Students Can Choose More Than One Way - 936 Words

Today, students can choose more than one way to attend school. The ordinary way is by attending a traditional classroom setting which has been utilized for years. The other option is to attend school by learning online. This relatively new way of learning is rapidly growing especially with working adults. Both ways of schooling will allow a student to earn a degree but there are some differences between the two. Learning the traditional way consists of sitting in a classroom for hours on end (Bethel University, n.d., p.4). A traditional classroom allows the student to correspond with the teacher and classmates in person. Learning in a traditional classroom setting also means the student will have a physical text book to transport around and possibly other materials like notebooks, pens, paper, etc. (Bethel University, (n.d.) The traditional classroom will likely involve class participation, homework, reading assignments, tests, and possibly a few quizzes. An online setting allows the student to participate in the course work with more agility. You don t have to slip into a seat at a particular time of the day or night. (Bethel University, n.d., p. 4). The student has the ease of completing assignments in the comfort of their own home and must be disciplined to submit the work before the deadline. It is imperative for an online student to manage their own schedule because there isn t a set time for the student to login and participate. Online classes willShow MoreRelatedThe, Hidden Intellectualism, By Gerald Graff1385 Words   |  6 Pagesofficials aim for students to get accepted into a large public or private schools after proving themselves in their academic progress. The one thing faculty neglects is their students do not feel prepared to enter the real world because they have not been exposed to endure the grueling work process required by universities. Schools teach students the basic core classes and group each into a box l eaving little room to explore and enjoy the classes they are enrolled in. The real world is more open to changeRead MoreHome School Has Become a Popular Way of Education1018 Words   |  5 PagesSo many reasons why parents choose to home school their children. Even though it has been said that the drop-out rate is higher than in public schools, it has been proven by the NHERI (National Home Education Research Institute) that home schooled children have a higher success rate for college education. NHERI conducts, collects and provides research on homeschooling and publishes the information in the Home School Researcher Journal. Home schooling has become very popular and some people believeRead MoreCompare and Contrast; Internet vs. Traditional Classes1214 Words   |  5 PagesIn today’s society we can choose to take online classes or the traditional way in a classroom the two differ in many ways, but the concept of the two are the same the goal is for the student to learn and apply the information given. Each setting has its pros and its cons. Having more than one choice in how to learn is beneficial to each individual because everyone learns in different ways. Some people learn better by themselves without any distractions and others learn better in a group setting.Read MoreThe Effects Of Reading On Reading For Pleasure1249 Words   |  5 Pageson all students. Forced reading is reading assigned by school teachers to students who will eventually be tested over the plot, characters, themes and/or other details in the book. Many students don’t realize that required reading is much different than reading for pleasure. Testing over assigned reading requires a student to pay attention to several small details that would otherwise be overlooked if they were reading on their own. Although it is â€Å"required† reading, many students find ways aroundRead MoreFlaws In Modern Education1409 Words   |  6 PagesEducation is one of, if not the most vital part of life. However, as David Kearns, the CEO for Xerox once said â€Å"Our large schools are organized like a factory of the late 19th century: top down, command control management, a system designed to stifle creativity and independent judgment.† This quote helps to highlight the many flaws in modern education, which include seeking to hinder the development of deep thoughts and character. The system of education present in modern day America was establishedRead MoreGraduation Speech : High School1335 Words   |  6 Pagesexited to go learn, meet new friends, and experience what school is really about. As they go into their middle school environment starts to change. Girls and boys going through changes, asking many questions because they want to know. By the time students enter high school, they’re unsure of what they want to do in life and that’s completely understandable. When they have reached their senior year in high school and they still d on’t know what they plan on doing in life, that’s when they decide toRead MoreBenefits Of Being New College Students1450 Words   |  6 Pagesidea that our team believes would be beneficiary to the university is investing in a meal plan that is affordable for students and accessible to more restaurants surrounding campus. In the past few years, the meal plans offered at ODU were costly along with unappealing. When a student chooses to live on-campus they are required to purchase a meal plan. That is, the students who choose to reside in an on-campus dormitory, and not on-campus apartments. The food options that are offered on-campus includesRead MoreLarge College Campuses vs. Small College Campuses Essay565 Words   |  3 Pagescolleges to choose from. Students start looking at college at around the junior year of high school. There are so many things to think about when choosing which college to attend and one being the size of the campus. Each student has their pr eference on size. Attending a school with a large campus or small campus has both negatives and positives. Even though going to a large college campus or a small college campus have their own individual benefits, they have similar qualities that can make the decisionRead MoreFinland And American Education System854 Words   |  4 Pagesfor the students to take, the time management during school hours, and the classroom environment. The differences between Finland and American education systems start with the youngest students. Finland students start school at a later age than American students. In Finland their students don’t start school until they reach the age of seven years old, where as in America the students start school when they reach the age of five. Finland also doesn’t focus on testing their younger students. InsteadRead MoreGraduation Speech : High School942 Words   |  4 PagesJapan, students have to state a major when they apply for a university, and majors hold their own enrollment examinations. This means that high school students have to finish deciding their major while they are in high school. In order to be ready for this, teachers ask high school students their first, second and third choices of universities and majors right after starting their freshman, and then they will study for the enrollment examinations, which is the biggest purpose. What if students cannot

A Research Study On Ethics - 1309 Words

Ethics 1. It is the ethics involved in this situation that causes PGD to be a socio-scientific issue. Generally, embryos that are affected with the disease that is being tested for are discarded. There is usually at least one embryo affected with the disease that is being tested for. However embryos that are not implanted can be stored for up to ten years. In some cases there will be more than one ‘healthy’ embryo. As people do not usually choose to implant two, the patient has to make a decision as to what embryo they will choose to implant. The other is likely to be frozen for storage. There is never a 100% guarantee that the embryo will implant, or that the results are 100% accurate. The issues involved are that the embryos may be perceived to be people, or the beginning of an alive baby. Therefore, depending on perception some people will disagree with PGD because they might perceive discarding the embryo’s to be like terminating or killing a baby. (Refer to opinion s and perspectives). Furthermore, another potential opinion regarding ethics is the issue of designer babies. Although sex selection in New Zealand is illegal and PGD/PGS is purely for the testing of genetic disorders, some perceive it as the next step towards creating perfect ‘designer’ babies. Designer babies are genetically engineered children. Currently the term is generally used to describe a baby whose genetic make-up has been selected in order to remove a particular defect, or to ensure that aShow MoreRelatedA Research Study On Ethics1394 Words   |  6 PagesEthics, deriving from the Greek ethos meaning character (Jennings, 2010), are the â€Å"moral principles that govern a person’s behaviour or the conducting of an activity† (Oxford Dictionary, 2015b) and establish the foundation of present-day research (Cropley, 2008; Flick, 2006). They are the â€Å"norms of conduct that distinguish between acceptable and unacceptable behaviour† (Resnik , 2011) and establish the values essential for the collaborative work between the researcher and the research subject (JenningsRead MoreA Research Study And Ethics Analysis2240 Words   |  9 Pagestechnology will be shown with discussion of engineers responsibility regards on real life cases. Table of Content 1. Introduction 1 2. Background 2 2.1 Conveniences 2 2.2 Risks to health 3 2.3 Risk of misuse 3 2.4 Opposition 3 3. Case study and Ethics analysis 4 3.1 Case 1. Microchip implant ahead of iPhone 6 release 4 3.1.1 Analysis 5 3.1.2 Ethical Issues 5 3.2 Case 2. Failure of VeriChip 6 3.2.1 Analysis 6 3.2.2 Ethical Issues 7 4. Engineers role in implementing such implants 8 5. ConclusionRead MoreExample Of Studies Essay735 Words   |  3 PagesSignificance of Study The data reporting on ethics training in public sector organisations have primarily been comprised of international studies, which have been conducted in developed countries (15 out of the 16 articles). Subsequently, a systematic review was applied in the current study in order provide information from existing research on ethics training programmes. This is one of the few South African study’s to apply a systematic review on specific ethics training programme elements. TheRead MoreCode of ethics serves as the moral compass that directs and guides the integrity, values, and1500 Words   |  6 PagesCode of ethics serves as the moral compass that directs and guides the integrity, values, and beliefs of an organization. A code of ethics clarifies to employees what the company stands for and its expectations for employee conduct (Daft, 2013). A well-written code is a true commitment to responsible business practices in that it outlines specific procedures to handle ethical fail ures. Within the research enterprise, the code of ethics ensures that research projects involving human subjects areRead MoreWhat Is A Practical Checklist Which May Improve The Effectiveness Of Ethics Training744 Words   |  3 Pageswhich may improve the implementation and effectiveness of ethics training programmes. Significance of Study The data reporting on ethics training in public sector organisations have primarily been comprised of international studies, which have been conducted in developed countries (15 out of the 16 articles). Subsequently, a systematic review was applied in the current study in order provide information from existing research on ethics training programmes. This is one of the few South AfricanRead MoreEthics Is Broader Than The Law Essay1094 Words   |  5 PagesIntroduction Ethics involves wider understanding of the human attributes regarding duties and rights. Ethical study carries in Massey University, and it has helped in clarifying that ethics is broader than the law. It helps in introducing different aspects such as justice, truthfulness and state of a person attributes. Taking example of staffs, it helps in integrating the social and cultural, gender and economic difference arising taking into consideration of Treaty of Waitangi. It empowers the staffsRead MoreImportance Of Business Ethics On Previous And Current Literature Essay1459 Words   |  6 PagesImportance of business ethics in previous and current literature Previous Methodologies used for Studying Business Ethics Majority of the literature reviewed relied heavily on questionnaires and surveys as the chosen methodology. According to Rowley (2014), questionnaires are the â€Å"most widely used means of collecting data† (p. 308). However, when designing a questionnaire or survey researchers should consider the type of questions being used, sensitivity of questions asked, content and lengthRead MoreEssay on Empirical Literature Article Review of Leadership Ethics1195 Words   |  5 PagesReview of Leadership Ethics Lillie Johnson LDR 800, Ethical Dilemmas and Stewardship June 4, 2013 Empirical Literature Article Review of Leadership Ethics The opportunity to evaluate original research serves as one of the many foundations to both scholarly writing and research (Grand Canyon University, 2013). Therefore, to enhance this process I will critique empirical research articles for the purpose of demonstrating the effectiveness in understanding leadership ethics. So, using the literatureRead MoreInformed Consent Essay1268 Words   |  6 Pagesthey are governed by rules and regulations on how to set up studies to find answers. Ethics are the guidelines or standards used by researchers when setting up a study. Ethical research studies abide by the guidelines set up by the American Psychological Association (APA). They need to understand concept of risk to benefit ratio. One of the ethical guidelines explored in this paper is informed consent and the impact on psychological research. Under the APA Ethical Principles of Psychologists and CodeRead MoreProfessional Practice Issues Of Health Care Essay1072 Words   |  5 Pagesi n Health Care - Ethics Introduction Medical ethics play a huge role in the health care industry. A crucial part of a health care professional s role is to apply appropriate ethical guidelines into clinical settings. Due to its importance there is unlimited amount of references available in different forms regarding to this specific topic, however, the quality, reliability and relevance of each reference can remain questioned and requires further consideration. In this study three different types

