and secondhand smoking exposure contribute to more than 480,000 premature deaths annually in the United States. Smoking use is associated with different types of cancer, cardiovascular disease, strokes, diabetes, respiratory diseases, and reproductive disorders. 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The Ethical Principles Of The Flu Vaccine Essay - 1541 Words

Influenza is a respiratory infection caused by a range of flu virus. The virus is very contagious and can cause mild to severe illness and even death. Droplets spread the virus, especially when infected people cough, sneeze or talk. Touching a contaminated surface or object can also transmit the virus. Getting vaccinated annually is the best method of averting the flu virus. When there is a vaccine shortage, it will be fair and ethical to give the vaccine to the most vulnerable or high-risk members of the society such as; those with asthma, diabetes, and heart diseases, children and the elderly and most importantly health care workers. Selling the vaccine will undermine those at high risk who cannot afford to buy the vaccine. The ethical principles of Utilitarian and egalitarianism are the contending principles for rationing the seasonal flu vaccine. As an asthma patient, Alison doesn’t fall in the high-risk group as stated by the Santa Clara County. 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The Value Of Small Group Interaction In Teaching Education Essay Free Essays

Collaborative acquisition, synergism acquisition, small-group acquisition, and concerted acquisition seem to be the new cants used by faculty members. This is due to the intensifying involvement over the past few old ages, with respect to the different attacks to learning and larning. Particularly the passage from individualistic to collaborative acquisition manners has been under huge examination as university module members and decision makers are rediscovering the construct of ‘two caputs being better than one ‘ . We will write a custom essay sample on The Value Of Small Group Interaction In Teaching Education Essay or any similar topic only for you Order Now The involvement is been chiefly incited at a graduate student degree, where the key purposes are to develop the ability of pupils to believe critically, enhance mutuality and arrive at a socially constructed apprehension of the stuff provided. In add-on, alterations in organisational substructure have resulted in an increased accent on squad work within the work force. Consequently, the acquisition manner implemented at postgraduate degree is critical as it is the stepping rock into the universe of work. This reappraisal aims to measure the value of little group interaction in the instruction and acquisition procedure. Specifically, this reappraisal will measure how this method impacts learning and larning at a postgraduate degree. More specifically, in this reappraisal little group interaction includes collaborative acquisition, concerted acquisition, every bit good as equal acquisition. The history of this method of acquisition will be looked at first to give a clearer image of how it has evolved since its origin. Cardinal footings will so be defined, as they are applicable in this reappraisal, to guarantee apprehension of the most of import constructs occurs from the start. This will be followed by the theories that have developed, the advantages, and so the restrictions on the subject, so that a clear statement can be developed. Therefore, it will be determined whether collaborative methods consequence in the enhanced value of learning and larning at postgraduate degree. This pro be is greatly needed at a higher instruction level- as it is a topographic point where the competition is rife, clip force per unit areas are high and there is a great trade of external force per unit area to develop the leaders of tomorrow. 2. History of collaborative acquisition Although the history of collaborative acquisition is really unelaborated, it is non a comparatively new method of larning. It appears likely that people have been larning informally in groups for 1000s of old ages ( McInnerney A ; Roberts, 2004 ) . Kimber ( 1994 ) states that collaborative acquisition was foremost instituted in Greek and Roman schools and coincides with the doctrine of Socratic larning – when pupils ‘ inquiring and discourse were emphasized. Johnson, Johnson, and Holubec ( 1993 ) stated the Roman philosopher, Seneca showed support for concerted acquisition through statements such as: Qui Docet Discet ( when you teach, you learn twice ) . Kimber ( 1996 ) and Johnson et Al ( 1993 ) province that concerted acquisition came into prominence in the late seventeenth and early eighteenth centuries in Europe and England. During this period Joseph Lancaster and Andrew Bell made extended usage of `monitorial ‘ systems which were devised to enable big Numberss of pupils gain simple instruction at post-industrial revolution schools which were missing in trained instructors. Student ‘monitors ‘ were used to learn other disadvantaged or younger students. Similarly, in the early 19th century concerted acquisition gained popularity among pedagogues across a spectrum of didactic Fieldss. In the late 1930 ‘s, nevertheless, interpersonal competition began to be emphasized in schools and in the late sixtiess, individualistic acquisition began to be used extensively. In the 1980s, schools one time once more began to utilize concerted acquisition. The work of Johnson, Johnson and Smith ( 1991 ) transferred the value of active acquisition to the university degree and argued that big schoolrooms could besides be transformed to go student-centered learning environments. In 1989, a workshop was held in Maratea, Italy. This workshop is considered by many to hold marked the birth of the field of computer-supported collaborative acquisition ( Bereiter, 2002 ; Stahl, Koschmann, A ; Suthers, 2006 ; Lipponen, 2002 ) . Additionally in 1996, Koschmann ( 1996 ) suggested computer-supported collaborative acquisition ( CSCL ) as an emerging theoretical account of educational engineering and CSCL has been progressing of all time since. 