Marketing Management Week 5

Strategic planning at the corporate level involves the formulation of strategies to achieve the corporate goals and objectives. Corporate goals and objectives are the specific goals or objectives that the company is striving to achieve to fulfill the corporate mission and vision. Examples of corporate strategies include product differentiation strategy which is employed by a company when the product or service launched to the market is something that does not exist yet in the market. At the division level, strategic planning involves the formulation of strategies to attain the divisional objectives and goals of the company. The company may be divided into functional divisions (marketing, finance, production, and human resource) which have functional goals and objectives. To reach these goals and objectives, the company devises strategic plans for each functional division. For instance, the company might have decided to use the just-in-time production strategy to attain the goal of reduced storage cost. Finally, strategic planning at the business unit level involves the formulation of strategies to achieve the goals or objectives of the strategic business units (SBUs). If the structure of the company is divided into product SBUs, for example, then as part of the strategic planning, the product SBU goals and objectives should be attained. Product SBU strategies may include promotional strategies to achieve product SBU goals like 100 percent increase in profit of a certain product line. (2) The marketing process involves conducting a situational analysis by considering the internal and external environment to determine the opportunities and threats the company may face. It also involves formulation of strategy by using the company’s strengths to exploit the opportunities and minimize threats and improve weaknesses (SWOT analysis). This would be followed by marketing mix decisions concerning the four P’s of marketing (product, place, promotion, and price). Finally, the marketing plan is implemented and adjusted in accordance to changes in consumer preferences. (3) A marketing plan includes a situational analysis to investigate the internal and external environment of the company. This involves conducting a company analysis where the goals and current capabilities (strengths and weaknesses) of the company are identified. This is followed by the presentation of market segmentation which involves identifying your market and how they can be divided into different groups of customers (segments). Through market segmentation, the company would be able to customize its approach to different market segments in order to satisfy the needs or preferences of each market segment. A marketing plan also includes a discussion of alternative marketing strategies. This part discusses the marketing strategies the company considered to employ before deciding to pursue the recommended strategy. Examples of alternatives marketing strategies include re-branding and discontinuing a product line. Finally, the marketing strategies for each of the four P’s of marketing (product, place, promotion, and price strategies) are discussed. (4) A thorough market research is imperative to effectively manage the marketing process the central focus of which is the market needs and preferences. Since the ultimate goal of the marketing process is to satisfy the needs and wants of the customers in order to maximize profit, a company needs to learn about all the details concerning its target market. Hence, the company has to conduct a market research on what would satisfy the customer’s needs and preferences. In this way, the company would be able to successfully manage the marketing process. This would also ensure that there is an existing market for the product. Â  An effective implementation of the marketing process would prevent the company from having financial losses due to bad investments. References Netmba.com (2007). The marketing process. Retrieved November 15, 2007, from http://www.netmba.com/marketing/process/ Quickmba.com (2007). Marketing plan outline. Retrieved November 15, 2007, from http://www.quickmba.com/marketing/plan/ Â  

Eriksons stage and the concept of multiple intelligences Essay

What would you do in a classroom situation with a student with a learning disability to prevent them from having poor self esteerm. Include Eriksons stage and the concept of multiple intelligences in your answer. A student with a learning disability is an urgent matter that a teacher should be concerned of. A child has the tendency to develop a low self-esteem within an academic environment whenever he or she will fail to deliver to the norms of the classroom. Erik Erikson’s theories of child develoment are imminent in this situation. A child’s ability to learn is developed through sporadic life stages in which a child’s logic and understanding is developed gradually. His culture influences the learning process as well. Such presumptions are formed by their interactions within their environment.   In his book, Childhood and Society, Erikson’s extension of the classical Freudian psychoanalytic concept surprised conventional Freudians. The book was about Erikson’s broad concept of dynamics of inner-outer interactions that provides   an insight of social sciences that concerns child development. A child is compelled to adapt and adjust to his environment due to the fact that the society will adjust for him. Most schools are bent on emphasizing the development and progress of rational intelligence as well as linguistic intelligence which is reading and writing. Though most children are adept in learning within at academic environment such as a classroom, some children are not used to adapting to a academic environment where they can thrive. These children are deemed to have learning disablility which halts the progress of their intelligence and further learning. Howard Garner’s multiple intelligence theory explains that by a broader outlook of education wherein instructors can use an alternative set of methodologies will enhance a child learning disability. Applying the theory of multiple intelligence in an academic environment will be subjective in nature due to the fact that cases will vary. It will differ from one teacher to another as well as one student from another. Yet a child will always compelled to adapt to his academic enviroment because the environment will not adjust for him. References: Coles, Robert. 1970. Erik H. Erikson: The Growth of His Work. Boston: Little, Brown. http://en.wikipedia.org/wiki/Multiple_intelligence#The_definition_of_intelligence .

Discuss Ji-li Jiangs conflict between her support of communist ideals Essay

Discuss Ji-li Jiangs conflict between her support of communist ideals and her support of friends and family - Essay Example Factories and businesses came to a halt. The break out of violence and injustice was becoming more and more common. And perhaps worst of all, families were being broken up, members were being forced to betray and turn on one another, former friends and neighbors were turning away and abandoning those who became victims of the chaos to their pitiful fate. Ji-li, the protagonist is a twelve year old 'golden girl' of Communist China. She is clever, pretty and popular in school. Her very name means 'lucky and beautiful' (Ji-li Jiang:1) in Chinese and it appears as though the careful thought paid by her parents in naming her predicted her fate accurately. She loved China and the Communist party. 'Heaven and earth are great, but greater still is the kindness of the Communist Party; father and mother are dear, but dearer still is Chairman Mao' (Ji-li Jiang:2) However, all of this disappeared like a shattering window when Chairman Mao' Cultural Revolution turned everything Ji-li held dear onto its head. One of the central targets of the new regime was the idea of the 'four olds' (Ji-li Jiang :28-29) which China's society must be purged of. The things that used to be respected and valued have become things of ridicule. When her family is targeted and her home ransacked, Ji-li realizes that her place in the world has changed completely. Everything she used to be proud of has become a liability to be ashamed of and to hide. Even her family, which used to occupy the center of her life and form the foundation of her belief and support of the Communist ideology is now a great danger to her wellbeing. Her family is a firm part and example of the 'four olds,' old ideas, old cultures, old customs and old habits. Being part of this family and this class makes Ji-li a target and a victim in the new society. Evidence of her paternal grandfather's past reveals him, and thus his whole family, as 'filthy capitalists' and perhaps worse, as landlords. In the context of China's economic history, this revelation is a disaster. For the next three years her family become outcasts. They are labeled as members of tainted class. Ji-li and her siblings, being the children of capitalists and full members of their class become 'black whelps' and are spared none of the hardships and tortures of the rest of their family. They become pariahs, reviled by friends and neighbors, with no where to go and no one to turn to. While her mother's health deteriorates and her family begins to collapse all around her, Ji-li's father is taken to prison and the family become even more condemned and isolated. The ugly characteristics of the new regime, that causes students to renounce unpopular teachers and parents to fear their own children's condemnation become ever more apparent. (Ji-li Jiang:265-272 epilogue) In a strange way however, this trial of her family, brings Ji-li closer to her family than she ever could have become had none of it happened. She is marked as a member of her family, and must bare this mark everywhere she goes and with everyone she meets. The situation is analogous to that of the Jews during the holocaust who reported becoming more Jewish and having their identity cemented by the ordeal and common hardship they experienced together. Ji-li know's she is a part of her family in a way perhaps more real than most people ever experience. She is

XBIS ASSIGNENT WK6 Essay Example | Topics and Well Written Essays - 750 words

XBIS ASSIGNENT WK6 - Essay Example In fact, Club IT is now selling advance tickets for Friday and Saturday night concerts online. However, it is quite clear that only a few nightclubs have ventured in e-commerce activities. Hence, there is an opportunity to maximize this initiative in the nightclubs for a better competitive advantage and efficiency in the business. Indeed, there are wide opportunities to streamline the ordering process via Business-to- Business e-commerce. There are various project development methodologies. However, before choosing any methodology it is advisable to devise a workable plan to analyze the expected costs and benefits of the available methodologies. Actually, information systems are dependent on organizational planning in relation to its performance as compared to other business competitors. As such, a cost- benefit analysis is fundamental for any project development methodology. We have five project development methodologies that include buying the applications, developing them, leasing them, outsourcing them, using open-source software, or using software-as-a-service (Rue & and Byars, 2006). I opt to use the leasing method as the backbone of my analysis on Club IT. Club IT is a Small- medium enterprise, which can hardly afford major investments in IT software. Hence, the leasing methodology will be suitable for it. Since the company would prefer software that will cover its requirements, the lease methodology will avai l to the company the software with dominant features which will save Club IT both time and money in developing. In evaluating the methodology, Club IT can apply the 80/20 rule that will enable the company to customize its system in case of technological advancements. Additionally, since Club IT is a Small- medium enterprise, it has inadequate supply of IT personnel to develop customized IT applications befitting the company,

Terrorism and its effects Essay Example | Topics and Well Written Essays - 1500 words

Terrorism and its effects - Essay Example mber 11th, 2001 but the roots of it go back a long way in the Seventeenth century and terrorism one way or the other, on perhaps a bigger or a smaller scale was taking place in different parts of the world in the name of religion, sects and creed since then. ‘Terrorism’ has been referred to as ‘Extremism’ a gazillion times and perhaps that definition given to it can be considered because it defines the mindset behind it and the reasons why it is employed. Human life is of no value under the mindset of an individual who has been brainwashed with such intensity that he is convinced to relinquish his own life along with others. Carnage can never be the best vengeance or perhaps a way to prove the dignity of any religion because every religion promotes peace and conservation of Human life in the best way possible. Sometimes it’s even hard to make out what this concept holds for us in reality besides bloodshed and fear; nevertheless what’s worth looking into is the motive of these people who become a part of this horrid world (Linden, 2006). Terrorism in the most apparent manner has taken place globally in the form of Bomb blasts, which are also categorized into many forms such as suicide bombing and planted bombs with detonators which gives the terrorists an open opportunity to press the button to immense carnage bearing in mind the right time and place while having a particular target. After the horrific attacks that took place in New York, an active response was given back to ‘Terrorism’ in the form of ‘War on terrorism’ led by the United States of America and the purpose of which is to fight back with all the courage and to do whatever it takes to eradicate terrorism and related crimes. Many leading countries are now a part of the ‘War on Terrorism’ in order to face the challenges and primarily to save humanity from such ugly theories and viewpoints becoming reality (Halper & Clarke, 2004). Terrorism, over the years has been able to affect

