Personal Strengths and Weaknesses Essay -- essays research papers

Personal Strengths and Weaknesses What are my personal strengths and weaknesses? When I think about this question, the first thing that comes to mind is a job interview. I, like most people, find this simple question to be the most stressful moment of any interview. I want to give an answer that is imaginative but does not give the interviewer a bad impression of myself. In this paper, I will describe my strengths and weaknesses as I would to a job interviewer. I will give specific examples of my strengths and place a positive spin on my weaknesses. When deciding which strengths you want describe to an interviewer, you should make a list, choose three to five of those strengths that match the job posting, and give specific examples of that strength (Martin, 2005). I can easily tell you that my greatest strengths are the core values that I was instilled with during my service with the United States Air Force. Integrity first, service before self, and excellence in all [I] do (USAF, 1997); these are my strengths that I bring to every job or task I do. Integrity first refers to a willingness to do what is right, even when no one is looking (USAF, 1997). Integrity also means optimizing your job tasks and assisting coworkers in optimizing their job tasks. For a manager, integrity is motivating your team so that they understand the importance of their job so that they are willing to do their jobs, even when you are not looking. Service before self refers to the fact that professional duties take precedence over personal desires (USAF, 1997). In the business setting, service before self means finishing tasks or jobs before you go home at the end of your shift and not leaving them for someone else to finish up. If it is Friday afternoon and I have been given a task, I will always finish my job then, even if it means starting my weekend late. Service before self also means that you should never call in to work just because you do not feel like coming in. I have never taken a personal day at any job I have ever worked. Excellence in all [I] do refers to the development of a sustained passion for continuous improvement and innovation (USAF, 1997). One example of this is my attending the University of Phoenix; I wish to improve my job skills and marketability. In the business setting, this also means that if there is ever a task that I did not complete to the stan... ...eople for the first time. Interpersonal skills, like any skills, will only improve with practice and feed back. One nice aspect of my current position is that it requires me to speak with new people on a daily basis to accomplish my job assignments. I also get a chance to practice my interpersonal skills while attending the University of Phoenix. With every new class I enter, I am required to deal with new people in different settings. In summary, assessing strengths and weaknesses during a job interview is something that no one should take lightly. By giving my interviewer a well thought-out response, I can let the interviewer know more about myself and help he or she see that I am the right fit for the job. By letting my interviewer know about my weaknesses, I let him or her know that I am not perfect but that I am continually working to improve myself (Martin, 2005). References Martin, L. (2005). What Are Your Greatest Strengths and Weaknesses? Retrieved on June 5, 2005, from http://interview.monster.com/articles/biggest/. United States Air Force. (1997). United States Air Force Core Values. Retrieved on June 5, 2005, from http://www.au.af.mil/au/awc/awcgate/cv-mastr.htm.

Assignment task

