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We Eat Films / Featured / Movie Review: "Transcendence" – Not Quite
Movie Review: "Transcendence" – Not Quite
Written by Jesse Gelinas April 22, 2014
Wally Pfister has been playing second fiddle to Christopher Nolan as his DoP for the past fifteen years. Now, he's taking center-stage with his directorial debut, "Transcendence". This semi-futuristic sci-fi flick flirts with some vague themes of what makes humanity, and how far is too far with technology. But overall, everything thematic kind of falls flat in favour of some generic action and recycled plots and twists. It hardly transcends other stories of its genre, but "Transcendence" holds its own and is enjoyable regardless.
"Transcendence" is the name assigned by scientist Will Caster, to his theoretical idea of uploading a human consciousness into an artificial intelligence. When Will is poisoned by an anti-technology terrorist, his wife and partner attempt to save him by trying the experiment, ultimately succeeding in keeping Will's mind alive in the computer. Once connected to the internet, his power and intelligence increases exponentially, until he is soon buying towns, healing the crippled, and building a cybernetic army. Of course the FBI takes notice, and Will is immediately marked as a threat to national security. Cue pitchforks.
"Some scientists refer to this as the Singularity. I call it Transcendence."
"Transcendence" breaks no new ground. It's not a masterpiece, or a deep insight into the philosophical questions of life, free will, and humanity. It's a genre flick with an action twist. It's got a stacked cast, and they all bring their A-game; even though it's not completely necessary, you always get the best from this crew. Wally Pfister's worked with most of these people enough on Nolan's films to know what they can do. Depp is a perfect droning digital man. Rebecca Hall is charming and likable as always. Cillian Murphy and Morgan Freeman are wasted in their minor roles, but it's always nice to see them. Paul Bettany (who really needs to be in more big movies) is great in a completely flat, lifeless, arc-less role. He's that good.
Wally Pfister doesn't totally have me sold as a director, but of course "Transcendence" looks amazing. He knows what a crisp, pristine movie looks like, and this is no exception. He also manages to pull great performances from the cast, but that's not much of an accomplishment with the kind of talent at his disposal. If the direction of the film is failing in one department, it's in the delivery the film's themes and messages in an efficient manner; there's nothing for us to grab on to. It's an old tale where this AI machine starts out promising, but goes too far and becomes a terror. We have no real reason to fear Depp's Caster-computer aside from every character telling us that we should. The ending further muddles this distinction by seemingly copping out on the point of the film.
"Run away from this place."
No one should've expected a masterpiece from Pfister's debut film. "Transcendence" is just a decent action/drama with a few cool twists and concepts. It however, falls a bit flat with only half-decent writing, and a theme and message seemingly lost in translation. However, it's worth looking at for the great visuals and engaging performances. Pfister has proven he can handle a big budget film, and perhaps his next will rise above this relatively mundane outing.
My Rating: 6.5/10
About Jesse Gelinas
After years attempting to escape the Matrix, Jesse has accepted his fate as a writer and Senior Editor. Now that's he finished with his film degree, it gives him something to do while waiting for the machines to get careless.
Browse Archived Articles by Jesse Gelinas
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Strong Support For Bipartisan Fix to Ban Surprise Medical Bills
February 12, 2020 — Blog
When American patients and their families receive medical care, they shouldn't have to lie awake at night worrying about the hidden fees or shocking unexpected medical bills to come. That's why the House Committee on Ways and Means has offered its solution to end surprise medical bills once and for all.
Our Committee just unanimously voice voted legislation from Republican Leader Kevin Brady (R-TX) and Chairman Richard Neal (D-MA) that would protect patients from "surprise" medical bills and ban surprise medical bills, boost transparency, and reduce patients' health-care costs.
Professional health and medical groups from across the country have voiced their support for the Committee's bipartisan bill, the Consumer Protections Against Surprise Medical Bills Act of 2020 (H.R. 5826). Here are just a few examples, with more to come.
American Hospital Association:
"The legislation prohibits providers from balance billing patients for emergency services or medical care the patient reasonably could have expected to be in-network, and does not allow patients to be charged more than the in-network cost-sharing amount. …enables providers and health plans an opportunity to directly negotiate fair and appropriate reimbursement, thereby minimizing the government's role in the process and reducing the risk that a federal legislative approach addressing surprise medical billing could cause wider market distortions."
American Medical Association:
"We support the underlying mechanism for resolving these disputes, including the eligibility of all disputed claims for negotiation and mediation. We also appreciate that the mediator must consider a wide range of supporting information submitted by physicians in rendering a final determination."
Federation of American Hospitals:
"The plan . . . provides certainty for patients while enabling the health care community to settle payments without unnecessary rate setting. We are pleased to see this progress on surprise billing legislation and hope that the Congress can unify around this commonsense solution."
America's Essential Hospitals:
"We thank [the] Committee on Ways and Means . . . for their leadership in reaching a bipartisan agreement that respects negotiations between hospitals and health plans. We also appreciate that the proposal recognizes the need to consider various types of providers and services when setting appropriate payment levels."
Association of American Medical Colleges:
"In addition to protecting patients and their families, the Committee's approach promotes a fair resolution process for billing disputes between providers and insurers."
Catholic Health Association:
"CHA strongly supports protecting patients from surprise bills. We appreciate that the Consumer Protections Against Surprise Medical Bills Act of 2020 accomplishes this goal by including new safeguards in law. Patients should not be subject to financial consequences when they have unexpected and unavoidable encounters with out-of-network health care facilities and providers. They also should be removed from any subsequent payment negotiations between facilities, providers and insurers."
The nonpartisan Congressional Budget Office estimates this Committee's bipartisan bill would reduce premiums for patients, lowering health care costs while putting an end to surprise medical bills.


Michele Rohde is proud to be a Victoria native & UHV graduate. Together with Rocky, her highschool sweetheart & hubby of 18 yrs, she owns Rohde Financial Group of Ameriprise where they serve as Financial Advisors. They have 2 little girls; Lexi, 7, who has attended Trinity since K4 and Kelsey, 3. Michele is passionate about coaching others to achieve all their biggest dreams from creating & protecting wealth, to family balance & fitness. The Rohde's also value assisting their local community in many areas. Trinity Episcopal School is especially dear to their heart because of the faith-based values & care they instill into their staff, students & families. Michele & Rocky were first & most touched the day Lexi came home from school and lead their family in a touching prayer before supper. The Rohde's are confident Trinity is doing God's work shaping quality individuals & leaders that will further benefit future communities. They are proud to be a Trinity family & hope to share that with others, while helping the school from this blessed foundation any way they can.


