Healthcare Delivery Systems

Chapter 1 – Health Care Delivery Systems There are many interesting and important points in this chapter. Some of them include: Pennsylvania Hospital founded by Ben Franklin was the 1st US hospital University of PA was the US first medical school The AMA was founded in Philadelphia in 1847. The Flexner Report was published in 1910 and impacted the status of medical school education. Hill-Burton Act of 1948 provided federal monies to update hospitals JCAH which is now JCAHO was created in 1951. JCAHO is an independent accreditation agency for health care facilities (all types).Medicare and Medicaid were enacted by Congress in 1965 Privacy Act of 1974 – protect the privacy of information systems in federal health care facilities HCFA (now called CMS) was created in 1977 TEFRA in 1982 established the first Medicare prospective payment system EMTALA of 1985 protected patients against â€Å"dumping† HIPAA was passed in 1996 with components on standardization, simplica tion, privacy, and security SCHIP was established in 1997 to provide health insurance to infants and children not covered under Medicaid Notice all of the abbreviations used in chapter 1!The use of abbreviations and acronyms is very prevalent in the health care and HIM field. Important Concepts in Chapter 1 Continuum of Care – primary care, secondary care, and tertiary care. Most of us are familiar with primary care, care sought by a patient with medical professionals for current problem or maintenance of a problem. Secondary care is seeing a specialist, dermatologist, neurologist, etc. for a problem, often referred by your primary care or family doctor. Tertiary care is often provided in specialty hospitals.This can include specialty radiograph (PET scan, MRI), burn treatment, cancer treatment centers, etc. Health care facility ownership, there are three kinds of facility ownership in general; government, for profit, and not-for-profit non government (Faith-based hospitals f or example). Hospitals are organized with a governing body at the top, sometimes referred to as a board of trustees. Within the hospital and most larger health care facilities (rehab, clinics) there will be an Health Information Management (HIM) or Medical Records Department.However, Medical Records is an older term. Typical functions of an HIM department include, coding, chart abstraction, record processing, record storage and retrieval, medical transcription, release of information (ROI), cancer registry, and index complying and retrieving. The size of the HIM department staff will vary and is usually based on the bed size of the facility and/or annual visits processed (discharged, ED, Outpatient surgery etc. ). One of the most visible components of a health care facility and an HIM department is the coding function.Coding is also seen in outpatient area for physician office and other types of non-hospital based healthcare. This is based partially on the fact the coding is tied to reimbursement and funding for the facility/provider. In the US there are two main coding systems used; ICD-9-CM and HCPCS. HCPCS contains CPT codes which are often thought of as a separate system but CPT is part of HCPCS. CPT codes are used to report physician services regardless of the place of service (hospital, office, ED, clinic, etc. ).ICD-9-CM classification contains diagnoses codes which are used by all providers for coding. ICD-9-CM volume 3 is only used to report inpatient or acute care hospital procedures. Note: CPT does not have any diagnoses codes in it. If a physician uses CPT to code/bill for procedures, ICD-9-CM must also be used. A complete picture must be captured with the procedure and the diagnosis(ies) of the patient for coding/billing to be correct! Licensure and accreditation – your textbook makes a distinction between these wo. Licensure is often governed by state and can be for an individual or a facility. Licensure is most often required for a health care provider or facility to operate in that specific state. Accreditation is for a facility and is most often voluntary. JCAHO is one accreditation body, others include; AAAHC, AOA, CARF, NCQA, NCCHC. New Developments: When the implementation of more digital technology in the area of health care and specifically in the HIM area.Electronic health records (EHR) are being discussed and used more and more in the US. With this type of record gathering and storage, methods of authentication have been updated for the digital age. These include electronic signature. Security measures have also been updated which include smart cards and biometrics. Your textbook also includes some excellent websites for concepts in this chapter. You may also want to refer to this list when you are looking for journal articles to complete lab assignment 2-5 which will be due next week.

Black&Decker Corporation Essay

Black & Decker was incorporated in 1910. Begun by Duncan Black and Alonzo Decker, Black & Decker’s first power tool was an electric drill in 1916. They went on to develop and offer the first portable screwdriver, electric hammer, as well as finishing sanders and jigsaws all the way up to the hugely successful dust buster in 1978. Over the next 70 years, the company established itself as dominant name in power tool and accessories, first in the United States and then accros a broad global front but particularly in europe. Growth was achieved by adding to its lineup of power tools and accessories and by increasing its penetration of more and more foreign markets Symptons, Issues and Problems Issues in this case is diversification strategy runned by Black & Decker corporation. As a diversified global manufacturer and marketer of household, commercial, and industrial product, Black & Decker need to develop and choose the right strategy for diversification. This case particularly discuss diversification of Black & Decker corporation during late 1980’s to early 1990’s, where Black & Decker which is established as dominant name in power tools and accessories, began to pursue diversification. It is because the continuing maturity of its core power tools business. During the 1980’s Black and Decker had established themselves as a leader in the power tool industry. However, they were feels that the market for such tools was maturing to the point where expansion within the industry would provide little or no additional revenues so they decided to diversify. Black and Decker began their expansion operation by acquiring General Electric’s housewares business, the leader in the industry, for $300 million in 1984. The success of the GE deal, and the reorganization efforts of their new CEO Nolan Archibald, led Black and Decker to continue on this path of acquisitions and diversification in other areas. Then, various acquisitions and acquisition attemp made by Black & Decker in their strategy to diversified. But the biggest and most noticed was the acquisition of Emrat Corporation, a diversified manufacturer of industrial product, for a $2.8 billion in March 1988. This steps is considered to be very bad decisions made by Black & Decker. Analysis Change in strategy In the mid 1980s, Black & Decker feels that the power tool market had matured to the point where there is no much room for further growth. Black & Decker then decided to change their corporate strategy from single business firm into diversified company. In 1984 they began to diversify. First they tried to get into the small household appliance market. Rather than create their own line, Black & Decker decided to acquire General Electric’s unit of household appliances for $300 million. Although it was a small part of GE’s company, it held more market share than other houseware distributors (25 percent of the market and the leadership position). That acquisition gives an additional $500 million a year in revenue for Black & Decker because it was able to offer products like irons, coffee makers and toasterswhich. This began a trend of acquisitions by Black and Decker expanding into various related and unrelated markets with varying levels of success. This various acquisitions allowed Black & Decker to offer even more new products such as portable woodworking tools and stronger drill bits. After all the new changes, Black & Decker Manufacturing Company also changed its name to Black & Decker Corporation to help market those changes The successful story of GE’s household appliance division acquisition in 1988, has triggered Black & Decker to tried again. Only this time the company of interest was American Standard Inc. American Standard had an impressive $127 million profit in 1987, which towered above the mere $70 million for Black & Decker. But then, the acquisition was unsuccessful. The Emhart acquisitions The failed attempts by Black & Decker in 1988 did not stop Black & Decker moves to acquiring other company. In 1989, Black & Decker acquiring Emhart for the price of $2.8 billion, a price that 33% premium over Emhart’s preannouncement value. This acquisition may not have been the best move for Black & Decker because its stock price dropped 15 points after the announcement of the acquisition. After difficult negotiation of exactly how the acquisition would occur, Black & Decker decided to pay for Emhart for the next 48 years. The deal put over $2 billion in goodwill on Black & Decker’s books and increased debt to over $4 billion just before the credit markets were about to contract severely. With the exception of a few businesses like Price Pfister faucets and Kwikset locks, which represented just $600 million in sales, Emhart made no sense for Black & Decker. Several of its subsidiaries were quickly placed on the block. But then suddenly the economy became sluggish and the market slowed down, Black & Decker stock slumped from a pre-acquisition $25 to $8 per share. Archibald (Black & Decker’s CEO at that time) had to scramble to keep the company solvent. Archibald’s plan was to sell off about $1.8 billion of Emhart assets to pay down debt while merging the company’s line of Kwikset locks and Price Pfister Inc. plumbing fixtures with Black & Decker’s offerings. According to Archibald, the plan would have been successful enough under normal economic conditions. However, he failed to sell the Emhart businesses for the set prices leaving a long term debt of a hefty $3 billon and annual interest payments of more than $300 million. Black & Decker initially sold $1 billion in Emhart assets to reduce the interest costs. It met this demand by selling whole divisions of Emhart and also by selling equipment and other assets. By 1991, Black & Decker reduced the debt acquired by more than 25%. From 1993 to 1996, Black & Decker sold off three segments of Emhart that did not prove to be strategic parts of the acquisition. By 1997, Black & Decker was able to meet its liquidity requirements and management chose to amortize the costs on a straight-line basis for the next 40 years. This shows that the acquisition of Emhart Corporation is a Black & Decker’s bad move. Black & Decker’s decision to acquire a company that was larger than $2.3 billion (revenues) Black & Decker itself, (the Emhart Corporation were $2.7 billion in revenues), was too risky and apparently Archibald didn’t too aware about it. The purchase and acquisition of Emhart had proven a lack in the synergy required to make such purchases profitable. Also the company had not been able to reduce its amount of debt (primarily from the purchase of Emhart) over the subsequent 10 years. Archibald made poor decisions in the Emhart acquisition, which impacted its profit margin, lowered its competitive advantage, and killed any chance of creating above-average returns. There are things that has to be done in order to ascertain whether the acquisition may create value for the shareholders, which is the CEO’s primary responsibility. Effort should have concentrated on three essential tests:  · The attractiveness test. The industries chosen for diversification must be structurally attractive or capable of being made attractive.  · The cost-of-entry test. The cost of entry must not capitalize all the future profits.  · The better-off test. Either the new unit must gain competitive advantage from its link with the corporation or vice-versa. Conceding the point that the purchase provided some benefits, such as increased market share and well-known consumer brands, the cost-ofentry and better-off tests provide evidence that the Emhart purchase was very risky. Black & Decker SWOT Analysis Strengths  · Brand recognition is a strong attribute for Black and Decker. Black and Decker has a reputation for producing electrical engines, power tools and appliances.  · Black and Decker produce a variety of products in its respected industry, and it is involved in constant research and development (e.g., developing cordless appliances and tools, rechargeable batteries that are compatible with both tools and small appliances).  · Black and Decker have penetrated the market causing it to dominate market share in the industry. Weaknesses  · Black and Decker’s reputation for quality tools and appliances has been decreasing. This was likely due to the fact that Black and Decker was busy dealing with its non-strategic businesses. Opportunities  · Opportunities to gain more market share by sponsoring home improvement shows.  · Gain more market share with industrial market, by offering quantity-based deals and advertising the quality of its products. Threats  · Sears is the strongest competitor in the power tools division with 13.4 percent of the US market share.  · Black and Decker needs to be aware of new items that the consumer can use and develop them before their competitors. Conclusion and Recommendation When an industry became mature and not offered enough room for further growth, it is important for a company to change their strategy to keep growing continuously. This is what Black & Decker did, although being a dominant player in power tools and accessories for many years, Black & Decker realized the industry is being mature, so they decided to change their strategy into a diversified company. To be successful, a diversified company should have a portfolio of product with different growth rates and different market shares. The portfolio composition is a function of the balance between cash flows. High-growth product, that important for company to keep growth in the future, need lot of cash inputs. Low-growth product, product that already in maturity growth, should generate cash. How to balance between this two is the most important things in managing multi-business (diversified) company. The Emhart acquisitions is an example of bad acquisitions from Black & Decker in their strategy to diversified. There can be many reasons that an acquisition strategy fails to earn its cost of capital. An acquirer may have no real strategy to begin with and thus pay an unjustified acquisition premium right from the beginning. Or there may be a complete failure in executing a fundamentally sound strategy. One major risk in acquisitions is the failure to close the gap that may exist between the strategic objectives and organizational design of the new organization and those of the old. Issues such as new information systems and channels, management succession, new decision rights, and incentive systems must be planned carefully in light of where competitive performance gains are expected to result. This case is also an example of the problems where mismanaged growth can bring diversification away from core businesses and core competencies rarely creates value for the shareholders. High leveraged acquisitions put the firm at higher financial risks, particularly when the firm’s products depend on business cycles. Shocks to the economy may result in insolvency and possible bankruptcy. The company may have to sell assets at low prices to meet debt obligations. As financial markets become more and more sophisticated, investors may diversify more easily, thereby making corporate diversification less attractive. Firms must continue to strengthen their core competencies and sustain their competitive advantages. In conclusion, the fundamental reason for the failed acquisition is due to lack of long term planning, forecasting and predicting of the return on investment relative to cost. The highly leveraged acquisition of Emhart placed Black & Decker at higher financial risks, primarily when the firm’s products depended on business cycles. As result of the inherited debt and the unanticipated market fluctuations and weak economy may result in collapse or possible bankruptcy of the corporation. Black & Decker Executives’ lack of strategic direction and poor application of funds may lead the corporation to sell of assets at low prices or lay off employee to meet debt obligations. Our recommendation for this case is, Black & Decker should stick with its original vision that includes the consolidation of their portfolio. The company should continue in investing in, and strengthening, its core products within its existing portfolio, so that these products will generate cash flow that will enable the company to embark upon expansion opportunities. In the future, Black & Decker should consider international companies with strong recognition in the countries that they plan on expanding into, considering either acquisition, merger, or creating a joint venture. The affiliation between Black & Decker and these companies must create synergy in order to justify such deliberate moves and expansions. These planned executive decisions and actions will help Black & Decker to obtain competitive advantages which will result in aboveaverage returns, leading to greater investor wealth and value to its employees.