3. Definition of footings Collaborative acquisition has been established in a assortment of ways over clip in a spectrum of academic Fieldss. In the broadest sense, collaborative acquisition is defined by Dillenbourg ( 1999, p.1 ) as â€Å" a state of affairs in which two or more people learn or attempt to larn something together. † The ‘two or more people ‘ referred to in the definition above, is applicable in equal acquisition as â€Å" person of the same societal standing † ( Falchikov, 2001, p.1 ) , which in an educational context implies person â€Å" within the same category or cohort † ( Falchikov, p.3 ) . For illustration, pupils presently finishing their Masters Degree in Human Resource Management who web and addition cognition from interaction with each other are prosecuting in equal acquisition. Common to the assorted definitions of collaborative acquisition is that accent is placed on the thought of joint building of cognition and common battle of participants ( Li pponen, 2002 ) . In this reappraisal the footings collaborative acquisition and concerted acquisition are used interchangeably. However, a differentiation between the two must be noted. The former involves the joint battle of pupils, at assorted public presentation degrees, in a co-ordinated attempt to work out the job together ( Panitz, 1996 ) . The latter is accomplished by agencies of the division of labour, pupils work together in little groups to carry through a common end, whereby each individual is responsible for a fraction of the job resolution ( Roschelle A ; Teasly, in imperativeness ; Cooper, McKinney, and Robinson ( 1991 ) ; Gokhale 1995 ) . In add-on, Dillenbourg, Baker, Blaye and O’Malley ( 1996 ) indicate that basically the two differ by virtuousness of the manner the undertaking is divided: in concerted acquisition, the undertaking is split hierarchically into independent subtasks ; in collaborative acquisition, the cognitive patterned advance may be heterarchially divided in to intertwined beds. When utilizing the footings collaborative or cooperative larning interchangeably, the definition applicable, as stated by ( Yazici, 2005, p.217 ) is: â€Å" the instructional usage of little groups or squads where equal interaction plays a cardinal function in larning † . Additionally, Dillenbourgh ( 1999 ) contends that collaborative acquisition can be understood as a pedagogical method or a psychological procedure. Collaborative acquisition in a pedagogical sense is normative: one asks two or more people to join forces because it is expected they will in this mode learn expeditiously. In the psychological sense it is descriptive: one observes that two or more people have gained cognition and coaction is viewed as the mechanism which caused the acquisition. In this reappraisal, collaborative acquisition will be applied in the pedagogical sense with respect to postgraduate degree acquisition. 4. Learning at graduate student degree There are considerable differences in the purposes and methods of instruction and acquisition at undergraduate and postgraduate degree of instruction ( Lave A ; Wenger, 1991 ; Barnacle, 2005 ; Donnelly, 2008 ; Butler,1993 ) . The cardinal purpose at postgraduate degree is to come on the ability of pupils to believe critically ( Jones, Michael, Gear, A ; Read, 2006 ) . The procedure referred to as ‘post-conventional believing ‘ by Ashley ( 1973 as cited in Jones et al 2006 ) is critical in carry throughing this purpose. He defines it as a procedure â€Å" during which the pupil is able to travel from a place of noncritical credence of the orthodox to one of originative dissent, a procedure that stretches the mind and encourages the outgrowth of new or revised ways of thought † ( Ashley, as cited in Jones et Al, p.379 ) . Collaborative larning Fosters this procedure as it stretches the mind and encourages the outgrowth of advanced or revised ways of thought ( Ladys hewsky, 2006 ; Jones et Al, 2006 ) . Similarly, Machemer and Crawford ( 2007 ) argue that the traditional talk method of learning has two important failings at postgraduate degree. First, it promotes pupil passiveness which does non heighten or prolong the pupils ‘ acquisition. Second, the extremist alterations and elaborateness of the information makes it hard to draw-up talks that cover the necessary deepness, comprehensiveness and advanced cognition required. Conversely, a survey conducted in graduate student medical instruction resulted in both collaborative acquisition and the traditional talk method being every bit effectual in bettering the cognition degrees of pupils ( Smits, De Buisonje , Verbeek, Van Dijk, Metz, and Cate, 2003 ) . Therefore, when sing execution of collaborative acquisition methods, the context which it is to be applied every bit good as the construct of battle should be taken into history. The construct of battle is cardinal to successful acquisition at postgraduate degree ( Jungst, Licklider, and Wiersma, 2003 ) . Consequently as cited by Jungst et Al. it is in the active acquisition environment that a deeper degree of understanding and true acquisition occurs, larning that can be transferred to the universe outside of the schoolroom. In add-on, at postgraduate degree, pupils transform as societal agents and signifier individualities as scholars, professionals and, more widely, as members of society ( Havness, 2008 ) . However, antecedently O’Donell, Tobell, and Zammit ( 2007 ) argued that the nature of passage from undergraduate to postgraduate survey is less ambitious and there is small to get the better of because, in kernel, the environment remains the same. After farther survey, O’Donell et Al ( 2009 ) concluded that there should be greater independent survey by pupils at postgraduate degree and farther synergistic workshop-style instruction, taking to knowledge and understanding which is socially constructed instead than passively received. ( Beginning: Stahl, 2000, p.71 ) In add-on to knowledge being socially constructed, Stahl ( 2000 ) states that cognition should be personally constructed every bit good. Stahl farther explains that the diagram aims to associate the person and the societal facets in the knowledge-building procedure. This procedure begins with the rhythm of personal apprehension. The staying parts of the diagram exemplify how the person ‘s personal beliefs and civilization are influenced by other people ‘s values, beliefs and point of views ( societal