Gun Powder Essay Example

Gun Powder Essay Example Gun Powder Essay Gun Powder Essay Gunpowder (a. k. a black powder) is a mixture of sulphur, charcoal, and potassium nitrate. Gunpowder is a compound that can be made just using potassium nitrate and charcoal, but without the sulphur, the powder is not as strong as with the sulphur. It burns rapidly, producing a volume of hot gas that is made up of carbon dioxide, water, and nitrogen, and a solid residue of potassium sulfide. Because of its burning rate and properties and the amount of heat and gas volume that it can generate, gunpowder has and is been widely used as a propellant in firearms and as a pyrotechnic composition in fireworks. The term of gunpowder also refers broadly to any powder that has propellant. Though modern firearms do not use the traditional gunpowder, instead they use smokeless powder. The burn rate of gunpowder can be changed by corning. Corning first compresses the fine black powder formula into blocks with a fixed density of around 1. 7 g/cm?. The blocks are then broken up into granules. These granules are then sorted by size to give various grades of black powder. Different grades of black powder are use for different things. In the U. S. standard grades of black powder runs from the coarse Fg grade that are used in large bore rifles and small cannons. Through FFg which is used in medium and small-bore weapons such as muskets and fusils, FFFg used in small-bore rifles and pistols, and FFFFg that is used in extreme small bore, short pistols and for priming flintlocks. A simple, in a way, chemical equation for the combustion of black powder is 2 KNO3 + S + 3 C K2S + N2 + 3 CO2. The more accur ate, though simplified a bit, is 10 KNO3 + 3 S + 8 C 2 K2CO3 + 3 K2SO4 + 6 CO2 + 5 N2. : Burning gunpowder does not take place as a single reaction, and the byproducts are not easily predicted. One studys results showed that it produced: 55. 91% solid products: potassium carbonate, potassium sulfate, potassium sulfide, sulfur, potassium nitrate, potassium thiocyanate, carbon, ammonium carbonate. 42. 98% gaseous products: carbon dioxide, nitrogen, carbon monoxide, hydrogen sulfide, hydrogen, methane, and 1. 11% water. Black powder that is made with sodium nitrate tends to be hygroscopic, unlike black powders made from saltpeter. Because black powder that is made with saltpeter is less affected by moisture in the air, and it can be stored unsealed for centuries without degradation if it is kept dry. Contrasting, black powder made with sodium nitrate has to be sealed from the moisture in the air to remain stable for long periods. Advantages In firearms, black powder allows loading by volumetric measure, where as smokeless powder requires precise measuring of the charge by weight to prevent damage due to overloading, but damage by overloading is still possible with black powder. In quarrying, high explosives are generally preferred for shattering rock. Though, because of its low brisance, black powder causes fewer fractures and results in more usable stone compared to other explosives, making black powder useful for blasting monumental rocks such as granite and marble. Black powder is well suited for blank rounds, or signal flares, burst charges, and rescue-line launches. Black powder is also used in fireworks for lifting the shells in rockets as fuel, and in certain special effects. Disadvantages Black powder has a low energy density compared to modern smokeless powders, and it produces a thick smoke that can impair aiming and reveal a shooters position. Combustion converts less than half the mass of black powder to gas. The rest of it ends up as a thick layer of soot inside the barrel. In addition the residue from burnt black powder is hygroscopic and a caustic substance. When moisture from the air is absorbed, the potassium oxide or sodium oxide turns into hydroxide, which will corrode used iron or steel gun barrels. Black powder arms must be well cleaned both inside and outside to remove the residue. The Matchlock musket, which is an early gun, would be unusable in wet weather because of powder in the pan being exposed and dampened, in which case soldiers would have to use the ends as clubs or use their bayonets. Other uses Besides its habitual use as an explosive, gunpowder has been occasionally employed for other purposes. After the Battle of Aspern-Essling (1809), the surgeon of the Napoleonic Army Larrey combated the lack of food for the wounded under his care by preparing a bouillon of horse meat seasoned with gunpowder because of the lack of salt. It was also used for sterilizing on ships when there was no alcohol. Christiaan Huygens experimented with gunpowder in 1673 in an early attempt to build an internal combustion engine, but he did not succeed in making a practical engine. Fireworks and Firecrackers also use gunpowder but use different brands and different chemicals. Black powder is still used in delay-trains in modern arms. For instance, in a hand grenade, a mechanical striker ignites a percussion primer which ignites a slow black powder delay. The delay burns a few seconds until it gets to the high explosive primary, which detonates, initiating the grenade fill explosive, thus fragmenting the grenade and killing anyone in a 20ft radius. Transportation The UN Model Regulations on the Transportation of Dangerous Goods and national transportation authorities, such as United States Department of Transportation, have classified gunpowder as a Group A: Primary explosive substance for shipment because it ignites so easily. Complete manufactured devices containing black powder are usually classified as Group D: Secondary detonating substance, or black powder, or article containing secondary detonating substance, such as firework, class D model rocket engine, etc. , for shipment because they are harder to ignite than loose powder. As explosives, they all fall into the category of Class 1. Characteristics The term black powder was used in the late 19th century to distinguish prior gunpowder formulations from the new smokeless powders and semi-smokeless powders. Semi-smokeless powders featured bulk volume properties that coppied black powder in terms of chamber pressure when used in firearms, but had significantly reduced the amount of smoke and combustion products. Black powder is a granular mixture of a nitrate, usually potassium nitrate (KNO3), which supplies oxygen for the reaction charcoal, which provides carbon and other fuel for the reaction, simplified as carbon (C) sulfur (S), which, also serves as a fuel, lowers the temperature required to ignite the mixture, in doing so increasing the rate of combustion. Potassium nitrate is the most important ingredient in terms of both bulk and function because the combustion process releases oxygen from the potassium nitrate, preparing the rapid burning of the other ingredients. To reduce the likelihood of accidental ignition by static electricity, the granules of modern black powder are typically coated with graphite, which prevents the build-up of electrostatic charge. Charcoal does not consist of pure carbon, but rather, it consists of partially pyrolyzed cellulose, in which the wood is not completely decomposed. The current standard composition for the black powders that are manufactured by pyrotechnicians was adopted as long ago as 1780. Proportions by weight are 75% potassium nitrate, 15% softwood charcoal, and 10% sulfur. The ratios have varied over the centuries and by country, and can be altered depending on the purpose of the powder. For example, power grades of black powder, unsuitable for use in firearms but adequate for blasting rock, is called blasting powder rather than gunpowder, because of its standard proportions of 70% nitrate, 14% charcoal, and 16% sulfur. Blasting powder may be made with the cheaper sodium nitrate substituted for potassium nitrate and proportions may be as low as 40% nitrate, 30% charcoal, and 30% sulfur, but who knows. Colored Fire For gunpowder to burn a different color simply add different chemicals, such as those used in fireworks. For example barium which is used to create green colors in fireworks, copper to produce blue colors in fireworks, lithium which is a metal is used to give red colors to fireworks. In doing so different elements produce a different color.

Definition and Examples of Decorum in Rhetoric

Definition and Examples of Decorum in Rhetoric In classical rhetoric, decorum is the use of a style that is appropriate to a subject, situation, speaker, and audience. According to Ciceros discussion of decorum in De Oratore (see below), the grand and important theme should be treated in a dignified and noble style, the humble or trivial theme in a less exalted manner. Examples and Observations Decorum is not simply found everywhere; it is the quality whereby speech and thought, wisdom and performance, art and morality, assertion and deference, and many other elements of action intersect. The concept underwrites Ciceros alignment of the plain, middle, and elevated oratorical styles with the three main functions of informing, pleasing, and motivating an audience, which in turn extends rhetorical theory across a wide range of human affairs.  (Robert Hariman, Decorum. Encyclopedia of Rhetoric. Oxford University Press, 2001) Aristotle on Aptness of Language Your language will be appropriate if it expresses emotion and character, and if it corresponds to its subject. Correspondence to subject means that we must neither speak casually about weighty matters, nor solemnly about trivial ones; nor must we add ornamental epithets to commonplace nouns, or the effect will be comic... To express emotion, you will employ the language of anger in speaking of outrage; the language of disgust and discreet reluctance to utter a word when speaking of impiety or foulness; the language of exultation for a tale of glory, and that of humiliation for a tale of pity and so on in all other cases.This aptness of language is one thing that makes people believe in the truth of your story: their minds draw the false conclusion that you are to be trusted from the fact that others behave as you do when things are as you describe them; and therefore they take your story to be true, whether it is so or not.(Aristotle, Rhetoric) Cicero on Decorum For the same style and the same thoughts must not be used in portraying every condition in life, or every rank, position, or age, and in fact a similar distinction must be made in respect to place, time, and audience. The universal rule, in oratory as in life, is to consider propriety. This depends on the subject under discussion and the character of both the speaker and the audience...This, indeed, is the form of wisdom that the orator must especially employto adapt himself to occasions and persons. In my opinion, one must not speak in the same style at all times, nor before all people, nor against all opponents, not in defence of all clients, not in partnership with all advocates. He, therefore, will be eloquent who can adapt his speech to fit all conceivable circumstances.(Cicero, De Oratore) Augustinian Decorum In opposition to Cicero, whose ideal was to discuss commonplace matters simply, lofty subjects impressively, and topics ranging between in a tempered style, Saint Augustine defends the manner of the Christian gospels, which sometimes treat the smallest or most trivial matters in an urgent, demanding high style. Erich Auerbach [in Mimesis, 1946] sees in Augustines emphasis the invention of a new kind of decorum opposed to that of the classical theorists, one oriented by its lofty rhetorical purpose rather than its low or common subject matter. It is only the aim of the Christian speakerto teach, admonish, lamentthat can tell him what sort of style to employ. According to Auerbach, this admission of the most humble aspects of daily life into the precincts of Christian moral instruction has a momentous effect on literary style, generating what we now call realism.  (David Mikics, A New Handbook of Literary Terms. Yale University Press, 2007) Decorum in Elizabethan Prose From Quintilian and his English exponents (plus, it must not be forgotten, their inheritance of normal speech patterns) the Elizabethans at the end of the [16th] century learned one of their major prose styles. [Thomas] Wilson had preached the Renaissance doctrine of ​decorum: the prose must fit the subject and the level at which it is written. Words and sentence pattern must be apt and agreeable. These may vary from the condensed native maxim like Enough is as good as a feast (he recommends Heywoods proverbs which had recently appeared in print) to the elaborate or exonerated sentences adorned with all the colours of rhetoric. Exoneration opened the wayand Wilson provided full examplesfor new sentence structures with egall members (the balanced antithetical sentence), gradation and progression (the paratactic cumulation of short main clauses leading to a climax), contrarietie (antithesis of opposites, as in To his friend he is churlish, to his foe he is gentle), the series of sentences with like endings or with repetition (like opening words), plus the verbal metaphors, the longer similitudes, and the whole gallery of tropes, schemes, and figures of speech of the last few decades of the 16th century.  (Ian A. Gordon, The Movement of English Prose. Indiana University Press, 1966)