Does Divorce of Parents Harm Children Free Essays

Divorce has become prevalent, but what are its effects on children? Many researchers began studying this question in the 1970s, and they have learned a great deal about children and divorce. One thing researchers have learned is that we must distinguish between children’s initial or short-term reactions to marital disruption and their long-term (more than two years) adjustment. Children’s long-term reactions vary greatly, depending on how the parents respond to the child during and after the breakup. We will write a custom essay sample on Does Divorce of Parents Harm Children? or any similar topic only for you Order Now In particular, the most important factors that shape long-term adjustment are (1) the amount of parental conflict children are exposed to and (2) the quality of parenting or childrearing competence they receive. In addition to these two factors, children’s reactions are affected by social or environmental factors such as living in a neighborhood with high crime and violence. Economic factors are an important aspect of divorce, as most single-parent mothers have more economic stress and can provide fewer resources and opportunities for their children following divorce. Economic stress leads to increasing family mobility and an unwanted decrease in kinship networks and family support systems. This becomes especially problematic when it deprives families of grandparents and other kin who can help parents cope in the aftermath of divorce. Yes: Judith S. Wallerstein, from â€Å"Growing up in the divorced family† Clinical Social Work Journal (Winter 2005) Clinical psychologist Judith Wallerstein argues not only that children are harmed when their parents’ divorce but also that these negative side effects continue into their adult lives. Wallerstein claims that adolescents of divorce families often become involved with drugs, alcohol, and sexual activity earlier than adolescents of intact families. And once they are adults, she claims that these children suffer from acute anxiety when attempting to love and form permanent relationships. Parent- Child relationships not only change at the breakup but continue to change during the years to follow. When this bond is broken by divorce, a wide range of passions spills over into all domains of the family. These emotions, as noted, have the power to derail parent-child relationships that were in place during the intact family. One immediate consequence of these chronic uncertainties in the post-divorce family is the eruption of persistent anxiety in the child, setting into motion a hyper vigilant tracking of each parent. They grow up insecure. They worry about another loss or sudden change in their family or household. They worry for many years about their parents’ well being. The central finding of our study is that, adulthood, the experience of having been through parental divorce as a child impacts detrimentally on the capacity to love and be loved within lasting, committed relationship. At young adulthood when love, sexual intimacy and commitment and marriage take center stage, children of divorce haunted by the ghosts of their parents’ divorce and terrified that the same fate awaits them. In addition to overcoming their fear of failure, they have a great deal to learn about the give and take of intimate living with another person, about how to deal with differences and how to resolve conflicts. Children recover, typically within a 2 year period, and then resume their normal developmental progress, if three conditions obtain: 1) the parents are able to settle their differences without fighting; 2) the financial arrangements are fair and; 3) the child has continued contact with both parents over the years that follow. Our findings are that where parents got along both maintained caring relationships with their children of the first marriage, undiminished by their post-divorce relationships, and where both parents were doing reasonably well in their personal lives, the childhood and adolescence of the children were better protected. Personal Evaluation: Are people just too selfish to make commitments or care about others anymore? Have people become too lazy or unwilling to work on the problems that exist in every relationship? I believe people still are capable of making mistakes. It’s not that divorce is such a bad thing†¦ it’s more that people are making the mistake of rushing into marriage for whatever reason and finally coming to grips with reality. Divorce is not questioned, in my opinion, when one of the spouses is abusive an adulterer, or other legally or morally wrong issues. I believe that divorce can harm children. However, I also believe that God can heal those wounds and He can teach them how to live healthy lives. In my opinion, divorce leaves a mark. Like the books says: â€Å"†¦ impacts detrimentally on the capacity to love and be loved within lasting, committed relationship. At young adulthood when love, sexual intimacy and commitment and marriage take center stage, children of divorce haunted by the ghosts of their parents’ divorce and terrified that the same fate awaits them. † I do agree with what the book says. I also come from a broken family and it’s been hard to come to the place where I know and believe in commitment of marriage and love. In my case, my adoptive family had to do a lot with my healing process and the role model they were to me. A loss of family identity often makes one feel inadequate, inferior or incomplete. And that’s how I felt at the beginning but the truth of the matter is; none of us are, whether we come from a broken home or not. Bibliography: Slife, Brent. Taking Sides- Clashing views on Psychological Issues. FIFTEENTH ed. Boston: McGraw Hill Companies, 2006. Newton, Lee. â€Å"Divorce is like a Death in the Family. † About. com. 1 Mar. 2009 How to cite Does Divorce of Parents Harm Children?, Papers

