China's Health Care Initiative Assignment Example | Topics and Well Written Essays - 1250 words

China's Health Care Initiative - Assignment Example In general, financial difficulties in China make it difficult for the government to provide and for private citizens to access quality health services. Moreover, one of the basic aspects of health promotion is grounded on health education. Health education is a function of various health professionals, but more so for nurses who often spend the most time with patients and their families; and who are often deployed in the community setting. It is therefore important to conceptualize a program which can maximize the role of nurses in health education and community activism. Hence, this program is being conceptualized as a means of improving the health outcomes in China. Goal/Objective/Activity Goal: To conceptualize a health education plan which will be taught by the hospital nurses to their patient during the latter’s stay in the hospital and by community-based nurses in the community setting Objectives 1. To teach proper hand-washing techniques to the patients and their famili es before discharge. Activities a. Demonstrating proper hand-washing techniques to the patient and their families. b. Explaining to the family the importance of applying proper hand-washing techniques and how they can prevent the spread and the acquisition of diseases through hand-washing c. Asking the patient and the family to demonstrate proper hand-washing techniques prior to discharge. ... b. Teaching the patients and the members of the community the schedules of immunization, the types of immunization available, and the benefits of having their children immunized 3. To teach the patients and the community the importance of a healthy diet and exercise, along with appropriate techniques in achieving optimum health outcomes. Activities a. Teaching the patients and the community the different benefits of adapting a healthy diet and exercise in one’s life. This includes teaching the patients the different essential foods which can provide optimum health and resistance to diseases. b. Teaching the patient and the community the importance of exercise and the different activities in which they can participate to reduce excess weight and to maintain a healthy lifestyle. c. Teaching the patient and the community the importance of avoiding excess intake of alcohol and/or drugs; the benefits of quitting smoking; and the different ways they can avoid the transmission and th e acquisition of sexually-transmitted diseases. 4. To teach the patients and the members of the community the importance of early prevention and treatment in reducing morbidity and mortality rates. Activities a. Teaching the patients the importance of having regular check-ups and diagnostic procedures in order to ensure the early detection of diseases like cancer or AIDS. b. Teaching female patients how to properly conduct breast self examination and male patients how to conduct prostate self-examinations. This also involves teaching patients the different early signs and symptoms which can indicate the presence of diseases. Rationale/Significance Nurses are at the very forefront of health care delivery (Chambliss, 1996).

Promotion and Price Paper Essay Example | Topics and Well Written Essays - 1250 words

Promotion and Price Paper - Essay Example This paper will look at the promotional and pricing strategies employed GlaxoSmithKline (GSK) Plc in the marketing Advair. Focusing on the promotional efforts of the company, this report will identify the general strategy utilized by GSK. Next, the more specific efforts will be examined including the choice of media, content, and the message which is being conveyed. This paper will also look at the life cycle stage of Advair and how GSK prices according to this factor. Lastly, the appropriateness of the promotional and pricing strategies to the marketing mix will be examined. GlaxoSmithKline Plc is engaged in the "creation, discovery, development, manufacture, and marketing of pharmaceutical and consumer health related products worldwide" (GlaxoSmithKline Plc Profile 2007). In furthering its quest in becoming an innovator and pioneer in the world's pharmaceutical industry, GSK launched Advair, a combination of Serevent and Flitoxide which offers a long acting bronchodilator and an anti-inflammatory in a single inhaler (GlaxoSmithKline Annual Report 2005) in 2001. With the company's aggressive and intensive promotion effort, Advair is currently recognized brand in the treatment of asthma and chronic obstructive pulmonary disease (COPD). Among the products in the portfolio of GSK, Advair generates the highest revenue and total profit. During 2005, Advair is GSK's bestseller, posting annual double-digit growth. In order to support this growth, GSK also allocates chunk of its budget in Advair promotional strategy. Being a relatively new market product in the market, Advair is launched and introduced through the use of different media like print ads, televisions, direct mail, internet, telemarketing, radio, and point of purchase. During the first 11 months of 2006, AC-Nielsen reports that GSK spent $120.5 million for Advair. This represents 16% of GSK's total promotional expenditures (Lopatto 2006). Advair Promotion The promotional strategy of GSK has gone a long way in introducing and enhancing the position of Advair in the global pharmaceutical industry. In 2005, Advair is ranked 7th in terms of global turnover. There has also been an increased used of the product since it was launched in the COPD market in January 2004 (Timmons 2005). Both in Europe and United States, Advair is becoming a number one alternative for the treatment of COPD. Thus, GSK is intensifying its effort in marketing Advair as a treatment for this disease. During May 14, 2005 the product is also approved for the treatment of asthma in children ages 4-11 (GlaxoSmithKline 2006). Advair capitalizes on the strength of GSK in the treatment of asthma and COPD. The promotional strategies of Advair, thus, centers on this core competence. As mentioned above, GSK's effort in the promotion of Advair has been both extensive and intensive, making use of almost all available channels. Advair is generally promoted as an essential component of COPD treatment and the most effective and convenient choice in asthma treatment. In order to simplify the analysis of the message and content of the advertisemen