Today we continue our social issues segment with our panel, Universities and Free Expression.
On today's campuses, free expression is a hotbed issue. Robert Zimmer, President of the University of Chicago, makes the case for his university's leading the way as a model of free expression, and why it doesn't support "safe spaces" and "trigger warnings."
This panel features Robert Zimmer, President of the University of Chicago in conversation with John Donvan Newscaster for ABC News, Host and Moderator for Intelligence Squared Debates, author of "In a Different Key: The Story of Autism".


"The cost of forensic science has risen nationally and by negotiating this contract, we will avoid the price increases of up to ten percent encountered by other regions across the country.
"The seven Forces will benefit from significant annual savings through collaboration and cost avoidance within the procurement process.
"The agreement of this contract really represents a positive collaborative step forward and creates a platform for further joint working.


Transcript of a sponsored podcast discussion on the global adoption of enterprise architecture in response to regional business trends.
Our guests will share their knowledge on several developing and mature markets, as well as present a focus on China. We'll hear about the cultural barriers and/or accelerants for EA adoption from region to region.
Here to help better understand the role of EA as it bestrides the globe is our panel. Please join me in welcoming Allen Brown, President and CEO of The Open Group. Welcome, Allen.
Gardner: We're also here with Eric Boulay, president and CEO of Arismore and also CEO of The Open Group, France. Welcome, Eric.
Eric Boulay: Good morning, Dana.
Gardner: Chris Forde, vice president of Enterprise Architecture & Membership Capabilities of The Open Group, also joins us. Welcome, Chris.
Gardner: And Mats Gejnevall, a Certified Enterprise Architect with Capgemini, Sweden. Welcome.
Mats Gejnevall: Thank you very much.
Gardner: We are also here with Stuart Macgregor, CEO of Real IRM and CEO of The Open Group, South Africa. Welcome, Stuart.
Stuart Macgregor: Good afternoon. Glad to be here.
Gardner: Allen, let's start with you. Tell us a little bit about what's happening globally. Why is EA so popular now? We'll get into the regions in a moment, about why it's happening here and there, but are there any general perceptions as to why EA is such an important aspect of IT and business development at this time?
Brown: Thank you, Dana. A trend over a number of years now is that the barriers within enterprises; the silos, the departments, the stovepipes, have been broken down.
People are looking at the entire enterprise from an IT perspective, like a city planner would. So you've got that kind of EA. Then you have got other folks that are more focused on specific solutions, and that's also EA.
EA is an umbrella term that relates to an awful lot of activity that flows further down, whether it's business IT architecture, data architecture, and so on. There are many things, but the driving force in many organizations is this need to integrate and share information.
In governments, you're seeing joined-up government and citizen-centric government. To deliver those services, and to do so economically, requires this boundaryless information flow concept, and that requires the discipline of EA.
Gardner: Of course we are in an environment where not only are the technology trends unfolding at different rates, but we have a different economic environment from region to region. Some regions are struggling, and others are growing quite well.
There are more organizations that are saying that this is the time to invest, to rationalize, and to really drive out value from their IT investment.
Being based in the UK, being familiar with Europe and North America where the economies are still struggling, do you see anything about the economy and the position of budget pressures that is accelerating or having impact on the adoption of EA?
Brown: It varies from enterprise to enterprise. We're seeing continued growth in the adoption of EA in general and TOGAF in particular -- and it's continuing to grow. There are organizations that are saying that EA isn't delivering near-term bottom lines, so they're going to cut the cost.
There are more organizations that are saying that this is the time to invest, to rationalize, and to really drive out value from their IT investment. So, you're starting to see a mix of things. But, generally speaking, my experience in the developed or struggling economies is that there are more people focused on EA than not.
Gardner: Eric Boulay in France, tell me what the market for EA is there, and what are some of the drivers?
Boulay: Key drivers are the necessity to move forward for big and small enterprises. Because of the downturn, the future of the enterprise is to roll out in an international, standard view. In order to roll out -- for example, for big banks on a European or worldwide basis -- they have to welcome big transformation, and this kind of big transformation can be helped by EA.
Gardner: Mats, based in Sweden with experience in Northern Europe, is transformation a real driver here regardless of the economy?
Gejnevall: Transformation has always been a big driver in the enterprise Architecture Forum, but what we see these days is that getting your IT under control has been a major factor for going into the EA side of things. Slowly the companies now are connecting the IT structures they have with the business.
Gardner: Do you perceive any difference between the public sector and private sector in terms of the adoptions markets are familiar with?
Gejnevall: In the past, public sector has been pretty slow on the uptake, but recently we're doing a lot of business with healthcare services and so on. They're really large organizations, with 30,000, 40,000, or 50,000 people, and they have lots of different divisions. They need to work together in a collaborative fashion and fulfill the long term goals that the politicians have set up for them.
Gardner: Stuart Macgregor in South Africa, are there certain trends afoot that you can identify that are prominent in your market, but might also represent other emerging markets?
Macgregor: South Africa is slightly different, because EA is from the business side, rather than from technology. A lot of organizations have spent a lot of money working on business processes, and that business process architecture across the business domain is now being linked to the technology domains. So, we are probably the opposite.
Across the natural resources sector, for example, we have an Open Group Standard called EMMMv, which stands for Exploration Mining Metals and Minerals, where we're working on putting together reference architectures for the sector, and that's also driving global adoption of TOGAF. So, it really differs across sectors and across organizations. There's no one size fits all.
Gardner: It seems a credit to TOGAF, Allen Brown, that it can be playing a role in so many different markets with so many different variables at work. Perhaps you could, from your perch, tell us about certain markets in the world that have seen the most impact, adoption, or uptake of TOGAF and/or enterprise architecture.
Brown: We're seeing it pretty broadly across the planet, really. Obviously the US and UK were leading, but the amount of uptake in the Asia-Pacific region right now is quite dramatic and we're starting to see that take off. But, it's really difficult to isolate any particular region.
Gardner: Let's go to the Asia-Pac region and Chris Forde in China. What are some of the elements of TOGAF's growth and adoption that you can identify that might be specific to China?
Gardner: I'm going to guess that in some of the more mature markets they wished they had had an opportunity to invoke some of these practices, before there was a problem. Is there an opportunity in China for them to gain a lesson from the rest of the world?
