Essay for the Sandpiper Essay

Tragedy, in multiple views leads to grief, misery and may even cause emotional desensitization. However this solely depends on the cause of such tragedy. A simple tragedy exists as a result of the irony of combining diverse religion and cultures and is especially expressed in the story â€Å"Sandpiper†. Here author Ahdaf Soueif expresses cultural differences through the breaking relationship of a European writer and her Egyptian husband. Acquiescent undermine passivity Being the protagonist, the narrator becomes the view point character in the story and this is where audience criticisms take place. From the beginning she seems to display a sort of weakness and compliance towards events; watching the waves swoop back into the sea; conforming to her lack of work and loss of identity ; â€Å"watching (her husband) vanish†, and watching her daughter â€Å"grow away† from herself. The sand image, as the story opens portrays her compliance-The way she did not wish to o bstruct nature`s pattern of â€Å"one grain of sand† because of her movement. Later as Um Sabir (her â€Å"husband`s old nanny†) prevents her from doing any work, her feminine independence also appears to be deplored yet she simply accepts this fact and though seeming solemn, does not take any action. The reader soon becomes critical about such fragility. Notice how the writer mentions -â€Å"watch† her husband vanish. Due to her foreignness, she seemed to slowly fade away from her and her husband`s relationship and displays severe grief. However it appears indeed so absurd for the reader, because this narrator does not develop any sort of resistance to her dilemma. Furthermore her despondency grows gradually, and it seems that her daughter is being torn away from her the same way as with her husband. She simply pines her heart and the narrator grows a sort of dissent for the protagonist. Sandpiper a coastal bird which cannot fly too high nor too far from the co astal region (due to its habitat and feeding habits) is a perfect name for this story it seems. The way the protagonist’s life appears limited and restricted is definitely the main cause. However the reader may wonder why the narrator does not rebel to this lifestyle. There may be numerous causes. Firstly notice the narrators patience as she sits by the beach observing the water`s â€Å"frilled white edge nibbling at the sand†. As she displays no qualms to her situations (for example being deprived of work as previously mentioned) it seems she still retains hope- of a happy lifestyle. This exaggerated patience she conforms, may perhaps be one of the reason she does not rebel. Another may be simply her love of and to sustain the happiness of her daughter. These causes all sum to the habitat and ability of a â€Å"Sandpiper†, its only restrictions. Therefore it seems that the protagonist subsists in a self imposed jail, like a sandpiper and indeed does not soar beyond the beach which could momentarily give access to another sort of freedom, mentally, from her own conscience. However if we pay attention to the situation the author rejects such criticisms-instead condemning the readers as absurd. Certainly following different cultures is not the protagonists fault. The consistent confusion and grief of the narrator’s situation is perhaps the cause of her helplessness. This way the author deems the protagonist as universal for humans; which either are NOT exceptions, to displaying similar responses, in such emotionally grim situations and though her image is portrayed as weak it is not held true to how we asses her. In some way the writer creates ambivalent views one portraying the theme of ‘fate’ and the other ‘free will’. A customary feature, to be noticed in this story is the authors unvarying image of the beach. Obviously this picture signifies the present and therefore, perhaps, alludes to the narrators ‘drifting’ thoughts. It also seems, the descriptions of the sand and the sea reflect her emotions. As the story opens, observe the serene albeit somewhat somber, descriptions (of the beach), in the past participle: â€Å"I used to see patterns†¦I did not want †¦. I used to sit†. Definitely the narrator is affectionately looking back at nostalgia, yet with regret. Her emotions drift in melancholy as a compliant stream of conscience guides her and suddenly we imagine a somber weak character, in passivity to not stir a single â€Å"grain of sand† from its ‘natural’ pattern. This is where the readers display an interest to this character`s matters. Slowly her emotions begin to frill as the descriptions become gradually violent –â€Å"the sea unceasingly shifts†¦surges forward with a low growl†¦ like thousand snakes† .By now the reader is absorbed into the persona`s feelings. The usage of the personal pronoun â€Å"I† becomes highly universal to the reader and definitely induces sympathy. Finally, as she â€Å"revert(s) to (the) dry grains that would easily brush away† the emotions are returned to the previous serenity however now there seems to be a hint of pain, a hint of helplessness. This way the writer skillfully attains the reader`s attention to the story, and somewhat forth shadows incidents in the story, pertaining to the emotions. Hereby the atmosphere seems so somber, so calm; slowly the reader drifts in with the thoughts of the writer. What the reader may also take notice, with hindsight, is that perhaps