Mumtaz Mahal

Arjumand Banu Begum  (also called  Mumtaz Mahal) was the third  wife  of  Shah Jahan. Mumtaz Mahal (meaning ‘Jewel  of the  palace') was the  nickname  her husband gave to her. Mumtaz Mahal was born in  April  1593  in  Agra, India. Her father was the  Persian  noble  Abdul Hasan Asaf Khan, the brother of  Nur Jahan. Mumtaz was a  Muslim  and fell in love with and married her cousin,  Shah Jahan, later to be the Mughal emperor on  May 10,  1612  at the age of 19. She was his third wife, and became his favorite. Shah Jahan and Mumtaz Mahal were married for 19 years. They had thirteen children together. Seven of the children died at birth or at a very young age. Mumtaz travelled with Shah Jahan and his army as he carried out  military campaigns. Mumtaz Mahal supported Shah Jahan and they respected each other very much. Mumtaz Mahal died on  June 17,  1631  in Burhanpur in the Deccan (now in  Madhya Pradesh) during the birth of their fourteenth child, a daughter named Gauhara Begum. She had been with her husband as he was fighting a campaign in the Deccan Plateau. Her body was kept at Burhanpur in a walled pleasure garden known as Zainabad. A popular story says that on her deathbed, her last wish to the emperor was for a  symbol  or a  monument  to their love. She also asked her husband not to marry anyone else. The emperor promised immediately. Her body was buried in the  Taj Mahal  in Agra. After she died, Shah Jahan went into  mourning  for a year. When he appeared again, his hair had turned white, his back was bent, and his face worn. Jahan's eldest daughter, Jahanara Begum, slowly brought him out of mourning and took the place of Mumtaz at court.

Principles of the early years framework Essay

Essay about the purposes and principles of the early years framework. The legal regulations under section 39 of the childcare act 2006 gives the early years foundation stage (EYFS) , that came into force in Sept. 2008 and providers are required to use the EYFS to ensure a flexible approach to children’s learning and development so that children will achieve the five every child matters outcomes which are : * Staying safe* Being healthy * Enjoying and achieving * Making a positive contribution * Achieving economic well- being In 2012 the EYFS was revised and made simpler and came into force on 1st sept, it made a number of changes and one of these was to make a stronger emphasis on the 3 prime areas which are the most important to a child’s healthy development these areas are: * Communication and language development* Physical and personal development * Social and emotional development The statutory framework for the EYFS give clear legal requirements to relate to learning and development and also relating to safeguarding and promoting children’s welfare, suitable people i.e. keyworkers, suitable premises, environment and equipment and organisation and documentation. The learning and development requirements have legal force by EYFS order 2007 from section 39(1) (a) of the childcare act 2006. The welfare requirements are given legal force by section 39(1) (b) of childcare act 2006. Together they form the legal basis of the EYFS and have statutory virtue of section 44(1) of the childcare act 2006. Practice guidance for the early year’s foundation stage gives practitioners guidance on how to meet the necessary requirements to the EYFS framework. It provides advice and information on how to support children’s learning and development and welfare. Also you can get guidance for children’s development in a section called development matters and this gives help and information to help practitioners to understand and support children in development pathways which are: * Personal, social and emotional development * Communication, language and literacy * Problem-solving, reasoning and numeracy * Knowledge and understanding of the world * Physical development * Creative development * Every child is different they are all individual in their own right and all children varied needs. Meeting every child’s needs can be difficult even though they are grouped with other children their age. Many children will meet their development needs expected for their age but others will have needs which are characteristic of much younger or older children. We must recognise the child’s needs and meet children’s development needs to help them achieve. We must consider each child’s physical maturity, intellectual abilities, emotional development, social skills, past experiences and relationships. Respecting children and help them to develop in a positive, caring, nurturing and responsive childcare environment. Throughout history we have had people that stood up and fort for young children’s needs and these people have influenced the UK current early years provisions. * Fred Froebel (1782-1852) founded the first kindergarten and learned that it was important for children to get involved in real experiences which meant being physically active. He believed that everything was linked and called the principle of unity and also principle of opposition or ‘gifts’. * Maria Montessori (1870- 1952) worked with children with learning difficulties in Rome Italy. She spent hours observing children and found that children go through sensitive periods of development when they are particularly receptive to particular areas of learning. She saw children as active learners. * Rudolf Steiner (1861-1925) believed in three phases of childhood. The will, 0 to 7 years he said the spirit fuses the body at this stage. The heart, 7 to 14 years a rhythmic system of the beating heart and the chest that respiratory system meant that felling was important during this time. The head, 14 years and onwards was the time for thinking. * Margaret McMillan (1860-1931) believed I first-hand experience and active learning she said that relationships, feeling and ideas were all physical aspects of moving and learning, she believed children would become whole people through play which helped them apply knowledge and understanding. * Susan Isaacs (1885-1948) valued play she believed it gave children freedom to think, feel and relate to others. She said that children can’t in just classrooms sat at tables and write they need to move around and explore to learn too. * The Reggio Emilia approach had a number of key features that attracted worldwide attention these were: Community support and parental involvement. Administrative policies and organisational features. Teachers as learners. The role of the environment. Long-term projects as vehicles for learning. The hundred languages of children. * The highScope approach encourages children to make their own choice of activities. It encourages active and independent learning by involving children in the planning, doing and reviewing. They still have some adult- directed activities such as story- time and PE but they work around the plan – do – review cycle of planning its key features are Active learning Personal initiative Consistency Genuine relationships Building a strong partnership with parents Appropriate curriculum.

Element of the marketing mix Coursework Example | Topics and Well Written Essays - 1750 words

Element of the marketing mix - Coursework Example This essay discusses that the most important aspect of marketing is that; the four marketing mix elements must work together in harmony, and any chance that one of the elements fail to fit well into the system, spells disaster for the whole business of marketing. However, in contrast, argues that the four elements of the marketing mix namely product, place, price and promotion are distinct concepts. Nevertheless, he concedes they need to work together in sync.   Therefore, for the whole marketing process to be successful, meaning that no element of the marketing mix is important than the others. The marketing mix elements are discussed in details below. The product is the element of the marketing mix that seeks to answer the question; what does the customer want?   Codita further suggests that the ability to respond to this question is through determining the actual needs of the target customer group, and then come up with the right product or service that is able to satisfy such needs. There is a need to determine the correct features that such a product will have, which may range from the color, packaging, branding, size and also the right amount of every component that will comprise the finished product, â€Å"to make the product both appealing and distinctive†. It is also at this point that the need to consider the value of the product arises since there is a need to evaluate whether the product defined may entail certain features that are costly, thus likely to push the price of the product high, while the targeted customer may not necessarily use those features.

Scio Consulting International, LLC Research Paper

Scio Consulting International, LLC - Research Paper Example ave to advance market entry strategies which entails identifying the market gaps, developing products which are tailored to specific needs and demands of the identified potential market, and conducting product standardization or differentiation depending on the preferences and customer tastes (Hossain, Patrick, & Rashid, 2012). In addition, small firms must conduct both macro and micro-environmental analysis to help identify the potential internal and external variables with the ability to impact on the performance and productivity of the firms. A born-global firm (established with the objective of multination operations in the mind) should be able to mobilize adequate financial resources and employ technical management team with the much needed skill and experience to run its global operations (Hossain, Patrick, & Rashid, 2012). The driving forces behind globalization for firms is to expand its market share, cut on its operation costs, and gain access to the global resources. The first strategy for small firms interested in global ventures is either importation or exportation or both. These initial steps are later followed by the more advanced non-export/import strategies such as franchising, licensing, strategic alliance formation, and delocalization/decentralization of its operations (Hossain, Patrick, & Rashid, 2012). The success of small firms in the international market is restricted by political risks, managerial and economic risks which potentially affects the performance and prospects of growth of these young firms. Politically, legal trade restrictions and other regulatory frameworks in the new business environment will restrict the success and the penetration ability of the new firms. Besides, other politically instigated factors such as corruption and bribery serve as a threat to the success of small firms. Economic risks which affect the success of international businesses are high inflation rate, mismanaged financial and economic policies, and

Informatics Nurse Specialists Essay Example | Topics and Well Written Essays - 1250 words

Informatics Nurse Specialists - Essay Example The department where I work, critical care department, incorporates an information system referred to as subject-based system. In this department, patients who need intensive care are frequently relocated from other hospitals or other sections of the same hospital. The subject-based system captures and stores information derived from a patient's name or a medical record number. The system can also display information derived from a doctor’s name. For instance, doctors can see the list of all their patients who are currently in the hospital. It records all patients who have ever attended the hospital. The system is, in short, a database for all patients’ records. This system relates to nursing informatics in that the specialists also need to have background information regarding the patient that they are looking after. Hence, nurses also play a vital role in the development of this system. An informatics nurse specialist is responsible for collecting and analyzing data a nd planning the design of information systems. Informatics nurse specialists train and oversee the work of nurses and administrators (Ball, 2007). In this role, their aims would consist of improving treatment and administration regimens, workflow procedures, record keeping practices, and health decision-making practices. Some of the essential skills that informatics nurse specialists have are critical thinking, active learning, reading comprehension, system analysis, and system evaluation. Informatics nurse specialists use logic and reasoning to discover strengths and weaknesses of alternative answers, approaches, or conclusions regarding health issues (Ball, 2007). They understand the consequences of fresh information for both present and future decision-making and problem-solving. They need to have a proper understanding of complex sentences and paragraphs in job related documents. With regard to system analysis, informatics nurse specialists can determine the way a system should work and how changes in the operations, conditions, and surroundings will influence the outcomes. Also, informatics nurse specialists can identify indicators or measures of system performance and the actions required to correct or improve performance related to the objectives of the system. It is a necessity for informatics nurse specialists to have knowledge in computer and electronics such as chips, circuit boards, computer hardware and software, processors, electronic equipment, including applications and programming. Finally, they also need to have skills in educating and training others (Ball, 2007). This includes skills in teaching, designing, as well as instructing individuals and groups regarding nursing informatics. The expenditures of managing and processing health care information are a considerable element of hospital operating budgets. However, health care is far behind other industries in the successful application of information technology (IT). Nurses are the largest group of individuals who utilize health care information systems (Englebardt, 2002). Hence, enhancing nurses' information management competence will have a significant outcome. Informatics nurse specialists comprehend the technology and concepts of nursing information management, and they can offer operational and tactical benefits to nursing organizations. All nurses are known to be