Future of nursing from IOM report Essay Example | Topics and Well Written Essays - 1000 words

Future of nursing from IOM report - Essay Example Barrier removal will help in the optimization of the ability of nurses to lead change (â€Å"The Future of Nursing: Leading Change, Advancing Health - Institute of Medicine†, n.d.). In the report carried out, four important points were identified, and they helped in structuring a discussion for the sanctions. In the identified messages, they pointed out that the nurses should practice according to their education and training to the full extend. Besides this, they also mentioned that high levels of training and education should be attained by the nurses through an education system which is improved and that which provides an academic progression that is unified. They also mentioned that there should be formation of a full partnership by the nurses with the physicians together with other health professionals in the process of redesigning healthcare in America. Finally, they identified that there is requirement for improved information infrastructure and better collection of data, to ensure effective planning and workforce policy making (Nursing, 2011). Moreover, the report provides sanctions which gives suggestion actions at the national level, state level and local level. These sanctions are aimed at achieving the important points which were recognized in the report, that are necessary for the improvement of the future of nursing. Important sanctions were made for the transformation of education, leadership and practice. In the education transformation, there should be an increment in the percentage of nurses having a baccalaureate degree, by 2020 there should be double the number of nurses having doctoral degrees, and the nurses should engage in lifelong learning. In the transformation of practice, the scope of practice barriers should be removed. Leadership transformation sanctions included: the opportunities for collaborative improvement efforts to be led by nurses should be expanded and nurses should be prepared and enabled to lead

Newtons Law of Motion Assignment Example | Topics and Well Written Essays - 1000 words

Newtons Law of Motion - Assignment Example Where the gram mass is taken to be 0.001kg. Generally, force is the agency to make a change. Mechanically, a force is anything that changes an object’s velocity. Force is characterized as a vector quantity this is because it has both direction and magnitude. An external force, on the other hand, is a force whose source is off the considered system. The Net External Force that acts on the object the acceleration of the object in the force’ direction. The acceleration is directly proportional to force and indirectly proportional to mass. The SI unit of force is Newton. One Newton is defined as the resultant force that gives a one-kilogram mass an acceleration equivalent to 1m/s^2. A pound is equivalent to 4.45N. Newton’s First Law states that â€Å"An object at rest will remain at rest; an object in motion will continue in motion with constant velocity, except insofar as it is acted upon by an external force† (Bradner & Susskind, 2006). Force is defined as the changer of motion. Meaning that there is a conventional tendency of an object to maintain its current position. All objects tend to resist changes in their current motion state. When the unbalanced force is absent, the object in a moving motion will maintain its motion state. Conversely, Newton’s Second Law was framed based on the momentum concept. Therefore, it is the net force F, that acts on the object with a mass m is zero, the object will accelerate in the force direction. The acceleration is proportional to force and indirectly proportional to object mass. With force in Newton’s, mass in kilograms, and acceleration in m/s^2, the relationship between the three variables is written as When the forces applied to an object are the elements of the external force that acts on the object. It is common knowledge that heavy objects need more force to move similar distance as the lighter objects.  

Hinduism interview Essay Example | Topics and Well Written Essays - 750 words

Hinduism interview - Essay Example In this case, the Hindus are able to remain bound to their religious believes, and respect others regions due to their selfless services. Realization of truth occurs through devotion to certain aspects of supreme reality, and this is attributed to worshiping Gods such as Krishna and Goddesses such as Durga (Verma, Inamdar & Kumar, 2009). Hinduism has shaped people’s lives by encouraging practices of self-analysis, meditation and selfless service. Moreover, this religion facilitates a significant belief that leads to dependence to God. Hindus worship Krishne as their main God since there are millions of Gods in Hinduism. There are religious and cultural foods requirements in Hinduism, whereby people make provision of various sources of foods that are culturally appropriate. However, there is open mindedness of Indian people concerning the influence by various cultures and religions; for instance, a man may eat meat by his wife may not eat this kind of food. Hinduism does not prohibit eating meat, though there is a notion that no living thing has equal live to live; thus, people should not kill animals (Verma, Inamdar & Kumar, 2009). Therefore, most of the Hindus are vegetarians, while others have found a necessity of eating eggs and fish occasionally in the contemporary urban Western life. Nevertheless, Hindus are fond of serving rise and tea at their every meal, while numerous Indian have adopted Western style meals, which they take for breakfast, lunch and conventional meals for dinner. Nonetheless, some of the meals they take include unleavened wheat bread, vegetables, curries, yogurt-based food and fruits. According to Verma, Inamdar & Kumar (2009), karma is discussed by Hindu scriptures as a law of cause and effects, thereby facilitating creation of destiny through their thoughts, dealings and expressions. There is a conviction that illness and other health

Initiation Essay Example | Topics and Well Written Essays - 750 words - 1

Initiation - Essay Example Theseus sends his illegitimate son, Hippolytus to live in Troezen with his great-grandfather where he expected his stepson to inherit the rule of Troezen. Hippolytus only worshipped Artemis, the goddess of hunt, and failed to acknowledge the other gods. This angered the other gods in particular Aphrodite, the goddess of love. As a result Aphrodite plots Hippolytus’s death by making Phaedra, his step-mother, to fall in love with him (Gieseler 17). Aphrodite causes Phaedra to desire Hippolytus but her stepson is chaste. Hippolytus refuses the advances of his stepmother, who ultimately commits suicide because of this rejection. In her suicide letter to her husband Theseus, Phaedra accuses his stepson of raping her. After reading the paper, Theseus curses his stepson and the curse ultimately leads to his death. Hippolytus as a prince was expected to undergo an initiation process in order to become a member of Pandion’s land. It was during this solemn mystic rite event that her stepmother, Phaedra notices him and develops intimate feelings for him; influenced by the power of Aphrodite In the mythological essence, Hippolytus has no major character flaw that might make him the protagonist of this poem. His only mistake is turning down the advances of his stepmother, in a bid to stick to his chaste principles. His death is tragic, in the very least, but he lacks a major character flaw that led to the downfall of renowned protagonists such as Brutus (Gieseler 24). His father, on the other hand, is blinded by revenge and curses his son. Hippolytus is cursed by people he dearly loved, Theseus, for a sin he never committed. The death of Hippolytus does not fit death of a child motif. His father asked, â€Å"Woe is me! Is it a child’s life death robs me of?† (Gieseler 21). Death of a child motif is always applicable when a child dies without his or her parents’ involvement. However, in the play, Theseus’s curse on his son leads to his death. Hippolytus

Orangutan's diet Essay Example | Topics and Well Written Essays - 1500 words

Orangutan's diet - Essay Example Orangutans are known to be solitary but occasionally aggregation form particularly in enormous large fruiting fig trees. The individual Orangutans tend to compete as the scramble for food. Therefore, the paper will partly study the kind and strength of food competition in huge fig trees amongst the Orangutans and also probe the impacts of fruits seasonality on the changes in diets and energy balance amongst these wild Sumatran Orangutans to help understand the diet of Orangutans. Studies have shown that over 50 percent of Orangutans diet is composed of fruits hence earmarked as frugivorous. Also, their diet is composed of young leaves approximated to be about 25%, as well as barks and flowers rated at 10%. Moreover, Orangutans diets have also been uncovered to contain about 5% of insect primarily ants, pupae, crickets, and termites. The studies have also pointed out the wild Orangutans are selective and opportunistic. Therefore, during the emergence of tasty and nutritious insects, O rangutans feed all day on them (Nellemann, United Nations Environment Programme & GRID—Arendal, 2007, 34). In case of unavailability of fruits and insects, previous studies have observed that Orangutans feed on trees barks and leaves that are less in nutrition to avoid starvation. Moreover, wild Orangutans have been noted to learn to feed on hundreds of various food types as youngsters through observing their mothers while being permitted to take foods from the mouth and hands of their respective mothers. This study seeks to investigate  and understand the Orangutans’ diet. The study will help the researcher to understand precisely what constitutes these primates diet. Moreover, the study will add knowledge to the already knowledge about these primates. Further, the study will help the researcher develop insights into changes in Orangutan caloric intake, energy balance, and ketones in