Human Rights Essay Example for Free

Human Rights Essay The Internet appears to be the ideal technology for democracy. When the Internet began, people thought they could communicate and even engage in commerce without the need for a big police force. As people from different cultures begin connecting to the Internet, it appears that the Internet is only as democratic as people make it. Government’s next move online has been significantly less comfortable. China has recently forced Google to rewrite their search software so that it supports the values of state security over individual freedom by blocking certain sites. In order to continue doing business in China, the Chinese government forced Google to disable certain functionalities of their products so that Chinese citizens cannot connect to Web pages on topics such as human rights and democracy. The Chinese government and Google derived the so-called Great Firewall of China in order to conceal from the public the potential contents that may pose threat to Chinese ideologies and politics. References Baase, S. (2007).Gift of Fire: Social, Legal, and Ethical Issues for Computing and the Internet. Pearson Prentice Hall. Garland, E. (2007). Future, Inc. : How Businesses Can Anticipate and Profit from Whats Next. AMACOM Div American Management. Giddens, A. (2006). Sociology. Polity. Hassan, R. (2004). Media, Politics and the Network Society. McGraw-Hill International. Human Rights Watch, . (2007). Human Rights Watch World Report 2007. Seven Stories Press. Landow, G. P. (2006). Hypertext 3. 0: Critical Theory and New Media in an Era of Globalization. JHU Press. Marling, W. H. (2006). How American Is Globalization?. JHU Press. Meza, E. P. (2007). Coming Attractions? : Hollywood, High Tech, and the Future of Entertainment. Stanford University Press. Reuvid, J. , Li, Y. (2005). Doing Business With China. GMB Publishing Ltd. Wood, A. F. , Smith, M. J. (2005). Online Communication: Linking Technology, Identity, and Culture. Routledge.