Architectural History Theory and Criticism Essay

Architectural History Theory and Criticism - Essay Example Charles Jencks in his book, What is Postmodernism? Provides his definition of postmodernism. He defines it as a double coding where architects combine modern techniques with something else to make architecture communicate with the public and some minorities concerned (Jencks, 2012, p. 46). In relation to design study, postmodernism presents a culture whose consideration is valuable in the process of producing architectural designs. The art of designing dates back from periods of modernization or the industrial revolution. In architects’ culture, the work of historians is essential to the success of architects’ works. Historically, the word Modernus according to Charles Jencks, were used by Christians in the 3rd century to show their superiority against the rising pagans. These Christians had a perception that they were cleaner than the pagans whose soul would be immortalized in Rome while theirs will be eternal in heaven. The term from then has undergone various changes in the different field. Post-modern on the other hand was introduced in 1875 and later had a minor description in 1934 from within modernist of Spanish Poetry. In 1947, in â€Å"A Study of History† by Arnold Toynbee, the term was used to describe a new history circle perceived to have begun in 1875. It was the formulation of the end of the western dominance, capitalism, decline of individualism and Christianity and rise in powers of non-western cultures. The term post was first used positively by Leslie Friedler, a writer in 1965. Postmodernism started in the United States around 1960 to 1970 and later spread to Europe and then to the rest of the world. The rise of postmodernism began as a way filling the gap left by modernism. It began as a way of fulfilling the limitations of modernism; it is predecessor. These limitations extend to communication purposes offered by modernism. Its origin is perceived to come as a result of the failure of the former. Many felt that

'The law related to cases of mistaken identity illustrates a tension Essay

'The law related to cases of mistaken identity illustrates a tension between calls for certainty and calls for fairness'. Discuss - Essay Example It may be argued that methods to find the truth are not supplementary to each other and these should not be so, because there is nothing absolute. But at the same time mere insistence on any one of these methods could be disastrous. Cases as to mistaken identity, whatever the reason for the same may be, had resulted in number of convictions of innocent people in past and decisions of jury on question of fact has been questioned. No doubt, there was a time when eye witness was the only source to prove an occurrence of crime as well as the identity of the criminal, but today, it is not the case. DNA testing, audio visual aids, scientific investigatory gadgets like GPS etc. have provided additional complimentary tools to prove or unprove the guilt and these are attracting attention of jurists and law. The same is indicating a switch toward call for certainty rather than call for fairness in criminal procedures and establishment of guilt. Fairness implies that all rights of the accused in connection with the trails are secured. Defendant is provided a fair chance to prove his innocence by defending himself and contradicting the evidences provided by the prosecution. It also indicates consistency in application of law and non discriminatory attitude towards the parties. However, capacity of jury to make informed judgment about the fact of an incident and involvement of accused is largely dependant on evidence and its presentation by the attorneys on both sides. There might be all fairness on part of jury as it is based on proofs and testimonies of witnesses but can this fairness removes all the chances of wrong convictions? The answer is ‘NO’. There are always chances of wrong decisions and thus wrong convictions. So should there be any step further towards ascertainment of facts? The answer is definitely in affirmation. Fairness is not all about application of law and procedures in fair way, but also introduction of fair laws and procedures.

Review Movie Example | Topics and Well Written Essays - 1500 words

Movie Review Example The authors have made it clear in the chapter that families are not formed just because of economic reasons. Blau, Ferber, and Winkler states, â€Å"Human need for companionship, sexual attraction, affection, and the desire to have children also play a substantial part in family formation† (34). Economic factors although play a major role but the desire to live with the opposite gender is a more logical reason to form a family. Along with the focus on family formation, the authors have also discussed the reason behind family breakups. Some of the main reasons provided in this chapter included desire of a person to have sexual relationships with more than one partner, incompatibilities, and human need of independence. The authors have evaluated the neoclassical model of family in detail in order to highlight the advantages associated with this model. Along with the benefits of neoclassical model of family, the authors have also discussed the traditional model in which men are supposed to perform outdoor activities and women are supposed to remain at homes for taking care of the children. The decline of traditional model of family is also discussed in this chapter. The authors have described the disadvantages of specialization and revealed that couples can enjoy a number of economic benefits while living in the form of families. Specialization is just one issue; couples can gain many other economic benefits while living in families. The traditional division of labor is the biggest disadvantage of the traditional families. After discussing traditional model in some detail, the authors have shifted their focus towards neoclassical approaches of transactional costs along with Marxist feminist and radical feminist views and different bargaining models. The authors have also discussed how men and women usually allocate their time to work and family and how the allocation of time is changing with

Different techniques on raising children Essay Example | Topics and Well Written Essays - 500 words

Different techniques on raising children - Essay Example If the parents failed to establish a meaningful relationship with their children, the children may not care much about the instructions given by the parents. For example, if both the father and the mother of a child professionals, they may not get enough time to establish a strong relationship with their children because of the less time they might have spent with their children. In such cases, it is difficult for them to make their children obedient to the instructions given by them. â€Å"Self-confidence comes largely from being confident in the world around you. If you can trust your own world to be solid and unchanging, its far easier to be sure of your own place and personality within it† (Ten Tools for Parenting Happy, Healthy Children, 2010). Planting self confidence in the minds of the children is one of the major requirements for making the child capable of undertaking independent tasks. A child should have planted the seeds of self esteem even in his mind during his childhood itself in order to succeed in his future life. For that purpose, the parents have a definite role to play. As the child learns from his surroundings, especially from the family, the family members should exhibit reasonable confidence in their activities. It is difficult for a child to develop self esteem if his parents happen to be cowards. â€Å"Parents should be each child’s first and favorite teacher. Most parents will encounter a few bumps in the road as their child moves from baby to teen to adult† (Parenting & Family Issues, 2010). Family is the first and major school of a child. Peaceful family atmosphere is important in raising a child in the right track. Children first learn things from their parents and the family. If the parents often clash each other in the family, children may not get the right message for their development from the all important family school. Moreover, the transition from a baby to teen and teen to adult are important phases in one’s life.

A Comparison and Contrast between the Theme of Revenge in The Visit Essay

A Comparison and Contrast between the Theme of Revenge in The Visit and Death and the Maiden - Essay Example The story goes on to show how the people of this village are gearing up to present a great pomp and show of a welcome for Claire Zachanassian - a lady who had left the village for more prosperous shores years ago; a lady the villagers hardly remember. Claire was now believed to be returning to make a million pound donation to a village hungry for any kind of monetary gain. What the villagers do not know is that the person behind their state is Claire herself, who had actually left the village upon being betrayed and left with a ruined reputation by her lover, Ill. Claire then went onto marrying and widowing exceptionally well before she used her multimillions to ruin the village. Among an eerily commanding disposition, a misshapen entourage and several artificial body parts among other eccentricities in her general demeanour, Claire was remembered for a long time afterwards by the villagers for a chilling offer. Upon reaching her old home town, Claire the multimillionaire, agreed to part with a small fraction of her fortune at the condition that someone should first murder Ill, now a happily married shopkeeper. Revenge 2 The story then goes onto explore the shades of the vehement refusal to this offer by the mayor and the villagers alike, as well as the elements revolving around the fact that they are, at the end of the day, a very desperate lot, who begin to consider the proposition before them that can very well better their lives. This creates an air of 'will they, won't they', as a highlight in the plotline as it progresses from that point onwards. It makes for a fascinating portrayal of the internal struggle of the people of Guellen as they live their desperate lives and consider what it would take to improve their condition as Durrenmatt proceeds to demonstrate the changing emotions of Ill's family, friends and acquaintances with surprising insight and in frightening detail. This brings us to the next piece of work - Death and the Maiden, by Ariel Dorfman. More on the lines of a thriller, this story is one full of dramatic shades and a very strong moral element. The central character, Paulina Escobar is the wife of a prominent lawyer in an unnamed third World country. Paulina lives with Gerardo (her husband) in a desolate coastal setting. At the very onset, readers note Paulina's agitation concerning a news bulletin about the presidential appointment of a human rights commission charged with investigating abuses by the previous regime. According to the report, her lawyer husband has been appointed committee chair. The remainder of the story concerns victim, physician, and husband of that oppressive period who through strange circumstances are brought together during the night. The turn of events leading to this is such. One day a storm forces her husband to ride home with a neighbour - only to kick up an inner storm of sorts. That chance encounter brings up demons from her past, as Paulina is convinced that the neighbour Revenge 3 (Dr. Miranda) was part of the old fascist regime that tortured and raped her, while she had been mercilessly blindfolded. The story essentially centers on Paulina Escobar, who had been a political prisoner during the oppressive period, only to be tortured by her captors. After gaining her trust by treating her kindly and playing a tape of Schubert's Death and the Maiden, Dr. Miranda, a physician cruelly participated in the abusive treatment of his powerless

