The effect of salt on the boiling temperature of water research paper Essay

Project Design Plan Everyone knows that water boils at 212Â °F, but does adding salt to a pot of water make it boil at a higher temperature? Being a person that cooks frequently at home, I wanted to test the debated idea that adding salt to my water will make it boil faster. One of my friends says it does raise the temperature and therefore cooks it faster. My other friend says it only helps it taste better. Literature Review Table salt is often added to water before the boiling process in hopes that the water will boil faster. It has been argued that the boiling temperature difference is insignificant with a small pot of water. However, when adding salt to larger amounts of water, the change is more noticeable. Southwest Research Institute states that the heat capacity of salt water is less than that of pure water, which means that it takes less energy to raise the temperature of the salt water 1Â ° C. than pure water. The time it takes a pot of water to boil is controlled by three things, first is how much heat you put into the pot, second is how fast the temperature rises and third is the boiling point of the liquid (Southwest Research Institute, 2014). Salt elevates the boiling temperature of water using a process known as boiling point elevation. With water being a known solvent and salt a non-volatile solute, when you add salt to the water, it makes the water an impure solvent, and raises its boiling point above that of pure solvents (Effect of Salt on the Boiling Temperature of Water). Experimental Design Steps Water will be boiled four different times as follows: 1.2 cups of distilled water are added to a 2 quart cooking pot a. First run add NO salt – this is the control b. Second run add 1 Tablespoon of table salt – Trial #1 c. Third run add 1 Tablespoon of table salt – Trial #2 d.Fourth run add 1 Tablespoon of table salt – Trial #3 2. For each run, bring water to boil 3. For each run, record the highest temperature reading of the boiling water 4. After first through third runs, allow pot and burner to cool 5. Wash pot after each run to clean salt residue Reasoning A typical recipe will call for a dash of salt in the water. The articles I read made me believe that adding more salt would make the temperature difference more noticeable, I upped the salt to 1 tablespoon of salt to each pot of water per run, instead of a dash. Adding a dash of salt could skew the results, because when adding a dash, you will not have the same measurement of salt to each pot of water as you would when measuring the salt with a tablespoon. In order to reduce error, so I used three trials. Sequence of Events During each trial I will be measuring the temperature of the water with a thermometer. Once it reaches its highest temperature, I will record it in my data table. This will be the process for each trial. Tools, Technologies, and Measurement Units Table Salt Distilled Water 2 Quart Cooking Pot Pint measuring cup Teaspoon and tablespoon measuring spoons Thermometer (Degrees Fahrenheit) Stirring spoon Stove top burner (electric) Variables Independent Variable: Amount of salt added to the water Dependent Variable: Temperature at which the water boils Controlled Variables: Temperature of stove setting, pot, type of water, brand of salt, amount of water, thermometer Threat Reduction to Internal Validity By washing the pot and thermometer between each trial, I will reduce the amount of salt residue that is on the pot that could alter my results. I will use the same heating unit, pot, and thermometer each time to get more valid results. Hypothesis The hypothesis of this experiment is that adding table salt to water will raise the boiling temperature of the water. Process of Data Collection Boiling Point of Two Cups of Water Amount of salt added (IV) Temperature of boiling water in Fahrenheit (DV) No Salt (Control) 212.7Â °F 1 Tablespoon Salt Run #1 214.9Â °F 1 Tablespoon Salt Run #2 215.3Â °F 1 Tablespoon Salt Run #3 215.1Â °F As predicted, adding salt to water does raise the boiling temperature of the water, even if only minimally. Variations in the boiling temperature may be contributed to slight variations in the measurements of the salt added to the water. It is important to measure both the water and salt accurately to ensure accurate results. Appropriate Methods For each run, 2 cups of water were added to a 2 quart saucepan; 1 tablespoon of salt was then added to the water and stirred to mix the two ingredients together. The saucepan was then put on the stove and brought to a boil. Once the water reached a full boil the final temperature was recorded using a Go-Temp thermometer. The tools and methods used in this are appropriate to the experiment. Results The results were larger than anticipated. The average temperature of the water with the salt was 215.1 degrees Fahrenheit, while the temperature of the control was 212.7 degrees Fahrenheit. This was a difference of 2.4 degrees. Conclusion Confirmation of Hypothesis My hypothesis was confirmed. Adding table salt to water causes the water to boil at a higher temperature. The temperature readings were hard to make. Oven mitts had to be worn to keep my hands from getting burned. I had to be sure that the thermometer wasn’t too close to the stove or the temperature would be skewed. Experimental Design as a Key Factor How you design your experiment is key to helping you keep your results reliable and valid. You only need one independent variable. If you have more than one, you won’t know which one is actually affecting your results, it will also be harder to measure. Making as many variables as possible constant will help increase the reliability of the experiment. Replication By following this plan and report, you can replicate this experiment. One might try adding different amounts of salt to see if there is a point at which the amount of salt added stops increasing the boiling point. Evaluation of Validity Replicating this experiment will add to the validity of my results and others results. If the experiment is replicated numerous times this will add to the validity, resulting in a more accurate conclusion. It is important to measure both the water and salt accurately to ensure that the results collected are as accurate as possible. References Does water boil faster if you put salt in the water? (n.d.). Retrieved July 19, 2014, from http://www.swri.org/10light/water.htm EXPERIMENTAL SCIENCE PROJECTS: The Effect of Salt on the Boiling Temperature of Water. (n.d.). Retrieved July 19, 2014, from http://www.freesciencefairproject.com/projects/effect_salt_boiling_water.html Effect of Salt on the Boiling Temperature of Water. (n.d.). Retrieved July 19, 2014, from http://www.actiondonation.org/articles/effect-of-salt.html Post navigation. (n.d.). Retrieved July 19, 2014, from http://www.sciencebase.com/science-blog/how-does-salt-affect-the-boiling-point-of-water.html