Major Themes Of Wuthering Heights

Major Themes Of Wuthering Heights Emily Bronte, who never had the benefit of formal schooling, wrote Wuthering Heights. Bronte has been declared a romantic rebel because she ignored the repressive conventions of her day and made passion a part of the novelistic tradition. Unlike stereotypical novels, Wuthering Heights has no true heroes or villains. It does have however, characters who give into their fleshly rage, and those who grow up and come to accept that there is a life to be led out side of revenge. There are many major themes of the book, but revenge is the most imminent theme, the factor that leads the protagonists to their dismal fate. Bronte proves there is no peace in eternal vengeance, and in the end the self-injury involved in serving revenges purposes will be more damaging than the original wrong. Nelly Dean serves as the chief narrator of Wuthering Heights. A sensible, intelligent, and compassionate woman, she grew up essentially alongside Hindley and Catherine Earnshaw and is deeply involved in the story she tells. She gives reference to Heathcliffs appetite for revenge, which dominates the novel. She also hints at her own lack of good judgment, something from which she suffers throughout the tale. Nelly gives insight to the depths of Heathcliffs antipathy toward Hindley and foreshadows his impending doom. Hindleys ruin does not, however, give Heathcliff happiness or satisfaction. In fact, his vengeful acts make him only more miserable and evil. Evil always desirers to kill and destroy. This is exactly what the essence of revenge is. An eye for an eye, and a tooth for a tooth. Healthcliff lives his life out of a wound. The fruit of which his self pity and anger. Heathcliff never finds peace through his revenge. In fact, the only time he truly finds happiness is when he gives up his plan for retaliation. Austin OMalley, a United Irish leader, stated that Revenge is like biting a dog that bit you. OMalleys quote reflects Heathcliffs immature need to propagate agony in those who have offended him. Heathcliffs plan for revenge on Edgar and Catherine is to marry Isabella, who is ignorant of love and of men because she has never experienced either. He wants to hurt Edgar through his marriage to Catherine, and he wants to get revenge on Catherine by making her jealous. Catherines death proves that this flawed plan of repayment helps nothing. Heathcliff, haunted by the ghost of Catherine because he is her murderer, still is motivated by the need for revenge and tries to get young Cathy away from Edgar by having her marry his son, Linton. Heathcliff never finds peace until he gives up his plan for revenge just before he dies. When Heathcliff gives up his plan for revenge, he meets Catherine in death and truly becomes happy once more. The absence of revenge is life. Catherines revenge does not make things better for her. Her revenge on Heathcliff by blaming him for her upcoming death does not meliorate her mind. Just before she dies, she ascribes Heathcliff for her murder. You have killed me, and thriven on it, I think (Bronte 158). Catherine resembles what Oliver Goldsmith said, When lovely woman stoops to folly, and finds too late that men betray, what charm can soothe her melancholy? What art can wash her guilt away? The only art her guilt to cover, To hide her shame from every eye, To give repentance to her lover, And wring his bosom, is-to die. Catherines death is caused by her lack of emotional control and her dual personalities. She and Heathcliff are each other (Bronte 80), but her wants of social status and popularity draw her toward Edgar (Bronte 78). She does not love Edgar, but her selfish material wants control her. Catherines revenge on Heathcliff does not assist her in finding happiness. She looks forward to dying and is wearying to escape into that glorious world (Bronte 160). Her death is, however, miserable as she wanders around the earth as a waif for 20 years occasionally visiting Heathcliff and torturing him. Just as Heathcliff and Catherines revenge make them miserable, Hindleys revenge on Heathcliff causes him to go bankrupt and eventually die. Hindleys attempt to kill Heathcliff only hurts Hindleyin the process; it proves the point Isabella makes, Treachery and violence are spears pointed at both ends; they wound those who resort to them worse than their enemies (Bronte 177). The fact that Hindley is mistreated as a child reveals the source of the built up anger and resentment inside him and towards others. The hurt that Hindley feels is clearly understood, but sympathy for Hindley is only temporary because it is still his own fault for his predicaments. Hindleys loss of Wuthering Heights to Heathcliff and his mysterious death reflect how revenge does not make anything better, only worse. Bronte corroborates that revenge is not only a harsh and rash way to live life, but is counter-productive and hurtful. Out of all of her major themes, revenge is the most imminent. The self-hurt involved with vengeance shows there are better ways to solve conflicts. Bronte sends a great message across by showing how negative revenge can be. There is no resolution to obeying the spontaneous reaction of this negative reprisal.

A Woman Pouring Milk Essay -- Visual Arts Paintings Art

A Woman Pouring Milk In Ways of Seeing by John Berger, the way we have been taught to observe, learn and analyze art is criticized. Berger describes static images are an appearance that has been taken out of context, out of its original time and setting. He states that any image encompasses a way of seeing. The way we see a specific image is based on perspective. A piece of art can be interpreted in various ways; it is relative to every person. Throughout the text, Berger illustrates the different types of arts. Each one is a perfect example of the phrase â€Å"Use your own interpretation.† If looked at closely, one gets different ideas and understandings than others of the same image. Another way that paintings are interpreted or misinterpreted is through reproductions. Reproducing original pieces of art has been a large controversy as well, even a â€Å"political issue,† which is discussed by Berger. Berger places a painting by Vermeer in his book, but does not offer an explanation on the painting. He does this so we ask ourselves about the painting. The painting, â€Å"A Woman Pouring Milk†, is a simple, self-explanatory image, yet simultaneously symbolizes much more. Most of Vermeer’s work involves women performing daily chores. In his stated painting, we see how the woman is focusing intently on pouring the milk. She does not look at the artist painting her, she does not look around the room as if bored, but staring at the task. The woman is using all her eff... A Woman Pouring Milk Essay -- Visual Arts Paintings Art A Woman Pouring Milk In Ways of Seeing by John Berger, the way we have been taught to observe, learn and analyze art is criticized. Berger describes static images are an appearance that has been taken out of context, out of its original time and setting. He states that any image encompasses a way of seeing. The way we see a specific image is based on perspective. A piece of art can be interpreted in various ways; it is relative to every person. Throughout the text, Berger illustrates the different types of arts. Each one is a perfect example of the phrase â€Å"Use your own interpretation.† If looked at closely, one gets different ideas and understandings than others of the same image. Another way that paintings are interpreted or misinterpreted is through reproductions. Reproducing original pieces of art has been a large controversy as well, even a â€Å"political issue,† which is discussed by Berger. Berger places a painting by Vermeer in his book, but does not offer an explanation on the painting. He does this so we ask ourselves about the painting. The painting, â€Å"A Woman Pouring Milk†, is a simple, self-explanatory image, yet simultaneously symbolizes much more. Most of Vermeer’s work involves women performing daily chores. In his stated painting, we see how the woman is focusing intently on pouring the milk. She does not look at the artist painting her, she does not look around the room as if bored, but staring at the task. The woman is using all her eff...