Thomas Green Essay Example for Free

Thomas Green Essay The case starts with the result of a problem that has been brewing for months-Thomas Green’s faltering career has transitioned from the fast track to a destination of potential unemployment. We sought to analyze the factors leading up to this rapid downward spiral and what other challenges were present in the situation. We identified some of the underlying causes, and developed potential solutions and how to apply them to rectify the challenges Green is experiencing. Current Problems:  The tension has developed between Davis and Green in part because of Green’s very public opposition to Davis’s next year’s projections of the 10% market growth, and in part because Green did not meet Davis’s expectations for the person who will be holding his previous position. According to Davis, Green has failed. Both in 1:1 meetings with Green and in interactions with his boss Shannon McDonald his ‘surface’ story has remained the same. He says Green is doing a poor job of communicating; not keeping his boss updated of his travel plans and current location. He also complains that when Green is on the road he doesn’t check in with the office enough and fails to send Davis information he has requested in a timely manner. Moreover, Davis feels that Green’s strategies and way of working with clients needs to be more concrete; that Green needs to provide factual data and reports to his clients instead of just ideas. In addition, Davis refers to Green’s negative attitude (as expressed at the goal-setting meeting) indicated that Green lacked the enthusiasm needed for the job. Deeper Problems Underlying Causes for the Conflict: 1. Power Politics Dynamics at Work: Davis’s public complaints do not reflect the full story. His perspective seems to be skewed by some common fallacies of thought that often plague business organizations. Davis has seen Thomass objection in front of the other employees as challenging him. This may be a case of Schadenfreude where Davis, who now has reason to dislike Green, finds everything possible wrong with his work as a way to discredit him. He may be jealous that Green jumped a few rungs on the corporate ladder, and incensed that he wasn’t consulted in the hiring decisions. Attribution can come into play where, instead of believing that there is a reason Green was promoted and maybe he did have value to bring to the table, a cognitive bias making him think Green’s previous successes were due to luck, and that he is a rookie who can’t be relied upon. That becomes a self fulfilling prophecy of perception, where Davis sees all the little things Green does wrong as insurmountable flaws confirming his original opinion of Green being the wrong man for the job. Many tenured workers feel that ‘paying ones dues’ is an important part of building a career, and that those on the fast track aren’t truly deserving of their positions. Since Green took over Davis’s former position, projection can also come into play, where Davis compares everything Green does to how he would have handled it. Davis does seem to be biased against Green, and rather than helping him to be the most successful he can, he appears to prefer firing him and starting over. A reverse halo effect has come into play, where nothing Green does is right. 2. Structural Problems in Hiring/Training. There are some structural problems in terms of chain of command and in how Dynamic Displays does their hiring and training. McDonald even identified this huge jump in positions and expressed her reservations. She openly admitted that her biggest concern was the increased level of managerial responsibility with no experience. This huge jump bypassed positions of needed training and practical work experience. Upper management had not initially counseled Green on expectations of communication, direction, report, and etc. Davis was not giving Green any real direction and guidance on how he wanted the reports until after it was identified as a problem. Davis did finally show how the other senior market analyst generated her reports and the approved method for relaying data. Another critical error was the fact that McDonald endorsed Greens promotion with no input from Davis. The relationship between Green and Davis was to some extent doomed from the start. When on Green’s first day Division VP McDonald tells him â€Å"Tom, you are walking into a tricky situation with Frank Davis. Frank had expected to choose the new senior market specialist and it would not have been you. You’ll have to deal with any fallout that might result from that. † Davis was not able to pick the person who he may have been molding for the position. This is demonstrated in the incompatibility of work styles and no working relationship between Davis and Green. McDonald did not set Green up for success when it came to working under Davis. The last thing she mentioned to Green on that first day was â€Å"don’t let me down. It would have been more effective should McDonald have included Davis in the hiring process, and meeting with both Davis and Green before or during Green’s first week so they could discuss expectations, and what McDonald viewed as Green’s strengths and areas of opportunity so a plan could immediately be put in place to address them and get him properly trained. 3. Thomas Green is not a blameless victim in this circumstance. There are a few areas in which he tripped up that have contributed to the severity of the current situation. This is an excellent case identifying the Peter principle where a great salesman is identified for exemplar performance and promoted to a position of incompetence within the company. Perhaps because (aptly named) Green was so new, he did not fully understand the dynamic of the specific situation he walked into. The 2008 Budget Plan Meeting did not appear to be an open forum, and Green misjudged it. Normally applicable to managers and coaches, the ‘Praise in public, criticize in private’ concept would have been useful in this case as well. Many of the most successful corporate climbers recognize the benefit of making ones higher-ups look good. Publically disagreeing with Davis in that open meeting was an act of insubordination. If Green knew the subject of the meeting and that Davis would be speaking for him, a certain onus fell on his shoulders to know what the goals were being set at ahead of time and giving him a chance to discuss in a more appropriate setting with Davis. Power conflict/ Stylistic Differences: Communication between Davis and Green was not the only issue. There were multiple misunderstandings between Davis, Green, and McDonald in terms of really acknowledging the issues at play. Green was a bit misled with regard to what was most important to his direct manager. The sample PowerPoint slides and organizational charts one of the other market supervisors had created should be something Davis showed Green early on, while setting expectations of those types of reports being created on weekly or monthly basis. Going over communication expectations is also really important, as that varies widely from manager to manager. Green’s autonomous â€Å"I’ll get it done my way† attitude clouded his ability to see why it might be important to keep communication up with Davis. He should have asked Davis the best way to check in with him and how often that was expected. Davis should be more clear-if he asks for a report while Green is on the road, be specific about the expected turnaround time or due date for the information. Green’s ego and inexperience hurt him in the transition to such a responsible and politically sensitive role. He is intelligent and talented but he was also over confident and he abused his â€Å"Legitimate Power which is defined as the position power based on a person’s holding of a managerial positions rather than anything the manager is or does as a person† (Phillips Gully, 2012). Green did things his way rather than respecting the path laid before him, and the superiors with tenure who had legitimate advice to give. Davis possessed a mix of Expert and Coercive powers. Expert power is a personal power based on an individual expertise in some area† Davis has done the same job in the past and he presented the successful projections for the company marketing future. â€Å"Coercive is a position power based on fear or a desire to avoid punishment† Green did not follow directions and rules, Davis reported this to McDonalds and threatened to end Green’s position. McDonald holds the ‘Reward power’: â€Å"A position power that involves the use of rewards to influence and motivate followers. She is the one who appointed Green at this position based on his intelligence and talent. Phillips Gully, 2012). Applicable OB Theory Two of the most fundamental aspects of Organizational Behavior are process, where there was a communication breakdown, and behavior in terms of evaluating, rewarding, and managing, as well as managing conflict/power and politics. Because Green wasn’t properly trained and mentored he was unable to do the job according to Davis’s preferences. The company seems to have a classic Scalar chain of hierarchy in place, that was upset by McDonald hiring Green for a position he wasn’t prepared for. The chain of command started off broken because it jumped over Davis. Innacurate assumptions followed, as Green thought McDonald would look out for him and retained a direct connection to his career, where in fact the traditional hierarchy was back in place without Green realizing how he fit in. The other thing that is easy to miss when analyzing this case is the positive opportunities that exist. McDonald ‘took a chance’ on Green because she felt the group needed a new perspective. The company did have the chance to improve results from what Green brought to the table, but his natural talent needed to be harnessed to take best advantage of that potential. Davis’s initial dislike and distrust of Green set the relationship off on the wrong foot, and at some point Green was more focused on keeping his job than on improving sales and helping the company. If Davis were focusing on making the most of Green as an employee, he would work on ways to accomplish multiple goals while encouraging Green to do his best work. Green is motivated by success as measured by his relationships with clients, ability to connect with company higher-ups, and having the autonomy to keep up that momentum. Davis’s management style does not reward Green’s independent thinking. Also it is interesting that one of Davis’s criticisms of Green is that he is â€Å"thinking like an account executive† when in fact most of their struggles stem from Green being a ‘big-picture’ thinker, and from Davis taking a detailed line-by-line approach. Solutions: There are two angles that should be addressed: both how the key players in this case should have handled things, and what can be done now and going forward. Green should have handled the Budget Meeting differently. He was wrong to talk about the issue to others in the company in that forum, even if unintentional; it did appear like he wanted to make Davis look bad. Green should have requested a one-on-one meeting with Davis to talk about the issue and to try to understand why things went so wrong. Because he feels strongly that those projections are unreasonable, he will also need to collect information to support his opinion about the numbers. He must try to build a relationship with Davis; recognizing that he put his boss in a bad position and what that did to him politically, he needs to eat some crow and work to rebuild a strong working relationship with Davis. This is the time to take McDonald’s original advice to heart, and ask for help. His going to Davis might feed into Davis’s ego enough to help: he can re-tie his success to the experience and knowledge base of his boss. Only then will the two of them be able to communicate and will Green have a chance to have his opinions heard. 1. Mentoring/training Both for Thomas Green at this moment, and for employees in the future, there needs to be a priority of setting up a more formal manager training and mentoring program. Part of Expectancy Theory states that the first level requirement of managers is to ensure employees are adequately trained and ave a clear understanding of what is expected of them. It seems Davis and Green were consistently not on the same page because of a failure to properly lay the groundwork during Green’s first few weeks on the job. For Green, McDonald’s advice of â€Å"I am hoping you compensate for your lack of experience by seeking out guidance from some of your more seasoned managers† was lacking in form and direction. A more formal mentoring program put in place could be very successful. Managerial training that includes working for a short time in the positions that were bypassed by the promotion would be particularly effective. The company should also assign one of the other senior market analyst as a mentor. Green could shadow with that senior market analyst for a short time to get a feel for company politics and best practices. In the future when a candidate is promoted from a sales role into management, they should be assigned a mentor who can help and guide them in the realities and expectations of the new position. There should also be a transition period if at all possible to easy the new manager into a position before giving him free reign. 2. Level setting  Because of Green’s nontraditional career path, additional guidance on the front end was required to set him up for success. Initial counseling on performance and work ethic expectations was a necessary piece that was missing in Davis and Green’s interactions early on. Clear expectations on preferred communication methods such as report presentations including charts and graphs should have been given to Green right away. Green should have been provided a thorough job description and clearly defined goals. The first few weeks in the new position were critical in showing Green what was important to upper management. Davis bringing Green on joint client appointments emphasized being hands on and meeting the right people. Davis missed an opportunity to show Green the type of detailed numbers and reports he would like to see. Also, rather than thinking Green needed reports to present at those meetings, should have partnered with him to create the concrete data he feels is most effective to use in working with a potential client. That was the only training Green received, and it was unfair to expect he would inherently understand an expectation that was not expressed to him by his boss. Davis should also have coached Green on his other expectations including form and frequency of communication. Assumptions were detrimental to the relationship; some of which may have been due to generational differences leading to varying expectations. This could have helped with the communication issues between all three parties due to their age differences. 3. Structural changes within Dynamic Displays In the future Dynamic Displays needs to adjust its hiring practices to set everyone involved up for success. It is short-sighted to think that employees must always take the most traditional path, as out of the box candidates come up at times and can benefit the company. They should make the hiring process more structured to avoid this type of issue in the future. The promotion process needs to be reviewed and improved upon. All parties who will be affected by the promotion should have input on the decision. Had Davis been included in that choice and in brainstorming on ways to get Green up and running, this issue may have been avoided altogether. Work relationships clearly can have a huge impact of production.