Introduction to Business Essay Example | Topics and Well Written Essays - 500 words - 3

Introduction to Business - Essay Example Moreover, a diverse work force gives the employees an opportunity to focus on their jobs or responsibilities without having to worry about being targeted for discrimination. In conclusion, it also attracts other people from the same gender and race to the organization thereby attracting customers and new talents. Best Buy’s trip to Memphis encourages racial diversity since it reminds the managers about the Civil rights Movement. In addition, this trip gives them the first-hand look on the struggles that African Americans went through as a result, of race discrimination. Moreover, it gives them an insight on the achievements of the individuals that led the Civil rights Movement gained. Therefore, this helps the managers to gain a deeper understanding on how important it is to include other races in their workforce, and to avoid racial discrimination. Besides, they learn the benefits of being tolerant with people from diverse racial backgrounds. In addition, the trip enables managers to take the message of importance of racial diversity back to the other employees. Thus, this trip makes the message of racial diversity more meaningful to the whole workforce. After the trip, it is probable that employees and managers will be more educated on the issue of racial diversity and therefore mot ivating them to work together. Best Buy is a large retail company, it has many branches nationwide and it is viewed as a national retail company. This means that it deals with a diverse base of customers, from various racial backgrounds. In addition, this makes it vital for this company to have a diverse workforce that meets diverse needs of their customers. Therefore, customers are able to relate better with a workforce that belongs to the same race as they do. Moreover, the workforce is able to understand the needs of their wide base of customers since they understand various races and their traditions. Racial diversity also attracts customers since they appreciate

What are the main determinants of bank failure Essay

What are the main determinants of bank failure - Essay Example new products and activities with little or no expertise or inadequate risk management controls Heavy reliance on brokered or agent transactions to fuel growth Growth can be monitored a number of ways, such as the Canary Benchmark Ratios designed to assist field managers. An example is the increase of a banks total loans and leases beyond a threshold percentage from the same quarter of the previous year. Another category of red flags is the Deterioration in the Economy, since bank performance and economic conditions in the markets are closely correlated. Some common economic indicators are bankruptcies and business failures, employment, consumer delinquency rates, existing home prices, gross domestic products, income, inflation rates, interest rates, the trade deficit, wages, and so on. A third category is Management Oversight Deficiencies, which generally include indicators of management irresponsiveness, inefficiency, and non-compliance with laws and internal standards. The fourth c ategory is Inappropriate Limits on OCC Access to Bank Staff and Documents, which comprise attempts of the bank to deny regulators the timely and complete access to information. The include refusal to provide information within a reasonable time period, use of agents such as bank counsel to pre-screen requests for bank documents, alternation of records prior to examiner review, and unexplained disappearance of key records, among others. The OCC also looks out for these other categories of red flags: Asset Quality Deterioration. Red flags include increasing levels of past due and nonperforming loans as percent of loans, increasing level of Other Real Estate Owned (OREO), and increasing levels of interest earned not collected (IENC) as a percent of loans, among others. Strained Liquidity. Some red flags are low levels of on-hand liquidity, declines in core deposit levels, significant increases

Introduction to art theory Essay Example | Topics and Well Written Essays - 1000 words

Introduction to art theory - Essay Example The lack of realism, knowledge of perspective in art and understanding of the human figure were lost with the fall of Rome. But the historians at that time claim that medieval artist concerned simply trying to send a religious message. Byzantine art culture comes next, which is often referred as one of the finest art of Middle Ages in terms of quality of material and workmanship. The Gothic art, which appeared around 13th century (art and architecture) was unique. Gothic art merged with Renaissance art at different times in different places making internationally renowned. Renaissance art culture led to many changes in both technical aspects of painting and sculpture, as well as their subject matter. Renaissance enhanced realism in the work, such as three dimensional perspectives in more authenticated manner. Tone contrast of Titan’s portrait and sfumato and chiaroscuro by Leonardo da Vinci are notable. Art has gone through evolution as the centuries passed. The idea of renaissance emerged to sculptor Donatello who classical techniques included David as a free-standing bronze nude created in Europe since the Roman Empire. Following him, High Renaissance artists like Leonardo da Vinci, Michelangelo Buonarroti and Raffaello Santi emerged. They exhibited astounding mastery both technical and aesthetic. As the time passed many artists were repulsed by the ornate grandeur of the artistic styles and sought to revert to earlier which created intellectual movement known as Enlightenment or Neoclassicism culture. Eugene Delacroix, Francisco Goya attempted centrist approaches of Neoclassicist and Romanticist styles. The middle of 19th century marked the industrial revolution across Europe. The European art as well became radically altered by industrialization. 1860s artistic styles were more of Neoclassicist and romanticist type. In the latter year’s poverty, squalor, and desperation were the theme of the art. The fate of the working class has

Investigation on the influence of the recession towards online Dissertation

Investigation on the influence of the recession towards online shopping - Dissertation Example However, Monroe, Sinclair, and Wachinger (2009) also indicate that over the past several years there has been considerable progress in retail sales and in 2007 it was note that there was more than 30 percent increase in retail sales in the Netherlands, France, in Germany and in Italy. Moreover, the researchers have also viable proof to suggest that sales in the United Kingdom actually spiked by more than thirty percent in 2008 in comparison to previous years while actual retail stores suffered losses in the sales in accordance with the data collected by British Retail Consortium. In accordance with online retail marketing, Monroe, Sinclair, and Wachinger (2009) suggest that retailers have a lot to learn if they would like their online sales to increase, â€Å"such as levels of broadband penetration and the shopping attitudes that differentiate European retail markets†. Constantin (2010) states in his research that because of recession, many countries and many organizations fac e a significant challenge to maintain themselves in the economy. Many sectors within the economy have been affected, top of them being automobile manufacturing, tourism, health insurance and retail. He states that because of recession, there has been a general slowdown in the economy and thus buyers have actually reduced traditional shopping. In this case, Monroe, Sinclair, and Wachinger (2009) support this research’s hypothesis that online sales have actually increased over time due to recession. They believe that the patterns of sales show increase because of broadband penetration which has led to people shopping more and more online. Monroe, Sinclair, and Wachinger (2009) along with other researchers also suggest that retail outlets online will have to work on finding the right niche in order to actually obtain sales in these recessionary times since buyers are ready to purchase goods online however, they are primarily targeting their needs instead of their wants. (Grewal and Tansuhaj, 2001; Gronroos, 1989; Keisidou, Sarigiannidis and Maditinos, 2011; Koksal and Ozgul, 2007; Li and Zhang, 2002; Lian and Lin 2008) The study conducted research on ninety three respondents within an age bracket 18 to 51 with maximum respondents (83 percent) being in the age group of 18 to 23 and about 75 percent being males amongst the respondents. Various questions were asked from the respondents to evaluate the concept of traditional shopping versus online shopping and how people have actually moved to this type of shopping particularly in the recessionary times being experienced in this day and age. Based on survey results, a summarization of the results can be that there has not been much impact in online sales of these respondents because they continue with their patterns of purchase irrespective of how the economy has been functioning. The reasons behind this continued pattern of purchase is for reasons other than economic recession where most find it convenient, e asy and time saving to actually shop online in comparison to shopping traditionally in shops. Evans (2009) suggests in her forecast for online shopping for 2013 that despite the negative effects of the economy on shopping, both traditional as well as online shopping. There are various reasons because of which people have reduced their short term online and traditional shopping. Evans (2009) believes that such reasons include various aspects of spending such as lower levels

Individual Rights and the Law - Scots Law Essay

Individual Rights and the Law - Scots Law - Essay Example It has therefore its core topic human rights. It necessitates us therefore to define as well human rights. Stanford Encyclopedia of Philosophy defines human rightsï‚ ¸ as international moral and legal norms that aspire to protect all people everywhere from severe political, legal, and social abuses. They are inherently universal and therefore they transcend citizenships or nationalities. Famous of these rights are the right to life, liberty and happiness and their deprivation could not be permitted without due process of law. Unlike other laws human right focuses on the rights rather than on duties of the individuals. Other laws like criminal statutes or civil law legislations do also enumerate certain rights but the tenor of these obligations normally discusses duties, responsibilities and obligation and the consequences of their violations. Human right laws therefore focuses on the individuals as the subject of major consideration in deciding issues. In terms of criminal prosecution, for example, the law seems to treat more favourably the accused rather than the prosecution because it recognizes the rights of the accused to presumption of innocence while not mentioning more emphatically the right of the state to implement its laws. Politicisation of the judiciary seems to imply a judiciary that does not perform its function according to original design. It would give the connotation that judges will not interpret the law on the basis on what is the law but rather on what is popular or how they want it. It could also mean judges acting not as judges but politicians. It could further mean judges lacking judicial independence and holding some unholy alliance with the other branch of government which could be either the executive or the legislative. We could therefore restate the proposition into some like this: The nature of deliberating cases involving rights of the individuals for purposes of

Law and Behavior Essay Example | Topics and Well Written Essays - 1500 words

Law and Behavior - Essay Example The emphasis is on law, with the psychologists being used by the lawyers to enhance their operations. For instance if it is claimed that the person who has been accused is mentally unstable, the psychologist will be asked to give his expert opinion on this. He or she will have to carry out an analysis including psychological tests so as to come up with a conclusion on the person's mental state. A criminal lawyer can use the theories of psychology so as to enhance his or her trial strategy (Ogloff and Schuller 1998). The main focus is on how the legal system can prepare and adapt to the inclusion of psychologists in the law and in the legal system. The psychologists should also find ways of changing their work so as to meet the needs and requirements of the legal system. Forensic psychologists have used it for a long period of time in the United States and it is only recently that the lawyers acknowledged their relevance in the execution of justice (Kapardis 2003). Psychology and law interrelate in many ways and can benefit each other. Psychology can give better understanding of the behavior of criminals and sometimes it can show how a person can be rehabilitated. Psychologists may help the criminal lawyers because they assist in the selection of people who are suitable for acting as the jury. They are also a part of the analysis and presentation of evidence and arguments brought to the courts. Such matters like criminal law, procedures, insanity defense, decreased capacity, competency for trial relies a lot on the contributions of a qualified psychologist. The execution of law has been improved largely by the work of psychologists (Sherman & Hoffman 2007). Law and Psychology are two fields that have various contrasting fundamentals. According to Ogloff and Schuller, law is stare deices, while psychology is based on creativity. In law there are past cases and precedents, which are used as a foundation for the development of the legal arguments. The judges even make the rulings according to the legal precedents that were made years before. In contrast, the model adopted in psychology is one of innovation and creativity. Thus psychologists are encouraged to use new ways and ideas in their research and in dealing with their patients (Ogloff and Schuller 1998). While law is hierarchical, psychology is empirical. The decisions in the legal system are hierarchical and authoritative. The lower courts are constrained by the rulings of the higher courts. On the other hand, psychology is the accumulation of consistent and supporting data. The data derived is used to confirm whether a claim or position is valid or not. It is not based on an authoritative statement. (Ogloff and Schuller 1998) The law is reliant on the adversarial methods but psychology is dependant on experimental techniques. To reach the truth, in law, conflicting viewpoints are presented with each side putting forward its best case. Prejudice and egotism are intrinsic part of law and they are both allowable and encouraged as the best procedures. Psychologists arrive at the truth by trying to understand a certain incident through the use of data gathering techniques. They try to reduce the bias and

Men and masculinity Essay Example | Topics and Well Written Essays - 1500 words

Men and masculinity - Essay Example This implies that masculinity is not limited to men. Therefore, women may also display behaviours and characteristics that are masculine, for instance, many women have assumed the role of family providers. According to MensLine Australia (2012) masculinity is perpetuated through social set-up and enhanced through personal interactions. Traditionally, the avenues that made men gain honour included providing for their families and exercising leadership. The traditional family set-up was composed of the father being the breadwinner and the mother acting as the homemaker. Stereotypes about masculinity are often witnessed in many men, for instance, men would describe themselves as sports fanatics while avoiding soap operas that are viewed as feminine. Masculinity is often associated with the male; therefore, there is a big issue of personality in men. In case masculinity is threatened, most men would convey feelings of shame, hostility and guilt: hence they tend to overreact in the defens e of masculinity. It is irrefutable the aspect of masculinity in the contemporary world, has assumed a different perspective, which is contrary to the traditional disposition in matters related to masculinity and sex. Masculinity is viewed as a collective gender identity that is socially constructed rather than a natural attribute. In the modern society, different forms of masculinity exist that reflects factors such as class, race, age, geographical affiliation and religious affiliation (Lee, 2002). Although masculinity is normally identified in pluralistic terms, masculinities differ from one society to another. The hegemonic masculinity emanating from the societal construct is what men measures against. Masculinity directs most aspects of the male behaviour, especially sexual behaviour. The male gender values are constructed through interaction with the men’s lifestyle and his interaction with social environments. The perception of sex as a component of masculinity is depe ndent on the sexual encounters in the early stages of development. The traditional traits associated with masculinity are control, domination, aggressiveness, violence, toughness, emotional repression and competiveness. Masculinity traits are normally acquired at a tender age. For instance, some of the insults that the young school boys commonly use to refer to their weak colleagues are the accusation of being a girl (â€Å"Guys and boys masculine things. (n.d).). Ayers (2008) assert that most men engage in body building to maintain their masculinity. Research has also affirmed that most men think that portraying dominance and power wins them admiration from women. Masculinity tells men that their urge for love and respect can only be attained through being powerful, dominant and ultimately violent. However, Alilunas (2009) posits that such factors are irrelevant to women. Many studies have revealed the problem of sexual violence, sexualised violence and sex-by-violence as products of masculinity. The contemporary society portrays masculinity despite enhanced strategies geared towards minimising or eliminating it through modernization. The first indication is the sprouting of numerous interactive forums in the media that discusses issues related to the male gender while portraying bias towards the female gender. The current modernisation has seen the liberation of women in all aspects of life, ranging from

Reflection paper Essay Example | Topics and Well Written Essays - 500 words

Reflection paper - Essay Example I strolled, as it were, and encountered the ruined columns and pillars, and among the sepulchers, and felt around my way into the burial dimness of the tombs, and discovered no route coming out from them. The terminal curse of Rome stems from the messages it unrelentingly presents between outer and inner sceneries. It is a city where the subjective and hidden gets seriously transformed into the historical and obvious, where the sightseers observe in the rubbles the many of lost holes that rest defeated in Rome’s earth. I do not really know how to describe, in any harmonious and friendly way, the Rome that exists now; its dark pathways, and avenues of palazzos; its cathedrals, surrounded with the exquisite stones or marbles that were initially refined for the decoration of pagan sanctuaries; its hosts of wicked scents, combined with the aroma of many a thousand incenses; its modest life, gaining meager energy from what has been gone long time ago.

