Orlando Garcia, Jr. vs. Ranida and Ramon Salvador Essay

Orlando Garcia, Jr. (Community Diagnostics Center) vs. Ranida and Ramon Salvador G.R. No. 168512 March 20, 2007 FACTS: Respondent Ranida Salvador underwent a medical examination at the Community Diagnostics Center (CDC) as a prerequisite for regular employment. Garcia, a medical technologist, conducted the HBs Ag (Hepatitis B Surface Antigen) test. On October 22, 1993, CDC issued the test result indicating that Ranida was â€Å"HBs Ag: Reactive.† The result bore the name and signature of Garcia as examiner and the rubber stamp signature of Dr. Castro as pathologist. When Ranida submitted the test result to Dr. Sto. Domingo, the Company physician, the latter apprised her that the findings indicated that she is suffering from Hepatitis B, a liver disease. Thus, based on the medical report submitted by Sto. Domingo, the Company terminated Ranida’s employment for failing the physical examination. It was later determined that there was an error in the previous examination and that the respondent was not suffering from Hepatitis B. Respondent was rehired by the company. ISSUE: Whether Garcia (CDC) is liable for damages to the respondents for issuing an incorrect HBsAG test result. HELD: The Court held that CDC was negligent because there was no licensed physician in CDC as required by law. CDC is not administered, directed and supervised by a licensed physician as required by law, but by Ma. Ruby C. Calderon, a licensed Medical Technologist. In the License to Open and Operate a Clinical Laboratory for the years 1993 and 1996 issued by Dr. Juan R. Naà ±agas, M.D., Undersecretary for Health Facilities, Standards and Regulation, defendant-appellee Castro was named as the head of CDC. However, defendant pathologist is not the owner of the Community Diagnostic Center nor an employee of the same nor the employer of its employees. Defendant pathologist comes to the Community Diagnostic Center when and where a problem is referred to him. Castro’s infrequent visit to the clinical laboratory barely qualifies as an effective administrative supervision and control over the activities in the laboratory. â€Å"Supervision and control† means the authority to act directly whenever a specific function is entrusted by law or regulation to a subordinate; direct the performance of duty; restrain the commission of acts; review, approve, revise or modify  acts and decisions of subordinate officials or units. Moreover, Garcia conducted the HBsAG test of respondent Ranida without the supervision of defendant-appellee Castro. Lastly, the disputed HBsAG test result was released to respondent Ranida without the authorization of defendant-appellee Castro.

buy custom Act without Words essay

buy custom Act without Words essay Act without Words I is a mime by Samuel Beckett. The setting of the play is in a desert lightened up by astounding light. The play revolves around a man who fights to get in touch with certain objects that are persistently out of his reach. Despite of repeated frustrations, he still persists to reach for the next item to show up. This essay will focus on the analysis of the play. As the play starts, a man is tossed backwards on the arena. He is the only character in the whole play. A whistle is blown from the right direction and after reflecting for a while, the man proceeds in that direction as if to answer a call. He is tossed back again. This time around, the whistle originates from the left side and he faces that direction (Beckett, 2006, para. 3). This action is repeated several times. The man seems trapped and has no where to run to. Thereafter, a number of items are lowered into the stage starting with a palm tree. Before an object is lowered, a whistle is heard to indicate its arrival. When a pair of scissors is lowered, the man does not realize until the whistle is blown (Beckett, 2006, para. 5). Other objects are lowered in the course of the play such as cubes of varying sizes, and a knotted rope which are always ut of reach. Finally, he seems to have given up as he sits on the big cube. After some time, the cube is pulled from below leaving him on the ground. This makes him decline to reach for the objects any more. Even when the tree opens to give shade, he declines to move to the shade (Beckett, 2006, para. 7). Also, when the flask of water is swayed before him, he declines to have it, but sits staring at his hands. The mime is apparently a psychological experiment within the structure of a conventional fable. The character in the play is tossed by external superior forces which limits him within a hostile setting, that of a desert. He is made to deal with the aggressive forces. The man is equipped with two natural tools, his mind and hands, which elevates him more than other animals (Gontarski, 2003, para. 3). He uses them for survival and secures some water in the desert. It is found that the mind helps him learn how to place small cubes on the large ones. He is also led to invention through the help of the objects lowered to him. However, when he masters the use of the tools, they are taken away from him. He learns that he can use the scissors to cut the blocks and rope in addition to trimming his nails (Gontarski, 2003, para. 3). At the end, he is basiically crushed and remains beaten as he lies on the desert. It can also be argued that the deliberate decline of the man to obey at the end pr esents the rebellious nature of man. The inferior force is found to be subjective to the superior one. The climax is presented as a traditional ending. Sarcastically, the characters life gains significance at the end. In this decline, the cutting of the rope signifies a second birth, that of a man. He in fact gets a name, a man. He refuses to obey the summons by the external force and through his refusal to fight for the most basic of his needs, he is born (Gontarski, 2003, para. 5). At the beginning of the play, the man is formed, however, at the end; he is the one creating himself. By refusing to accept pleasure from the shade and other offers, he is a free man. The play is thus not wholly on the issue of rebellion to some domineering forces. It focuses on a man who tries to deliver himself from outer forces such as tradition, nature and mythology among others (Gontarski, 2003, para. 7). At the end, the man is free of his intuition for survival and delivered from the inadequacy of acting according to his personality. The end is an artistic achievement for the man and his significant in the play. Buy custom Act without Words essay