Soueif uses this initial beach image as an extended metaphor for the life of the narrator; as in the beginning her life was filled with bliss (in love with her husband), which suddenly changed to desperation and somewhat anger (as he slowly â€Å"slip away† from her) and finally grief (of the freedom she lost). Proactive pragmatic The next imagery of the beach occurs after she mentions the second summer at the â€Å"beach house west of Alexandria†. Here the narrator utilizes the sand and the sea as symbols for her husband and herself, the way these two entities seemed to â€Å"meet and flirt and touch† and establishes the theme of love . However, reading between the lines, perhaps the writer forth shadows a sort of obscurity in the relationship. Notice how the sand and the sea simply â€Å"meet† metaphorically indicating love; although away from this â€Å"edge† such love does not seem to prevail as the sea and the sand form a tight boundary. Also the sea consistently â€Å"drifts† and the sand itself shifts, especially with the pressure of the waves: perhaps the author accentuates fluid emotions which flow and â€Å"shift† with due time and therefore depicts this couple to slowly â€Å"drift† apart from each other. This way another theme, of relativity of time and emotion is established here. The ending of the story also prevails with this beach image. It seems the narrator is back to the present and this picture plays the greatest significance as she sees â€Å"different things from those 6 years ago†. Now she appears calmer yet more melancholic. The reader can effective ly perceive such emotion; especially in the lines â€Å"the last of the foam is swallowed bubbling into the sand† and â€Å"with each ebb of green water the sand looses part of itself to the sea†. This definitely feels somber; as if love is being persistently broken down by the force of nature. Realistically, it seems such force subsists as cultural pressure. Where the couple belonging to 2 different cultures altogether formed such a relationship, the narrators â€Å"foreignness†¦began to irritate him (her husband)†. Cultural pressure and foreign tensions arise as a conflict due to the ignorance of each other`s culture and perhaps a development in this slowly weakened their relationships. Not only does the husband feel irate yet this deplored the protagonist`s freedom- â€Å"I tried at first at least to help, but she would†¦Ã¢â‚¬ ¦ease the duster or the vacuum cleaner from my hand†. Coming back to the coastal descriptions, note how the author mentions â€Å"the†¦foam is swallowed bubbling into the sand† and how these two bodies meet but never ‘mix’. Probably the author, here portrays the theme of immiscibility. As sea and sand are immiscible it appears the foreignness and its resultant family tensions never intended a strong relationship; the love of both the narrator and her husband was immiscible, which would interact, yet as easily drift away. Perhaps this way the author undermines the system of religion. Indeed such a trivial matter, as exemplified is the commencement of weak relations and eventually such tragedies; for certainly, every being strays ethnocentric and this simple arrogance leads to major conflicts. This is later supported as the narrator finally questions-â€Å"But what do the waves know of the massed, hot, still sands of the desert? And what does the beach know of the depths, the cold currents†¦where the water turns a deeper blue.† .Duplicity is heavily prevalent due to ignorance of other religion, and like the sand and the sea it extends massively. What the writer Ahdaf Soueif is attempting to accentuate is that this concept of worldly cultures actually constructs a sort of mistrust amongst others and its great irony is exhibited in the form of this story Another image which we can relate to this theme is the difficulty, even dislike the wife shows towards adapting to a different culture. During the second summer at the beach house the narrator mentions her nostalgia of her hometown (Europe as Georgian sq uare is mentioned) and â€Å"misses† her time spent there. The moment this is mentioned suspicion rises in the readers mind; of her happiness following the new culture. She does display a sort of irritation as she is not allowed to work at home. Finally (later) she appears to complain- â€Å"my foreignness†¦my inability to remember name†¦struggles with his (her husband’s) language†, etc. Definitely the author is attempting to depict another cultural pressure here; despite the passage of time, evidently she depicts, that the wife has problems shifting to the new culture. Ironically, though, this foreignness actually appealed her husband yet now repelled him. LorDhRUv

Computer Operating Systems