Macbeth and Shakespeare Essay Example for Free

Macbeth and Shakespeare Essay This quote â€Å"god defend me from my friends but ; from my enemies I can defend myself† means â€Å"gods help me from my friends but, I have the ability to defend myselfâ€Å". Two stories that I’ve read that support this quote are Macbeth by William Shakespeare and â€Å"The Cask Of Amontillado† by Edgar Allen Poe. I definitely agree with this quote because Macbeths friends thought they were really his friends but, they were wrong. Macbeth by William Shakespeare shows literary devices and they support my opinion of this quote. One is dramatic irony and it proves this quote true for many reasons. It is true because Lady Macbeth shows betrayal against Duncan, the king of Scotland and Macbeth shows betrayal against all his friend, he was really using them and in the end he killed some of his â€Å"friends†. Macbeth and Lady Macbeth wanted to both kill Duncan all along, so they Planned it all out. Betrayal is what happened here, big time. The other literary device from the story that supports my opinion and makes this quote true is, Tradgeic Hero. Macbeth started out as a tradgeic hero and then throughout the story he also â€Å"betrays† all his friends, pretty much the same reason for the dramatic irony. He is just a great example of a tradgeic hero. The other story that supports my opinion is â€Å"The Cask Of Amontillado† by Edgar Allen Poe and the quote â€Å"God defend me from my friends but, from my enemies I can defend myself†. The two literary devices used are symbol and mood. Symbol makes this quote true in this story. This is true because montresor’s coat of arms which is the snake biting the foot that is crushing it. This represents montresor getting revenge on fortunato for his supposed insult. When they both walked through the catacombs , montresor describes his coat of arms in a descriptive way. The other literary device that is used in this short story is, mood. The mood is very important in the story. It has a lot of terror and fear in the setting which connects to the mood. This mood is created because of the setting which is the cave with the bones, dampness and darkness. This set a mood that is not so inviting. These two stories both concluded the meaning of the quote. They both had friends and enemies and betrayal against one another. The setting in â€Å"The Cask Of Amontillado† defiantly showed how they defended themselves. This is why I agree with this quote.

History of Educational Planning

History of Educational Planning Everyone plans. Ranging from individual to the government, each produces its own form of plans. The only difference however is the mode of planning, which could be different from government to government and individual to individual. The centralized form of government plans and executes most of its activities through top-down approach while the decentralized form of government does it the opposite way. Similarly, an individual plans its activities either mentally or writing manually on a piece of paper. All these statements state that plan exists everywhere. Educational planning, and I shall concentrate on this form of planning alone, is all about planning various forms of quantitative and qualitative educational reforms. It is into this context; Philip H. Coombs (1970) in his report What is Educational Planning? states that educational planning is concerned not only with where to go but with how to get there and by what best routes. In doing so, educational planning should be able to help see more clearly the specific objectives in question, the various options that are available for pursuing these objectives, and the likely implications of each (Ibid). Further adding to this statement, the Working Party Report of the UNESCO (1963) mentions that education planning should not be an isolated activity; in fact it must be undertaken in the framework of comprehensive development planning and must be viewed in the target context of all the steps required for effective educational development (UNESCO, 1963 as cited in Prakash, 2008 p.2). This statement from UNESCO also underpins the importance of educational planning in the overall development of a nation. The history of educational planning is not new; in fact it was more than 2,500 years ago the Spartans planned their education to fit their well-defined military, social and economic objectives (Coombs, 1970). Not only until 1923 AD, some 87 years ago, that the former Soviet Union structured a five-year education plan, which aimed at eradicating two-thirds illiterates during the plan period. However, in those periods the educational plans were used to be non-integrative; in the sense that educational activities were planned autonomously and that there was little or no linkages between education and other sectors. Since then, the pattern of integrative educational plans have been designed and developed in various nations. The comprehensive investment planning for education that incorporated nationwide capital planning for education is an effective example of the integrative plan that France developed in 1946 AD. However, it was not until the 1960s when educational planning became very popular in most of the countries, especially in the developing countries (UNESCO, 2003). These convictions strengthen the notion that planning in education has been seen as an extra step in eradicating various forms of deficiencies of a country, notwithstanding rich or the poor, democrats or the socialists. It is into this context I would look at the educational planning process from Communist countries like China and Democratic country like the United Kingdom and Republic of Korea and would reflect educational planning process of our nation, and in the end would suggest our position in regards to our educational planning. While talking about the United Kingdom I would only be exploring on England, not Scotland, Ireland and Wales. In England, it is the Department for Children, Schools and Families and the Department for Business, Innovation and skills that look at the education sector from the central level. At a local level, the local authorities take responsibility for implementing policy for public education and state schools. The local authorities meanwhile, comprise of three layers: each layer having its own sets of responsibilities. The first one is the parish level, the second one is the district level and the third one is the county level. Besides some governmental rules and regulations, these local authorities can plan various forms of educational activities in its jurisdictions. However, in the past it was not as easy as the education planning and financing in England were done on the basis of equity. Every school, wherever it is located, got the equal educational conditions in terms of facilities, qualifications of teachers, student activities and so on. The central level used to calculate Standard Spending Assessment (SSA) using the complex formula that determined the needs of the schools in terms of numbers. They then used to determine the amount of Revenue Support Grants for each local authority by taking account of the difference between SSA and the sum of non-domestic rates and Council Tax of a given local authority. It is only after mid-1990s that the Government of England reformed the structure of educational planning in the country. In doing so, the central level authorities set many norms and standards to the schools, and at the same time provided numerous devolutionary opportunities for the local authorities to improve its educational status. In England, there are certain areas where the central level plays a vital role in the educational planning of the country. The compulsory age of schooling is one of those areas. At present, the full-time education is compulsory for all children aged 5 to 16, which is decided by the central level in coordination with other departments. Free schooling up to certain years is another segments where the central decision matters the most but at the same time the central level provides autonomy to the local authorities to levy certain charges if it provides extra facilities like swimming, theatre visits and school trips to the students. In this regard, the local authorities have the option of planning various forms of activities in the schools without having to depend on the state for all finances. During time if schools develop it into specialist schools they get various forms of funds from the central level, which has extra motivated the schools. The number of students that schools enroll has now been directly linked to the amount of money schools receive. To counter balance the situation where schools would fraud the enrollment number, the central level authorities have given a unique ID to each student, which would be different for each student. Thus, it could be said that educational planning in England comprises of boundaries and beyond boundary is within the boundaries of central level norms and standards and sometimes even beyond the boundary that the local authorities can plan various level of educational activities. The development of schools into specialist schools is something that I have kept under the category of beyond boundary. The National Curriculum System is another area where the central level has set a standard for schools to reach and maintain. Under this system, there are 12 compulsory subjects that schools must teach; for others schools can decide on its own. Another area is the compulsion of attendance records of teachers and students in schools. The teacher recruitment process whereby each teacher needs to agree on nationally set School Teachers Pay and Condition Document is another area where central level authorities play a major role. Within this boundary, it is up to the local authorities to decide on its own. The Office for Standards in Education (Ofsted) publishes reports of the quality of education at each school. Failing to maintain standard results to schools being placed in special measures, which may include replacing the governing body and senior staff. All these state that planning in education in England, a mixture of both devolutionary and centralized approach, after mid 1990s was t he result of those reforms in education. The reforms in educational planning in the Republic of Korea happened recently. It is into the March of 2001 AD only that the Republic of Korea allowed schools to decide how to use the money allocated by provincial authorities. Earlier, schools had little or no voice in matter related to educational financing. Schools were seen and viewed as the places where students learn and teachers teach. The responsibility for financing was borne by the provinces of education under the belief that schools dont have adequate manpower and skills to do on its own. Those provinces also set up the school budget and administered the complete process of those budgets. They never trusted the morality of school administrators too. In this regard, those old plans could not reflect the specific requirements of each school. The reforms in education after 2001 AD has seen the Republic of Korea getting into the act of decentralization in every sector including education. Parents and teachers are getting more involved in the overall management of schools. The formation of School Council, a decision-making body of a school comprising of parents, teachers, and community leaders and a head teacher, is an example of those involvements. Similarly, the government of Republic of Korea introduced the new school-based financing system in order to increase the efficiency of school financing and guarantee the autonomy of each school in the process of planning and managing the school budget. The end result has seen provincial office of education allocate a kind of block grant except teacher salary to each school, considering the number of students, the location of school, and specific requirement of school. It has provided each school certain level of freedom in planning and managing school curriculum and budget, whic h could then be deliberated and monitored by School Council. All these efforts were made in order to better equip schools through decentralization and participatory planning approach. In China, education is a state-run system. It was in 1985 AD that the national government parted its responsibilities for basic education to the local governments. In doing so, it also created a nine-year compulsory schooling for all. However, in 2001 AD the Chinese government convened a working meeting on basic education, on which various forms of decision were made on the reform and development of Basic Education. The decision pointed out clearly that a management system under the leadership of the State Council, implemented by the local governments, managed at different levels and with stress on counties would be conducted for compulsory education in the rural areas. The meeting also felt the need for making governments at the county level responsible for planning the local education, and the allocation and use of the funds and the overall management of teachers. All these activities were realized to make county dominated management as accountable as possible for the development o f education. It also suggests that the Chinese Government, despite having state-run education system is trying to maximize the participation of local level actors in the development of education. Apart from the above-mentioned reforms, the Chinese government also reformed the management system of basic education. It was done to ensure that the most needy schools get the most priority. In doing so, the Chinese government divided schools into various categories; like rich and the poor, rural and urban based schools and so on. Both the central and the local governments increased the financial transfer payment towards the poor and most needy areas, and respective local governments also paid attention to strengthen their functions in increasing investment in rural education. This type of planning was intended to deepen the internal reform of schools and at the same time enhance the capability of schools in actively adapting to the changing needs of the society. Asides, the Chinese government took an extra step in educational planning when it introduced the non-standard education system in the country. By non-standard, it referred to network education, night school, university for workers, correspondence college, broadcasting and television school, self-study examination and training schools. This type of educational planning helped build a lifelong learning system in the country. Nepal started the structured planning process in 1956 AD. In doing so, Nepal already formulated numerous medium-term national plans ranging a period of 3 to 5 years. The currently running Ten-Year Implementation Plan (TYIP) is an example of those medium term national plans. In addition to those medium term plans, Nepal also started to develop periodic plans that were intended to incorporate education component for the development of national level education plan. As a result, the educational issues were looked into two forms: one in the macro level and the next into the micro level. In the macro level national plan like TYIP or the Poverty Reduction Strategy Paper (PRSP), the respective ministries develop drafts of the sectoral plans and submit it to the Nepal Planning Commission (NPC), which then incorporate it into the national plan as specific chapters. In the case of education, it is the Ministry of Education that follows this procedure. As for micro level plan, the District Deve lopment Committee (DDC) under the guidance of NPC is responsible for preparing periodic plans for their respective districts. In doing so, DDCs are required to prepare district periodic plans on a participatory basis by covering all the development sectors including education. The District Education Offices (DEOs) meanwhile provide information and technical services to the DDCs while preparing the plan. These exercises show that, on one hand we are following the time-bound planning designs and at the same time, we are also trying to embed every development sector into each other to prepare a comprehensive macro and micro level plan. In reality, the preparation of District Education Plan (DEP) is a process through which the DEOs provide education related information and technical services to the DDCs when in time of preparing District Periodic Plans. In doing so, the DEOs follow certain procedural guidelines to identify the education related issues in the district, followed by prioritizing processes, budget allocation and monitoring mechanisms. Here, the DEO also take into account the local needs expressed in Village/Municipal Educational Plans (VEP/MEP) and also the School Improvement Plans (SIPs) and other local demands. Practically, it has been felt that there exist little or no relation at all in regards to the SIP, VEP/MEP and the DEPs. The unpublished report Best Practices of DEP (2007) from Dr. Pramod Bhatta also states this statement. http://en.wikipedia.org/wiki/Education_in_England#Primary_and_Secondary_education http://en.wikipedia.org/wiki/Education_in_the_Peoples_Republic_of_China