Fault location methods

Fault location methods Abstract This paper presents a comparative study between two fault location methods in distribution network with Distributed Generation (DG). Both methods are based on computing the impedance using fundamental voltage and current signals. The first method uses one-end information and the second uses both ends. A 30 kV three-phase line was studied in the presence of a 3 MW fixed speed wind turbine. Index Terms-Fault location, Distribution network, Distributed Generation, Fixed Speed Wind Turbineà ¢Ã¢â€š ¬Ã‚ ¦ Introduction Fault location problem in transmission networks has been studied deeply because of its importance in the power system and because its difficult to physically check long transmission lines [1]. Nowadays, the problem of fault location was extended to distribution network in order to identify the fault location as quickly as possible to improve the power quality and the system reliability. The application of classical techniques, presented in Section 2, is not easy due to the complexity of the distribution systems which are characterized by the non-homogeneity of line, the load uncertainty, the phase unbalanceà ¢Ã¢â€š ¬Ã‚ ¦ [2] Fault location problem in the distribution network becomes more complicated with the presence of the Distributed Generation (DG). In fact, the DG resources, connected to the distribution system, which are in general, wind turbines and small hydro-electrical plants [3], contribute to the fault level of the network and their effect depends on their size, type and placement [4]. The infeed currents from the DGs cause errors in the estimation of the distance of the fault point since they can affect the amplitude, the direction and, indirectly, the duration of fault currents [3]. In this paper, we present two fault location methods which have been successfully applied to a real fault that occurred on a 225 kV transmission line in [5]. They will be, first, tested on a simple distribution line without DGs. Then, we consider a fixed speed wind turbine connected to the other side of the line. FAULT LOCATION TECHNIQUES Fault location methods can be classified into different categories: Methods based on travelling waves in faulted line: in [6], authors present a travelling wave based fault location method, which was successfully applied on a transmission line, and extended to distribution line with DGs. The main advantages of this approach are its insensitivity to the contribution of the DGs during fault and the requirement of fault signal only from the substation end of the faulted line. Methods based on harmonics analysis: those methods are not frequently used since grid operators have the aim to reduce harmonics in the power system. Method based on computing the short circuit power, using the voltage and the currents, to determine the fault location [5]. Method using instantaneous voltage and current available at both ends of the line [5]. Methods based on determining the apparent impedance using the fundamental components of voltage and current: this method is the most widely used because of its simplicity and efficiency, and it does not require a big investment in equipment [1], [2]. Those methods can be divided into two groups: Methods using one-end information and Methods using both ends of the affected line. Fig. 1 shows a simple three-phase distribution line with a load connected via a transformer (30 kV/ 575 V). The basic approach used for determining the fault distance d is to calculate the impedance seen from substation (NL) during the fault. This paper presents two fault location techniques. Method using one-end information Where: Vk is the voltage of the faulted phase and Vf is the fault voltage. Vk and Vf depends on the fault type as given in table I. Method using both ends information The voltage and the current of the two ends line are related with this expression: Where: VLi, VRi, ILi, IRi are resp. the voltage and the current of the left and the right side of the phase i. VLj, VRj, ILj, IRj are resp. the voltage and the current of the left and the right side of the phase j. Zik,Zjk: elements of the impedance matrix of the line L: line length d: fault distance Simulation and results In order to show the effectiveness of the presented algorithms, the system presented in Fig. 1 is tested with the source, the line and the load parameters given in table II. Where: dest and dreal are respectively the estimated and the real fault distance, and L is the line length. Fig. 2 shows the estimated error for the simulated system of Fig. 1 for different fault resistance value to compare the two techniques described above. Fig. 3 shows the fault location results for different load power. It can be seen that as the load power increases, the estimation error also increases. For the first technique, the estimation error is less than 1.5% and can still be acceptable, but for the second technique, the estimation error can reach 30% for a 5 MW load. In fact, the accuracy of the algorithm, for variable load, depends on the short-circuit power of the source. Fig. 4 shows that the estimation error decreases if the ratio between the load power and the source short-circuit power decreases. In order to study the influence of the integration of the DGs into the distribution networks on the fault location accuracy, a three-phase line integrating a 3MW fixed speed wind turbine at the right side of the line is considered in Fig. 5. A 1MW local load has been connected to the WT. Fig. 6, 7 and 8 present the WT characteristics: the nominal wind speed is 9 m/s; the wind speed is imposed equal to 8 m/s that makes the WT generating 0.66 pu of its active power. The reactive power is generated by an 800 kVAR capacitors. The WT speed is fixed to 1 pu. A one-phase fault, during 600 ms, that occurs on the line with different fault resistance value and different load power, is used to evaluate the presented methods. Fig. 9 presents the estimated error for the simulated line with wind turbine. It can be seen that the error is higher than in the first case because of the participation of the WT to the fault current which is not delivered only by the source. Then, the source voltage increases and the impedance seen from the source will be higher than the impedance of the same fault on the line without WT. Comparing with the results presented for a line without DGs, we can see that the contribution of the WT in the fault current increases widely the estimation error of both methods, especially the second one that uses the recorded information from the source bus and the WT connection point. The effect of the uncertainty of the load is investigated by varying its value from 0 to 5 MW, for a fault located at 20 km from the source. Fig. 10 presents the accuracy of the described methods while varying the load. Unlike the result presented for the line without GDs, the estimated error decreases while increasing the load impedance. This result shows that conventional methods cant be well used for network with DGs. It is known that an increase in generation capacity, increases the fault current, then the participation of the DGs to the fault level will increase too. For that, we consider two wind turbine of 3MW each one, connected to a distribution network at the same connection point. The wind reference of the first WT is fixed to 8m/s, and for the second, it starts with a wind speed of 8m/s then it increases to 9m/s to simulate the two wind sources with different rate of penetration. Fig. 12 shows the characteristics of both WTs. Conclusion This paper presents two impedance based fault location methods tested on a distribution line with and without distributed generation. The two techniques present an interesting precision for fault location in distribution system that does not integrate GDs. But, with the existence of the WT connected to the grid, those methods are not applicable especially for a high fault resistance value or variable load impedance. Thus, integration of the DGs into the distribution network requires further study on the existing fault location techniques to adapt them with the DGs state when a fault occurs. References J. Mora, J. Melendez, M. Vinyoles, J. Sà ¡nchez, M. Castro, An Overview to Fault Location Methods in Distribution System Based on Single End Measures of Voltage and Current, Journal Name, vol. 1, no. 3, pp. 1-10, Mar. 2000. Y.-J. Ahn, M.-S. Choi, S.-H. Kang and S.-J. Lee, An accurate fault location algorithm for double-circuit transmission systems, in Proc. IEEE Power Eng. Soc. Summer Meeting, vol. 3, 2000, pp. 1344-1349. TH. Boutsika, S. Papathanassiou, N. Drossos, Calculation of the Fault Level Contribution of Distributed Generation According To IEC Standard 60909, NTUA-Electric Power Division, Athens. V.R. Kanduri, Distributed Generation Impact on Fault Response of A Distrubution Network, Thesis of the Faculty of Mississippi State University, 2004. A. Abadlia,La Localisation des Dà ©fauts dans les Lignes Electriques, Thesis of the National School of Engineers of Tunis (ENIT), 2007. C.Y. Evrenosoglu, A. Abur, Fault Location in Distribution Systems with Distributed Generation, 15th PSCC, Liege, 22-26 August 2005, Session 10, Paper 5, p. 5.