procedure ) . A shared civilization is so formed, which impacts on the personal apprehension, as it takes form through act uponing the ways of thought, diverseness influences, every bit good as motivational concerns. The procedure is initiated once more when the new civilization adopted by the single influences others as he / she interacts with different groups of people. However, to guarantee that a knowledge-building procedure does in fact occur, the pros and cons of collab orative acquisition should be weighed up. 5. Advantages of collaborative acquisition For the successful passage to take topographic point, a great trade of research sing the result of collaborative acquisition in contrast to traditional instructional patterns has been conducted ( Kimber, 1994 ) . Instructor-centered methods of learning can non adequately impact the complex results ( job work outing accomplishments ; higher order believing accomplishments ; the ability to hold a diverse positions view ; ethical logical thinking ; and life-long acquisition ) that a postgraduate pupil requires ( Jungst et al, 2003 ) . Numerous surveies look intoing higher instruction conclude that pupils who follow in-class collaborative acquisition processs and actively collaborate with each other are more satisfied with their acquisition experience and consequence in greater positive results when compared to pupils who are exposed to the traditional talk method ( Kimber, 1994 ; Alavi, 1994 ) . Consequently, this satisfaction consequences from interpersonal relationships which are deve loped and enhanced through group acquisition ( Johnson et al, 1991 ) . Another factor lending to the satisfaction of collaborative acquisition methods is that it is per se motivative, as each single member is critical to procuring a productive, concerted acquisition pattern ( Havness, 2008 ) . Andrews ‘ ( 1992 ) work with larning squads confirms the position that greater satisfaction is experienced as collaborative larning improves assurance and supports the acquisition procedure. Additionally, Johnson A ; Johnson ( 1994 ) concluded that concerted larning systematically produced higher tonss of self-efficiency than did individualistic conditions. Besides greater satisfaction is achieved since equals are at an equal degree and therefore can be more unfastened and explore to the full the countries of cognitive struggle ( Ladyshewsky, 2006 ) . This satisfaction experienced consequences in avidity to larn ( Kimber, 1994 ) . In add-on, the degree of equality with equals encourages greater dynamic battle in the acquisition procedure and building of cognition with deeper apprehension ( Alavi, 1994 ) . Attainment of greater understanding consequences in longer keeping of information and turning away of abrasion ( Cooper, 1990 ) . As a consequence, job resolution accomplishments are enhanced and it consequences in higher order thought ( Jaarsma, De Graves, and Muijtjens, 2008 ) . Likewise, Mazen, Jones, and Sergenian ( 2000 ) further supports the importance of group acquisition by indicating out that by working hand in glove, pupils can heighten accomplishments and advanced ways of believing which will ensue in group procedure additions. When working hand in glove, the issue of diverseness must non be forgotten. Escalating Numberss of postgraduate pupils from diverse backgrounds with changing positions and readings are holding a profound consequence on concerted acquisition ( Booth, Bowie, Jordan, and Rippin, 2000 ) . Wyss-Flamm ( 2002 ) points out that the outgrowth of ‘difference ‘ is indispensable to larning. Exposure to the differences can elicit the demand to try to come in each other ‘s heads and therefore larning something for which the tool of conversation is priceless ( Argyris A ; Schion, 1996 ) . Similarly, Stein and Hurd ( 2000 ) acknowledge that collaborative acquisition transforms the acquisition environment into a student-centered one, which capitalizes on the diverseness of the pupils, and lessens dependance on the professor as the individual conveyor of cognition. This can ensue in interpersonal every bit good as intrapersonal procedures interacting with each other, making chances for larning to happen within the established modus operandis ( single-loop acquisition ) or larning that requires advanced modus operandis be created ( double-loop acquisition ) ( Argyris, 1999 ) . In contrast, Foldy ( 2004 ) states that persons who are portion of diverse groups will be characterized by feelings of misgiving or non experiencing safe as they are non grouped with those similar to them. Consequently, there will be greater intra-group struggle originating. Therefore, Booth et Al. bespeak that diverseness can merely be valuable to the acquisition if the differences are recognized and appreciated. Similarly, Milliken A ; Martins ( 1996, p. 403 ) province that diverseness in concerted larning groups can be seen as a â€Å" double-edged blade † , intending that it possesses the possible to be of great advantage, but this will merely happen if it is managed efficaciously. Extra benefits of collaborative acquisition, adapted from Nunamaker, Dennis, Valacich, Vogel, and George, ( 1991 ) , include: the group generates more information and options as compared to the mean single group member ; group larning motivates the person to execute better ; groups are more effectual and nonsubjective in rating, and in conclusion, interactions amongst group members lead to synergisms. Similarly, Boud, Cohen, and Sampson ( 2001, cited in Havnes, 2008 ) highlight five results that can peculiarly be advanced by equal acquisition schemes, these include: working with others ; critical question and contemplation ; communicating and articulation of cognition, understanding and accomplishments ; pull offing acquisition and how to larn ; self and peer appraisal. In add-on, collaborative acquisition has been found to back up greater productiveness, coevals of originative thoughts or advanced solutions, and heighten the pupils ‘ ability of societal position pickings ( Cus eo, 1992 ; Lord, 2001 ) . However it must be noted that these positive results do non predominate with all groups and in all contexts as the outlooks of group members may non conform to each other ( Felder A ; Brent, 2001 ) or societal idleness of free equitation may happen within the group ( Mello, 1993 ) . These jobs, if experienced, can finally ensue in the devastation of the group. However, when the positive results of collaborative acquisition do transpire, it supports the constructive impact that this method of acquisition has on academic-related accomplishment ( Alavi, 1994 ) . This is farther supported by empirical grounds of improved accomplishment at postgraduate degree ( DaRos- Voseles, Onwuegbuzie, and Qun, 2008 ; Collins, Cao, and Robidoux, 2004 ) . The degrees of academic accomplishment attained are fostered by the collaborative acquisition environment as it gives pupils an chance to prosecute in treatment, take duty for their single acquisition every bit good as accomplishment of the group ‘s ends, and therefore go critical minds ( Totten, Sills, Digby, and Russ, 1991 ) . This was farther proven in a survey conducted by Gokhale ( 1995 ) . 