African americans and the military during WW2 Essay

African americans and the military during WW2 - Essay Example They nurtured great expectations due to their excellent work and war records they possessed. This hope had been carried further as President Wilson declared that the war was being fought â€Å"to make the world safe for democracy†.(President Wilson, World War I) African American soldiers as well as the civilians always recollected or remembered their painful experiences of World War I. They had endured discrimination and segregation in almost all areas and they were not willing to accept these factors once again. So they started raising their voices in protest for which they had to undergo severe punishment in lieu of their attitude. Their hopes and aspirations were dashed to the ground when after the war; discriminatory feelings began to grow against them in leaps and bounds. The Ku Klux Klan was once again revived and gained the support of other anti- African American groups. The Blacks suffered horrendous discrimination and riots and attacks left thousands homeless. Many of the Black writers interviewed some of the black American slaves and received a first hand report of the atrocities meted out to them. Due to segregation of the Black Americans discontentment and the need to take revenge brewed among them. Many organizational groups such as the Brotherhood of Sleeping Car Porters, the NAACP and the National Urban League tried very hard to put an end to segregation of the Black Americans and the discrimination shown to them, but all the efforts undertaken were slow and laborious. The NAACP also worked towards obtaining voting rights and tried hard to dismantle discrimination and segregation by moving the court. They also strived hard to gain laws that were beneficial to the suffering African Americans. The â€Å"Jim Crow† laws that were mandated discriminated Blacks to have separate facilities for worship, housing, travel, schooling, lodging, eating and drinking and all other aspects of

To what extend can it be argued that blogs encourage active citizens Essay

To what extend can it be argued that blogs encourage active citizens - Essay Example ontain reflections about daily life and produced by individuals with the primary audience being other bloggers that the individual links with on a regular basis. However, the blogs do not have any restriction on access and can therefore available to anyone. Even as a majority of blogs contain personal reflections, blogs that have had profound influence on society due to their wide readership are those that focus on matters of public interest. This essay focuses on the role played by blogs targeting public interests in order to assess the role such platforms play in encouraging active citizens (Herring, Scheidt, Wright and Bonus, 2005). The ability of blogs to attract public interest and therefore influence the way people interact and can be seen from the popularity gained by Instapundit.com written by Glenn Reynolds. The blogger a law lecturer at the University of Tennessee, had by March 2005 reached the hundred-millionth page hit plus a further 200,000 more hits on a daily basis. Given that Reynolds’ blog is dedicated to the commentary of current public affairs, it indicates the attraction of citizens to such blogs as a platform for them to contribute in what is going on around them. This further indicates the ability of blogs to generate popularity by attracting readership in most cases through their sharp, partisan commentary on current public affairs (Griffiths 2004). Further, a single blog has the ability to introduce readers into new debates and topic discussions through hyperlinks that lead readers to other topics that they might find interesting. Although there are those with the view that specific blogs attract people with similar views to engage in discussion and that those with opposing sentiments are silenced (Cohen 2006), the hyperlink to others provides a means through which diverse views on matters of current affairs can be debated. Bloggers in most cases comment on what others are saying by linking their views with those who hold different