Human Reproductive Biology Latest Approaches to Contraceptives

Question: Human Reproductive Biology for Latest Approaches to Contraceptives. Answer: Contraception is the use of devices, chemical substances, procedures and other methods in the effort to prevent conception that results from sexual activity between a male and female of fertile age bracket (Jones Lopez, 2014). Contraception is usually referred to as birth control or family planning. There are several contraceptive methods which are meant to be used by both males and females separately, but most of them are intended to be used by women. Contraception has been in existence since ancient Greece, Egypt, and Mesopotamia among other regions globally (Tone, 2013). The principal purpose of employing birth control is to prevent or avoid pregnancy if the individuals are not ready to meet the demands that come with conception and childbearing. On the other hand, it is used for health purposes to safeguard the mothers that are at high risk of complications associated with pregnancy such as those with sickle cell anemia trait, severe hypertension, and extreme deformations on the abdominal, pelvis and the spinal cord among other medical conditions. In this modern era, various approaches have been used in family planning and contraception. These methods are broadly classified as mechanical or barrier, chemical, surgical and natural methods. Under each category, there is a number of options from which the consumer can choose. For instance, mechanical or barrier approach of contraception involves the use of male and female condoms, intrauterine contraceptive device (IUCD), diaphragms, cervical caps and contraceptive sponges. Mechanical or barrier methods are meant Chemical approach entails the use of spermicides and hormones that are packaged in various forms such as injectable form, oral pills, and implants. In almost all instances, the use of hormone based contraceptive methods is used exclusively by females. However, there have been researchers that have tried to find out the possibility of using the hormonal method of contraception among males. None existence of the hormonal contraception use among the male population is attri buted to the undesirable side effects that come with their prolonged use which typically pose a number of health risks to the users. As well, surgical means of contraception entails two significant operational procedures conducted in both males and females. In females, it can either be tubal ligation, tubectomy or laparoscopic occlusions. With men, the only available surgical method of contraception is known as vasectomy. These methods are the commonly used ones globally. Nonetheless, there are also natural methods of birth control some of which were utilized in the ancient times for the same purpose and are still employed currently but in a more efficient manner with the thorough understanding and establishment of the human reproduction. These approaches classified as natural use no devices or chemicals to achieve their intended purpose. They include lactation amenorrhea, rhythm or calendar method, coitus interruptus or withdrawal, basal body temperature monitoring method and absti nence (Mastroianni, Donaldson, Kane Committee on Contraceptive Development 2012). However, even though there is the existence of these methods of contraception, they are not used by all individuals in the society due to issues related to cultural beliefs, religion, and ethics. This has prompted the establishment of regulations, guidelines and laws governing the use of these methods in different states. Although contraception has not been fully accepted in all societies worldwide, there has been a consistently relative improvement over time with the use of it. This can be greatly attributed to improved access to medical care in most countries, advanced medical assistance, health education, literacy, globalization and dissemination of information from concerned government and medical and reproductive research agencies to the consumers and the general public. Notably, a number of factors are considered when one is choosing the kind of contraceptive approach most suitable to them. Not all of these approaches can be used everyone, and therefore explicit explanation, advice and health education should be provided to the interested users in order for them to have an insight of what each of the approaches entails. The factors commonly considered while selecting the most suitable method of birth control include availability. Availability is the ease of access to the various options provided in either local health care facilities or other pharmaceutical outlets. Some methods may be widespread in certain areas than others due to this factor. Another factor associated with the availability and plays a role in the selection of an approach is cost and affordability of the method. Most individuals prefer the most cost-effective method. Another essential consideration is reversibility of the method of choice. Some people may want to conceive and bear children in future while others may want to prevent the possibility of conception permanently. Due to this reason, there are options provided for each of these parties that fit their interests, and it is a major factor that is considered before choosing any of the available methods (Ory, Forrest Lincoln, 2013). Additionally, the effectiveness of a birth control approach is put into consideration. The level of effectiveness of each of the methods used differs from each other. Some have high failure rates than others as indicated in table 1 therein according to DuPreÃÅ'  (2014). Intrauterine contraceptive device is the most effective and reliable among the mechanical methods. Other mechanical contraception options are equally effective but with a comparatively higher failure rates as they result in more unintended pregnancies. With chemical means, hormonal methods have higher success rates in prevention of conception while other chemical non hormonal options result in more uninte nded conceptions. Nevertheless, they are all better in terms of success rate when compared with natural methods which pose the highest risk of failure. Therefore, the only methods that are regarded to be 100% effective and reliable in prevention of conception as stipulated in table 1,are surgical tubal ligation, tubectomy, vasectomy and abstinance but only if these procedures are done correctly without any medical error. However, contrary to expectations based on its success rate, its the least used approach. Consequently, due to the reliability issues of some of these methods being more reliable than others, has led to those with high effectiveness and reliability percentage being common and widely used (Senanayake Potts, 2015). Moreover, another crucial issue considered is the side effects and adverse reactions associated with a particular approach. The body response and reaction to these approaches is not the same in all individuals. In some instances, an approach may result in an adverse reaction and undesirable side effects that pose a health risk to an individual. In such circumstances, medical and reproductive advice is sort and the person offered other more tolerable birth control approaches. Furthermore, acceptability of a method by both partners is taken into account before selecting it. This factor is specifically influenced by beliefs, psychological perceptions and all other factors that have been noted earlier. Birth control method Failure rate per 100 women Natural methods 13-30 conceptions per 100 women chemical (hormonal) methods 3 or fewer conceptions per 100 women Mechanical methods (barrier) 2-18 conceptions per 100 women Chemical (non-hormonal) methods 20 conceptions per 100 women Mechanical methods ( intrauterine contraceptive device) 1-3 conceptions per 100 women Surgical methods 0 conceptions per 100 women. Table 1: Failure rates of various contraceptive methods. Particular contraceptive method with associated advantages and disadvantages Male and female condoms The male condom is made of latex and is open on one end only It is worn over an erect penis before sexual intercourse. It works by blocking entry of sperms and semen ejaculated. Thus the ejaculate is collected inside the condom which is discarded afterward. By preventing successful entry of the ejaculate into the uterus, pregnancy is also avoided since fertilization of a viable ovum cannot take place. Similarly, female condoms prevent entry of sperms into the female reproductive system. It is inserted into the vagina through the vulva before sexual intercourse. The most outstanding advantage of using condoms as a birth control method is that it is the only way that also prevents transmission of sexually transmitted infections (STIs) including HIV/AIDS if used in the right manner. Moreover, its use doesnt need any medical supervision. However, the couples are supposed to have knowledge on the correct use in order to prevent ineffectiveness and failure cases. It is readily available in most places, relatively cheap and accepted by most couples since it is entirely reversible but some may argue that it reduces pleasure. Notably, it may cause an allergic reaction in some individuals who have an allergy towards latex. Another advantage is that rupture of the condom can result in conception or transmission of STIs and HIV virus (Briggs, Kovacs Guillebaud, 2013). Diaphragm This is a thin rubber that is inserted through the vagina and fitted on the cervix just before intercourse to prevent entry of sperms into the uterus. Cervical caps also use the same principles as a diaphragm. A spermicidal cream is applied to the diaphragm before this insertion. It is also supposed to be left intact for 6-8 hours after intercourse before it is removed or up to 16 hours if sex is desired again in which case additional spermicidal cream is applied without removal of the device. However, those having uterus prolapse and highly relaxed vaginal muscles are advised not to use this method as it may lead to further complications. It is moderately effective for highly motivated couples and is completely reversible but just like condoms; there can be rare occasions where allergic reactions can ensue (Zorea, 2012). Intrauterine contraceptive device (IUCD) It is also referred to as a coil or loop. It is a small plastic coated with copper or hormones. It is introduced by insertion into the uterus by a reproductive health expert to prevent fertilization or implantation of any fertilized ovum. Under normal circumstances, it doesnt interfere with menstrual cycles or hormonal balance. It is stipulated that the best moments for this procedure to be performed is 4-6 weeks after delivery or soon after menstruation whereby the cervix is dilated, and one is sure not to be pregnant (Churchill Media, 2004). However, this method is discouraged and should not be used by women with heavy and painful menstruation, uterine malignancies, present infection on the reproductive system and those with irregular vaginal bleeding of unknown etiology. It is very effective, completely reversible and acceptable since it doesnt interfere with regular intercourse. Some of the side effects associated with it are increased menstrual bleeding, discharge from the vagin a, severe menstrual cramps and increased vaginal infection risk (Association for Voluntary Surgical Contraception, 2014). Hormonal contraceptives This involves utilization of hormones to prevent conception. The hormones are introduced into the womans body through either oral intake of contraceptive pills, injection or implantation of hormonal implants. There are two types of oral contraceptives, namely the combined oral contraceptives (COC) and progesterone only pills (Drill, 2016). The earlier comes in three major combinations: monophasic, biphasic and triphasic and its mode of action is inhibition of ovulation by altering the hormonal profile in the female consumer. Monophasic pills are composed of the equal amount of progesterone and estrogen hormones. Drospirenone/ethinylestradiol is an example of such a pill. Biphasic pills contain the two hormones, progesterone, and estrogen with two different dose combinations. On the other hand, triphasic pills have three types of two separate combinations of estrogen and progesterone. The second category, progesterone only pills, is composed of progesterone hormone only. They also cha nge the hormonal profile in the body throughout the monthly cycle hence also preventing ovulation (Drill, 2016). Injectable contraceptives are equally based on the principle of preventing ovulation. A 150 mg dose of medroxyprogesterone acetate is injected intramuscularly after every three months. Likewise, implants are small devices that have hormones majorly levanogesteral. They are inserted into the groove between the biceps and triceps of upper forearm. All these options provide 100% conception prevention if used according to the recommendation. The use of these methods is completely reversible albeit not immediately. Some of the effects associated with their use are breast tenderness, weight gain, headache, nausea and slightly rise in blood pressure, spotting, irregular menstruation, excessive bleeding and in some instances reduced menstrual flow. Emergency contraceptive pills are high dose progesterone or estrogen based pills that are taken after unprotected sexual intercourse to prevent fertilization and implantation. They are supposed to be taken within 72-120 hours after the intercourse for them to be effective. They may also cause side effects such as nausea, vomiting, and headache besides making the menstrual cycle become irregular for some time. Surgical methods: Tubal ligation, tubectomy, and vasectomy Surgical methods of birth control are also known as sterilization since they are permanent except for tubal ligation. In females, tubal ligation involves the tying both fallopian tubes to prevent movement of the ovum into the uterus as well as preventing the sperms from reaching the ovulated egg for fertilization. This method is surgically performed and is reversible.on the other hand; tubectomy is the surgical cutting of the fallopian tube hence causing as a disconnection between the ovaries and the uterus. Thus there is no release of the ovum into the uterus or possibility of fertilization. In males, a vasectomy involves surgical cutting of the vas deferens from each testicle hence preventing sperms from being released to mix with semen before ejaculation. Tubectomy and vasectomy are permanent and completely irreversible. These surgical methods, however, offer 100% effectiveness and have no known adverse side effects. However, they are relatively expensive than the rest of the avai lable methods and may pose psychological challenges (Association for Voluntary Surgical Contraception (U.S.), 2014). Natural methods Cervical mucus monitoring method: This is the monitoring of cervical mucus to determine the most likely time of one to conceive. During ovulation the mucus is thin, and there are high chances of fertilization (Kher, 2012). During other occasions, the mucus is usually thick, and the ability of sperms to penetrate through the cervix is low hence conception is unlikely. Basal body temperature: Monitoring of body temperature guides one to know the likeliest time to conceive. Basal body temperature rises during ovulation and remains elevated until the next menstruation (Kher, 2012). An individual therefore knows the time of their ovulation and avoids sexual intercourse. Cervical mucus and basal body temperature monitoring may be combined in a method called the symptom-thermal method. In the same way, rhythm method monitors ovulation cycle, and avoidance of sex are practiced when ovulation occurs. Coitus interruptus, abstinence, and lactation amenorrhea: Coitus interruptus works by a man withdrawing the penis out of the vagina completely before ejaculation to avoid deposition of sperms and semen into the vagina. Abstinence which is avoidance of sexual intercourse also provides 100% effectiveness. Lactation amenorrhea is based on continuous breastfeeding by a mother resulting in lack of physiological changes such as resuming of ovulation after delivery that favor conception (Kher, 2012). References Association for Voluntary Surgical Contraception. (2014).Postpartum IUD insertion: Clinical and programmatic guidelines. New York: Association for Voluntary Surgical Contraception. Association for Voluntary Surgical Contraception (U.S.). (2014).Informed consent and voluntary sterilization: An implementation guide for program managers. New York: Association for Voluntary Surgical Contraception. Churchill Media, (2004).Birth control: Myths and methods. Williston: Discovery Education. Drill, V. A. (2016).Oral contraceptives. New York: McGraw-Hill. DuPreÃÅ' , A. (2014).Communicating about health: Current issues and perspectives. New York: Oxford University Press. Jones, R. E., Lopez, K. H. (2014).Human reproductive biology. Amsterdam : Elsevier/Academic Press. Kher, S. (2012).Gynecologic Endocrinology - ECAB. London: Elsevier Health Sciences APAC. Mastroianni, L., Donaldson, P. J., Kane, T. T., Committee on Contraceptive Development (U.S.). (2012).Developing new contraceptives: Obstacles and opportunities. Washington, D.C: National Academy Press. Ory, H. W., Forrest, J. D., Lincoln, R. (2013).Making choices: Evaluating the health risks and benefits of birth control methods. New York: Alan Guttmacher Institute. Senanayake, P., Potts, M. (2015).Atlas of contraception. London: Informa Healthcare. Briggs, P., Kovacs, G., Guillebaud, J. (2013).Contraception: A casebook from menarche to menopause. Philadelphia: Elsevier Tone, A. (2013).Devices and desires: A history of contraceptives in America. New York: Hill and Wang. Zorea, A. W. (2012).Birth control. Santa Barbara, Calif: Greenwood.