The Social Construction of Fibromyalgia Essay -- essays research paper

The Social Construction of Fibromyalgia   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"With so many people in so much pain, how could fibromyalgia not be a disease?† (Groopman 3) This question regarding the â€Å"condition of persistent muscle pain throughout the body, pain that is often accompanied by severe fatigue, insomnia, diarrhea and abdominal bloating, bladder irritation, and headache,† now known as fibromyalgia raises some rather interesting yet complicated issues in today’s health care field such as: What criteria must be met in order for a symptom or a set of symptoms, as is the case here, to be classified as an illness or a disorder? What does the term illness itself mean? What makes up the concept of health? In this paper, I attempt to tackle these questions by examining the process of the social construction, the medicalization, and the medical uncertainties surrounding fibromyalgia. I will first discuss the process of social construction, or the development of a condition as a disorder, also discussing who t he key actors in the process are and how everyone involved in the process is affected. Second, I will analyze the process of medicalization, or how a set of symptoms comes to be known as a disorder, complete with treatment and all, of fibromyalgia over the years. Third, I Mohamed 2 will look at the medical uncertainties, or doubts about knowledge and treatment, regarding fibromyalgia. Last, I will discuss the possible explanations that have been given to explain fibromyalgia in patients by physicians who are opposed to medicalizing the disorder.   Ã‚  Ã‚  Ã‚  Ã‚  The term fibromyalgia was introduced in 1990, and since then almost six million Americans, ninety per cent of them being women, have been diagnosed as living with the disorder. Physicians are not sure of the exact cause of the illness, but many of the cases are reported immediately after a traumatic event (Groopman 3). Another puzzling issue here is the absence of any muscular inflammation in the complaining patient or the presence of any abnormal laboratory test results or X-rays. So is it possible for six million patients to be â€Å"fooling† physicians? You might have another illness of your own requiring another one of these papers if you’re even considering that absurd idea! Let us begin by defining illness and health. â€Å"Modern medicine is based on and dominated by concepts, methods, an... ...ikely to see a doctor for non-serious health problems† (Brown 43). These physicians also argue that patients become trapped in beliefs that they have an illness, allowing the beliefs to affect them psychologically, worsening their symptoms as a result of stress and depression.   Ã‚  Ã‚  Ã‚  Ã‚  The social construction of fibromyalgia is a quite complicated issue and requires much research. Social constructions are not always this difficult, but the general two paths seem to always be there: Should physicians medicalize a set of symptoms into a disorder or disease, and attempt to treat the illness, or should they attempt to figure out the underlying causes of the symptoms and try not to medicalize something which doesn’t need medicalization? Both arguments about fibromyalgia are strong, and both are backed up by valid claims, although each does have its positive and negative aspects. The social construction of illnesses in the medical field is an extremely assiduous task and requires years of dedication, time and research before final decisions are made. They must be made carefully, since they will affect millions and millions of people.   Ã‚  Ã‚  Ã‚  Ã‚  