Easy Rider Movie Analysis Film Studies Essay

Easy Rider Movie Analysis Film Studies Essay Easy Rider à ¢Ã¢â€š ¬Ã‚ ¦ invokes both affirmative and critical visions of 1960s America, making it more of a measure of its times than either its original or later audiences could imagine (Klinger, B. 1997, p.199). Through close textual analysis identify and discuss the ways in which the affirmative and critical visions of 1960s America are represented. Easy Rider was a little road movie that came out of nowhere to change Hollywood forever Upon release, the film became an essential part of the 60s iconography, embodying the hopes and fears of the time. (Hill, L, 1996, pg 8) Easy Rider (Hopper,D, 1969) is an independent American film which was directed by Dennis Hopper and predominantly produced Peter Fonda, the film was only given a budget of approximately $400,000 (International Movie Database, no date) by Columbia Pictures but due to its success through controversially displaying critical visions of America it produced a gross profit of $60,000,000 (International Movie Database, no date) within the ten years it was released. The themes of, drugs, sex, hippie culture and racism are portrayed within the film through the protagonists representations and reactions, the way in which these themes went against the conventions of American film making by not portraying an idealistic America created controversy but also made great success as audiences could align with the true happenings in society. Easy Riders main ideology is freedom, Billy and Wyatt, the main characters, went looking for America, but couldnt find it anywhere (Durks ,T, no date) , they appear ed to find a corrupt society instead of the American Dream lifestyle which had always been portrayed previously; This film broke the conventions of American cinema and gave inspiration and freedom to all future film makers. Through close analysis of the characters representations and specific scenes within Easy Rider the critical visions of America which are displayed will become clear. The scenes I will analyse are: Junk yard, Parading without a licence, cafe, Jacks death, Whore house, We blew it and the final shootings, these specific scenes clearly portray zeitgeist creating clear ideologies which are critical about the American society. Billy and Wyatt are represented as Hippies; Hippie culture began to have a serious impact on Americas society in the 1960s, The Hippie movement started in San Francisco, California and spread across the United States, through Canada, and into parts of Europe. But it had its greatest influence in America. During the 1960s a radical group called the Hippies shocked America with their alternative lifestyle and radical beliefs. (Huber, A, Lemieux, C, Hollis, M, no date.) The clothing codes and the characters appearance instantly makes the audience aware that they both belong within this controversial culture, the conventional jackets, trousers, cowboy hats, sunglasses, biker gloves, neck scarves and long hair displays this. Billy and Wyatt did have the radical beliefs associated with the Hippie lifestyle, they had ambitions of becoming free and living the American dream; in The south the characters would have already been classed as having freedom because of their long hair , long hair is seen as representing freedom; however because Billy and Wyatt cannot find the American lifestyle that they are searching for they think that all they represent is someone who wants a haircut. ( Hopper, D, 1969) The protagonists compulsive search for untrammelled freedom (Lawrence,JB, 1970, page 665) continues and the road trip begins. A huge part of the Hippie culture included drugs, the theme of drugs is very apparent within Easy Rider this therefore displays a critical America, during the rise of Hippie culture it was estimated that around 800,000 Americans had tried marijuana; Marijuana is the predominant drug that is presented to the audience within the film. During the opening sequence of the film Billy and Wyatt are established as drug dealers, close up shots of the characters sniffing the drugs creates pessimistic thoughts about them, showing them as unlawful citizens, also emphasising the notion of Hippies being outcasts. Throughout the protagonists journey drugs play an important part in their actions; this becomes clear to the audience as drugs are presented within every major stage of their journey. After ironically selling junk at a junk yard, Billy and Wyatt next travel to a commune. The first few seconds of footage makes the audience believe the commune is going to represent a beautiful America, a mid shot of a tranquil valley portrays this idea. The real lifestyle is then revealed; a colourless pallet of browns makes the commune instantly look mundane as this is juxtaposed in the audiences mind to the valley of vibrant blues and greens. When the characters arrive, diegetic sound codes of laughter and singing makes the community seem very welcoming and living a happy lifestyle, this notion is soon changed when close up shots of feet walking on bare ground reveal their desperation for crops and food. A long camera pan then shows the depressed and desperate faces of each person in the commune, this could also represent the struggle that Hippies are having in the American society. A prayer for simple food makes the audience empathise for the characters, the man who says the pray er could be perceived as being a Jesus figure, his appearance of long hair, a beard and a necklace present the audience with this notion. Even though Billy and Wyatt are convinced that the people in the commune will make it ( Hopper,D,1969) the prayer for good crops visually foretells the disaster that lies ahead, the commune will fail because its hope and idealism have outstripped reality. ( International Movie Database, no date) Sexual innuendos are also created between Billy, Wyatt and two females from the commune, flirtatious conversations and having a naked swim together displays this idea, whilst also portraying a sense of freedom. Billy and Wyatt then move on to their next destination, they end up riding in a parade. Up-beat diegetic music of the band playing, helps the audience to escape into the world of the characters, the music also portrays an idea that America is a country of celebration; soon after the celebration begins the sound of police sirens take over and instantly the audience are aware the characters have been unlawful again. Billy and Wyatt are put into prison for parading without a licence, Billy cannot believe they have been put in prison because Wyatt is Captain America and he is Billy. Ironically Wyatt has been given the nickname Captain America, Captain America is a comic book super hero, who wears American motifs which is similar to Wyatt who has the flag on his helmet and his jacket; the fact he has been given the name Captain America connotes that he is a powerful character. Billys name could also be perceived as relating to Billy the Kid who was as an American outlaw in the 19th Centur y, this is because Billy is also classed as being an outlaw for being a Hippie. In Prison Captain America and Billy meet and American Lawyer called George, George states that he can tell that they have just arrived because they have still long hair in a scissor happy society. This displays zeitgeist in America; in Texas in 1968 long hair was not allowed, citizens had to have their hair shaved off which would beautify America, this could be portrayed as America shaving away peoples freedom, again creating a vision of a critical America. George uses his high status career to get them all out of prison and they decide to continue their journey together. During a break from their journey, Billy and Wyatt convince the American Lawyer to smoke marijuana; this could represent how the Hippie culture is starting to take over the American Society. The next critical stage in the characters journey is in a cafe, the cafe conveys messages that America can be a racist and homophobic society. A panning shot establishes that everyone in the cafe is white and instantly displays the idea of a racist society. When Billy, Wyatt and George enter the cafe a sheriff stereotypes them, referring to them as trouble makers, another man then calls Billy a she because of his particularly long hair, these phrases cause the audience to think that these men are intimidated by the Hippies which is why they are reacting to them in this manner. The notion of America being a racist society is reiterated when one of the men says that he should mate Billy with one of those black winches out there as thats about as low as they come. This dialogue confirms the audiences original instinct about a racist America. Billy, Wyatt and George are also referred to as having green skin not white, this may be perceived as representing that they are alienated from soc iety because of their hippie culture. The ideology of homophobic America is also displayed within this scene when the men call the hippies Yankee queers as they leave the cafe. After the cafe scene George is shown as the conscience, he states that this used to be a hell of a good country, this displays zeitgeist about how American society is changing and becoming more critical. Because George used to be a true American he knows what the main problem Americans have with the Hippie culture and why they react in such a pessimistic way, he informs the characters and the audience that the Americans are simply scared of what the Hippie culture represents, freedom, this explains the attitude of the men in the cafe and almost allows the audience to align with their point of view. This also makes the audience realise that this may be the reason all Americans in Texas had to have their hair shaved off, to avoid the representation of freedom. Later in Easy Rider the conscience is killed by th e men in the cafe, this displays how Americans are scared of freedom and do become dangerous to try and stop it, just like George stated earlier in the film. The next stage in Billys and Wyatts journey revolves around a whore house, this scene explores the themes of drugs and sex displaying Americas women as not living the conventional American dream, but in fact selling their body to men and being easily lead. The camera follows the characters around the house allowing the audience to see many women are waiting for desperate men to pay for their services, this creates a pessimistic view of American women displaying them as weak and dependent of men. It is in this scene where the audience realise that Billy and Wyatt have made it to Mardi-Gras, instead of flirting with his whore Wyatt asks whats happening out on the streetsMardi-Gras. The loud diegetic sounds of the celebrations combined with the overriding noise of the police sirens reminds the audience of the earlier parade and creates an enigma that something is going to happen. When the hippies and the whores take to the streets of Mardi-Gras everyone in society appears to be staring at them, again creating a sense of being outcast and alienated. The theme of drugs becomes dominant in the characters actions when they all arrive in a cemetery; after taking the drugs quick cross cuts of, religious readings, the sun, the cemetery, the sky turning in circles, Wyatt sitting on a statue, a whore naked and a deathly figure, this puts the audience in the position of the characters creating a sense of disorientation, forcing the audience to see the effects of the drugs clearly, this emphasises the influence that hippies are having on American society and the rise of drug use because of their culture. The figure in black is perceived as representing death, when Wyatt his sitting on the statue saying why did you leave me like that he is seen to be holding the figures umbrella, this creates an innuendo that the characters may be close to death, the statue in which Wyatt is sitting on may also be seen as representing the statue of Liberty, displaying that he feels America ha s let him down. Next, the iconic phrase stated by Wyatt, we blew it, is presented to the audience when the characters are sitting round a camp fire, this phrase displays how the character could not find the America he was looking for, and did not make any change to the critical American society. In the final scene, Billy is shot off of his bike by two American men in a truck, who decided to shoot him because he was a hippie; Wyatt drives back and places the jacket with the American motif over Billy before going for help, whilst going to get help he himself gets shot by the same men, a crane shot of the flame from Wyatts bike displays that their journey is over; because Hippie culture made them so alienated in American society they were killed. The final songs lyrics where ever the river flows is where I want to be connotes a final message of freedom. The shootings also display zeitgeist, in the 1960s 5 political leaders were assassinated, Malcolm X, John F Kennedy, Robert Kennedy and Martin Luther King. In conclusion an affirmative and critical America is represented within Easy Rider, the way in which the themes of, drugs, sex, hippie culture, freedom and racism are portrayed show a critical America. The affirmative characters seek to find the American dream lifestyle but where ever they travel all they can find is a critical America. The film leaves the audience wondering why the American society does not let people have freedom and makes them question as to why the American dream lifestyle is always represented in films when it is so hard to find in reality. Through not displaying the conventional American lifestyle the director and producers of Easy Rider have challenged Hollywood cinema and created freedom for future film makers. From the lowest-Budget, most formally audacious or politically radical to the quirky, the offbeat, the cultish and the more conventional, the independent sector has thrived in American cinema producing a body of work that stands out from the dominant Hollywood mainstreamIt represents a challenge to Hollywood. (King, G. 2005, 1) Word count: 2310 Filmography Easy Rider, 1969. Film. Dennis Hopper. America. Columbia Pictures. Easy Rider: Shaking the Cage, 1999. Video. Charles Kiselyak. America. Columbia TriStar home video.

The Cold War :: American History, Soviet Union, War

In the immediate aftermath of WWII, the world was split into two opposing camps that, though they did not fight directly, were actively engaged in the Cold War. This war did not end until the USSR broke apart in 1991. The Cold War was both created and prolonged by the interconnected economic and ideological tensions of the East and West Blocs. The ideological systems of the two powers were viewed as being complete opposites in their goals and experienced increasing animosity toward each other. This in turn influenced the economic policies that drove the main powers of the Cold War even further apart. By far, the biggest contributor to the formation of the Cold War was the fact that both sides believed the communist Soviet Union and the capitalist west ideologies were incompatible with each other. The essence of the Cold War was seen as the opposition of communism and capitalism (Kishlansky, Geary, and O’Brien 874). This belief was present as soon as 1946, when Winston Churchill gave a speech characterizing the Soviet Union as a government that was capable of trying to â€Å"enforce totalitarian systems upon the free democratic world† (Churchill 303). He also contrasted the Soviet Union as a state where control was â€Å"enforced upon the common people by†¦ police governments,† while the U.S. and Great Britain embodied â€Å"the great principles of freedom and the rights of man† (Churchill 303). This belief did not abate as the Cold War dragged on, and caused even more animosity between the two blocs. Even as late as 1961, Khrushchev’ s address to the Communist Party Congress still proclaimed the main driving force of the Soviet Union to be the â€Å"competition of the two world social systems, the socialist and the capitalist† (Khrushchev 307). This perceived ideological incompatibility also contributed to the formation of alliances in the East and West blocs. These alliances in turn prolonged the Cold War. The North Atlantic Treaty Organization was first formed in 1949 as protection of capitalist countries from the USSR, and it was still bringing countries into it’s membership all the way up untill Spain’s entrance in 1982. The Soviets responded to this with yet another alliance group in Eastern Europe, the Warsaw Pact (Kishlansky, Geary, and O’Brien 876). Former colonies were also forced to choose an allegiance with either the capitalist or communist camps (Kishlansky, Geary, and O’Brien 877).

I Am Not a Lesbian (for now) :: Personal Narrative Writing

My mother is not a lesbian. Her fraternal twin, Marty, was a lesbian. Marty died of lung cancer when I was seven; she and my mother were thirty-four. My mother’s twin is a martyr in my family, the perfect child, the perfect person. She loved people; she was smart, athletic, active in the fight for women's rights. She taught me how to jump rope on Sanibel Island in Florida. It was windy, but that's all I remember. We went to Philadelphia for the memorial service. Suede, one of Marty's former lovers, played "From a Distance" on her synthesizer. Marty's body was cremated, but we never saw the ashes scattered because a huge snowstorm covered Pennsylvania the day after the service. We ate dinner in Marty's old house, which she shared with Bonnie, her lover at the time. My mother says my father cooked chicken, and Suede played the piano and guitar for us. She played "House at Pooh Corner" and "Peanut Butter and Jelly" for me and my little sister. The August after Marty died, I taught myself how to play "Happy Birthday" on the piano, for my mother. Mom's birthday always created of a huge amount of stress for every member of my family. My father, my younger sister, Cricket, and I, we labored. To make it perfect. On our birthdays, my mother pined and agonized to ensure that every detail went correctly, so the birthday person would be happy. The reservations at the restaurant, the number of party favors, the order of giving presents and playing games, all must be in line. And when something did not go as planned, she would be devastated; we would spend the whole day assuring her that the birthday had gone well, that it had not been ruined by a burnt cake. So when August eleventh rolled around, it was imperative that not a single thing upset her, that we not ruin her birthday. Cricket led Mom by the hand into the living room as I began to play. I only got to the part where it goes high with "happy birthday dear Jody" before I messed up. Pressed the wrong key; the interval was off. I burst into tears. Sobbing on the piano bench, bent over the tainted keys, I realized my mother had also begun to cry, with Cricket in her lap. The only other time I'd ever seen my mother shed a single tear was months before, at Marty's memorial service.

Qualities Of A Pastoral Carer :: essays research papers

Describe the essential qualities of a pastoral caregiver. Outline literature used to support your assumptions. Discuss the qualities you believe that you have already and what you recognise you need to develop. Include how you intend to do this. “The shepherd was with his flock day and night, often in remote places far from home, and he had to be skilled in keeping the flock together, in finding wanderers and stragglers, in recognising the ailments of his sheep and knowing how to cure them, and in ensuring the safety of the vulnerable members of the flock.'; This definition of the role of a pastoral caregiver highlights the necessity for certain fundamental qualities within an individual in this role. These qualities include integrity, relevant response to issues of the time, deep knowledge of the heart of God, humility, and love. Deep knowledge of the heart of God, is the most important quality for someone in a pastoral role. “Do you know the incarnate God? In our world of loneliness and despair, there is an enormous need for men and women who know the heart of god, a heart that forgives, that cares, that reaches out and wants to heal…The knowledge of Jesus’ heart is a knowledge of the heart. And when we live in the world with that knowledge, we cannot do other than bring healing, reconciliation, new life, and hope wherever we go.'; Spiritual maturity is essential as the above quote of Henri Nouwen explains and is further defined by St Gregory the Great where he wrote, “That man, therefore, ought by all means to be drawn with cords to be an example of good living…who studies so to live that he may be able to water even dry hearts with the streams of doctrine…'; , for a rounded and biblically sound approach as a carer. However the relationship between the individual and Chri st is inevitably ever changing. The pastoral caregiver has to have an open mind to this spiritual development in such things as his or her spiritual gifts, for growth within him or herself and within his or her care giving. In conjunction with this relationship with Christ the quality of relevant response with regard to current issues arises. Contextualising pastoral theology is achieved through this partnership with God and the original attitudes and awareness that come from an experience and understanding of the present situation. Here the wounded healer has the opportunity to address these issues more totally as they have an empathetic depth of understanding.