To Kill a Mockingbird on Commitment Essay Example For Students

To Kill a Mockingbird: on Commitment Essay To Kill a Mockingbird: Essay on Commitment BY Firegtr11411 The Play of To Kill a Mockingbird Paragraph Plan for Critical Essay Task: Choose a play in which a character shows commitment to principles, ideals and individuals despite difficulties he encounters. Show what difficulties the character encounters and explain why he remains committed. A play in which a character shows commitment is the play of To Kill a Mockingbird, based on the novel by Harper Lee and dramatised by Christopher Sergel. The play, set in the American Deep South of the 1930, is about a white lawyer, Atticus Finch, who encounters difficulties in the orm of prejudice and hatred when he decides to defend a black man called Tom Robinson, accused of sexually assaulting a white woman. This essay will show how Atticus remains committed to his principles, ideals and individuals in the play by exploring setting, characterisation and key incidents. The difficulties the main character encounters are rooted in the setting of the play. We will write a custom essay on To Kill a Mockingbird: on Commitment specifically for you for only $16.38 $13.9/page Order now The action takes place in a village called Maycomb, a tired old town dominated by poverty, in Alabama in 1935. Racism was entrenched in the Deep South at the time and is highlighted in the frequent use of the highly offensive term nigger by the townspeople. Atticus is aware that his defence of a black man will create conflict for him and his family and reminds his children We will be fighting our friends, preparing them for a potential backlash. Atticus is a character who is committed to the principles of tolerance and empathy. He values empathy highly. When his children harass their recluse neighbour Boo, Atticus does not punish them but reminds them to show more empathy: miou see, you never really understand a person until you consider things from his point of view. Until you climb into his skin and walk around in it, showing hat he acts according to his principles. He is not frightened to stand up for his beliefs and, possibly surprisingly, is very tolerant in a prejudiced and bigoted society. He points out that One thing doesnt abide by majority rule a persons conscience. He is very courageous in pursuing this principle and is even willing to risk his own safety in the case of Tom Robinson he defends him from a lynch mob. Mr Cunningham, one of the villagers, warns him: mfou know what we want. Stop aside from the door, Mr Finch. It is impressive to see how Atticus, sitting outside the Jail ith a chair and a light, reading a book, remains calm, non-confrontational and defensive to defuse this situation full of difficulties. Atticus is a character that acts as an example to the audience as he lives by his commendable beliefs. Atticus decision to defend Tom shows he is committed to the accused despite encountering hostility. This decision is based on his belief in the fundamental strength of the American justice system. He declares in our courts all men are created equal but is at the same time aware of the limitations of that principle due to the potentially racist views f the Jury. He skilfully defends Tom and openly acknowledges Mayella Ewells motive for lying as she has broken a taboo: She has committed no crime, but she broke a rigid code of our society, a code so severe that whoever breaks it is hounded out from our midst as unfit to live with. He has some sympathy for Mayellas lie but also reminds her that it has put Toms freedom, even his life, at risk. During Atticus defence, he exposes Bob Ewell, Mayellas father, as a brutal and controlling liar and on by Bob, he stays calm and remarks dryly: l wish Bob Ewell wouldnt chew obacco. The trial creates enormous pressure on Atticus because of emotive issues involved but he remains principled and composed and delivers an impressive defence. .udb0e4d2c5a3d51aa59899b4e58dcccc0 , .udb0e4d2c5a3d51aa59899b4e58dcccc0 .postImageUrl , .udb0e4d2c5a3d51aa59899b4e58dcccc0 .centered-text-area { min-height: 80px; position: relative; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 , .udb0e4d2c5a3d51aa59899b4e58dcccc0:hover , .udb0e4d2c5a3d51aa59899b4e58dcccc0:visited , .udb0e4d2c5a3d51aa59899b4e58dcccc0:active { border:0!important; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 .clearfix:after { content: ""; display: table; clear: both; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udb0e4d2c5a3d51aa59899b4e58dcccc0:active , .udb0e4d2c5a3d51aa59899b4e58dcccc0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 .centered-text-area { width: 100%; position: relative ; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udb0e4d2c5a3d51aa59899b4e58dcccc0:hover .ctaButton { background-color: #34495E!important; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udb0e4d2c5a3d51aa59899b4e58dcccc0 .udb0e4d2c5a3d51aa59899b4e58dcccc0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udb0e4d2c5a3d51aa59899b4e58dcccc0:after { content: ""; display: block; clear: both; } READ: Chevron EssayDespite the shocking guilty verdict, the audience sense that a little victory has been achieved by Atticus as Bob Ewells true nature has been highlighted. Later on in the play Bob Ewell attacks Jem and Scout, an event a key incident and the climax of the play that Atticus did not foresee because he always tries to see the best in people. He falsely believes that Jem has killed Bob and wants his son to face he consequences, stating that he wont hush up but it becomes apparent Boo, the neighbour, killed Ewell to protect the children. It is a compliment to Atticus principled parenting that Scout at the end of the play a more mature person agrees with sheriffs attempt to protect their neighbour Boo, remarks, l mean, itd be sort of like shooting a mockingbird, wouldnt it. She acknowledges Boo does not do any harm to anybody with his lifestyle like a mockingbird and shows the kind of empathy in that Atticus wants his children to have for other people. At the end of the lay some of the conflict created by Tom Robinsons trial is resolved but with the prevalence of racism it is never far from the surface. In conclusion, Atticus is an impressive and admirable character who remains true to his ideals and principles of empathy, tolerance and equality in difficult circumstances created by the racism, intolerance and hatred around him. Instead of being a token lawyer for Tom, he stays true to the principle of equality before the law and delivers a committed and impressive defence. Atticus principles and actions act as a beacon of hope for more tolerance in a hostile environment.

Ernest Hemingway and his significance of landscapes, from The Complete Short Stories.

Ernest Hemingway and his significance of landscapes, from The Complete Short Stories. This essay was written about the significance of landscape using his "Big Two Hearted River" and "Hills Like White Elephants."The Significance of LandscapeHemingway uses landscape to reflect his characters emotions and also as a secondary character in his stories. Two good examples of this are Hemingway's "Big Two Hearted River" and "Hills Like White Elephants."In "Big Two Hearted River," Nick was the only human character but the scenery definitely played a huge role. In the beginning of the story Hemingway describes an old town that had been burnt to ashes. "There was no town, nothing but the rails and the burned over country." (pg. 163) Leaving you with a sense of loneliness and despair, Hemingway uses this scenery to paint a picture of not only how the town looked but how the character must have felt. Throughout his hike toward the country, away from the burnt over town, the scenery had started to change and so did the mood.English: Hemingway posing for a dust jacket photo ..."The re was nothing but the pine plain ahead of him, until the far blue hills that marked the Lake Superior height of land." (pg. 164) Using the pine plain, and the blue hills to describe what's ahead, gives you a sense of relief, like there's a light at the end of the tunnel.Hemingway's use of old verses new allows you to feel a sense that when ever something dies, something is born, or when ever there is an end, there must be a new beginning. Hemingway describes the river and the woods as being the image of everything that is unblemished and whole. The closer he gets to the river, the closer to he gets to the serenity he had been searching for. "He sat on the...

Shakespeare's The Tempest Essay Example | Topics and Well Written Essays - 2000 words

Shakespeare's The Tempest - Essay Example However, in the story, Caliban appears to be knowledgeable but subjugated due to which, all his qualities are suppressed. The character of Caliban points towards closeness to nature, colonialism and slavery. The character of Caliban is described by Shakespeare as a ‘Savage and deformed slave’ that characterizes the upbringing of the creature (Graf 3). Caliban is nurtured by Prospero as a slave who makes use of the creature for his own benefits. He teaches Caliban his language with the help of which, Caliban can tell him about the marvels of the island. Caliban is native to the island and knows better than anyone else about the island. Prospero killed Caliban’s mother and take hold of young Caliban, about which, he says, Prospero taught Caliban how to use language and considering this as a service, he told Prospero about the island and its features that were hidden previously. After gaining knowledge of the details of the island, Prospero enslaves Caliban and considers him as an abhorred creature who knows nothing. For Prospero, Caliban is only a slave who is savage and deformed. He is far from civilization and knows nothing about it. Prospero calls Caliban with many abusive words and he regards him as a slave only created for his service such as he says, Prospero uses his power to keep control on the creature. Prospero makes Caliban to do what he likes and takes away his freedom and liberty. Caliban is allowed only to do what Prospero likes. Caliban is deprived of his right over the island and Prospero after making the island colonized regards it his property and the native of the island, Caliban becomes his slave. Prospero belongs to some other place and in reality, the island does not belong to Prospero but he takes hold of it because of his power. Caliban is the true dweller of the island and acknowledges this fact as he says, Caliban describes the fact that the island is usurped by Prsopero and he is

Relationships between primates and their environments Research Paper

Relationships between primates and their environments - Research Paper Example The sexual dimorphism between females and males is quite small in body size. In contrast to other species of apes, pair bonding is displayed by gibbons and they tend to live in small family groups comprising of one monogamous pair of adults along with their offspring. They are diurnal, however, in contrary to great apes, gibbons don’t form nests and instead they lean on tree branches during night. Gibbons feed on ripe fruits but they also eat insects, birds and leaves. The most prominent aspect of gibbons is their singing conduct used for mate attraction as well as territorial defense, and their style of arborous locomotion termed as â€Å"brachiation†. However, on ground they walk on two feet (Hohmann, Robbins and Boesch, 2006). Amongst the entire great apes genus, only Orangutans are found in Asia. Their average adult height is 1.5m while mean adult weight is 110 kg. However, the sexual dimorphism is quite significant in weight amongst males and females. The female adults have 1.25m average height and 45kg average weight. Orangutans are extensively solitary while strong social linkages exist exclusively amongst female orangutans and their offspring. Both female and male Orangutans either reside as individuals in a determined home territory or as transitory individuals, and within determined ranges there is only one dominant male that breeds primarily and safeguards the female population within his territorial dominion from coerced copulations. They are diurnal but spend most of their time on trees. They also exhibit â€Å"brachiation† and quadrupedal fist-walking. Every night a nest is being built on tree by Orangutans for sleeping. They mainly feed on leaves, bark and shoots and rarely on bird†™s eggs, insects or small vertebrates (Stanford, Allen and Antà ³n,

Kant, Mill, and Nietzsche Essay Example | Topics and Well Written Essays - 750 words

Kant, Mill, and Nietzsche - Essay Example However, Kant and Mill also differ in a sense that Kant states that a person’s moral is innate as in a priori reasoning and Mill suggests, however selfishly, that morals are essential to a person’s happiness as people abide to morals for them to be happy. Now, for Nietzsche being good – at least morally good, is a social construct as the upper class and the people who are in control are defining the word with their preferences and activities. It can change as to who controls the social power. With this notion, evil, or bad, is also arbitrary, as the social class also determines which are bad and those things are generally the ones that do not work for them. For example, if you are an upper class gentleman and your slaves are working well for you, would you consider slavery immoral? No, because it is good for you. You might even think that slavery is important. But if you are a slave, slavery for you is evil because you suffer. However, who holds the social power? For the longest time, it was the upper class, which is why slavery did not become illegal for a long time. Then when the revolution happened, many people were affected by it. And those â€Å"many people† helped slavery become a â€Å"bad† thing. ... Now these imperatives in turn, determine everyone’s duty. Because of this, morals are not arbitrary because it is universal and it is true to everyone. For Mill on the other hand, has a similar belief to Kant – everyone has innate morals; morals are not arbitrary. But unlike Kant, Mill states that these morals are used to maximize happiness and reduce suffering. Utilitarian in most ways, he basically says that the right things bring happiness and wrong things bring suffering. In his words, â€Å"actions are right in proportion as they tend to promote happiness; wrong as they tend to produce the reverse of happiness†. Therefore, if an action is morally right if it makes the doer really happy. Therefore, happiness is not a social construct but an innate faculty in humans, and because it is innate, it cannot be arbitrary. Now, given the scenario above, what would each of the philosophers do given the situation? For Nietzsche, the nurse would just be in a wrong place at a wrong time. If the society urges euthanasia, then she would not have been stigmatized by having outrages towards her action. She will not be treated as a criminal. She’s having these negative connotations mainly because in her society, the people in power have deemed that her action is â€Å"immoral†. If we are taking Kant’s point of view, where all morals are innate, then we can conclude that the nurse is indeed wrong, as there are more people who were outraged by her actions than the people who weren’t. For Kant, there are universal ethical standards that cannot be broken. Now these ethical standards are about killing. Obviously, killing is not very accepted as it has produced crime and outrage. If we are talking about Mill’s point of view, then we should ask the nurse if she was

