Research Proposal for Patient Satisfaction Survey

Research Proposal for Patient Satisfaction Survey Introduction Background of the study I am working for Intermediate Care Services. My team has been collecting patient’s view of the services they received from our team, through the use of ‘patient satisfaction survey form’ since 2005. My intention is to find out if we are providing satisfactory service to our client by analyzing the data collected with the forms. Measuring patient satisfaction is important because satisfaction of clients with health care services that they received has been linked to their compliance and their wiliness to seek medical advice by Ware et al (1983). Satisfaction is a complex concept and it’s determined by various factors which includes life style, past experience, future expectations, individual and societal values (Carr-Hill 1992). As an intermediate care service provider, my team works within the Department of Health National Service Framework (Department of Health, 2001). Intermediate care services were established with the mandate to maximize people’s physical functioning, build their confidence and to re-equip them with necessary skills to live safely and independently at home, as well as provision of ongoing support. The department of health recommended the use of multidisciplinary single assessment process in national service framework for the older people. Using the single assessment process for patients help the team to work together because it makes communication easy and it prevents duplication of each others assessment and plan. Therefore the process of rehabilitation begins with comprehensive multidisciplinary assessment using single assessment process (DH, 2001). The process of rehabilitation includes identifying problems and needs, relating problems to limiting factors, outline target probl ems, selecting appropriate measures, follow by planning, implementing and coordination of intervention, and finally reviewing effects of intervention (Davis 2006). Our team comprises of Physiotherapists, Occupational therapist, Social worker, and Therapy Technicians in same office. Intermediate care services were mandated to provide person-centre and holistic care to the older people and their carers, respecting them as Individuals and that they should be enabled to make choice about their own care (DH 2001). The department of health introduced these guidelines so that quality and improved services can be provided to service users. If the guidelines are followed, satisfactory services are likely to be provided to the clients. How can we know that we are following these guidelines? Although as a team, our operational guideline revolves round delivering the services in line with department of health’s guideline, however an objective assessment of the service will give us the clear picture of how good the services that we are providing is. Not only that, it will also help us to identify the areas that we need to improve on. Service user’s level of satisfaction with the service that we are rendering may be used as a yard stick in measuring our perform ance. This can be in the form of patient satisfaction survey. ‘A patient satisfaction survey can be a rich source of information for continuous quality improvement’ (Lin and Kelly 1995). Further more a number of researchers have linked patient satisfaction to patients’ clinical outcomes. O’Holleran et al (2005), George and Hirsh (2005), and Hurwitz and Morgenstern (2005) reported that clinical outcome is a predictor of patient satisfaction. It will therefore be useful to investigate if we are providing satisfactory services to our client and if the findings indicate otherwise in some aspects, recommendations will be made to improve our services in those areas. I will therefore investigate our performance from the service user’s perspective by analyzing the data that we have been collating with the ‘patient satisfaction survey forms’. 1.2 Research questions There are some questions that needed to be answered to be able to determine if our service is satisfactory to our clients or not. Therefore the purpose of this study is to find out the answers to these questions: i. Are we providing satisfactory service to our client? ii. Are we providing quality services to the client? iii. Are we meeting the needs of the patients? iv. Are we providing client centered services? v. Are we respecting the service users? vi. Are we providing information about how the service users can make complains? vii. Are we giving information about other service available to our service users? viii. What are the users feeling about the service? ix. Do we need to amend the way we are providing the service? Aims/ objectives of the study To answer the questions above, the questionnaire needs to be able to collect information from our client on how they feel about the services they get from our facility. Therefore, the objectives of the study are to: determine whether we are providing satisfactory services to our clients determine whether we are providing quality services to our service users find out if we are meeting the needs of our clients establish whether we are providing client-centered services to our clients investigate whether we are treating our clients with respect ascertain whether we are providing information about how the service users can complain about our services. clarify whether we giving information about other service available to our service users explore what our service users feel about our services determine whether we need to amend the way we are providing the service 1.4 Significance of the study . This study will give our team the opportunity to demonstrate whether we are providing quality service or not. It will also be highlighted whether we are providing client desire outcome or not because outcome determines satisfaction as demonstrated by O’Holleran et al (2005). Findings from this study will also form a basis for further research in the study setting and similar studies in health care facilities with similar mandate. 