When working we must all understand our duty of care. We have a responsibility towards our Service users and must remember we have a duty to respect them, their opinions and treat them with dignity. This Includes working In a way which protects them from harm, danger and abuse whilst acknowledging their choices and preferences. Our Duty of Care affects our role as we have to be familiar with and follow all risk assessments and policies and procedures In place whilst continuing to respect the pollens and decisions of the Service User.For example, you may have a Service seer who refuses to wash and dress when offered assistance which creates a consummately being that we have a Duty of care and the service user has a right to refuse. Sometimes you may be able to gently encourage the Service user to change their mind and they may allow you to assist them, however at times you may need to ask Senior Members of staff to have a gentle word with the Service user as sometimes a different pers on, maybe someone in authority or someone they have known a lot longer and have a rapport with can help.A Service User must know that their rights and opinions are respected. Sometimes if a Service User refuses help or assistance this can be upsetting for the Social Care Worker as they may feel that they have not carried out their Job properly however we need to remember that the Service User has the right to refuse personal care. The Care giving Organization must adhere to the Duty of Care in a setting such as a residential care home.This ensures that the Service Users are protected as well as the staff. This is possible because all codes of practice are carried out and this makes the home a safer environment. This ensures that correct procedures are followed such as, all mandatory training is carried out and up to date, all equipment is regularly checked and chemicals are stored correctly. It Is our Duty as Social Care Workers to ensure that our Service Users are safe.Our Duty of Care contributes to safeguarding our Service Users by ensuring that we am able to understand signs of neglect/abuse – as a Social Care Worker, we have a duty of care to all vulnerable adults and If we should notice any signs/landscapers of abuse or neglect that we report It the relevant third parties to protect the Service User. It Is Important that we understand and that we are able to recognize these signs/ Indicators. These may Include rapid weight loss, this may be due to neglect and malnutrition.We may notice sudden changes In behavior, loss of concentration, disturbed sleep pattern, we may notice pain, bruising and bleeding In the genital area. This may be due to sexual abuse. There are many signs of abuse and It Is our responsibility to safeguard our Service Users at all times. Assignment 304 task a By caddishness towards our Service Users and must remember we have a duty to respect them, their opinions and treat them with dignity. This includes working in a way which protectsOur Duty of Care affects our role as we have to be familiar with and follow all risk assessments and policies and procedures in place whilst continuing to respect the opinions and decisions of the Service User. For example, you may have a Service User who refuses to wash and dress when offered assistance which creates a conflict/dilemma being that we have a Duty of Care and the Service User has a right to refuse. Sometimes you may be able to gently encourage the Service User to need to ask Senior Members of staff to have a gentle word with the Service User as It is our Duty as Social Care Workers to ensure that our Service Users are safe.Our of care to all vulnerable adults and if we should notice any signs/indicators of abuse or neglect that we report it the relevant third parties to protect the Service User. It is important that we understand and that we are able to recognize these signs/ indicators. These may include rapid weight loss, this may be due to neglect and malnu trition. We may notice sudden changes in behavior, loss of concentration, disturbed sleep pattern, we may notice pain, bruising and bleeding in the genital area, this may be due to sexual abuse. There are many signs of abuse and it is our

