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.