Summary The Health Care Quality Book Essay Example for Free

Summary The Health Care Quality Book Essay Chapter 1: science and knowledge foundation Two notable contributions to the industry from the Journal of American Medical Association: 1. Assessment of the state of quality ïÆ'   serious and widespread quality problems 2. Categorization of three defects: a. Underuse: many scientifically sound practices are not used as often as they should be b. Overuse: can be seen in areas such as imaging studies for diagnosis in acute asymptomatic low back pain or prescription of antibiotics when not indicated for infections. c. Misuse: when the proper clinical care process is not executed appropriately, such as giving the wrong drug to a patients. To Err Is Human: publication that shows the severity of the quality problems in a way that captured the attention of all key stakeholders for the first time ïÆ'   this report spoke about the negative, not how it should be improved. Crossing the quality chasm: provided a blueprint for the future that classified and unified the components of quality through six aims for improvement, chain of effect and simple rules for redesign of health care. Six dimensions of quality (Berwick): Outcome measures and goals (IOM) = Institute of Medicine’s Safe Percentage of overall mortality rates/patients experiencing adverse events or harm Effective: science and evidence should be applied and serve as the standard for delivery of care. How well are evidence based practices followed? Percentage of time diabetic patients receive all recommended care at each doctor visit.. Efficient: Care and service should be cost effective, and waste should be removed. Analyzing the costs of care by patient, organization, provider or community Timely: no waits or delays in receiving care Measured by waits and delays in receiving needed care, service, and test results. Patient centered: system should revolve around the patient, respect its preferences and put the patient in control Patient or family satisfaction with care and service Equitable: Disparities should be eradicated. Examining differences in quality measures by race, gender, income or other factors. The underlying framework for achieving these aims depicts the health care system in four levels: Level A: what happens with the patient Level B: the micro system where care is delivered by small provider teams Level C: organizational level: the macro system or aggregation of the Microsystems and supporting functions. Level D: external environment where payment mechanisms, policy and regulatory factors reside (verblijven) Chapter 2: Basic concepts of health care quality The following attributes relevant to the definition of quality of care are important: Technical performance ïÆ'   refers to how well current scientific medical knowledge and technology are applied in a given situation (it is usually assessed in terms of timeliness and accuracy of the diagnosis, appropriateness in of therapy) Management of the interpersonal relationship ïÆ'   refers to how well the clinician relates to the patient on a human level. The quality of this relationship is important because: By establishing a good relationship with the patient the clinician is able to fully address the patient’s concerns, reassure the patient and relieve the patient’s suffering It can affect technical performance: the clinician is better able to elicit from that patient are more complete and accurate medical history, which can result in a better diagnosis Amenities (voorzieningen) ïÆ'   refers to the characteristics of the setting in which the encounter between patient and clinician takes place, such as comfort, convenience and privacy. Amenities are valued both in their own right and for their effect on the technical and interpersonal aspects of care. Amenities can yield (opleveren) benefits that are more indirect. Access ïÆ'   refers to the degree to which individuals and groups are able to obtain needed services. Responsiveness to patient preferences ïÆ'   respect for patients’ values, preferences and expressed needs affects quality of care as a factor in its own right. Equity ïÆ'   the amount, type or quality of health care provided can be related systematically to an individual’s characteristics, particularly race and ethnicity, rather than to the individual’s need for care or healthcare preferences, have heightened concern about equity in health care. Medicine does not fulfill its function adequately until the same perfection is within the reach of all individuals. Efficiency ïÆ'   refers to how well resources are used in achieving a given result. Cost-effectiveness ïÆ'   how much benefit, typically measured in terms of improvement in health status, the intervention yields for a particular level of expenditure. For each stakeholder in health care, quality can be differently defined: page 30 + 31. These definitions have a great deal in common: Each definition emphasizes different aspects of care Definitions conflict only in relation to cost-effectiveness All evaluations of quality of care can be classified in terms of one of the three aspects of caregiving they measure: Structure: when quality is measured in terms of structure, the focus is on the relatively static characteristics of the individuals who provide care and of the settings where the care is delivered. These characteristics include the education, training and certification of professionals. Process: refers to what takes place during the delivery of care, also can be the basis for evaluating quality of care. Outcomes: Outcome measures, which capture whether healthcare goals were achieved, are another way of assessment of quality of care. Outcome measures have to include the costs of care as well as patients’ satisfaction with care. Which one is better to use? ïÆ'   none of them, all depends on the circumstances. To assess quality using structure, process or outcome measures, we need to know what constitutes good structure, good process and good outcomes. We need criteria and standards we can apply to those measures of care: Criteria = specific attributes that are the basis for assessing quality Standards = express quantitatively what level the attributes must reach to satisfy preexisting expectations about quality. For example ïÆ'   type of measure: structure and focus on primary care group practice: Criterion: percentage of board-certified physicians in internal or family medicine – Standard: 100% of physicians in the practice must be board certified in internal or family medicine. Optimal standards: denote the level of quality that can be reached under the best conditions, typically conditions similar to those under which efficacy is determined ïÆ'   useful as reference point. Structural measures are well suited to detecting lack of capacity to deliver care of acceptable quality. They are also only as good and useful as strength of their relation to desired processes and outcomes. To evaluate structure, process and outcome measures criteria and standards are essential. Whereas the formulation of criteria is expected to be evidence driven (efficacy). The setting of standards is not similarly tied to scientific literature. The decision to set standards at a minimal, ideal or achievable level is most meaningful if driven by the goals behind the specific quality of care evaluation for which the standards are to be used. Chapter 3: Variation in medical practice and implications for quality Variation ïÆ'   the difference between an observed event and a standard or norm. Without this standard, or best practice, measurement of variation offers little beyond (biedt niet meer dan) a description of the observations. Random variation = physical attribute of the event or process, adheres to the laws of probability and cannot be traced to a root cause. (houdt zich aan de wetten van waarschijnlijkheid en kan niet worden herleid tot een oorzaak). It is not worth to study it in detail. Assignable variation = arises from a single or small set of causes that are not part of the event or process and therefore can be traced, identified, and implemented and eliminated ïÆ'   subject to potential misunderstanding because of complexity of design and interpretation. 1. Process variation = the difference in procedure throughout an organization (use of various screening methods for colorectal cancer) Technique ïÆ'   multitude of ways in which a procedure can be performed within the realm of acceptable medical practice. 2. Outcome variation = difference in the result of a single process (mostly focus on this measure) the process yielding optimal results ïÆ'   outcomes research 3. Performance variation = the difference between any given result and the optimal ideal result. This threshold or best practice is the standard against which all other measurements of variation are compared. Performance variation tells us where we are and how far we are from where we want to be, and suggests ways to achieve the desired goal. Variation can be desirable? ïÆ'   a successful procedure that differs from other, less successful procedures is by definition variation. The objective then for quality improvement is not simply to identify variation but to determine its value. How can the variation be eliminated or reduced in the ways that focus on the variation rather than on the people involved? So, understanding the implications for quality of variation in medical practice is not simply learning how eliminate variation but learning how to improve performance by identifying and accommodating good or suboptimal variation from a predefined best practice. Variability plays a role in identifying, measuring and reporting quality indicators (effective, efficient, equitable..) and process-of-care improvements. Some hospitals are reluctant to use quality improvement measures (they perceive them as biased towards academic medical research centers or large health care organization) ïÆ'   untrue! Quality improvements efforts can be and have been successfully applied to small organization and practices. The size of an organization also effects the ability to disseminate (verspreiden) best practices. Large organization tend to have rigid frameworks or bureaucracies; change is slow and requires perseverance (doorzettingsvermogen) and the ability to make clear to skeptics and enthusiasts the value of the new procedure in their group and across the system. An organization ‘s commitment to paying for quality improvement studies and implementation is equally affected by its size and infrastructure, but there are some minimum standard levels of quality and linked reimbursement schemes to achieving goals established by the Joint Commission, CMS and Medicare ïÆ'   all organizations obligated to meet these standards. Quality improvement effort must consider organizational mind-set, administrative and physician worldviews, and patient knowledge and expectations. Physician buy-in is critical to reducing undesired variation or creating new and succesfull preventive systems of clinical care, therefore: training physician champions and inciting (aanzetten) them to serve as models, mentors and motivators and it reduces the risk of alienating (vervreemden) the key participants in quality improvement efforts. Patient education in quality of care is equally subject to variation; patients are aware of the status of health care providers in terms of national rankings, public news of quality successes and so on. Educating patients about a health care organization and its commitment to quality makes variation and process-of-care measures available to the public. Organizational mind set ïÆ'   organizational infrastructure is an essential component in minimizing variation, disseminating best practices and supporting a research agenda associated with quality improvements. Economic incentives may be effective in addressing variation in health care by awarding financial bonuses to physicians and administrators who meet quality targets or withholding bonuses from those who do not. Goals of incentives: to help people understand that their organization is serious about implementing quality changes and minimizing unwanted variation to ensure alignment with national standards an directions in quality of care and to encourage them to use the resources of the organization to achieve this alignment . Chapter 4: Quality improvement: the foundation, processes, tools and knowledge transfer techniques Different leaders of quality improvement systems: page 63 – 67 Quality improvement approaches (derivatives and models of the ideas and theories developed by thought leaders): PDCA/PDSA, Associates for Process Improvement’s Model for Improvement, FOCUS PDCA, Baldrige criteria, ISO 9000, Lean, Six Sigma. PDCA/PDSA cycle Basis for planning and directing performance improvement efforts. 1 Plan: Objective: what are you trying to accomplish? What is the goal? Questions and predictions: What do you think will happen? Plan to carry out the cycle: Who? What? When? Where? 2 Do Educate and train staff Carry out the plan (try out the change on a small scale) Document the problems and unexpected observations? Begin analysis of the data 3 Study/Check Assess the effect of the change and determine the level of success as compared to the goal/objective Compare results to predictions Determine what changes need to be made and what actions will be taken next 4 Act Act on what you have learned Determine whether the plan should be repeated with modifications or a new plan should be created Perform necessary changes Identify remaining gaps in process or performance Carry out additional PDCA/PDSA cycles until the agreed-upon goal or objective is met API improvement model Simple model for improvement based on Deming’s PDSA cycle. The model contains three fundamental questions that form the basis of improvement: What are we trying to accomplish? How will we know that a change is an improvement? What change can we make that will results in improvement? FOCUS/PDCA model Building on de PDCA cycle the FOCUS PDCA model is created: more specific and defined approach to process improvement. The key feature of this model is the preexistence of a process that needs improvement. The intent of this model is to maximize the performance of a preexisting process, although the inclusion of PDCA provides the option of using this model for new or redesign process. F: FIND a process to improve O: ORGANIZE a team that knows the process C: CLARIFY current knowledge of the existing or redesigned process U: UNDERSTAND the variables and causes of process variation within the chosen process S: SELECT the process improvement and identify the potential action for improvement Baldrige criteria The criteria can be used to assess performance on a wide range of key indicators: health care outcomes; patient satisfaction; and operational, staff and financial indicators. The Baldrige healthcare criteria are built on the following set of interrelated core values and concepts (page 70). The criteria are organized into seven interdependent categories: Leadership Strategic planning Focus on patients, other customers, and markets Measurement, analysis and knowledge management Staff focus Process management Organizational performance results Baldrige’s scoring system is based on a 1000 point scale. Each of the seven criteria is assigned a maximum value ranging from 85 to 450 maximum points. The most heavily weighted criterion is the results category (450). The weight of this category is based on an emphasis Baldrige places on results and an organization’s ability to demonstrate performance and improvement in the following areas: Product and service outcomes, customer-focused outcomes, financial and market outcomes, workforce-focused outcomes, process effectiveness outcomes, leadership outcomes. ISO 9000 The international Organization for Standardization (ISO) issued the original 9000 series of voluntary technical standards in 1987 to facilitate the development and maintenance of quality control programs in the manufacturing industry. In 2000, ISO made major changes to the standards to make them more relevant to service and health care settings. Focused more on quality management systems, process approach, and the role of top management, the most recent standards include eight common quality management principles: Customer-focused organization Leadership Involvement of people Process approach System approach to management Continual improvement Factual approach to decision making Mutually beneficial supplier relationships Lean thinking Lean ïÆ'   to describe production methods and product development that, when compared to traditional mass production processes, produce more products, with fewer defects, in a shorter time. The focus of Lean methodology is a ‘back to basics’ approach that places the needs of the customer first through the following five steps: 1. Define value as determined by the customer, identified by the provider’s ability to deliver the right product or service at an appropriate price. 