Narative Report

A NARRATIVE OF OFF-CAMPUS EXPERIENCES IN RCA COMPUTER SALES & SERVICES LUCENA CITY A Report Submitted to: Ms. CHERRY ANN MENDEZ Southern Luzon State University Gumaca Campus Gumaca, Quezon In Partial Fulfilment of the Requirements In On the Job Training 1 By: CHEYNARRD B. ORATE JUNE 2011 SOUTHERN LUZON STATE UNIVERSITY GUMACA CAMPUS GUMACA QUEZON APPROVAL SHEET In partial fulfilment of the requirements for the Summer On Job Training Program.This report entitled â€Å"A NARRATIVE REPORT OF OFF – CAMOUS EXPERIENCES IN RCA COMPUTER SALES ANG SERVICES, LUCENA CITY â€Å" has been prepared and submitted by CHEYNARRD BENIPAYO ORATE is hereby recommended for approval. MS. CHERRY ANN MENDEZ Coordinator Chairman DR. FELIX B. LAMPOS JR. OIC- Gumaca Campus Accepted as partial fulfilment of the requirements for the Summer On Job Training 1 with the rating of 1. 5 Approved: MS. CHERRY ANN MENDEZ On Job Training Coordinator ACKNOWLEDGEMENTIt is a great pleasure to acknowledge with sincere gratitude and appreciation all those who have contributed in one way or another to the successful accomplishment of this narrative report. Without their support and contributions, this narrative report would not have been completed. To my co-OJT John Ralp Fabroa for being helpful and being nice to me Ms. Cherry Ann Mendez our OJT coordinator for his guidance support during our OJT. Finally, to my family who gave moral and financial supports. Above all to our Almighty God the source of all Goodness and GracesDEDICATION This compilation denotes a grateful gratitude to the following notable persons who rendered their immeasurable supports. To my family who are my inspirations and who gave their moral and financial supports. To my friends who always give me advices with regards to my problem. CHEYNARRD BENIPAYO ORATE INTRODUCTION The Diploma in Industrial Technology Major in Computer Technology intends to produce an efficient and effective technician because the students in this subjec t will learn how to apply what they have learned from their professor.It is a really big help for me that i am enrolled in on this On Job Training because we will be trained to become a better and good technician someday. You will manage how to face the common problems that will be surely encountered during the actual works or training. Most of all I learned that time is very precious, that every minute’s counts, so now I will spend it wisely. OBJECTIVES OF TRAINING To trained my knowledge for being a better technician in the near future. To be familiarized in the different problems of one computer. To depend on my own opinion how to solve such a problem and not to depend on others.To know what is the problem of the computer in the way of troubleshooting and to experience the world of working. WORK ACCOMPLISHMENTS On my training in RCA Computer Sales and Services I able to apply my skill in their because we usually assemble a computer which is being teach in my beloved school which is Southern Luzon State University Gumaca Campus which located here in Gumaca Quezon. How to handle the parts of the computer with care and where to hold it because some parts of the computer is sensitive. How to put it carefully don’t need to be scratch, properly inserted the screw and proper tighten it.Then one time a customer came and ask how much for the speaker, their two speaker with a different price so I do the sales talk what our my sales clerk do because that time there are my customer that being entertained asking price and what parts are better for their computer and then I told to our customer what are the different of the two and best speaker is the one who has the higher price of course so that we have a sales and then we tested it and our customer satisfied with the sound then our customer said ok I will buy then how cookie crumble I made a sales and I know to communicate to the customer.The other is not very simple I got into a service to the Maritime at Enverga University i just bought their power supply and put it on their unit then back to RCA. Then a service again one customer buys a full set of computer monitor, mouse, keyboard, headset, webcam, computer table with chairs and the system unit of course and they requested to setup their unit on their home and then I volunteer to came with them and our sales clerk agree with that so where at their house I setup their unit and that’s it and I am not waiting for any tip for what I done then suddenly they me a two pieces of â€Å"Balot† how lucky I am then I said thank you.Their business is distributing a â€Å"Balot† in some place in lucena to sell it just sharing. This is what we usually do in everyday when we go to our training first is to clean the place. Then a customer came brought their system unit then our head technician ask what is the problem of their unit then we get the unit bring in the tech room to be troubleshoot then when it is finish to troub leshoot we tell to the customer what is the problem of their unit.If the problem is the operating system we will reformat it because that what our head technician told to us and I always volunteer do to that because I know how to do it because as I said our school teach that and the one teach us is no other than Ms. Cherry Ann Mendez. Thank you so much mam. And John Ralp and I is the must advance knowledge with our co-ojt because some of them don’t how to troubleshoot, how to go in cmos bios set-up. PROBLEM ENCOUNTERED AND SOLUTIONS OFFEREDIf you go in RCA lucena Branch and you are going to buy a ten unit of computer full set with table and chair you need to wait for one week or more because they don’t have any stock there they ordered it in the main office. Here’s a problem the RCA today is not the apple of the eye that you know it. Because the owner of RCA has a little problem with the supplier because some of the products are owe by the owner of RCA and not b eing paid so that the delivery on each branch is being delayed. Just sharing for information) Then were in the lucena branch of RCA on the first day of our training nothings seems to be worry as the days go on some customer asking for the products that their ordered and their get a no answer we said that â€Å"sir/mam we don’t have a delivery of the products that you order came back again next week maybe we have your ordered products. Some customer waited for almost three months and they did not get their ordered product even if they paid the half price of the product.Then another customer buying for one system unit some parts of the computer needed to assemble is available there in RCA and some parts is not available so our sales clerk need a sales and she need a local source of course they accepted it then our sales clerk ask for one trainee because she will be asking to buy the other parts in another store there is no illegal their because its business the bad part is the store that you’re going to brought the products, because they saying a bad thing on the part of RCA if they know that the one who’s buying is from RCA and I am the one who always buy the part of the computer needed for assemble and released for the customer.And here the one problem that Ralp and I encountered not with RCA but inside the RCA with our Co-Ojt there are super â€Å"TAMAD GRABE† here a setting our head branch calling for one trainee just to buy a mineral water just across the street and I know that they here that but there ignore it then a second call and I am inserting the MOBO on the casing because there some ordered to be released then suddenly one of my co-ojt pointed me and tell me that â€Å"hey cheynarrd mam gina asking you to buy her a mineral water† then I leave what I’m doing and pass it to them then I went outside to buy a mineral. If you are on the job training you should follow what your superior told do so. That’s my problem encounter and solution’s offered. JUSTIFICATIONAt the end of my training I will definitely say thanks for everything that I learned in RCA Computer Sales and Services and I will really miss all the bonding all the laughs, jokes to my co-OJT namely Jayson, Ricky, Jeff, Allan, Big, Espinar, Tangkad, Willard, Crystal, Mich and specially my partner John Ralp to our technician namely Sir Mike, Sir Ronnie and Sir Kenneth and to our head branch Mam Gina and our sales clerk Mam Jhona thanks again. I learned here how to communicate to my supervisor to my co-OJT and to the RCA customer and should I say that I really improve my skill here like assembling a computer using safety precaution and disassembling computer parts and peripherals. I also learned here what is the basic troubleshooting and how to troubleshoot as well and I put some flow chart attached here in my narrative report.I also improve me skill here and learned software and hardware installation and windows insta llation and being patient will installing. And also I learned here you should be memories the product key of your operating system like Windows XP service pack two because will you are in the field or servicing to your customer you don’t have to get your notes and then type it if you get what I’m saying. Here’s what product key that I been memories will I was there at RCA Computer Sales and Services K2KB2-BDBGV-KP686-D8T7X-HDMQ8 it is for all services pack two only. And I also learned here how to test your power supply if it is working or not. Maybe that’s all folks PICTURES/ENDURSEMENT

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Teenage Pregnancy Literature Review Example | Topics and Well Written Essays - 1000 words

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Is Globalization Presently Being Governed To the extent that it is, Essay

Is Globalization Presently Being Governed To the extent that it is, how is it been done - Essay Example It is argued, that although pluralism is not a conventional method of understanding governance, it is a new and effective method for responding to the exigencies of the multi-layered nature of globalization. This research study is therefore divided into two parts. The first part of this paper defines globalization as a means of presenting the multi-layered nature of globalization. The second part of this paper describes and analyses the global legal pluralism in terms of the governing of globalization. Globalization: Definition and Concepts Globalization is typically attributed to changes occurring in the international political and economic arena in the second half of the 20th century.5 The domestic economies have become progressively integrated via trans-national trade, finance and investment activities. Advances in technology have also eliminated a number of obstacles related to time, space and distance which in turn have accelerated and facilitated market integration of domestic economies. With the collapse of the Soviet Union and the end of the Cold War, the world stage has been dominated by a single â€Å"political ideology†, namely; capitalism.6 Snyder conceptualizes globalization as: ...an aggregate of multifaceted, uneven, often contradictory economic, political, social and cultural processes which are characteristic of our time.7 Governance of globalization necessarily means methods by which these aggregate and often conflicting forces are reconciled to respond to the challenges of globalization and to ensure that the political and economic benefits of globalization are realized. Another conceptualization of globalization identifies changes in the world political economy. In this regard, it is recognized that the world is no longer specifically organized around the idea of state sovereignty as the primary determinant in inter-state relations. Moreover, we â€Å"no longer live in a world of stable and predominantly self-contained national polit ical economic systems.†8 This reality arises out of the nature of globalization. Globalization essentially connects people in diverse ways across spaces so that borders become less significant. In this regard a generic definition of globalization is entirely useful in that it consists of four essential elements: interdependence, organization, culture and diffusion.9 Scholarly definitions of globalization also capture the interdependence of states within the international community. For instance and Harvard Professors Nye and Keohane refer to globalization as â€Å"globalism† which in turn is: A state of the world involving networks of interdependence at multi-continental distances. These networks can be linked through flows and influences of capital and goods, information and ideas, people and force, as well as environmentally and biologically relevant substances (such as acid rain or pathogens).10 ` Nye and Keohane also argue that while the term globalization became po pularized during

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Policing Reforms Essay Example for Free