Forde: I think there is, and this is one of the things for the emerging markets, similar to cellphones. The learning that has occurred in the Western markets have produced a body of knowledge in TOGAF that can accelerate for other companies the way they adopt and improve their ability to deliver on strategy, planning, and execution.
Gardner: Is it your understanding -- or anybody else's on our panel -- that the other so-called BRIC countries, Brazil, Russia and India, are facing similar situation as China?
Forde: I wouldn't comment directly on the other BRIC countries. I have a sense that that's the case, but I don't have any specific information of those markets.
Gardner: Another set of variables we can bring to this picture are some of the technology trends: mobile, cloud, data explosion, complexity, and then, of course, due to the economy in most regions, an emphasis on efficiency. Can we look to any of these trends and find a relationship between EA adoption in a particular market? Why don't we try with you, Mats, in Swede?.
In cloud, it always comes into the discussion, even though people don't quite know how to use it yet. I think The Open Group's effort around cloud computing can actually help that to a large extent.
worldwide that we are adapting to the conditions of each one of the countries. We can see that things like boundaryless information -- being able to use information in new ways -- is something that every company wants to do.
Gardner: How about Eric Boulay in France? Are there some technology trends or adoption trends in business that are spurring some of this adoption of an EA perspective?
Boulay: Sometimes, it makes sense to have an engineer's analysis of the situation. We used to consider what is behind the word, and sometimes we have many questions about hype words, such as cloud. What is cloud? I've heard that many of CIOs here in France used to say that we have been doing cloud computing for a while. What's the difference between private cloud and internal data centers with shared services application or infrastructure?
To go back to EA, we spent a lot of time to move from IT EA to real EA. Now, I think we're mature enough to take the new capability brought by the new technologies. Cloud should be one of them. And now, once more we're ready to move from the old-fashioned way of sharing resources to better practices brought by new technology.
So, it's not a big deal. Once more, it's obvious that EA is a way to transform, so you can transform the business, but you also can transform the way to consume IT.
Gardner: Very good. Does anyone else have any perspectives on technology? How about South Africa from your perspective, Stuart?
Macgregor: Not technology, specifically, but it's probably more in the domain of information architecture that we're seeing greater focus on modeling and defining information architecture. We're understanding the difference between information architecture and data architecture and using that as a way of bridging the gap between business and technology, while tackling the information architecture domain.
Gardner: Now, because we're in such a globally connected environment, I'm wondering if there isn't a benefit down the road, as more of these regions and more of the large organizations -- public and private -- standardize and adopt enterprise and architecture?
Doesn't it offer more of a opportunity for these disparate markets to work more in concert, reduce the friction of trade, reduce the friction of services, goods, even perhaps as cloud computing unfolds? We don't know how it's going to happen, the opportunities to share cloud computing resources across great distances and boundaries.
Back to you Allen Brown. Is there an opportunity for us to consider a unifying influence of EA that would have a growth and/or efficiency benefit, as more and more markets start approaching their business problems in a similar fashion architecturally?
Brown: Absolutely. I think it's worth also bringing in Chris to see his experiences, but everything I hear says that organizations that are involved in EA in general, and TOGAF in particular, are finding it much easier to integrate with business partners. Mergers and acquisitions are enabled more effectively. So, in working with other organizations, as we get more and more connected, EA is a positive force in that.
Gardner: Chris Forde, your perspective on that, the notion that the more EA adoption around the world, then perhaps the more easily business can be conducted at a global scale?
Forde: I'd say that the long-term point around that is valid. I'd also say that there is a certain learning curve to be gotten up in terms of EA, and that, depending on the maturity of the company and of the region, you might be talking anywhere from six-month payback on an EA activity to a three-year payback.
The body of work that we have available to us in TOGAF is that, if you look at it as a tool in the context of the problem you're trying to solve, you can drive immediate value. If you look at it as some sort of massive program that you're going to implement, you're looking at a longer term payback.
Gardner: Fair enough. As we think about the tactical, and the potential strategic benefits, people who are engaged, understanding what they need to do, but not sure how to start, can we point them in any specific directions? Where do you go to get started on learning more about EA, learning more about TOGAF, finding the tactical, and then perhaps ultimately the strategic values? Chris?
Forde: There are a number of places. The first and foremost one will be the membership of The Open Group, and particularly the Architecture Forum. You've got people sitting around this microphone right now that can help, and you've got people out at the conference who have an enormous background and this capability.
Gejnevall: In the past, we as consultants used to go out and do architectures with companies. We came out and we delivered a folder saying, "Here's your EA. Go ahead and implement it." Of course, that didn't work.
These days, we actually encourage companies to work with us, to work with experts in the field, and teach them and work and produce these EAs together, because EA is not just a project. It's got a lifecycle and it needs to be maintained. If companies don't get that knowledge themselves, the EA will die.
They're trying to educate enterprise architects inside their company. They understand that they need these kind of people in order to make the company be successful and to move forward.
Gardner: Any thoughts, Stuart Macgregor, on this journey of beginning it, perhaps regardless of where you're starting from?
Macgregor: I certainly support what Mats and Chris have just said. To me organization change leadership is an absolute essential component of getting EA to work, the mechanics of modeling etc. It's not really that difficult. It's the stuff that we have mastered and we've been doing for years. It's how to drive positive business-appropriate and sustainable EA practices that are run like businesses with a very clearly defined offering that understands who the customers are, and can really deliver more value than they cost.
Gardner: Allen, the last word to you. Do you have any thoughts about getting started and how companies and/or countries and regions that haven't taken this journey too deeply could avail themselves of the many years' worth of experience that others have traveled through?
Brown: Yes, the first one is, if you can get to one of the conferences and share experiences with other members. That's the key area to start. But, if you can't do that, then there is an awful lot of available information. At the minimum, TOGAF itself is available freely online for people to read, look at, and use within their own organization.
There are examination centers everywhere. Working through that gives you a good understanding of TOGAF. It doesn't necessarily make you an enterprise architect. You've got to have the abilities to go with that, and you've got to have the experience.
Again, you can work with some of the folks either at conferences or local chapters. We've got chapters in many different countries now. You can share with them, correspond with them or our other members. This is the way that you actually get the experience of how to do it, what people have done, and what pitfalls there are.
Gardner: Great, thank you. We've been discussing key market trends impacting EA in different regions of the world and how folks are using EA and gaining value from it, in both emerging and more mature markets.