Emerging Standards Essay

Diversity is exhibited in many ways, including a multiplicity of upbringing, dress, thought, lifestyle, values, food preferences, family relationships, and in gender, ethnicity, and age. These factors exist throughout the gamut of health care patients and the interactions designed with the nurses who care for them. Diversity in healthcare refers to the cultural setting in how the patient lives and in some measure defining their connection to healing, health, and their own role in the nurse to patient relationship (University of Phoenix, 2012). In many ways, the United States landscape is changing, especially in the health care field. The Baby Boomers are reaching an age where they are going to need and use more health care assistance, Generation Y and the Nexters are entering into the ages to begin working careers, and are bringing different behaviors and value sets with them. In the middle of all of these changes are the nurses and their care. Factors that play an influential role i n the delivery of nursing care to the ever changing landscape are not only the diversity of the patient but the ability of the nurse to provide effective and culturally competent care (University of Phoenix, 2012). Standards of Cultural Competence American nurses are predominately made of white females and does not honestly indicate the diverse population they serve. The push for more minority students to be recruited into the schools of nursing is big, but because of the culture of the profession being made up of middle class, white values, the minority nursing students are facing a barrier; racism. In nursing education, there is an emphasis on cultural competence. Being culturally competent means having the ability to care for patients with different cultures and backgrounds competently. This is otherwise known as transcultural nursing. An essential part of the nursing syllabus, transcultural nursing eliminates the racism shadow that has been portrayed  all these years as normal. Transcultural nursing emphasizes nursing capabilities in providing culturally specific care to a diverse patient population. Cultural competence refers to studying and practicing nursing, focusing on the similarities and differences among the cult ures with respect to nursing care and patient health. Cultural competence can also be defined as â€Å"the ability to provide effective clinical care for a particular ethnic or racial group and is seldom seen as the ability to reach a culturally diverse student population with varying perspectives on health and illness and female roles† (Wilby, 2009, p. 58). Culturally competent standards in healthcare are set as ethnic or racial differences in the quality of care not discriminated against. There are two levels of non-discrimination. The first is within the operation of the healthcare system and the way the system functions following regulatory and legal pathways. The second is at the provider-patient level, or the individual’s levels. Discrimination is described as the way care is given based on prejudices, biases, and stereotyping. Another type of discrimination is on the patient level with the provider. An example, a minority patient refuses service recommendations based on the result of a cultural mismatch between the patient and the care provider. This type of behavior can also result from misuse of clinical services such as when a test is not clinically indicated but given anyway (a pregnancy test on all females over the age of 12 regardless) (Institute of Medicine of the National Academies, 2003). Culturally Competent Care within Memorial Hermann Healthcare Systems Memorial Hermann Healthcare System (MHHS) is dedicated to the purpose of assisting the communities, patients, employees, and physicians they serve in a responsible, legal, and ethical fashion. Furthermore, they are loyal in rendering aid to their community, staying in full conformity with appropriate guidelines, laws, and regulations, in addition to their own procedures, policies, and processes. They are especially aware of the obligations appropriate to federal programs and correct billings submission. MHHS provides culturally competent, holistic care that directs with due respect, the physical, psychological, spiritual and social needs of their patients. The system has high ethical values and expects respect, integrity, and fairness in all their relationships, employer, employee, and patient. MHHS provides culturally competent care with respect to the individual dignity of the patient,  responding to needs, questions, and concerns in a sensitive and timely fashion. They evaluate and monitor on a continuing basis, the way care and any other similar services is being delivered to make sure that their mandated and customary set standards are being met. They take pride in the non-discrimination of the patient for any basis regardless of their ethnicity, race, upbringing, dress, lifestyle, values, gender, disability, or age. These same standards are upheld for the employees also. There is no discrimination when it comes to training, promotion or compensation, and employees are encouraged to frequently evaluate their current methods of care delivery in hopes of learning more effective ways of providing patient care and showing support (M emorial Hermann Healthcare System, 2012). Populations: Served and Vulnerability Cultural minorities have more of a tendency to get an inferior quality of care than the non-minorities, even with controlled access-related factors, such as income and insurance status. There are many sources to this disparity; contemporary and historic inequities, and involving many players; health care systems along with their bureaucratic and administrative processes, case managers or utilization reviewers, the healthcare professional, and the patients themselves. Studies have shown that uncertainty, biases, and stereotyping done by the professional contributes to this unequal treatment. Minorities also experience other barriers to accessing care, even if they carry the same level of insurance as whites, including cultural familiarity, geography, and language barriers. Furthermore, the hospital and clinic financial arrangements of a health care system, as well as the regulatory, policy, and legal environment in which the system operates, may have a negative effect on these vulnerable populations’ ability to acquire quality health care (Institute of Medicine of the National Academies, 2003). Delivery of Nursing Care Nurses need be aware of