5.1 Study to find effectivity of collaborative acquisition: Gokhale 1995 The intent of this survey was to find the effectivity of collaborative larning versus single acquisition as it relates to larning results achieved. The population for the survey comprised of pupils in industrial engineering, enrolled at Western Illinois University. The intervention comprised of two parts: talk and worksheet. First, a common talk was delivered to both intervention groups. Next, one subdivision was indiscriminately assigned to the â€Å" single acquisition group † while the other subdivision was assigned to the â€Å" collaborative acquisition group † . The same worksheet was given to both intervention groups. It was comprised of both drill-and-practice points ( factual cognition and comprehension ) and critical- thought points ( analysis, synthesis and rating of constructs ) . Subsequent to a statistical analysis of the trial tonss, the consequences depicted that pupils who participated in collaborative acquisition had performed significantly better on the critical-thinking trial than pupils who studied separately. It was besides found that both groups performed every bit good on the drill-and-practice trial. The collaborative acquisition medium provided pupils with chances to analyse, synthesise and measure thoughts hand in glove. Therefore, the positive results of this survey on collaborative acquisition can be applied at a graduate student degree where the cardinal purpose is for pupils to believe critically and heighten cognition and apprehension which is socially constructed ( Jones et al 2006 ) . The consequences of this survey conform to the developmental positions ( Slavin, 1995 ) of collaborative acquisition proposed by the advocates of collaborative acquisition such as Vygotsky and Piaget. 5.2 Piaget ‘s Constructivist Perspective Validation of concerted acquisition stems, in portion, from theories of societal mutuality ( Johnson, Johnson, and Smith, 1998 ) . Piaget ‘s socio-cognitive struggle theory provinces that kids ( or grownups ) on different degrees of cognitive development, or those persons on the same degree of cognitive development with differing positions, can prosecute in societal interaction that leads to a cognitive struggle. Through treatment with other equals, the ‘shock of our idea coming into contact with others ‘ ( Piaget, 1928 ) leads to a disequilibrium within participants. This consequences in the building of new conceptual constructions and understanding in order to reconstruct equilibrium. ( Ladyshewsky, 2006 ; Slavin, 1987 ; Lipponen, 2002 ) . The importance of collaborative acquisition can be farther understood by Vygotsky ‘s theoretical model. 5.3 Vygotsky zone of proximal development Parallel to Piaget ‘s constructivist position ( Piaget,1969 ) , Vygotsky ‘s theoretical concept of the zone of proximal development provides strong support for the inclusion of concerted acquisition as a method of instructional scheme as it consequences in the sweetening of the acquisition that occurs. Vygotsky ( 1978 ) defines the zone of proximal development as â€Å" The distance between the existent developmental degree as determined by independent job resolution and the degree of possible development as determined through job work outing under grownup counsel or in coaction with more capable equals. † ( See figure 2 ) Figure 2: Zone of Proximal Development Beginning: Harnum ( 2009 ) 5.4 Theory of concerted acquisition Supporting the theory of societal mutuality, Slavin ( 1995 ) proposed a two-element theory of concerted larning comprising of positive mutuality and single answerability. Likewise, Johnson et Al. ( 1991a, 1991b ) advocated a five-component theory of concerted acquisition. Harmonizing to the theoretical account, the following five elements are indispensable for maximising the long-run success of the concerted learning venture: Figure 3: Pillars of concerted acquisition Pillars of Cooperative Learning Face-to-face interaction Positive mutuality Group processing Individual Accountability Social accomplishments Adapted: www.foundationcoalition.org The presence of the five basic constituents of concerted acquisition may all be accounted for within the theoretical model provided by Vygotsky ‘s zone of proximal development. Positive Mutuality: It is the connecting of pupils reciprocally so that the person can non win unless all group members win ( Johnson, Johnson, and Smith, 1998 ) . Vygotskys ‘s theory rests upon the rule that a kid ‘s development is dependent upon interactions with other kids and grownups. Therefore, kids and grownups are developmentally dependent, and hence interdependent ( Doolittle, 1995 ) . Face-to-face interaction: Within concerted acquisition, face-to-face interaction involves pupils need to make existent work jointly in which they promote each other ‘s success by sharing resources and helping, back uping, encouraging, and acknowledging each other ‘s attempts to accomplish the group ‘s ends ( Johnson et al 1998 ) . It is interpreted in the Vygotskian system as societal mediation and encultration. Encultration refers to what is learnt, while societal mediation refers to how it is learnt. Individual answerability: It is the belief held by each person that he/she will be held responsible for his/her ain public presentation and acquisition ( Johnson et al 1998 ) . For Vygotsky, single