This sponsored podcast discussion is coming to you from The Open Group Conference in Boston, the week of July 19, 2010. I'd like to thank our guests; we've been here with Allen Brown, president and CEO of The Open Group, thank you, Allen.
Brown: Thank you very much, Dana.
Gardner: We also have here Eric Boulay, president and CEO of Arismore and also CEO of The Open Group, France.
Gardner: Mats Gejnevall, Certified Enterprise Architect at Capgemini, Sweden. Thank you.
Gardner: We're also been joined by Chris Forde, Vice President of Enterprise Architecture and Membership Capabilities of The Open Group, based in Shanghai. Thank you.
Forde: It's been a pleasure, thanks.
Gardner: And last, Stuart Macgregor, the CEO of Real IRM in South Africa, as well as the CEO of The Open Group in South Africa. Thank you.
Macgregor: Thank you very much, Dana.
Gardner: This is Dana Gardner, Principal Analyst at Interarbor Solutions. You've been listening to a sponsored BriefingsDirect Podcast. Thanks for joining, and come back next time.
Transcript of a sponsored podcast discussion on the global adoption of enterprise architecture in response to regional business trends. Copyright Interarbor Solutions, LLC, 2005-2010. All rights reserved.


With an open view this apartment of 63,56 m² (about 683 ft²), built in 1967, in a building of 5 floors has 3 rooms including 2 bedrooms, 1 bathroom and 1 toilet. It has a living room of 18,31 m² (about 197 ft²), a balcony, a cellar and a parking lot. It's located on the 3rd floor with a lift. Heating : collective gaz. Others : intercom, guard.


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In Pa., facing two big challenges: Opioids, ACA
Want to know what's important in medicine today? Ask Charles Cutler, an internal medicine specialist from Norristown who last month was sworn in as the 167th president of the Pennsylvania Medical Society.
Charles Cutler is an internal medicine specialist from Norristown.Read more
by By Sandy Bauers, For The Inquirer
Want to know what's important in medicine today?
Ask Charles Cutler, an internal medicine specialist from Norristown who last month was sworn in as the 167th president of the Pennsylvania Medical Society.
The society's 16,000 members are physicians and medical students throughout the state. Among the issues it promotes are leadership, education, and public health.
Cutler, a member for 35 years, belongs to numerous other medical organizations, including the Board of Trustees of the Montgomery County Medical Society. He is a member of Einstein Physicians Norriton, a part of the Einstein Healthcare Network.
He spoke to us recently about where medicine is - or should be - headed.
What is one of the primary issues in health care today?
I would be negligent if I didn't lead off talking about the opioid crisis. To capsulize it, in some jurisdictions, there are more people dying of opioid overdoses or abuse than in automobile accidents. And look at all we've done for automobile safety with seat belts and air bags and cameras. The list goes on. In a different vein, but with the same intention, we have to do that for this crisis. Addiction is an illness. People didn't wake up in the morning to say, "Gee, how can I be sick today?" There are social and psychological and emotional issues that surround this.
This is a major issue for the medical society, and we're encouraged that it's being recognized by the Pennsylvania legislature, the governor's office, a lot of stakeholders around the state, and, for that matter, around the country.
The society has worked with others and created guidelines for prescribing opioids. There are some patients that legitimately need narcotics, and they should be able to get the products that they need to feel better and to get better. We've also created information for patients that can be distributed through physician offices, hospitals, and other venues.
You have been involved in efforts to make Montgomery County tobacco-free. Tell us about that.
This goes back a number of years, but I was the chairman of an organization for a tobacco-free Montgomery County. Funding from a tobacco settlement helped promote programs in Montgomery County. At that time, there was a general opinion that people wouldn't go to a bar if they couldn't smoke. Breaking down that perception was hard, but there were some bar owners who were willing to take it on. They discovered that business improved, that people were happy not to be inhaling all of the toxic chemicals that involve second-hand smoke. At the time, there were restaurants that had a smoking section and a nonsmoking section, which was sort of ridiculous, because the smoking section wasn't walled off. Now, I think most restaurants are smoke-free.
There's a lot more to be done. I stop at a local convenience store every morning to buy coffee. Folks are still buying a lot of cigarettes, despite the fact that they're $6 to $7 a pack. One of the pharmaceutical chains stopped selling tobacco products. As for the others, it's puzzling to me that a pharmacy that is there to promote health would sell tobacco products.
The society has a strong policy objecting to tobacco products of all sorts. One of the biggest deterrents to tobacco use is cost. The more tobacco products are taxed, the higher the cost is to the consumer. One of the interesting statistics of tobacco use is that if you don't start smoking by the time you're in your early 20s, you'll never be a smoker. The key for the next generation is getting people in their early teens - some kids start at 13 or 14 - to not start smoking.
You are a former president of the Victim Services Center of Montgomery County, one of many such centers throughout the country. Tell us about that.
This is an important service, and the medical society is behind this effort. A lot of what Victim Services does is to support women who are accosted, sexually assaulted, traumatized through unwanted sexual activity. It is a very, very painful experience. The workers sit side by side with someone and say, first of all, that it's not your fault, and second, it's OK to feel the pain. We will help you to ease that pain. And to work through the process of healing.
A lot of children are impacted by crimes. There may be an argument between two parents and someone may get hurt. The children are the innocent bystanders, and their feelings need to be addressed.
The medical society is behind these efforts. We've been out there on the front line, trying to support the agencies with increased funding.
What about the issue of high-quality care?
Within the last year, Medicare has decided to build in a quality factor for paying physicians. Historically, physicians and all health-care providers were paid fee-for-service. But in other areas, consumers pay for quality. You quality-shop when you buy a TV. Now, if you're a physician who is doing a good job with disease management, you're going to get an additional payment from Medicare. The new law, which went into effect about a year ago, is expected over the next generation to drive health-care delivery and payment, not only for Medicare, but also for Medicaid and the commercial insurers.
It's hard to measure quality, but it's a worthwhile effort. Patients deserve it. It's easy to tell if you like the doctor because he or she has a nice personality and a warm bedside manner. But are the medications going to make you better? Are the treatments you're getting really necessary? As a physician, if you're taking care of a diabetic, is the blood sugar coming down or staying normal? You can go through a whole bunch of diseases. Is the cholesterol coming down? Is the blood pressure in a healthy range?