how barriers such as racial, ethnicity, and gender can be related to health care access, and problems with underutilization are present causing disparities and affecting the communities in which they serve (University of Phoenix, 2012). Transcultural nursing has become a lead role player in the delivery of healthcare and is a necessity for the nurses  of today because of the steadily increasing multicultural trend happening within the American population. One out of three people in the United States make up a portion of various ethnicities other than the average White. Because of this swift growth of the multicultural society, transcultural nursing is vital to nursing care, requiring that nurses are practicing cultural competence in their day-to-day patient care areas. Culturally competent nurses are knowledgeable about other cultural beliefs and ideas and are trained in being able to identify particular patterns in order to formulate a personalized care plan that meets all the needs and goals of the patient. Culturally competent nurses also provide holistic care. This approach focuses on the spiritual, emotional, social, psychological, and physical needs of the patient. Being able to provide holistic care to the individual patient also means that the nurse can also relate to the patient’s cultural differences. In other words, in order for the nurse to perform care for their patient at the optimal level, the nurse must be culturally competent (Maier-Lorentz, 2008). Solutions Multi-level and comprehensive strategies are needed to eliminate barriers of cultural competence. The gap between ethnic and racial groups and healthcare (providers, payors, patients, insurance plans, and society as a whole) must be made known in order to reach a solution. The healthcare workers and their competence to provide superior care to ethnic and racial minorities can be enhanced significantly by expanding the ratio of ethnic and racial minorities among healthcare professionals. Also, both the providers and their patients can profit from education. Patients can profit from culturally and customarily suitable instructional programs to enhance their knowledge of how to obtain competent health care and their capacity to share in their outcome and making decisions. The providers, however, carry the larger educational burden. Cultural competence courses should be incorporated from the beginning of their career, for any upcoming healthcare professional, and case-based, realistic, and meticulously assessed training exercises be offered through continuing education courses. Lastly, monitoring, collecting, and reporting of core measure and meaningful use data to health insurers and state and/or federal entities should be supported as a way to evaluate improvement in eradicating disparities, to  assess mediation attempts, and to gauge conceivable civil rights breaches (Institute of Medicine of the National Academies, 2003). Implementing the Solutions The health care professional who develops a detailed viewpoint of the association between health and culture; values respect for inclusiveness, social justice, equity, and differences; and uses their ability to authorize these standards in their areas of influence, personally and professionally, are capable of improving care for patient diversity (Getzlaf & Osborne, 2010). Studies such as the â€Å"Sullivan Commission’s Report on the Diversity in the Healthcare Workforce suggests that increasing the diversity of healthcare professionals† will rally healthcare equality and quality for racial and ethnic minorities who go through the most disparities in health results (Edwards, 2009, para. 3). As the number of non-white people increase in the United States, the workforce of professional nurses needs to reflect its persons to strengthen quality and access of healthcare for people from culturally diverse upbringings (Edwards, 2009). Conclusion Diversity in healthcare refers to the cultural setting of how the patient lives and in some measure defining their connection to healing, health, and their own role in the nurse to patient relationship. Most nurses are performing in multicultural settings where the patient brings his or her own set of values and beliefs. Being able to understand the nurse’s individual cultural viewpoint of the community, the client, and one’s self is central to giving culturally and suitable care (University of Phoenix, 2012). In collaboration with others, MHHS is committed to assessing and creating health care solutions that meets the needs of the individuals in their diverse communities. This healthcare system believes in treating everyone with the respect and dignity as they themselves want, creating an environment that is unique to each individual who enters their doors, making each patient feel special and well-cared for, no matter what (Memorial Hermann Healthcare System, 2012). Nurses must continue to practice cultural competence daily in their practice in order to impart in each patient the feeling of being cared for and known of as an individual in a multifaceted healthcare system and the culturally diverse society (Maier-Lorentz, 2008). References Edwards, K. (2009, Summer). Promoting quality care by increasing the diversity of the professional nursing workforce. Journal of Cultural Diversity, 16(2), 39. Retrieved December 4, 2012 from University of Phoenix Library, CINAHL Plus with Full Text. Getzlaf, B.A., & Osborne, M. (2010). A journey of critical consciousness: an educational strategy for health care leaders. International Journal of Nursing Education Scholarship, 7(34), 1-15. Retrieved December 4, 2012 from University of Phoenix Library, MEDLINE with Full Text. Institute of Medicine of the National Academies. (2003). Unequal Treatment. Confronting racial and ethnic disparities in health care. Washington, D.C. The National Academies Press. Maier-Lorentz, M.M. (2008, Spring). Transcultural nursing: its importance in nursing practice. Journal of Cultural Diversity, 15(1), 37-43. Retrieved December 4, 2012 from University of Phoenix Library, MEDLINE with Full Text. Memorial Hermann Healthcare System. (2012). Standards of con duct. Retrieved December 4, 2012 from http://www.memorialhermann.org University of Phoenix. (2012). Read me first. Retrieved November 6, 2012 from University of Phoenix, NUR/531 website. Wilby, M.L. (2009). When the world was white. International Journal for Human Caring, 13(4), 57-61. Retrieved December 4, 2012 from University of Phoenix Library, CINAHL Plus with Full Text.