Alexander Hamilton Essay

I consider Napoleon, Fox, and Hamilton the three greatest men of our epoch, and if I were forced to decide between the three, I would give without hesitation the first place to Hamilton. He divined Europe. Charles Maurice de Talleyrand. So begins the biography of Alexander Hamilton on the web page from Revolution to Reconstruction.   Even   Jefferson was in awe of him as he told James Madison in 1795, â€Å"Hamilton is really a colossus . . . without numbers, he is a host within himself.† – quoted by De Coralis. Alexander Hamilton was born in about1757 on the Caribbean island of Nevis. He had no birth certificate so the exact date is disputed, but he always said it was in 1757. He was one of two sons born illegitimately to a French Huguenot mother by an irresponsible Scots father who was later to abandon his family. His mother died of yellow fever when he was only 13, having been imprisoned for adultery at the instigation of her husband , who then managed to successfully sue for all her meagre assets, leaving the two boys with nothing. All his life Hamilton was aware that people knew of his beginnings and discussed them behind his back. After his mother’s death he began to work as clerk to New Yorker Nicolas Cruger. In Cruger’s absence he ran the firm and so even as a teenager he came to learn and to manage the intricacies of international trade – something that was to be in his stead later. He also saw the dark side of trading – slavery, which he came to hate. Eventually he was to co-found an abolitionist society. Another mentor was clergyman Hugh Knox, who tutored him in both humanities and sciences. It was these mentors and other rich islanders who paid for him to study in New York at the then King’s College . (Now Columbia University). Their idea seems to have been that he study medicine and then return to set up practice. That was the theory, but the fact was that he never returned to the islands. He arrived in New York in 1773. In 1774 the first continental Congress met to decide what to do about what they saw as the tyrannical rule of England. Following the Boston Tea Party Hamilton travelled to Boston where he became convinced of the rights of the colonists. The newspapers were full of arguments for and against and Hamilton joined in when he wrote his first pamphlet â€Å"A Full Vindication of the Measures of Congress,† According to   Lisa Marie de Coralis on the web page ‘From Revolution to Reconstruction’,   in 1769 Hamilton had written to a friend saying that what better way was there for a young man to change his station in life than in war. His argument was that in war it is one’s abilities rather than one’s background that counts. Considering his background it is hardly a surprising view. In the summer of 1776 the British fleet were sailing towards the city of New York and Hamilton responded quickly to a call for volunteers. He soon became captain of a group of artillerymen, even paying for their uniforms himself. He and his company fought alongside Washington and his men at Long Island and in other battles that year   His talents were recognised and he became, aged 20, aide-de-camp to General George Washington with the rank of Lieutenant-Colonel. It seems with hindsight that he made the right choice, for he had earlier turned down similar positions with other military leaders. He continued to be close to Washington for most of the time and was eventually among those who composed Washington’s farewell address in 1796. Valley Forge in the winter of 1777 -78 was an important time for Hamilton. Washington had some 9,000 men forced to scavenge for supplies, because of the inability of Congress to act on their behalf. All around men were starving and Hamilton realised that the   Americans would become a laughing stock if their government was seen to be unable to support its troops. There was to be an alliance with France and Hamilton, probably using the French he had leant from his mother, became interpreter. In the summer of 1779 rumours began to circulate that Hamilton was to lead a move to overthrow congress and install Washington as a dictator. Colonel John Brooks told Hamilton of these rumors adding that he had heard someone say † Mr. Hamilton could be no ways interested in the defence of this country; and therefore, was most likely to pursue such a line of conduct as his great ambition dictated.† His colleagues realised that the rumours were false. Hamilton was frustrated with Congress, no more. It   did make one thing plain though, Hamilton was, and always would be viewed as an outsider – a non-American, a major reason why, despite his massive abilities he is not included in the list of American Presidents. Other reasons given are his affair and the fact that his politics and reasoning were way above the heads of most Americans. Hamilton on the other hand firmly links himself with the American cause as when he wrote to Congressman Duane in 1780 â€Å"the defects of our present system, and the changes necessary to save us from ruin.† –   See chapter 8 ‘From Revolution to Reconstruction. In the letter he sees America as other nations would see her, with a weak congress, unable to fulfil its commitments. Much of the letter is about his financial plans for the country – not surprising for someone who was to become its treasurer. Washington was not known as a placid man. There were several spats and then in 1781, Washington felt that Hamilton was not respecting him and the two fell out. In April of that year he resigned as aide-de camp and went to stay with his new wife in Albany. From here he began his first essays on American government. â€Å"The Continentalist,† In 1781 he finally had his first command and victory at Yorktown. In January of 1782 his first child was born and two months later he resigned from the military, being appointed as Receiver of Taxes for New York. At the same time he began to study law, completing a three year course in just a few months. In 1782 he also became a congressman.   He is quoted by De Coralis as writing to Lafayette:- I have been employed for the last ten months in rocking the cradle and studying the art of fleecing my neighbours. I am now a Grave Counsellor   at law, and shall soon be a grand member of Congress. The Legislature   at their last session took it into their heads to name me pretty unanimously one of their delegates.† As a lawyer he acted in many cases involving anti-loyalists laws. One of his most important cases ensured that federal laws were to be treated as supreme over those of individual states. Hamilton could be quite outspoken. In June 1780 he write to John Laurens describing   his fellow Americans as having ‘the passiveness of sheep †¦they are determined not to be free†¦I f we are saved France and Spain must save us.’ Eventually of course they rose to the occasion, though France did contribute to the success by not allowing Britain to make full use of its military and naval powers. Despite his American nationality he admired   the British system of government . He said when addressing congress in June 1787 ‘I believe the British government forms the best model the world ever produced.’ Hamilton is one of the anonymous contributors to the Constitution, the final text of which was drawn up by James Madison in July of 1787, according to Cohen and Major ( page 511). First of all Hamilton asked for a revision of the articles of confederation. He called them to arms saying as quoted in volume 4 of his papers:- Let Americans disdain to be instruments of European greatness! Let the thirteen states, bound together by strict and indissoluble union, concur in erecting one great American system. He signed the constitution in September 1787 and when Washington took on the presidency he knew that Hamilton was the best man to take on the country’s finance and he became the first, and perhaps the greatest, Secretary to the Treasury in 1789. He served in this post from 1789 to 1795, during which period he succeeded in restoring the country’s financial position. Early in his period of office he produced lengthy reports for congress about what the country needed financially including a system of taxation and funding of the national debt. The report controversially included the need for a national bank, an idea that Washington for one did not at first approve of. In 1792 there was a stock market panic and from this time on Hamilton came under attack for his policies. In 1804 there was to be an election. During the run up Hamilton, then leader of the Federalist party and famous for arguing for freedom of speech, was heard , on more than one occasion, to be vilifying Aaron Burr, the Republican leader, vice-president and a long time enemy. He had already come out heavily against Burr in the press. Burr demanded satisfaction in the form of a duel, and despite the fact that his beloved son had died in a duel, Hamilton, after the interchange of several letters, finally conceded. It was his eleventh and last duel. Hamilton fired firs t and missed. Burr’s first shot, hit Hamilton in lower abdomen, paralysed him and he died at home the following day, having confessed to hi s doctor that he had had no intention of hitting Burr. He died   leaving a wife, seven children and a mountain of debts, having frequently undercharged clients, subsidised newspapers and having refused an army pension. The financial genius had failed to provide for himself. Neither man benefited as Burr was indicted for murder, though duelling was not outlawed in New Jersey, and though later acquitted, Burr’s political career was over, as of course was Hamilton’s. Bibliography Crystal, D. editor, The Cambridge Biographical Encyclopedia, Cambridge University Press, Cambridge 1995 Hamilton,A. Address to the Constitutional Congress, 11th June 1787, quoted by Cohen,M. and Major,J. in History in Quotations, Cassell, London ,2004. Hamilton, A., The Papers of Alexander Hamilton vol2 (1961) pages 347-8, volume 4,   page 345. Electronic Sources De Coralis, L.M. From Revolution to Reconstruction, Biography of Alexander Hamilton found 2nd June 2007   http://odur.let.rug.nl/~usa/B/hamilton/hamilxx.htm