1.6 Delimitations of the study The study will be delimited to Luton Primary Care Trust. Operational definition of terms Client satisfaction: A measure of the extent to which client’s expectations of therapeutic intervention are met. Service users:All clients/ patients registered with Luton Primary Care Trust and who received therapeutic intervention from the team during January 2006 and December 2007. Community Assessment and Rehabilitation team: This comprises of Physiotherapists, Occupational therapist, Social worker, and Therapy Technicians working in the same office in Luton Primary Care Trust. 2.0 Literature Review Measuring patient satisfaction is important because it pushes towards accountability among health care providers (Guadagnion 2003). O’Holleran et al (2005) shed more light on the importance of patient satisfaction survey following their cohort study of patients that underwent rotator cuff surgery, they concluded that there is a relationship between patient satisfaction and outcome of the intervention. How do we measure satisfaction? What are the indicators for patient satisfaction? Satisfaction from consumer perspective is determined by comparison of consumer experience of service received by them and their expectation (Tam 2005). The main indicators for quality service from patient perspective includes: interpersonal skills, accessibility and convenience of service, respect, technical ability of doctor (care provider in our case) , the physical environment (Baker 2001,Di Paula et al 2002). Satisfaction is determined by the way patients are treated by practitioners and it determined by technical and interpersonal elements (Donebedia 1988). The technical aspects were identified as to consist of Practitioners knowledge and strategies employed to arrive at appropriate intervention, whereas the interpersonal aspect consist of; communication skill, friendliness, kindness, attention, receptiveness, empathy, among other things (Donebedia 1988). Looking at the questionnaire (see appendix 1), it seems to be measuring almost all the identified indicators. (Full appraiser of the questionnaire will be carried out as part of the research) 2.1 Theoretical Perspective Research Paradigm: Paradigm is defined by Titchhen (1993) as ‘a description of a scientific model within which a community of scientists generate knowledge’ This research will be carried out from positivism and phenomenology point of view. This means that the research will be mixture of quantative and qualitative methods. According to Guba (1990), positivism is a belief system that is rooted in realist ontology. This means that Positivism approach is based on the fact that concept must be made observable. Measurability of concept is central to quantitative research (Devers 1999). However, ‘Phenomenological approach provides a deep understanding of the phenomenon as experience by several individual’ Geswell (1998). Qualitative research was classified as phenomenological of it’s theory building, holistic, case-based, subjective and process-oriented nature while On the other hand Quantitative research was classified as Positivism approach because it is deductive, hypothesis driven, particularistic, variable based, objective and outcome oriented (Devers 1999). Reichardt and Cook (1978) proposed that focus should be placed on debate to accept both Qualitative and Quantitative methods instead of Qualitative versus Quantitative debate, because each of them has their strengths and weakness es, using both approaches will compliment each other by drawing from the strengths and minimise the weakness of both approaches. I will be using mixture of qualitative and quantitative method in this research. I will tap from the strengths of both them and use the two methods to compliment each other. Methodology 3.1 Study design Personal interviews, telephone interview, and mailed questionnaires are the most common ways of carrying out survey research. Each of the ways has its merits and demerits. Personal interview is a method of collecting data from individual by using face-to-face method, the dept and the quality of information they are capable of yielding makes them the most useful method however they are very costly (Polit and Hungler 1989). In my opinion it will be time consuming, considering the fact that this research has time limit because of the school calendar, it will not be a method of choice for this research. Another way of gathering information is by telephone interview, if the interview is short, specific and too personal, it may be a good way for collecting a lot of information quickly and it’s less costly compare with personal interview however it can be less effective way of gathering information when sensitive information is required (Polit and Hungler 1989). Mailed questionnaires will be my choice, I choice this because of it advantages over personal interviews and telephone interview. It differs from others because it’s self administered, the respondent read the question on the form and give an answer in writing format, the question is distributed through post, compare to other form of surveys, the cost is low especially when there is large geographical area to be covered (Polit and Hungler 1989). I choose Mailed questionnaire over other methods because of its advantages over