A Brief Timeline of Events in America - 1626 - 1650

A Brief Timeline of Events in America - 1626 - 1650 1626 Peter Minuit arrives in New Netherland and later buys Manhattan from the Native Americans for items worth approximately $24. He then names the island New Amsterdam. 1627 Plymouth Colony and New Amsterdam begin trading.A shipload of approximately 1500 kidnapped children is sent from England to the Virginia colony to increase the number of settlers in the colony. 1628 A group of settlers led by John Endecott settles at Salem. This begins the Massachusetts Bay Colony. 1629 The Massachusetts Bay Colony is given a royal charter.The Dutch West India Company begins to give land grants to patrons who will bring at least 50 settlers to the colonies.John Winthrop is elected the governor of the Massachusetts Bay Colony.King Charles I grants Sir Robert Heath a territory in North America that is to be called Carolina. 1630 John Winthrop leads over 900 colonists to settle in the Massachusetts Bay Colony.John Winthrop also begins writing the History of New EnglandBoston is officially established.William Bradford, Governor of Plymouth colony, begins writing History of Plymouth Plantation. 1631 Despite the Massachusetts Bay Colony charter, it is decided that only church members are allowed to become freemen who are allowed to vote for colony officials.Sir Ferdinando Gorges is given a land grant and begins to settle what will eventually become Maine. 1632 In the Massachusetts Bay Colony issues such as no taxation without representation and representative government are beginning to be addressed.King Charles I grants Lord Baltimore a royal charter to found the Maryland Colony. Since Baltimore is Roman Catholic, the right to religious freedom is granted to Maryland. 1633 The first town government is organized in the city of Dorchester within the Massachusetts Bay Colony.The first school in America is founded in New Amsterdam. 1634 The first settlers for the new Maryland colony arrive in North America. 1635 Confrontations occur between Virginia and Maryland based on boundary disputes between the two colonies.The charter for the Massachusetts Bay Company is revoked. The colony refuses to yield to this, however.Roger Williams is ordered banished from Massachusetts after criticizing the colony and promoting the idea of separation of church and state. 1636 The Township Act is passed in the Massachusetts Bay general court giving towns the ability to govern themselves to some extent.Thomas Hooker arrives in Hartford Connecticut and founds the first church of the territory.Roger Williams founds the present-day city of Providence, Rhode Island.Open warfare begins with Pequot Indians after the death of New England trader John Oldham.Harvard University is founded. 1637 After numerous encounters, the Pequot Indians are massacred by a force of Connecticut, Massachusetts Bay, and Plymouth colonists. The tribe is virtually eliminated.Anne Hutchinson is banished from the Massachusetts Bay Colony. 1638 Anne Hutchinson leaves for Rhode Island and founds Portsmouth with William Coddington.Peter Minuit dies in a shipwreck. 1639 The Fundamental Orders of Connecticut are enacted.Sir Ferdinando Gorges is named the governor of Maine by royal charter.New Hampshire Colony settlers sign the Exeter Compact. 1640 Dutch colonists settle in the Delaware River area. 1641 Massachusetts Bay Colony takes over the jurisdiction of New Hampshire. 1642 New Netherland fights against the Hudson River Valley Indians who have been making raids against the colony. Both sides will later sign a truce that will last a year. 1643 The New England Confederation, also known as the United Colonies of New England, a confederation of Connecticut, Massachusetts, Plymouth, and New Hampshire, is formed.Anne Hutchinson is murdered by Indians on Long Island. 1644 Roger Williams is granted a royal charter for Rhode Island. 1645 The Dutch and the Hudson River Valley Indians conclude peace after four years of warfare.The New England Confederation sign a peace treaty with the Naragansett Indians. 1646 Massachusetts becomes increasingly intolerant as they pass a law making heresy punishable by death. 1647 Peter Stuyvesant assumes the leadership of New Netherland.Rhode Island General Assembly drafts a constitution allowing for separation of church and state. 1648 The Dutch and the Swedes compete for the land around present-day Philadelphia on the Schuylkill River. They each build forts and the Swedes burn down the Dutch fort twice. 1649 King Charles I of the House of Stuart is excommunicated in England. Virginia sides with the house of Stuart.Toleration Act is passed in Maryland allowing for religious freedom.Maine also passes legislation allowing for religious freedom. 1650 Maryland is allowed to have a bicameral legislature by order of Lord Baltimore.Virginia is blockaded by England after declaring allegiance to the House of Stuart. Source Schlesinger, Jr., Arthur M., ed. The Almanac of American History. Barnes Nobles Books: Greenwich, CT, 1993.