Historical Investigation Essay Example for Free

Historical Investigation Essay Assess the impact of the period from 1969 1982 on the IRA/Sinn Fein and their development into a significant political force in Northern Ireland Assess the impact of the period from 1969 1982 on the IRA/Sinn Fein and their development into a significant political force in Northern Ireland During the period from 1969-1982 both the IRA and Sinn Fein underwent significant change. Sinn Fein moved from a fringe role, in the nationalist movement of Northern Ireland, to a dominant political position. During a time of intense violence in the region an internal discussion was taking place, deliberating on the value of armed resistance versus political engagement. The ideals that rose out of this transformed the movement and laid the basis for the central role it would play in the eventual Good Friday Agreement of 1998. The re-emergence of the nationalist movement led to the rise and resurrection of groups such as the IRA. Naturally this caused much tension, and incidences of violence began to rise. Acts of exceptional protest showed the incomparable power of politics over violence and led to international recognition of the issue. Ultimately Sinn Fein developed into one of the most powerful political forces in Northern Ireland. After years in the dark the nationalist movement began to rapidly gain momentum when the Belfast Troubles began in 1969. The IRA had been deeply divided since 1921 when Dail Eireann chose to ratify the Anglo- Irish treaty. The treaty established the autonomous Irish Free State whilst the province of Ulster remained under the direct control of the United Kingdom. Despite the fact that IRA member Michael Collins had played a role in writing the treaty there was still a major difference of opinion between members of the IRA.1 They were divided between those who were for the establishment of the Free State and those who believed it was illegitimate and illegal. The Split over the treaty led to the Irish Civil War from 1922-3. Many of the opposing leaders had been close friends and comrades during the Irish War of Independence. The civil war split the IRA and this rift would continue to haunt Irish politics for many years to come. In the 1960s the IRA was further marginalised as it came under the influence of left wing thinkers. This caused a split between the factions of the IRA based in Dublin and Belfast.2 In 1969 the wounds of old were once stirred again when Northern Ireland was rocked by bloody sectarian rioting. The bloodiest rioting was in Belfast where seven people were killed and hundreds injured.3 Violence escalated sharply after these events and new paramilitary groups came into existence on either side of the conflict. The Provisional IRA received an upsurge in membership. It was from here that The Troubles, one of the most infamous periods in Irish history began. The violence was characterised by armed campaigns of paramilitary groups. Conflict hit the streets and many innocent people were often attacked. Alongside the violence there was deadlock between the major political parties of Northern Ireland over how the province would be administered and governed. 1972 saw an explosion of political violence in Northern Ireland in which many people lost their lives. The nationalist community saw the Provisional IRA as their defenders, who began an armed campaign in reaction to loyalist provoked violence. During this period the party Sinn Fein had no interest in electoral politics.4 They voiced the need for military opposition to British rule in Northern Ireland. They gained control of the Republican movement and began to focus on flooding nationalist propaganda throughout Northern Ireland. Membership began to skyrocket as anti-British sentiment ran rife. The Republican political party Sinn Fein built the foundations for a movement which in ten years would expand to have branches in every town in Ireland. Atrocities by loyalists and British forces themselves were used to justify the IRA as a movement and inspired many to stand up and fight for the cause they all believed in. On 30 January 19725 in the city of Derry, Northern Ireland border, perhaps one of the largest single atrocities of the Troubles period occurred. During a Northern Ireland Civil Rights Association march in the bogside area of the city members of the 1st Battalion of the British Parachute regiment opened fire on many unarmed protestors. Twenty seven people are known to have been shot and fourteen of those were killed with at least five of the latter confirmed as being shot in the back. 6 Witnesses, including bystanders and British journalists, testify that all those shot appeared to be unarmed. Many individual atrocities occurred that day witnessed by hundreds of people. Eye witness Michael McCallion testified that A fellow came out with a white flag, no sooner had he done this when the middle of three British soldiers pulled the trigger and shot him through the head.I have witnessed this as God is my judge and I say that it was cold blooded murder.7 Testimonies such as this confirm the extreme acts of violence the British committed unnecessarily on that day. One paratrooper who gave evidence testified that they were told by an officer to expect a gunfight and we want some kills.8 The reason for the uproar over such killings was the British soldiers were essentially not an occupying force but a measure of peace between nationalist and loyalist paramilitary groups. As Catholic Bishop of Derry Edward Daly commented What really made Bloody Sunday so obscene was the fact that afterwards at the highest level British justice justified it.9 Acts such as this by official British forces reaffirmed the belief of many that the British Government was still the real enemy and behind the problems that continued in Northern Ireland. This justified the cause of the nationalist movement and subsequently the IRA and Sinn Fein as well. Both organisations had now developed a strong following throughout the Republic and Northern Ireland. Whilst such occurrences did cause much suffering and pain they proved useful to both the IRA and Sinn Fein in acquiring widespread support for the movement. Sinn Fein and the IRA were not officially linked but both strived for the same goal. The Provisional Irish Republican Army was a paramilitary organisation that considered itself a direct continuation of the IRA that had fought in the Irish war of Independence.10 Its stated objective was to end British rule in Ireland and withdraw Northern Irelands status as part of the United Kingdom. The Provisionals advocated for armed defence of Catholic communities in the north and an offensive campaign to end British rule. As the violence in Northern Ireland steadily increased the IRA began to call for a more aggressive campaign against British loyalists. Sinn Fein was a political party of the Republican movement. It was formed in 1970 but has traces back to the original party founded in 1905.11 The party is believed to be directly associated with the IRA. Both Sinn Fein and the IRA played different but converging roles in the war for liberation. Whilst the movements were not officially linked it was widely thought that they were different faces of the same movement. In 2005 the British Government stated We had always said all the way through that we believed the IRA and Sinn Fein were inextricably linked and that had obvious implications at leadership level.12 Throughout the early seventies there was much internal argument between factions of the IRA and Sinn Fein over whether their movements primary role should chiefly military or political, although both groups viewed Britain as a colonial occupier and therefore viewed the political process as illegal. Until 1973 Sinn Fein had little interest in politics as the party was still deemed illegal by the British Government. Political activity began in 1973 when Sinn Fein opened the Republican press centre on Falls Road. In 1973 the first attempt at negotiations to resolve the situation led to the Sunningdale Agreement, which devised a power sharing system in the Northern Ireland Assembly, Although this did no include Sinn Fein and quickly collapsed under pressure from loyalist strikes.13 In May 1974 British secretary of State Merlyn Rees legalised Sinn Fein as a political party.14 This was perhaps the beginning of tacit recognition by the British Government that negotiations were only meaningful if they were directly with the IRA. Whilst local politicians such as John Hume, of the Nationalist Party, were respected they did not command enough power to have any effect. Secret meetings between Provisional IRA leaders Ruairi OBradaigh and Billy McKee with Secretary of State for Northern Ireland Merlyn Rees resulted in a ceasefire which began in February 1975.15 The truce proved to be disastrous for the IRA; leading to infiltration by many British informers into their ranks. After a build up of tensions and a series of sectarian killings the ceasefire broke down in January 1976.16 It was clear that the original aims of the IRA leadership for a quick military victory were receding. It was acts of violence by British authorities that justified the military side of the movement and ensured tensions would continue for years to come. As Sinn Fein began to move into the political process so did many former revolutionaries and IRA members. One such person was Gerry Adams; after being in prison for alleged IRA membership17 he turned himself in a new direction a moved towards the political process. In 1978 he was elected as the vice president of Sinn Fein. This most likely came as a result of the realisation by many senior figures that it was becoming more and more unlikely that a military victory could be achieved. Whilst significant events such as Bloody Sunday lead to anti-British sentiment to sky rocket many turned away from violence and embraced the political system. Protests by a number of imprisoned IRA members in Long Kesh gaol showed the power of political tactics, leading to the dominance of Sinn Fein as a political force. The 1981 hunger strike was the climax of a five year protest by Republican prisoners in Northern Ireland. The protest originally began in 197618 when the British Government removed its special category status for convicted paramilitary prisoners. This status had provided them with Prisoner of War privileges as specified in the Geneva Convention.19 Prisoners did not have to wear prison uniforms, do prison work and were allowed to be housed within their own paramilitary factions. They were also entitled to receive extra food parcels and have extra visits. When these rights were removed by the British Government, as recommended by the Gardiner Committee20, the prisoners began a protest to gain them back. It started with a blanket protest