2. Identify the value stream: the set of specific actions required to bring a specific product or service from concept to completion 3. Make value added steps flow from beginning to end 4. Let the customer pull the product from the supplier, rather than push products 5. Pursue perfection of the process Six sigma The aim of six sigma is to reduce variation (eliminate defects) in key business processes. By using a set of statistical tools to understand the fluctuation of a process, management can predict the expected outcome of that process. Six sigma incluses five steps, commonly known as DMAIC: Define: Identify the customers and their problems. Determine the key characteristics important to the customer along with the processes that support those key characteristics. Identify existing output conditions along with process elements. Measure: Categorize key characteristics, verify measurement systems and collect data Analyze: Convert raw data into information that provides insights into the process. These insights include identify the fundamental and most important causes of the defects or problems. Improve: Develop solutions to the problem, and make changes to the process. Measure process changes and judge whether the changes are beneficial or another set of changes is necessary. Control: If the process is performing at a desired and predictable level, monitor the process to ensure that no unexpected changes occur. The primary tool of six sigma is that focus on variation reduction will lead to more uniform process output. Secondary effects include less waste, less throughput time and less inventory. Quality tools: three categories (also six categories distinguishing on page 74) Basic quality tools Control chart: upper and lower control boundaries that define the limits of common cause variation. It is used to monitor and analyze variation from a process to determine whether that process is stable and predictable or unstable and not predictable Histogram Cause-and-Effect/Fishbone diagram: the problem is stated on the right side of the cart, and likely causes are listed around major headings that lead to the effect. It can help organize the causes contributing to a complex problem. Pareto chart: 80% of the variation of any characteristic is caused by only 20% of the possible variables. Management and planning tools (75) Affinity diagram: a list of ideas is created, and then individual ideas are written on small note cards. Team members study the cards and group the ideas into common categories. The affinity diagram is a way to create order of a brainstorm session. Matrix diagram: helps us to answer two important questions when sets of data are compared: Are the data related? How strong is the relationship? Priorities matrix: uses a series of planning tools built around the matrix chart. Other quality tools Benchmarking: compares the processes and successes of you competitor of similar top-performing organizations to your current processes to define, through gap analysis, process variation and organizational opportunities for improvement. Benchmarking defines not only organizations that perform better but also how they perform better. Failure mode and effect analysis: examines potential problems and their causes and predicts undesired results. FMEA normally is used to predict product failure form past part failure, but it also can be used to analyze future system failures ïÆ'   both in patient safety toolbox. 5S: is a systematic program that helps workers take control of their workspace so that is actually works for them instead of being a neutral or, as is quite common, competing factor. Sort: means to keep only necessary items Straighten: means to arrange and identify items so they can be easily retrieved when needed. Shine: means to keep items and workspaces clean and in working order Standardize: means to use best practices consistently Sustain: means to maintain the gains and make a commitment to continue the first four S. Theory of Transfer of Learning ïÆ'   page 77 Rapid cycle testing/improvement Developed by IHI, rapid cycle testing/improvement was designed to create various small tests involving small sample sizes and using multiple PDSA cycles that build on the lessons learned in short period while gaining buy-in from staff involved in the change. It is designed to reduce the cycle time of new process implementation from months to days. Read 78/79/80/81 Chapter 5: Milestones in the quality measurement journey Many health care providers struggle to address the measurement mandate proactively, which leads organizations to assume a defensive posture when external organizations release the data. In such cases, the provider usually responds in one of the following ways: data are old, data are not stratified and do not represent appropriate comparisons, our patients are sicker than those in other hospitals. A more proactive posture would be to develop an organization-wide approach to quality measurement that meets both internal and external demands. This approach is not a task, but a journey that has many potential pitfalls and detours. Key milestones exist that mark your progress and chart your direction. Milestone 1: Develop a measurement philosophy (strategic step): What is/should be the role of performance measurement in the organization? Should it be done periodically or a day-to-day function? The first step toward this milestone should be the creation of an organizational statement on the role of measurement. Three simply questions should be explored when developing a measurement philosophy: 1. Do we know our data better than anyone else does? 2. Do we have a balanced set of measures that encompasses clinical, operational, customer service and resource allocations? 3. Do we have a plan for using the data to make improvements? Milestone 2: Identify the concepts to be measured (types and categories of measures) (strategic and operational step) The second milestone consists of deciding which concepts the organization wishes to monitor. There are three basic categories of measures: structure (s): represents the physical and organizational aspects of the organization processes (p): every activity, every job, is part of a process. outcomes (o): structure combine with processes to produce outcomes. The relationship between these categories usually is shown as follows: s + p = o Another categorization that can be made is (more specific) according to the six aims for improvement: 1 Safe, 2 Effective, 3 Patient centered, 4 Timely, 5 Efficient, 6 Equitable Regardless of the method used, an organization must decide which concepts, types, or categories of measures it wishes to track. Milestone 3: Select specific measures What aspect of (patient safety) do we want to measure? What specific measures could we track? Choose a specific indicator In this step you need to specifying what aspect of for example patient safety you intend to measure and the actual measures. Within the patient safety, you could focus on medication errors, patient falls, wrong site surgeries etc. Within the medication error you can measure different things: number of medication orders that had an error, total number of errors caught each day, percentage of orders with an error etc. Milestone 4: Develop operational definitions for each measure An operational definition is a description, in quantifiable terms, of what to measure and the specific steps needed to measure it consistently. A good operational definition: Gives communicable meaning to a concept or an idea Is clear and unambiguous Specifies the measurement method, procedures and equipment Provides decision-making criteria when necessary and Enables consistency in data collection The problem created by poor operational definitions should be obvious: if you do not use the same operational definition each time you record and plot data on a chart, you will either miss a true change in the data or think a change has occurred when in fact one has not. Using the same operational definition becomes even more critical if you are trying to compare several hospitals or clinics in a system. Milestone 5: Develop a data collection plan and gather data (giving special consideration to stratification and sampling) Direct start with data collection may cause teams to collect the wrong data in the wrong amounts. The data collection phase consists of two parts: Planning for data collection: what process will be monitored? What specific measures will be collected? What are the operational definitions of measures?.. The actual data gathering: how will you collect the data? Will you conduct a pilot study? Who will collect the data? (page 94) Once you have resolved these issues, the data collection should go smoothly. Sometimes improvement teams do not spend enough time on data collection plans. This can lead to the following problems: (1) collect too much, or too little data (2) collect the wrong data (3) become frustrated with the entire measurement journey. Consequences can be: the team tends to (1) distort (verdraaien) the data (2) distort the process that is produced the data or (3) kill the messenger. Two key data collection skills – stratification and sampling enhance any data collection effort. Stratification = the separation and classification of data into reasonably homogeneous categories. The objective of stratification is to create strata, or categories, within the data that are mutually exclusive and facilitate discovery of patterns that would not be observed if the data were aggregated. Stratification allows understanding of differences in the data caused by different factors (page 95). If you do not think about how these factors could influence your data you run the risk of making incorrect conclusions and having to filter out the stratification effect manually after you have collected the data. Sampling (steekproef) ïÆ'   the most important thing you can do to reduce the amount of time and resources spent on data collection. There are four conditions for developing a sampling plan: accuracy, reliability, speed and economy. Sampling consists of a series of comprom ises and trade-offs. The basic purpose of sampling is to be able to draw a limited number of observations and be reasonably confident that they represent the larger population from which they were drawn. There are two basic approach to sampling: Probability sampling techniques: based on statistical probability (systematic sampling, simple random sampling, stratified random sampling, stratified proportional random sampling) Non-probability sampling techniques: should be used when estimating the reliability of the selected sample or generally applying the results of the sample to larger population is not the principal concern. The basic objective is of this type of sampling is to select a sample that the researchers believe is typical of the larger population. (convenience sampling, quota sampling and judgement sampling) 99-102 Milestone 6: Analyze the data using statistical process control methods (especially run and control charts) Translate data into information. Milestone 7: Use the analytic results to take action (implement cycles of change, test theories and make improvements) Chapter 6: Data collection Quality measurements can be grouped into four categories: Clinical quality Financial performance Patient satisfaction Functional status To report on each of these categories, several spate data sources may be required. The challenge is to collect as much data as possible from the fewest sources with the objectives of consistency and continuity in mind. Retro prospective data collection: involves identification and selection of a patient’s medical record or group of records after the patient has been discharged. Prospective data collection: relies on medical record review, but it is completed during a patient’s hospitalization or visit rather than retrospectively. Disadvantage: time consuming and can distract nurse from their direct patient care responsibilities, expensive method, mostly full time data analyst needed. Source for data for quality improvements: Administrative databases: are information collected, processed and stored in automated information systems. Excellent source of data for reporting on clinical quality, financial performance, and certain patient outcomes. Advantages: less expensive source of data, they incorporate transaction systems, moest of the code sets embedded are standardized, the database are staffed by individuals who are skilled, the volume is great, data reporting tools are available.. Disadvantages: some argue that these data is less reliable than data gathered by chart review. Patient surveys: especially when teams are interested in the perceptions of patients, either in terms of the quality of care or the quality of service provided. A team can design the survey itself, hire an expert to design a survey, or purchase an existing survey/survey service. Functional status surveys: usually measured before and at several points following the treatment or procedure. (for example a baseline before the knee procedure and then assessments are made at regular intervals after the surgery) Health plan databases: excellent source of data for quality improvement projects, particularly projects that have a population health management f ocus. These databases are valuable because they contain detailed information on all care received by health plan members. It provides a comprehensive record of patient activity and can be used to identify and select patients for enrollment in disease management programs. Used properly: rich source of data for population management, disease management and quality improvement projects. Health plan databases limitations: considerations include accuracy, detail and timeliness. Recoding may make some data inaccurate, they do not contain detailed information on outcomes of care . Patient registries: powerful source of quality improvement data. Advantages: rich source of information because they are customized, can collect all the data that the physician or health system determines are most important, can be used for quality improvements, they are not subject to the shortcomings of administrative or health plan databases, collection techniques can be combined to provide a complete picture of the patient experience. They are versatile and flexible. Example case study in clinical reporting: page 123-127 Conclusion: there are many sources and data collection approaches from which to choose. Rarely does one method serve purposes, so it is important to understand the advantages and disadvantages of all methods. A combination is also possible. Knowledge of different sources and techniques will help you to use data more effectively and efficiently in your clinical improvement effort. Chapter 7: Statistical tools for quality improvement Three fundamental purposes for performance measurement: Assessment of current performance: identify strengths and weaknesses of current processes Demonstration and verification of performance improvement And control of performance Performance measurement benefits organizations in several ways: provides factual evidence of performance, promotes ongoing organization self-evaluation and improvement, illustrates improvement, facilitates cost-benefit analysis, helps to meet external requirements and demands for performance evaluation, may facilitate the establishment of long-term relationships with various external stakeholders. May differentiate the organization from competitors, may contribute to the awarding of business contacts and fosters organizational survival. .. Chapter 13: Leadership for quality Leadership = working with people and systems to produce needed change. Individual leadership = this set of leadership is about what people must be and what they must know how to do, if they are to influence others to bring about needed changes. Both being and doing are needed, especially when the changes required for quality improvement involve reframing core value or remaking professional teams. Many improvements in health care will require these kinds of deep changes in values. These changes are sometimes labeled as transformational changes to distinguish them from transactional changes, which do not require changes in values and patterns of behavior. Organizational leadership = about creating a supportive organizational environment in which hundreds of capable individual leaders’ work can thrive (groeien). One way to view this level (system-of-leadership level) is as a complex set of interrelated activities in five broad categories: Set direction: every organization has a sense of direction, a future self-image. A leader should set that direction. Establish the foundation: leaders must prepare themselves and their leadership teams with the knowledge and skills necessary to improve systems and lead change (and reframe values) Build will: to initiate and sustain change takes will, which seem to be highly sensitive to discord and often grind to a halt because of one loud voice opposing change ïÆ'   therefore making logical and quantitative links should be made between improvement and key business goals. Generate ideas: quality challenges require innovation. Page 313 Implementing quality as the core organizational strategy Implementing a culture that has quality improvement at its core is an important goal for providers who want to serve patients better, gain the support of healthcare providers, stay ahead of government regulation, meet consumer’s demand for transparent information on quality and costs, an gain a competitive advantage in the marketplace. Recent history: many efforts have not resulted in the sustainable quality improvements that the leaders hoped to see. Quality improvement strategy should start with leadership from the board of trustees, the CEO and the executive team, but it is a challenge for health care organizations because of the many internal competing agendas, the rapidly changing environment, employees and so on. First step: to establish an organizational culture that will support the hospital on their journey to quality ïÆ'   starting point: leadership! Kaplan Norton: Balanced Scorecard ïÆ'   this approach includes the perspective of the patient and family, internal processes such as clinical pathways, learning and growth opportunities that focus on employees and financial performance. Role of leadership: leaders ask financial questions about market share, margins and quality implications. They raise questions related to the satisfaction of their internal and external customers and the way in which business processes must change to improve and sustain quality. Primary focus on creating a culture of quality. Baldrige National Quality Program Creating the change towards quality starts with leadership. Road map for change Eight stage change process, modified form Kotter’s seminal work (Leading Change 1996) serves as a realistic and viable framework to guide leaders who are managing a change to quality: 1. Unfreezing the old culture This is the most difficult step because of culture’s influence on employee behavior and some employee’s to desire to resist change and impede progress. 2. Forming a powerful guiding coalition 3. Developing a vision and strategy 4. Communicating a vision and strategy 5. Empowering employees to act on the vision and strategy 6. Generating short-term wins 7. Consolidating gains and producing more change 8. Refreezing new approaches in the culture View as multi-pages