ICT 100: Introduction to Information and Communications Technology Unit 3: Operating Systems Objectives: ? ? ? ? ? ? ? Define the term software Differentiate between system software and application software Define the terms operating system and utility program Identify the types of operating systems Explain the boot process of a computer Describe the functions of an operating system Identify common utility programs Software, also called a program, consists of a series of related instructions, organized for a common purpose, that tells the computer what tasks to perform and how to perform them.The two categories of software are system software and application software. System Software System software consists of the programs that control or maintain the operations of the computer and its devices. System software serves as the interface between the user, the application software, and the computer’s hardware. It includes the following: 1. Operating Systems 2. Library Programs 3. Utility Programs Operating Systems An operating system (OS) is a set of programs containing instructions that work together to coordinate all the activities among computer hardware resources.Every computer needs an operating system to act as an interface between the user and the computer hardware. It allows the user to perform tasks without having to know how they are done. For example, a user can give a command to save a file on disk without having to know where the file will be stored or how it will be retrieved again. When a command is given to print a document, the user does not have to be concerned with the details of how the printer works – a program called a device driver takes care of the details. ICT 100 – Operating Systems Page 1 of 9The operating system that a computer uses sometimes is called the platform. With purchased application software, the package or specifications identify the required platform (operating system). A cross-platform program is one tha t runs the same on multiple operating systems. Application programs are usually written to work with a particular operating system, so that a word processor, which works with Windows, will not work on an Apple Mac, which has a different operating system. When purchasing application software, ensure that it works with the operating system installed on your computer or mobile device.The Bootstrap Process The process of starting or restarting a computer is called booting. When turning on a computer that has been powered off completely, you are performing a cold boot. A warm boot is the process of using the operating system to restart a computer. A warm boot properly closes any running processes and programs; however, it does not save any unsaved work. Thus, always remember to save your work before rebooting (restarting) a computer. Each time you boot a computer, the kernel and other frequently used operating system instructions are loaded, or copied, from storage into the computer†™s memory (RAM).The kernel is the core of an operating system that manages memory and devices, maintains the computer’s clock, starts programs, and assigns the computer’s resources, such as devices, programs, data, and information. The kernel is memory resident, which means it remains in memory while the computer is running. Other parts of the operating system are nonresident, that is, these instructions remain on a storage medium until they are needed. When you boot a computer, a series of messages may appear on the screen. The actual information displayed varies depending on the make and type of the computer and the equipment installed.The boot process, however, is similar for large and small computers. The steps of the bootstrap process are given and explained below: Step 1: The power supply sends a signal to the components in the system unit. When you turn on the computer, the power supply sends an electrical signal to the components in the system unit. Step 2: T he processor finds the ROM chip(s) that contains the BIOS. The charge of electricity causes the processor chip to reset itself and find the ROM chip(s) that contains the BIOS. The BIOS (pronounced BYE-ose), which stands for basic input/output system, is firmware that contains the computer’s start-up instructions.ICT 100 – Operating Systems Page 2 of 9 Step 3: The BIOS performs the POST, which checks components, such as the mouse, keyboard, and adapter cards. The BIOS executes a series of tests to make sure the computer hardware is connected properly and operating correctly. The tests, collectively called the power-on self test (POST ), check the various system components including the buses, system clock, adapter cards, RAM chips, mouse, keyboard, and drives. As the POST executes, LEDs (tiny lights) flicker on devices such as the disk drives and keyboard.Beeps also may sound, and messages may appear on the screen. Step 4: The results of the POST are compared with data in a CMOS chip. The POST results are compared with data in a CMOS chip. CMOS is a technology that uses battery power to retain information when the computer is off. The CMOS chip stores configuration information about the computer, such as the amount of memory; type of disk drives, keyboard, and monitor; the current date and time; and other startup information. It also detects any new devices connected to the computer.If any problems are identified, the computer may beep, display error messages, or cease operating — depending on the severity of the problem. Step 5: The BIOS may look for the system files on a USB flash drive or on an optical disc drive or may look directly on drive C (hard disk). If the POST completes successfully, the BIOS searches for specific operating system files called system files. The BIOS may look first to see if a USB flash drive plugged in a USB port or a disc in an optical disc drive contains the system files, or it may look directly on drive C (th e designation usually iven to the first hard disk) for the system files. Step 6: The system files and the kernel of the operating system load into memory (RAM) from storage (i. e. , hard disk). Once