in which prisoners refused to wear uniforms but instead wrapped themselves in prison blan kets; they stated that they were not criminals but political prisoners. In 197821 the dispute escalated into a dirty protest in which prisoners refused to wash and covered their cell walls with excrement. In 1980 the first hunger strike took place but to no avail ending after 53 days.22 The second strike in 1981 is perhaps one of the best know instances of protest throughout the campaign. The strike was lead by former IRA Officer Commanding in the prison, Bobby Sands.23 At the beginning of the strike there was little progress and it didnt receive much outside support. But after five days the strike received a much needed boost; the Independent Republican MP for Fermanagh and South Tyrone died and a by-election was called to appoint his replacement. It was decided that Bobby Sands would stand against the Ulster Unionist Party candidate Harry West.24 On 9 April 1981 Sands won a narrow victory and was elected to the British House of Commons.25 The victory attracted worldwide attention and thousands of media personnel descended on Belfast. On the sixty sixth day of the hunger strikes, May 5, Sands died causing riots across Northern Ireland. One hundred thousand people lined the route of his funeral a few days later.26 In the weeks after Sands death three more hunger strikers died,27 and another by-election had to be held for the seat of Fermanagh and South Tyrone. Due to the fact that the British Government had rushed through the Representation of the People Act,28 which meant prisoners serving more than one year could not run for parliament, so Sands election agent Owen Carron had to run instead. He claimed a similar victory gaining a larger percentage of the votes. The success of hunger strike created a firm platform for Irish republicanism and paved the way for the formal entry of Sinn Fein into electoral politics the following year. It was also around this period that the British Government began reforming its policies in relation to the IRA and Sinn Fein. They now viewed Sinn Fein as a legitimate political movement who would be included in official negotiations. The achievements of the hunger strikers proved the power of political activism as opposed to violence; they also exposed the falseness of the British Governments claim that the Republican movement had no support. The events of 1969-82 transformed the Republican movement from a violence orientated force to a significant political force. As Sinn Fein began to grow as a political force the IRA slowly, and with considerable internal difficulties, changed its ways. This eventually paved the way for an official ceasefire in 1994. Their agreement to decommission their weapons meant that Sinn Fein was allowed to come to the negotiation table and play a significant role in the Good Friday agreement of 1998. That agreement resulted in a devolved power sharing structure of self government for Northern Ireland, whilst it still remained within the United Kingdom.29 In 2007 Martin McGuiness of Sinn Fein was appointed deputy first minister and held equal power alongside Ian Paisely of the DUP in the Northern Ireland Assembly Government.30 From the split in the nationalist movement in 1969 to its reemergence throughout the seventies, alongside the IRA, there was much change. Events such as Bloody Sunday increased the military overtone of the movement but ultimately peaceful political power prevailed. Acts such as the 1981 hunger strike proved the power of political protest as compared to violence. Ultimately Sinn Fein grew into a legitimate political party and as of 2009 they became the largest party in Northern Ireland following European Parliamentary elections.31 _______________________________________________________ Bibliography Literary Sources English, Richard (2003), Armed Struggle: The History of the IRA, Pan Books, Stuttgart, Germany ________________________________________________________________________ Geraghty, Tony (2000), The Irish War: The Hidden Conflict Between the IRA and British Intelligence, The Johns Hopkins University Press, Maryland, USA ________________________________________________________________________ Hastings, Max (1970), Ulster 1969 The Fight for Civil Rights in Northern Ireland, Victor Gollancz LTD, London, United Kingdom ________________________________________________________________________ McEvoy, Kieran (2001), Paramilitary Imprisonment in Northern Ireland: Resistance, Management, and Release, Oxford University Press, Oxford, United Kingdom ________________________________________________________________________ Moloney, Ed (2002), A Secret History of the IRA, Penguin Books, New Jersey, USA ________________________________________________________________________ Mullan, Don (1997), Eyewitness Bloody Sunday The Truth, Wolfhound Press, Dublin, Ireland ________________________________________________________________________ OBrien, Brendan (1995), the Long War, the IRA and Sinn Fein, Syracuse University Press, New York, USA ________________________________________________________________________ Electronic Sources BBC (2009), on this day 9 Decmeber1973 (online), BBC, London, United Kingdom. Available from http://news.bbc.co.uk/onthisday/hi/dates/stories/december/9/newsid_2536000/2536767.stm (Accessed 26 July 2009) ________________________________________________________________________ BBC (2009), Profile: Martin McGuinness (online), BBC, London, United Kingdom. Available from http://news.bbc.co.uk/2/hi/uk_news/northern_ireland/1303355.stm (Accessed 29 July 2009) ________________________________________________________________________ CAIN Web Service (2009), A chronology of the conflict (online), University of Ulster, Belfast, United Kingdom. Available from http://cain.ulst.ac.uk/othelem/chron/ch76.htm (Accessed 27 July 2009) ________________________________________________________________________ Lord Gardiner (1975), Report of a Committee to consider, in the context of civil liberties and human rights, measures to deal with terrorism in Northern Ireland Extract (online), University of Ulster, Belfast, United Kingdom. Available from http://cain.ulst.ac.uk/hmso/gardiner.htm#1 (Accessed July 28 2009) ________________________________________________________________________ McClean, Raymond, The Road to Bloody Sunday Extracts (online), University of Ulster, Belfast, United Kingdom. Available from http://cain.ulst.ac.uk/events/bsunday/mcclean.htm (Accessed 28 July 2009) ________________________________________________________________________ National Archives of Ireland (no date), Documents on Irish Foreign Policy Series: text of the Anglo-Irish Treaty (online), Irish Government, Dublin, Ireland, Available from http://www.nationalarchives.ie/topics/anglo_irish/dfaexhib2.html (Accessed 1 August 2009) ________________________________________________________________________ Prime Ministers Office (2005), Briefing from the Prime Ministers Official Spokesman on: Anti Terror Law, President Bush/EU, Foreign Doctors in NHS, Hunting and Northern Ireland (online), British Government, London, United Kingdom, Available from http://www.number10.gov.uk/Page7148 (Accessed 29 July 20090 ________________________________________________________________________ Sinn Fein Official Website (2009), History made Sinn Fein is now the largest party in the six counties (online), Belfast, United Kingdom, Available from http://www.sinnfein.ie/contents/16580 (Accessed 29 July 2009) ________________________________________________________________________ University College Cork (2009), Multitext project in Irish History Movements for Political and Social Reform, 1870 1914 (online), University College Cork, Cork, Ireland, Available from http://multitext.ucc.ie/d/Ireland_politics__administration_1870-1914#12TheFirstSinnFeacuteinParty (Accessed 25 July 2009) ________________________________________________________________________ 1 National Archives of Ireland, Documents on Irish Foreign Policy Series: text of the Anglo-Irish Treaty, n.d, http://www.nationalarchives.ie/topics/anglo_irish/dfaexhib2.html (1 August 2009) 2 Moloney, Ed (2002), A Secret History of the IRA, Penguin Books. p. 246 3 English, Richard (2003), Armed Struggle: The History of the IRA, Pan Books. p. 136 4 OBrien, Brendan, the Long War, the IRA and Sinn Fein (1995) 5 Moloney, Ed, A Secret History of the IRA. p. 80 6 McClean, Raymond, The Road to Bloody Sunday Extracts, 1997, http://cain.ulst.ac.uk/events/bsunday/mcclean.htm (28 July 2009) 7 Mullan, Don, Eyewitness Bloody Sunday The Truth, Wolfhound Press 8 Geraghty, Tony, The Irish War: The Hidden Conflict Between the IRA and British Intelligence, unknown p. 65 9 Mullan, Don, Eyewitness Bloody Sunday The Truth 10 Moloney, Ed, A Secret History of the IRA. p. 432 11 University College Cork, Multitext project in Irish History Movements for Political and Social Reform, 1870 1914, 2009, http://multitext.ucc.ie/d/Ireland_politics__administration_1870-1914#12TheFirstSinnFeacuteinParty (25 July 2009) 12 Prime Ministers Office, Briefing from the Prime Ministers Official Spokesman on: Anti Terror Law, President Bush/EU, Foreign Doctors in NHS, Hunting and Northern Ireland, 21 February 2005, http://www.number10.gov.uk/Page7148 13 BBC, On this day 9 Decmeber1973, 2009, http://news.bbc.co.uk/onthisday/hi/dates/stories/december/9/newsid_2536000/2536767.stm (26 July 2009) 14 Moloney, Ed, A Secret History of the IRA 15 Moloney, Ed, A Secret History of the IRA 16 English, Richard, Armed Struggle: The History of the IRA, p. 136 17 Moloney, Ed, A Secret History of the IRA p. 140. 18 McClean, Raymond, The Road to Bloody Sunday Extracts 19 McEvoy, Kieran, Paramilitary Imprisonment in Northern Ireland: Resistance, Management, and Release, Oxford University Press 20 Lord Gardiner, Report of a Committee to consider, in the context of civil liberties and human rights, measures to deal with terrorism in Northern Ireland Extract, 1975, http://cain.ulst.ac.uk/hmso/gardiner.htm#1 (July 28 2009) 21 CAIN Web Service, A chronology of the conflict, 2009, http://cain.ulst.ac.uk/othelem/chron/ch76.htm (27 July 2009) 22 CAIN Web Service, A chronology of the conflict 23 English, Richard, Armed Struggle: The History of the IRA p. 196 24 Moloney, Ed, A Secret History of the IRA p. 211 25 CAIN Web Service, A chronology of the conflict 26 CAIN Web Service, A chronology of the conflict 27 CAIN Web Service, A chronology of the conflict 28 CAIN Web Service, A chronology of the conflict 29 CAIN Web Service, A chronology of the conflict 30 BBC, Profile: Martin McGuinness, 2009, http://news.bbc.co.uk/2/hi/uk_news/northern_ireland/1303355.stm (29 July 2009) 31 Sinn Fein Online, History made Sinn Fein is now the largest party in the six counties, 2009, http://www.sinnfein.ie/contents/16580 (29 July 2009)