answerability would be reflected in each group member being responsible for developing within their ain alone zone of proximal development ( Doolittle, 1995 ) . Group Processing: Group treating exists when group members discuss how good they are accomplishing their ends and measuring ways to better the productivity of all group member in accomplishing the group ends ( Johnson et al 1998 ; Doolittle, 1995 ) . Within the model of Vygotsky ‘s theory, portion of direction entails the changeless monitoring of each pupil ‘s growing within their zone of proximal development ( Doolittle, 1995 ) . This survey was inconclusive in demoing that graduate squads perform better with collaborative acquisition manners. However, the consequences for graduate pupils indicate that collaborative acquisition manner is influential in public presentation, along with competitory and participant acquisition manners. Johnson and Johnson ( 1998 ) besides conclude that alumnus pupils portray the traits of independent scholars and are enthusiastic to obtain some enterprise and lament to accept duties for their ain acquisition. Therefore, professors should be more interested to ease independent larning. Furthermore, Johnson and Johnson province that the function of facilitator or delegator ensures working with pupils in a advisory manner and sweetening of the pupils ‘ capacity to larn independently, this is similar to what is required in organisational squads. 6.2 Problems with collaborative acquisition manner Despite the positive results that have been stated, there are many jobs that exist as good ( Machemer A ; Crawford, 2007 ) . These jobs have resulted in some professors defying to prosecute in alternate theoretical accounts for learning and larning despite holding academic freedom in their instruction manners ( Moore, 2005 ) . The jobs experienced foremost include, a slow passage from traditional to collaborative signifiers of acquisition may happen particularly with pupils who can non accommodate easy or those who are extremely immune to alter ( Kimber, 1994 ) . Second, the degree of psychological safety in the colloquial infinite is a major determiner in results achieved ( Jones et al. , 2006 ) . Anxiety may originate as a consequence of the strangeness of the stuff being studied, or by the strain of lending to the conversation in a ambitious manner and could motivate a negative response and turning away of acquisition ( Vince A ; Martin, 1993 ) . Third, unconstructive discourse may originate when consensus can non be reached with respects to the stuff, ends or values ( Bruffee, 1984 ) . The increasing heterogeneousness ( Baer, 1996 ) and diverseness amongst graduate student pupils ( Booth et al. , 2000 ) escalates the happening of dysfunctional discourse in the acquisition procedure. Students may show farther hurdlings for collaborative acquisition which include: deficiency of engagement, backdown due to fear of negative rating, fright of some pupils ruling the session, troubles in maintaining the treatment focused, information overload for single members and measuring the degree of understanding ( Anderson, 1995 ; Nunamaker et al. , 1991 ) . The jobs experienced have caused certain lectors to give up on concerted larning techniques on the whole ( Cohen, 1994 ) . In the same manner, Machemer and Crawford ( 2007 ) point out that lectors give up on concerted larning methods as it has limited schoolroom ( talk ) application. In add-on, the design and testing of collaborative activities and lessons can be time-consuming on presently overloaded module agendas ( Cooper, 1995 ) . This consequences in concerns from a learning position, such as: the course of study non being completed as the activities take up a great trade of clip ; perceived loss of control in the schoolroom ; and trouble in measuring the pupils ‘ engagement and effectivity of the collaborative acquisition manners ( Gerlach, 1994 ) . Similarly, extra concerns include: the insufficiency of collaborative larning techniques in making high knowledge-attainment degrees with complex stuff, every bit good as pupils missing the critical features for working in effectual squads ( Cooper, 1995 ; Lord, 2001 ) . These critical features are what the ideal squad member should possess, which leads to the issue that the collaborative theoretical account assumes how professors are supposed to learn, how pupils are supposed to larn, and how cognition is created ( Moore, 2005 ) . However, Bruffee ( 1993 ) argues that cognition is non something transferred from one person ‘s caput to the following. â€Å" Collaborative acquisition assumes alternatively that cognition is a consensus among the members of a community of knowing peers-something people concept by speaking together and making understanding † ( Bruffee, 1993, p. 3 ) . Furthermore, Nias ( 1987 ) argues, that it is evident that non all pupils take an active function in the analysis of instances through argument. As affirmed by Jones et al 2006, a figure of factors may lend to this, including: Lack of assurance: pupils may grok the instance but do non set across their sentiment. Lack of involvement: the capable country may non be of involvement to each pupil. Lack of engagement: there are identifiable barriers to involvement ; e.g. domination of some pupils or linguistic communication barriers. Lack of readying: a deficiency of clip, committedness or motive. These factors should be mitigated every bit far as possible so as to make positive groups which help people to do positive alterations ( Goleman, Boyatzis, and Mckee, 2002 ) . Positive groups emerge where there are high degrees of single answerability, group coherence, seasonably and effectual feedback and expressed wagess for high degrees of group public presentation ( Michaelson, Fink, and Knight, 1997 ) . In contrast, unsatisfactory groups appear where free equitation or societal idleness ( doing less attempt to accomplish a end ) occurs ( Brooks A ; Ammons, 2003 ; Mello, 1993 ) . This may give rise to interpersonal struggles and finally group devastation ( Jehn A ; Mannix 2001 ; Miller, 2003 ) . Conversely, a longitudinal survey conducted ; found that a peculiar form of struggle resulted in higher group public presentation. This form was created as â€Å" squads executing good were