Policing Reforms Essay When reading the case study from Chapter eight in â€Å"Criminal Justice Organization† that dealt with policing reforms and how to implement those several questions were raised at the end of the chapter that I would like to address.   The first was the obstacles to those putting these reforms into place.   What were the issues and concerns of the officers when putting these new reforms into place?   Would these new supervisory reforms be accepted well with the officers and the department?   Would the fears of the community and officers be calmed by supervisors and how would the supervisors do this?   These questions I hope to answer in this essay and allow the reader to see just how effective these reforms are for a healthy society, community and police force. Policing reform includes communities as well as police departments.   Policing and community involvement, to me is more of a democratic policing for society.   Many departments have had issue with their officers and this reform.   But with contemporary styles being introduced the picture is changing.   In the article the officers at fires thought that, â€Å"More contemporary approaches to policing such as community policing ideals and practices, were â€Å"Bullshit† and coddling criminals, as far as he was concerned† (p.207). A new supervisor with the new reforms in mind came into his position with real motivation to change the face of the police department.   â€Å"Bratton had adopted an idea postulated by some Ivy League types that the erosion of quality of life in a community led towards urban decay and ultimately unchecked crime† (207).   The new supervisor had discussed with police and politicians how working with the community and their concerns actually showed a decrease in crime.   He also went on the say that this involvement with the community can be as simple as social programs that would meet individual’s basic needs to the cleaning of neighborhoods and cracking down on crime.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Shifts in the structure of policing would need to happen.   These changes would include more concentration on â€Å"community policing principals† (207).   Other things would be creating substations or mini-stations around the community to keep officers close to their respective communities.   The ideal being the better you know you community the more effective and efficient the officers would be.  Ã‚   Creating watch groups and have weekly meeting with members of the community to pinpoint problems. What better policing than community policing.   Also, also talking with landlords and business owners on effective efforts and ways they can help to prevent drugs and drug houses moving into the community.   Enhancing direct services such as issues with community health in the article the new supervisor had even tried to implement a plan that would involve officers giving aid in transportation to health clinics and departments but liability issues prevented this from happening.   I think this will be something that we could see happening in the policing functions in the near future.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The officers in the story felt that these efforts and concepts of policing reforms were just â€Å"a waste of time† (208).   They had issues with how their performance had been evaluated in the past verses how they would be evaluated after the reforms were in place.   The new policies required more involvement with the communities and getting a sense of unity with the community. â€Å"The purpose of these efforts was to get a feel for the pulse of the community and its problems† (209).   The officers had a problem with evaluations being group instead of being based on individual merit.   But in my opinion this would strengthen the department on a whole.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Police supervisors according to the article are to interact more with the officers.   Don’t use status to separate them from their subordinates getting them involved to identify problems and crime in the community making the officers the experts of their own community.   Supervisors would be seen as support and an in-between for the officers and the upper level management in the department along with being a catalyst between police and the community.   The officer in the story opposed to these changes brought in the union citing that he felt this unfair and a violation of his labor agreement, but the reforms were not seen as being unfair or a violation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I don’t believe him to be idealistic rather unmotivated to change, because once the officers saw that results for the good of the community their minds were changed very quickly.   If something works and is good for the group as a whole then ethically you would have to change your attitude. There was also improvement in officer’s jobs that could be seen, such as more say in how they thought they should do their jobs.   Since they are the ones actually on the beat forty hours or more a week, somehow being your own critic makes you the best critic for the job.   Supervisors are fundamental in addressing the fears of officers as well as communities.   A supervisor that has strong managerial skills and an ability to show strong leadership and direction would benefit any police department and help in implementing policing reform in any police department. Reference: Stojkovic, S., Kalinich, D., Klofas, J. (2003).   Personnel, supervision, and evaluation.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Ch. 8.   Criminal Justice Organization.   New York: Wadsworth/Thompson