Paper on Summation

Sowmya SUMMATION A Detailed review of Summation SUMMATION Introduction The CT Summation Blaze LG product family helps you efficiently manage case information such as transcripts and documents with the benefits of full-text imaging, PDF support, electronic evidence support and comprehensive production tools. Summation to load and check DII File DII File: A DII file is a specially formatted ASCII text file that can be created within any text editor. The DII file uses a non-delimited, multiple line format. Each record ends with the image filenames themselves. The data from the file is loaded into Summation’s Core Database and establishes the link between the database summaries and the associated images and OCR documents. DII FILE COMPONENTS @T (Image Tag) Required for each DII record. Must be used before any @C tokens for each DII record. Each instance of a line beginning with the @T token causes Summation to create a new database record or overwrite an existing one. If the value that follows the @T line does not match an existing record number in the active table (usually either the STDTABLE or the ETABLE) then a new record with that number is created. If a record with that number already exists, Summation prompts the user to either replace that record’s existing image information or leave its image information intact. The field normally used to determine a record’s unique number is either the BEGDOC# field (for the STDTABLE) or the DOCID field (for the ETABLE). This field can be changed via OPTIONS>DEFAULTS>IMAGING>COLUMN TO HOLD IMAGE TAG but it is not recommended. If there is an input template on the database’s record number field, then the @T value must conform to the template format. Example: The case database has an input template restricting the BEGDOC# field to the format â€Å"AA000000† (i. e. alpha, alpha, numeric, numeric, numeric, numeric, numeric, numeric). A DII file with the following @T values is loaded: @T RT100556 @T 998113 The first line matches the template format and a new database record with a BEGDOC# value of â€Å"RT100556† would be created. The second line is incorrect, s o no database record for this line would be created and an error message would appear on-screen and also be written to the error log. D (Default Directory) Required for each DII record that has images or OCR to be loaded. The @D token designates the location where the image file(s) for a database record is stored. The data specified after the @D is loaded into the Default Directory (DEFDIR) field of the ImgInfo table. There are 3 different ways to denote the DEFDIR. 1. @I, which refers to the default IMAGES subfolder under the case directory. For example, for a mobile installation, if the case were SMITH V. JONES, â€Å"@I† would equal â€Å"C:PROGRAM FILESSUMMATIONCASEDATASMITH V. JONESIMAGES. † 2. The full path to the image file(s) location. A UNC, local, or mapped drive letter path is acceptable. For example: @D SERVER1IMAGESSMITH V. JONESVOLUME1DISK1 @D C:IMAGESSMITH V. JONESVOLUME1DISK1 @D Z:IMAGESSMITH V. JONESVOLUME1DISK1 3. @V, which refers to the specific volume label of removable media. NOTE: Users of Summation LG/iBlaze can use UNC paths after the @D to specify a folder containing images. @L (Long Name Entry) Summation 5. 21 Legacy Field. @L denotes the long name or description of the image file(s). The @L value is loaded into the LONGNAME field of the ImgInfo Table. This tag is obsolete and unnecessary on modern versions of Summation (1. 0 and higher) as they support long image file names. @C (Column to Link) 3 Optional token. @C is used to load data into specified fields in the user’s document database. This is a useful way to decrease the amount of data entry required for the database users. It is meant for use when the same value is repeated for a group of documents, such as documents that all have the same box number or author. It is not meant to replace regular data entry. For this reason, there is a limit of six (6) @C codes available for each DII record. The syntax for using the @C token is: @C For example, to fill in the ISSUES field of the database with the value â€Å"Mental Health,† the line would read: @C ISSUES Mental Health The @C line(s) should appear underneath the @T line for each database record. For consecutive DII records where these values are the same, you do not need to repeat the @C line. Instead, insert the next @C line in the next DII record where the data changes. To stop entering data in a field, insert a @C line with the field name following by nothing. @I (Image Location as in Case Customize) Used with the @D token. The @I value refers to the image location specified in Case Customize. The @I value is loaded into the DEFDIR field of the ImgInfo table. This location must be a drive letter (or UNC path for LG/iBlaze users) and path that points to the directory where the images are stored. Summation users can select any valid location or use Summation’s default location, the IMAGES subdirectory under the case directory. In either case, the image files must be copied to this location. @V (Volume Label of Removable Media and Any Subdirectories) Used with the @D code. The @V value refers to the volume label of the removable media holding image files. When using a volume label, the program will search a range of drive letters for the specific removable media volume. The range of drive letters to be searched can be specified in OPTIONS>DEFAULTS>IMAGING>DRIVES HOLDING IMAGES. The volume label can be obtained from any drive by using the DIR command at the command prompt or by looking at the drive properties in Windows Explorer/My Computer. When using the command prompt, the volume label will appear at the top of the directory display listing. Since most document images are now stored on either local or network hard drives Summation has provided an option to convert volume labels to directory names for existing database records with @V image paths. By selecting the option box labeled â€Å"Map Volume to Directory† under OPTIONS>DEFAULTS>IMAGING the volume name is converted to a directory name. A drive letter or letters matching the location wher e the images are stored must be added in the OPTIONS>DEFAULTS>IMAGING>DRIVES HOLDING IMAGES section. For example: DEFDIR in ImgInfo Table: @VCD_00001:01 Drives Holding Images: DE Program looks in: D: or E: drive for media with a volume label of â€Å"CD_00001. † If it finds matching media, it looks for a directory there named â€Å"001† for whichever image file or files were specified. @Fulltext (Lets the Database Know There is an OCR Document Attached to the Record or Records) Tells Summation that there are OCR documents attached to the record. The filenames must match the names of the images (not including the extension), and they must be located in the same place. Variations: @FULLTEXT DOC – One OCR text file exists for each database record. FULLTEXT PAGE – One fulltext file exists for each page of the document summary. @FULLTEXT [PAGE or DOC] is placed before the @T line. Similar to the @C token, this statement remains in effect until turned off by using the opposite designation. In other words, if you are using the â€Å"PAGE† method, turn it off by using @FULLTEXT in the record that does not contain a fulltext file. @O (Where OCR Documents Are if They Are Not in the Image Location) Used when the OCR documents are located someplace other than the image location as specified by the @D line of the DII file. It is placed immediately below the @D line. This token can ONLY be used in conjunction with the â€Å"@FULLTEXT DOC† tag. The full path to the OCR text document must be included. Example: 5 @FULLTEXT DOC @T AB100001 @D @I @O J:docsscanned 100001. TIF This tells Summation that the fulltext document for record AB100001 is not in the default Images directory (@I) but, instead can be found in J:docsscanned. The file name must still match the image file name. In this case the image file name is 100001. TIF, therefore the OCR text file name should be named 100001. TXT. ; (Comment Lines) Optional code for each DII record. You can make comments in the DII file for your reference. These lines do not affect the DII load. Example: ; After this Semi-colon I can make notes for my current record Image Files Required for each DII record. The last line(s) of each DII record is always the image filename(s). Backslashes in front of the filenames will direct Summation to look for the files at the root of the specified drive however, these can usually be omitted. Iterators Iterators are important optional coding methods. Iterators provide a way to use shorthand for image file names. This allows for less text per DII record, thereby producing a DII file that loads more quickly. If your image files use a number sequence, you can use iterators to indicate a range of numbers, rather than listing each image file separately. Ranges are only valid when the lower number and the higher number are the same number of digits. Files Listed Separately Example: IM00001. TIF IM00002. TIF IM00003. TIF IM00004. TIF IM00005. TIF Files Iterated Example: 6 IM000{1-5}. TIF If iterating records with attached full text (OCR) documents in PAGE format, be careful not to exceed powers of 10 in the iteration. Example: IM0000{01-09}. TIF IM0000{10-99}. TIF IM000{100-999}. TIF The example above will properly load all 999 images and their corresponding OCR full-text documents. This rule applies to the @FULLTEXT PAGE format only. Tokens Used in Summation’s DII File Token @APPLICATION Field Populated APPLICAT @ATTACH ATTCHIDS (Field selected for related attachment Doc IDs in Link Fields defaults) @ATTACHRANGE ATTRANGE Description The application used to view the electronic document. For example: @APPLICATION Word IDs of attached documents. Appending the value allows the DII to populate multiple values in the ATTCHIDS field. For example: @ATTACH EML0001; EML0002 The document number range of all attachments if more than one attachment exists. Each attachment, along with the e-mail message, will be loaded into Summation as its own record. The attachment 7 @ATTMSG @BATESBEG @BATESEND @BCC @C range would be populated with the document number of the first attachment and the last number of the last attachment. For example: @ATTACHRANGE WGH000008 – WGH0000010 N/A Relative or full path and file name of the e-mail attachment that is an email message itself. The file will be copied to the MSF folder. The Media field will be populated with the term eMail and the FOLDERID field is coded with the session name assigned during the load of DII. BATESRNG Beginning Bates number, used with @BATESEND. For example: @BATESBEG SGD00001 BATESRNG Ending Bates number, used with @BATESBEG. For example: @BATESEND SGD00055 BCC Anyone sent a blind copy on an e-mail message. For example: @BCC Nick Thomas Optional code used to load data into specified fields in the user’s document database. This helps decrease the amount of data entry required for the database users. It is meant for use when the same value is repeated for a group of documents, such as documents that all have the same box number or author. The syntax of using the @C token is: @C For example, to fill in the ISSUES field of the database with the value Mental Health, the line would read: 8 @C ISSUES Mental Health For consecutive DII records where these values are the same, you do not need to repeat the @C line. Instead, insert the next @C line in the next DII record where the data changes. To stop entering data in a field, insert an @C line with the field name following by nothing. @CC CC @D DEFDIR @DATECREATED DATECRTD @DATERCVD DATERCVD @DATESENT @DATESAVED DATESENT DATESVD Anyone copied on an email message. For example: @CC John Ace Required token for each DII record that has an image associated with it and designates the directory location of the image file(s). The data specified after the @D goes into the Default Directory (DEFDIR) field of the ImgInfo table. There are three dif ferent ways to denote the DEFDIR: 1. @I (to refer to the Case Customize Image Location) 2. The hard coded drive letter and path into the DEFDIR field 3. V (to refer to the specified volume label of the CD-ROM) For example: @D @V CD-101:Box_34 Note: Users of Summation iBlaze/LG can use UNC paths after the @D to specify a folder containing images. The date that the file was created, if applicable. For example: @DATECREATED 01/04/2003 Date that the file was received. For example: @DATERCVD 01/04/2003 Date that the file was sent. For example: @DATESENT 01/04/2003 When the file was saved, if applicable. For example: 10 @DOCID DOCID @EATTACH DOCLINK (Field selected for Linked Documents in Link Fields defaults. ) @EDOC DOCLINK DATESAVED 01/04/2003 Document ID of a full-text document, e-mail message, or electronic document. If the DII includes full-text files, then the DOCID value (instead of the @T value) is used to load and associate ocrBase documents with the appropriate summary. For exa mple: @DOCID EML00017 Relative or full path and file name of the attachment. The file will be copied to the eMail directory and the relative path of the file will be placed in the DOCLINK field. The MEDIA field will be populated with the term Attachment. For example: @EATTACHServerFiles Flood Damages. ls Relative or full path and file name of the electronic document. The file will be copied into the eFiles directory and the relative path of the file will be placed in the DOCLINK field. The MEDIA field will be populated with the term eDoc. For example: @EDOC D:eDocWordDoc. doc 11 @EDOCIDSEP DOCID @EMAIL-BODY BODY @FOLDERNAME FOLDER This token is intended for service bureaus that use their own tracking numbers (for example, TRACK001_Doc001. txt). This token allows Summation to remove the tracking ID (TRACK001) from the file so that it can be replaced with a Summation naming convention. The token uses a onecharacter string a value to indicate the demarcation in the file name. In the example above, the underscore character separates the tracking number from the file name, so the token should be followed by the underscore character. Use this character at the top of the DII file above the individual records. For example: @EDOCIDSEP _ Body of an e-mail message. Must be a string of text contained between @EMAIL-BODY and @EMAIL-END. The @EMAIL-END token must be on its own line. For example: @EMAIL-BODY @EMAIL-END The name of the folder that the e-mail message came from. For example: @FOLDERNAME Conner-Stevens – MailboxCStevensInbox 12 @FROM @FULLTEXT FROM From field in an e-mail message. For example: @FROM Kelly Morris Indicates that there are OCR documents attached to the record. The file names must match the names of the images (not including the extension), and they must be located in the same place. Variations: @FULLTEXT DOC – One full-text file exists for each database record. @FULLTEXT PAGE – One full-text file exists for each page of the document summary. These tokens should be placed before any @T tokens. Similar to the @C token, this statement remains in effect until turned off by using the opposite designation. In other words, if you are using the PAGE method, turn it off by using @FULLTEXT in the record that does not contain a full-text file. The @FULLTEXTDIR token is a partner to the @FULLTEXT token. This token provides more flexibility to both the service bureau and the client when loading a DII file that includes full-text files. The @FULLTEXTDIR token allows the service bureau to specify a directory from which the full-text files will be copied during the load. Therefore, the full-text files do not have to be located in the same directory as the images at the time of load. The @FULLTEXTDIR token gives users the flexibility to load the DII file and full-text without requiring them to copy the fulltext to the network first. An example of the syntax used with the @FULLTEXTDIR token is: @FULLTEXTDIR Vol001Box001ocrFiles The above example shows a relative path, which indicates to Summation that 13 @FULLTEXTDIR @HEADER HEADER @I DEFDIR @INTMSGID INTMSGID it should search for the full-text files in the same location as the DII file that is being loaded and follow any subdirectories in the @FULLTEXTDIR argument. The relative path works whether the DII file is on a network drive or on a CD as a sibling of the Vol001 folder. Just as @FULLTEXT PAGE and @FULLTEXT DOC apply to all subsequent records in the DII file until they are turned off (by adding the token after the last record that includes fulltext), the @FULLTEXTDIR argument applies to all subsequent records in the DII file until it is changed or turned off (by including the token with a blank argument). E-mail header content. The @HEADER-END token must be on its own line. For example: @HEADER @HEADER-END This token is used with the @D token. The @I token refers to the image location specified in Case Customize. This location must be a drive letter (or UNC path for iBlaze/LG users) and path that points to the directory where the images are stored. Summation users can select any valid location or use Summation’s default location, the IMAGES subdirectory under the Case Directory. In either case, the image files must be copied to this location. Internet message ID. For example: 14 @L LONGNAME @INTMSGID This token is optional code and denotes the long name or description of the image file(s). The data after @L goes into the LONGNAME field of the ImgInfo table. Note: This applies to Summation Blaze Version 5. 21 and earlier, and is used in the IMGINGO table. For example: @L Patient History Form @MEDIA MEDIA @MSGID MSGID Populates the Media field with the designated value (for example, eDoc, eMail or Attachment). If the value indicated in the token differs from the Summation default, or an entry exists in the field, then the most recent process wins and an entry is made in the error log. Because of this, use this token with care an only if you have a compelling reason. For example: @MEDIA eDoc E-mail message ID generated by Microsoft Outlook or Lotus Notes. For example: @MSGID 00000000E8324B3A0A80 0F4E954B8AB427196A13 04012000 15 @MULTILINE Any field specified @NOPAGECOUNT DOCID Allows carriage returns and multiple lines of text to populate the specified field. Text must be between @MULTILINE and @MULTILINE-END. The @MULTILINE-END token must be on its own line. For example: @MULTILINE NOTEFIELD Here is the first line. Here is the second line. Here is the last line. @MULTILINE-END For consecutive DII records where these values are the same, you do not need to repeat the @MULTILINE line. Instead, insert the next @MULTILINE line in the next DII record where the data changes. To stop entering data in a field, insert an @MULTILINE line with the field name following by nothing Turns off automatically using a number after a space in the Document ID as the number of pages. Allows Document IDs to contain spaces. Must be entered at the beginning of the DII file and applies to all records for the entire DII file. @NOPAGECOUNT @FULLTEXT page @TGHSPLT 3602 Q00555 @D @I Box011Dir01GHSPLT 3602 Q00555. tif 16 @OCR @OCR-END @O Some service bureaus and clients prefer a different approach to loading full-text than the traditional Summation method of requiring the full-text to be loaded from separate ASCII text files. Some clients prefer including the full-text in the DII file itself. The @OCR and @OCREND tokens give service bureaus the flexibility to include the full-text (including carriage returns) in the DII file. This method of loading full-text significantly improves the speed of the DII load, by eliminating the need for the system to search for and locate each text file and open it to copy the text into the ocrBase. The @OCR-END token must appear on a separate line. Note: When using the @OCR and @OCR-END tokens and including the full-text in the DII file, service bureaus cannot apply page breaks at specific locations in the full-text document. An example of the syntax used with the @OCR and @OCR-END tokens is: @OCR @OCR-END There are two uses for the @O token. This token is used when the full-text documents are located someplace other than the image location as specified by the @D line of the DII file. It tells Summation that there are full-text documents at this location. It is placed immediately below the @D line. There can be only one text file for the record, and it must have the name of the 1st TIFF image with a . TXT extension. The full or relative path to the full-text document must be included. For example: @O J:docsscanned 17 @PARENTID PARENTID (Field selected for Parent ID in Link Fields defaults. ) Parent document ID of an attachment. For example: @PARENTID WGH000003 @PSTCOMMENT @PSTCOMMENT-END Users may want to record information about a . PST file that is loaded into a Summation case. For example, a user may want to identify where a specific . PST file came from and what it relates to (for example, client e-mail messages related to flat space and received on April 26, 2004). The comments are associated with the . PST file designated by the @PSTFILE token that follows. The comments can be viewed from the e-mail and attachment records generated from the . PST file designated in the @PSTFILE token. The @PSTCOMMENT token is used in conjunction with @PSTFILE. It should be followed by the @PSTCOMMENT-END token and must appear before the @PSTFILE token it applies to. The @PSTCOMMENT-END token must appear on its own line. For example: @PSTCOMMENT @PSTCOMMENT-END @PSTFILE EMAIL001Pfranc. pst, Pfranc_04April_2004 Note: The comments will not be written to the Core Database record in Summation, but users can review the comments by right-clicking an e-mail record and selecting the Show PST Info option. 