Multi Agency Benefits For Children And Families

Multi Agency Benefits For Children And Families †¦ there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families The local authority and government agencies have been working together for a long time and not entirely new practice. Jones and Leverett quote However, the drive towards integrated working which includes the entire childrens workforce (that is, every individual who works, on an employed or voluntary basis, with children and their families across sectors such as health, education, early years and childcare, play work, social care, police, youth support and leisure services) under the interagency umbrella is a more recent and ambitious innovation (Jones and Leverett, 2008 pg 123) Multi-agency working can be analysed using three primary policy contexts. First, the context of influence, where policy discourses are constructed and key policy concepts for example, partnership or multi-agency working are established. Second, the context of policy text production, or the documents that represent policy (Jones and Leverett, 2008 pg 125). These are usually expressed in language which claims to be reasonable and for the general public good (Bowe et al., 1992). They include texts such as the SEN Code of Practice (DfES, 2001) or the new Working Together to Safeguard Children guidelines (HM Government, 2010). Such texts are then responded to within the context of practice, or what actually happens on the ground for example, schools, childcare or health settings as a result of a particular policy. (Jones and Leverett, 2008 pg 125) Jones (2000) added a sixth context, the context of hidden values. This means positive effect outcomes on policy; such as, legislation that promotes interagency cooperation in childrens services. They aim to protect childrens welfare and improve wellbeing. However, Jones suggests that there may be a range of hidden meanings and outcomes. At a central level, policy can be cleverly constructed to disguise a particular set of intentions, values and beliefs. Intentionally or otherwise, policy may be a wolf in sheeps clothing (Jones, 2000) There is also evidence that practitioners construct their own meanings related to policy, whether these are intended or not. Commenting on the tendency of policy makers to centrally design forms, e-templates and assessment tools. (Jones and Leverett, 2008 pg 126) Both, Garrett (2006) and Axford et al. (2006) note how these are sometimes resisted by practitioners because they are perceived as exerting central control over hitherto fairly autonomous areas and suspected of being a cost-cutting device (Axford et al., 2006, p. 172). Consequently, policy could actually sustain or create circumstances that maintain or exacerbate problems. Rather than being a solution to the perceived problem, the interaction between policy and practice may cause a new set of problems. (Jones and Leverett, 2008 pg 126) The key point is that policy is at three levels local, front line and central. At central level the ideas are made concrete and then articulated nationally and locally. At the time the policy enters the workforce such as schools, practitioners perceptions can consequently be affected. The question is: to what extent is the vision enshrined in central policy on multi-agency working likely to change as it travels on its journey from central government to individual practitioner? (Jones and Leverett, 2008 pg 126) Governments have a tendency to construct their vision for policy as a statement of aims or intended outcomes. Sometimes the vision is embedded within a wider framework; for example, governments in Scotland, Wales and Northern Ireland (Jones and Leverett, 2008 pg 126) In England, childrens wellbeing was defined as the five mutually reinforcing outcomes originally presented in the Every Child Matters Green Paper (DfES, 2003, p. 6): SHEEP is an acronym that stands for: S Stay safe H Healthy E Enjoy and achieve E Economic wellbeing P Positive contribution The next steps is to translate these visions into learning which can be implemented into practice by people working in such sectors. The five outcomes were integrated into the development of the common core skills and knowledge for the childrens workforce (DfES, 2005) consisting of: Effective communication and engagement with children, young people and families Child and young person development Safeguarding and promoting the welfare of the child Supporting transitions Multi-agency working Sharing information. (DfES, 2005) Despite variations, the UK government agreed that all children will benefit from closer working between practitioners and agencies. The Common Assessment Framework (CAF) is a key part of delivering frontline services that are integrated and focused around the needs of children and young people. The CAF will promote more effective, earlier identification of additional needs, particularly in universal services. It is intended to provide a simple process for a holistic assessment of a childs needs and strengths, taking account of the role of parents, carers and environmental factors on their development (ECM, 2008). The CAF form is designed to record and, where appropriate, share with others, assessments, plans and recommendations for support. Section 11 of the Children Act 2004 places a statutory duty on key people and bodies to make arrangements to safeguard and promote the welfare of children. (HM Government, 2004) The ECM states all agencies are required to have: Senior management commitment to the importance of safeguarding and promoting childrens welfare A clear statement of the agencys responsibilities towards children, available for al staff Safe recruitment procedures in place Effective inter-agency working to safeguard and promote the welfare of children Effective information sharing (ECM, 2008) The rationale for the CAF is to help practitioners develop a shared understanding of children, which avoids families repeating themselves to all other agencies. The CAF helps to develop a common understandings of what needs to be done and how. Do not reassess when the information is already there (Parents in consultation about assessment, in Scottish Executive, 2005b, p. 23) The argument is simple and on the surface persuasive, the impetus based on helping individual children. But the relationship between assessment procedures, their purpose and their outcomes is rarely straightforward (Jones, 2004). Assessment is a lifelong process with social consequences and may be influenced by contextual factors and professional value positions. It is literally a point at which certain children are judged to be different (Tomlinson, 1982, p. 82). Some parents and childrens views of their services have highlighted their wanting a coordinated service that is delivered through a single point of contact, a key worker, named person or link worker (Sloper, 2004, p. 572). Within the CAF, a similar role was produced, the lead professional (LP) who takes responsibility for coordinating the action identified as a result of the CAF process and will support the child and their family as necessary. One of the daunting aspects of the CAF is the number of professionals that practitioners will engage with, such as health, education, social services and voluntary agencies. It can be also quite daunting in finding out who the support services are and their contact details. However, with the CAF process it can be away of overcoming tension previously encountered around multi agency working and sharing information. Just as children and their families have a contribution to make to shape the services they receive through the various forms of partnership discussed in previous chapters, so they can contribute to the development of practice and practitioners. This can happen at many levels through evaluation, feedback, consultation and research, as well as direct involvement in training. Practitioners and the organisations they work for need to recognise that children and their families have specific knowledge that cannot be learnt from anywhere else. (Rixon, 2008) Children are party to the subculture of childhood which gives them a unique insider perspective that is critical to our understanding of childrens worlds. (Kellett, 2005, p. 4) Like many who regularly consult children and young people, we find that their views are always serious, concise, thoughtful and highly relevant and cut through the pre-existing agendas and diplomatic avoidances that beset many consultations with professional adults. We find that even very young children are more than able to analyse and give clear views on many issues within their experience. (Morgan, 2005, pp. 181-182) How is the success of more integrated ways of working to be judged? One element of evaluation might be to consider to what extent integrated teams or new initiatives or structures have overcome obstacles and enabled more positive ways of working. (Stone and Rixon, 2008) As we have discussed, government policy and the literature on childrens services all emphasise the importance of agencies working together and the value of partnership structures, yet: Despite such exhortations, there appears to be a dearth of evidence to support the notion that multi-agency working in practice brings about actual benefits for children and families. (Townsley et al., 2004, p. 6) However, Michelle Warren quotes According to Consultancy 4Children (Policy into practice, 4Children, 2009) consistent evidence indicates that parents and children are best served if the support on offer is joined up and well coordinated. It would be appropriate to recognise that although services may be provided in one setting, there is still a risk of services not being joined up, because of different agencies (and competing interests/perspectives) involved. (Warren, 2010) However, Howell states Previously we actually made it incredibly difficult by making children and parents and carers make their own way through the services all being assessed quite separately and getting very mixed messages. So multi-agency working is essential where a child needs it. We mustnt get confused and think multi-agency working has got to be the only way of working. In some cases its actually the school that will make the difference and thats the agency where the vast majority of children will achieve the best outcomes. (Howell, 2008) However, Townsley highlights the actual benefits for families and children. Howell states There are tensions between agencies, some of them driven by the different starting point that different agencies have. So the nature of the targets that agencies are measured by are actually quite different. The health targets that health services are measured by are significantly different from the kind of targets that schools work to and particularly are quite distant from the outcomes of Every Child Matters. (Howell, 2008) As with any Multi agency working, it is crucial to assess whether any new projects or initiatives have been set targets against criteria that can be measured. This is particularly a reflection for evidence based interventions which have been associated with issues, such as value for money. In relation to this, many have targets which have been set and inevitably raise questions whether it is the correct one to be assigned with a particular target. Practitioners recognise that targets can enable clarity and equity, and focus attention on important areas of practice (Banks, 2004). However, Townsley et al. (2004) states review a number of studies that reveal little evidence of improved outcomes of multi-agency working across a range of services and settings. Their review also makes clear that the task of evaluation itself is a complex one. Inherent problems include: difficulties in generalising from individual case studies; diverse views of different stakeholders as to what counts as success; the length of time needed to evaluate change; and causality and attribution. (Glendinning, 2002, cited in Townsley, 2004, p. 6) Consequently, Howell states Childrens participation and engagement is fundamental to the redesign of services particularly with a multi-agency perspective. Its part of the learning about what makes a difference the whole issue around personalisation puts the client, the person receiving the services, as the co-designer of their solutions. (Howell, 2008) To conclude, A formative approach to evaluation that encourages dialogue and ongoing improvements to both policy and practice would appear to offer a positive way forward. However, this is not without its challenges and there are still issues to be addressed, not least training and clarification of roles and responsibilities. It is up to individual practitioners to promote an inclusive approach to professional difference and to develop a range of different models enabling collaboration, respect, reciprocity, realism and risk-taking. (Leverett and Jones, 2008)

Should Video Games be Considered a Sport?