Energy Conversion Energy Transfer Assignment

Energy Conversion Energy Transfer Assignment The technical specification for a transformer may be found by examining its name plate. All transformers on the distribution and transmission network have a name plate. This plate has useful information about the transformer, e.g. how it is cooled, its KVA rating, the year it was mad and its LV HV arrangement. The information is stamped or etched on so it is permanent. [1] Image 1 SSE GMT Dorset KVA This is the transformers apparent power rating. Volts This is the Primary and Secondary voltages values of the transformer Amperes This is the Max current rating for the transformer Phases The amount of phases on the HV and LV sides Diagram DWG No Transformer schematic reference number Makers Serial No This is the serial number from the transformers manufacture Polyphase KVA Type of cooling The way the transformer is cooled Frequency Number of cycles per second in an alternating current Impedance A ratio of the transformers normal full load current to the current available under short circuit conditions Vector group ref indicates the windings configurations and the difference in phase angle between them Core and windings This is the weight of the core and windings Weight of oil This is the oil weight Total weight this is the combined weight of the oil, core and windings Oil This is the amount of oil in the transformer Year of manufacture This is the year the transformer was made Owners No This is where the owner of the transformer can label there asset With electrical machines it is very often the temperature rise permitted in the windings and insulation that determines the output, this applies particularly to transformers. Transformers are identified according to the cooling medium employed and its circulation method. The designated letters are assigned. Medium/Method Symbol Cooling Medium Mineral Oil Gas Water Air Synthetic Insulating Liquid O G W A L Circulation Method Natural Forced Forced Directed N F D The identification code used consists of 4 letters giving details of the cooling medium and circulation method for both primary and secondary cooling system. 1st letter Method 2nd letter Circulation 3rd letter Medium 4th letter Circulation Cooling medium in contact with winding Cooling medium in contact with external cooling system 2. The following items are associated with power transformers. Conservator tank The oil conservator is a single protecting device made of sheet steel, resistant or not to vacuum. It is cylindrical and has two fixing brackets. Usually, it is placed on a structure fixed on the transformer, above the cover level. In each side of the conservator there is one hole allowing its eventual washing during the exploitation. This hole is closed by means of a plate, which can hold (depending on the needs) an oil level magnetic indicator. The conservator has several holes to which are connected the corresponding piping. Each one of these piping has its specific activity (connection to the air breather, to the transformer cover, sampling, etc.). If the transformer is equipped with on-load tap changer, the conservator is divided by a septum. The larger compartment feeds the tank of the transformer and the smaller one feeds the on-load tap changer-breaking chamber. [3] Buchholz relay Every type of fault which occurs in oil filed transformer gives rise to the generation of gas which may be slow in the case of minor faults or violent in the case of major faults. The Buchholz relay is inserted in the pipe connection between the transformer tank and conservator. The Buchholz relay comprises of a cast iron housing which contains 2 elements. A mercury float switch which detects a fall in oil level and a combined deflector plate and float switch mounted so that it will detect any rapid movement of oil from the transformer to the conservator. The slow production of gas due to a minor fault causes a stream of bubbles to pass into the Buchholz chamber, resulting in a slow displacement of the oil and lowering the upper float which when sufficient will generate a Buchholz Alarm. A serious fault will produce an explosive generation of gas which rapidly displaces the oil and causes a surge to pass along the pipe towards the conservator and in doing so displaces the deflection plate, operating the lower switch which produces a Buchholz Trip which causes the transformer circuit breaker to trip. A leakage of oil from the transformer tank causes a gradual fall in the level of oil which when sufficient will be seen by the Buchholz Alarm float switch. The relay is also fitted with a petcock which can be used to take oil samples for analysis of the fault. Image 3, SSE S/S Paisley Road, Southbourne, Buchholz relay Neutral Earthing Resistor (NER) Neutral earthing resistors are a type of protection device, protecting equipment when there is a fault on the network. They work by restricting the amount of voltage and current that flows through the neutral point of the transformer its connected to, to a level that is safe preventing any damage. Neutral earthing resistors are generally connected between ground and neutral of the transformer. [2] Image 4, SSE S/S Paisley Road, Southbourne, NRE Image 5, NER Diagram [2] 3. Circulating currents can sometimes occur in a power transformer, explain why this happens and whether it is a good thing for power transmission and distribution networks. Â  [4] References [2] https://www.captech.com.au/solution/neutral-earthing-resistor/ [3] Table from SSE Document Library Ref: TG-PS-445 33kV transformers [4] http://www.gozuk.com/blog/circulating-current-in-parallel-transformers-585733.html

Why the Nazis and not the Communists? :: European Europe History

Why the Nazis and not the Communists? Why, by 1934, had the Nazis benefited more than the Communists from the shortcomings of the Weimar Republic? Adolf Hitler, head of the NSDAP, became Chancellor of Germany on the 30th January 1933. Following the 'legal revolution' of the following months and President Hindenburg's death on the 2nd August 1934, Hitler made himself FÃ ¼hrer and Reichskanzler. The Nazi revolution was complete and Germany was subject to a dictatorship of the extreme political right. As Ian Kershaw explains, the Weimar Republic was failing: "the survival chances of Weimar democracy might be regarded as fairly poor by the end of 1929, very low by the end of 1930, remote by the middle of 1931 and as good as zero by Spring 1932." In a period of Depression and when unity and firm government was essential, MÃ ¼ller's Grand Coalition broke up in March 1930. Logically, there were several political alternatives other than Hitler and the Nazis. There could have been a return to parliamentary Party politics. There were some signs to show that democracy may have been revived. During the continuous utilisation of Article 48 to govern, the Reichstag gave their vote of no confidence in challenging the executive use of it. Also, a section of the public appeared to still support the Republic; the Centre Party and SPD continued to have steady support until 1932. However, it seems that any chances of democracy were ruled out. The political Parties were still inclined to pursue their own political interests when a united, broad and moderate front was needed. Two moderate Parties even defected to Hitler after the offensive from the right and Hindenburg made little effort to restore the influence of the Reichstag. Alternatively, Germany could have become a presidential dictatorship backed by the army as von Schleicher or von Papen would have preferred. In order to do this, the authoritarian regime would have had to adapt slightly from what it was in 1932. The long-term use of Article 48, the emergency decree, would have been impractical and impossible. Perhaps the conservative elites were looking to Hitler for a new identity as they couldn't return to the days of the Second Reich as well as thinking they could control his power. A military regime would have meant that there was no dominance from the extreme right or left of politics. Judging by the situation of Germany at that time, it was quite possible that this may have resulted in civil war.

Civil War Essay -- essays research papers fc

Civil War During the American Civil War, which lasted from 1861-1865, over 620,000 accounted soldiers were killed. Known as the "the first modern war", historians generally agree that the reason for this was because this was a time of transition for the military. Armies and Navies were still using tactics where they would gather large forces of firepower to bear on the enemy. At the same time, weapons were being developed which were accurate and lethal well beyond any arms of the earlier conflicts. As a result of these two conditions many more casualties were sustained. Add to that the lack of medical knowledge of disease and infection and the numbers truly began to grow. This paper is an overview of the types of weaponry that was used during this time. Artillery generally falls into three basic categories; guns, howitzers and mortars. The main difference between them being the trajectory of the round fire. A gun has a high muzzle velocity and a very flat trajectory. Normally a gun is used in a direct fire mode where the target can be seen and penetration is desirable. Good targets for a gun would be things like brick or earth forts, ships, buildings, and targets in tree lines. Howitzers have a somewhat lower muzzle velocity and arc their shells onto a target. They are used in both a direct fire and indirect fire mode. Keep in mind with the limited range of the pieces available during the Civil War there was no indirect fire such as we know it today. Targets were generally always within the line of sight of the artillery men. This is especially useful when an enemy is concealed behind a prepared position or the artillery men desire to have a shell explode over an enemy’s head. The air-burst does less damage to hardened targets such as masonry walls, and redoubts, but causes many more human casualties due to the shrapnel covering a large area. Mortars have a very pronounced arc of flight. They have a relatively low muzzle velocity and are unsuitable for direct fire. Their principle value comes from being able to lob shells behind an obstacle such as a fort or a hill. Unlike modern mortars, those used during the Civil War were bulky devises and mounted at a fixed angle usually between 45 and 50 degrees. They were not very accurate and depended solel... ... of War suggesting that the gun be officially used by the North, but nothing was done. Later, the Navy adopted the gun in 1862 and so did the Army but not until 1866. My conclusion is that I would not want to be shot by any of these guns. They used very heavy ammunition that devastated what ever it hit. I guess that is why the American Civil War was called the bloodiest war of all time. Not only are you trying to kill your opponent, you are trying to kill a fellow American which must of been tougher. Also, if we adopted the Gatling gun, I feel that the war would of been over a lot faster than it was. To be able to fire 250 to 300 rounds in one minute is devastating. That gun was very mobile because it could be moved around by the horses because it was on wheels. I give these men lots of credit for going out there and fighting like they did. Many really did not know why they were fighting and they still fought with courage. And with a total of 620,000 casualties, a lot of men did not come home. Bibliography 1. "The Civil War", Ken Burns, 1994, tape 5, "Weapons of the Civil War" 2. "The Civil War", CD-ROM, by Mathew Brady, Rom-Man technologies,1995

Iago as a Satan Figure in Shakespeares Othello Essay -- Othello essay

Iago as a Satan Figure in Othello      Ã‚   The play "Othello" by William Shakespeare is based on an Italian story in Giraldi Cinthio's Hecatommithi (Groliers). In "Othello" we encounter Iago, one of Shakespeare's most evil characters.   Iago is an ensign in Othello's army and is jealous of Cassio's promotion to Lieutenant. Through deception and appearance, we see unfolded a plethora of lies and clever schemes. The astonishing thing about Iago is that he seems to make up his malicious schemes as he goes along without any forethought. Noted writer Samuel Taylor Coleridge describes Iago's plan as "motive-hunting of a motiveless malignity" (Scott 413). Iago seizes every opportunity to further advance his plan to his advantage. Greed plays a major role as a motive for his various schemes. Throughout the story, Iago portrays himself as a Satan figure. In many ways, Iago can compare with Satan.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Iago, like Satan, has proved himself to be a master at deception. He lies to everyone taking great care to disguise his own thoughts. For example, in Act 1, scene 2, when he is speaking to Othello about his feelings toward Cassio, he uses very strong language of a manly soldier, while at the same time, he lies throughout the whole speech faking loyalty to a fellow soldier and all the while implying that he is reluctantly holding back the full truth: "I had rather have this tongue cut from my mouth/ Than it should do offense to Michael Cassio" (I.ii.21-22). This deception impresses and convinces Othello that his ensign is a good and loyal soldier. Iago also succeeds in deceiving Cassio. After Cassio's drunken fight, Iago counsels him to speak to Desdimona about trying to convince Othello to reinstate him as lieutenant, all th... ... to refer to him as, He says: "I am the I AM. . ." (Ex. 3:14). Iago says that he is the I am not. He is, in essence, the exact reverse of God. As we have seen, metaphorically and by example, Iago has proven to be the epitome of evil in that he uses the same tactics that Satan does to get what he wants.    Works Cited Carey, Gary M.A. Cliff's Notes. Cliff's Notes Incorperated. Lincoln Nebraska,1980. Holy Bible. New American Standard Version. The New Grolier Multimedia Encyclopidia. Rel. 6. CD-ROM. Online Computer Systems Incorperated. 1993. Scott, Mark. Critical Interperatation of Othello. from Shakespeare for Students. Detroit, Michigan: Gale Research Incorperated, 1992. 411-457. Shakespeare, William. Othello, The Moor of Venice. from Literature and the Writing Process. McMahon, Day, Funk. Prentice-Hall Publishers: New Jersey, 1996. 864-947.