Medicare is encouraging doctors to come together in what are called clinically integrated networks to provide patients with better care, lower cost, and a better experience. If you're a general internist, as I am, maybe you could work with a cardiologist and a kidney specialist and a surgeon. The medical society recently decided to help physicians across Pennsylvania to create these networks.
Any more issues you'd like to discuss?
The Affordable Care Act. The medical society and most other large physician organizations in 2010 were in support of it. It was not perfect, but one thing the act did was to provide insurance for millions of people who didn't have it. It's impossible to criticize the importance of that. It got rid of limits on what insurance will cover. The ACA has done a great deal to make America a healthier country.
Both Republicans and Democrats recognize that the flaws have to be corrected. Certainly, the medical society will advocate for addressing premiums in the marketplace - reducing the maximum premiums and reducing or eliminating co-pays, deductibles, and out-of-pocket expenses. There have been proposals - and the medical society would probably support them - for more tax credits when out-of-pocket expenses are very high.
Another issue is access to care. Every summer, hundreds if not thousands of medical residents graduate and go out into practice. The insurance industry now takes a very long time for credentialing. They would argue that there are safeguards and they need a lot of time. Certainly, we don't want people that are not doctors out there calling themselves doctors. But we think there are unnecessary delays.
Another insurance reform that's really important has to do with preauthorization. Physicians, to order certain tests, have to contact the insurance company and get permission. We need to create a system where there's not a bottleneck. A related problem is that people who are legitimately sick get a procedure, but then the insurance company denies the procedure retroactively. The medical society is lobbying for legislation that would streamline credentialing and preauthorization and address retroactive denials.
sandybauers10@gmail.com
By Sandy Bauers, For The Inquirer


A good time to re-forecast with investors, to adjust people, to reorganize.
so take care with the spade you don't damage the roots.
This entry was posted in poetry and tagged company re-orgs, corporate america, poem, poetry, postaday, William Pearse writer, work-life balance. Bookmark the permalink.
Oh man, I'd love to see some quirky PowerPoint stuff at The Disappointed Housewife! Got more?


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Stonebriar Property Inspections is proud to provide RecallChek services as part of our home inspections in the Dallas area.
RecallChek is the first service for managing consumer recalls in the United States. The service has compiled a list of more than 195 million recalls from public records and created an online database, so you can find out if you have dangerous defects in your home appliances.
As a RecallChek Authorized Dealer, Stonebriar Property Inspections will record visible model numbers of major appliances during your home inspection. We will provide the numbers to you to submit to RecallChek and identify if you have any recalled items in your home. RecallChek also monitors your valuable investments against future recalls. If RecallChek matches your model to a recall, they'll do a double-check and issue a report, letting you know the nature of the recall, where the item was sold, and how to get the product repaired or replaced – in most cases at no charge to you – the homeowner.
Why call Stonebriar Property Inspections?
Keith Boggs at Stonebriar Property Inspections did a great job inspecting our home before we bought it. His report was excellent – detailed and thorough. When we had questions, he was very responsive and helped us understand what we were looking at and where our new home needed repairs. I highly recommend Keith and will call him again when I need any type of home inspection!
The owner of Stonebriar Property Inspections, Keith Boggs, a licensed home inspector, will personally inspect your home. His investment in the company will be reflected in the quality of your inspection.
Our professional home inspection reports are comprehensive, detailed, and clear – averaging about 70 pages and with 80 to 100 high-resolution color images. Not only do they detail findings and recommendations, they also include tips and best practices for maintaining your home.
Keith has an excellent reputation as a reliable, responsive, courteous Dallas home inspector. Our customers have rated us 5 out of 5 stars on 99% of their reviews.
To protect you, our company has E & O (Errors & Omissions), Professional Liability, and General Liability insurance coverage.


If your academic history includes any of the following, please visit me.rrc.mb.ca/catalogue/myeducation.aspx for important information: post-secondary studies at an institution other than Red River College; Modified (M), English as an Additional Language (E), or GED high school courses; or home schooling.
If you are required to complete an English language assessment, do not submit your transcripts until requested to do so. See Regular Admission Requirement 2 for more information.
Have you successfully completed the equivalent of three years of full-time secondary (high school) education in Canada, the United States, or an ELR exempt country where English was the language of instruction? To view a list of ELR exempt countries click here.
If yes, you meet English language requirements. Submit your transcripts for verification purposes.
If no, you are required to submit proof of meeting an English language requirements option. For information click here.
If you completed all of your education in Canada, the United States, or an ELR exempt country in English but did not complete three years of high school, submit your transcripts for review.
If completing an assessment, we strongly advise you complete it before submitting your application to ensure you meet language requirements.
Assessment results must be dated within two years of your application date.
After confirming you've met English language requirements through your assessment results, the College will send you an e-mail requesting submission of your transcripts.
If you are 19 years of age or older and have been out of high school for a minimum of one year at time of application, and you do not meet the regular admission requirements, you may apply under the Mature Student admission requirements.
- Minimum GPA of 2.0 required, however minimum GPA of 2.5 recommended.
You should have a sound aptitude for logical reasoning, the capacity for analytical thought, and mathematical ability.
A career in IT requires a great deal of patience and persistence. Manual dexterity, for keyboarding, is also a requirement.
The program will appeal to you if you have no prior related work experience or post-secondary education and your career goals are dependent upon you having information technology skills.
1 Program fees include option of taking either a coop work experience or industry project term in term 4.
2 Includes an estimate of $1200 for the purchase of a laptop.
3 Program fees include option of taking either a coop work experience or industry project term in term 4.
Students may apply for financial assistance through the Manitoba Student Aid program. For general information on applying please call 204-945-6321 or 1-800-204-1685, or visit their website at www.manitobastudentaid.ca, which also includes an online application. For detailed information, please visit one of the RRC Student Service Centres or call 204-632-2327. Applicants requiring financial assistance should complete their student loan applications well in advance of the class start date.
This course will introduce students to the core concepts of financial accounting and the relevance of financial accounting to decision-making in any business. It will cover the foundation concepts of debits and credits, and the accounting cycle. We will discuss in more detail specific financial reporting elements such as cash, accounts receivable, inventory, long-term assets, liabilities and shareholders' equity. Also covered in the course is an introduction to accounting software, financial statement preparation, and financial statement interpretation and analysis.