other method. Total anonymity is possible using questionnaire; this may reduce bias in the responses of the participants. Study setting The study will take place in the Community Assessment Rehabilitation Team’s office. Sample and Sampling Technique All clients receiving or that had received therapeutic input from the community assessment and rehabilitation team from January 2006 to December 2007 and who were willing to participate (by returning a filled questionnaire that was given to them when they received care/ services from the team) will be surveyed. Instrument development The instrument for this study will be â€Å"client satisfaction survey questionnaire†. This had been developed by the management of the study setting and had being in use in the setting since 2005. The client satisfaction survey consisted of eleven issues. Ten of the eleven issues sought information on clients’ perception of some issues bothering on services delivered by the community assessment and rehabilitation team, while the eleventh issues asked the study participants to generally comment freely about their views regarding the services and the team. Data gathering procedure ‘Clients satisfaction survey questionnaire’ which represented the instrument for this study will be given to everyone that received therapeutic input from the team. The form is always included with the service users discharge summaries. To encourage replying, a self-addressed reply-paid envelope is always enclosed. Each returned questionnaire shall be entered into a database and the data from the database will be retrieved with the permission of the unit manager and the trust local ethic committee. 3.6 Data Analysis and Results The quantitative data will be analyzed using combination of descriptive and statistical inference techniques. While the results will be presented in the form of graphs and chart as appropriate. I will calculate P-values for each of the satisfaction indicators using appropriate non-parametric test (Chi Square). Although I specifically took statistic module this semester to be able to solve this problem, I will also seek advice from statistic expert to complement my knowledge. In this research, P value greater than 0.05 will not be accepted as the confidence interval shall be set at 95%. The qualitative aspect of the data will be analyzed by read and re-reading the response and then categorizing them into themes. This may involve assigning abbreviated codes to the points as they emerge from the data. Then the connection between the categories will be traced. The number of respondents that touch on each theme will be noted. All effort to eliminate bias will be made by making sure every stage of the analysis is objective as much as possible in interpretation. This is likely to be a laborious exercise; I will therefore seek advice from my supervisor regarding the analysis and interpretation of the data. If possible, computer software may be used in analysis of the qualitative data; however this will be discussed with my supervisor. Reliability of the instrument The reliability of the instrument shall be determined through a test-retest method. This questionnaire will be administered to 10 clients within the study setting but not within the study participants. After a span of 2 weeks, the same instrument will be re-administered on the same set of 10 people and the results will be analyzed. Correlation of the responses will be determined using Pearson’s correlation co-efficient. 3.8 Ethical issues As stated earlier in this proposal, the team has been collecting patient perception of the services we are providing using questionnaire since 2005. Prior to the commencement of using the questionnaire on the entire client that received therapeutic intervention from our team, ethical permission will be sought from the trust research ethical committee as well as from the line manager. To make sure that participant autonomy was respected, all questionnaires were accompanied by letter informing them that we do not need to know their name and that all the information provided by them will be treated anonymously; they were also informed in the letter that taking part in the survey is on voluntary basis and will not affect the services provided to them in anyway. Although there is a space for their contact information at the back of the questionnaire, this is incase the client would like someone to contact them regarding their concern. The decision to participate in the survey is left to patient by not giving them any follow up phone call regarding the questionnaire, which may lead to coercion. Also their anonymity is maintained by not recording their contact information on the database, the information they provided were recorded anonymously. This is why we may be unable to follow up patients that did not respond, because it is impossible to know who responded or who did not responded. Unless they decided to reveal their identity if there is an issue they wanted to be resolved regarding the questionnaire. Even if they choose to reveal their identity, their personal details are not stored on the survey database to maintain their confidentiality and anonymity. Although the team has been give approval by the trust local ethic committee before commencing the survey, however prior to pulling out the data form the database for the purpose of this research. I will still have to seek approval from my line manager and the trust research ethical committee, because the earlier approval was given to the team and not to me as individual for the purpose of this research. Although I was informed that for this type of research, it would not be necessary to seek approval from the institution ethic committee, however I will also seek advice from my research supervisor regarding the position of the school ethic committee on this type of research. 