Individual Health Assessment Essay

Client/Patient Initials: DN| Sex: M| Age: 66 | Occupation of Client/Patient: Retired| Health History/Review of Systems(Complete and systematic review of systems)| Neurological System (headaches, head injuries, dizziness, convulsions, tremors, weakness, numbness, tingling, difficulty speaking, difficulty swallowing, etc., medications):No complaints of headaches, no past head injuries, no complaints of dizziness, no history of convulsion, tremors or weakness. The patient states he has had no numbness, tingling, or unsteady gait. The patient denies dysphagia or dysphasia. | Head and Neck (pain, headaches, head/neck injury, neck pain, lumps/swelling, surgeries on head/neck, medications):The patient denies head pain, head or neck injury or trauma, no nodules or surgeries. The patient denies taking medication for head or neck. | Eyes (eye pain, blurred vision, history of crossed eyes, redness/swelling in eyes, watering, tearing, injury/surgery to eye, glaucoma testing, vision test, glasses or contacts, medications):The patient does wear corrective glasses. The patient denies redness or swelling in eyes nor watering. The patient denies history of eye injury or surgery. | Ears (earache or other ear pain, history of ear infections, discharge from ears, history of surgery, difficulty hearing, environmental noise exposure, vertigo, medications):The patient denies ear pain or recent ear infections. The patient does have a bandage to right ear stating he just â€Å"had skin cancer removed†. Incision intact. No surrounding redness or swelling. The patient denies drainage. The patient denies vertigo. | Nose, Mouth, and Throat (discharge, sores or lesions, pain, nosebleeds, bleeding gums, sore throat, allergies, surgeries, usual dental care, medications):The patient denies sore throat, runny nose, or sores to mouth. The patient has poor  dentition and states he sees a dentist regularly. The patient states he brushes his teeth twice daily. The patient denies seasonal allergies. | Skin, Hair and Nails (skin disease, changes in color, changes in a mole, excessive dryness or moisture, itching, bruising, rash or lesions, recent hair loss, changing nails, environmental hazards/exposures, medications):The patient denies excessive dryness or excessive moisture to skin. The patient states history of skin cancer. The patient states he has had several â€Å"spots removed† for skin cancer including his nose, right ear, and cheek. The patient denies bruising easily. | Breasts and Axilla (pain or tenderness, lumps, nipple discharge, rash, swelling, trauma or injury to breast, mammography, breast self-exam, medications):The patient denies pain or tenderness to breasts. The patient denies rash or swelling to breasts. | Peripheral Vascular and Lymphatic System (leg pain, cramps, skin changes in arms or legs, swelling in legs or ankles, swollen glands, medications):The patient denies leg pain or cramping. The patient denies swelling in lower extremities and denies taking medications to increase circulation. | Cardiovascular System (chest pain or tightness, SOB, cough, swelling of feet or hands, family history of cardiac disease, tire easily, self-history of heart disease, medications):The patient states he has a history of heart attack and high blood pressure. The patient denies shortness of breath or recent chest pain. The patient states he currently takes Coreg and Aspirin daily. | Thorax and Lungs (cough, SOB, pain on inspiration or expiration, chest pain with breathing, history of lung disease, smoking history, living/working conditions that affect breathing, last TB skin test, flu shot, pneumococcal vaccine, chest x-ray, medications):The patient denies cough or shortness of breath. The patient denies chest pain upon inspiration or expiration. The patient denies lung disease. The patient states he stopped smoking 32 years ago. The patient states he is up to date on his flu vaccination as well as his pneumonia vaccination. | Musculoskeletal System (joint pain; stiffness; swelling, heat, redness in joints; limitation of movement; muscle pain or cramping; deformity of bone or joint; accidents or trauma to bones; back pain; difficulty with activity of daily living, medications):The patient denies joint pain or stiffness. The patient denies muscle pain or cramping. The patient denies deformity of bones or joint. The patient denies history of trauma or accident to bones or muscle. The patient  denies debilitation to activities of daily living. | Gastrointestinal System (change in appetite – increase or loss; difficulty swallowing; foods not tolerated; abdominal pain; nausea or vomiting; frequency of BM; history of GI disease, ulcers, medications):The patient denies changes in appetite. The patient denies difficulty swal lowing. The patient denies foods that are not tolerated. The patient denies frequent nausea or vomiting. The patient states he has a regular bowel movement daily. The patient denies history of GI ulcers or taking medications for GERD or acid reflux. | Genitourinary System (recent change, frequency, urgency, nocturia, dysuria, polyuria, oliguria, hesitancy or straining, urine color, narrowed stream, incontinence, history of urinary disease, pain in flank, groin, suprapubic region or low back):The patient denies urgency, frequency, or dysuria. The patient denies polyuria. The patient states history of kidney stones. The patient denies incontinence or flank pain. The patient denies groin pain or low back pain. | Physical Examination(Comprehensive examination of each system. Record findings.)| Neurological System (exam of all 12 cranial nerves, motor and sensory assessments):Cranial Nerve I – Sense of smell intact evidenced by smelling an onion as well as cinnamon with eyes closed. Cranial Nerve II – Snellen eye chart eye exam shower 20/40 in bilateral eyes without corrective lenses. Patient is 20/20 in bilateral eyes with corrective lenses. Cranial Nerve II, IV, and VI – Pupils equal, round, and reactive to light and accommodation. Extraocular movements are within normal limits. Cranial Nerve V – Mastication muscles are equal bilaterally. Cranial Nerve VII – Facial symmetry noted. Facial nerves function appears within normal limits. Cranial Nerve VIII – Normal hearing functioned noted with hearing soft spoken w ords as well as normal conversation. Cranial Nerve IX and X – The patient has a positive gag reflex as well as normal appearing uvula and soft palate. Cranial Nerve XI – The sternocleidomastoid and trapezius muscles are symmetric. Neck and head with full range of motion. Shoulder shrug showing trapezius muscle equal bilaterally. Cranial Nerve XII – The patient’s speech is within normal limits with a midline tongue. No sores, lesions, or abnormalities of tongue noted. | Head and Neck (palpate the skull, inspect the neck, inspect the face, palpate the lymph nodes, palpate the trachea, palpate and auscultate the thyroid gland):Face is symmetric. Trachea is midline. Lymph nodes within normal limits with no  goiter noted. The patient has full range of motion to head and neck. The patient’s head is without nodules noted. The patient has strong carotid pulses present bilaterally. | Eyes (test visual acuity, visual fields, extraocular muscle function, inspect external eye structures, inspect anterior eyeball structures, inspect ocular fundus): Patient is 20/20 in bilateral eyes with corrective lenses. Extraocular movements are intact. No nystagimus or strabismus noted. Pupils are equal, round, and reactive to light and accommodation. No drainage or redness noted to bilateral eyes. Conjunctiva are pink, sclera white without redness noted. | Ears (inspect external structure, otoscopic examination, inspect tympanic membrane, test hearing acuity):The patient’s ears are symmetric. The patient has a dressing to right ear from recent skin cancer removal. Incision clear without redness or drainage. The patient’s he aring within normal limits. Bilateral tympanic membranes intact and pearly gray with normal light reflex. No perforations noted. Ear canal free of drainage. | Nose, Mouth, and Throat (Inspect and palpate the nose, palpate the sinus area, inspect the mouth, inspect the throat):The patient’s nose is symmetric with no nasal drainage noted. Nasal septum midline. The patient denies tenderness of the external nares. Nasal mucosa is pink and within normal limits. Nares patent. No nasal flaring noted. Mouth within normal limits with no sores or blisters noted to tongue. Tongue is midline. Tonsils are pink with no swelling noted. The patient has no dental caries noted, but several fillings noted. | Skin, Hair and Nails (inspect and palpate skin, temperature, moisture, lesions, inspect and palpate hair, distribution, texture, inspect and palpate nails, contour, color, teach self-examination techniques):The patient’s skin with no dryness, rashes, or acne noted. The patient has a scar noted to his nose, right ear, and left cheek. The patient states this is areas of skin cancer that have been removed. Skin turgor within normal limits with no tenting. The patient’s hair is thin with no signs of dandruff. The patient’s nails are not brittle. No clubbing noted. Capillary refill is less than three seconds. | Breasts and Axilla (deferred for purpose of class assignment)| Peripheral Vascular and Lymphatic System (inspect arms, symmetry, pulses; inspect legs, venous pattern, varicosities, pulses, color, swelling, lumps):The patient has no swelling noted to upper or lower extremities. Skin color within normal limits with no discoloration. Peripheral pulses are  strong and equal bilaterally. The patient’s legs are without varicosities. | Cardiovascular System (inspect and palpate carotid arteries, jugular venous system, precordium heave or lift, apical impulse; auscultate rate and rhythm; identify S1 and S2, any extra heart soun ds, murmur):The patient’s blood pressure is 128/78, pulse 68. Upon auscultation, the apical pulse is also 68 with regular rate and rhythm. No murmur or arrhythmia noted. S1 and S2 noted without murmur. No bruit noted. No jugular vein distention noted. | Thorax and Lungs (inspect thoracic cage, symmetry, tactile fremitus, trachea; palpate symmetrical expansion;, percussion of anterior, lateral and posterior, abnormal breathing sounds):The patient’s chest has equal and bilateral rise and fall with good muscle tone. The patient denies chest tenderness upon palpation. Respiratory rate 17 breaths per minute and regular. Tactile fremitus symmetrical over posterior lung area of the back. Lungs sounds clear in all four lobes. | Musculoskeletal System (inspect cervical spine for size, contour, swelling, mass, deformity, pain, range of motion; inspect shoulders for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect elbows for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect wrist and hands for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect hips for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect knees for size, color, contour, swelling, mass, deformity, pain, range of motion; inspect ankles and feet for size, color, contour, swelling, mass, deformity, pain and range of motion):The patient has no curvature noted to spine. The spine is without swelling or deformity. The patient denies cervical tenderness or pain. The patient’s shoulders are symmetric with full range of motion. The patient’s elbows are free of deformity with full range of motion. The patient denies pain to elbows. The patient’s wrist are free of deformity with full range of motion. The patient denies pain to wrists. The patient’s hands are free of deformity with full range of motion. The patient denies pain to hands. The patient has healed scars from bilateral carpal tunnel surgery. The patient’s hips are symmetric with full range of motion. The patient denies pain to hips. The patient’s knees are symmetric with full range of motion. No masses or deformities noted. The patient denies pain to knees. The patient’s knees are symmetric without obvious masses. The patient has full range of motion to bilateral  knees. The patient denies pain to bilateral knees. The patient’s feet are without swelling. The patient has full range of motion to ankle and foot. No obvious deformities or masses noted. Skin is intact to bilateral feet. (Jarvis, 2012).| Gastrointestinal System (contour of abdomen, general symmetry, skin color and condition, pulsation and movement, umbilicus, hair distribution; auscultate bowel sound;, percuss all four quadrants; percuss border of liver; light palpation in all four quadrants– muscle wall, tenderness, enlarged organs, masses, rebound tenderness, CVA tenderness):The patient’s abdomen is symmetric, soft, and round. The patient has normal hair distribution with skin pin k. The patient denies tenderness to all four quadrants. Bowel sounds normoactive x4 quadrants. No masses palpated. Liver palpates within normal limits. | Genitourinary System (deferred for purpose of this class)| FHP Assessment| Cognitive-Perceptual Pattern:The patient has no cognitive defects noted. | Nutritional-Metabolic Pattern:The patient states he eats breakfast, lunch, and dinner. The patient states he tries to watch what he eats. He does however state he has a weakness for ice cream. | Sexuality-Reproductive Pattern:The patient states he has been married to his wife for 28 years. He denies problems or issues with his sex life and states he is satisfied. | Pattern of EliminationThe patient states he has a regular bowel movement daily. The patient denies problems with diarrhea or constipation. The patient denies any problems with urination. The patient denies waking at night to urinate. | Pattern of Activity and Exercise:The patient states since retirement, he has slacked on his daily exercise. The patient states the only exercise he gets is daily yard work and gardening. The patient states he used to take a mile long walk, but has slacked off of that. | Pattern of Sleep and Rest:The patient states he gets 7 hours of sleep nightly. The patient denies waking throughout the night. | Pattern of Self-Perception and Self-Concept:The patient presents as a confident male who has continuous eye contact. | Summarize Your Findings(Use format that provides logical progression of assessment.)| Situation (reason for seeking care, patient statements):The patient presents today for a recheck of his healing incision to right ear status post removal of skin cancer. | Background (health and family history, recent observations):The patient  states he has a history of several skin cancer spots that have been previously removed. The patient states his mother passed away from lung cancer and his father with brain cancer. The patient denies drainage or surrounding redness to area. The patient states he applied antibiotic ointment as well as a dressing twice daily. | Assessment (assessment of health state or problems, nursing diagnosis):The patient has a healing incision noted to right ear. This incision is free of drainage or redne ss. Nursing Diagnosis: Risk for infection related to incision to right ear (Gulanick & Myers, 2007). | Recommendation (diagnostic evaluation, follow-up care, patient education teaching including health promotion education):The patient needs to continue to apply the antibiotic ointment as well as dressing to the ear twice daily. The patient needs to continue to observe the area for drainage, redness, or signs of infection. The patient needs to continue to inspect his skin for areas that may be suspicious for additional skin cancer lesions. The patient is educated on proper hand-washing skills as well as signs of fever or illness. The patient is also educated on the importance of follow up with his dermatologist. | * * * * * * References Gulanick, M., & Myers, J. (2007). Nursing care plans: Diagnosis, interventions, and outcomes. (6th ed.). St. Louis, Missouri: Elsevier Mosby. Jarvis, C. (2012). Physical Examination & Health Assessment (6th ed.). St. Louis, Missouri: Elsevier Saunders.