located, the system files load into memory (RAM) from storage (usually the hard disk) and execute. Next, the kernel of the operating system loads into memory. Then, the operating system in memory takes control of the computer. Step 7: The operating system loads configuration information, may request user information, starts several background processes, and displays the desktop on the screen. The operating system loads system configuration information.Necessary operating system files are loaded into memory. On some computers, the operating system verifies that the person attempting to use the computer is a legitimate user. Finally, the desktop and icons are displayed on the screen. The operating system executes programs in the Startup folder, which contains a list of programs that open a utomatically when you boot the computer. ICT 100 – Operating Systems Page 3 of 9 Figure 1 The bootstrap process Shut down options including powering off the computer, placing the computer in sleep mode, and hibernating the computer.Sleep mode saves any open documents and programs to RAM, turns off all unneeded functions, and then places the computer in a low-power state. If, for some reason, power is removed from a computer that is in sleep mode, any unsaved work could be lost. Hibernate, by contrast, saves any open documents and programs to a hard disk before removing power from the computer. Operating System Functions Operating systems perform the following functions: (1) manage resources, (2) manage backing store, (3) handle interrupts, (4) provides a user interface, (5) provide networking capabilities, (6) provide security. . Manage Resources The operating system keeps track of all resources (CPU, disk, memory, files, input and output devices etc. ). Through scheduling it decides what process gets what resource, when it gets it, ICT 100 – Operating Systems Page 4 of 9 how much and for how long. This is called allocation of resources. Resources can also be taken away from a process. This is called de-allocation of resources. Memory Management Computers are capable of holding several programs in memory simultaneously so that a user can switch from one application to another.The purpose of memory management is to optimize the use of random access memory (RAM). The operating system allocates, or assigns, data and instructions to an area of memory while they are being processed. Then, it carefully monitors the contents of memory. Finally, the operating system releases these items from being monitored in memory when the processor no longer requires them. If there is no memory management then one program might accidentally address the memory space occupied by another. This would result in corrupting programs with potentially disastrous results.Virtu al memory is used when sufficient physical RAM is not available. Part of a hard disk is allocated to be used as if it were main memory. The speed of access is very slow compared to RAM access speed. File Management The file management part of an operating system has four basic functions: 1. To allocate space on the storage device to hold each file stored, and to deallocate space when a file is deleted. Space is usually divided into fixed size allocation units (addressable blocks) of say 512 or 1024 bytes. 2. To keep track of the allocation units occupied by each file.Files may be split over several allocation units, not necessarily contiguous (i. e. together). A file may initially occupy one unit of 512 bytes, and then when updated by a user, need extra space which may have to be found somewhere else on the disk. 3. To control file access rights and permissions. 4. To map logical file addresses to physical addresses. For example, a physical disk may be split into several logical dri ves C, D, E, F, G. Managing Programs Some operating systems support a single user and only one running program at a time. Others support thousands of users running multiple programs.How an operating system handles programs directly affects your productivity. A single user/single tasking operating system allows only one user to run one program at a time. A single user/multitasking operating system allows a single user to work on two or more programs that reside in memory at the same time. When a computer is running multiple programs concurrently, one program is in the foreground and the others are in the background. ICT 100 – Operating Systems Page 5 of 9 The one in the foreground is the active program, that is, the one you currently are using.The other programs running but not in use are in the background. A multiuser operating system enables two or more users to run programs simultaneously. Networks, servers, mainframes, and super computers allow hundreds to thousands of use rs to connect at the same time, and thus are multiuser. A multiprocessing operating system supports two or more processors running programs at the same time. Multiprocessing involves the coordinated processing of programs by more than one processor. Multiprocessing increases a computer’s processing speed. 2.Manage Backing Store The operating system is responsible for the transfer of data from secondary storage (e. g. disk) to memory and vice versa. It also has to maintain a directory of the disk so that files and free spaces can be quickly located. 