Free Essays on Corporate Culture And Euro Disney

Over the last decade a large amount of organizational communication research has focused on the assessment and development of â€Å"corporate culture†. Largely due to the advancement in communication technology, the physical distance between countries is diminishing and the range of the marketplace has extended from local to international populations. With the increase of intercultural contracts in business the impact of culture communication processes have become an important challenge. American business management tends to assume that we have the best business schools, the best business people and subsequently the best business procedures. These assumptions have led to specific behaviors in international business that is increasingly recognized as American in nature. American business’s tendency to assume the transferability of culturally loaded business models includes the codification and protection of organizational procedures. This results in an approach to overseas business interactions that can easily become domineering and rigid. Such tendencies are illustrated in the communication and business assumptions and tactics included in the initial establishment of Euro Disney in Paris, France. In this paper I will explore the establishment of Euro Disney and the related assumptions and behaviors precipitated by predetermined procedures, cultural threat, and a sense of autonomy. In 1985, Disney Corporation officials individually approached the French, Spanish and English governments with a proposal for building their first European theme park (Rudolf, 1991). Initially, Disney created what one of Disney’s investment bankers called â€Å"a false sense of competition† among Spain, England and France. It was clear that Disney intended from the beginning to plant its roots in the soil of Marne-La-Vallee near Paris, France (interview with American consultant, 1996). The bargaining chip that made the competition so importan... Free Essays on Corporate Culture And Euro Disney Free Essays on Corporate Culture And Euro Disney Over the last decade a large amount of organizational communication research has focused on the assessment and development of â€Å"corporate culture†. Largely due to the advancement in communication technology, the physical distance between countries is diminishing and the range of the marketplace has extended from local to international populations. With the increase of intercultural contracts in business the impact of culture communication processes have become an important challenge. American business management tends to assume that we have the best business schools, the best business people and subsequently the best business procedures. These assumptions have led to specific behaviors in international business that is increasingly recognized as American in nature. American business’s tendency to assume the transferability of culturally loaded business models includes the codification and protection of organizational procedures. This results in an approach to overseas business interactions that can easily become domineering and rigid. Such tendencies are illustrated in the communication and business assumptions and tactics included in the initial establishment of Euro Disney in Paris, France. In this paper I will explore the establishment of Euro Disney and the related assumptions and behaviors precipitated by predetermined procedures, cultural threat, and a sense of autonomy. In 1985, Disney Corporation officials individually approached the French, Spanish and English governments with a proposal for building their first European theme park (Rudolf, 1991). Initially, Disney created what one of Disney’s investment bankers called â€Å"a false sense of competition† among Spain, England and France. It was clear that Disney intended from the beginning to plant its roots in the soil of Marne-La-Vallee near Paris, France (interview with American consultant, 1996). The bargaining chip that made the competition so importan...