Structure Dependency and Grammar

Structure Dependency and Grammar The linguistic principle that grammatical processes function primarily on structures in sentences, not on single words or sequences of words is termed structure-dependency. Many linguists view structure-dependency as a principle of universal grammar. The Structure Of Language The principle of structure-dependency compels all languages to move parts of the sentence around in accordance with its structure rather than just the sheer order of words. . . .Structure-dependency could not be acquired by children from hearing sentences of the language; rather, it imposes itself on whatever language they encounter, just as in a sense the pitch range of the human ear restricts the sounds we can hear. Children do not have to learn these principles but apply them to any language they hear. (Michael Byram, Routledge Encyclopedia of Language Teaching and Learning. Routledge, 2000)All speakers of English know structure-dependency without having given it a moments thought; they automatically reject *Is Sam is the the cat that black? even if they have never encountered its like before. How do they have this instant response? They would accept many sentences that they have never previously encountered, so it is not just that they have never heard it before. Nor is structure -dependency transparent from the normal language they have encounteredonly by concocting sentences that deliberately breach it can linguists show its very existence. Structure-dependency is, then, a principle of language knowledge built-in to the human mind. It becomes part of any language that is learned, not just of English. Principles and parameters theory claims that an important component of the speakers knowledge of any language such as English is made up of a handful of general language principles such as structure-dependency. (Vivian Cook, Universal Grammar and the Learning and Teaching of Second Languages. Perspectives On Pedagogical Grammar, ed. by Terence Odlin. Cambridge University Press, 1994) Interrogative Structures ​One example of a universal principle is structure-dependency. When a child learns interrogative sentences, it learns to place the finite verb in sentence initial position: (9a.) The doll is pretty(9b.) Is the doll pretty?(10a.) The doll is gone(10b.) Is the doll gone? If children lacked insight into structure-dependency, it should follow that they make errors such as (11b), since they would not know that the doll is pretty is the sentence to be put in the interrogative form: (11a.) The doll that is gone, is pretty.(11b.) *Is the doll that (0) gone, is pretty?(11c.) Is the doll that is gone (0) pretty? But children do not seem to produce incorrect sentences such as (11b), and nativist linguists therefore conclude that insight into structure-dependency must be innate. (Josine A. Lalleman, The State of the Art in Second Language Acquisition Research. Investigating Second Language Acquisition, ed. by Peter Jordens and Josine Lalleman. Mouton de Gruyter, 1996) The Genitive Construction ​The genitive construction in English can . . . help us illustrate the concept of structure- dependency. In (8) we see how the genitive attaches to the noun student: (8) The students essay is very good. If we construct a longer noun phrase, the genitive s will come at the very end, or edge, of the NP, independently of the category of the word: (9) [That young student from Germany]s essay is very good.(10) [The student you were talking to]s essay is very good. The rule that determines the genitives construction is based on the Noun Phrase: s is attached to the edge of the NP. (Mireia Llins et al., Basic Concepts for the Analysis of English Sentences. Universitat Autà ²noma de Barcelona, 2008) Also Known As: syntactic structure-dependency

Compulsory Radar Basics Seminar Essay Example | Topics and Well Written Essays - 500 words

Compulsory Radar Basics Seminar - Essay Example The new radar technology known as Same Direction Radar or SDR was put into place long AFTER rule 15B was approved and implemented on the roads of Florida. There has been many complaints from traffic enforcers in Florida that have been operating under the old laws and also under the old training techniques. Both of these situations are now inappropriate with the new radar technology. Florida has now purchased new radar speed measuring equipments thereby new radar related speed measuring laws have to be put into place. In the famous State of Florida v. Aquilera in 1979 known widely as the Miami Radar Trial, the local television reporter showed a house had reached 28 mph and a tree reached 86 mph, the radar was less than accurate. This Dade County Court sustained a Motion to Suppress the results of radar units in mover than 79 speeding ticket cases. The court's opined that the reliability of radar speed measuring devices has not been proven reliable beyond reasonable doubt and it did not meet test of reasonable scientific certainty. We will discuss around 20 Florida speed violation cases during the seminar in order to help you in court appearances. We will also discuss the Florida laws on speed limits as the Florida law 3

Management of information technology Essay Example | Topics and Well Written Essays - 2500 words - 1

Management of information technology - Essay Example That same ability raises the specter of nightmarish Orwellian scenarios in which consumer purchasing behavior is captured in databases that are manipulated by corporations and government as a tool for spying. RFID utilizes a tag containing a computer chip that stores data relating to the tagged item, such as color, size, brand, warranty information, etc. Tags can also be affixed to pallets and cartons to identify contents of shipments during the distribution process. An antenna in the tag transmits and receives data through radio waves, which are picked up by a reader (Carlson 2006). In one type of RFID system known as passive, a signal is sent out by the reader creating a magnetic field, which is broadcast by its antenna to create a sensitive detection zone. When a RFID tag enters this zone it picks up the reader’s signals, which turn on the microchip’s transmitter, thus informing the reader of its presence. Passive RFID is a short range system in which the reader must range from one inch to a few feet from the tag in order to engage a signal (Kasavana 2006). Another type of RFID technology is known as active. This is a longer range system because both the tag and reader have power supply units and are capable of sending and receiving signals. The transmission range may be up to one hundred feet due to this mutual transmission. The data on active RFID microchips can also be rewritten (Kasavana 2006). Active tags are far more expensive than passive tags (up to $40 as compared to 15 cents for passive tags) and are therefore less attractive and appropriate in a commercial retail environment (Carlson 2006). Nevertheless, given their long range scanning potential, active RFID has a broader range of potential applications. It also drives greater concerns regarding potential abuse. RFID is considered to be more effective at inventory tracking than traditional bar codes for several reasons. First, it is