Should Video Games be Considered a Sport? Video Games has become one of the most popular source of entertainment. Inspired by countless numbers of screaming supporters with lots of cash in prize on the line. Top competitors must hold up against hard training workouts, but also enjoy good income and business offers. We are not mentioning to basketball or football here, but the top-level world of professional activity enjoying. Many activities such as on-line poker, polo and golf have been asked as authentic activities. According to the world Olympic board, on-line poker, polo and golf all fall under the category of activities. But it seems that golf has been the only activity conducted at the Olympics of these three. That makes an odd point, if these activities are considered activity, why arent they offered as activity by the Olympic board. Activision, one of the top activity enjoying companies known for titles such as The Amazing Spiderman, Transformer, and Deadpool is now looking for to create an official ESPN division cal led Major Group Gaming(MGG) according to their venture. This has led to the debate on whether video games are a real activity and if Activisions attempt to create Major Group Gaming can provide an increase in income and recognition or a huge failure. In order to figure out whether an activity can become a sport needs a close look of the meaning. According to the vocabulary, a game is an action including movements and expertise in which an individual or team plays against another or others for enjoyment. Even though video games easily drop under a classification of skills being used and including one or more participants, it overlooks the movements part of the information. Unless you consider moving fingertips as movements, video games do not drop under this purpose of game. This is only one of many explanations for sport. There are many versions to the meaning that will play an important part in identifying if in fact activities is highly recommended sports on a nationwide field. Regardless of these activities being considered a sport or not, games companies will have difficulties shifting their competition into a satellite TV game route in order for the game to become worldwide. Although, some activities have been subject of international finalization and challenge around the entire globe in the past 10 years. For example, League of Legends, one of the popular game played on the globe granted $1 million to their last years champ in the competition. Such activities being regarded as sport seems difficult to believe but extensive reputation of the category may change the publics understanding, especially with Activisions production of Major Group Game. For MGG to become a nationwide feeling, Activision is going to have to achieve viewers other than the range of younger gamers who have come up with preliminary market for expert gamers. The fact that only adolescents have interest in viewing or taking part in expert gaming but as they get older and as the expert gaming field produces, it is completely possible for expert gaming to stick the unique aging viewers as well as the future genesis. By consequence, there may be a pretty firm base for expert gaming to have a world of sports. Not only adolescents would have fun with the competitors, also mature as well. If money is engaged, the viewers will be more drawn to the competitors. Technology affect our lives a lot. It has increased rapidly in the field of our basic lives activities. Simulation play an important role in this subject matter. As of today, Sony-one of the biggest company to produce consoles and other devices, developed a device for video game called Virtual Reality(VR). What the VR does is allowing the user to play a video game with the feeling that he is in the video games. Basically, your movement in real life is connected to your character or image in the game. This is just one way of saying that video is not just sitting at on a couch with a bag of food. It also involves physic movement which relate to the real-life sport and exercise. Factors Affecting Reaction Rates: Experiment Factors Affecting Reaction Rates: Experiment Maria Angela R. Dulin and Felix P. Terencio Jr. ABSTRACT An area in chemistry that focuses on the speed or rate at which a chemical reaction takes place is chemical kinetics. In drug making, in pollution control and in food processing, knowledge about the rate of reaction is useful (Chang, 2010). Since chemical kinetics has a widespread application in our daily lives, it is just right to take a deeper look into this field. Moreover, the determination of factors affecting reaction rates is essential in this study. Thus, the focus of this experiment was to determine the effects of some of these factors on reaction rates. This was done by having a specific variable altered in two or more setups in each part of the experiment like the nature of the reactants, concentration, temperature, surface area and the presence of a catalyst. Conclusions were drawn based on the results obtained from the experiment. It was shown that an increase in temperature, surface area and concentration leads to an increase of the reaction rate, also the more reactive the reactants in nature the faster the reaction rate. Lastly, the addition of catalyst resulted to an increase in reaction rate. INTRODUCTION Kinetics oftenly suggests a definition that pertains to movement and change or, in terms of energy, the energy that is harnessed through an object’s motion. Chemical kinetics, however, refers to the branch of chemistry that deals with the speeds at which a chemical reaction occurs. Kinetics also refers to the rate of a reaction, or the reaction rate, which can be defined as the change in the concentration of a reactant or product with respect to time (Chang, 2010). Due to the fact that the actual manner in which a reaction occurs is not yet fully understood, the following reaction rate theories are commonly used to explain how reactions happen: the Collision Theory and the Transition State Theory. According to the Collision Theory, all reactions happen as the result of collisions of the reacting molecules. However, not all collisions are successful in producing a reaction. For a collision between molecules to be productive, they must possess the minimum amount of energy required which is the activation energy (Ea) and the proper orientation. On the other hand, it is stated by the Transition State Theory that an intermediate complex or transition state complex, that cannot be isolated, is produced prior to the formation of the final product (Engle Ilao, 2007). In addition to these reaction rate theories, it is also vital to the total comprehension of the behavior of reaction rates to understand how certain factors can affect them. Through the m anipulation of the nature and concentration of reactants, temperature, presence of a catalyst, and surface area, we are able to examine and observe how these factors can alter or change the rate of the chemical reaction. The experiment aims to determine the effects of those stated factors on the rates of chemical reactions. The determination of the rate law expression using the method of initial rates is also an objective of the experiment. Lastly, the value of the activation energy of a reaction should also be evaluated through accomplishing the experiment. METHODOLOGY All the necessary apparatus and reagents were gathered and prepared prior to the conduction of the experiment. The effects of the factors affecting reaction rates were observed in five separate parts of the procedure. The first factor to be tested was the nature of the reactants. Two test tubes were labelled as A and B. Each test tube contained 3 ml of water (H2O). In test tube A, a strip of magnesium ribbon (Mg) was added while in test tube B, a small piece of sodium metal (Na) was added. Observations were then recorded. The second factor that had been tested was the concentration of reactants. Two setups were prepared, hydrochloric acid (HCl) concentration was held constant while sodium thiosulfate (Na2S2O3) concentration was variable for the first part. In contrast, HCl concentration was the variable while Na2S2O3 concentration was kept constant in the second setup. An empty 10-ml beaker was placed on a piece of white paper marked with an â€Å"X.† Then, a specific volume of 0.15 M Na2S2O3 was then placed inside the beaker. The researchers were tasked to check if the mark was still visible through the solution. Thereafter, a corresponding volume of H2O and 3 M HCl was added immediately. The time from the moment the HCl was added to the moment the mark was no longer visible had been recorded. The stated process was done ten times with varying volumes of reagents. 0.15 M Na2S2O3 (ml) H2O (ml) 3 M HCl (ml) I. Constant HCl Concentration 5 0 1 4 1 1 3 2 1 2 3 1 1 4 1 II. Constant Na2S2O3 Concentration 5 0 2.5 5 0.5 2.0 5 1.0 1.5 5 1.5 1.0 5 2.0 0.5 The third factor that was put into the test was temperature. Two test tubes were prepared, one with 5 ml of 0.15 M Na2S2O3 while the other contained 7.5 ml of H2O and 2 ml of 3 M HCl. Both test tubes were immersed in a water bath containing tap water for 5 minutes. Both solutions were mixed in a 50 ml beaker placed on top of a piece of white paper marked with X. The time from the moment the solutions were placed in the beaker to the moment the mark was no longer visible had been recorded. This process was repeated at two other temperatures: one approximately 10 ºC lower than room temperature and the other approximately 10 ºC greater. To test the surface area for the fourth part, two identical strips of Mg ribbon were needed, one was cut into smaller pieces and the other remained uncut. The uncut Mg ribbon and the shredded Mg ribbon were placed in separate test tubes. Then, 5 ml of 3 M HCl was added to both test tubes. Observations were then noted. The last factor, the presence of a catalyst was also tested by preparing two test tubes. In each of the two test tubes, 5 ml of 3% hydrogen peroxide (H2O2) was placed with about 1 g of Rochelle salt or sodium potassium tartrate. One test tube was then heated gently while a pinch of cobalt (II) chloride (CoCl2) was added to the other test tube before it was heated gently. Observations had been recorded. RESULTS AND DISCUSSION The results from the first part of the experiment, where the nature of reactants was the factor to be tested, is shown by Table 1. The reaction profile of both reactions are presented by Figure 1. Table 1. Observations on the Nature of Reactants Reactants Visible Results A Mg ribbon Formation of small bubbles on the surface of the Mg ribbon; Very slow reaction compared to test tube B B Na metal Evolution of gas; Solution turned murky white with bubbles; Formation of heat; Fast reaction compared to test tube A It is evident from the results of the experiment that the reaction of Na metal with water has a lower activation energy compared to that of Mg ribbon. It is proven by how the reaction of Na metal was the faster and more reactive reaction, which can only mean that it has an activation energy low enough to be easily achieved or reached. This is because of Na having a more reactive nature, with an ionization energy of 496 kJ/mol, compared to that of Mg, which has a higher ionization energy of 737 kJ/mol, given that the lower the ionization energy required, the easier it is to remove electrons, making it much easier for the element to react (Larsen, â€Å"Ionization Energy†). Figure 1. Reaction profiles of the Reaction with Mg and Na How the concentration of the reactants affects the rate of reaction is shown by Tables 2.1 and 2.2. The slopes of the reaction rates with respect to the concentrations of the reactants of the setups can be found on Figures 2.1 and 2.2. Table 2.1. Constant HCl Concentration [Na2S2O3] [HCl] ln [Na2S2O3] Time (s) Rate (1/s) ln Rate 0.15 M 0.5 M -1.897 12 0.083 -2.485 0.12 M 0.5 M -2.12 17 0.059 -2.833 0.09 M 0.5 M -2.408 27 0.037 -3.296 0.06 M 0.5 M -2.813 42 0.024 -3.738 0.03 M 0.5 M -3.507 100 0.01 -4.605 Computations for the concentrations of HCl and Na2S2O3 are as follows: [HCl] = = 0.5 M [Na2S2O3]1 = = 0.15 M [Na2S2O3]2 = = 0.12 M [Na2S2O3]3 = = 0.09 M [Na2S2O3]4 = = 0.06 M [Na2S2O3]5 = = 0.03 M Through linear regression: r = 0.998 mNa2S2O3 = 1.298 y-intercept = -0.083 Where, y = ln Rate, x = ln [Na2S2O3] mNa2S2O3 = the order of the reaction with respect to Na2S2O3 y-intercept = ln k + mHCl Ãâ€" ln [HCl] Based on the gathered data from the experiment, the reaction is in first order with respect to Na2S2O3. Figure 2.1. ln Rate vs. ln [Na2S2O3] Table 2.2. Constant Na2S2O3 Concentration [Na2S2O3] [HCl] ln [HCl] Time (s) Rate (1/Time) ln Rate 0.1 M 3 M 1.099 5 0.2 -1.609 0.1 M 2.4 M 0.875 14 0.071 -2.639 0.1 M 1.8 M 0.588 14 0.071 -2.639 0.1 M 1.2 M 0.182 17 0.059 -2.833 0.1 M 0.6 M -0.511 20 0.05 -2.996 Computations for the concentrations of HCl and Na2S2O3 are as follows: [Na2S2O3] = = 0.1 M [HCl]1 = = 3.0 M [HCl]2 = = 2.4 M [HCl]3 = = 1.8 M [HCl]4 = = 1.2 M [HCl]5 = = 0.6 M Through linear regression: r = 0.771 mHCl = 0.659 y-intercept = -2.838 Where, y = ln Rate, x = ln [HCl] mHCl = the order of the reaction with respect to HCl y-intercept = ln k + mNa2S2O3 Ãâ€" ln [Na2S2O3] Based on the gathered data from the experiment, the given reaction is in zeroth order with respect to HCl. Figure 2.2. ln Rate vs. ln [HCl] With a first overall reaction order, the rate law expression of the given reaction is: Rate = k [Na2S2O3]1 [HCl]0 = k [Na2S2O3] Moreover, the specific rate constant is: Based on the data gathered with a constant [HCl] y-intercept = ln k + mHCl Ãâ€" ln [HCl] -0.083 = ln k + 0.659 (-0.693) ln k = 0.374 k = 1.453 s-1 Based on the data gathered with a constant [Na2S2O3] y-intercept = ln k + mNa2S2O3 Ãâ€" ln [Na2S2O3] -2.838 = ln k + 1.298 (-2.303) ln k = 0.151 k = 1.163 s-1 As seen in the rate law stated earlier, each reactant has an order which relates to how their concentration affect the rate of the reaction. That is, an increase in the concentration of the reacting particles also increases the reaction rate. As stated in the Collision Theory, all reactions happen as a result of collisions of the molecules of the reactants (Engle Ilao, 2007). It only makes sense that an increase in concentration of reactants means that the number of collisions among reacting particles would also increase. This could only prove that the rate of a reaction is directly proportional to the number of collisions. The effects of temperature to the rate of a reaction is shown by Table 3. The slope of the specific rate constant with respect to the temperature can be seen on Figure 3. Table 3. Temperature as a Factor Affecting Reaction Rates Temperature (à ¢Ã¢â‚¬Å¾Ã†â€™) 1/Temperature (1/K) Time Rate (1/s) k (s-1) ln k 23.3 3.373 x 10-3 50 s 0.02 0.385 -0.955 31.5 3.282 x 10-3 34 s 0.029 0.558 -0.583 52.5 3.071 x 10-3 21 s 0.048 0.916 -0.088 Calculations for the concentrations of HCl and Na2S2O3, and the specific rate constant are as follows: [Na2S2O3] = = 0.052 M [HCl]i = = 0.041 M Rate = k [Na2S2O3] k = ki = = 0.385 s-1 k2 = = 0.558 s-1 k3 = = 0.923 s-1 Through linear regression: r = -0.99 ml = -2,778.572 y-intercept = 8.466 Where, y = ln k, x = 1/Temperature m = y-intercept = ln A Hence, m = Ea = -mR Ea = -(-2,778.572 K)(8.314 J/K mol)(1 kJ/1000 J) Ea = 23.101 y-intercept = ln A 8.466 = ln A A = 4,751.091 s-1 Figure 3. ln k vs. 1/Temperature It is proven by the results that the setup with the greatest temperature had the fastest reaction compared to the other two with lower temperatures. The relationship between temperature and the rate of a reaction can be explained by the Arrhenius equation: k = Ae-Ea/RT The Arrhenius equation exhibits the relationship of temperature to the specific rate constant of a reaction. That is, as T increases, the negative exponent decreases making the value of k larger, leading to an increase to the reaction rate. This is because of the presence high energy particles at higher temperatures. The greater fraction of excited particles, the easier it is to satisfy the energy of activation, which is a requirement for the reaction to take place (â€Å"The Arrhenius Equation†). Varying the amount of surface area of the reactant resulted into the visible observations that is shown by Table 4. A greater surface area means that there are more of the reactants’ surface exposed to one another. Simply put, there are more areas to react on. There is a greater chance for the reacting molecules to collide and interact. A smaller surface area, however, provides less area for reaction to occur. Some reacting molecules are shielded by other reacting molecules, making it harder to produce a reaction, resulting into a lower rate. Table 4. Observations on Surface Area of the Reactant Reactants Visible Results Strips of Mg ribbon Dissolution was relatively slower (reaction occurred in 26 seconds); Heat was formed; Evolution of gas was present Pieces of Mg ribbon Dissolution was fast (reaction occurred in 12.62 seconds); Heat was formed; Evolution of gas was also present The presence of a catalyst in the reaction resulted into the visible observations that is shown by Table 5. Catalysts are substances that alter the rate of reactions. A catalyst may speed up (a positive catalyst) or slow down (a negative catalyst) the reaction rate. In the given reaction in the experiment, CoCl2 acted as a positive homogeneous catalyst, which made the reaction rate occur faster and follow a different reaction mechanism with lower activation energies. Table 5. Observations upon Addition of a Catalyst Reactants Visible Results H2O2 + Rochelle Salt Colorless to murky; Relatively slow reaction (occurred in 30 seconds) H2O2 + Rochelle Salt + CoCl2 Purple to green, then turned pink again; Fast reaction (occurred in 23 seconds) In conclusion, many factors can affect the rate of a chemical reaction. The nature of the reactants affect the reaction rate based on the different activation energies of substances. The concentration of the reactants can also influence the frequency of collisions between the reacting molecules, which may affect the rate of reactions. Temperature not only affects the frequency of reactant collisions, but also affects the energy those collisions possess. The surface area of reactions influence the amount of available or exposed sites to react on. Lastly, the presence and nature of a catalyst not only alters the activation energy of the reaction, but also alters the mechanism in which the reactants react. REFERENCES Chang, R. (2010). Chemistry (10th ed.). New york, NY: McGraw-Hill. Engle, H. L., Ilao, L. V. (2015). Learning modules in general chemistry 2 (2007 ed). Manila, Philippines: Chemistry Unit, Department of Physical Sciences and Mathematics, College of Arts and Sciences, University of the Philippines Manila. Larsen, D. (Ed.). (n.d.). Ionization Energy. Retrieved June 22, 2015, from http://chemwiki.ucdavis.edu/Physical_Chemistry/Physical_Properties_of_Matter/Atomic_and_Molecular_Properties/Ionization_Energy The Arrhenius Equation. (1996). Retrieved June 22, 2015, from http://www.shodor.org/unchem/advanced/kin/arrhenius.html University of the Philippines Manila, Chemistry unit. (2015). Laboratory manual in general chemistry 2 (2007 ed.). Manila, Philippines: Author. CHEM 18.1, Factors Affecting Reaction Rates 1