This course is a basic introduction to programming using the Java programming language. Students will develop, code, test, and debug programs for simple applications using proper programming principles and documentation. Topics include data types, variable declarations, control structures, methods, classes, inheritance, polymorphism, encapsulation, arrays, and other data structures.
COMP-1029 is a prerequisite for ADEV-1003 for students in Business Technology Management, but not for students in Business Information Technology.
As an introduction, students learn the basics of developing Windows business applications using C#.NET. Through progressive hands-on application development, students learn the features of the Visual Studio Interactive Development Environment (IDE), the .NET Framework along with Windows application standards and object oriented programming principles. Each assignment will further enhance the student's knowledge and expertise using the Visual Studio IDE and the .NET Framework. The standard controls and methods along with object oriented code written by the student will be used to develop a Windows application utilizing sequential file I/O and a Microsoft Access database. Data Grid View controls and Crystal Reports will also be introduced. As well, students will explore the concept of multi-threading. The course will include a heavy unit testing component, whereby unit testing will be used throughout the course. The course will be supported by 2 hours of structured lab time each week. During the structured labs, students will have the opportunity to practice skills learned through mandatory skill checks.
This course introduces mobile software development. It begins with an exploration of mobile computing devices such as smartphones and tablets. Students progress into application development for the Android platform. Programming topics include user-interface creation, event-driven programming, data persistence, web connectivity, and location-based services.
As a continuation of Programming 2, students learn to develop more advanced Windows business applications. Through progressive hands-on application development using object oriented programming principles, students will develop multi-tier business applications using a relational database. Students will incorporate Language Integrated Query (LINQ) to all aspects of the application including database data as well as XML files. Each assignment developed will further enhance knowledge and expertise using C#, the .NET Framework, and SQL Server. Students will work in a multi-threaded environment by creating separate threads manually as well as by incorporating external devices running on a separate thread. Students will develop a Web application using ASP.NET. Additionally students will create a Web Service to be utilized by both the Windows and Web applications. The course will be supported by 2 hours of structured lab time each week. During the structured labs, students will have the opportunity to practice skills learned through mandatory skill checks.
This course covers advanced data structures used in programming. Students are first introduced to the concepts associated with advanced data structures. These concepts include the importance of writing fast operating code, determining running time, primitive vs high level operations and best/average/worst-case execution. These concepts are expressed in 'Big-O' notation for easy understanding and analysis of routines. Once the concepts are covered, the course proceeds into four widely used data structures. General Linked Lists are covered first, followed by Stacks and Queues, a specific implementation of linked lists. Hash Tables, Maps and Dictionaries are covered to expand the use of data structures to make use of key-value pairs. Finally, (if time permits), trees are introduced. Binary trees are covered to explain the concepts of trees, '(2,4)' trees are used to expand the usefulness of trees in reducing access times. '(a,b)' are discussed to show how a dynamically sized tree can be used to make routine performance as efficient as possible.
Learners will explore the process of starting a small business in Manitoba. By evaluating potential business opportunities, students will increase their knowledge of the business environment while developing critical thinking skills. Business plans and simple contracts will be analyzed. Case studies will be used to develop the analytical skills that are necessary to solve different business problems, especially those typically encountered in the information technology sector. Principles of basic economics will be explored to provide learners with an understanding of the context in which businesses operate.
This course is designed to familiarize students with managerial, ethical, and professional issues in Computing and Information Technology. At the same time the course aims to educate students about key IT trends and contemporary issues in management theory and practice. Focus is also placed on understanding Project Management best practices and how they can be applied to modern IT projects using a systematic process as identified by the Project Management Institute. Issues of management or professional concern presented are complemented with examples and/or case studies that highlight practical applications of the theoretical concepts.
You will develop your communication skills by focusing on the process of writing and speaking to specific audiences. You will share your responses to course readings during in-class discussions with small groups of peers. You will have numerous opportunities to receive feedback from your instructor and from peers and then to revise your writing. You will also practice oral communication skills during mock meetings, simulated job interviews, and in various types of presentations.
This course introduces fundamental concepts of Object-Oriented Modeling and Analysis using the international standard modeling language UML (Unified Modeling Language) along with a commercial-grade UML CASE tool. A professional problem solving approach is emphasized by examining case studies as working examples throughout the course. The Unified Software Development Process (or Unified Process) is introduced as an iterative and incremental software engineering process to guide students through the various stages of the analysis workflow. There is a project management component introduced in this course that is completed in the follow-up course, OO System Design. These two courses will allow students to have the necessary skills to solve business related software problems, which in turn helps students prepare for their professional careers.
An introductory course on what constitutes an information system, how they are set up, and an analysis of key components in that information system. Discussions will include an introduction to an information system, hardware components, operating system components, number systems, web programming, and databases. Topics will continue to build on one another, with a goal of understanding a complete information system.
This course is a continuation of Object-Oriented Systems Analysis with an emphasis on design-level UML modelling, CASE tool instruction, and project management of design alternatives. Iterative and incremental development methodologies are a focus, with particular emphasis on the Unified Process (UP). The combination of OO Systems Analysis and this course will equip students with a good working knowledge of: (i) object-oriented modelling from analysis to design, including user interfaces, persistence, code implementation, and software deployment; (ii) visual modelling with UML; (iii) commercial-grade CASE tools; (iv) industry standard software development processes; and (v) practical techniques for managing a project through multiple iterations. This course promotes professional team-based problem solving and is a pre-requisite for the Industry Project course, which applies these and other learned skills to identify and solve an industry scale problem/opportunity.
This course explores Database Management Systems used to store information. After an introduction to key database concepts, the student will learn how to develop and read an Entity Relationship Diagram (ERD), used to represent the database graphically. The majority of the course covers Structured Query Language (SQL). Data Definition Language (DDL - a subcomponent of SQL) is covered to create the physical database on disk. Data Manipulation Language (DML - also a subcomponent of SQL) is introduced to allow for manipulation of the data stored in the database. Finally, the Normalization process is discussed and applied to the ERD's and database tables.
This course covers the basic principles of data warehousing as well as the process of designing, populating, and interrogating a data mart. Students will design, create, build, and manage their own data mart (star schema). They will design, program, test, and run the processes that perform a complete initial data load into their Data Mart from an existing populated OLTP database. Students will develop in-depth knowledge as well as practical expertise on the lifecycle of a data mart.