18 @PSTFILE The @PSTFILE token is used to process the . PST file by designating: 1) the location of the . PST file at the time of load, and 2) the unique ID of the . PST file. The path to the . PST file can either be hard-coded or relative to the location of the DII file at the time of load. The unique ID should be the same value assigned by the user to the . PST file when processing using Summation’s eDiscovery Console. If either necessary value is missing, the DII load will record an error and the . PST file that corresponds to the record with the missing information will not be processed. An example of the use of @PSTFILE: @PSTFILE EMAIL001PFranc. st, PFranc_04April_2004 Summation gathers this information but does not process the . PST file until the DII load is complete. The PSTID (the second value) is populated into the PSTID field as designated on the eMail tab in the Defaults dialog box (accessed from the Options menu) in Summation. The PSTID argument assigned by the @PSTFILE token is assigned to the record it appears in and will apply to all subsequent e-mail records. The argument is applied until either the @PSTFILE token is turned off by setting it to a blank argument (such as: @PSTFILE), or the argument changes. The @PSTFILE token can occur multiple times in a single DII file and assign a different argument each time. This allows the service bureau to process multiple . PST files and present the data for all . PST files in a single DII file. For example, a service bureau can process five . PST files and include five instances of @PSTFILE tokens with five different arguments, all in the same DII file. 19 @READ READ @RELATED OTHERIDS (Field selected for Related Document IDs in Link Fields defaults. ) STOREID Notes whether the e-mail message was read. For example: @READ Y The document IDs of related documents. @RELATED WGH000006 @STOREID @SUBJECT SUBJECT The . PST identifier. Should not be used if @PSTFILE is used. For example: @STOREID The subject of an e-mail message. For example: @SUBJECT Town Issues 20 @T IMGTAG This token is required for each DII record and designates the ImageTag. It must be the first item listed for each database record. This data specified after the @T goes into both the Image Tag (IMGTAG) field in the ImgInfo table and the Column to Hold ImageTag in the Document Database. The image tags must be unique values. For this reason, many users choose the document number as the image tag. The image tags establish the link between the document database table and the ImgInfo table. When a user is in a document database record that has a corresponding image file and they want to view the image, Summation looks at the value in the Column to Hold Image Tag field in the database and reads the image file location from the ImgInfo table record with the matching value in the Image Tag field. For example: @T CR00293 1 Note: If there is a template on the Column to Hold Image Tag field of the user’s document database, then the Image Tag must conform to the template format. For example, if the template 21 forces the field to contain a certain number of digits, any image tag values that are comprised of fewer digits must be appropriately zero filled. @TIMERCVD TIMERCVD @TIMESENT TIMESENT @TO @TRANS TO DEPOIDS (Field selected for Transcript Zoom in Link Fields defaults. Time that the e-mail message was received. For example: @TIMERCVD 11:00 a. m. Time that the e-mail message was sent. For example: @TIMESENT 10:59 a. m. To field in an e-mail message. For example: @TO Conner Stevens The transcript description. The value populates the Transcript Zoom field. For example: @TRANS conner stevens v1. txt 22 @V This token is used with the @D token and refers to the volume label of the image location. By using a volume label instead of a drive letter, the user does not have to use the same drive letter designation for their media as had been used by the service bureau. The @V token is used most often with the images that are being burnt onto CD ROMs. Substitute the volume label for the drive letter in the @D line, still including the path leading up to and including the directory in which the images are located. The Summation user must set up the Drives Holding Images in the case Imaging Defaults so that Summation knows on which drive(s) to look for the specified volume(s). The volume label can be obtained from any drive by using the DIR command at the command prompt or by looking at the drive properties in Microsoft Windows Explorer/My Computer. When using the command prompt, the volume label will appear at the top of the directory display listing. Use the Map Volume to Directory option in imaging defaults if your images are on CD-ROM, you have used the @V (volume label) code in your DII file, and the volume label of the CD(s) is also the first subdirectory. Enabling this option tells Summation to map the volume label indicated after the @V in the DEFDIR line of the ImgInfo table to the drive letter(s) set in your Drives Holding Images: @Vol:=>A:vol. Example: DEFDIR in ImgInfo Table: @VCD_00001: Drives Holding Images: D Maps to: D:CD_00001 This option is commonly used when the CDs are stored on a Meridian tower, or 3 when the volumes have been copied to a fixed drive from a CD ROM and t BENEFITS OF USING A DII FILE TO LOAD IMAGE SUMMARY INFORMATION The DII file is a formatted ASCII text file that is used to load large batches of images. The DII file is loaded in Summation from Imaging Defaults, using the Read DII utility. DII data is added to Summations Image Information (ImgInfo) Table and serves as the link between your docum ent database data and the images and/or ocrBase documents. The Image Tag is the unique identifier for each image and/or ocrBase document. When you load the DII file, Summation will alert you if any of the Image Tags (document IDs) already exist in the ImgInfo Table and give you the option to overwrite the existing record(s). When used correctly, a DII file can significantly reduce data entry time. 24 Batch Loading of Image Summary Information The major advantage of using a DII file is the ability to load summary information for thousands of images at a time. The summary information is encoded within the DII file and the summary records for each designated image are automatically updated as the file loads. In this way, thousands of summary records can be updated, giving users easy access to thousands of associated images. Reduced Coding Coding and typing can be reduced by using the @C (Column to Link) designator. @C is meant for use with documents that are categorized into groups and therefore contain repetitive data (not to replace data entry! ). It is meant for use by imaging service bureaus that are supplying you with a DII file before you begin coding, thereby creating new database records. Each record is limited to 6 @C lines. For example, suppose the service bureau is scanning and coding numerous medical records pertaining to various doctors. The records to be scanned are already sorted by doctor, and due to the nature of medical records, they are also sorted by patient. If you want to have fields filled in within the database as linked records are created, the doctor name and patient names need not be entered repeatedly. Summation assumes that the preceding doctor and patient names are to be used again in the current record if no new names are entered. Error Checking Summation will check to see if duplicates of the new records already exist within the Summation database. When a duplicate is encountered, the Summation user is prompted to either overwrite the existing record or ignore the new record. When the program encounters errors with a particular record during loading, they are documented in an error file. The error file is created in the directory of the case where the DII file is being loaded and has the same name as the DII file except with a â€Å". LOG† extension instead of â€Å". DII. † This error file lists the type of problem and its location (by line number) within the DII file. This log file is written in simple ASCII text format and can be opened with any text editor including Windows Notepad, Wordpad, and Microsoft Word. Example: A DII file named â€Å"DISK1LOAD. DII† is loaded into the â€Å"SMITH V. JONES† case. If errors are encountered during loading, they would be written to a file titled â€Å"DISK1LOAD. LOG† in the Summation program folder under the CASEDATASMITH V. JONES subfolder. 25 Simultaneous Data Entry and Scanning If users coordinate with either an outside vendor or an internal department to scan their documents, they can begin the work of summarizing the documents while they are being scanned. The customer and the scanning group must coordinate the document numbers and names to be used in advance. ) When scanning is complete, the vendor or scanning department can deliver the scanned image files and/or full-text documents to the customer on any removable media the customer’s system is compatible with. Can replace previous entries for tags There are times when organized coordination of document image tags between you and the imaging service bureau is not possible. In this case, it is easier for you to summarize the documents after receiving the files and matching DII file from the service bureau. When the DII file is loaded, it creates database records as it fills the ImgInfo Table. The only information in such a database record is the image tag. The DII data is loaded into the ImgInfo Table and the Image Tags are loaded in the Column to Hold Image Tag (The field in the document database containing the unique image tags for each image in the case. This is often the field that contains the beginning document number, although it may be a special field created for this purpose. The Column to Hold Image Tag cannot be a multientry field; it must be an integer, text or note type field. field of the database table. It is also possible to have additional fields filled in as the linked records are being created. These are linked through the use of the optional @C designator. STARTING WITH SUMMATION Starting A New Case To begin loading evidence into a case, you must start a new case that does not contain information. To start a new case: 1. From the Case menu, select New. 26 2. Assign a name to your case and click OK. 3. When prompted click Yes to assign a password to your case or No to create a case that is not password protected. BACKING UP AND RESTORING DATABASES Both the Core Database and the Notes Database should be backed up regularly to protect against loss of data in the event of database corruption. If you are operating on a network, you may still wish to create an independent backup of these two key components. After backing up the Notes and Core Databases, you should consider running additional utilities to keep the databases â€Å"tuned up†. To Backup the Core and Notes Databases: 27 1. Click once on the case name in the Case Explorer window so that it is selected. 2. Access the Backup utility by: ? Opening the CASE menu and electing Tools OR ? Right-clicking on Core Database in the Case Explorer and selecting Core Database Utilities Select Backup Database†¦ The backup window opens with both the Database and the Notes database options checked. Leave both options checked. Click on Backup. You will be advised when the databases have been successfully backed up. Click OK. LOADING IMAGES WIT H A DII FILE A DII (Document Image Information) file is a text file formatted to batch load summaries with images into a Summation database. Loading database summaries and image information using a DII file is more efficient. Preliminary Steps To help ensure the successful load of images using a DII file, the following steps should be taken prior to loading: ? Open the case into which you want to load the images. ? Back up your database. (From the Case menu, select Tools, Backup Database, and Backup. ) ? Verify the location that Summation has designated for images for this case (the @I value for this case). (From the Case menu, select Customize to open 28 the Case Directory Customization dialog box. ) Note the value in the Image Location field. The default value for this field is a single folder name (such as IMAGES). If the Image Location field contains a folder or folders without a drive letter, then this location is relative to the path in the Case Directory field. However, if the field contains a drive letter followed by a path, then this is the absolute value of Summation’s image path for this case. Most of the time, the Image Location is relative to the Case Directory path. To verify the complete path, simply connect the Image Location value to the end of the Case Directory path. You may want to copy and paste these values to a Notepad document to keep track of them. Example: ? Case Directory field – :PROGRAM FILESSUMMATIONBLAZECASEDATAMY NEW CASE ? Image Location field – IMAGES ? Complete image path – C:PROGRAM FILESSUMMATIONBLAZECASEDATAMY NEW CASEIMAGES The image path is the location that Summation has designated for the images for this case (the @I value for this case. ) ? Verify the images path in the DII file by opening a text editor and locating the image path after the @D token. Example: Sample DII-01 shows the following value: @D @I @D is the default directory of the image files. I is a value that works in conjunction with the @D token to load the image path into Summation’s database. Using the previous case image path example, the @D line would be converted by Summation as C:PROGRAM FILESSUMMATIONBLAZECASEDATAMY NEW CASEIMAGES @I is used to specify the image location. Alternatively, @V or a hardcoded path can be used to designate the Images directory. This tutorial assumes that the DII file is using @I, since that is the most common syntax. The image path can be extended by appending additional subdirectories after the @I value. Example: @D @I estdata1 29 Continuing with the previous example, this @D line would be converted by Summation as C:PROGRAM FILESSUMMATIONBLAZECASEDATAMY NEW CASEIMAGESTESTDATA1 @V Designations. Reading about @V is only necessary if your DII file uses the @V value to designate the image path. If your DII file uses the @I value, skip ahead Step 5. The @V value is a legacy format designation that allows Summation to locate and display image files stored on removable media (such as CD-ROM, DVD, etc. ) by volume name (the disc label). Vendors will typically supply two versions of a DII file: one that uses the @I value and one that uses @V. In almost all cases the preferred version to load is @I. Hard-Coded Path Designations. Reading this section is only necessary if your DII file uses a complete path including computer name or drive letter to designate the image path. If your DII file uses the @I value, skip ahead to Step 5. Summation will accept a complete path value following the @D token, but in order for Summation to display the document images, this path must be valid from the workstation accessing the case in question. Example: @D R:IMAGESDISC101 If a workstation accessing the case in which this DII file was loaded did not have an â€Å"R:† drive correctly mapped to the image file location attempting to view the image(s) would fail. ? Copy the images to the correct directory. ? Before copying IMAGES directory structure, merge all the OCR’s . txt files with the corresponding tiffs. To copy the images: 1. Open Windows Explorer (right-click Start and select Explore) and note the image path you verified in Step 3. NOTE: You can browse to this path quickly by copying and pasting the path from Step 3 into the Address field and pressing Enter. This is the directory that you will copy the images to. 2. Browse to the images that need to be loaded. These images might arrive to you on a CD, a DVD, or an external hard drive. In any case, browse to the images and prepare to copy them to the image location on your computer’s hard drive. 3. Copy the images from the CD, DVD, or external hard drive to the images location. 30 NOTE: It's important to copy the correct folder and subfolders. Verify this first by copying the first directory after the @I token in Step 4 above. Example: (A) @I value from the DII file: @I estdata1 (B) Folder to copy from the CD: D: estdata After verifying the correct folder containing images, copy it to the image path from Step 3 above. After the folders containing images have been copied to the correct image path directory, you are ready to load the DII file. This will populate Summation's database and will allow you to view and manage these images through the Summation interface. Loading the DII File 1. From the Options menu, select Defaults, and click the Imaging tab. 2. Verify the Column to Hold Image Tag. If you are currently using the standard form/table (STDTABLE), the Column to Hold Image Tag field should be set to BEGDOC#. If you are currently using the e-form/table (ETABLE), the Column to Hold Image tag field should be set to DOCID. NOTE: Documents are added or updated by a DII file based on the values in the field selected in the Column to Hold Image Tag. If a value listed after the @T token does not exist in this field for any record, a new record with this value is created. If the value does not exist, then this record's image information is updated. Click OK to save your settings. From the Options menu, select Defaults, and click the Imaging tab, and click Load DII File button. Browse to and select the DII file, and click Open. Click OK. The DII file is loaded into Summation's database and your images can now be viewed and managed through the Summation interface. 3. 4. 5. 6. CHECKING DII FIELDS 1. Right-click on core database in case explorer. 2. Select â€Å"set view to open† option, and check for Column view, Form view, Image viewer, ocrBase viewer and eDocs viewer. Select required view in â€Å"View in focus when opened† window and click ok. 3. Right click on core database and open. 31 . Dialog box appears as below opening in all the formats that are checked in the step 2. 5. Select column view by clicking on that label. 32 6. Before editing anything, change the database to edit mode from display mode. ( right-click on the column and check edit option). 7. Double click on the fields label. 8. You will find a small field list table containing a ll the available fields. 