3. Handle Interrupts The operating system detects interrupts (such as the click of the mouse or a process indicating that it is finished with the processor) and then performs the necessary task (such as allowing the processor to be used by another process). 4. Provide a User Interface You interact with software through its user interface.That is, a user interface controls how you enter data and instructions and how information is d isplayed on the screen. The operating system acts as a user interface between the user and the machine. Command-Line Interface To configure devices, manage system resources, and troubleshoot network connections, network administrators and other advanced users work with a commandline interface. In a command-line interface, a user types commands or presses special keys on the keyboard (such as function keys or key combinations) to enter data and instructions. Graphical User Interface Most users today work with a graphical user interface.With a graphical user interface (GUI), you interact with menus and visual images such as buttons and other graphical objects to issue commands. Many current GUI operating systems incorporate features similar to those of a Web browser, such as links and navigation buttons (i. e. , Back button and Forward button). Some GUI operating systems provide access to command-line interfaces. Menu-driven Interface User is presented with a range of options from whi ch to choose ICT 100 – Operating Systems Page 6 of 9 Form Interface A user interface in which the computer outputs separate prompt and response fields for a number of inputs.Natural Language – the interface consists of standard languages such as English, Spanish, French, and Dutch etc. 5. Provide Networking Capabilities Some operating systems have networking capabilities built in, others are creating specifically for managing networks, e. g. server operating systems. Networking capabilities include organizing and coordinating how multiple users access and share resources on a network. Resources include hardware, software, data, and information. For example, a server operating system allows multiple users to share a printer, Internet access, files, and programs.The network administrator, the person overseeing network operations, uses the server operating system to add and remove users, computers, and other devices to and from the network. The network administrator also uses the server operating system to install software and administer network security. 6. Provide Security Computer and network administrators typically have an administrator account that enables them to access all files and programs on the computer or network, install programs, and specify settings that affect all users on a computer or network.Settings include creating user accounts and establishing permissions. These permissions define who can access certain resources and when they can access those resources. For each user, the computer or network administrator establishes a user account, which enables a user to access, or log on to, a computer or a network. Each user account typically consists of a user name and password. A user name, or user ID, is a unique combination of characters, such as letters of the alphabet or numbers that identifies one specific user. Many users select a combination of their first and last names as their user name.A user named Henry Baker might choose H Baker as his user name. A password is a private combination of characters associated with the user name that allows access to certain computer resources. Some operating systems allow the computer or network administrator to assign passwords to files and commands, restricting access to only authorized users. After entering a user name and password, the operating system compares the user’s entry with a list of authorized user names and passwords. If the entry matches the user name and password ICT 100 – Operating Systems Page 7 of 9 ept on file, the operating system grants the user access. If the entry does not match, the operating system denies access to the user. To protect sensitive data and information further as it travels over a network, the operating system may encrypt it. Encryption is the process of encoding data and information into an unreadable form. Administrators can specify that data be encrypted as it travels over a network to prevent unauthorized users f rom reading the data. When an authorized user attempts to read the data, it automatically is decrypted, or converted back into a readable form. Types of Operating SystemsOperating systems can be divided into the three following types: 1. Stand-alone 2. Server 3. Embedded Stand-Alone Operating System A stand-alone operating system is a complete operating system that works on a desktop computer, notebook computer, or mobile computing device. Some stand-alone operating systems can work in conjunction with a server operating system (here it functions as a client operating system); others include networking capabilities allowing users to set up small networks (e. g. home or small business network). Examples of currently used stand-alone operating systems are Windows 7, Mac OS X, UNIX, and Linux.Server Operating System A server operating system is an operating system that is designed specifically to support a network. These operating systems can support all sizes of networks from small to large-sized networks and Web servers. A server operating system typically resides on a server and provides client machines with access to