Managing Diversity Essays -- Business Diverse Management Essays

Managing Diversity Introduction Thirty years ago discrimination was a part of normal business activity. Work place diversity meant hire outside of your family not outside of your race. As a result, the federal government felt impelled to create employment laws. These new laws were implemented to eliminate discrimination and provide the means for advancement. As a consequence of this implementation, these laws have created possible barriers to maximizing the potential of every employee (Chan, 2000).   Ã‚  Ã‚  Ã‚  Ã‚   Recently, the concept of diversity has completely changed from before. It was predicted that by the year 2005, women, minorities, and the disabled would dominate the workforce ("Managing Diversity", 1999). Organizations that are viewed as biased against these groups will not attract the competent workforce. Today, it is vital that organizations prove its impartiality in order to be successful in a constantly changing business environment.   Ã‚  Ã‚  Ã‚  Ã‚   The previous process of handling diversity entailed expecting people to assimilate to the new cultures. They were forced to adapt to fit the mold of company's dominant culture. The new process treats diversity as an asset. Actually, good diversity management does not require employees to assimilate. It encourages them to develop their strengths and present innovative ideas ("Managing Diversity", 1999). What is managing diversity? "Workforce diversity management has become one of the pressing issues that managers must address" ("Managing Diversity†, 1999). In my opinion, the most general definition of managing diversity is: Diversity management is a long-term process. It means extensively analyzing a company's current culture and changing those parts that limit cultural diversity. Also, it means recruiting new employees for the skills they can bring to the company rather than their cultural homogeneity. Lastly, it means working with a management team to help them understand that cultural diversity is a business issue, and their own careers will benefit from enabling their employees to reach their full potential ("Managing Diversity†, 1999). According to Dr. R. Roosevelt Thomas Jr., author of Beyond Race and Gender (1997), the problem of diversity is not limited to questions of race, gender, ethnicity, disabilities and sexual orientation. Differences that replenish energy and undermine productivi... ...ty (1999, July). Black Enterprise, 23(12), 79-86.   Ã‚  Ã‚  Ã‚  Ã‚  14. Nelton, Sharon (2000, September). Winning with diversity. Nation's Business, 80(9), 18-24. 15. Overman, Stephanie (1997, April). Managing the diverse workforce. HR Magazine, 36(4), 32-36. 16. Rice Jr., Booker (2000, May-June). Putting diversity to work: Playing on a level field. LIMRA's MarketFacts, 11(3), 38-39. 17. Schwartz, Robert H. & Sullivan, Dale B. (1999, Spring). Managing diversity in hospitals. Health Care Management Review, (2), 51-56. 18. Scott III, Samuel C. (1999, November-December). Vive La Differerce. Financial Executive pp. 44-48. 19. Thomas Jr., R. Roosevelt R. (2000, Winter). The concept of managing diversity. Bureaucrat, 20(4), 19-22. 20. Tung, Rosalie L. (1999, Winter). Managing cross-national and International Diversity. Human Resource Management, 32(4) 46-53. 21. Wagner, Mary (1997, September). Managing diversity Modern Healthcare, 21(39), 24-29. 22. Wilkinson, Brad (1999, October) Managing diversity: Buzz word or business strategy? HR Atlanta, 8. 23 Williams, Mary V. (1997, January). Managing Workplace Diversity. The wave of the 90's. Communication World, 7(1) 16-19.

Battle of Lexington :: essays research papers

The American Revolution was a tough time for America and the people who fought it. Many wars were fought and many people died, but throughout the whole events moments of inspiration were evident. One such time was in the Battle of Lexington which took place on April 19th, 1775 and one such poem the truly reflects it is called The Battle of Lexington which was written by Sidney Lanier. The poem reflects the thoughts of this man and Paul Revere during this time. In the first stanza Mr. Lanier tells Paul revere to ride fast and hard to Lexington so he can tell others that the British are coming. It is evident that he has to be in a rush because Lanier says, "While the way is clear". This shows that this option might not be open for a long time so Mr. Revere will have to ride fast. In the next stanza, the British are starting to cross the river and so a man name Deven, is trying to help Paul Revere. As he leaves Deven watches him ride into the night with what I think admiration. Also as he is leaving Deven is watching the British come closer and so I think this is a tragic point for him to accept. As the story goes on it is the next morning, and attention is called to a man named John Parker. At this point the British soldiers along with General Gage were marching toward concord. When this occurred there were also minutemen or the American soldiers waiting there as well to engage in a battle. This is seen in the poem. The man tells John Parker to look outside his windows and to witness independence. He says this because both men believe that the American soldiers will win. It is to say that they have no doubt in there minds that they will win. Continuing on, as the British approached concord and so the American soldiers are told to line up in formation. This man asks for all the men of [President] Lincoln to start getting ready to fight. He mentions that through the wounds of this war liberty will be won, because these men know that some will die in order to win. The poet calls Prescott and Revere in hurry. He tells the other men such as Chelmsford, Littleton, Carlisle, and ot hers to line up in formation.

Schools, Teachers, Students, and the Community Must Work Together :: Teaching Philosophy Education

Schools, Teachers, Students, and the Community Must Work Together Two weeks into my junior professional experience at County Middle School, I had what Dr. Bill has coined an "Aha!" moment. I was writing examples of regional dialects on the board, and pronouncing the sound variations between the dialects when I turned around and noticed my students’ expressions. They were completely engaged in the lesson. They were practicing the pronunciation of the dialects and giggling about how we all sounded. The scene was surreal. I was so overcome with the dynamic, that I stopped the lesson for a moment, took a deep breath, and thought to myself, "This is it. This is the moment that I have been thinking about since the first day I decided to become a teacher." I exhaled deeply, quietly smiled to myself, and proceeded with the lesson. That experience has taught me critical information about my teaching platform and what I believe the role of a school is in a community. Schools are a vital feature of communities. My vision of the school that I am most drawn to is a school that seeks to educate students beyond local knowledge and basic skills. By merging cultural and academic studies, schools have a tremendous opportunity to empower and enrich the lives of young people. With current emerging technological advances and a world economy, schools have a responsibility to prepare students to thrive in their local communities, but also in a global community. In order for schools to achieve these goals, parents, teachers, administrators, and the community share the responsibility of providing leadership and guidance to the students. Schools are the catalyst for learning, but teachers are the vehicles that have the challenging job of transporting and imparting the information. Teachers have a responsibility to impart academic information that is culturally relevant and age-appropriate. A successful teacher knows that teaching is a full-time job, which requires a personal commitment to continuous, professional development and research of teaching strategies. In other words, teachers have to continue to be students of the profession, seeking to implement current research and diversity into the curriculum whenever possible. Schools, Teachers, Students, and the Community Must Work Together :: Teaching Philosophy Education Schools, Teachers, Students, and the Community Must Work Together Two weeks into my junior professional experience at County Middle School, I had what Dr. Bill has coined an "Aha!" moment. I was writing examples of regional dialects on the board, and pronouncing the sound variations between the dialects when I turned around and noticed my students’ expressions. They were completely engaged in the lesson. They were practicing the pronunciation of the dialects and giggling about how we all sounded. The scene was surreal. I was so overcome with the dynamic, that I stopped the lesson for a moment, took a deep breath, and thought to myself, "This is it. This is the moment that I have been thinking about since the first day I decided to become a teacher." I exhaled deeply, quietly smiled to myself, and proceeded with the lesson. That experience has taught me critical information about my teaching platform and what I believe the role of a school is in a community. Schools are a vital feature of communities. My vision of the school that I am most drawn to is a school that seeks to educate students beyond local knowledge and basic skills. By merging cultural and academic studies, schools have a tremendous opportunity to empower and enrich the lives of young people. With current emerging technological advances and a world economy, schools have a responsibility to prepare students to thrive in their local communities, but also in a global community. In order for schools to achieve these goals, parents, teachers, administrators, and the community share the responsibility of providing leadership and guidance to the students. Schools are the catalyst for learning, but teachers are the vehicles that have the challenging job of transporting and imparting the information. Teachers have a responsibility to impart academic information that is culturally relevant and age-appropriate. A successful teacher knows that teaching is a full-time job, which requires a personal commitment to continuous, professional development and research of teaching strategies. In other words, teachers have to continue to be students of the profession, seeking to implement current research and diversity into the curriculum whenever possible.