Research on Altered Granites

Research on Altered Granites Visible yellow radial U- minerals (up to 1 % U )was recorded coating the fractures in the sheared granites, border on the two sides by milky quartz veins, which play as septa for U- minerals migration. From the mineralogical point of view, the sheared granite rich in; a) uranium (meta-autunite, kasolite and phurcalite) , b) thorium (uranothorite) and c) base metals (wolframite, columbite, fergusonite and Plumbopyrochlore minerals) in addition to zircon, allanite, rutile, fluorite, fluro-apatite, phlogopite and iron oxide minerals (hematite, ilmenite, goethite and magnetite )(Table.1).Meta-autunite occurs as lemon-yellow to greenish yellow, subhedral crystals formed as dehydration pseudomorphs after autunite (Fig,6a) and usually associated with kasolite. Phurcalite occurs as light brown subhedral to anhedral crystals of calcium uranium phosphate (Fig,6b) and usually associated with iron oxides. The altered granites are enriched in most major oxides (Fe2O3, Tio2, ,Mn, Mg, CaO and P2O5,) except SiO2 and Na2O than fresh granites (Fig.7) manifesting ferrugination, calcification ,desilicification and illitization .Also the fresh granites are depleted in most trace elements (Ni, Cr, Sr, Zr, Y, Ga, Zn, Pb, and Cu) except Nb than altered ones. Based on major element data, the main characteristic features of the studied altered granites are higher in Fe/Mg ratio (15 av.), lower in SiO2(av.52.8 %)andNa2O /K2O ( av.0.16) than fresh granites Table 2 ) . Fig. 6: Photomicrographs showing; a) meta-autunite crystal surrounded by phurcalite mineral in altered granites. C.N., X=40 and b) phurcalite mineral associated with iron oxide in altered granites. C.N., X=40. Table (1): Shows the result of minerals occurrences in the study area. Minerals group Rock types Minerals Uranium minerals Altered granite Meta-autunite, Phurcalite and Kasolite Thorium minerals Uranothorite Base Metals Altered granite Wolframite Black Jasper Cassiterite, Wolframite, Zincite, Ni-chromite and Cr-spinel Red Jasper Ni-Chromite and Cr-spinel Milky quartz Galena, Pyrite, pyrrhotite and Sphalerite Copper Minerals Milky quartz covellite, bornite Red Jasper crysocolla Black Jasper Atacamite, Paratacamite, and cuprite Native minerals Black Jasper and Milky quartz Gold and Nickel Nb-Ta minerals Altered granites Plumbopyrochlore, Columbite and Fergusonite REEs-Bearing Minerals Alkali feldspar granites Zircon, Fluorite syenogranites Zircon, allanite Altered granites Zircon, Allanite, Rutile and Fluorite Stream sediments Zircon, Monazite Black Jasper Xenotime Red Jasper Iron Minerals Altered granites Hematite, Ilmenite, Goethite and Magnetite Black Jasper Hematite, Magnetite Red Jasper Hematite, Magnetite and Goethite Milky quartz Hematite Fig.( 7 ) The enrichment and depletion of major oxides and trace elements of altered granites to the fresh granites samples. Fig.( 8 ) Bar- diagram showing the trace elements distribution of red and black jasper. The content of HFSE in both fresh and altered granites (Nb (36-10 ppm), Zr (316- 759 ppm), Y(69- 220 ppm) ,U (8-ppm) respectively as well as low Rb/Sr ratio (1.04-0.45) and K/ Rb ratio (0.03-0.04) (Table 2) suggest that the fresh granites are primarily derived from felsic source .On the other side, these criteria in the altered granites are critical for uranium exploration . The black jasper more richer than red one in Ni (av.1004 -81ppm),Cr(av.8575 -853ppm),Zn (av.144 -80 ppm), Cu(av.1106- 35 ppm), Co(av.371-0.0 ppm), Au(1.04 -0.5 ppm) and U(40- 8800ppm)respectively (Table 2,Fig.8 ). The latest event invades the WNW-ESE shear zone was the intrusion of silica and jasper veins with different magnitude. The excess of released quartz can migrate as colloidal silica to precipitate later in the tension fractures as jasperoid vein at upper structural levels under low temperature condition .Silicification along the main shear zone has a noticeable amount of liberated secondary silica occurs as fine crystals associated with the large primary quartz crystals and characterized by the existence of three generations of silica veins differ in color, mineralization and age. 1)The milky quartz veins are the first phase (the youngest one), mainly barren, running WNW and dipping 70 °/ SSW direction, highly brecciated (2-5 Km in length, 0.25-3 m in width)and common only at the southern border of the shear zone. 2) The red jasper veins(second phase) have E-W ,WNW,NW and NE trends (Fig.5), dipping 50-75/N or S , 45 °/ SSW, SW and SE direction respectively. They fractured, fragmented, discontinuous, brecciated,(7km in length, 0.30-3 m in width) and rich in Cr, , Ni, Sn, Zn and Cu- mineralization (Fig.6) (some parts of red jasper are rich by vugs (physical tap) that are filled by mineralization. These veins exhibit combinations of more than one style; orbicular and brecciated. Brecciated red jasper (Plate 4.a) can vary from soft swirls of color to dramatically fragmented shades of rich brown, brick red and cream colors. Deeply integrated colors come from organic materials and iron oxides imbedded in the stones. Ore microscopic investigation reveals that; quartz crystals occur as anhedral cryptocrystalline associated and stained by iron oxide. Sometimes cryptocrystalline crystals of amorphous silica form banding. Iron oxide occurs as black crystalline minerals and staining of quartz. 3) The black jasper(oldest one) is represented by 1.8 km in length, 0.5-10 m in width, trending N45 °W ,dipping 50 °-65 ° /SW (Figs.5), and rich in Cr, Ni, Cu and Au mineralization, Fig.7).They are concentrated only in the eastern part of G. Um Bakra shear zone and less abundant in length than milky and red veins. The black jasper are vuggy than milky and red silica veins and these vugs filled by calcite minerals. The apical parts of the veins are intensely weathered, oxidized, brecciated fragments (Plate.4b) and decomposed to forming gossans. Petrographically, quartz occurs as cryptocrystalline and polycrystalline forming spherulitic texture and associated with iron oxide. Iron oxide associated with quartz and sometimes forming network or needle (Plate .4c). Cr- spinel with blood red color was observed and having darker boundaries with quartz (Plate.4d).Ore microscopic study reveals the presence of gold, chromite and magnetite minerals. Fire assay for gold content give 1.04 g/ton .Chromite occurs as anhedral crystal associated with magnetite (Plate.4e). Chromite existed in different forms; zoned veinlet or disseminated specks (Plate. 4 fg). Black minerals filling fracture and associated with quartz (Plate.4h) . Fig. (6): showing different types of copper minerals in red and black jasper ,a) atacamite mineral, b) paratacamite mineral, c) cuprite mineral and d) crysocolla mineral . Fig. (7): Photograph showing copper minerals from black jasper of the study area. Alterations Two phases of hydrothermal alterations; acid and alkaline were distinguished in the shear zone resulting in Kaolinization and ferrugination processes as illustrated below: Kaolinization indicates that the rocks were affected by acidic solution with low temperature varying from 200 to 250  °C (Helgeston 1974). Kaolinitization process causes an increase in alumina (18.2%) at the expense of the other major oxides (Table2).Kaolinization affects sheared granites in the shear zone are characterized by the formation of clay minerals and adsorbed secondary U- minerals( meta-autunite, Kasolite and Phurcalite) (Table1). Acidic alteration of biotite produces illite+quartz ,while magnesium, iron, oxygen, and fluorine are dissolved in hydrothermal fluids (Pirajno,1992). These solution caused the alteration of the feldspars and micas to clay minerals (Fig.8) are produced by an acidic fluid and it liberates silica and K+ according to Pirajno,(1992). Similarly, the anorthite component of plagioclase is transformed to (clay minerals) (Hemley and Jones, 1964; Pirajno1992) and frees Ca2+ ions transported also by the hydrothermal solution. The free Al+3 increase the alumina in the clay mineral. This kind of alteration by acid solution is responsible for transported and redeposited uranium and base metals mineralization in WNW-ESE shear zone which acts as a good trap. carbonitization:The common presence of calcite manifesting carbonitization process along the shear zone (Fig.8).Also both of ultramafic -mafic rocks and intrusive gabbros are rich by carbonate minerals. Ferrugination causes increase in total Fe2O3 content (FeOt= 4.7%. to 32.7%) at the expense of other oxides. The strong alkaline solution may precipitate Fe+3 and U+6 within the shear zones in the form of iron oxy-hydroxides rich in uranium (Cuney, et al., 1984). Sheared granite samples stained by Fe oxides adsorb U minerals at the main shear zone. Ferrugination is represented mainly by hematite and goethite minerals (table1, Fig.9).Oxygen may combine with iron to produce hematite forming hematitic alteration. Plate 4: Photomicrographs showing; a) brecciated red jasper vein, C.N., X=40., b ) brecciated black jasper vein with vugs, c) black silica vein showing hematitization in quartz, iron oxide occurs as needles in quartz. C.N., X=40, d) blood red, Cr spinel having darker boundaries in BJV (PPL), X=20., e) chromite (cr) in rim and magnetite (mag) in core in BJV. X =40, f) veinlet of chromite and groundmass of magnetite in BJV. X=40, g) disseminated specks of chromite in BJV. X= 40, h) red jasper vein showing iron oxide present as black crystalline minerals and staining of quartz. C.N., X=20 fluoritization :Fluorite was emplaced through the fractures and fissures in altered granite along the shear zone. The released 3Ca2+and 6 Fà ¢Ã‹â€ Ã¢â‚¬â„¢ during illitization of the anorthite and biotite may combine together forming fluorite which is observed within the shear zone associate with U- minerals. Acknowledgements Our sincere thanks and gratitude should be provided to Dr.I, Hassan and Dr.W. El-Gazlawy, NMA, for their help during field work. Discussion Conclusion 1-To form a hydrothermal deposit in Um Bakra- Um Samra WNW-ESE shear zone requires: (1) a magma source of fluid, (2) dissolved metals in the magmatic fluids, , (3) heat source and activate tectonic, causes the migration of à ¯Ã‚ ¬Ã¢â‚¬Å¡uid and (4) Presence of channel ways, layering and physical cavities, to precipitates the metals or minerals. 2-G. Um Samra -G. Um Bakra shear zone strikes N-80 ° and dipping 45 ° /SSW and ranges from 30 to 500 m in thickness and extends 10 km in length. The host rock (syenogranites)is highly altered, fine -grained,ferruginous ,reddish pink and grayish pink to grayish in color. Two opposite N-S strike-slip faults and NNE and NNW strike-slip faults dextral and sinistral sense of movement(good channel ways) forming grabben and horst structures respectively (6 km in length, 30 m in width, dipping 10 °-20 ° towards E or W) cut the shear zone. 3-Three generations of silica veins differ in color, mineralization and age are common. The first phase (youngest),is barren milky quartz veins, running WNW and dipping 70 °/ SSW direction , highly brecciated (2-5 Km in length, 0.25-3 m in width. The red jasper(second phase) has N 60 °-76 ° W trend, dipping 45 °/ SSW direction, fractured, fragmented, discontinuous, brecciated, (7km in length, 0.30-3 m in width) and rich in Cr, Ni, Sn, Zn and Cu- mineralization) .The third phase (oldest one) is represented by black jasper (1.8 km in length, 0.5-10 m in width, trends N75W ,dipping 50 °-65 ° /SSW and rich in Cr, Ni, and Au mineralization). 4-The black jasper more richer than red one in Ni (av.1004 -81ppm),Cr(av.8575 -853ppm),Zn (av.144 -80 ppm), Cu(av.1106- 35 ppm), Co(av.371-0.0 ppm), Au(1.4 -0.5 ppm) and U(av, à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.ppm)respectively (Table ). 5-The presence of clay mineral (dickite:Al2Si2O5(OH)4) in quartz and jasper veins indicates a temperature environment higher than 200 °C. The mixing of volatile fluids with meteoric water and fluid- wall rock interaction result in changes in pH and oxygen activity and deposition of base metals. 6- Precipitation of hematite in shear zone and red jasper veins probably decreased the pH of the solution and rising acidic fluids. The sudden change in the pH and temperature of the fluids will lead to destabilization of base metal complexes favouring their deposition (Alexandrov et al., 1985). 7-The cooling of the hydrothermal solution decreases the solubility of the metals. Cooling can take place when hot magmatic à ¯Ã‚ ¬Ã¢â‚¬Å¡uids enter cooler wall rocks or when two à ¯Ã‚ ¬Ã¢â‚¬Å¡uids mix, Similar reactions can take place between hydrothermal solutions and wall rock; a solution containing dissolved sulà ¯Ã‚ ¬Ã‚ de might contact a rock containing magnetite, to convert the magnetite to pyrite by a process called sulà ¯Ã‚ ¬Ã‚ dation.Or, a solution containing Cu might react with a rock containing pyrite to form Cu sulà ¯Ã‚ ¬Ã‚ des. 8- The base metals mineralization are accumulate in the residual melt of the late fractionate alkali feldspar granites (Bright, 1974) especially upward in the magmatic system (Smith,1979). During the emplacement of the basic and intermediate dikes (olivine basalt, andesite and dolerite dikes) which accompanied with high temperature and Co2), the base metals(galena, pyrite, sphalerite and cassiterite) were precipitated from saline and reduced fluids as sulfides due to cooling, fluid mixing and wall rock reaction. 9-The banded texture in jasper veins is common in epithermal base metals, indicating of boiling event and rapid deposition (Hedenquist et al.,1995).Most epithermal deposits consist of numerous separate, largely vertical veins that form a conjugate set, sometimes reà ¯Ã‚ ¬Ã¢â‚¬Å¡ecting regional tectonic stress. Low-temperature hydrothermal solutions ( 10- The non-sulfide ore deposits are classified into two major types; supergene and hypogene deposits (Hitzman et. al., 2003). (a) Supergene deposits form primarily from the oxidation of sulfide-bearing deposits and are formed principally zinc carbonate or silicates, and (b) hypogene deposits consist dominantly of zinc silicates and oxides, and they commonly result from mixing of a reduced, Zn-rich, with an oxidized, sulfur-poor fluid. Um Bakra-Um Samra shear zone containing zinc oxides (hypogene deposits). 11-Pyrite presents in two generations, disseminated and along fractures. The occurrence of covellite, bornite and magnetite are related to the oxidation product of disseminated pyrite, whereas the second type of pyrite transformed into pyrrhotite. 12-The chloritization process is the last phase of alteration in the shear zone, where fluids became rich in Mg/Fe most probably due to the decomposition of ferromagnesian minerals from the basic and intermediate dikes. Fig.( 8) :Showing Kaolinization map for Um Bakra -Um Samra area. Fig.( 9) showing ferrugination map for Um Bakra -Um Samra area. Table ( 2 ) chemical analysis of major oxides and trace elements of Um Samra-Um Bakra area. Trace elements (ppm) Fresh Altered Red Black Ni Range 0.0-55 0-18095 0-409 314-1501 Average 10 2322 81 1004 Cr Range 233-485 113-2409 294-2689 3490-12898 Average 296 798 853 8575 Rb Range 83-210 0-392 0.0-1161 0.0 Average 147. 128 289 0.0 Sr Range 17-507 73-58 8-127 0-17 Average 142 278 74 7 Zr Range 89-659 196-1873 0-466 0.0 Average 316 759 238 0.0 Y Range 16-102 84-512 0-79 0-142 Average 69 220 38 77 Nb Range 14-56 0-62 0-35 0.0 Average 36 10 11 0.0 Ga Range 22-45 0-151 0-59 0.0 Average 32 73 24 0.0 Zn Range 16-145 0-2409 32-169 56-281 Average 78 528 80 144 Pb Range 0-52 0-684 0-173 0.0 Average 16 157 45 0.0 Cu Range 0-32 0-210 0-80 431-2045 Average 4 26 35 1107 Co Range 0.0 0.0 0.0 0-558 Average 0.0 0.0 0.0 371 Mo Range 0.0 0.0 0-127 0.0 Average 0.0 0.0 25 0.0 As Range 0.0 0.0 0-2098 0.0 Average 0.0 0.0 419 0.0 U Range 0.0 0-7640 0.0 0.0 Average 0.0 1749 0.0 0.0 Major oxides % Fresh Altered Red Black SiO2 Range 69.22-75.33 23.14-72.09 70.3-92.53 72.93-91.27 Average 72.9 52.8 84.2 82.7 TiO2 Range 0.01-0.29 0.28-2.46 0.01-0.22 0.0 Average 0.2 1.08 0.2 0.0 Al2O3 Range 12.35-15.4 10.37-18.02 0.69-14.85 0.69 Average 13.7 12.7 6.8 0.8 Fe2O3 Range 0.08-2.91 2.10-45-77 1.39-4.97 4.46-22.54 Average 1.9 19.8 3.4 13.4 MnO Range 0-0.08 0-0.75 0.01-0.03 0.01-0.04 Average 0.03 0.1 0.03 0.03 MgO Range 0.13-0.65 0.24-7.23 0.29-1.75 0.19-0.60 Average 0.31 1.32 0.806 0.442 CaO Range 0.45-2.55 1.26-4.4 0.31-0.76 0.01-1.74 Average 1.1 2.6 0.6 0.5 Na2O Range 3.15-4.34 0.12-3.34 0.05-2.2 0.05-0.12 Average 3.7 0.8 0.6 0.08 K2O Range 4-6.70 1.84-7.78 0.1-6.96 0.04-0.09 Average 5 5 3 0.06 P2O5 Range 0.020.16 0.01-1.23 0.07-0.48 0.02-0.04 Average 0.08 0.39 0.224 0.032 L.O.I. Range 0.04-0.85 0.8-2.80 Average 0.31 1.43 Total Range 99.73-99.9 93.22-99.91 99.36-99.92 97.45-99.01 Average 100 98.42 99.7 98.288 References Abdalla, H. M., Matsueda, H., Obeid, M., A. and Takahashi., R., (2008): Chemistry of cassiterite in rare metal granitoids and the associated rocks in Eastern Desert, Egypt. Journal of Mineralogical and petrological sciences, 103, 318-326. Abdalla, H. M. and Mohamed, F. H., (1999): Mineralogical and geochemical investigation of emerald and beryl mineralization, Pan-African Belt of Egypt genetic and exploration aspects: J. Afr Earth Sci, 28,3, 581-598. Bakhit, F.S., 1978 geology and radioactive mineralization of Gabal El-Missikat area,Eastern Desert of Egypt, A.R.E. Ph.D. thesis, Fac. Sci., Ain Shams Univ., Cairo, Egypt, 289 p. Bakhit, F.S., and Meleik, M.L.,1990. Application of autocorrelation function to structural lineaments in radioactive sample area in the Central Eastern Desert of Egypt. Int. G. Remote Sensing, 11, No. 10,1919. El Ramly, M.F. (1972): A new geological map for the basement rocks rocks in the South Western Desert of Egypt. Ann. Geol. Surv. Egypt.2, 1-18. Gharieb A.G.