3.9 Rigor ‘A patient satisfaction survey can be a rich source of information for continuous quality improvement but only if it is examined carefully and used within a consistent framework’ (Lin and Kelly 1995). Non-response is a problem in survey (Lin and Kelly 1995), this problem was solved by including a self addressed reply-paid envelope and a covering letter encouraging the client to complete the survey without coharsing them. Other factors that may influence response rate identified through the search of literature were length of the questionnaire, Pre-notification, Post-notification, and monetary incentives. The length of a questionnaire can have negative impact on response rate (Yammorino, skinner, Childers (1991), this was one of the reasons why the team made sure that the questions were not more than ten when the questionnaire was designed. A lot of literature suggested that respondent pre-notification could have positive effect on response rate. Among the supporter of respondent pre-notification are Haggett and Michell (1994), they found that response to postal mail survey increases with pre-notification. In contrast, Herberlin and Baumgarther (1978) reported that pre-notification has little or no effect on response rate to mail survey. However, we feel that informing them in advance may increase the response rate, and therefore we tend to inform our client that we will be sending questionnaire to them with their discharge letter. We always inform them that filling-in the questionnaire will help us to know if we are meeting their needs or not. Although some researchers like Paul, Walsh and Tzelepls (2005) suggested that monetary incentives can increase response rate, however, I personally feel that monetary incentive may influence the feedback, because the respondent may feel oblige to give positive feedback because of the incentive paid. Yammarino, Skinner and Childer (1991) were of the opinion that the response rate can be increased with follow-up calls, however there is no way to know who is not responding unless the questionnaire is coded, so that the respondents may be identifiable, this will brake their anonymity, therefore we have choose not to be following up, because it will be inappropriate. It is be essential to establish the reliability of the instrument. Although the reliability and validity were evaluated before we commence using it for data collection, however, to be sure that the questionnaire is reliable and valid, I will carry out reliability and validity evaluation as part of this research. Reliability will be assessed using test re-test technique while the validity will be tested using content and face value technique.. Colleagues (2 or 3) from other teams ( for example District Nurses, Rapid Response Team) as well as service users (2 or 3) will be asked to comment on the adequacy of the questionnaire in evaluating patient satisfaction with the services they received from our team. 3.10 Limitations Although frantic effort will be made to reduce bias and errors in the research however there are some limitations that will always be there despite all the effort. Some of the limitation of this type of research includes non-response by some of the participants, in this research; most of the respondents are elderly people. Some of them may not be able to respond because of their medical condition, fragility, eyesight problem, cognitive deficit, and general weakness among others. Language barrier may be another limitation that may lead to non-response considering the fact that Luton is multi-ethnic town. This is in line with the findings of Ehinfors and Smedby (1993). Apart from non-response, another limitation is that some participants may misinterpret the questions, and this may influence their response and subsequently the result. However subjecting the questionnaire to reliability and validity test can minimize this. 3.11 Time frame The research involves getting permission from the local ethics committee, pulling out the data from the data base, transferring the data into the SPSS software, analysis of the data, drawing conclusion and recommendation. The task involved will take about three months approximately for the research to be completed including the writing up. 3.12 Dissemination The research will be submitted to the School of Health and Social Care, Oxford Brookes University as part of academic requirement for my MSc Rehabilitation. The research will also be presented to my team manager and team members. If manager and team are happy after appraising the research critically, my manager in agreement with the trust management may place the findings on the trust website so that it can be accessible to the public. References: Baker, R. (2001). A Method for Surveying Patient Satisfaction: Manual for Users, Clinical Governance Research and Development Unit, Department of General Practice and Primary Health Care, University of Leicester. Carr-Hill, R. (1992). The measurement of patient satisfaction. Journal of Public Health Medicine,14(3):236-249. Davies, S. (2006). Rehabilitation, the use of theories and models in practice. Elserver limited. First edition. Department of Health (HoD), (2001). National service framework for older people, HSMO, Norwich. Devers K, J. (1999). How Will We Know Good Qualitative Research When We See It? Beginning the Dialogue in Health Services Research. Health Services Research 34, 5. Di Paula, A., Long, R., Wiener, D. (2002). Are your patients satisfied?, Marketing Health Services, 2 (3) p.28-32. Donabedian, A. (1988). The quality of care: How can it be assessed? Journal of American Medical Association, 260, 12, 1743-1748 Ehinfors, M. and Smedby, B. (1993). Patient Satisfaction Surveys Subsequent to Hospital Care: Problems of Sampling, Non-response and Other Losses International Society for Quality in Health 5, 19-32. George, S. Z. and Hirsh, A. T. (2005). Distinguishing patient satisfaction with treatment delivery from treatment effect: a preliminary investigation of patient satisfaction with symptoms after physical therapy treatment of low back pain. American Journal of Physical Medicine Rehabilitation. 