A Major Application Area Of Thermodynamics Engineering Essay

A Major Application Area Of Thermodynamics Engineering Essay A major application area of thermodynamics is refrigeration, which is the transfer of heat from lower temperature region to a higher temperature one. The devices that produce refrigeration are called refrigerators, and the cycles on which they operate are called refrigeration cycles. The most frequently used refrigeration cycle is a vapour-compression refrigeration cycle in which the refrigerant is vaporized and compressed alternatively and is compressed in the vapour phase. There are number of refrigerants which can be used in here, but the most commonly used on a commercial scale is a R12 (used in this experiment as well). The thermodynamics of ideal vapour compression cycle can be analyzed on a temperature versus entropy diagram as depicted in Figure 1. At point 1 in the diagram, the circulating refrigerant en- ters the compressor as a saturated vapour. From point 1 to point 2, the vapour is isentropically compressed (i.e., compressed at constant entropy) and exits the compressor as a superheated va- pour. From point 2 to point 3, the superheated vapour travels through part of the condenser which removes the superheat by cooling the vapour. Between point 3 and point 4, the vapour travels through the remainder of the condenser and is condensed into a saturated liquid. The condensation process occurs at essentially constant pressure. Between points 4 and 5, the saturated liquid refrigerant passes through the expansion valve (throttling device) and undergoes an abrupt decrease of pressure. This process results in the adia- batic flash evaporation and auto-refrigeration of a portion of the liquid (typically, less than half of the liquid flashes). The adiabatic flash evaporation process is isenthalpic (i.e., occurs at con- stant enthalpy). Figure 12 Temperature Entropy diagram 1 www. wikipedia.org/wiki/Refrigeration 2 http://upload.wikimedia.org/wikipedia/commons/f/f7/RefrigerationTS.png UMAR DARAZ Page 3 of 22 Thermodynamics Lab 2 Between points 5 and 1, the cold and partially vaporized refrigerant travels through the coil or tubes in the evaporator where it is totally vaporized by the warm air (from the space being refrigerated) that a fan circulates across the coil or tubes in the evaporator. The evaporator operates at essentially constant pressure. The resulting saturated refrigerant vapour returns to the compressor inlet at point 1 to complete the thermodynamic cycle. The area under the process curve on T-s diagram represents the heat transfer for internally reversible processes. The area under the process curve 5-1 represents the heat absorption in the evaporator, the area under the process 2- 4 represents the heat rejection in the condenser. In the ideal vapour compression refrigeration cycle all the heat losses and disruptions are being ignored, but in actual refrigeration cycle, we need to take these losses into consideration as they have been mentioned in this report later. The Hilton refrigeration laboratory unit R714 is capable of following entities;  · Investigation of the variation in refrigerator duty or cooling ability for various condens- ing temperature and the heat delivered to the cooling water with variation in condensing temperature. We can also investigate the variation in refrigeration coefficient of per- formance for the various condensing temperature.  · Investigation of the variation in coefficient of performance based on electrical, shaft and indicated power, determination of the overall heat transfer coefficient for the condenser cooling coil and performance of the thermostatic expansion valve.  · Investigation of the heat delivered to the cooling water with variation in condensing tem- perature, coefficient of performance as a heat pump for various condensing temperature, as well as power input based on electrical, shaft and indicated power. The important aspect of this report is to demonstrate the two laws of thermodynamics i.e. first and second law of thermodynamics. The first law is simply an expression of the conservation of energy principle, and it asserts that energy is thermodynamic property. Qout = Wnet + Qin Equation (1) In this experiment the Qin is provided by input voltage, this input is used to do the net work done on the refrigerant by compressor and motor, and the result of this produces the heat which is being removed by the condenser i.e. Qout. The second law of thermodynamics asserts that energy has quality and quantity, and actual processes occur in the direction of decreasing quality of energy. UMAR DARAZ Page 4 of 22 Thermodynamics Lab 2 Aims and objectives: The Hilton refrigeration laboratory unit R712 has been designed to allow students to fully investigate the performance of a vapour compression cycle under various conditions of evaporator load and condenser pressure. The main objectives of this laboratory are listed below;  · The demonstration of application of the First and second law of thermodynamics.  · The introduction of to refrigeration plant and calculate the various coefficient of perform- ance.  · Investigation of system losses, this includes motor, compressor, evaporator and con- denser losses. These losses (friction, heat losses) occur only in practical/commercial refrigerator, there are no losses in ideal vapour compressor refrigerator. UMAR DARAZ Page 5 of 22 Thermodynamics Lab 2 Apparatus The figure shown below looks like a refrigeration laboratory unit R712 (not exactly it) and it consists of the following components; Figure 23 Refrigeration laboratory unit Panel: High quality glass reinforced plastic on which the following components are mounted. Refrigerant: R12 Digital Thermometer: A device that measures temperature. Wattmeter: Allows measurement of the power input to either evaporator or motor. Voltage Controller: To vary evaporator load. Variable Area Flow meters: Variable area types to indicator R12 and H2O flow rates. Pressure Gauges: To indicate R12 pressure in evaporator and condenser. Spring Balance and Tachometer: These two together allow measurement of power required to drive the compressor. Expansion Valve: Thermostatically controlled type i.e. throttling device. Evaporator: Electrically heated device i.e. heat exchanger Compressor: (Internally mounted) Twin cylinder belt driven unit, along with spring balance force system. Condenser: A device or unit used to condense vapor into liquid. It is also called heat exchanger. Motor: A machine that converts electricity into a mechanical motion. 3 www.p-a-hilton.co.uk/English/Products/ Refrigeration__2_/refrigeration__2_.html UMAR DARAZ Page 6 of 22 Thermodynamics Lab 2 Procedure4 In prior performing an experiment the most important things to do are, to measure the atmos- pheric pressure, which would be added to the gauge pressure to get an absolute pressure for both condenser and evaporator, and to balance the two tips of the spring balance force, being applied on the compressor. In failure to do these things would cause a sufficient amount of error in the final results. In this experiment the condenser pressure is being kept constant i.e. 900KPa. Step-1 Turn on the refrigeration plant using one of the control breakers, and setting the evaporator voltage i.e. 40 100 volts, at the same time balancing the two tips of compressor load and set the condenser pressure to 900KPa, using rota-meter. Step-2 Record the following values; Evaporator Amps (1-2.42A), from wattmeter, compressor speed using tachometer, water and refrigerant flow rate using flow meter. Step-3 Record the spring balance force, reading directly from the scale. The hot water is in the tubes is indicated by red and cold water is indicated by blue sign in the refrigeration plant. Step-4 The flow rate is controlled by a throttling device (valve), the small changes in opening and closing the valve, effect the condenser pressure. Step-5 The temperature values of the refrigerant at different stages in the whole cycle at constant pressure is given by temperature dialler. Now we had all the values we needed, now we changed evaporator Amps value, recorded rest of the values as mentioned earlier and repeated the whole experiment for three to four times. The Refrigeration Laboratory Unit has three controls. Firstly a combined miniature circuit breaker and switch turns on both the compressor motor and the supply to the electrically heated evaporator. A combined variable area water flow meter and valve allow control of the condenser pressure and a panel mounted voltage controller allows control of the evaporator load from zero to full power. Refrigerant R12 vapour is drawn into the compressor from the evaporator mounted on the front of the panel. Work is done on the gas in the compressor and its pressure and temperature are raised. This hot, high pressure gas discharges from the compressor and flows into the panel mounted water cooled condenser, where heat is removed from it. This liquid then flows through a thermostatic expansion valve. Here it passes through a controlled orifice, which allows its pressure to fall from that of the condenser to that of the evaporator. The refrigerant has a satu- rated vapour phase at this point. The voltage across the heater elements may be varied from zero to that of the mains supply voltage by adjustment of a voltage controller situated on the front panel. Measurement of the power is carried out by a panel mounted digital wattmeter. 4 http://www.p-a-hilton.co.uk/R714-Edition-2-GREY.pdf UMAR DARAZ Page 7 of 22 Thermodynamics Lab 2 Results The observation table below shows all the values of different components in the refrigeration plant along with input indices and output indices, enthalpy of the cycle and losses in the system. The calculations required to get those results (to complete the table) are also listed after this table below. 1 Condenser pressure (gauge) Pc KNm-2 900 900 900 2 Evaporator pressure (gauge) Pe KNm-2 -20 20 40 3 Condenser pressure (Abs) Pc KNm-2 1001.663 1001.663 1001.663 4 Evaporator pressure (Abs) Pe KNm-2 81.663 121.663 141.663 5 Compressor suction t1 0 C -23.5 -22.6 -5.2 6 Compressor delivery t2 0 C 59.9 68.5 69.4 7 Liquid leaving condenser t3 0 C 31.6 34.8 33.8 8 Evaporator inlet t4 0 C -32 -23.6 -19.1 9 Water inlet t5 0 C 23.8 21.6 21.4 10 Water outlet t6 0 C 41.2 38.6 39.5 11 Water flow rate Mw g s-1 1.5 5.0 6.0 12 R 12 Flow rate Mr g s-1 0.7 1.5 1.9 13 Evaporator Volts Ve V 40 70 100 14 Evaporator Amps Ie I 1 A 1.70 A 2.42 A 15 Motor Volts Vm V 235 232 232 16 Motor Amps Im A 3.6 3.6 3.6 17 Spring balance Force F N 5.5 7.5 8.2 18 Compressor speed nc rpm 477 474 473 UMAR DARAZ Page 8 of 22 Thermodynamics Lab 2 19 Motor Speed = 3.17 ÃÆ'- nc Nm rpm 1512.09 1502.58 1449.71 20 h1 KJ/Kg 340 345 360 21 h2 KJ/Kg 385 400 420 22 h3 KJ/Kg 225 240 250 23 h4 KJ/Kg 160 170 180 24 Qe,Elec = Ve ÃÆ'- Ie W 40 119 242 25 Qe, R 12 = Mr(h1 h4) W 126 262.50 342 26 Wc = 0.0172ÃÆ'-FÃÆ'-Nm W 143.043 193.832 204.467 27 Power factor at shaft (power Wc) pf 0.43 0.48 0.52 28 Wm = Vm. Im. pf W 363.78 400.89 434.31 29 Wc = Mr (h2 h1) W 31.5 82.50 114.0 30 Q cond = Mr (h2 h3) W 112 240 323 31 Qw = Mw ÃÆ'- 4.18 (t6 t5) W 109.09 376.20 428.87 32 CoPnet = Qe, Elec / Wm 0.109 0.296 0.557 33 CoP R12 = (h1 h4)/(h2 h1) 4.0 3.1818 3.00 34 t41 can be found by (t1 t4) 0 C 8.5 1.00 13.9 35 CoP (te-t2) = t41 / (t2-t41) 0.165 0.015 0.250 36 Motor loss = Wc Wm W -220.73 -207.06 -229.84 37 Compressor loss = Wc-Wc W -111.54 -110.33 -90.47 38 System loss = Qcond Qw W 2.91 -136.20 -105.87 39 System loss = Qe, R12 Qe,Elec W 86 143.50 100.0 UMAR DARAZ Page 9 of 22 Thermodynamics Lab 2 Figure 3 A graph represents the relationship between net CoP and evaporator temperature Figure 4 A comparison of different losses of the system in one graph against Evaporator temperature The fluctuation and randomness in the graphs is because of the poor calibration and less number of repeated results (less tests provide less information), and most of the recorded results are based on guessed values. Calculations To find absolute pressure, we need an atmospheric and gauge pressure of the component. Now for two individual components,  · Condenser As we know Patm = à Ã‚ gh = 13600 kg/m3 ÃÆ'- 9.81 m/s2 ÃÆ'- 762 ÃÆ'-10-3m = 101.663ÃÆ'-103 Kg / ms2 = 101.663 KN/m2 Hence Pgauge,cond = 900 KN/m2 Pabs,cond = Patm + Pgauge,cond = 101.663 + 900 = 1001.663 KN/m2  · Evaporator As Patm = à Ã‚ gh = 13600 kg/m3 ÃÆ'- 9.81 m/s2 ÃÆ'- 762 ÃÆ'-10-3m = 101.663ÃÆ'-103 Kg / ms2 = 101.663 KN/m2 i. Pgauge,Evap = -20 KN/m2 Pabs,Evap = Patm + Pgauge,Evap Therefore = 101.663 + (-20)= 81.663 KN/m2 ii. Pgauge,Evap = 20 KN/m2 Pabs,Evap = Patm + Pgauge,Evap = 101.663 + (20)= 121.663 KN/m2 iii. Pgauge,Evap = 40 KN/m2 Pabs,Evap = Patm + Pgauge,Evap Therefore = 101.663 + 40 = 141.663 KN/m2 To find Qw (Heat removal from condenser) As we repeated the experiment three times, so water flow rate have three different values, hence we need to find Qw at three points, Qw = Mw ÃÆ'- 4.18 (t6 t5) When Mw = 1.5 gs-1, t6 = 41.2 0C, t5 = 23.8 0C Qw = 1.5 ÃÆ'-4.18 (41.2 23.8) = 109.098 W UMAR DARAZ Page 11 of 22 Thermodynamics Lab 2 As Qw = Mw ÃÆ'- 4.18 (t6 t5) When Mw = 5.0 gs-1, t6 = 39.6 0C, t5 = 21.6 0C So Qw = 5.0 ÃÆ'-4.18 (39.6 21.6) = 376.2 W Qw = Mw ÃÆ'- 4.18 (t6 t5) When Mw = 6.0 gs-1, t6 = 38.5 0C, t5 = 21.4 0C Qw = 6.0 ÃÆ'-4.18 (38.5 21.4) = 428.87 W To find Wc (work done by the compressor or a shaft loss) The work done by the compressor depends on spring balance force and motor speed, hence to get more work done out of the compressor we need to increase any of the above mentioned parameters. Therefore Wc = 0.0172ÃÆ'-FÃÆ'-Nm i. Wc = 0.0172ÃÆ'-5.5ÃÆ'-1512.09 = 143.043 W ii. Wc = 0.0172ÃÆ'-7.5ÃÆ'-1502.58 = 193.832 W