The Godmother of All the Pretty Horses Essay -- Essays Papers

The Godmother of All the Pretty Horses In analysis of the character, Duena Alfonsa, in the novel All the Pretty Horses by Cormac McCarthy, facets of her character are clearly revealed. From her physical deformity to her feelings of her father keeping her exiled in her own country, seventy-two year old Alfonsa is filled with a lifetime of complex situations. Her character was consistent and motivational in wisdom and provided greatness in her role in the novel. She is a grandaunt and godmother of Alejandra, a young teenager still in school. The Duena, one could say, is the "Godfather" of the novel. She literally "goes to the mattresses" in protecting her grandniece from a man. After seventy-two years of life, Alfonsa speaks of her life's experiences at an elevated level of knowledge. She is formal, polite, and full of assuredness. McCarthy describes Alfonsa's appearance as an "elegance chilling" (McCarthy 227). Her knowledge came from reading books. McCarthy writes of Alfonsa, "By the time I was sixteen I had read many books and I had become a freethinker" (McCarthy 232). Alfonsa's complexity included her physical deformity. She describes the loss of her last two fingers of her left hand in a shooting accident when she was seventeen years old where the barrel of the gun exploded while she was shooting for live pigeons. This placed her with several perspectives. Two of her perspectives in becoming deformed were, first, it lead her to the feelings...

Its Time to Put an End to Junk Mail :: Postal Service Letters Essays

It's Time to Put an End to Junk Mail It is another Wednesday morning, and I am again sitting at the front desk of my dormitory at 9 am. The US Postal Service just delivered today's mail, and the other Wednesday-morning deskworker and I are preparing to search for names, check mailbox numbers, sort the mail, and place it into mailboxes. I hate working the mail shift, but I do it because I get paid nine dollars an hour for relatively brainless work. Even though I lose a few hours of sleep, I get some good laughs and entertainment in return, especially on a day like today when an array of catalogs stocks two entire mail bins. After three years at this job, I continue to be amazed at both the number of catalogs certain people receive and the type of items that can be acquired through a catalog. Take, for example, Resident Jane Doe, who gets J. Crew, L.L. Bean, Ann Taylor, Victoria's Secret, Pottery Barn, Bed & Bath and Beyond, and Staples catalogs, each of which arrive on average once per month. Residents like Jane Doe are notorious amongst deskworkers for the volume of mail they receive, and their room numbers are firmly imprinted on our brains because we have looked them up so many times. I can always tell when residents like Jane Doe have been away for a long weekend, because their mailboxes become so packed that they cannot hold even one additional piece of mail. Of course, 80% of the mail in her mailbox consists of catalogs and other junk mail. The companies themselves contribute greatly to the number of catalogs these residents receive. Jane Doe probably purchased one item from J. Crew through mail order or at a J. Crew store, and as a result, she will always receive catalogs from J. Crew at this address, even after she has moved away from this dorm. Furthermore, the fact that she receives other clothing catalogs may also be attributed to this one purchase. Since it's already almost two months into the semester, I do not mind this never-ending stream of catalogs as much because I can generally identify the residents who do not reside in my dorm building anymore and can quickly sort through their mail.