characterized by low but increasing degrees of procedure struggle ; low degrees of relationship struggle, with a rise near undertaking deadlines ; and moderate degrees of undertaking struggle at the center of group interaction † ( Jehn A ; Mannix, p.238 ) . The persons ‘ dissatisfaction will most likely influence squad public presentation, squad stableness, the size and construction of the group, and temporal range ( Alge, Wiethoff, and Klein, 2003 ; Johnson et al. , 1991 ; Jaques, 2000 ) . In add-on, diverseness ( Koppenhaver A ; Shrader, 2003 ) and the squad members ‘ personal features, such as psychological profile, corporate orientation, and larning penchants are likely to act upon public presentation ( Kunkel A ; Shafer, 1997 ; Lancaster A ; Strand, 2001 ; Mennecke, Hoffer, and Wynne, 1992 ; Robbins, 1994 ) . These restrictions therefore pose a major menace to full development of the positive facets associated with collaborative acquisition and to the success of this method on the whole. 7. Decision From the reappraisal it is evident that there are assorted consequences sing the value of collaborative instruction and acquisition at postgraduate degree. It is evident that the benefits of this method outweigh the negative facets. However it must be noted, that the benefits do non use to all involved and if the restrictions are non adequately taken into history, the effects are bound to be black. In add-on, the diverseness amongst pupils particularly at postgraduate degree is intensifying. The heterogeneousness of pupils must be considered and hence, a ‘one method fits all ‘ attack should non be applied. Supervisors should change learning manners to suit for the diverseness of larning penchants amongst pupils. However, future research should be conducted to find the consequence of jointly using the different larning methods on pupils, their perceptual experiences or value placed on these techniques, and whether these methods will guarantee that optimum larning takes top ographic point. Professors need to switch from the impression that â€Å" instruction is stating, acquisition is absorbing, and cognition is subject-matter content † ( Spence, 2001, p.12 ) . This is important as employers in current organisations are demanding more than merely proficient cognition of university alumnuss ( Jungst, Licklider, and Wiersma, 2003 ) . They require alumnuss who can believe under force per unit area, guarantee effectivity in team-work, communicate efficaciously, and build new cognition and thoughts that will give their employers the border in the current fast-paced universe. ( Gardiner, 1994 ; Brown A ; Lassoie, 1998 ) . Therefore, by altering the patterns of instruction and acquisition in the schoolroom, there is greater possible for the happening of transmutations -for the persons, organisations, and systems ( Moore, 2005 ) . The possibility to restructure and rethink instruction and acquisition at postgraduate degree is exciting, exciting, disputing, hazardous, a nd ripe with possibility. How to cite The Value Of Small Group Interaction In Teaching Education Essay, Essay examples

Business Intelligence Tools

Question: What are the The Effect of Business Intelligence Tools In Decision Making Process? Answer: The Effect of Business Intelligence Tools In Decision Making Process:Organizations often implement business intelligence systems in their operational structures, but the long-term effect of such intelligence system on the quality of the decisions made by the business house and its impact on the performance of employees varies from one industry to another. In this paper, an analysis of those factors which influence the managerial decisions have been made.In the last few years, most of the business organizations are incorporating more and more tools so as to encourage IS supported decision making activities. Some of the system oriented trends which have led to such sudden interest in decision making processes aided by the benefits of Information System are: Improved procedures for the proper management of data. Development of various analytical tools for the purpose of analysis of all the data generated by a business organization. Wireless connectivity providing access to any data at a ll points of time.The advancements in the fields of Information system have started facilitating the task of managerial decisions, due to the introduction of the capabilities mentioned below: Web based tools to support the collaboration and communication of a group of people based at various geographical locations. Management of enormous quantity of data using data warehousing techniques and the analysis of this data using Big data analysis tools.The term cognitive limit is used to define the limitations that the human brain faces when it faces the challenge of analysis enormous amounts of data, for which one requires excellent problem solving skills and knowledge in diverse domains (Business Intelligence and Analytics: Systems for Decision Support, 2015). Information System tools that help to retrieve data from various tools and analyze them are used to overcome cognitive limits of human beings. McCormak et all in their research paper have considered a case study and conducted an intensive research on the effects of continuous use of BI tools in decision making (McCormack Trkman, 2014). Their research pointed out that in the initial stages, the dependency on these tools are high and this dependency starts decreasing with passing time, which leads to a erosion in the capabilities of the decision making on the part of the employees as well as the technologies used. They are of the opinion that Business tools should not be used solely for the purpose of facilitating managerial decisions; neither should such decisions be the responsibility of human resources only. A right mix of Business tools, artificial intelligence and human cognitive senses should be applied so as to find the right strategies and solutions that could be implemented to facilitate the process of managerial decisions. References: Business Intelligence and Analytics: Systems for Decision Support. (2015) (10th ed.). McCormack, K., Trkman, P. (2014). The influence of information processing needs on the continuous use of business intelligence. Information Research, (19(3)), 636.