Othello: Racism Essay examples -- Othello essays

Othello: Racism  Ã‚        Ã‚   Just how serious is the problem of racial prejudice in William Shakespeare’s tragedy Othello? Is it pervasive or incidental? This essay intends to answer questions on this subject. Blanche Coles in Shakespeare’s Four Giants maintains that the racial discrimination in the play may be overstated by critics: In the first scene, Roderigo has referred to Othello as â€Å"thick lips.† No other character in the play attributes any such negroid features to Othello, and it should be remembered that Roderigo has a half-insane prejudice against and hatred for Othello. Brabantio refers to his â€Å"sooty bosom,† but may he not have meant his hairy chest? Some rather fair men have black hair on their chests. The word â€Å"sooty† seems to apply more aptly to this interpretation than it does to a mere black body. All other characters refer to Othello respectfully as â€Å"the Moor† or â€Å"the valiant Moor.† (80) In the opening scene, while Iago is expressing his dislike, or rather hatred, for the general Othello for his having chosen Michael Cassio for the lieutenancy, he contrives a plan to partially avenge himself (â€Å"I follow him to serve my turn upon him†), with Roderigo’s assistance, by alerting Desdemona’s father, Brabantio, to the fact of his daughter’s elopement with Othello. Roderigo shares Iago’s prejudiced attitude toward Othello: â€Å"What a full fortune does the thicklips owe / If he can carry't thus!† The word thicklips is a disparaging reference to a facial characteristic of many members of the dark-skinned race. When, by loud shouting, Brabantio is awakened, Iago commences with a series of racial epithets: Zounds, sir, you're robb'd; for shame, put on   Ã‚  Ã‚  Ã‚   your gown;   Ã‚  Ã‚  Ã‚   Your heart is burst, you have lo... ...e.   EMILIA. Thou dost belie her, and thou art a devil! (5.2)    Following Iago’s murder of Emilia, he is captured; Lodovico addresses Othello, who is so dejected at having been deceived by his ancient:   Ã‚  Ã‚  Ã‚   O thou Othello, thou wert once so good,   Ã‚  Ã‚  Ã‚   Fall'n in the practise of a damned slave,   Ã‚  Ã‚  Ã‚   What shall be said to thee? (5.2)    Needless to say, damned slave has racial overtones. Shortly thereafter, the hero, in remorse for the tragic mistake he has made, stabs himself and dies on the bed next to his wife, his sorrow being as deep as his love.    WORKS CITED Shakespeare, William. Othello. In The Electric Shakespeare. Princeton University. 1996. http://www.eiu.edu/~multilit/studyabroad/othello/othello_all.html No line nos. Coles, Blanche. Shakespeare’s Four Giants. Rindge, New Hampshire: Richard Smith Publisher, 1957.   