33 9. Double click on any field to bring it to view or to hide it from the view. This way we can add or remove required fields and can check whether all the fields have generated correctly in the loaded dii file. 10. Once all the required fields are selected, right click on any of the label and check display to come back to display mode. 11. Click on eDocs, Image, ocrBase or form in the lower toolbar to view in the respective format. ADDING FIELDS TO DATABASE 1. Fields are added through the Form Editor. To access the Form Editor, select â€Å"Options –> Utilities†, then select the â€Å"Create or Modify Forms † options. This will launch a separate window called the Form Editor. Now you will want to decide where you want your new field to reside. 34 Figure: Form editor 2. You may need to reorganize the form to fit the custom field. The Form may be resizable just like any window, by dragging the cursor near the corners to bring into view the resize cursor (the thin black line with arrows on either end). Click and drag to resize the form if necessary. 3. A light line around fields denotes a frame grouping of selected fields on the form. To resize the frame, click your cursor on the line until small black squares surround the frame, then click and drag them. 4. On the small floating toolbar, click on the button denoted with an ‘ab'. 5. Click on the form where you want to place the new field. A small dialog box will open, listing the currently available fields in the selected form. 6. Click on the â€Å"New† button to create a new field. 7. Assign a name and data type to the new field. 35 A field NAME must not contain any special characters or spaces, and must be less than 8 characters long, because Summation references the field name internally. The field label may be customized to the users preference. 8. Once you have assigned a name and label, you need to select a data type. It is important to put some thought into selecting a field data type, since you cannot change the data type on a field once it has been created. If you are unsure of which data type to assign to your field, click on the radio button next to each option to view a brief description in the bottom portion of the dialog box. 9. Click â€Å"Create New Column†. When prompted that the column was created successfully, click â€Å"OK†. 10. Click †Close† to return to the Field List dialog. If you should need to create multiple fields follow steps 7 through 9 until all fields have been created. 11. The new field should be one of the choices and will be selected by default. Click â€Å"OK† to select the new field and place it on the form. To adjust the field's position on the form, click and drag it to a different location. To adjust the field label and the field box individually, click anywhere on the form to unselect them. Then click back on the item you want to resize or reposition. 12. When you have successfully created, sized and positioned all custom fields, click on the â€Å"Save† icon in the toolbars. If your database contains data in it, you will be prompted to copy data to new table structure, click â€Å"OK†. 13. Close the Form Editor by selecting â€Å"Exit† from the â€Å"File† menu. 14. Click â€Å"Close† to close the Utilities dialog. To Load ocrBase Documents Using the Load Full-Text Documents Dialog: 36 Double-click on ocrBase in Case Explorer OR select ocrBase from the VIEW menu. Make sure ocrBase is in the active view. 1. From the FILE menu, select Load ocrBase Documents. 2. Select the Choose Files tab. 3. The default directory shown is the current case directory or the last directory selected using the Browse button. If the documents are located in another directory, click on Browse to navigate to that folder. 4. Select the files you want to load using any of the following techniques: ? Hold Ctrl and click on the document files one at a time ? Hold Shift, click on the first document file, then click on the last document file ? Click on the first document file, then hold the left mouse button down as you drag to the last document file you wish to load ? Select the Select All option to load all document files in the files window ? To cancel the selection of a file, click on the filename again 5. If you want Summation to verify the document numbers against any templates associated with the Column to Hold Image Tag field (BEGDOC# or other field, as needed), leave Check Templates selected. If you do not want the document numbers verified against any existing templates, clear the Check Templates selection. 6. Select one of the options in the Document ID (BEGDOC#) section: ? Ask Me (default): During the loading process, you will be prompted to enter a Document ID number for each document file being loaded. ? Use Filename: The document filename will be used during the loading process as the Document ID. 7. Click Load Documents. Summation loads the documents into the ocrBase. SEARCHING (Before doing any kind of search, make sure Core Database box is checked in case explorer) 37 . Check on the core Database in the case explorer. 2. Open the database in the column view. 3. Double click on â€Å"Searches† under the Core Database Views in case explorer. 38 4. Core Database Query dialog box appears. 5. Select the required field in â€Å"Search one of these Fields†. Click on â€Å"More fields Choices† to choose from more number of fields. Double click on the required field and see that Query appears on the query box below. 6. Same way give the required values in the section 2 & 3. 7. Execute the query. For example, Consider searching for docDates. Steps: 1. Click on docDate box under â€Å"Search one of these fields† (section1). 2. Scroll down on the drop down list, â€Å"in this manner† (section2) section and select the required field. 3. Enter the date in â€Å"For this value† (section3). 4. Full Query appears on the query box. 39 5. Click Ok to execute the query. 6. All the documents that match with the query will be listed. 7. To retrieve back all the documents, Go to Search-;Retrieve all summaries. QUICK SEARCH USING CASE EXPLORER When you use the Case Explorer to search the Core Database, the results appear in the Search Results format. The search results can be printed in the stacked format directly from the Search Results View. To Quick Search using the Case Explorer 1. Make the Case Explorer window the focus. 2. Click the check boxes next to the components you wish to search (e. g. Core Database, Transcripts, Transcript Notes, ocrBase). ? ? ? ? ? Core Database Transcript Notes eDocs & eMail ocrBase Notes ocrBase 40 ? Chronology of Events ? People ? Pleadings 4. Click in the Quick Search box. Depending on what combination of case elements you have selected, the Search dialog appears. Here you can change your search results Sort Order and/or specify running a Standard or HotFacts only search. 4. Type the search term or phrase in the white Quick Search box. You can use wildcards and compound operators (AND/OR connectors) in your search. ? Multi-character wildcard = an asterisk (*) ? Single-character wildcard = a question mark (? ) ? AND connector = & or AND (there must be spaces between the AND and the words) ? OR connector = (a backwards slash usually located above the Enter key on your keyboard) or OR (there must be spaces between the OR and the words) ? You can also use Intelli-Parse if you wish to conduct field-specific searches Click the Search button to run the search. The search results will appear in a new Search Results window. COMPOUND SEARCHES CONNECTORS IN THE DATABASE: 41 Connectors make it easy to search for document summaries where varying conditions are to be used, for example, to find document summaries where a name is in a summary field and where a certain type of document is involved. Connectors can also widen the search to include summaries of several sorts; such as, summaries concerning documents dated in the current year or any documents mentioning the defendant. As a general rule, using the connector AND narrow the search, while using the connector OR widens the search. Up to 10 connectors can be used in a search of the document summaries. Search Connectors Connector AND Definition A summary contains both values Summaries contain either of the values Example DOCDATE EQ 5/15/90 AND DOCTYPE OR DOCDATE EQ 6/15/90 OR DOCDATE EQ 7/12/90 AND NOT This excludes a NAME EQ â€Å"Smith, J. † AND NOT DOCTYPE EQ summary that Memo meets the connected value This requests NAME EQ â€Å"Smith, J. † OR NOT DOCTYPE EQ OR NOT 42 ocument summaries where the Name equals â€Å"Smith, J. † or the Doctype field does not equal Memo Memo You can create a more complex Quick Search by combining search clauses. To narrow the search, use the AND connector, designated by the ampersand (&). To broaden the search, connect your search clauses using the backslash () to represent the OR connector. You may use a total of ten clauses (i. e. , any combination of up to nine AND and/or OR connectors). Use parentheses to denote precedence or relationships between clauses within the search phrase. Sample ‘OR' Search: bill presley Sample ‘AND' Search: fire & terminate It makes no difference whether or not you put spaces between the words and the connectors. DRILL DOWN SEARCHING If you're reviewing a transcript on screen and come across a term of interest, you can search for other occurrences of that term without losing your focus by using Summation's Drill Down Searching function. Simply highlight the term of interest, right mouse click, and select â€Å"Search for ‘term'† from the menu that appears. Summation will take you to the next occurrence of the term. 43 How to Run a Drill Down Search 1. Open a transcript. 2. Right click on the text for which you want to search. 3. From the right click context menu that appears, select â€Å"Search for ‘text'. † Summation goes to the next occurrence of the term in the open transcript USING WILDCARDS IN SEARCHES Searches in Summation are done on a whole-word basis: a search for agree will find just that, not words including â€Å"agree† like â€Å"agreement. † Sometimes you need to search for more than just whole words. To accomplish this Summation Blaze supports wildcards in searches. The asterisk (*) designates a wildcard, which can represent any portion of a word. Using wildcards widens the field of possible hits generated by the search. Wildcards are used to find all words that have your search phrase embedded within them. If you run a Quick Search for TERM*, the search is expanded to encompass any word with â€Å"term† as the base, for example, â€Å"term,† â€Å"terminate,† â€Å"termination,† etc. Your placement of the asterisk (either preceding or following the word, or embedded within letters) determines the hits that result. You can use wildcards in any type of search within Summation. 44 Type This agree [no wildcard needed] agree* *gree *agree* To Find AGREE Words beginning with AGREE-, such as agreement or agreeable Words ending with -GREE, such as disagree, pedigree Words with -AGREE- as the root, such as disagreement Words beginning with A- and ending with -EEP, such as asleep a*eep USING SEARCH CONNECTORS The Summation system provides you with means to perform both simple and complex searches. You can search all fields in the document database (using the Quick Search Box) or select specific fields to search (using the Full Boolean Search dialog). This Tutorial walks you through setting up and performing both simple and complex searches. When you enter a search term or phrase in the Quick Search box, Summation conducts an Anytext search and searches for the specified text in all fields in all summaries in the database. If you want to refine your search to multiple terms and/or phrases, then you can use â€Å"connectors†. You can further refine your search to specific fields in the database, by performing a Full Boolean search (as opposed to a search from Quick Search box). The available connectors in Summation are AND, OR, AND NOT, and OR NOT. You can connect up to ten search clauses in one Boolean search using nine connectors. The Full Boolean search provides a list of operators specific to each field, which you can use (in conjunction with connectors) to further refine your search to terms in designated database fields. Search Connectors Using An Anytext Search 1. Launch Summation. 45 2. Open the Core Database, by double-clicking on its corresponding item in the Case Explorer tree. 3. Put the focus on the Form or Column View, by clicking on the respective view. 4. Type a search term in the Quick Search Box (the field above the Core Database view with the phrase Enter Search Phrase populated in it). 5. Link words or phrases with a connector to search on multiple terms or phrases. (For example, Smith AND taxes OR court. ) Note: A space must lead and follow each connector. The connectors should always be in capital letters. 6. Repeat steps 2 and 3 until you complete entering all desired search terms/phrases and connectors. Note: If you search string includes more than 5 terms, you may find it more efficient to use the Full Boolean search setup dialog. 7. Click the Search button on the Toolbar, to the left of the Quick Search Box, to process the search. Searching Using The Full Boolean Dialog Box 1. Launch Summation. . Open the Core Database, by double-clicking on its corresponding item in the Case Explorer tree. 3. Put the focus on the Form or Column View, by clicking on the respective view. 4. Click the Boolean button in the Toolbar. 5. In Section 1 of the Full Boolean dialog, choose the Anytext icon (or other default icon) or choose â€Å"More Field Choices† to select fields from the active table. 6. In Section 2 of the Full Boolean dialog, use the default connector (e. g. contains) or select a connector from the drop-down list. 7. In Section 3 of the Full Boolean dialog, type the search term or phrase you want to search on. 6 8. Click the Connector button to add another search string (field, connector and term/phrase). 9. Repeat Steps 2 through 5 until all search strings have been entered. 10. Click the Display Results button to process the search. Using HotFacts with ocrBase just as u can identify a transcript note, a core database record or an ocrbase note as a hot fact, you can also use the hotfact â€Å"flag† to identify key ocrbase documents in your case. to mark an ocrbase document as a hotfact: ? Click on the ? Click on the so that it becomes again to unmark the document. SEARCHING HOTFACTS You can search only database records flagged as HotFacts when you check the Document Database folder at the Case Folder – Main Window. The Search Document DB dialog appears, consisting of 2 sections: Sort Order and Search Type. The first 2 Sort Order field options are Date (DOCDATE) and Issue (ISSUES). The third sort order field option is taken from the first field set in your Sort Order tab, found under the Query tab in the document database. If there is no sort order set there, the third option will read â€Å"Unsorted Doc DB†. The Search Type section determines what set of document database summaries you want to search. To search all HotFacts, select Only HotFacts and then Everyone’s. To search only your own HotFacts, select Only HotFacts and then My HotFacts. 47 Searching Document Database Records Flagged as HotFacts 1. From the Case Folder – Main Window, check the Document Database folder. 2. The Search Document DB dialog appears. 3. In the Sort Order section, select the field by which you want to sort your search results. You can choose Date, Issue, or the first field you have selected in your Document Database Sort Order. 4. In the Search Type section, select the record set in which you want to search: only HotFacts (all HotFacts), or My HotFacts. . Type the phrase for which you want to search into the Quick Search Box on the toolbar. 6. Click on the search binoculars to display the Search Results. SEARCHING CASE OUTLINES â€Å"You can search the case outline. For example, in the figure below, you see a search for ‘damage,' showing the first hit found in the Case Outline: th e word ‘damages. ‘ Because the search algorithm here provides for a simple string search, it will find any phrase containing the same characters (e. g. a search for ‘damage' will find ‘damaged' ‘damages' and ‘damaged'. Subsequent hits can be found by clicking again on the OK button. Summation indicates the line with the hit by outlining it in black. † 48 FILTERED FUZZY SEARCHING The Fuzzy Search is a variation on the Quick Search that allows you to search for a specific word and words spelled similarly to it. This tool can be used in a variety of circumstances, for example when working with documents that have been processed by optical character recognition software, since certain characters are often mistaken for similarly-shaped ones during that process. You can also use the fuzzy search to look for words that may have been misspelled, or for words with British spellings (such as â€Å"flavour† and â€Å"flavor†). The Fuzzy Search finds near-matches to your search requirements. It is available for searching your transcripts and/or full text (ocrBase) documents. When used to search transcripts and/or full text documents from the Case Folder – Main Window, the words found are displayed in a list of approximate matches. Filtered fuzzy searching lets you search transcripts and/or ocrBase documents for nearmatches of a single word, without having to wade through numerous false 49 positives. This allows you to select only the words in which you are interested and run another search by clicking on the Search button. A standard search for these words is then launched, displaying the hits in the regular Search Results Window, from which you can print them, write them to file, mark them as HotFacts, or drag them into the Case Organizer. The List of Approximate Matches for a Filtered Fuzzy Search 1. From the Case Folder – Main Window, check the ocrBase and/or transcript folders you wish to search. 2. Enter the term for which you want to search into the Quick Search Box. 3. Click the Fuzzy Search button on the toolbar. 50 4. A list of approximate matches appears, with the original word(s) preselected. To narrow your search, enter a higher percentage similar and click on Refind. To broaden your search, enter a lower % similar, and click on Refind. (You can select percentages between 65% and 99%. ) 5. When you're satisfied with your list of matches, select the ones for which you wish to search by clicking on them; choose all words by clicking on Select ALL words. (You can deselect words by clicking on them. ) 6. Click the Search button. Your hits are displayed in the Search Results Window. SORTING By default, contents of fields are sorted in standard A to Z, 0 to 9 sequence. You can designate descending sort (Turn this option on from the Sort Order tab of the Query page of the Document Database folder. This option forces the contents of the field to be sorted in reverse order, Z to A and 9 to 0. Ascending sort order is the default when a field is included in the sort order) using the Sort Order tab of the Document Database folder. You can also have your note hits sorted in reverse-chronological order. 1. Open the database in column view. 2. Right-Click on the column label, Click sort by â€Å"label† option. 51 To change the default order: ? Double-click on icon on the toolbar. ? Check the box in the â€Å"Sort by† table. Give OK. 52 Conclusion This concludes the detailed discussion with reference to the application of Summation to facilitate the QC process. While there are more uses and applications of Summation in EDD these have been omitted to focus the reference of the context under discussion. If you have any queries / suggestion please feel free to contact me at [email  protected] net. In case you need specific detailed references please feel free to use the links below: References: http://www. summation. com/Support/tutorials. aspx http://info. summation. com/products/pdfs/ http://support. summation. com/knowbase/technotes 53