Comprehensive Review of the Star Math Online Assessment

Comprehensive Review of the Star Math Online Assessment STAR Math is an online assessment program developed by Renaissance Learning for students in grades one through 12. The program assesses 49 sets of math skills in 11 domains for grades one through eight and  44 sets of math skills in 21 domains for grades nine through 12 to determine a student’s overall math achievement. Areas Covered The first- through eighth-grade domains include counting and cardinality, ratios and proportional relationships, operations and algebraic thinking, the number system, geometry, measurement and data, expressions and equations, numbers and operations in base 10, fractions, statistics and probability, and functions. The 21 ninth- through 12th-grade domains are similar but much more intensive and rigorous. There are 558 total grade-specific skills that STAR Math tests. The program is designed to provide teachers with individual student data quickly and accurately. It typically takes a student 15 to 20 minutes to complete an assessment, and reports are available immediately. The test begins with three practice questions designed to ensure that the student knows how to use the system. The test itself consists of 34 math questions varying by grade level across those four domains.   Features If you have Accelerated Reader, Accelerated Math, or any of the other STAR assessments, you only have to complete the setup one time. Adding students and building classes is quick and easy. You can add a class of 20 students and have them ready to be assessed in about 15 minutes. STAR Math provides teachers with the appropriate library that each student should be enrolled in for the Accelerated Math program. Students who work in the Accelerated Math program should see significant growth in the STAR Math score. Using the Program The STAR Math assessment can be given on any computer or tablet. Students have two choices when answering the multiple-choice style questions. They can use their mouse and click on the correct choice, or they can use the A, B, C, D keys that correlate to the correct answer. Students are not locked into their answer until they click Next or push the Enter key. Each question is on a three-minute timer. When a student has 15 seconds remaining, a small clock will begin to flash at the top of the screen indicating that time is about to expire for that question.   The program includes a screening-and-progress monitor tool that allows teachers to set goals and monitor a student’s progress throughout the year. This feature allows teachers to decide quickly and accurately whether they need to change their approach with a particular student or continue doing what they are doing. STAR Math has an extensive assessment bank that allows students to be tested multiple times without seeing the same question. In addition, the program adapts to the students as they answer questions. If a student is performing well, the questions will increasingly become more difficult. If he is struggling, the questions will become easier. The program will eventually zero in on the student’s correct level. Reports STAR Math provides teachers with several reports designed to assist in targeting which students need intervention and areas where they need assistance, including a: A diagnostic report, which provides information such as the student’s grade equivalent, percentile rank, percentile range, normal curve equivalent, and recommended Accelerated Math library. It also provides tips to maximize that students math growth. In addition, it details where a student is specifically in meeting both enumeration and computational objectives.Growth report, which shows the improvement of a group of students over a specific period of time. This report can cover a few weeks or months to several years.Screening report, which provides teachers with a graph that details whether students are above or below their benchmark as they are assessed throughout the year.Summary report, which provides teachers with whole-group test results for a specific test date or range, which helps to compare multiple students at one time. Relevant Terminology The assessment includes several important terms to know: The scaled score is figured based on the difficulty of the questions as well of the number of questions that were correct. STAR Math uses a scale range of 0 to 1,400. This score can be used to compare students to each other as well as themselves over time. The percentile rank allows students to be compared to other students nationally who are in the same grade. For example, a student who scores in the 54th percentile ranked higher than 53 percent of students in her grade but lower than 45 percent. The grade equivalent represents how a student performs compared to other students nationally. For example, a fourth-grade student who scores a grade equivalent of 7.6 scores as well as a student who is in the seventh grade and sixth month. The normal curve equivalent is a norm-referenced score that is useful for making comparisons between two different standardized tests. Ranges for this scale are from 1 to 99. The recommended Accelerated Math library provides the teacher with the specific grade level that the student should be enrolled in for Accelerated Math. This is specific to the student based on her performance on the STAR Math assessment.