Clinical Decision Support

A state of irritability, exhaustion, or bewilderment triggered in clinicians who have been exposed to too many alerts which cause the user to ignore some or all the alerts. American National Standards Institute (ANSI) ; coordinates for the development of Health bevel Seven's Arden Syntax Standard. Bar Code Medication Administration (ABACA) ; An inpatient CADS to assist nurses with the five rights of medication administration. ; Provides warnings if any of the five rights are violated. ; It also requires the nurses to enter an override reason if he/she chooses to proceed.Bar Code Medication Administration Health Level Seven (HAL) ; A standards development organization for health information technology (HIT) Look-Alike, Sound-Alike (ALAS) ; Drugs with similar spelling or pronunciation. ; Refers to providing clinicians or patients with clinical knowledge and patient-related information, intelligently filtered or presented to appropriate times, to enhance patient care. ; Integrate patie nt-specific data with an available knowledge base in order to assist the clinician in selecting and delivering the safest and most effective therapies.Clinical Decision Support System A system intended to provide CDC to clinicians, caregivers and health care consumers. ; An Automated CADS includes: 1. A Knowledge base 2. An Event monitor 3. A Communication system Take Note: ; CADS may be a stand alone system ; CADS may be integrated into other technology solutions (ex. Bar code scanning technology and e-Prescribing) General Attributes of CADS 1. Designed for three purposes: Improve the quality of clinical decisions Notify of potential change in patient status ;. Prevent errant action at the point of care a.Error of commission b. Error of omission 2. Patient specificity 3. Context sensitive- relates directly to the work at hand 4. Integrated into workflow- convenient to use. 5. Timely- executes in real time 6. Pushes information to the clinician, care-giver or health care consumer 7. Intelligently filtered clinical information ; Information, advice or warning is relevant and meaningful ; CADS uses patient data to infer that the message is actually needed. ; CADS is customizable to clinical preferences. Types of Clinical Decision Support A. Patient-specific CADS B.Non-patient specific CADS ; This type of CADS consist of three types f alerts 1 . Commercial drug-interaction alerting system 2. Commercial dose and dose-range checking alerts 3. Commercial clinical rules engine Commercial drug-interaction alerting system ; Most common in COPE and Pharmacy Information systems. ; Provides alerts for drug-allergy, drug-drug, drug-pregnancy and other interactions. ; Limitation is that severity levels Of drug interaction is pre-assigned by the vendor based on the anticipated adverse reaction and cannot be customized.Four Possible Results from deterioration alerting system Alert Result Produces alert? Relevant? Clinician deeds to see? True Positive Yes True Negative NO No P ositive False Yes but never gets the chance Commercial dose and dose-range checking alerts ; Currently, this is rudimentary using few patient data, usually only age. Therefore this systems only loosely fit paternalistic category. Commercial clinical rules engine ; These allow local development or customization of clinical content and programming logic. 2. 3. 4.Data mining Informational notice Order sets Knowledge retrieval systems ; Provides population specific relationships and information. ; Encompasses numerous methods used to identify patterns and relationships in data. ; Usually just-in-time, product specific information. ; Examples: 1 . Provides alert for possible ALAS 2. In COPE, it might be order specific information such as the cost off lab test, or formula status of a drug. ; An organized set of patient care orders that are usually population, procedure or disease specific. It may be evidence-based such as clinical guideline. ; The KIRKS ; It could be: 1. Primary KIRKS ex. Google and 2. Secondary KIRKS (Harridan's online) 3. Tertiary KIRKS (ASAP, Thomson Health care and How to maximize the benefits Of CADS? Maximizing the benefits 1. Ensure that the data available for decision-making is as comprehensive as possible. Data should be current and urge Larry updated. 2. Optimize the method by which the decision support information is delivered to the health care provider values of CADS ; Application of CADS in different current medical technologies available: 1.COPE 2. OMAR(Getronics Medication Administration 3. Smart Pumps 4. Automated distribution cabinets CADS in COPE CADS integrated in COPE can: ; Reduce medication errors (any preventable event that may lead to inappropriate medication use or cause harm to he patient while the medication is in the control of a health care professional, patient or consumer) ; Improve compliance with recommended monitoring or adjunctive therapies. ; Improve efficiency by reducing the time spent clarifying incomplete ord ers. Screen for a variety or risks on the point of entry (ex. Duplicate therapy, drug-drug, allergic cross sensitivities) ; can reduced mathematical errors by automating weight-based and similar dosing calculations. ; can identify possible ALAS medications. Computerized Provider Order Entry CADS in Omar ; OMAR (Electronic Medication Administration Record) CADS integrated in Omar can: ; Can provide real time confirmation of the 5 rights of medication administration: 1. Right medication 2. Right dose 3. Right route 4. Right patient 5.Right time ; Can screen for recent changes in laboratory parameters, vital signs, or allergy status which may interact with a scheduled medication and alert the nurse prior to administration. ; Ex: laboratory shows critical level of potassium thereby alerting the nurse before administering dioxin to patient. CADS in Smart Pumps ; Smart pump- a computerized infusion device that can be programmed to include specific set of data. CADS integrated in Smart Pum ps can: ; Provide real time confirmation of the volume, rate and concentration of the solution being administered.Smart Pumps CADS in Automated Dispensing Cabinets ; ADS- secure storage cabinets typically located decennially on patient care units capable of handling most unit-dose and multiple dose medications. ; CADS integrated in ADS can: ; Notify nurses of potential hypersensitivity or ADAIR when certain trigger medications are withdrawn for a patient. ; In pharmacy, can provide alerts when medication is withdrawn too early or too ate based on scheduled administration time. Automated Dispensing Cabinets Unintended consequences in CADS ; A. Alert fatigue ; 8. Delay in care ; C. System performance A.Alert fatigue ; Tendency users to become overwhelmed and begin to ignore CDC messages due to a high quantity of alerts or a perception that the alerts have little perceived value. B. Delay in care ; The risk that interruptions in the workflow caused by clinical decision support alerts o r system limitations may lead to a delay in delivery of patient care. C. System Performance ; The risk that the processor resources seed by the CADS will cause the hospital information system software to perform slowly. Arden syntax standard ; A programming language designed for clinicians to build clinical rules. Streamlined computer language based on Pascal. ; Developed in Columbia University Arden Homestead in 1989. ; This standard provides a method to construct clinical rules, such as alerts, reminders and recommendations, known as Ml. ; Provides a flexible and clinically way to develop Ml. What is Ml? Ml ; Means Medical Logical Modules ; Offers a suggestion or warning (alert, recommendation or reminder) regarding a alnico decision or action, or an informational notice to report a change in a patient's clinical status.

Automotive E-Coat Paint Process Simulation Using FEA

By applying an electrical current, a thin paint film forms veer all the surfaces in contact with the liquid, including those surfaces in recessed portions of the body. The E-coat paint process deposits a thin paint film on the automotive body under the influence of a voltage gradient of about 200 to 300 volts. The water-based E-coat paint bath is conductive with an array of anodes that extends into the bath delivering a DC current. The paint film that forms has physical properties that resist corrosion (these appear only after the automotive body has been cured in an oven).However, as the paint film forms, its electrical resistance increases. In the past several years, two-dimensional (2-D) FEE models of the E-coat paint process have been developed for specific or limited applications. In this paper, we discuss a general three-dimensional (3-D) FEE method using ALGER software. This method can simulate the formation of the E-coat film and can thus predict its thickness at any point on the surface of the automotive body.Operational variables, such as voltages and process duration, are used to simulate the time-dependent interaction among the automotive body, the increasing paint layer and the liquid thin the E-coat bath. The method is based on a quasi-static technique that accounts for the changing material properties of the paint layer. A quasi-static approach is appropriate because the time required for the electric field to be established is much smaller than the duration of the paint deposition process.The actual time is simulated by considering a series of time steps, each of which requires an electrostatic solution. The E-coat film thickness is updated during each time step. A primary concern is how to model the changing FEE geometry due to the growth of the E-coat film. Technology has been developed that is capable of generating a film of specified thickness (as a function of position) on the automotive body. Because of symmetry along the longitudinal axis of the automotive body, only half the body was modeled.In addition, an enclosing box was constructed around the automotive body and features were created for the possible anode locations. Generally, there is little electrical interaction between two adjacent automotive bodies. Any net electrical current that flows into the leading and trailing surfaces of the enclosing box is considered negligible. The space between the outside of this box and the automotive body will be considered as the E-coat paint bath. Furthermore, the growth of the E- coat film is assumed to be perpendicular to the surface of the automotive body at all times.Laboratory experiments can establish an accurate estimate of the deposition coefficient of the E-coat film that forms in response to the flow of electrical current. The result of interest is the flow of DC electrical current that causes the E-coat film to form. The growth of the E-coat film is dependent on the number of Coulombs that are levered. In each iteration, the FEE model is solved for electrical current flow from which the E-coat film thickness can then be calculated. The material properties for each of the elements where the E-coat film develops are also changed in response to the growth in the E-coat film thickness.Another feature of a typical automotive E-coat paint system is the use of multiple voltage zones and differing locations where the anodes are placed in the E-coat bath. These factors affect the application of voltages in the FEE model. The appropriate voltage values must be added or updated for each new iteration as required. The primary use of the method is to predict how, as the paint layer forms, the effective electrical resistance increases, which prompts the current to seek out less resistive paths.Even though the paint film that forms has drastically reduced conductivity compared to the surrounding E-coat paint bath, it is not enough to stop its continued growth past the optimum thickness which is generall y about 25 p. A 3-D FEE model of the E-coat paint process would not only help he designers of a new automotive body obtain a more uniform paint distribution, but could be advantageous to existing assembly plants, as they explore means to reduce costs as well as make improvements to existing designs.It is well known that the layout of the anodes and the automotive body have a significant impact on the overall electrical resistance of the system, and thus the amount of current that must be delivered. In some circumstances, assembly plants are faced with the challenge of obtaining an adequate E-coat paint thickness on exposed parts of the automotive odd, while avoiding an insufficient thickness in recessed regions.The standard solution is to increase the overall voltage, which results in greater energy and material costs. The resulting E-coat paint thickness achieved on the exposed parts of the body is particularly costly because it provides for no additional corrosion protection. Usin g the method discussed in this paper, engineers can perform a variety of optimization exercises without incurring the high costs or risks of making operational modifications to the existing E-coat paint process at an assembly plant.