Ethics and Business Essay

The chief executive officers of any existing company are liable to meet the expected objectives as layed down by the shareholders of the company. The most significant of all factors of production is manpower basing the fact on the potential manipulation of this factor. All the other factors of production tend to assume a stable status of manipulative capabilities. The ultimate goal of any company is to maximize profits, which is only achievable through a coherent ethical considerations of personnel issues in the company. The employees of any existing company are hardly the consumers of goods and services of that respective company but rather beneficiaries in terms of wages and benefits. In a situation where the company in located in specific area where the living standard of surrounding community is high, it faces dire danger of satisfying the living requirements of the potential employee. In contrast, the right policy as regards the location of such a company should be towards the less developed area yet laying marketing strategies that would yield successful and profitable disposal of the goods and services, the outcome of products of that company. Factors that may cause the rise in the cost of production: The appropriate remunerations packages and benefits of the employees is a matter of crucial concern in any company. There exists a direct relationship between the required remuneration packages and benefits for employees and the level of development of the area from which the employees reside. If the company cannot meet the expected standard of living of the employees as dictated by the living level, the morale and motivation of the employees is unachieved. This may result to poor levels of production and strikes to the extreme negative side (Cory 2004 p 45-49) The nature of the area may also require some stringent measures of safety regulations. These measures may be costly both in terms of time and money. The safety measures, which are internal to a company, raises the production cost of the company. The extra margin is of crucial significance towards uplifting the company’s profits for the benefit for the shareholders (Cory 2004 p57-59) Environmental regulations have a similar trend of a direct relationship between the location of an enterprise and the environment. An expensive system of waste disposal is required of the company because the environment requires special expensive disposal facilities (Cory 2004 p 67-69) A positive moral decision in relocating the company or retaining the company to the current location is necessary. Moral decision-making Several factors should be considered in the decision making process to come up with a moral and ethical solution. Finding facts is very crucial which should be followed by an appeal to values. Dealing with moral issues have different approaches. According to Utilitarian Approach, ethical actions qualifies to be moral only when they strike a balance of good over evil (Cory 2004 p 101-104) The greatest good for the greatest number of people is the qualification of an ethical action. The choice of the action is determined by the greatest benefits and the least harm. The effect of each action benefits and harm should be the guide to choice among the various courses of actions available (Cory 2004 p 98-99) According to the Rights Approach ethical actions are based on the ability of a person to choose what actions are beneficial for their lives while respecting the moral rights of others (Cory 2004 p 102-103) The fairness of justice approach is based on Aristotle’s teachings that â€Å"equals should be treated equally and unequals treated unequally† (Cory 2004 p 115-117) Issues of favoritism on one side and discrimination on the other are of crucial importance in the course of action. The Common Good approach explains an ethical action of an individual is being of good and beneficial to the community. The action should achieve healthcare, public safety, peace, legal justice and clean environment (Cory 2004 p 83-85) For the full development of our humanity we should strive towards certain ideals. This is the ethical framework of the Virtual Approach. Character traits or attitudes inherent in individuals aid the highest potential development. Example of these virtues that help us to pursue our ideals includes honesty, courage, compassion, generosity, fidelity, integrity, fairness, self-control and prudence (Cory 2004 p 77-78) They become the characteristics of a person once acquired which is crucial to individual action that are consistent with moral principles (Cory 2004 p 64-67) Through the use of the five approaches of dealing with moral problems, the most important ethical considerations are highlighted as a basis for deliberations. Possible relocation areas Mexico: Labour, health, safety and environment factors are favourable in a number of border cities in Mexico. The wages are extremely low, and $ 3 per day compared to $15 per hour in America and this is a cause of employees’ resignations. However, labour turnover is high. There is also a high toxic chemical exposure tolerance and less strict environmental laws. However, due to high instances of birth defects that raise protest from health groups the plant relocation may be subject to adverse publicity. Cory 2004 p 104-105) Philippines: to the advantage of the company labor costs in Philippines is $1 per day while safety, health and environment regulation are similar to those in Mexico. Opposition against the effects of safety, health and environment hazards such as cancer and birth defects are silent. South Africa: there are positive conditions but less favourable economic terms. South Africa as compared to Mexico and Philippines. Labour cost is $10 per day and a possible future pressure to increase the package due to the existence of a strong labour union movement. Health and safety measures and exposure to toxic chemicals are fields that have not been ignored. Cory 2004 p 106-107) These are the actual facts concerning the possible relocation sites for Electrocop Company in the US. The facts will require some ethics or morality to come up with a final decision. This involves analysis of any conflict of negative effect to people, animals and environment, institutions and society. The outcome of the decision to people and the community and any possible stakeholders should also be explored while making consultations to the relevant persons. The final decision should be the one the most good effects to the people and least harm. The rights and dignity of stakeholders should be withheld. Common goodness should be promoted and a full participation community. Society Company or family uplifted. The option of choice should enhance the character development of valued individual, professional or societal traits. All these perspectives are significant in taking the most appropriate option. Conclusion The chief executive officer of Elecrocorp is exposed to options of relocation in Mexico, Philippines and South Africa from the United States. The current site of operations is a threat to perpetual progress of the plant and faces a close down in the near future. Although it is a major employer, the risk of closure is of no benefit to its employees. In consideration of balance between continued business operations and ethical moral effects of its relocation, South Africa offers the best alternative site to its current site in the US.