Hair Weaving The Mathematical Connection

This survey examines the mathematics behind hair weaving. The observation is conducted in a little salon in Decatur, Georgia. The stylist utilizations math on a day-to-day footing. The range of the mathematics in this survey is merely focused on a little facet that occurs daily in a salon. The mathematics that is involved includes: fractals, transmutation, perimeter, numeration, appraisal, anticipation, measuring, ratios, angles, and add-on. In add-on, the survey demonstrates the importance of utilizing civilization in the schoolroom, and literature that has successfully implemented activities affecting hair gold braid and other African parts.Context of the StudyIntegrating civilization into schoolrooms is really of import. One pattern that is common in the African American civilization is hair lacing and hair weaving, where hair gold braid is a really of import measure in the hair weaving procedure. These peculiar manners are apparent in all schoolrooms across the state. Since the h airdos are prevailing in schools, associating hair weaving to curriculums will actuate the pupils ( Gilmer, 2004 ) . The pupils can function as theoretical accounts. Making the pupils a portion of the lesson will further peer interaction and construct self esteem ( Gilmer, 2004 ) . In add-on, hair weaving will supply a connexion to history. This connexion will supply the chance to larn mathematics in a contextual signifier that African American pupils are familiar with. In add-on, since hair gold braid and hair weaves are a current manner tendency, this tendency can present the historical parts of the African civilization to pupils as good, redesigning the current bringing of mathematical direction ( Weiger, 2000 ) . The fact-finding processs involved in utilizing conceptual mathematics will beef up the African American pupil ‘s critical thought, job resolution, and communicating accomplishments because the pupils are utilizing and discoursing the mathematics.Research Question sThrough the literate reappraisal and the analysis of informations, the undermentioned inquiries will be answered at the terminal of this ethnographic survey: What is the relationship between hair weaving ( sew- in ) and mathematics? How make you use the historical manner parts of ancient Africans to motivate motive amongst African American young person? How make you utilize the civilization of hair to actuate African American young persons? Why is it of import to incorporate civilization and instruction? How make you place the mathematical constructs in hair gold braid and hair weaving?Concise Literature ReviewAfrican Americans take pride in their hair and their visual aspect. This is apparent in the billion dollar hair industry with adult females, work forces and kids lending to the net incomes ( Chris Rock ‘s Good Hair, 2009 ) . The billion dollar industry contains weaves, hair attention merchandises, and hair attention tools. African American adult females can pass 1000s of dollars on one weave session. Since so much accent is placed on hair, the research of schoolroom use by Gloria Gilmer ( 1998 ) is of import to African Americans. During Gloria Gilmer ‘s look intoing into hair manners of African American adult females, geometric designs and forms were discovered in the gold braid procedure ( Gilmer, 1998 ) . After farther probe, the constructs of tessellations were identified in the gold braid forms of the participants. The tessellations were easy seeable in the expo sure provided in the survey. Another research worker connected the forms of hair lacing to the transmutations besides ( Eglash, 2004 ) . On the website provide by Ron Eglash cornrow plaits translate, reflect, rotate, and distend Y forms in which the Y resembles a plait stitch ( 2004 ) . Pamela Frost discovered that African fractals are non limited to hair gold braid, but can be extended to calculate artworks, genetic sciences, and biological science ( 1999 ) . Since hair gold braid contains common taught mathematical constructs, implementing the construct is an easy undertaking. Teachers do non hold to buy extra merchandises to implement the construct, since paper and pencils can be utilized to look into fractals. It is noted that â€Å" pupils can still larn about fractals utilizing common school supplies † ( Frost, 1999 ) . Teachers do non hold to research a batch of information about hair gold braid and hair weaving. African American pupils come with anterior cognition about hair gold braid and hair weaving, associating their anterior cognition to geometry and fractals can help in â€Å" building their ain individualities † ( Frost, 1999 ) . Besides instructors can be provided with pre-written activities about the connexion of hair gold braid and mathematics ( Frost, 1999 ) . An of import facet of utilizing hair lacing in the schoolroom is to help in the development of African American pupils and other minorities. It has been noted that Ethnomathematics such as forms in hair lacing â€Å" respond to the demands of increasing Numberss of pupils who feel like failures for non understanding † ( Gilmer, 2004 ) . African American pupils will see little success by lending information that they are familiar with. In the current educational systems mathematics is used to hike trial tonss, so pupil can accomplish a certain position ( Gilmer, 2004 ) . Often in this procedure minority pupils are left behind in mathematics. In other to level the playing field in mathematics, utilizing Ethnomathematics that involves cultural constructs such as hair gold braid and hair weaving will give the pupils the power to â€Å" spot and look into † which engages pupils ( Gilmer, 2004 ) . Student engagement aids with treating information into memory ( Woolfolk, 2004 ) . With battle, comes larning. African American pupils will hold the chance to larn mathematics and reassign the acquisition to trials and other acquisition activities ( Gilmer, 2004 ) .MethodologyParticipantsThis assignment provided an chance to detect an African American stylist with over 18 old ages of experience in the cosmetology concern. The stylist works in a little upscale salon with two other stylists. The ascertained stylist received her preparation from a local cosmetology school and a concern grade from Bowie State University in Maryland. The stylist stated her trade was mastered through on the occupation preparation and that school merely prepared her with the theory. The client is a professional pedagogue that receives hair weaves every six to eight hebdomads. The client has chemically damaged hair and receives hair weaves to alleviate the mundane emphasis on her hair. Permission was given to merely enter the dorsum of the caput.Study DesignSince hair is a portion of the African American civilization, an ethnographic attack was taken. Culture can non be examined with making a hypothesis, formal testing, and statistical analysis of informations.Data Collection Instruments:During the survey, a FLIP picture camera was used to enter snippings of the hair weaving procedure. In add-on, notes were written to enter the ambiance, the conversations, and the actions of the stylist. An informal interview was used to derive cognition about the client and the stylist techniques.Procedures:Initial Entry: In order to finish this survey, aid from the stylist was requested during a hebdomadal salon visit. During the solicitation, the stylist was given a transcript of the undertaking demands and a brief account about the videotaping. The stylist was concerned with the publication of the recorded techniques. She was assured that the technique was for a category undertaking with no public screenings. The stylist agreed and requested a transcript of the picture once the undertaking was completed. Data Collection: The research worker began the observation procedure around nine 30 a.m. The observation procedure consisted of notes, informal interviews and videotaping. The research worker became an active portion of the procedure by helping with the threading of the acerate leafs. In add-on, the research worker interacted with all the other stylists and clients by supplying information about the survey and take parting in the chitchat in the salon.Data Analysis & A ; SynthesisIn analyzing the informations received during the observation, several mathematical operations were revealed. The first mathematical construct that was revealed was fractals. Fractals are defined as the geometric forms that are repeated, which include dilations ( Frost, 1999 ) . In hair weaving, the first procedure is hair lacing. The stylist subdivisions off little parts of the hair, and so braid the hair. The plaits consist of repeated forms that resemble a â€Å" V † . The plait begins little towar ds the border of the hair and gets larger as the plait reaches the Crown of the heard. The following mathematical construct that was revealed is transmutations which include interlingual renditions and perpendicular contemplations. As mentioned before, the plaits resemble several little V ‘s. The interlingual rendition occurs when the form of the V travels towards the Crown of the caput. The form of the V ‘s is really close together so the plaits are tight. This tightness aids with the hair weave enduring eight hebdomads. Another transmutation that is present is a perpendicular contemplation. The stylist begins with a plait on the right side of the heard and terminals at the Crown of the caput. She so begins with the left side of the caput and ends at the same topographic point. The plaits on each side of the caput are exact opposite of each other. The contemplation line is in the centre of the caput. The perpendicular refection ends at the center of the ears. In add-on, the mathematical construct of numeration was revealed. In several cases, the stylist was observed numbering the figure of plaits on the client ‘s caput. She stated it was of import to hold the same measure of plaits on both sides of the caput. In add-on, the stylist the stylist was observed numbering the figure of weave paths as she connected the weave. Another mathematical construct that was observed during the hair weaving procedure involves measuring and appraisal. The stylist used appraisal to mensurate the length of the weaving yarn. She removed yarn from the bobbin and used the length of her forearm to find the length. This procedure continued until the hair weave was completed. In add-on, the stylist estimates the measure of hair and the monetary value of the service. It was revealed that a anterior conversation occurred between the client and the stylist. The client shows the stylist a image and the stylist determines the measure of hair that is needed. This appraisal is of import because they stylist do non desire the client to buy extra hair. The following mathematical construct observed is arc length. Since the measuring of the caput utilizes perimeter, which is the length of the outermost border of a circle. The plaits that travel from right to go forth could be considered to be single circles. The stylist is gauging the length of the weave paths to attach to the ‘arcs † of the fanciful circles, which is the formal mathematical term called arc length. Another mathematical construct that is utilised is ratios. The stylist discussed the procedure of adding colour to the hair weave. The client purchases a little package of coloured weave. Following, the stylist uses a razor to divide the weave path. Finally, the stylist combines the colour weave path to the black path. In add-on, the stylist utilised ratios in the procedure when she mixed the hair dye for another colour. The stylist did uncover that sometimes hair weave clients receive colour to dissemble the grey hairs. This peculiar client did non have hair colour. After all of the paths were attached to the caput, the stylist used angles to cut the hair. The stylist stated she was utilizing 45 grade angles. It was hard to find the exact measuring of the angles since the stylist cut the hair quickly. Using 40 five degree angles to cut hair is a construct that the stylist learned in beauty school. During the full procedure of attaching the weave path to the plaits, the stylist created knots to guarantee the yarn did non detached. Besides in the initial threading procedure, knots were tied at the terminal of the twine every bit good. The type of knot was non determined. The concluding mathematical construct that was revealed was add-on and minus. The stylist used mental add-on to calculate the cost of the hair weave service. Once the client paid for the service, the stylist provided alteration. There was non any grounds of numbering alteration to the client. Recommendations Listing the possibilities of mathematics being used in the universe is about impossible. Mathematics is used in many signifiers of life such as eating houses, building, auto franchises, and promenades. This use of mathematics supports systems in topographic point working. Since mathematics is apparent in the lives of pupils, it is recommended to associate practical experiences such as hair weaving to the course of study that pupils must larn. This relationship would do mathematics relevant to the universe of pupils. In add-on, supplying this experience will see pupils to possible callings that they may hold had small cognition about. Learning mathematics through practical experiences will give pupil the chance to larn why and how mathematics is used. This signifier of larning supports the constructivist theory, where acquisition is student centered and non teacher centered ( Woolfolk, 2004 ) . Another recommendation to utilizing practical experiences such as hair weaving will give th e chance for pupils to larn utilizing transverse curricular activities. Since hair weaving involves chemicals, designs, and hair, pupils will hold the chance to larn chemical science, art and biological science in context. Observing and questioning a stylist will give a pupil the chance to witness the consequences of chemical procedure on the hair, to incorporate art and manner, and to larn how the organic structure develops skin, and the proper nutrition to keep healthy tegument. Besides it is recommended to give the pupils the chance to larn by making. The custodies on larning experience will advance motive. Motivation amongst African American pupils in mathematics is worsening ( Gilmer, 2004 ) . Using a pattern that is familiar to pupils can supply a gateway to engagement in the category. The pupils will be a portion of the category, taking the phobic disorder of failure, ensuing in assurance in mathematics ( Woolfolk, 2004 ) . This assurance will actuate the pupil to go on to la rn mathematics since the fright of non cognizing is removed. It is besides recommended that instructors create job based acquisition instances utilizing the constructs that relates to civilization such as hair weaving. The instances would advance enquiry about the different civilization and give replies as to why a peculiar civilization patterns certain modus operandis. This window into the lives of others will assist the pupils to understand and appreciate the civilizations of others. The enquiry procedure in the job based acquisition will give the pupils picks about the methods of geting cognition and how of import the information is to their personal state of affairs. The acquisition is navigated by the pupils with instructor counsel, alternatively of driven by instructor input merely. In add-on, the pupils will hold the chance to research and take part in instructional preservations from the research about the different civilizations. The instructional conversations would advanc e integrity and aid in learning diverseness amongst the pupils and the instructors.