86(7): 1338-44. Geswell, J. W. (1998). Qualitative Inquiry and Research Design 2nd Edition Sage Califonia. Guadagnino, C. (2003). Role of patient satisfaction http://physiciansnews.com/cover/1203.html accessed on 24/12/07 Guba, E. C. (1990). The Alternative Approach to Paradigm. The Paradigm Dialog eds, Sage Publications, Newbury Park, Califonia. Haggett, S., and Mitchell, V. (1994). Effects of industrial pre-notification on response rate, speed, quality, bias and cost. Industrial Marketing Management, 23, 101-110 Heberlein, T. A., and Baumgartner, R. (1978). Factors affecting response rates to mailed surveys: A quantitative analysis of the published literature. American Sociological Review, 43, 447-462 Hurwitz, E. L., and Morgenstern, H. Y. F. (2005). Satisfaction as a predictor of clinical outcomes among chiropractic and medical patients enrolled in the UCLA low back pain study. Spine. 1;30(19):2121-8 Lin, B., and Kelly, E. (1995), Methodological issues in patient satisfaction surveys, International Journal of Health Care Quality Assurance, 8( 6) p.32-7 OHolleran, J. D., Kocher, M. S., Horan, M. P., Briggs, K. K., and Hawkins, R. J. (2005); Determinants of patient satisfaction with outcome after rotator cuff surgery. Journal of bone and joint surgery (America) 87(1):121-6.. Paul, C. L., Walsh, R. A., and Tzelepis, F. (2005). A monetary incentive increases postal survey response rates for pharmacists. Journal of Epidemiology and Community Health,59, 1099-1101. Polit, F.D., and Hungler B.P., (1989). Essentials of Nursing Research: Methods, Appraisal, and Utilization, Second edition. Reichardt, C. S., and T. D. Cook. (1978). Beyond Qualitative Versus Quantitative Methods. In Qualitative and Quantitative Methods in Evaluation Research, pp. 7-32. Thousand Oaks, CA: Sage. Shepard, K. F., Jensen, G. M., Schmll, B. J., Hack, L. M., and Gwyer, J. (1993). Alternative approaches to research in physical therapy: positivism and phenomenology. Physical Therapy ; 73:88-101 Tam, J.L.M. (2005), Examining the dynamics of consumer expectations in a Chinese context, Journal of Business Research, 58 p.777-86. Ware, J. E., Synder, M, K., Wright, W. R., and Davies, A. R,.(1983) Defining and measuring patient satisfaction with medical care. Evaluation and Program Planning. 6: 247 Yammarino, F. J., Skinner, S., Childers, T. L. (1991). Understanding mail survey response behavior. Public Opinion Quarterly, 55, 613-639. Appendices 1- Patient Satisfaction Questionaire

Econ Macroeconomics

Approach to Learning and Teaching in the Course The philosophy underpinning this course and its Teaching and Learning Strategies are based on â€Å"Guidelines on Learning that Inform Teaching at NUNS†. These guidelines may be viewed at: www. Straightforwardness. Nuns. Du. AU. The specific approach to teaching and learning in Macroeconomics 1 is to engage students in the analysis of macroeconomic models and their applications in a relevant and interesting manner. The lectures, tutorials and assessment tasks have been designed to appropriately challenge students and support the achievement of the desired learning outcomes.A climate of inquiry and dialogue is encouraged between students and teachers and among students (in and out of class). The lecturers and tutors aim to provide meaningful and timely feedback to students to improve learning outcomes. With appropriate guidance, students are encouraged to take responsibility for their own learning. 4 3. 2 Learning Activities and T eaching Strategies The examinable content of the course is defined by the content of the lectures, the designated reading from the textbook (and any other required readings) and the content of the Tutorial Program.Lectures The purpose of lectures is to provide a social structure for the topics that make up the course; to emphasize the important concepts, models and methods of each topic, and to provide relevant examples to which the concepts and methods are applied. Not all examinable material can be covered in lectures. Lecture material is supplemented by required reading of the appropriate parts of the textbook and the material covered in the tutorial program. Tutorials The purpose of tutorials is to provide an opportunity for small group discussion of the issues to which economic concepts and methods developed in the lectures can be applied.Attendance at tutorials is compulsory. The Tutorial Program contains problems and questions that review and build on the lecture material. Th e economic concepts and models introduced in lectures. Students should attempt the set of weekly exercises before each tutorial and be prepared to contribute to tutorial discussion. Solutions to the problem and review questions will be posted on the course website at the end of each week. The Tutorial Program will be available on the course website. On-Line Multiple Choice Quizzes There will be a number of informal on-line quizzes provided for you to attempt during the session.This will give you the chance to acquire feedback on your progress and understanding of important concepts. There will be no grade