This course builds on the material covered in the Introduction to DBMS course. The course covers advanced topics including how to import data into a database table, export table data to operating system files, automating the execution of SQL scripts using DOS batch files, format output to into readable reports, perform advanced object creation and maintenance, control user accounts and manage user privileges. Students spend considerable time learning and practicing PL/SQL, an embedded procedural language. They will design, test, and debug user stored procedures and cursors; as well as use exceptions effectively. They develop a solid knowledge of the Oracle system catalogue. The importance of transaction processing is covered. Students will learn how to implement transaction processing in on-line tools, within PL/SQL code and user written applications.
This course covers administrative aspects of Database Management Systems (DBMSs) and explores central topics in Data Science (DS). The first part of the course will introduce the fundamental installation components of a DBMS. Students will install and configure several DBMSs on traditional private server hardware to gain knowledge of the similarities, differences, and tuning parameters of various vendor software. Students will also provision a cloud-based DBMS service and integrate with a local DBMS to demonstrate a hybrid environment. The second part of the course will examine core concepts of Data Science that include extracting, cleaning, and basic data analysis on a variety of disparate data sources with an end goal of loading the data into a DBMS for further traditional OnLine Transaction Processing (OLTP). By the end of the course, students will be able to install and configure various DBMS software on private server hardware, provision and integrate a cloud-based DBMS service to support hybrid setups, clean and load data from disparate sources into a DBMS, and perform some basic statistical analysis on the data prior to loading.
A basic understanding of statistics is fundamental in the study of business. This course is designed to familiarize students with presenting and describing data, and calculating and using probabilities. Other concepts discussed are sampling methods and estimations, and regression analysis and correlation.
An understanding of financial mathematics is fundamental in the study of business. This course is designed to familiarize students with basic mathematics concepts such as exchange rates, indices, simple and compound interest, different types of annuities, mortgages, and business investment decisions.
This course conforms to the first of four courses leading to the Cisco Certified Network Associate (CCNA) designation. This course introduces the architecture, structure, functions, components, and models of the Internet and other computer networks. It uses the OSI and TCP layered models to examine the nature and roles of protocols and services at the application, network, data link, and physical layers. The principles and structure of IP addressing and the fundamentals of Ethernet concepts, media, and operations are introduced to provide a foundation for the curriculum. At the end of the course, students build simple LAN topologies by applying basic principles of cabling, performing basic configurations of network devices including routers and switches, and implementing IP addressing schemes.
This course conforms to the second of four courses leading to the Cisco Certified Network Associate (CCNA) designation. The course expands on topics covered in Cisco Networking Level 1 and examines new topics. The course describes the architecture, components and operation of routers and switches in a small to medium business environment. Students will analyze, configure, verify and troubleshoot the following using both IPv4 / IPv6 protocols and services: RIP, RIPng, OSPFv2, OSPFv3, ACLs, DHCP, NAT, PAT, Static / Dynamic routing, Inter-VLAN routing, Routing tables, Dynamic Trunking (DTP) VLANs, NTP and basic monitoring. By the end of this course, students will be able to recognize and correct common routing / switching issues. Basic procedural labs are introduced in each chapter. Students then perform basic configuration, implementation, and troubleshooting on provided equipment. Packet Tracer activities reinforce new concepts and allow students to model and analyze routing.
This course provides the skills and knowledge required to install, configure, and support network services on a Linux server. After installing a Linux server, students will learn how to administer and manage their own Linux-based network. Topics include administering users, securing the file system, configuring network connectivity, managing processes, configuring and managing printing, implementing remote connectivity, and implementing, configuring and managing a variety of network services such as DNS, DHCP, NFS, FTP, email and web services in a hands-on environment.
The Advanced Windows Server course allows students to explore the more advanced features of the Windows Server operating system. Topics covered include server installation options, command-line utilities and Powershell scripting for Active Directory maintenance, DNS, DHCP, client management, system monitoring and domain merges. Research, planning, troubleshooting and documentation are stressed through the implementation of group projects in which the students plan, design and implement a Windows network to support business needs. An emphasis is placed on the importance of professionalism and group work within the IT environment. The course is targeted towards participants who will be designing, installing and maintaining a Windows work environment.
This course provides the skills and knowledge necessary to perform server management tasks in a Windows and VMware environment. Students will learn how to administer and manage a Windows based network and a virtualized environment using VMware products. Topics include administering users, organizing and protecting the file system, installing and managing network clients, configuring DNS, implementing group policies, modifying and troubleshooting virtual machines. Students will learn how to perform these tasks using the GUI, CLI and Powershell.
This course introduces students to a wide range of security topics such as understanding attackers and their attacks, cryptography, web security, operational security, and security management. Emphasis will also be placed on policies and procedures with a focus on business continuity plans. Students will complete several labs using security software and hardware to enable them to secure a network.
This course conforms to the fourth and final course (in Cisco's current revision) leading to the Cisco Certified Network Associate (CCNA) designation. This course examines WAN technologies and services. Students will gain an understanding of selecting network devices and WAN technologies to meet business requirements. Configuration and troubleshooting of network devices is stressed. Students will develop the knowledge and skills needed to implement tunneling. Monitoring and securing networks is covered. Emerging network trends will be explored. Basic procedural labs are introduced in each chapter. The student then performs basic configuration, implementation and troubleshooting labs. Packet Tracer activities reinforce new concepts, and allows students to model and analyze routing processes.
This course conforms to the third of four courses (in Cisco's current revision) leading to the Cisco Certified Network Associate (CCNA) designation. This course covers redundant and scalable network design with appropriate hardware components. Students will plan, implement and troubleshoot Spanning tree to provide support for redundancy in the network. Students will also implement link aggregation to provide maximum bandwidth within the network. Gateway redundancy is introduced. Configuration, tuning and troubleshooting of single-area OSPF, multiarea OSPF and EIGRP are covered. Cisco IOS licensing and installation are examined. Basic procedural labs are introduced in each chapter. The student then performs basic configuration, implementation and troubleshooting labs. Packet Tracer activities reinforce new concepts, and allows students to model and analyze routing processes.
Learn and practice skills, attitudes, and behaviours that will help you to succeed in your professional career. You will reflect on your past and current learning so that you can confidently write about and discuss your skills and experiences. You will examine the role of culture on your personal and professional interactions. Most class time will be dedicated to group and class discussions.
You will improve your ability to confidently describe your skills in written and verbal form so that you can clearly convey your abilities to people in your network such as potential employers or clients. You will also continue to develop your intercultural, interpersonal, and academic skills through activities and discussions which encourage introspection, reflection, and teamwork.