The Theories of Porfiry in Dostoevskys Crime and Punishment :: Dostoevsky Crime and Punishment

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Management and Organizational Bahaviour Essay

Q.No.1.â€Å"The major challenge Management faces today is living in a world of turbulence and uncertainitywhere new competitions arrive daily and competitive conditions change.† Explain with an example of any one product or service in the market . Validate your answer with research findings /stastical data . What measures can be taken to meet these challenges? Ans 1.A Challenge of Change The organizations and the individuals working in the organizations have a great challenge to deal with the change. The principle of dynamism and the theory of ‘Ignore and Perish, Change and Cherish’ have come to stay and the organizations have to respond positively to the changing environment. The challenge of change demands that the organizations become more transparent and open and the employees are given more autonomy. The institutions have to more concentrate on the quality of its people than product. The wind of change is affecting the organizations all over,from north to south and from east to west. Managers must create a new organizational space where those (new) capabilities can be developed. There are three possible ways to do that. Managers can * create new organizational structures within corporate boundaries in which new processes can be developed, * spin out an independent organization from the existing organization and develop within it the new processes and values required to solve the new problem, * acquire a different organization whose processes and values closely match the requirements of the new task’ * Business Process Outsourcing is further going to gain importance and the various processes in the production are going to be narrowed down into various parts. * The experiences of mergers and acquisitions could be followed for better presence in the market. Example:Changing market scenario : Medical Devices Industry Medical device market is quite diverse which includes medical and diagnostic equipment; medical implants like heart valve and cardiac stents, pacemakers, cannulae, knee joints; and lower end plastic disposables, blood bags, IV sets, syringes etc.. Even within the same group of implants, there are diverse products which may have hardly anything in common: for examples, Intra-ocular lens and knee joints. According to one source, in 2012, the Indian medical devices and diagnostics market has been estimated to have reached Rs. 139bn ,that had potential to grow at a CAGR of 23.2 percent over the period 2009-13. It has been estimated the market will grow by an average of 15.6 row percent over the next few years, to around USD 4.8bn by 2015 . Increasing physicians’ awareness and increasing patients’ requirement to avail high quality care are amongst the driving force for such a growth rate. Figure: Indian medical devices market size and forecast (09-13) (USD mn) Source: KPMG-CII In India, there are around 700 medical device makers; however, major players remain the foreign companies. Few major players in medical devices industry include: B. Braun Medical(I)Pvt. Ltd; BL Life sciences Ltd; 8.3 Baxter India; Bayer Diagnostics India Ltd; Godrej Industries Ltd;Johnson & Johnson Medical India (JJMI) Ltd; Nicholas Piramal India Ltd; Opto Circuits (I) Limited; Philips Electronics India Ltd (Medical Systems Division); Roche Diagnostics India; Siemens India Ltd; Span Diagnostics Ltd; Trivitron Medical Systems; Wipro Biomed Ltd; Wipro GE Medical Systems. Coping with the Change * To constantly train people in new technology, new business practices and new paradigms. * Synergize organizational objectives with individual aspirations * Training Managers at all levels both in behavioral field as well as technical field as people are not going to be sitting face to face but will be connected mouse to mouse. * As the consumers are becoming more aware, the organizations have to train their employees for better customer relationship management (CRM). The individuals who are able to learn new competencies quickly are going to be valued more in this fast changing environment. Fundamentally, all organizations – from the military to schools to hospitals to private enterprises – need to dramatically increase the pace of change if they are going to thrive. * The organizations have to create an atmosphere where the employees from bottom level to the top level have a positive attitude towards change. * ‘Particular attention needs to be paid to young employees. They are a company’s long term investment. The contribution they make is dependent on how quickly they commit themselves to their work, and what they do about it’ . Three things can be said about change in today’s intense competitive environment: it’s hard, it’s necessary, and most people are bound to resist it. The question for leaders, then, is what actually makes change happen? Change is sensed as one of the most dynamic activity. It is more important to think about our roles in the changing environment rather than concentrating on what makes change happen. The fashion changes, individuals change, ‘only foolish and dead never change their opinion’ – so the opinions change, demands change, needs change and so does the market, trade and business and further so does our attitude change. â€Å"executives are recognizing that their most important need is to have ma nagers who deal with change and complexity by growing and by developing their capacities.† A Note for the Future Present organizational structure of course it has changed from what it was before 10 years but in coming few years it is further going to change. ‘As far as the interface of technology and business goes, it’s easy to predict what the characteristics of the next big thing will be; transparency, egalitarianism, immediacy, convenience, and economy. Nor is it difficult to hazard a guess on where its utility will be felt most; the way we work, the way we live; the way we interact; and the way in which we address larger problems related to the environment’. The future of work and the future of business is going to be decided by the methods and approaches followed by the organizations to face the challenge of change. The way the industry has reacted to the waves of change, we can expect that there is going to be better management of people and the human factor is going to be the most important factor in the coming days. The existence of knowledge society would certainly provide better outlook and perspective for thinking but the need is to be more cautious and more judicious in decision making for deciding the future course of action Q.No.3How can a leader transform potential into reality? What type of leadership is best suited in service providing units like healthcare centers? Give reasons for your choice. Ans.3. Introduction A leader is an individual who is able to demonstrate a specific set of roles, behaviours to influence the attitudes and behaviours of others. It is usually a group phenomenon. Two specific aspects of being a leader are: 1. The individual attributes or styles needed to be an effective leader. 2. The organizational skills required to manage the process of change Keys to Effective leadership Trust and confidence in top leadership was the single most reliable predictor of employee satisfaction in an organization. Effective communication by leadership in three critical areas was the key to winning organizational trust and confidence: 1. Helping employees understand the company’s overall business strategy. 2. Helping employees understand how they contribute to achieving key business objectives. 3. Sharing information with employees on both how the company is doing and how an employee’s own division is doing — relative to strategic business objectives. Turning potential into Reality : the Leadership challenge The leader must analyse the following issues while framing a vision of growth of organization: 1. Recognize the capabilities of the organization 2. Recognize the decisions that need to be made and the changes that must occur 3. Recognize the importance of people in achieving the vision 4. Recognize your needs in relation to the larger organization These four issues align with four phases for achieving the vision: Phase 1: Analyze your organization Phase 2: Develop your organization Phase 3: Value and develop your people Phase 4: Maintain and develop your sphere of influence Leadership Styles Leadership style is the way in which a leader accomplishes his purposes. It can have profound effects on an organization and its staff members, and can determine whether the organization is effective or not. Leadership style depends on the leader’s and organization’s conception of what leadership is, and on the leader’s choice of leadership methods. Depending how those fit together, a leader might adopt one of a variety styles, each reflected in the way the organization operates and the way its staff members relate to one another. * Autocratic – totally in control, making all decisions himself * Managerial – concerned with the smooth operation, rather than the goals and effectiveness, of the organization * Democratic – consulting with others, encouraging equality within the organization, but making final decisions herself * Collaborative – sharing leadership, involving others in all major decisions, spreading ownership of the organization. Other viewpoints of leadership styles are: * Transactional or autocratic (Burns, 1978). This might have been called in the past the ‘top down approach’ or autocratic leadership.* Transformational/interactional (Burns, 1978). Transformational leadership is aligned to democratic forms of leadership. It is a leadership style based upon embracing change and encouraging innovation. * Renaissance or modern (Cook, 1999 Renaissance leadership requires the effective use of power, influence and the ability to network to ensure key decision makers support changes. * Connective. There are similarities between both transformational and renaissance styles (Ewens, 2002) although this type of leadership is less likely to delegate in a way that empowers the workforce. The focus is that of building collaborative structures and networks to effect change 2. Defining the task: Focus on an objective that is SMART (specific, measurable, achievable, realistic and timely). Adaptive leadership for health care sector A new kind of leadership is needed for health care. It is both figuring out why the current approaches aren’t sufficient and surfacing how the forces at play in the system allow incremental efforts or the status quo to carry the day. It takes courage to identify the tough issues and create change, even when you are uncertain about the outcome. The adaptive nature of the challenges in health care demands that people see themselves as orchestrating conflict rather than resolving it, holding the attention of others to the harder issues rather than taking the burden off of their shoulders, confronting dearly-held legacy behaviors that prevent deep change from taking root rather than tolerating them, identifying and then letting go of values and behaviors that are getting in the way, and making your own adaptations. Currently Practiced Currently Needed Rely on tradition and past approaches Launch many experiments & identify emerging solutions Implement Best Practice Create â€Å"Next Practice†Overcoming Competing Commitments For people in senior authority, this type of leadership is different than what people expect You can develop these skills and apply them to a variety of adaptive challenges. Adaptation is more than surviving; it is about mobilizing people and creating environments that are more robust and resilient, environments for people to thrive. With the right focus, you can engage people in adaptive work and nurture the new DNA that will promote wellness and healing that brings your organization into the future Q.No.5. What are the indicators which tell you about the HRD climate in a healthcare centre? Ans 5. HRD stands for Human Resources Development in a business or an organization. Climate meant the atmosphere in the company, especially a supportive atmosphere that allows staff members to develop their skills for the benefit of the company. Management Indicators Ideally, HR and other management indicators are constructed from generally available data and describe constituents of organisational activity, namely inputs, processes and outputs. It is this data that managers use in monitoring and as a basis for decision making. The indicators are usually created by linking two separate pieces of data to form a ratio. The indicators literally provide an â€Å"indication† of the relative state of key determinants of efficiency and effectiveness in comparison to â€Å"norms† of organisational activity. These norms may be derived from: – external comparisons with other similar organisations; – internal comparisons with the previous performance of the organisation; – comparisons with some pre-determined standard. Indicators of HRD Climate in Health sector Indicators can be developed to examine all the different elements of organisational performance.The four main elements of performance which require management attention are illustrated here using indicators focused on HR aspects: †¢ Inputs: this covers the resources introduced into the health system. Human resources account for the majority of health service costs and are therefore the most significant input. In making comparisons between health system units or over time it is useful to be able to look at measures such as: -relative proportions of different staff types and grades; -staff costs in relation to the total health service expenditure; – numbers of staff relative to the local population. †¢ Processes: This looks at how the health service works as an organisation. In the HR dimension, process issues include organisational environment in which people work and the effect this might have on their performance, as well as more direct measures of HR efficiency with respect to the way the HR resources are used. Thus * staff turnover rates; the â€Å"actual to planned† staff ratio; the ratio of new staff recruited to new staff trained all give an indication of the quality of the organisational environment. * Bed occupancy rates to staff employed, on the other hand, provide a more direct relationship between HR and other resources inputs in the health care process. †¢ Outcomes: These are the products of the organisation. This is particularly difficult to measure in health service systems as there is little agreement on ways of measuring health outcomes (ie. the change in health status for a person having been in the health care system). Usually the best that can be managed are proxy measures such as overall population mortality rates to staff employed. †¢ Outputs: Outcomes are often expressed in so-called â€Å"intermediate† output measures such as the number of patients treated. This data can be more easily measured, but does not give an accurate picture of how health status is affected. Typical HR output measures could include: * the number of nurses per thousand clinic attendances; * trained nurses/ midwives per 1000 live births. Peters and Waterman (6) identify the â€Å"7Ss† – strategy, structure, skills, style of management, systems, staff, shared values – as key interrelated factors determining the performance of an organisation. The HR elements in this (staff, skills, shared values and structure) can be expected to play a significant role in changing organisational performance. The most common words used to assess the impact of these related elements are â€Å"efficiency†, â€Å"effectiveness† and â€Å"quality†.