Szabist

Service offering And Variety Augmenting the Core Product: The shostack’s molecular model can help identify the tangible and intangible elements involved in service industry. For Szabist the intangible element includes the knowledge they provide to a student in different fields for example BBA, media sciences etc. The grooming of personality, to work in teams, the education which is the core product of Szabist. The tangible element includes the degree provided by Szabist. Nature of Service Offering: Core Product:The core product Szabist provide is quality education. Supplementary Service: The supplementary service Szabist includes extra-curricular activities such as computer labs, libraries, sports room, the societies and affiliation to foreign universities. Delivery Process: Szabist delivery process is through the faculty they hire for providing quality education. The documentation of all the records of student all over the time period till they are studying. The Flower of Ser vice: Information Clearance Classes Degree Education Consultation Fees SubmissionThe flower’s petals are the supplementary service shown in the clockwise pattern in which they are often encountered by customers. Information: When a student comes in for admission they are provided with the admission form and guided about the procedure through which they can join Szabist. Consultation: The student can consult in which program they fit the most and what are the requirement criteria for that particular program. Fees Submission: Once the student went through the admission process they are asked to submit their fees beforehand.Classes: The classes are conducted on daily basis for whatever program a student is rolled in. Clearance: Once the student completes his/her credit hours criteria all payments are settled between the student and Szabist before the degree is granted. Degree: Degree is awarded by Szabist to the successful candidate who completes his/her course requirement. The Service Product mix: Width: Graduate Programs EMBA, MBA, MS (Computing), MS (Media Sciences), MS (Management Sciences), MS (Social Sciences & Economics) and Ph. D. Undergrad ProgramsBBA, BABS, BS (Computing), BS (Media Sciences), BS (Social Sciences), BE Mechatronics, Biosciences and LLB. Length: The total number of courses offered by Szabist. Depth: EMBA SZABIST offers a two years EMBA degree for the executives and the middle/level managers who strive for excellence and greater challenges in their professional life. The EMBA is a two years program spread over six semesters and consists of 66 credit hours. 20 courses, 1 Business Project (3 credits) and 1 Research Project (3 credits) are required to graduate. Maximum time limit to complete the EMBA degree is five years.MBA SZABIST offers MBA degree in the specialized fields of Management, Human Resource Management (HRM), Marketing, Finance, Supply Chain Management, Islamic Banking, MIS and Economic Policy & Management. Both MBA (Day) and MBA (Evening) programs are offered. For students with a 4-year BBA degree, the duration of the MBA Program is 1. 5 years. 10 MBA courses (30 credits) and a research project (6 credits) are needed to graduate. Students are also required to complete a 6-week internship. The maximum duration to complete this degree is 5 years.For students with a 4-year non BBA degree / relevant degree, the duration of the MBA program is 2 to 2. 5 years. 24 courses (72 credits) are needed to graduate. Students are also required to complete a 6-week internship and clear the SZABIST comprehensive exam. The maximum duration to complete this degree is 5 years. For students with a 2 to 3 year undergraduate degree the duration of the MBA program is 3 to 3. 5 years. 30 courses (90 credits) are needed to graduate. Students are also required to complete a 6-week internship and clear the SZABIST comprehensive exam.The maximum duration to complete this degree is 5 years. MS (Computing) SZABIST offers MS degre e with majors in Information Technology, Software Engineering and Computer Sciences. The MS is an evening program only and consists of 8 courses and a Thesis / Research Project / Course Work. For students with a 4 year BS or 2 year MCS degree, the MS is a two year program. 9 MS courses and Thesis/ Research Project/Course Work are needed to graduate (33 credit hours). For students with a 4 year professional degree (BE, MSc etc. ), the MS Program is a two year program.Deficiency conversion courses and 9 MS courses and Thesis/Research Project/Course Work are needed to graduate (33 credit hours +18 credit hours of deficiency courses. ) For students with a 3 year BCS degree, the MS Program is a three year program. One year of deficiency conversion courses and 9 MS courses and Thesis or Research Project are needed to graduate (33 credit hours + 30 credit hours of deficiency courses. ) The maximum time limit to complete the MS degree is five years. MS (Media Sciences) SZABIST offers the MS Media Sciences degree. The MS Media Sciences is an evening program only and consists of 8 courses and a Thesis.For students with a 4-year BS Media Sciences or relevant Bachelors or Masters degree, the MS Program is 1. 5 – years. 8 MS courses (24 credits) and a thesis (6 credits) are needed to graduate. Students are also required to complete a 6-week internship. The maximum duration to complete this degree is 5 years. For students with a 4-year non-relevant Bachelors or Master degree, the duration of the MS program is 2 to 2. 5 years. 24 courses (72 credits) are needed to graduate. Students are also required to complete a 6-week internship and clear the SZABIST comprehensive exam.The maximum duration to complete this degree is 5 years. For students with a 2 to 3 year undergraduate degree, the duration of the MS program is 3 to 3. 5 years. 