Learn professional skills that will help you to succeed in your career. Reflect on yourself and your relationship with others, including your peers, in order to develop your self-awareness. Practice self-management skills such as prioritizing, time management, goal setting, and self-motivation. You will analyze case studies to learn more about giving and receiving feedback and managing conflict in the workplace. You will further enhance the ePortfolio which you developed in previous Professional Development courses.
Focus on developing skills in four main areas: intercultural competence, ethical reasoning, leadership, and client relationship management. You will do this through group and class discussions, role plays, analysis of case studies, and reflections. In addition, you will complete the ePortfolio that you have been creating in previous terms. Your ePortfolio will include artifacts which highlight your skills and reflections which describe your learning processes.
Industry Project provides real world experience in performing an ICT (Information/Communication Technology) project requiring cross-functional teamwork while meeting client requirements and providing deliverables agreed to in the project charter. Each project team will evaluate, analyze, plan, research, model, design, document, develop, test, and manage a project. Project requirements could include new development, research, or providing new functionality to an existing system. The course provides practice to further develop interpersonal, verbal, and written communication skills through teamwork and collaboration with project stakeholders. All team members will enhance their critical thinking, problem solving, research, independence, and life-long learning skills. After completion of Term 3 of the program students must complete Industry Project or Co-Operative Work Experience.
This course is a detailed study of project management techniques and issues related to the field of information technology with specific attention to addressing the challenges surrounding software development projects. Using methodologies defined by the Project Management Institute (PMI), the course examines the initiation, planning, control, and closure of projects within the highly dynamic framework of iterative and incremental development methodologies, including agile approaches. Major areas of focus will involve management of communications, human resources, time, procurement, financials, risk, and quality with a guiding principle to deliver results that meet deadlines, budgets, and stakeholder exceptions.
This course introduces students to a wide range of security topics such as understanding how attacks occur, who is attacking, cryptography, web security, policies and procedures, and understanding exploits. All topics will build on a foundation of ethics. Emphasis will be on real world examples of vulnerabilities and how they will be exploited.
This course builds on skills learned in the Web Development course. Students will also learn to employ technologies that run on a web server to create a rich and dynamic websites. Topics covered include creating dynamic web pages generated from data stored in a database, validating data submitted to the server from a web form and saving that data in a database, as well as maintaining session cookies to provide data persistence to clients accessing the website. The PHP scripting language and the MySQL relational database management system are used to learn server-side web development techniques.
This course provides an examination of the Ruby programming language and the Model-View-Controller (MVC) application design pattern. Learners will implement an e-commerce system using the Ruby on Rails web-programming framework as a course project. Coverage will also be given to server configuration, application deployment, source control and other contemporary web development topics.
Co-operative education integrates related on-the-job experience with classroom theory by incorporating a term of paid employment within the terms of academic study. Students are given the opportunity to practice and apply the skills gained during the first three semesters of their program as productive full time employees on their work term. Students are provided with an intense 4 week program of job search workshops to prepare them for the recruitment process. Placement of eligible students occurs in either January or May. Each work placement is a minimum of 16 weeks. Student performance will be monitored and evaluated by both the department and the employer. Each student will participate in a midterm review of their employment midway through the semester. After completion of term 3 students are required to complete the Co-Operative Work Experience or the Industry Project.
In your second year of the program, you must complete an experiential semester by undertaking either a co-operative education term or an industry project term.
Co-operative education integrates related on-the-job training with classroom theory by alternating terms of academic study and paid employment. Provided you have a minimum grade point average (GPA) of 2.0, you have the option of taking a four-month paid Co-op work experience term. The College makes every effort to secure work placements for all Co-op students. However, the College does not unconditionally guarantee a work placement to students who enrol in programs incorporating Co-op.
A Co-op tuition fee is charged to all students registered in a Co-op work term. Co-op fees cover work placement development, pre-employment instruction, and employment-related monitoring. You receive support from the coordinator in the work placement process and have the opportunity to apply for available Co-op work placements. Employment-related monitoring includes support and evaluation by the coordinator during and after the placement.
Industry project is available to students who choose an alternate experiential opportunity or have not obtained a Co-op position. The industry project is an academic semester where groups of students are matched with predetermined industry partners to address an industry problem. You will devote your entire semester to the development of this industry project.
An industry project fee is charged to all students registered in an industry project term.
You will be required to purchase a laptop computer with operating system for use throughout the program. Laptop and software specifications will be provided to you by the College after you are accepted into the program.
Do not purchase a laptop prior to receiving this information to ensure your laptop complies with program requirements.
The Business Information Technology (BIT) program will be utilizing a virtual desktop environment to provide students with access to any software packages necessary to complete the program. The College will also provide on-campus access to e-mail, College networks, Internet, and help desk support if you require assistance.
Credits to the program are granted for eligible high school courses.
The following universities offer credit for the Business Information Technology program.
Graduates may receive up to 30 credits towards a BSc (PD) or BSc (PD) with majors in Applied Mathematics, Computing Information Systems, or Human Science. For more information on block credit transfers, visit www.athabascau.ca/cgi-bin/credit_transfer.pl.
For more information, contact the Admissions department of the University of the Fraser Valley.
30 credit hours towards the Applied Computer Science degree. For more information, contact the Department of Applied Computer Science or Student Services at the University of Winnipeg.
This program has been accredited by the Canadian Processing Society's (CIPS) College Program Accreditation Council (CPAC). Completion of CPAC-accredited programs helps graduates to pursue the Information Systems Professional of Canada (I.S.P.) designation. More about CIPS and the professional certification program can be obtained at http://www.cips.ca or by calling 1-416-861-2477.
To graduate from Business Information Technology, all students must complete a total of 20 full-course equivalents (89 credit hours) within five years of the date of your initial enrolment. You are responsible for ensuring you take the appropriate courses to meet the requirements for graduation.
You must submit an application to graduate in your final term of study.
Graduates are highly regarded in the job marketplace combining technical skills, communication skills and practical business knowledge. Employment opportunities exist in developing both business and web applications, providing technical support to existing systems and applications and working with database applications. Small, medium and large companies from all different sectors are looking for IT specialists to work with and develop current and new technologies. Graduates are employed as consultants on their own or with consulting companies to assist companies with their technological requirements.
Within 3 – 4 years graduates can move on to supervisory and management positions such as Team Leader, Project Manager and Senior Programmer/Analyst.