attached to these quizzes. The quizzes can be accessed via the course website from the end of Week 3. The purpose of the quizzes is to allow ongoing review of the material covered and provide continuous feedback on your performance. Out-of-Class Study While students may have preferred individual learning strategies, it is important to note that most learning will be achieved outsid e of class time. Lectures can only provide a structure to assist your study, and tutorial time is limited.An â€Å"ideal† strategy (on which the provision of the course materials is based) might include: 5 Reading of the relevant chapter(s) of the text and any readings before the lecture. This will give you a general idea of the topic area. Attendance at lectures. Here the context of the topic in the course and the important elements of the topic are identified. The relevance of the topic should be explained. Attending the tutorials and attempting the tutorial questions prior to the tutorial. This will also provide a self-test of your understanding, and identify those parts of the topic with which you have problems.ASSESSMENT 4. 1 Formal Requirements To be eligible for a passing grade in this course, students must: ; achieve a composite mark of at least 50 out of 100; AND ; make a satisfactory attempt at all assessment tasks. This means attendance at 80% of tutorials and a ma rk of 40% in all assessments items. AND ; Achieve a satisfactory level of performance in the final exam. This usually means a minimum mark of 46 per cent. Any student having an overall mark of 50 or more but less than 46 per cent in the final examination will be given an IF grade (unsatisfactory fail). . 2 Assessment Details Weighting 10% 5% 20% 65% 100% Length As required As required 30 miss 2 hours University Exam Period Assessment Task Hand in Tutorial Questions Chart Book Submission In-Tutorial Test Final Exam Total 4. 3 Tutorial Participation No marks will be awarded for tutorial attendance. However a record of attendance at tutorial will be kept. Students should note that 80% attendance is required by NUNS and ASP rules. Attendance at 8 out 10 tutorials will be deemed as meeting the requirement.In certain circumstances, such as where a request for special consideration is made in relation to an assessment item, tutorial attendance will be oaken into account in determining your final assessment or whether special consideration is granted. 6 4. 4 Hand in Tutorial Questions Each week students are required to submit to their tutorial a written answer to one of the tutorial questions for that week. The questions for which a written answer is required will be indicated in the Tutorial Program. Answers must be submitted at the beginning of the tutorial and attendance at the entire tutorial is required.During the semester FOUR of the submitted answers (selected at random) will be graded and given a mark out of five. Each of the graded tutorials will have a weight of 2. 5% awards the overall assessment. 4. 5 Chart Book Submission In preparation to the guest lecture in Week 10, an assignment will be handed out (to be available online on Blackboard) where students will be asked to find various macroeconomic variables from the Reserve Bank of Australia or Australian Bureau of Statistics website, plot their time-series using Excel and Powering, and provide a one-page summary/analysis.Students will be asked to submit their findings online through Turning. Com as well as submit the hardcopy to the Assignment Box. More details will be announced close to the guest lecture in Week 10. In-Tutorial Test One short-answer test (the test has a weight of 20 percent) will be held during tutorials in the following week: ; Tutorial Test Week 8 (16-20 September) Students will have 30 minutes to complete each test. No notes, lecture or course material will be permitted to be used during the in tutorial test. The question must be answered on the answer sheet provided by your tutor.A list of potential questions the test will be provided on the course website (one week prior to the test). Questions asked in the tutorial test will be based on those posted on the website. However there may be some slight differences in the actual test questions, e. . Numbers could be changed for questions that involve calculations. Students must sit the tutorial test in the tutoria l group to which they have been allocated. There will be NO supplementary tests offered for the in tutorial test. You should make every effort to take the in tutorial test.Students who fail to attend the test will need to apply for Special Consideration. In cases of serious illness, students will need full and convincing documentation of that illness. Students who are found genuinely to be too ill to have attended an in tutorial test will have their mark on the final exam re sighted to include the mark reserved for the missing test. In all other cases on non- attendance by students will receive a grade of zero. Employment obligations or holiday plans of any kind are not acceptable reasons for absence from any test/ examination.Application for special consideration must be lodged through nylons with 3 working days of the assessment. (Log into mynas and go to My Student Profile 7 tab > My Student Services channel > Online Services > Special Consideration). Then submit the originals or certified copies of your completed Professional Authority form PDF – download here) and any supporting documentation to Student Central). 4. 7 Final exam The purpose of the final exam is to assess understanding of the macroeconomic concepts and models introduced in the course and to test the ability to use these to interpret and analyses real world situations.