High School Biology Lesson Plan – Properties of Water

Name:|Hailey Griffin| Lesson Plan Title:|Properties of Water| Grade Level: |10| Content Area:|Biology I| Sunshine State Standards or Common Core Standards:|Sunshine State Standards – SC. 912. L. 18. 12 – Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. Behavior Objectives:|(Three parts: Condition, action, and measurement)Given a model of a water molecule, students will identify the oxygen and hydrogen atoms, the partial positive and negative areas of the molecule, and covalent bonds within the molecule. The learner will correctly identify the 4 main properties of water and give examples of each within 1 minute. Materials (including technology):|Students: Textbook, Pencil/Pen, PaperTeacher: Classroom board, markers, computer, Powerpoint presentation, Word processor, multiple copies of worksheets to pass out, Warm up :10 -15 Pennies, 10-15 Eye Droppers, Cups, Water Mini Labs: plastic petri dishes, paper clips, ethanol, water in eye droppers, glass slides, water, red food coloring, capillary tubes, straws, ice cubes, NaCl, salad oil in eye droppers, hot platesClosure: Koosh Ball| Hook/Anticipatory Set/Lead-In:Total Time: 15- 20 minutes|Prior to class, the instructor should gather the following supplies: Pennies, Eye droppers, Cups, Water.As students come into class, they should form groups of 3-4 people and pick up a one penny, one dropper, a small cup of water and return to their seats. They will also need a pencil/pen. Once every group has the proper materials, the instructor will hand out the accompanying worksheet (Appendix A). They should explain that each group is going to count how many drops of water will fit onto the top of a penny. The team with the most drops of water on their penny â€Å"wins†. As one student is dropping the water onto the penny, another should be count ing and recording the results.The other members of the group should be working on the worksheet, consulting their textbook for answers; this worksheet can be completed at home and is not to be turned in. | Procedures:Lecture: ~25 minutesWorksheet: Remaining class timeMini labs – Day 2, 45 minutes. |After the Penny Lab, the teacher should transition into a Powerpoint lecture on the properties of water (Powerpoint attached to lesson plan). The lecture should last for 25 minutes, enough time to get in the necessary information yet short enough to hold students’ attention.The following topics should be covered in the Powerpoint: the physical structure of a water molecule, states of matter, polarity, hydrophobic/hydrophilic substances, high heat capacity, cohesion/adhesion and surface tension, density and solubility. Once lecture is over, students will receive the Properties of Water worksheet (Appendix B) to work on during the rest of class and to complete as homework if n ot finished. This assignment will be due the following class period at the end of class and will be graded. The following class period, the teacher will set up the class into 6 â€Å"centers†.Each center is a mini lab and will focus on a certain property of water, the students should be able to use the knowledge they gained from the previous lesson to effectively answer questions about the properties of water. Each station will have a single worksheet (Appendix C) listing the procedure for the lab and 3-4 questions about the lab and property covered. Students must provide their own paper and copy down the questions and then respond; they can work together but must have their own answers. The work completed during lab time will be turned in a graded on the day of the test. minutes before class is over, the instructor should pass out a study guide and let students know that there will be a test the next class period, topics from both lecture and lab will be covered. | Guided an d Independent Practice: |On day 1, students will work together on the penny lab, and during lecture, students should be paying attention to the teacher. Finally, once the worksheet is handed out, students should be working independently. On day 2, students will be working in groups, rotating between centers; the teacher should be walking around class helping students when needed.On day 3 students will be working independently on the test. | Adaptations for ELL & ESE students|ELL students will have the opportunity to work with partners to receive peer support and help with complex concepts. Extra tutoring is available during lunch and afterschool. Vocabulary lists are available for pick up; students are encouraged to create flash cards to help them learn new vocabulary words. ELL students will also be given extended time to take tests. ESE students will be given extra time to complete assignments and complete tests.Complex directions will be clarified so the student is confident in w hat he/she is supposed to be doing. Students will be allowed to take short breaks during class and tests. | Closure Activity: |â€Å"Whip Around† Students quickly and verbally share one thing they learned in the class during the lesson. Students will pass around a koosh ball (or similar item) and whoever has the ball must give a short description of something they have learned. This could include topics from lecture, lab, or homework and could be an interesting fact, definition or short explanation of a concept.The teacher should be the first participant and will give an example of a good response, for example â€Å"Today I learned that solid water, or ice, forms a lattice structure which causes it to be less dense than liquid water, which makes it float. † This activity will end once everyone has shared their thoughts. If there is ample time and enough willing participants, this activity could also be used for students to gain extra credit points. Students who wanted to talk about additional concepts could earn up to 2 points extra credit towards their test.The previous day’s assignment should be collected. | Assessment/Evaluation:|On the start of the day 3, students will come into class and prepare for their exam. Once everyone is seated quietly the instructor should pass out the test in which students have approximately 40 minutes to complete (ESE and ELL students have more time). Once a student completes the test he/she should read quietly or work on other classwork. The lab assignment from day 2 should also be turned in for grading. | Appendix A Properties of Water: Penny LabTake a Guess: How many drops of water do you think will fit onto a penny? __________ Cohesion, adhesion, and surface tension are attractive forces between molecules and very important properties of water. Cohesion is the ability of water to â€Å"stick† to itself; it is a result of intramolecular forces (intra- inside, so this is adhesion within the molecul e). An example of cohesion is when you over fill a glass with water, the liquid rises above the rim of the glass but does not fall off the side; instead it bubbles up, which is also caused by surface tension.Surface tension is a special type of cohesion; it can be described as the â€Å"skin† on top of water, in the case of the overfilled glass, the surface tension caused the water to stick together and form the bubble over the rim, this property also allows some bugs to walk on water. Adhesion describes water sticking to other materials and is an intermolecular force (between neighboring molecules). Adhesion can be observed in the stem of a vascular plant; water molecules stick to the xylem tissue and â€Å"climb† up the plant. These properties occur because water is a polar molecule.A molecule of water is composed of 2 hydrogen atoms and 1 oxygen atom, because of the relationship shared between these atoms, one side become slightly more positive and the other slightl y more negative. These partial charges are symbolized by the Greek letter delta, or ?. The polarity of water molecules allows water to dissolve polar and charged substances, making water a good solvent. Molecules that are uncharged, such as fats and oils, usually do not dissolve in water and are called hydrophobic. Procedure: 1. Place a dry penny on a flat surface. 2.With the eye dropper, drip one drop of water onto the surface of the penny, one drop at a time. Have one student in your group keep track of the number of drops. 3. Observe the surface of the penny as the water builds up. 4. Once ANY amount of water has spilled over the edge of the penny record your final count of water drops. 5. Clean up your area and return materials to your teacher. Final Count: How many water droplets really fit onto the penny? ___________ Class Average ___________ Reflection: Explain your results in terms of cohesion and surface tension.What do you think would happen if we added soap, a hydrophobic substance, to the water before dropping it onto the penny? Explain your answer. Find a picture of a water molecule in your book, copy the drawing and label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms. Appendix B Properties of Water 1. a. Draw the structure of water. Include the partial charges of each atom. b. Why is water considered to be a polar molecule? 2. a. What enables neighboring water molecules to hydrogen-bond to one another? b.How many hydrogen bonds can each water molecule form? 3. a. Explain the difference between adhesion and cohesion. Give an example of each. b. How do adhesion and cohesion explain capillary action? 4. What is surface tension? Give an example. 5. a. What is specific heat? b. Explain why water has such a high specific heat. c. Explain why it is cooler by the lake (or any body of water) in the summer and warmer by the lake in the winter. 6. a. Explain why ice is l ess dense as a solid than as a liquid. 7. a. Why is water called the universal solvent? What does polarity have to do with this? . How does water dissolve a substance like NaCl? Draw a picture illustrating this. 8. What do hydrophobic and hydrophilic mean? 9. List five special properties of water and give an example (other than ones from this worksheet) of each. Appendix C Center 1 – Can you float a paper clip? Procedure: Fill a plastic petri dish to overflowing with water. Without disturbing the surface of the water, start at the â€Å"lip† of the plastic bowl and slide the paper clip across onto the surface of the water. Observe the way the water â€Å"bends† under the paper clip. Record your observations.Repeat using ethanol in place of water. Questions: 1. What property (properties) of water is (are) demonstrated here? 2. How can the surface of water act this way? 3. Why did the paper clip not float on the ethanol? Center 2 – Can you overcome the attr action? Procedure: Using a dropper, place 2-3 drops of water on one glass slide. Lay the second glass slide over the first. Try to pull them apart. Record your observations. Repeat using dry slides. Questions: 1. What property (properties) of water is (are) at work here? 2. How are hydrogen bonds involved in this (these) property (properties)? . Explain why glass is described as hydrophilic. Center 3 – How does water move through plants? Procedure: Fill a capillary tube and then a straw with a red dye solution (red food coloring in water) and raise them to a vertical position. Record your observations. Questions: 1. What properties of water are at work here? How does water rise up the tube? 2. Why are these properties important to a plants survival? Center 4- Is a solid lighter than a liquid? Procedure: Put a cube of ice in a beaker labeled and filled with â€Å"alcohol† and another in a beaker labeled and filled with water.Observe where the ice cube is in relation to the surface of the solution. Quickly remove the ice cubes for the next group. Record your observations. Questions: 1. Why is the ice cube at the top or bottom of the alcohol? Water? 2. Why is frozen water less dense than liquid water? 3. Explain how this property of water is important to marine life. Center 5 – Like dissolves like Procedure: Place a spoonful of NaCl in a beaker of water and stir. Place 2 droppers full of salad oil in the beaker of water and stir. Record your observations. Questions: 1. Why does NaCl â€Å"dissolve† in the water? 2.Why is it essential for compounds like salt and glucose to be soluble in the water found in our body? 3. Does salad oil dissolve in water? Explain your answer. Center 6 – Does water boil sooner if salt is added? Procedure: Obtain 2 beakers, one labeled â€Å"deionized water† and the other â€Å"salt water†. Add 2 spoonfuls of salt to the beaker labeled â€Å"salt water† and stir to obtain a solutio n. Place each beaker, with a thermometer on it, on a hot plate and determine which beaker begins boiling first. Record your observations. Questions: 1. Does the addition of salt make the water boil faster or slower?Why? What does salt do to the boiling point of water? 2. Obtain an ice cube and add salt to it. What happened to the area of ice where the salt is applied? Why is salt applied to icy sidewalks or roads in the winter? What does salt do to the freezing point of water? Appendix D Properties of Water Test Name: ____________________ Period: ______ Properties of Water Test Review 1. Define the following vocabulary: Cohesion Adhesion Surface Tension Capillary action Hydrophobic Hydrophilic 2. How does water density change†¦. a. as the temperature of water increases ____________ b. s the salinity of water increases ____________ c. as the temperature of water decreases ____________ d. as the salinity of water decreases ____________ 3. What is a polar molecule? 4. What type of bonds exist between the atoms of a water molecule? 5. What type of bonds exist between the adjacent water molecules? 6. Why is water called the universal solvent? 8. What happens to the volume of water as it freezes? What happens to its density? True/False True False Water contracts (gets smaller) when it freezes. True False Water has a high surface tension. True False Condensation is water coming out of the air.True False It takes more energy to heat water at room temperature to 212o F than it does to change 212o F water to steam. Why is water called the universal solvent? What does polarity have to do with this? How many hydrogen bonds can each water molecule form? Differentiate between the intramolecular forces and the intermolecular forces at work inside and between water molecules. Please draw a water molecule. Label the following: oxygen molecule, hydrogen molecules, ? +, ? -, and draw the intramolecular bonds between the oxygen and hydrogen atoms.