iii. Wc = 0.0172ÃÆ'-8.2ÃÆ'-1449.71 = 204.467 W To find Wm (work done by the motor on a shaft to rotate) The work done by the motor is a product of voltage provided, amount of current flowing the motor and power factor of the shaft, which gives us the following values; Wm = Vm ÃÆ'- Im ÃÆ'- pf i. Wm = 235 ÃÆ'- 3.6 ÃÆ'- 0.43 = 363.78 ii. Wm = 232 ÃÆ'- 3.6 ÃÆ'- 0.48 = 400.89 iii. Wm = 232 ÃÆ'- 3.6 ÃÆ'- 0.52 = 434.31 UMAR DARAZ Page 12 of 22 Thermodynamics Lab 2 To find CoPnet (Total coefficient of performance of refrigerant) CoPnet = Qe, Elec / Wm By substituting different values of electric input heat energy (artificial input energy) and the work done by the motor, we get net coefficient of performance of the cycle, i. CoPnet = 40 / 363.78 = 0.109 = 11% ii. CoPnet = 119 / 400.89 = 0.296 = 30% iii. CoPnet = 242 / 434.31 = 0.557 = 56% To find CoP (te-t2) This is the coefficient of performance of ratio of temperature values at point 1-4 and difference of it, to the temperature of the refrigerant after compression, so we get following CoP (te-t2) = t41 / (t2-t41) i. CoP (te-t2) = 13.9 / (69.4 13.9) = 0.250 = 25% ii. CoP (te-t2) = 8.5 / (59.9 8.5) = 0.165 = 16% iii. CoP (te-t2) = 1.0 / (68.5 1.0) = 0.015 = 1.5% To find Qe, R 12(Heat removal from Evaporator) The given equation is à ¢Ã¢â€š ¬Ã‚ ¦ Qe, R 12 = Mr (h1 h4) By substituting different values of enthalpy, which we recorded from a pressure enthalpy diagram, so we get i. Qe, R 12 = 0.7 (340 160) = 126.0 ii. Qe, R 12 = 1.5 (345 170) = 262.5 iii. Qe, R 12 = 1.9 (360 180) = 342.0 UMAR DARAZ Page 13 of 22 Thermodynamics Lab 2 To find Wc (Input work done or compressor work loss) The input work done by the compressor can be calculated by finding flow rate of the refrigerant R12 and the difference of enthalpy of refrigerant before and after the compression. Wc = Mr (h2 h1) Substituting all three values of the above parameters (variables), we get i. Wc = 0.7 (385 340) = 31.5 ii. Wc = 1.5 (400 345) = 82.5 iii. Wc = 1.9 (420 360) = 114 To find Q cond (Heat loss by the condenser) Similarly heat loss by the condenser is a product of refrigerant flow rate to the difference of enthalpy values of it, before entering and leaving the condenser, we get Q cond = Mr (h2 h3) Now, using above stated equationà ¢Ã¢â€š ¬Ã‚ ¦ i. Q cond = 0.7 (385 225) = 112 ii. Q cond = 1.5 (400 240) = 240 iii. Q cond = 1.9 (420 250) = 323 To find CoPR12 (Coefficient of performance of refrigerant) CoP R12 = (h1 h4)/(h2 h1) Coefficient of performance of refrigerant is a ratio of all the enthalpy values in the cycle, here note that for ideal vapour compression refrigeration cycle h3 = h4 Hence we get i. CoP R12 = (340 160) / (385 340) = 4.00 ii. CoP R12 = (345 170) / (400 345) = 3.1818 iii. CoP R12 = (360 180) / (420 360) = 3.00 UMAR DARAZ Page 14 of 22 Thermodynamics Lab 2 Systems losses Motor loss = Wc Wm = 143.043 363.78 = -220.75 = 193.832 400.89 = -207.06 = 204.467 434.31 = -229.84 Compressor loss = Wc-Wc = 31.5 143.043 = -111.54 = 82.5 -193.832 = -110.33 = 114 204.467 = -90.47 System loss = Qcond Qw = 112 109.09 = 2.91 = 240 376.20 = -136.20 = 323 428.87 = -105.87 System loss = Qe, R12 Qe,Elec = 126 40 = 86.00 = 262.5 119 = 143.50 = 342 242 = 100.00 UMAR DARAZ Page 15 of 22 Thermodynamics Lab 2 Discussion of Results The observation table of results has been listed on page 8 9, and it is followed by all the calculations required to complete the table or to get the results. The experiment has been repeated three times, so all the results (values have been listed three times. In the calculation section the system losses and heat energy are shown as negative val- ues, its because the work is done on the system and heat is being removed from that particu- lar system, in this case its condenser. The positive values of system loss and heat energy shows that heat is being add in the system and work is done by the system, and in this case its evaporator. The condenser pressure i.e.900 KPa, was not exactly 900 KPa. As we were set- ting the pressure manually, so in the whole experiment the pressure was 900 KPa  ± 10%, it was because of the fluctuation in the gauge needle, so we assumed the considered pressure. The compressor pressure applied by spring balance force, affected the work done of the com- pressor on the refrigerant R12, because to get an accurate compressor work done, the two tips of the spring balance should be in balance (level), but during an experiment we were getting random values (results), so then I realised that something is wrong, so I looked at all the components of the refrigeration plant, and I found that the two tips of the spring were not bal- ance. Hence to get right results we had to redo the experiment. The throttling device or valve has a huge impact on condenser pressure, because by opening or closing i.e. changing a flow rate make a considerable amount of difference on condenser pressure and evaporator tem- perature. Motor loss refers to the consumption of electrical energy not converted to useful mechanical energy output, but in this case energy loss means less input energy to the compressor, which means a refrigerant would be less compressed by a compressor, so less heat would be re- moved by the condenser, and even after passing through the valve the refrigerant would still have a high temperature and pressure, hence less refrigeration would occur in a vapour com- pression cycle. Therefore we need to take into account power losses in the electric motor. In order to study this process more closely, refrigeration engineers use this pressure en- thalpy diagram shown in Figure 5. This diagram is a way of describing the liquid and gas phase of a substance. Enthalpy can be thought of as the quantity of heat in a given quantity, or mass of substance. The curved line is called the saturation curve and it defines the boundary of pure liquid and pure gas, or vapour. In the region marked vapour, its pure va- pour. In the region its marked liquid, it is a pure liquid. If the pressure rises so that we are considering a region above the top of the curve, there is no distinction between liquid and va- pour. Above this pressure the gas cannot be liquefied. This is called the Critical Pressure. In the region underneath the curve, there is a mixture of liquid and vapour. UMAR DARAZ Page 16 of 22 Thermodynamics Lab 2 3 2 4 1 Figure 65 Pressure Enthalpy diagram Evaporator Pressure line Condenser pressure line stage (Not a straight line) Isobar Condensation stage sion valve R12 Evaporation process 5 http://www.mvsengineering.com/chapter18.pdf UMAR DARAZ Page 17 of 22 Isentropic Compression R12 passing through Expan- Thermodynamics Lab 2 At the inlet of the compressor the temperature (t1) is the same as temperature of refrigerant R12 at the outlet of the evaporator. So we go straight from that temperature of left side of the doom (saturated liquid) to the right side of the doom (saturated vapour line), and then following the temperature gradient line, we go down and record the enthalpy value at that temperature and pressure. Similarly for the stage 2, we find h2 on x-axis. When the refrigerant leaves the condenser, it obtains a saturated liquid phase (left side of the doom), so taking the reference of condenser pressure line (red line), we take a straight line parallel to the y-axis, and wherever it meets the x-axis gives a value of enthalpy (h3) at stage three. In actual refrigerant plant, enthalpy at stage 3 and stage 4 is not same, but for the sake of calculation we assume that its an ideal condition and enthalpy at these two points is same. Test 1 As Compressor suction = t1 = -23.5 0C and condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h1 = 340 KJ/Kg Compressor delivery = t2 = 59.9 0C and Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h2 = 385 KJ/Kg Here Liquid leaving condenser = t3 = 31.6 0C And Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h3 = 225 KJ/Kg As mentioned earlier that h3 = h4 (Ideal condition) Hence the enthalpy h4 = 225 KJ/Kg But using temperature at evaporator inlet, t4 = -32 0C, we get Actual enthalpy value, h4 = 160 KJ/Kg Test 2 As Compressor suction = t1 = -22.6 0C and condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h1 = 345 KJ/Kg (from above p-h diagram) Compressor delivery = t2 = 68.5 0C and Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence using Figure 4, we get enthalpy h2 = 400 KJ/Kg Here Liquid leaving condenser = t3 = 34.8 0C And Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h3 = 240 KJ/Kg UMAR DARAZ Page 18 of 22 Thermodynamics Lab 2 As mentioned earlier that h3 = h4 (Ideal condition) Hence the enthalpy h4 = 240 KJ/Kg But using temperature at evaporator inlet, t4 = -23.6 0C, we get Actual enthalpy value using figure 4, h4 = 170 KJ/Kg Test 3 As Compressor suction = t1 = -5.2 0C and condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h1 = 360 KJ/Kg Compressor delivery = t2 = 69.4 0C and Condenser Pressure (Abs) = Pc = 1001.663 KNm-2 Hence the enthalpy h2 = 420 KJ/Kg Here Liquid leaving condenser = t3 = 33.8 0C And Condenser Pressure (Abs) = Pc = 1001.663 KNm-2, Evaporator Pressure = 40 KPa Hence the enthalpy h3 = 250 KJ/Kg As mentioned earlier that h3 = h4 (Ideal condition) Hence the enthalpy h4 = 250 KJ/Kg But using temperature at evaporator inlet, t4 = -19.1 0C, we get Actual enthalpy value at this stage, h4 = 180 KJ/Kg 6However the expansion of the high pressure liquid, process 5 1 above is non reversible. Notice that Expansion is a constant enthalpy process. It is drawn as a vertical line on the P-h diagram. No heat is absorbed or rejected during this expansion, the liquid just passes through a valve, like water coming out of a tap. The difference is that because the liquid is saturated at the start of expansion by the end of the process it is partly vapour. Point 1 is inside the curve and not on the curve as described in the Evaporation process. At point 4 it starts to condense and this continues until point 5 when all the vapour has turned into liquid. Point 5 is saturated liquid. If more heat is removed, the liquid cools. It is then called sub-cooled liquid. Hence h4 is on a saturated liquid line (left side of the doom), and does not appear in a vapour compression cycle, and this is the case in all three tests. 6 http://www.alephzero.co.uk/ref/vapcom.htm#ph UMAR DARAZ Page 19 of 22 Thermodynamics Lab 2 As there is no moving part in the whole refrigeration plant apart from motor shaft of a compressor, so work done by them is zero, i.e. w = 0 So using steady state energy equation, we get W Q = h2 h1 Equation (2) As W =0, so equation (1) becomes Q = h2 h1 Or Q = h1 h2 Equation (3) The coefficient of performance or COP (sometimes CP), of a heat pump (i.e. refrigerator) is the ratio of the change in heat at the output (the heat reservoir of interest) to the supplied work.To find Cop value of refrigeration plant as well as for the refrigerant is a good practice, because this will illustrate that how much efficient of these two are. 7It takes a lot of heat to evaporate liquid. In other words a small amount of liquid circulating in a refrigerator can perform a large amount of cooling. This is one reason why the vapour compression cycle is widely used. The refrigeration system can be small and compact. Also from a practical point of view heat exchange is much better when using change of state evaporation and condensation. However the expansion of the high pressure liquid, process 5 1 above is non reversible. And so the efficiency of this cycle can never even approach Carnot efficiency. 7 http://www.alephzero.co.uk/ref/practcop.htm UMAR DARAZ Page 20 of 22 Thermodynamics Lab 2 Conclusion 8The vapour-compression cycle is used in most household refrigerators as well as in many large commercial and industrial refrigeration systems but the efficiency of this cycle can never even approach Carnot efficiency, because of its low coefficient of performance. In the refrigeration plant the operating parameters can be varied by adjustment of condenser cooling water flow and electrically heated evaporator supply voltage. Components have a low thermal mass resulting in immediate response to control variations and rapid stabilisation. Instrumentation includes all relevant temperatures, condenser pressure, evaporator pressure, refrigerant and cooling water flow rates, evaporator and motor power, motor torque and com- pressor speed. The most of components of refrigeration plant used in this experiment (R712) are manually calibrated scales (not digital), and based on this poor calibration all the recorded results are being guessed on the base of individual judgment, which is wrong most of the time. Anyway a small amount of liquid circulating in a refrigerator can perform a large amount of cooling. This is one reason why the vapour compression cycle is widely used. The enthalpy values which are being recorded directly from enthalpy pressure diagram (Figure 4), and based on how unclear that diagram is, I would say it is not a great source of information, but still we use this to find enthalpy. The system (refrigeration plant) has some losses, which have described earlier in this report, this includes motor loss, condenser and evaporator loss. In conclusion, I would like to say that by doing this experiment I learnt a great amount of knowledge, about refrigeration plant, and how it works, what kind of cycle more often use for this, how much efficient is this and how to calculate the different losses in this system. I would say by understanding the operation of this small scale refrigeration plant, I think I would be able to operate on an industrial scale refrigeration plant, because the basic principle is same. 8 http://www.alephzero.co.uk/ref/vapcomcyc.htm UMAR DARAZ Page 21 of 22 Thermodynamics Lab 2