Beyond the arabin poetry Essay

Beyond the Arabian Poetry In the light of Arabic literature in Muslim Spain, It was one of the greatest lands at that time. Most of people were educated in too many studies, due to the Abd al-Rahman III one of the Umayyad Rulers. Abd al-Rahman III was interested greatly in books and education, which made him to collect a lot of books around the world. Arabic literature’ books were also interested by Abd al-Rahman III, which made a lot of Muslim Spain’s people interested on in and study it as well. Muslims and Jews were inherited in the Arabic literature which made them write stories and poetry. All that had a deep effect on literature scholars and especially Jewish scholars. When they were studying Islamic, Arabic literature they were also studying Islamic literature and the influence of the relationship of Arabic language and Islam. In that vein, many of the Jews converted to Islam by their own, But not all about Jews. And this raises the mind a question that what are the sources and the power of the Arabic literature which make these Jews converting to Islam by their own? And it appears that the larger spiritual vision of Islamic religious traditions and the Ideology of Islamic Arabic poems are involved with that. Therefore the Islamic traditions and the Islamic, Arabic poetry are the source of converting some of the Jews to Islam by their own in Muslim Spain. According to the book the Jews of Islam says â€Å"Islam had its sway over Jewish cultural life too. In literature, and the arts, the Muslim influence on the Jews is enormous.† (Lewis 81) It appears from that Islam affected on Jews through literature and the arts which means by traditions and poetry. In the same note of converting the Jews to Islam, the Islamic literature was very strong, because it was getting through the soul and shapes it. And writing famous poems on the walls of Madden T Al-Zahra, helped Jewish to read poems in the in that time, so one line of any Islamic poem has that huge effect for the reader. But that script was in Arabic, how did the spoken Hebrew, Jewish did read that? What kind of influence that the script has if it has translated to Hebrew? Would it be strong as it is in Arabic?  There were people in Muslim Spain who were in interested in reading Arabic poem translated to Hebrew. And according to book The Dream of the Poem for Peter Cole that it says there is a scholar who was translating poems to Hebrew by comparing meters to their Arabic models. (Cole 333). So this shows that yes by an effort of scholars the influence of Arabic poetry kept as itself, therefore spoken Hebrew Jews got a chance to read the Arabic poems with its influence which helped to make some of them convert to Islam. According to book of Daily life of Jews in the Middle Ages for Norman Roth he says â€Å"While some Jews, indeed, converted to Islam of their own free will in the early medieval period.†(Roth 202) and also Roth said that there are some of Jewish scholars in Muslim Spain Wrote in Arabic poems for them and one of them converted to Islam as Ibrahim Ibn Sahl, as he believe(Roth 165). By reading this book or some quotes of it we will see how the poetry affected these Jews to convert, even if it is not the big motive of converting, but Poetry was the media of the motive of converting these Jews to Islam. In that time Art was greatly considered as poems, due to the Islamic religion and the many of poets in that time, the poems were spread a lot in Muslim Spain, so it was easy for all to read them, and this shows that how the poems were the media of converting the Jews to Islam by their own. Furthermore the Jews were very interested with the Arabic poetry, and most of the Arabic poetry is describing Islam and how it is good for life. According to book of Arabic and Hebrew Love Poems in Al-Andalusia By Shari Lowin which says â€Å"Brann similarly maintains that Jews had primary knowledge of the sacred texts of Islam† (Lowin 40) and this shows that Jews were affected very deeply from the poems to know about Islam which made them to go and read holy texts from the Islamic religion. Moreover the connection of the poetry with science by proving that holy Quran proved a lot of science statements, and that was really convincing to the Jewish to convert to Islam, because the Jewish people believe in the concrete and the logic (Gwynne 160), and when they found that Islam is logical with the earth and it’s science so they will be more attracted to convert to Islam. All that is just from a link from Arabic poetry that talks about science and how Islam in the holy Quran proved it. In the line with that, it proves that  Jews converted to Islam by their own, because they read these sacred texts by their own and without any force from anyone, and this shows how strong was the Islamic literature, it affected the mind and the soul of Jews in Muslim Spain thus makes them convert to Islam. So the source of that is the literature of Islamic poetry and traditions. The poetry in Islam was very nice, great and wonderful and Muslim’s prophet Muhammad said to have enjoyed the poetry (Scheindlin 7), which made Muslims do great efforts to add in the Islamic poetry, which makes a lot of kind of attractive ways to Islam, which made the Jews be Muslims and be satisfied of converting, and this proves that the converting Jews in Muslim Spain to Islam by their own by the poetry. Even though the Jews reacted to most creative way of the brilliant Arab culture as I will show here â€Å"according to Bargebuhr, Hispanic Jews reacted in a most creative way to the influences of the brilliant Arab culture (though without converting to Islam, as the Persians did). (Jayyusi and Marin 515) † So it appears that Jews did not convert to Islam by reading that smart Arabic poems. But in the beginning