30 courses (90 credits) are needed to graduate. Students are also required to complete a 6-weeks internship and clear the SZABIST comprehen sive exam. The maximum duration to complete this degree is 5 years MS (Management Sciences) SZABIST offers the fifth year MS degree in the specialized fields of Management, Human Resource Management (HRM), Marketing, Finance and IT (MIS/ E-Business).The MS program is an evening program only and consists of 8/10 courses and/or Thesis (30 credits). The maximum time limit to complete the MS degree is five years. MS (Social Sciences & Economics) SZABIST offers the fifth year MS degree in Social Sciences & Economics with majors in Psychology, Sociology, International Relation, Political Science, Economics, Media Studies, Education, Public Administration, NGO Management, Gender Studies, Philosophy, Law & Human Rights and Public Policy.The MS Program is an evening program only and consists of 8/10 courses and/or a Thesis/ Independent Studies (30 credit hours). Ph. D. SZABIST offers the Ph. D. degree in Management Sciences, Computing and Social Sciences & Economics that can be completed dur ing the evenings in two years after the MS / MBA degree. 6 Ph. D. courses and a dissertation are required to graduate. A total of 48 credit hours must be completed. For candidates with a 4 year professional (BBA / BS / BE / MBA / MCS / MSc / MA) degree, the Ph.D. Program is a three year 78 credit hours program. MS degree (30 credits) must first be successfully completed. In Management Sciences, specializations include Organizational Structure, Human Resource Management & Development, and International Business Strategy & Development, e-Business Strategy, Leadership, Corporate Restructuring, Corporate Ethics & Governance, Advanced Financial Management, Marketing Communication and Not-for-Profit Management.In Computing, specializations include Database Management Systems, Data Warehousing & Mining, Networking & Communication, Business Intelligence, Process Modeling, Telecommunication, Mobile Communication, Mobile Computing, Technology Management, Artificial Intelligence, Software Engi neering, Agent Systems, Speech Recognition, Multimedia & HCI Systems and e-Business, Mechatronics and Machine Vision & Image Processing.In Social Sciences & Economics, specializations include Economics, International Relations, Political Science, Media Studies, Education, Public Administration, NGO Management, Gender Studies, Philosophy, Psychology, Sociology, Law & Human Rights and Public Policy. The total time to earn a Ph. D. degree after a four-year university degree is a minimum of three years to a maximum of seven years. BBA SZABIST offers a four year (eight semesters) BBA degree program with majors in Management, Marketing, Finance, and IT.The BBA Program is essentially a day program and consists of 46 courses and a thesis (six courses per semester) with a total of 144 credit hours (all electives and certain courses may be offered in the evening) and an Internship. The maximum time limit to complete the BBA degree is seven years. BABS SZABIST offers the 3 years BA (Hons) Busi ness Studies of the University of Wales, Newport, UK. Students can earn BABS, UK, and Degree after completing two years of study at SZABIST and one year at Newport, UK, through an articulation agreement. Students aiming for a UK degree can join this programme and save 2 years UK cost.Two years study at SZABIST is fully mapped and matched with University of Wales BA (Hons) Business Studies curriculum. Please refer to separate SZABIST brochure for details of this program. BS (Computing) SZABIST offers a four year (eight semesters) BS (Computing) degree with majors in Information Technology, Telecommunications, Software Engineering and Computer Sciences. The BS Program is essentially a day program and consists of 40 courses (six courses per semester) with a total of 130 credit hours (all electives and certain courses may be offered in the evening), Internship and the passing of the comprehensive exam.The maximum time limit to complete the BS degree is seven years. BS (Media Sciences) S ZABIST offers a four year (eight semesters) BS (Media Sciences) degree with majors in Production and Advertising. The BS Program is essentially a day program and consists of 46 courses & a thesis (six courses per semester) with a total of 144 credit hours (all electives and certain courses may be offered in the evening), and an Internship. The maximum time limit to complete the BS degree is seven years. BS (Social Sciences)SZABIST offers a four your (eight semesters) BS (Social Sciences) degree with majors in Psychology, Sociology, Economics, Political Sciences and International Relations. BS Program is essentially a day program and consists of 48 courses (six courses per semester) with a total of 144 credit hours, Internship and the passing of the Comprehensive Exam. The maximum time limit to complete the BS degree is seven years. BE Mechatronics SZABIST offers a four year (eight semesters) BE (Mechatronics Engineering).The BE program is essentially a day program and consists of 43 courses (five or six courses per semester) with a total of 142 credit hours (all electives and certain courses may be offered in the evening), Internship and the passing of the comprehensive exam . The maximum time limit to complete the BE degree is seven years. Biosciences BS Biosciences at SZABIST is a four year program spread over 8 semesters and consists of 135 credit hours of teaching, 44 courses, internship of at least six weeks, and research project are needed to graduat LLBSZABIST offers the LLB University of London International Programmes This is an evening program and can be completed in three years. The University of London, UK will award the LLB degree. Please refer to the separate SZABIST brochure and to the University of London web site. www. londoninternational. ac. uk for details of this program. Reference: http://khi. szabist. edu. pk/programs