The Obstacle I Face in College

Miaodan XuProfessor Bradley FoxEnglish 1101 – D36528 March 2018 My Obstacle to College – Being a Student and a MotherWhile I agree with the point that many college freshmen are facing the obstacle about feeling lonely in their new college environment, emphasized by Frank Bruni in his article â€Å"The Real Campus Scourge,† I face a different obstacle because I have to balance being a 24-hour on-duty mother and a full-time college student. I'm 30 years old, and the mother of a 19-month-old toddler boy. I started college when my son, Jace was 18 months old. Before I went to college, I was taking care of Jace all day long. I sang songs and played games with him every day. We went to the parks and attended story-time-class in McKinney Library together every week. I prepared baby food and changed diapers 5 to 6 times a day for Jace. I also washed and sterilized milk bottles each day. Now everything has changed. I don't have enough time to look after Jace anymore. I have four days of classes and I need to work harder and spend more time on my courses since my English is not as good as native students. Usually, I have to spend about two hours getting college from my house in Bensonhurst, Brooklyn, five hours in classes, and more than two hours doing homework. Although I devote a lot of time to studying for my courses, it still takes me the rest of the time to look after Jace. I am lack of sleep so far this semester. Therefore, my biggest obstacle is how to keep a balance between the roles of a mother and a college student.I had to muster up the courage to go to college since I had graduated from Guangzhou True Light High School in Guangdong, China ten years ago. Besides, I have been married and given birth to my son. I am not as young as other students, and I have the responsibility to take care of my child that other students don't. Some people assert that mothers should devote all the time to doing family matters, and they don't even believe I can finish college as a mother. My friend Jolin, a mother of two, was astonished when I told her that I was going to college in January, and said â€Å"What? Are you kidding me? That's impossible! How can you take care of your family and your classes at the same time? I know you, and I worry about you because you can only do one thing at a time!† Not only Jolin, but also my aunt Fay and my uncle Jin who lived in Flushing, Queens doubted if I could handle everything well for motherhood and college. What they said made me hesitate whether it is right to go to college. I was so anxious. Finally, I strengthened my mind to start college after careful consideration. It's hard, I admit, but it is more important for me to prove to my child that any dream can be achieved. I firmly told myself again and again, â€Å"Nothing is impossible! You really can do it!†In addition to being doubted by others, another issue is that I have to find the time to give equal attention to both of my study and Jace besides housework. In order to do housework and take care of my son, sometimes I have to start my studying night life when my family members are asleep. I have to be very careful not to make any noise to disturb them. I type keyboard slowly, click mouse slowly, open and close the textbooks slowly to make it as quiet as possible, which may reduce the quality of my educational tasks. Meanwhile, it seems to be a precious time to sing a song like â€Å"Itchy bitsy spider† to Jace every day. When I am doing homework at home, Jace always comes to me. He wants me to hug him, play with him, or lie next to him while he's sleepy. He's eager to do everything with me and needs me to accompany him all the time. Undoubtedly I want to accompany him through every precious time, but I don't have enough time to study and do my homework in fact. When I am back home after class, I have to prepare baby food for Jace, wash and sterilize milk bottles, and wash the dirty clothes in the basement. I only have one to two hours of free time before Jace goes to sleep. Especially during the period when I was sick last week, everything went terrible. I had a cold, fewer, cough, sore throat, and felt very bad. I isolated myself in my bedroom because I was worried about the flu would infect Jace. Jace was taken care of by his grandmother, a 65 years old woman, who spent all her time on family matters. Jace wanted me as usual, but I really couldn't satisfy him due to my collapsed body. It's a difficult time for all of us, and it's also cruel for us while Jace cried for me. Although it's very hard for me to be a full-time college student as a mother, I believe I can balance two roles through the following methods: First of all, I stay positive. In my opinion, a positive attitude is important for everything. Sometimes I feel exhausted and get stressed, then I would remind myself that â€Å"The real man smiles in trouble, gathers strength from distress, and grows brave by reflection,† which was said by Thomas Paine. I realize that smiling to get through stress is the best way to relieve stress. Also, I take fewer classes. If I take too many classes, it would become a lot more difficult to balance baby time and college time. Though it takes me more time to graduate from college than the average student, I'm willing to spend more time focusing on the process of Jace's growth. Moreover, I study whenever and wherever I can. Usually I do homework, review notes, or read articles when Jace is asleep, even just a short time while he takes a nap. On weekends, I study in the car while my husband is driving on the way to my mother's home or on the way to shopping malls. I strive to study every moment. Furthermore, I use a calendar. In fact, it's impossible for me to remember everything in my mind. So I always use a calendar to write down every assignment, every due date, every appointment, and all other important things. Besides, I make detailed schedules that specifying everything like when I should get up, take train, have meal, get rest, do homework, play with Jace, prepare meals for him, then stick to do them exactly the time I set up. Above all, it can be stressful to manage time while going to college and raising a child sometimes, but I insist I will try my best to do well in the roles of a college student and a mother. As I am not young anymore, I don't have much time to waste. I hunger to finish my bachelor's degree as fast as I can without neglecting my child. My husband always encourages me that â€Å"Having a baby isn't the end of your life, it's just the beginning of a new adventure. Just remember that you can do whatever you want to do.† Thanks to the support from my husband and the help from Jace's grandmother, I have the opportunity to go to college. Balancing well in being a mother and a college student, I would take good care of Jace and do well in college. I won't let down my family's expectations and waste everything that they do for me. I firmly believe that I'm setting a great example for Jace of the importance of education, and he will be proud of his mother who never give up what she insist on.