Implementation of WHO Multimodal Strategy †MyAssignmenthelp.com

Question: Discuss about the Implementation of WHO Multimodal Strategy. Answer: Introduction Hand Hygiene can be described as the five key initiatives those have been set for the safety of the patients by the world Alliance for patients. According to the World Health Organization The goal of Clean Care is Safer Care is to ensure that infection control is acknowledged universally as a solid and essential basis towards patient safety and supports the reduction of Healthcare-Associated Infections (HAI) and their consequences (WHO, 2017). There are various types of infection those are capable of encountering the patients and could be stopped by effective compliance of Hand Hygiene (HH) within the medical care premises. In manner to make it happen, proper education, guidance, training, methodologies are the crucial objectives. This report presents critical evaluation of ten articles presented on the hand hygiene compliance by different areas and putting emphasis on different sectors of the hand hygiene compliance. Following report presents a thorough research on ten papers propos ed on the relative topic related to the compliance of hand hygiene within intensive health care facilities. The articles were chosen in manner that second article eliminates the limitations of the first article and add additional information related to the processes that could help in enhancing the efficiency of the hand hygiene compliance. Regarding all the facts and aspects presented by all the authors, it can be reported that proper education and training are the possible keys for the compliance of hand hygiene within the intensive health care facilities with complete efficiency. Many articles were popped up while searching hand hygiene compliance on Google Scholar and IEEE Explorer websites. There were hundreds of articles related to the hand hygiene among which fifteen articles have been chosen for this research paper. Among them ten articles those were strongly related to the topic were chosen and based on that critical evaluation on those papers has been proposed in this paper. The very first article stated about the RFID based monitoring station on the hand hygiene compliance which could be helpful for maintaining and monitoring healthy environment. In this paper Meydanci et al. (2013) introduced the beneficial aspects related to the Hand Hygiene (HH) and how the system could be implemented to the current monitoring devices and systems using badges or wrist bands in manner to control the users. This paper presents a thorough research on the RF-ID based electronic devises those are user friendly in nature and could be implemented within the existing system of the medicals in manner to enhance the monitoring capabilities. The system that has been introduced in this paper introduces a wearable, wristband with passive RF-ID technology, with software that could be helpful in measuring the rate of the Hand Hygiene compliance and a wall mounted dispenser (Haque et al. 2017). Based on the research made in the paper, it can be stated that technologies like RF-ID im plemented within the wristbands could be helpful in ensuring the hand hygiene compliance with higher efficiency than any other monitoring system. There were certain limitations of the technology, which includes that system is incapable of detecting whether the caregiver needs to perform the HH procedure or not. Other article was presented by Johnson, Tsouri Walsh (2012) this was an upgrade of the research made in the first paper that ensures measuring of the compliance of HH with RF-ID technology along with the finite state machines. The paper presented a prototype and a noble method that have been developed in manner to measure the health hygiene compliance within the medical hospitals. The technology that is being proposed in this paper is based on alliance framework between the RGHS (Rochester General Health System) and RIT (Rochester Institute of Technology) named under RIT-RGHS Alliance. This technology can be stated as the upgrade version of the technology stated in the above paragraph in which RFID technology has been implemented with the data processing through using FSM (Finite State Machine). The alliance with the RGHS provided an option for the researcher in manner to evaluate the efficiency and effectiveness of the presented technology (Sickbert et al., 2016). This technology h elped in coping up with the limitations those have been identified in the previous technology and was proved to be reliable and also helpful in calculating the trends and probability of the compliance. Although, it can be stated as an important factor, the research presented a limited data of the rate of the compliances of the staffs working in the hospital system under the procedure of HH process that resulted in the low rate of the compliance. Next article was chosen for raising the awareness of HH in different environments. Three systems have been proposed in this research paper, among which system 1 and system 2 have been proposed with same application design. The first system was composed of the data about the usage of antiseptic containers and number of the users, which have been transmitted wirelessly for the processing in the computer. The second system was composed of the data those have been transmitted and recorded via wired connection for the processing in the computer. Both the systems were evaluated on the activities recorded at the hospital and a universal cafeteria through the system 1 and 2 respectively. The need for the hand antiseptics was reported by most of the users and the numbers of users practicing the hand antiseptics were increased significantly. The third system was all about using AR technology after the evaluation of both the systems 1 and 2 (Asai et al., 2013). The research made in the paper wa s sufficient for revealing that most of the users do not recognize the importance of hand antiseptics in the environments those include public spaces such as public hall and other public places. The numbers of users practicing the hand antiseptics in an open environment are not more than the users, practicing the hand antiseptics in a closed environment. Hugonnet, Perneger Pittet, (2002) presented an article that presents an effective way for improving the compliance with the HH through alcohol-based handrub in intensive care units. The primary objective of this report was to present a measure that could be helpful in minimizing the rate of infection that has been spreading with higher rate within intensive care units. This report presents how such types of infection spreading rate could be minimized with the effective compliance of hand-hygiene within the care units. The research methodology was based on the seven surveys those have been implemented in the promotional campaign after putting base in the surgical, pediatric, and medical intensive care units (Chen et al., 2016). The main purpose was to measure the compliance of the hand-hygiene through hand-rubbing and hand-washing using alcohol. Based on the research and survey made by the authors, it can be reported that the intervention was helpful in inducing sustained and marked increase in the compliance with the hand hygiene through alcohol-based handrub and hand wash. The paper introduces how less-time consuming hand wash could be replaced in the intensive care units with the standard hand washing. This also introduces how it could be helpful in coping up with the time constraints. Mahfouz, El Gamal Al-Azraqi, (2013)presented a report with the purpose to measure the degree of the compliance with hand hygiene practices in the intensive care facilities among the health care