I said some of Jews converted to Islam. And the same book said that some of Jews did not use the Hebrew language as well in reading the Islamic poems. Moreover they have reacted the Arabic poems not the Islamic one, but when it appears that the Hispanic Jews reacted to the smart Arabic poems it appears not the all Jews converted to Islam, but Some of them, who reacted to the Islamic Arabic Poems. The holy Quran is in Arabic and it has its language, and most of the Arabic in Muslim Spain were influenced in the holy Quran, and how it has the secret way to attract non-Muslim people to it, that are the Holy Quran ways, But the Arabs poets as I said they influenced of that and they started to work with it to attract people to Islam. And how about some of Jews Scholars had been influenced and attracted to the Quran language, and converted to Islam, they will have the power of attracting their previous people the Jews. Therefore the possibilities of converting Jews to Islam were so high because of the many of the Converted Jews scholars to Islam, and the knowing of the Hebrew language, they will be able to know how to attract people to Islam by making good Hebrew poets, that has the attraction ways of Holy Quran. Adding knowledge to the pomes in the Muslim Spain was so great, some of the Poets added a lot of knowledge in his poems, and by clever way the poets were adding attracting language to make the Jews convert to Islam when they were reading knowledge. All that made the Jews convert to Islam by reading the Arabic poetry in Muslim Spain. But did these converted Jews really converted to Islam just by reading the poems? Why if they were converting to Islam just not to pay the (Jyzia) which is a tax that Muslims take it from non-Muslims people? It could be, and this would happen, but not all of Jews who converted to Islam just because of the Jyzia, because the one who converted should not be so poor to not pay a small amount of money as a tax. Moreover a lot of poor Jews in Muslim Spain were able to pay the Jyzia, unless if that Jew is cheap or greedy, he would do that. But another question is in the mind now, which is what kind of poems affected the Jews that range to convert to Islam? We said before that the poets were Arabs from Muslim Spain and Jews scholars too who wrote poems in both languages as well, Moreover the Holy Quran’s Influence which attracted all those to convert to Islam. But the kind of poems are the one which were describing Islam and how it is, and the one which described other religions, and making Islam the best of them. Moreover the poems which describes the Islamic architecture, and the science as well especially the one which discovered by Muslims scientists. However these poems are showing in its form, it talks about architecture or science, how would that help or motive or being a media to convert the Jews to Islam? The questions here is logic and it appears that it has no answer. But the answer is simple, the poets really care to make the readers being pleased reading the poems they wrote, that would not happen they appeared they are trying to let non-Muslims readers to get bored fast, or to leave the poems by thinking it is trying to make them Muslims, so the poets used a hidden way to let the readers not feeling that they added the thing that make them convert, so they added in a hidden way, for example when they want to describe the architecture, they will describe the Mosque in purpose to let the readers to be attracted to the Mosque (Ruggles 171-8) , and also if they want to write about science they write about the Muslims scientists or how Islam explained science in perfect way, all that just by great poems that did not seemed to be like that. As Ibrahim Ibn Sahl did after he converted (Roth 165-9). In the end of this it was a clever idea to make the Islamic poetry strong to be capable to convert people by their own, and also the traditions of Muslims i n Muslim Spain were much educated to make a lot of ways to add the Islamic  sense at the poetry to make the Jews to convert. Moreover the secret way of attracting Non-Muslims to Islam was really strong because it was within the language which is the most playable media to attract people to Islam. Especially the Jews, but how about the Christians did they also converted to Islam by poems in Muslim Spain? If they did so, what was attracting them, to be converted? But are not they were jealous of Muslims who were able to convert Jews by their own, so they did the inquisition and forced people to convert to their religion by force. Or they were scare to be attracted by Muslims and then convert to Islam. And this raises the concept of Muslims verses Christian’s tactics of conversion. And the Muslim’s cultural influence verses Christian’s state violence. Work Cited Cole, Peter. The Dream of the Poem: Hebrew Poetry from Muslim and Christian Spain, 950-1492. Princeton: Princeton University Press, 2007. Print. D, F R. â€Å"Arabic Poetry and Architectural Memory in Al-Andalus.† Ars Orientalis. 23 (1993): 171-178. Print. Gwynne, Rosalind W. Logic, Rhetoric and Legal Reasoning in the Qur’an: God’s Arguments. Hoboken: Taylor and Francis, 2014. Internet resource. Lewis, Bernard. The Jews of Islam. Princeton, N.J: Princeton University Press, 1984. Print. Lowin, Shari L. Arabic and Hebrew Love Poems in Al-Andalus. New York: Routledge, 2014. Print. Roth, Norman. Daily Life of Jews in the Middle Ages. New York: Routledge, 2005. Print. Scheindlin, Raymond P. The Gazelle: Medieval Hebrew Poems on God, Israel, and the Soul. Philadelphia: Jewish Publication Society, 1991. Print. Jayyusi, Salma K, and Manuela MariÃŒ n. The Legacy of Muslim Spain. Leiden: E.J. Brill, 1992. Print.

The Case Of Jeb And Josh Their Business - 933 Words

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