Battle of Gettysburg

The Battle of Gettysburg was fought by the largest number of soldiers, totaling 172,000 young men (â€Å"American Civil War†). During the Civil War, our nation was divided by the North (Union Army) and the South (Confederate Army) for opposing viewpoints on slavery and states’ rights. The Battle of Gettysburg was fought over three long, arduous days. The soldiers struggled under their respected generals in a 25 mile battle zone (â€Å"American Civil War†). This battle was a triumphant victory and a heart-wrenching loss for the troops of the Yankee North and Rebel South. The complexity of the Battle of Gettysburg brought together two fronts whose decisions and commitment would determine its outcome. Many generals commanded forces during this battle. General Robert E. Lee was a confident Confederate commander of the Army of Northern Virginia. He believed one resolute victory would bring an end to the war. To secure this victory, General Lee devised an offensive attack on Northern land. His Rebel troops were split into three divisions (I, II, III Corps) with approximately 25,000 men each and commanded by Generals James Longstreet, Richard Ewell, and A. P. Hill. Under Lee’s order each Corps traveled north discreetly so as to not raise Union Army suspicion (King 8-9). However, Lee’s strategy did not go unnoticed by the Union Army of the Potomac commander, Joseph Hooker. The movement of Confederate troops northward reduced the number of soldiers under Hooker’s watchful eye. He sent word to President Abraham Lincoln who, in response, ordered him to move the Union forces in the same direction to defend Washington, D. C. (King 10). However, Hooker moved to take a different course of action and wanted to attack the Confederacy’s capital of Richmond. Because of this breach of conduct, Hooker was replaced by General George Meade and never allowed to forge an attack on Richmond (Appleby 486). News of Meade’s recruitment and the forward movement of the Union army over the Potomac River were delivered to General Lee by a confederate spy. Information of such importance should have been relayed more quickly by General Jeb Stuart who was Lee’s eyes and ears on the Army of the Potomac’s whereabouts. This infuriated Lee as well as Stuart’s tardy return from his mission. To combat this advancement, Lee quickly sent word to his three Corp commanders to move toward Gettysburg (King 11-13). Soon after, another Union general became significant. His name was John Buford and he led his two cavalry brigades to the outskirts of Gettysburg. It was here that he noticed Confederate troops raiding the town for supplies like shoes, clothing, and food. Buford sent an urgent message for aid, since Union soldiers were outnumbered by approximately 4,000 Rebel soldiers (King 14). However, Buford’s cavalry was detected by a branch of the Confederate Army commanded by General Pettigrew. When these two fronts collided on McPherson Ridge on July 1, 1863, it marked the official beginning of the Battle of Gettysburg (â€Å"American Civil War†). Buford held off the enemy for two hours. General John Reynolds arrived with Union reinforcements known as the Iron Brigade or 6th Wisconsin. Moreover, Confederates were also receiving aid from Ewell’s II Corps. So, the Rebels still outnumbered the Union troops (King 14-15). Late that afternoon and after sustaining 8,000 casualties, the Yankees were on the run. The death of Reynolds further pushes the Union army to the verge of crumbling. Somehow, Union forces are pulled together in a united front when General Winfield Scott arrives on the scene of Cemetery Hill. They manage to take control here as well as Cemetery Ridge and Culp’s Hill by the end of the day. On the other hand, the Confederates retained control of only Seminary Ridge. This setback for the South was likely the result of General Ewell’s failure to follow Lee’s command (King 15- 17). Despite this, the Rebel’s morale remained optimistic as they initiated the fighting on the following morning (King 18). Union forces retaliated and saved their position until one of General Meade’s commanders staged his own offensive battle (Appleby, Joyce 486; King 22). This Union general was Dan Sickles. By moving his position without consulting General Meade, a â€Å"bulge† was created. This foolish mistake allowed 1,600 Confederate soldiers to rush the Union line to overtake Peach Orchard, capturing 1,000 Yankee prisoners (King 22). Another Union Army general, G. K. Warren, secured and protected a hill called Little Round Top before Confederates claimed it which helped combat the loss from Sickle’s blunder (â€Å"American Civil War†). At this point in the Battle of Gettysburg, both North and South sustained large numbers of casualties. The Southern casualties roughly totaled 7,000 of 22,000 troops. The North suffered even more by losing 15,000 soldiers. Both sides needed to re-evaluate their battle strategies. Lee thought victory for the South was possible with better timing and artillery. Conversely, Meade and his other Union generals decided to stay in their current position and continue the battle (King 22). After dawn on July 3, 1863, Union soldiers fired upon the Confederacy’s I Corps led by General Longstreet. The two fronts dueled on Cemetery Ridge. Around 3p. m. , Union fire subsided. The North hoped this tactic would give Confederates the impression that their cannons were being destroyed. The trick was successful and led to the climax of the Battle of Gettysburg (Appleby, Joyce; King 22; â€Å"American Civil War†). This final attack is known as Pickett’s Charge in honor of the general who commanded the attack. Pickett gave three divisions, which included 14,000 troops, the order to cross a treacherous mile-wide open valley. One of the divisions was led by General Lewis Armistead. Many Rebel troops followed him on foot. These soldiers were ambushed by Northern gunfire from 11 cannons and 1,700 rifles as they approached a small stone wall. The Northern commanders yelled, â€Å"Fire! † In response, Armistead yelled, â€Å"Come on boys! Give them cold steel! Who will follow me? † His troops responded with their famous â€Å"rebel yell. † Unfortunately, for the South, Armistead is fatally wounded leaving the Confederacy with no leader. Without direction, Rebel soldiers were killed, wounded, or captured. The lucky living retreated, ending the battle with a Union victory (King 26-27). More men fought and died in this battle than any other on American soil (â€Å"American Civil War†). A total number of roughly 51,000 men were lost (Gettysburg). The North sustained casualties of about 23,000, while the South lost about 28,000 men. The lack of effective communication proved to be a downfall for the Confederacy (â€Å"American Civil War†). Lee was shattered by the loss, but his troops’ spirits were far from broken (King 30; Gettysburg). The Confederates retreated over the Potomac on July 4, 1863, and the war raged on for two more devastating years. The outcome of this complex battle was a direct result of the Union and Confederate commanders’ offensive decisions and relentless commitment of their armies.