In her novel Charlotte Bronte details and develops the life and experiences of narrator and main character William Crimsworth

In her novel The Professor, author Charlotte Bronte details and develops the life and experiences of narrator and main character William Crimsworth. After graduating from Eton College in England, Crimsworth is in need of an occupation. He stubbornly refuses offers from his uncles, and consequently finds himself with no other choice than to work for his tyrannical brother in the menial position of clerk. However, his conditions soon become unbearable, and through an acquaintance's recommendation, William secures himself employment as a professor at a boys' school in Brussels. William's arrival in Belgium presents him with new opportunities both professionally and personally, as he almost immediately meets two women who are to change his existence dramatically: Zoraide Reuter and Frances Henri. Bronte creates and emphasizes many differences and similarities between these two women using various techniques and methods, which primarily include comparison and contrast. Zoraide and Frances each have their own significant and individual role in the life of and interaction with William Crimsworth. Each woman possesses different kinds of physical and mental attributes, comes from a unique background, and enters into and affects his life in a contrasting way. These differences, along with a few similarities, are explored through the author's use of imagery and irony. Initially, Zoraide and Frances become involved in Crimsworth's life in completely dissimilar ways. These conditions reflect a hint of irony, as their initial roles are complete reversals of their ultimate functions. Zoraide and William's initial encounter is one that has been arranged by her mother, who has offered him a teaching position at the girls' school over which Zoraide presides as directress. Thus, Zoraide appears suddenly and pronouncedly; the importance of her and Crimsworth's interactions, and her influence upon his life and work are immediately made evident. Their relationship is established as one in which she is his superior both in position and in age. However, a romantic possibility is also suggested in the scene containing their introduction. While walking together in her garden, William implicitly compares Mdlle. Reuter's form to the â€Å"well-trimmed beds and budding shrubberies† of her garden, and her complexion to â€Å"the bloom on a good apple† (108). William and Zoraide's affections are further developed in this natural setting, as the majority of their romantic interactions take place in her garden, a sort of forbidden Garden of Eden into which she allows him access. The nature and plant imagery that pervades his descriptions is continued throughout the novel and is also used in portrayals of the other primarily influential character in his life: Mdlle. Frances Henri. As opposed to the entrance of Mdlle. Reuter, Frances arrives in William's life quietly and without notice as a sewing teacher of whom he has previously observed but never taken notice. This condition is made evident in his statement, â€Å"A†¦ maitresse I sometimes saw†¦ but of her I never had a more than passing glimpse†¦ I had no opportunity of studying her character or†¦ observing her person† (132-133). Her important and influential role develops gradually throughout the subsequent months. She later becomes one of his pupils, thus establishing their relationship as one in which William is the superior: he is the authoritarian teacher and she the submissive student. However, as her intellect and admirable nature soon become apparent, Crimsworth's regard and affection for her grow and develop. In response to his newly displayed attentions and consideration, Frances â€Å"blossoms† both physically and mentally. This nurturing relationship is manifested in the metaphor that compares her to a plant and Crimsworth to its caring gardener (176). In yet another nature-related metaphor, she is compared to a â€Å"lost jewel†¦ nestling in the mossy and mouldy roots of yew-trees† (194). Crimsworth's many descriptions of each woman play an integral role in the development of both their physical features and mental attributes. Although plant and floral imagery is used in the portrayals of both women, there are metaphors drawn between other natural elements that highlight the differences between them. An aspect of descriptive imagery in which the two women differ completely, is that of fire and temperature. Zoraide is constantly being related to coldness and ice; her gaze is described as â€Å"hard, dark,† her eye as glittering with â€Å"nothing of a flame ever kindled in its temperate gleam† (180,183). Furthermore, as William becomes further acquainted with Mdlle. Reuter, she essentially â€Å"withers† as her true nature is discovered. This condition is made evident when she and Crimsworth return to the bench in her garden, once a place of affection and fascination for him, which has now been transformed into a location of cold, emotional emptiness, due to his discovery of her real character (181-185). Zoraide's true nature is a manipulative one, which is exhibited and manifested several times in the course of the novel through her actions. For example, upon realizing that she has lost Crimsworth's regard (due to her own manipulations and dishonesty), Zoraide immediately results to underhanded methods in an attempt to regain his affection. She uses false flattery of William, and criticism and condescension of Frances hidden under a guise of concern in order to elevate her own status and appearance ( ). In contrast, Frances is constantly being associated with warmth and fire; her eye is portrayed as clear and light, her countenance as bright and warm, â€Å"glowing in the animated flush†¦ shining in the expansive light [of] the summer sun flashing out†¦ urning almost like fire† (195). Mdlle. Henri is likened to fire, light, and warmth over and over again throughout the novel, as the â€Å"silent possessor of†¦ a flame†¦ of passion† (196). As a further testimony to the importance of their association, without Crimsworth, she has grown â€Å"wasted and pale,† her blaze â€Å"humble[d]†¦ to embers† (195, 196). This imagery further reiterates the appropriateness of her and Crimsworth's relationship, as he himself is often described as the possessor of an inward fire, his heart burning and â€Å"hot within [him]† (181). Such interactions and descriptions develop the nature and character of the principal relationships of the work. As far as character is concerned, Mdlle. Reuter and Mdlle. Henri have defining character traits that are quite opposite from one another. The true nature of each woman is made evident as the novel progresses and their respective relationships with William develop. The expression of these internal characteristics, in turn, contributes to Crimsworth's desire for each woman. Although it is Zoraide to who he is initially attracted, her inconsistencies and shallow nature result in a short and meaningless romance. Her presence is aggressive and noticeable; she makes her romantic feelings for Crimsworth obvious, and then engages in psychological and emotional â€Å"games† with him. They participate in an almost â€Å"cat and mouse† relationship, with each individual constantly trying to gain the upper hand and outsmart the other. William's affections for and infatuation with her are short-lived as a result of her deceitful character and lack of integrity. Frances, on the other hand, possesses much more dignity and humility than Zoraide, and never engages in deceitful and base actions. She maintains a quiet and demure, almost unnoticeable existence. Her feelings for William are not discovered until much later in the novel, and are not revealed as a result of her actions but are rather made known through his own pursuits. The more lasting and true love is formed with Frances, who is the possessor of redeeming and admirable qualities-she is the embodiment of all that composes a truly â€Å"good† individual. These characteristics form the kind of foundation upon which a steady and real love can be based, and thus, it is this relationship that develops harmoniously and remains intact throughout the novel. Her love and compassion ensure the marriage just as Mdlle. Reuter's dishonesty and selfishness ensure her downfall. Another note of irony enters the novel here, as it is Mdlle. Reuter who has had a more formal and proper upbringing, while Mdlle. Henri was raised in virtual poverty and want, with almost no formal education. Thus, it should be Zoraide who is the possessor of these more â€Å"lady-like† qualities. This difference in background and its end result further reflects the contrasts in the inherent nature of each woman, elevating the reader's view Frances and reducing that of Zoraide. In the final chapters of The Professor, Frances finds herself in the position of directress of a school that she and William have founded and thus maintains the same occupation as Mdlle. Zoraide. This condition serves to heighten both the similarities and contrasts of the two women. Bronte characterizes and explores the two primary women characters of Zoraide Reuter and Frances Henri in her work The Professor through the use of comparison and contrast. These two individuals are defined through their relationship with the narrator and main character, William Crimsworth. These interactions are developed through the revelation of certain characteristics and information that pertain specifically to each woman. In turn, imagery and irony develop and add depth to these qualities, which include physical and mental attributes, background and history, and intrinsic disposition and nature. Without the skillful use of these devices, the characters in the novel would not appear so realistic and possess such a great degree of depth and complexity.

Food Ins. Essay

1. If animals should have certain rights, do you think those rights also apply to animals we raise for food, like chickens or pigs? Are there any rights that these farm animals should have? If so, what are they? One animal does not have greater importance over another, such as one human is not more life worthy than another. In this case to say certain animals should have rights whereas others should not is wrong. So yes a dog and a chicken should have rights and the same rights. The more difficult question is what exactly these rights should be. It is reasonable to try to prevent the most obvious cases of gratuitous suffering or torture of animals, but beyond that, non-human animals yes deserve to be given â€Å"rights†, but cannot simply be granted. The animals are treated like scum, kept in the dark with no concept of an outside world. Some rights they should be graced with are the right to the outdoors, and the right to roam. 2. How do you think farm animals should be treated? How do your ideas compare to what you saw in the film? It seems as if each industry in the film has the power to define cruelty. This is as ridiculous as giving a burglar the power to determine their punishment. Why these industries are not charged with aggravated cruelty to animals is something I cannot understand. Is it not the same to kick a dog or kick a chicken with the same anger? 3. Richard Lobb of the National Chicken Council says in the film, â€Å"In a way, we’re not producing chickens, we’re producing food. † What does this statement mean? Do you agree or disagree with it? How might this perspective affect the way that chickens are raised? 4. Many of us were surprised to learn that corn is so prevalent in our foods. Why do you think we were so surprised? Of course people are surprised to find out corn is so prevalent because the problem is it’s not even just in foods! When there is some kind of soy or corn in batteries, diapers, Motrin, charcoal, etc. you know there is a big problem. 5. Do you think the government and food producers have kept it a secret? Why don’t more people know this fact? This unfortunately is not something you can blame on the food producers; it’s simply the consumers fault for not looking at the ingredients on a food label. I believe people do not know the facts due to ignorance and laziness. Bottom line is if people realize what is in their food they will have to make a change which is usually not cost effective and more time consuming which these days is very undesirable. 6. Food labels actually do list corn-based ingredients, but not always in a recognizable way. How do you feel about ingredients being included in your diet without your knowledge? If you have a question about something, isn’t it common knowledge to ask about it. Google these days tells you everything you want to know and more so people can easily read the ingredients and research a word unknown to them.