What historically (historical facts) inspired Patrick Henry to write Essay

What historically (historical facts) inspired Patrick Henry to write the speech Give me liberty or give me death - Essay Example One of the reasons for popularity the speech and the folk hero status of its speaker emerges from his firebrand persona – he was not so much an intellectual as he was an impassioned leader of men. For example, George Washington and Thomas Jefferson – prominent founding fathers – were both prolific writers. A compilation of their work brings up a tally of close to hundred volumes. While Washington and Jefferson were also known for their engaging public addresses, it was their writing prowess that would remain as lasting legacy. Patrick Henry, on the other hand, was not part of the pre-independence political establishment in America. He was one among the masses. The popular appeal of the person and his words is attributable to this heritage of Patrick Henry. It is in this context that poet Lord Byron referred to Henry as ‘the forest-born Demosthenes’ (Eddlem, 1990). Henry Stephens Randall, a clergyman, was present during Patrick Henry’s speech. He gives a first-hand account of the atmosphere during the speech. His account is consistent with the widely held view of Patrick Henry being a firebrand orator and an inspirational public speaker. According to Randall, "Henry rose with an unearthly fire burning in his eye. He commenced somewhat calmly, but the smothered excitement began more and more to play upon his features and thrill in the tones of his voice.

American Media covarge of Israel-Arab conflict Essay

American Media covarge of Israel-Arab conflict - Essay Example The given paper will prove that the way media depicts Arabs negatively affected the Israeli-Arab conflict. Media plays a very important role in our lives. According to psychological and sociological researches, that, as it seems to us, what others think of us and of those social groups to which we belong, has a very strong impact on how we perceive ourselves and as we build the relations with the surrounding society. It is obvious that in our eyes the opinion of society about us is formed under the influence of mass media. If we think that the opinion of mass media is negative and mass media make strong impact on the opinion of people, it is obvious that we will consider the attitude towards us to be generally negative. We will consider that the social group to which we belong, suffers from the stereotypes, which are created in the opinion of other society. It is obvious that if we consider that the attitude in the society towards us is hostile, we start being hostile to it and we seek to separate from it, even from those elements, which are not subject to the influence of mass media. Th e same way Arabs, being severely criticized by mass media, have to defend themselves, but when they try to do that, their behavior is immediately characterized as hostile. The misrepresentation and misperception of Arabs in North America’s media have largely affected the most significant political conflict in the Middle East. Most Arabs believe that American media and government affect Israel. This perspective of media’s influence is debatable, the both Israeli and Arabs’ sides would say the same thing. In American media Hamas â€Å"Palestinian party run Gaza† is seen as terrorist organization using civilians as human shields in Gaza and Israel bombing Gaza to defense itself. Actually Hamas came to the power through the democratic elections and

Reflective Portfolio 04014 Essay Example | Topics and Well Written Essays - 3000 words

Reflective Portfolio 04014 - Essay Example adopting the sustainability models of working, organizations are able to focus upon providing long term values for stakeholders of present as well as the future (Baumgartner and Ebner, 2010). PricewaterhouseCoopers (PwC) is one of the most globally renowned financial services firms. Their sustainability strategies are known to be highly feasible. The framework the company follows in this respect is as follows: PwC’s sustainability strategies focus upon four important business areas. These are essentially; the marketplace, people, community and the environment. The sustainability strategies of PwC focused on two crucial tenets which are being the catalyst of change and to pursue the right activities (Dyllick and Hockerts, 2002). Starbucks and Ford are also companies which are popular globally for their feasible and logical sustainable practices. Corporate analysis in general reveals that sustainable strategies are a responsibility of not just a single firm. It is an aspect that must be given effect to by a number of organizations collectively. Sustainability strategies are related to meeting issues such as weather change and resource scarcity (LÃ ³pez, Garcia and Rodriguez, 2007). Being a broad phenomenon, such issues can only be met through collective efforts. Sustainability, in most firms as also in the case of Ford, is about balancing the needs of stakeholders and the environmen t, keeping in mind the needs of the future generations. In many companies such as in Nike, innovation is considered to be a useful tool for meeting sustainability related objectives (Salzmann, et al., 2005). During the seminar, a number of aspects relating to sustainability and the manner in which firms adopt different approaches and strategies for meeting sustainability needs were elaborately discussed. Through the discussion carried out, I could gain valuable insights regarding the subject matter of sustainability. On the basis of the discussions carried out, I came to the