workers at ACH (Aseer Central Hospital) that was located in south-western Saudi Arabia. It was introduced in the paper that proper education and training are the important objectives related to the compliance of hand hygiene within the hospitals or other clinic units. The purpose of the study was to determine the measurement of the degree of hand hygiene compliance in the intensive health care at Aseer Central Hospital (ACH) among the Health Care Workers (HCWs). It was being concluded by the authors that non-compliance with the guidelines related to the hand hygiene can be represented as a universal problem. Erasmus et al. (2010) reported that in manner to develop successful interventions, it is necessary to do a thorough research about the behavioral determinants of the non-compliance relate d to the hand hygiene. Based on the findings made by the researchers, it can be concluded that education related to the awareness program and training about hand hygiene can be used for the effective and efficient compliance of hand hygiene compliance within the intensive medical care facilities. ACH was the chosen case for the evaluation of the implementation that helped them in getting efficient results related to the compliance of hand hygiene within intensive medical care facilities. Slamon et al. (2014) also shows their interest on the related topic and presented a research report on the compliance of hand hygiene among the HCWs in Vietnam hospitals. It was reported by the authors that washing hands with some antiseptics or soap is a general practice in the Vietnamese hospitals. This could be the best approach, if the tap water that is being supplied for such type of use were pure and clean. The risk of hand contamination has been introduced in the report and those have been compared with the efficacy of five common hygiene methods that was practiced within the tertiary Vietnamese hospitals (Samore Harbarth, 2017). It was observed by the authors that HCWs were carrying various bacteria even without having direct contact with the patients, on their hand. Various steps have been stated in the report among which emphasis was put on the ABHR that could be helpful in overcoming the effects of high bacterial quantity in the contaminated water while indicating the han d-wash using water and soap. Another article that has been proposed for this research put emphasis on the research made at eight hospitals in the United States with specific concentration on the causes of Noncompliance. In this research paper presented by Chassin, Mayer and Nether (2015), eight hospitals were chosen for the research on the compliance of hand hygiene within medical areas and attempt was made to introduce the left factors those were hidden in previous researches. The chosen eight hospitals together used Six Sigma, change management, and lean methods in manner to make the measurement of the noncompliance of hand hygiene within those hospitals. The authors also presented the causes that were main reasons behind lack of efficiency in compliance of HH. In manner to sustain enhanced level of performance test interventions have also been proposed in this report that could be helpful in assessing the major causes (Deyneko, 2016). Various methodologies have been used in manner to identify the root of the spread of diseases and based on that it was proposed that noncompliance of the hand hygiene is due to the improper monitoring and not using appropriate antibiotics for the preventions. Based on these activities qualitative data had been proposed that helped in learning that hand hygiene is a concerning topic and proper education and training is needed in manner to improve the compliance of hand hygiene within the hospitals. Next article is based on the targeting globally the compliance of hand hygiene and improving the hand hygiene practices. Allegendry et al. (2012) spent a long time in researching the practices related to the compliance of hand hygiene in the world wide. They have expressed compliance as the proportion of predefined opportunities met by hand-hygiene actions (i.e., hand washing or hand rubbing). WHO made the vast donation in manner to make the research possible and researchers were able to make the findings. This research helped in understanding that it can be put on the top most concern of the global issues and should be given concern in manner to enhance the safety of the patients (Shen et al., 2017). Even using soap and antiseptics does not eliminate the possibilities of infection to the patients or the care workers who are involved in the medical section. Despite of direct contact there are many mediums through which bacteria can be spread to the individuals related to the hospital s or any other medical cares including patients, nurses, and doctors. However, proper education, practices, training and monitoring could be helpful in overcoming such sort of issues. This was also reported in this paper that after the awareness program the rate of compliance of hand hygiene was improved. Uneka et al. (2014) also presented their concern related to the hand hygiene compliance and presented a research in Nigerian hospital. They presented an example how safety practices provided through training and education could be helpful in enhancing the compliance of hand hygiene within the intensive health cares. It is very important that the efficiency of compliance of hand hygiene is much high in manner to guarantee safety for the patients. This research presented the positive results of the practices made by the WHO hand hygiene guidelines. Teaching hospitals were chosen for the research in manner to find the root cause of such less efficiency. Based on the findings and research, authors concluded that compliance of hand hygiene could be enhanced and practiced in effective manner through using the tools and guidelines presented by WHO hand hygiene program. It can also be said that practicing hand hygiene methodologies introduced by WHO could be helpful in ensuring proper safety for the patients and the care workers with low-income expenditure. The most recent article related to the topic was presented by Mert and Reza (2017), that presents a monitoring system on the compliance of hand hygiene that was based on internet of things (latest and much advanced technology). This paper presents a system prototype of stations for the hand hygiene stations those have been based on IoT (Internet of Things) and WSN (Wireless Sensor Network) technologies in manner to monitor the rate of compliance of hand hygiene. This is much advanced monitoring system with cloud implementation, completely different from the monitoring systems presented in the above report. This system could be helpful in ensuring the enhancement of hand hygiene compliance rate with proper monitoring and alarming system (Hwang, Kim Rho, 2016). Before presenting it to the world, various tests and evaluation had been already made on the efficiency of the system and resulted in the boon for the medical sectors. Conclusion Based on the above report it can be concluded that compliance of hand hygiene is a concerning topic for the medical sectors as till now efficiency has not been reached to 100%. All the ten articles presented on the above report have different topics related to the hand hygiene compliance however; ultimate goal for each author was to make hospitals free from any of the infections that could be spread by such small negligence. Monitoring can be a better approach as stated in most of the papers. All the paper suggests that proper education and training are the best measures that could ensure the compliance of hand hygiene with complete efficiency. 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