Make communicating numbers as simple as 1, 2, 3 - Emphasis

Make communicating numbers as simple as 1, 2, 3 Make communicating numbers as simple as 1, 2, 3 Being able to write about numbers well is a core skill. But it can become needlessly fraught – mainly because those who find maths straightforward often don’t understand why it’s difficult for others to grasp. Luckily, there are three principles that can take the pain out of the process: simplify, signpost and be specific. 1. Simplify When you’re translating a complex set of figures – for instance, a company’s financial results – into a written summary, it’s all too easy to get distracted by the sheer volume of information. This means you end up cramming in as much detail as possible, which can weaken your main message and confuse your reader, even if the audience is largely technical. Unless you’re confident that your piece will be read by someone who will be taking their time and making notes, it’s better to avoid dealing with more than two sets of numbers in any one sentence. Also, try not to have several sentences in succession that introduce new figures. Break them up with analysis and observations. Under this approach, the following sentence is fine: ‘Sales increased 10 per cent to  £2.7bn, while profits rose five per cent to  £10m.’ Despite containing four figures, it introduces only two concepts (what happened to sales, and what happened to profits). However, try to include a year-on-year comparison in the same sentence, and it becomes much less readable. ‘Sales increased 10 per cent to  £2.7bn in 2012, a slight improvement on 2011’s figure of eight per cent, while profits for 2012 rose five per cent to  £10m, up from four per cent in 2011.’ If you’re preparing a script or notes for TV or radio, try to reduce this still further to just one topic per sentence. To see how much more difficult it is to follow figures presented verbally, ask someone to read you the press release of any financial results – then see how much of what you heard you recall. Pick the numbers that really matter, and focus on getting those across. 2. Signpost Often, the same piece of writing will have to work for multiple audiences with very different technical abilities. A half-year update will be read for detailed information by analysts and investors, but perhaps also skimmed by potential clients and journalists looking for an overview of the company. For the former, the detail is vital, and if you remove it they will find the information insufficient – but leaving it in may confuse the latter. This is where signposting helps. Compare the following two statements: ‘Underlying net revenues, the best metric for sales, increased 9.7 per cent year-on-year to  £2.72bn, while profits before tax made strong progress, increasing 5.0 per cent to  £9.9m.’ ‘Sales and profits both grew strongly on the company’s key metrics. Underlying net revenues increased 9.7 per cent year-on-year to  £2.72bn, and profit before tax grew 5.0 per cent to  £9.9m.’ The second example is a little longer, but it primes readers on what to expect from the rest of the paragraph. It also serves as an explanation of the particular measures of revenue and profit being used. Signposts should be short and simple, and group related information. If they seem overly complex, you’re probably trying to load too much into one paragraph. 3.  Specify How specific your writing needs to be varies depending on your audience and the information you’re conveying. For a general audience, simple, round figures are always best. Avoid decimal points where possible, and minimise figures. Consider using descriptions such as ‘one in five’ rather than 20 per cent’, if it helps make the meaning clearer. More financially or technically literate audiences tend to prefer (or even demand) more specificity. In reality, the inputs on forecasting models are often rounded up or down, and the outcomes are therefore uncertain. For example, a forecasting model generated in Excel might come out with a brilliantly specific-looking sales projection: next year, the spreadsheet says, Company A will sell 67,971.2 tricycles.   But this figure appears more precise than it really is. Try to reflect this: if the margins of error on an estimate are known, make that clear.   This needn’t be complex. For example, if the margin was roughly +/-500, you could write the estimate as: ‘Projections for the next year suggest Company A will sell around 68,000 tricycles.’ Again, keep your audience in mind: analysts and specialists may well expect to see explicit references to margins of error. Take similar care when writing about risk and uncertainty. If you write ‘the chance of catastrophic failure has increased threefold, year-on-year,’ you may well terrify a reasonable portion of your readership. If the risk of catastrophic failure has increased from 0.01 per cent to 0.03 per cent, that panic probably wasn’t your intention. Make sure you’re confident of the difference between absolute and relative risk. Absolute risk describes how probable it is that something will occur. Relative risk is a comparison between different risk levels. In most cases, it will be appropriate to use the former. Most importantly of all, keep reminding yourself who it is youre writing for, what they need to know and the level of their technical expertise. Keeping your reader at the front of your mind will help you remember to speak in language that they will understand and find compelling. Want more help with writing about numbers? We run courses on report writing and technical writing. To find out more, call us on +44 (0)1273 732 888 or email help@writing-skills.com.

AP Chemistry Course and Exam Topics

AP Chemistry Course and Exam Topics This is an outline of the chemistry topics covered by the AP (Advanced Placement) Chemistry course and exam, as described by the College Board. The percentage given after the topic is the approximate percentage of multiple-choice questions on the AP Chemistry Exam about that topic. Structure of Matter (20%)States of Matter (20%)Reactions (35–40%)Descriptive Chemistry (10–15%)Laboratory (5–10%) I. Structure of Matter (20%) Atomic Theory and Atomic Structure Evidence for the atomic theoryAtomic masses; determination by chemical and physical meansAtomic number and mass number; isotopesElectron energy levels: atomic spectra, quantum numbers, atomic orbitalsPeriodic relationships including atomic radii, ionization energies, electron affinities, oxidation states Chemical Bonding Binding forcesa. Types: ionic, covalent, metallic, hydrogen bonding, van der Waals (including London dispersion forces)b. Relationships to states, structure, and properties of matterc. Polarity of bonds, electronegativitiesMolecular modelsa. Lewis structuresb. Valence bond: hybridization of orbitals, resonance, sigma and pi bondsc. VSEPRGeometry of molecules and ions, structural isomerism of simple organic molecules and coordination complexes; dipole moments of molecules; relation of properties to structure Nuclear Chemistry Nuclear equations, half-lives, and radioactivity; chemical applications. II. States of Matter (20%) Gases Laws of ideal gasesa. Equation of state for an ideal gasb. Partial pressuresKinetic-molecular theorya. Interpretation of ideal gas laws on the basis of this theoryb. Avogadros hypothesis and the mole conceptc. Dependence of kinetic energy of molecules on temperatured. Deviations from ideal gas laws Liquids and Solids Liquids and solids from the kinetic-molecular viewpointPhase diagrams of one-component systemsChanges of state, including critical points and triple pointsStructure of solids; lattice energies Solutions Types of solutions and factors affecting solubilityMethods of expressing concentration (The use of normalities is not tested.)Raoults law and colligative properties (nonvolatile solutes); osmosisNon-ideal behavior (qualitative aspects) III. Reactions (35–40%) Reaction Types Acid-base reactions; concepts of Arrhenius, Brà ¶nsted-Lowry, and Lewis; coordination complexes; amphoterismPrecipitation reactionsOxidation-reduction reactionsa. Oxidation numberb. The role of the electron in oxidation-reductionc. Electrochemistry: electrolytic and galvanic cells; Faradays laws; standard half-cell potentials; Nernst equation; prediction of the direction of redox reactions Stoichiometry Ionic and molecular species present in chemical systems: net ionic equationsBalancing of equations including those for redox reactionsMass and volume relations with emphasis on the mole concept, including empirical formulas and limiting reactants Equilibrium Concept of dynamic equilibrium, physical and chemical; Le Chateliers principle; equilibrium constantsQuantitative treatmenta. Equilibrium constants for gaseous reactions: Kp, Kcb. Equilibrium constants for reactions in solution(1) Constants for acids and bases; pK; pH(2) Solubility product constants and their application to precipitation and the dissolution of slightly soluble compounds(3) Common ion effect; buffers; hydrolysis Kinetics Concept of rate of reactionUse of experimental data and graphical analysis to determine reactant order, rate constants, and reaction rate lawsEffect of temperature change on ratesEnergy of activation; the role of catalystsThe relationship between the rate-determining step and a mechanism Thermodynamics State functionsFirst law: change in enthalpy; heat of formation; heat of reaction; Hesss law; heats of vaporization and fusion; calorimetrySecond law: entropy; free energy of formation; free energy of reaction; dependence of change in free energy on enthalpy and entropy changesRelationship of change in free energy to equilibrium constants and electrode potentials IV. Descriptive Chemistry (10–15%) A. Chemical reactivity and products of chemical reactions. B. Relationships in the periodic table: horizontal, vertical, and diagonal with examples from alkali metals, alkaline earth metals, halogens, and the first series of transition elements. C. Introduction to organic chemistry: hydrocarbons and functional groups (structure, nomenclature, chemical properties). Physical and chemical properties of simple organic compounds should also be included as exemplary material for the study of other areas such as bonding, equilibria involving weak acids, kinetics, colligative properties, and stoichiometric determinations of empirical and molecular formulas. V. Laboratory (5–10%) The AP Chemistry Exam includes some questions based on experiences and skills students acquire in the laboratory: making observations of chemical reactions and substances; recording data; calculating and interpreting results based on the quantitative data obtained, and communicating effectively the results of experimental work. AP Chemistry coursework and the AP Chemistry Exam also include working some specific types of chemistry problems. AP Chemistry Calculations When performing chemistry calculations, students will be expected to pay attention to significant figures, precision of measured values, and the use of logarithmic and exponential relationships. Students should be able to determine whether or not a calculation is reasonable. According to the College Board, the following types of chemical calculations may appear on the AP Chemistry Exam: Percentage compositionEmpirical and molecular formulas from experimental dataMolar masses from gas density, freezing-point, and boiling-point measurementsGas laws, including the ideal gas law, Daltons law, and Grahams lawStoichiometric relations using the concept of the mole; titration calculationsMole fractions; molar and molal solutionsFaradays law of electrolysisEquilibrium constants and their applications, including their use for simultaneous equilibriaStandard electrode potentials and their use; Nernst equationThermodynamic and thermochemical calculationsKinetics calculations

Why an organization should implement an in person group facilitated Essay

Why an organization should implement an in person group facilitated patient orientation program for patients diagnosed with cancer - Essay Example own that such stress of the potential patients attending in an outpatient cancer clinic can be amplified by several factors experienced in such clinics. Some of these are long waiting time, lack of information, absence of psychosocial care, and paucity of communication between care personnel and the patients. Stress in such situations can be ameliorated considerably since part of this stress is self-inflicted, part due to reasons that may be corrected or reverted, and part real. Moreover stress can impact the outcome in such patients in case a positive diagnosis may be made. If an intervention can be designed and implemented which can alleviate this stress of first-time visit to a outpatient cancer clinic, it could be instrumental in generating better patient outcome and client satisfaction which may align to the organizational goal of providing quality care to such patients through measures which have positive benefits over costs incurred (Gallant and Coutts, 2003). With the background that such patients have several physical, psychological, and educational challenges leading to considerable negative emotions, an intervention can be designed which employs principles of group psychology and educational approaches with the aim to ameliorate stress and negative emotions. At the minimal level, the goal may be to facilitate information exchange where facilities of treatment, actual nature of the disease, available resources at different stages of the management so the patients at least can be assured about the positive aspects that can be accessed, and the patients may be encouraged to conquer the fear about the unknown. These pieces of information can be graphically designed in the form of a printed handbook and all can be recorded in an interactive DVD. The patients who are not able to attend in person can access these if the hospital authority mails this along with the handbook to the prospective patient who demonstrates interests. The sessions m ay occur in the