Essay --

What does famine mean? It is a situation in which people do not have enough food, according to Webster’s New World Dictionary. The great potato famine, however, was far more than just a lack of food. Its effects were felt around the world due to environmental conditions, agriculture practices and economic and political factors (Japikse, 1994). Famine still exists in today’s society, as does the potato blight from the largest crop manufacturers to the small family gardens in Wisconsin, but nothing comes close to the disaster experienced by the Irish. It was the injustices that caused the famine, Gorta Mor, The Great Hunger of 1845-52, as called by the Irish (Daly, 1996). The potato famine of 1846 was one of the biggest natural disasters in Irish history. The â€Å"explosive disease† said William Fry, Ph.D., caused by Phytophtera infestans, is a condition that prevents growth and destroys the plant by disease. P. infestans is a fungus-like pathogen that infects and destroys the leaves, stems, potato seed and the potato itself, turning it black and slimy (Craig, 1998). The first signs of blight are when leaves get brown specks on them that start to get white, hairy growth around them (Damsker, n.d.). In addition, leaves and stems withered very quickly. This if followed by a terrible smell. It spreads as a spore and grows rapidly in moist, warm and humid conditions. Today, the blight disease still affects potato crops. However, an application of the plant fungicide, metalaxyl, or copper sulfate mixtures and pesticide will prevent and eliminate or, at least, decrease the possibility of its appearance (Daly, 1996). In fact, accordi ng to Gibbon’s article in 2013, the pathogen and its host of dried leaves ar... ...Irish and British people had bitter feelings towards one another. Many Irish were angry the English government did next to nothing to prevent the famine. Then when it happened the government turned their heads. The anger caused a rebellion in 1848 by a group called the Young Ireland party, saying Ireland wanted its own government (Results of the Great Famine, 2014). In conclusion, famine is still a part of the world today, but Gorta Mor of this level of devastation does not occur anymore. The same issues of environment, agriculture practices, economic and political factors are still part of famine today along with the appearance of the potato blight, too. Truth be told, the difference between then and now, however, is that technology is the medium to deliver images and descriptions faster and quicker so as to not let such devastation be experienced.

Administrative Theory Essay

The issue about the ability of public servants to serve the best interest of the public through a solid public governance and administration system has always been an important point in related debates and discussions. In this paper, the focus will be on the role of the Administrative Theory, its related perspectives and paradigm, and how disaster response actions act as a mirror reflecting the state of public service, and the significance (or lack of) of the Administrative Theory in today’s world. Disasters, some say, bring out the best in everyone. If this was true, then the worst disasters can be used to gauge public service and the ability and competence of public servants as well as the use and significance of dogmas, structures, policies, beliefs and design of pubic administration in the modern day life. An example of one of the deadliest modern day natural disaster is Hurricane Katrina. See more: The Issues Concerning Identity Theft Essay â€Å"Hurricane Katrina may be the largest natural disaster in dollar terms in U. S. history, with damage exceeding $50 billion (Birkland, 2006, p. 105). † Hurricane Katrina, for its ferocity, strength, and extent of damage is a good case study in the assessment of public service doctrine use and compatibility, as well as the competence and ability of the people working under these public service perspectives to cope and cooperate successfully under a pre-defined dogma. Ideally, the Administrative Theory was designed so that a particular process and protocol is established so that actions of different individuals, serving to be able to accomplish one purpose, are constructive and contributing towards the achievement of a particular goal, in essence making the theory the catalyst of the start of a process that can provide assistance. The Administrative Theory, as an idea, is always expected to influence constructive and positive output from any endeavor (i. e. response to a natural disaster). But in application, the use of the existing paradigm for Administrative Theory is not always assisting the efforts during a natural disaster. Sometimes it also hinders the effective delegation of assistance and response by individuals and agencies during a natural disaster because it is incomplete and not fully suitable for the present design of local and federal governance as it is applied in the United States. The best example to use as a case study to determine Administrative Theory’s characteristic as being unsuitable and incomplete when used in the current system of governance in the United States is the administration problems that happened during the Hurricane Katrina disaster response and management. Following the idea of the Administrative Theory, members of the agencies responsible for responding to the victims of Hurricane Katrina should have effortlessly handled the situation considering that everyone has a task to fulfil. What the Administrative Theory failed to discuss and include in its parameters is the complexity brought about by inter-agency operation present during the Hurricane Katrina disaster management action and similar incidents. Because of the rigors of the Administrative Theory and the limitations that are found in the theory’s nature and essence, how the people acted and reacted with each other during the disaster response was far from being smooth and flawless. In the assessment of the Hurricane Katrina public administration efforts for disaster response and assistance, observers can see that in employing the ideas found in the Administrative Theory (as well as with consideration to other factors too), the situation became more problematic and complicated. â€Å"Then Hurricane Katrina slammed into the coasts of Louisiana and Mississippi, virtually destroying New Orleans and many smaller communities along the Gulf Coast. Although arguments continued long afterward about the adequacy of federal, state , and local emergency response, in the minds of many Americans government had failed its most basic responsibility: to help its citizens in a time of dire need and to protect them from further harm (Stivers, 2008, p. 73). † Because of this, it can be considered that the Administrative Theory can be considered as a source of hindrance and not a source of assistance in the effective action during natural disaster response, assistance and management. What are the issues? There is just one important issue that is connected with the assessment of the impact of the Administrative Theory and the disaster management during Hurricane Katrina. This is the assessment of the administrative aspect of the local and federal government, and why many individuals believe that in general such efforts failed. The Hurricane Katrina and how the government (local and federal) responded, cooperated and interacted during the disaster management efforts provided a classic case wherein administrative theories and its use or absence is seen and reflected. The issue focuses on the fact that despite the country’s capability – material and theoretical – to respond well and effectively during disasters like Hurricane Katrina. The effort was considered as a failure, owed largely to the role of the existing public administration approach. The presence of Administrative Theory aspects, in this case, and how this particular disaster management effort brings to light what is lacking in the current public administration theories and models. The realization, all in all, is that the ensuing complexity of local and federal governance makes elusive the perfect formula for effective public administration and governance in different levels, including disaster response and management. â€Å"People who study and practice administration often take the view, perhaps only half-consciously, that if only the right formula for organizing work and assigning responsibility can be found, things will fall into place and everything will run smoothly – or, at least, more so than before. Many of the post-Katrina criticisms levelled at governments have centered on failure to coordinate rescue efforts. These charges reflect the continuing belief in the power of the right system. Certainly they mark the belief that there is a right system (Stivers, 2008, p. 73). † Who are the actors? In the assessment of the Hurricane Katrina and the assessment of the Administrative Theory perspective in the effort to provide disaster response, assistance and management in the location of the disaster, it is important to identify the actors (individuals and agencies) who took part in the effort who may or may not be responsible not only for what measure of success there is in the endeavor but also in the failure of the parameters and perspective of the Administrative Theory in this particular scenario. The Administrative Theory talks about roles and responsibilities, but it did not explain how complexities of these things should be addressed during interagency response to natural disasters, something that happened during Hurricane Katrina. â€Å"Interagency relationships lead to well documented problems associated with unclear authority and responsibility. The House committee examining the government response to Hurricane Katrina blames all levels of government, from the White House, to Governor Kathleen Blanco of Louisiana, to Mayor Ray Nagins of New Orleans, for the delayed response to the storm (Callahan, 2006, p. 139). † This is just a ballpark assessment of the list of characters involved who also contributed to the failure of the disaster rescue and assistance action, despite administrative practices and because of the incompetence of such measures in handling real life scenario. Other participants are identified by the National Response Plan (NRP) program of the government, which identifies the federal as well as non federal agencies and organizations which should be involved in the time of disaster management (Hogan, Burnstein, 2007, p. 151). But NRP in itself was considered by some as problematic. â€Å"As Hurricane Katrina plowed ashore, this cumbersome and contradictory schematic of national disaster response was about to be put to a stern test (Cooper, Block, 2007, p. 130). † There are also some other actors who are involved in this interagency action and it included government entities (military, paramedic, search and rescue units, office of the mayor and governor, etc) as well as private (NGOs and private citizens). What leads the various actors to make the choices or take the positions that they do? There are several reasons that could answer the question about the motivation of the actors to act or decide as they did at the height of the Hurricane Katrina. This may include accountability, responsibility, initiative, instinct or even the sense of direction coming from an existing protocol and systematic approach to problems such as this. How each actor weighs each and any of these is another consideration. Some of these maybe personal forces (i. e. instinct, initiative, a sense of ethics and responsibility, personal clarity of mind and sense of direction during crisis, etc), while other possible motivation maybe organization forces. There are also other reasons, like the absence of a possible course of action that directs everyone involved inside a particular course of action for this eventuality. â€Å"The NRP offers no clear guidance on what distinguishes a run-of-the-mill disaster from a catastrophic event. But generally, catastrophic events imperil the national leadership, echo through the national economy and cause national disruptions (Cooper, Block, 2007, p. 130). † What are the organizational forces? Even if there were aspects of the Administrative Theory in use during the effort to provide assistance to the victims of Hurricane Katrina which can be categorized as organization forces, some of these aspects maybe considered useless as well because these forces (like the push and pull of the initiatives and information of the people working under the system) are not properly acted upon. Take for example, the characteristic of the Administrative Theory about the idea of chain of command and information sharing based on a ladder-type hierarchy. This aspect was in use, pre-Katrina, as well as during and after the Katrina crisis. But critics believe that it was a failure nonetheless because the response of the individuals to the information shared through the chain of command was not properly acted upon. Because of this, there were feelings of dismay and low moral, and some people integral in this chain of command, realizing the breakdown and futility of such design, resigned from their position. â€Å"Matthew Broderick, head of the DHS Operations Directorate and the HSOC, resigned effective March 31, 2006, following the House of Representatives report on Katrina, which singled him out for failing to inform high-level officials of Katrina’s devastating impacts†¦ William Carwile, a veteran FCO who had been put in charge of the Katrina response for Mississippi and who had struggled to inform the administration that Katrina’s impacts were truly catastrophic, resigned his post and left government service shortly after Katrina (Tierney, Bevc, 2007, p. 48). † What are the external forces? While external forces were hardly discussed as source of the failure of the operation to answer the devastation of Katrina immediately and in the long term, there may also be external forces at play in this situation. This may include the presence of political consideration of political leaders that could have affected and influenced the actions that they took during the disaster. Foreign aid and support, as well as foreign pressure, and the threats coming from the outside which may aggravate the situation inside Mississippi and New Orleans, may have also contributed to the turn out of the rescue and assistance efforts.

Book Review on Who Moved My Cheese

Book Review on Who Moved My Cheese I thoroughly enjoyed reading Who Moved My Cheese? book by Spencer Johnson. Johnson does an excellent job of simplifying the complexities of the change process through the use of four fictional characters. I believe the author intentionally chose to use two mice and two â€Å"little people† in the parable about change. The mice, Sniff and Scurry, deal with change rather simplistically. Being animals, the mice are more adaptable to change and react to the loss of the â€Å"cheese† instinctively. They â€Å"keep their running shoes around their neck†, waste no time analyzing the cause of their loss, and immediately go in search of a new cheese. On the other hand, the â€Å"little people†, Hem and Haw, are about the size of the mice but possess human traits. Such traits as intelligence and emotions complicate their responses to change. Hem and Haw react emotionally to the loss of the â€Å"cheese† and waste valuable time analyzing their loss instead of going in search of a new â€Å"cheese†. Haw eventually moves beyond his emotions and uses his intellect to successfully face and overcome the sudden change. However, Hem’s paralyzing fear of change prevents him from successfully overcoming the loss of the â€Å"cheese† and eventually leads to his untimely death. It is through the characters’ responses to change or the â€Å"moving of the cheese† that many leadership qualities can be identified. I have chosen to identify the qualities in reference to their implications for an educational leader such as a school principal. Like Sniff, the leader of a school must view change positively, realizing that change is inevitable and occurs naturally over time. As principal, one must stay on the cutting edge of change by keeping abreast of the latest educational information through reading, attending conferences, networking, etc. Once change appears to be on the horizon, then it is time to â€Å"scurry† into action. The principal must not react to change impulsively but should be prepared with a plan of action in order to provide guidance toward the intended goal. Like Scurry, the principal and faculty must understand that the path to change will be filled with obstacles or setbacks. They must not become discourage by these obstacles and should continue to find new paths that will allow them to successfully find a new â€Å"cheese†. The energy and positive attitudes of faculty members who resemble Scurry should be utilized to assist the principal in leading the school successfully through the â€Å"maze† toward change. Haw epitomizes the human reaction to change. From Haw’s reaction, one can clearly see the change process evolving. As a principal, having an understanding of the change process, realizing that this cycle is natural, and knowing that everyone will uniquely experience the stages of change will be beneficial. Like Haw and Hem, the principal and faculty must realize that when faced with sudden change the initial reaction will be fear of the unknown. This reaction leads one to deny the need for change, take change as a personal attack, and over-analyze the causes for the change. But like Haw, we must get beyond this stage if we are to successfully change. As principal, one must realize that a more immediate acceptance of change will result in an easier transition to change. Therefore, it is important for the leader of a school and the faculty to view change as a way of gaining something rather than losing something; as a better solution not something worse; and as what is right rat her than what is wrong. Once Haw accepted that change was necessary, he took on much of the same qualities as Scurry. He found his â€Å"running shoes† and set out in search of a new â€Å"cheese†. Unlike Scurry, Haw became discouraged and anticipated going back into his comfort zone each time he was confronted with an obstacle in the â€Å"maze†. Although Haw returned several times, his positive vision of the goal and the realization that he would starve forced him to set out again in search of the new â€Å"cheese†. The principal, along with the faculty, must realize that the second stage of change will be comparable to a roller coaster. It will begin with a burst of energy and be slowed by each obstacle along the way. However, the principal must be the engineer that places the faculty back on track and provides a new boost of energy. The final stage of change occurs when the goal is realized. Like Haw, as one begins to taste the successes of change, he/she realizes that it was not as fearful as one first expected and begins moving quicker toward making the change a reality. For the principal, this will be the easiest part of the change process because the reality of change will occur naturally. Throughout the change process, it is important for the principal and the faculty to remain optimistic and confident and to have a sense of humor. In concluding, the principal must realize that not everyone will accept change and continue through the change process successfully. Like Hem, there may be people on the faculty that are paralyzed by their own fear of the unknown and will never get past the emotional stage. They will continue to take change personally and spend all of their time and energy analyzing why change is not needed, the causes of the change, and waiting for the â€Å"old cheese† to return. As an educational leader, acting like Hem would be â€Å"professional suicide†. For faculty members representative of Hem, it would be important to provide these individuals with many opportunities to understand the reasons for the change; to help them understand that their fear and emotions are a natural part of the change process; and to help them see that the refusal to change will lead to ineffective teaching practices and ultimately their â€Å"untimely death† professionally.