resources. Examples of server operating systems include Windows Server 2008, UNIX, Linux, Solaris, and NetWare. Embedded Operating System The operating system on mobile devices and many consumer electronics, called an embedded operating system, resides on a ROM chip.Most handheld computers and small devices use embedded operating systems. Popular embedded operating systems today include Windows Embedded CE, Windows Mobile, Palm OS, iPhone OS, BlackBerry, Google Android, embedded Linux, and Symbian OS. ICT 100 – Operating Systems Page 8 of 9 Library Programs A library program is available to all users of a multi-user computer system, typically to carry out common tasks required by everyone. For example a routine that searches for lost files or restores corrupted files may be stored in a library. Utility ProgramsA utility program, also calle d a utility, is a type of system software that allows a user to perform maintenance-type tasks, usually related to managing a computer, its devices, or its programs. Most operating systems include several built-in utility programs. Users can also buy stand-alone utility programs. Utility programs perform common tasks that thousands of computer users need to do at some time or another, such as searching for files, viewing images, backing up files and disks, uninstalling programs, defragmenting disks, burning optical discs, and so on.One common utility is compression software such as WinZip that ‘zips’ files so that they occupy less space. This is very useful if your want to transmit a graphic or large data file over the Internet, as the transmission time will be much reduced. References Shelly, G. B, Vermaat, M. E. (2010). Discovering Computers 2011. Boston, MA: Course Technology Daley, B. (2008). Computers Are Your Future 2007. Upper Saddle River, NJ: Pearson Education Heathcote, P. M, Langfield, S. (2004). ‘A’ Level Computing, 5th edition. Oxford: Payne-Gallway Publishers Ltd ICT 100 – Operating Systems Page 9 of 9

Research Report Essay Example | Topics and Well Written Essays - 3250 words - 1

Research Report - Essay Example It is conceived as a medium of developing resistance towards insulin, which might increase the chances related to developing diabetes (Lee, 2014). The objectives of the proposed research will be as follows: In the present day perspective, it has been recognized that people are more attracted towards fast food as it is a convenient and economical way of quenching hunger. In this respect, the present generation of adolescents is recognized to be the ones to be positively attracted to fast food. The modern day individuals consume fast food in an immense manner due to various factors which include convenience, inexpensive and delicious. Additionally, consumption of fast food has become a popular trend amid a major percentage of individuals (Paeratakul et al., 2003). Fast food is conceived as a package of food consisting of high calorie and low-level nutrients. Correspondingly, fast or junk food is accountable for several health risks, which include coronary heart disease and diabetes among others (UMN, 2012). Subsequently, the proposed research study will be conducted with the objective of identifying the procedures based on which the chances of diabetes increase from sustained intake of f ast food. This particular proposed research study will be conducted to ascertain the health risks associated with the consumption of fast food. Moreover, the proposed study will also assist in determining the importance and procedure for causing diabetes amid the present generation population. In this regard, examination concerning health risks of diabetes associated with consumption of fast food will assist nurses in possessing adequate knowledge about the causes accountable for diabetes. The key search terms for this proposed study include fast food, health hazards and diabetes. Additionally, the proposed study will aid in determining the association that exist amid these search terms. The modern day individuals especially adolescents along with young

Financial reporting problem Assignment Example | Topics and Well Written Essays - 250 words

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Strategic Financial Management 2 Coursework Example | Topics and Well Written Essays - 3000 words - 1

Strategic Financial Management 2 - Coursework Example Question one. Calculate the adjusted present value (APV) for the project, correcting any errors made in the net present value estimate above, and conclude whether the project should be accepted or not. Show all relevant calculations. (25 marks) Before any attempt should be made to prepare the adjusted present value of the proposed project, Rattle Co must carefully study how the given projected cash flow statement for four years was made, to know where some should remain because they are already correct or whether they need further adjustments. When the needed adjustments are known, the framework is established to do the same with each item in the prepared cash flows, asking whether it should be adjusted or not. Starting with the revenue, it appears that one critical issue would be whether it should be presented with inflation or net of inflation. The answer would depend on what discount rate is used. If the discount rate is with inflation, then the revenue must include the inflation. In the case facts, the inflation was given however, if the discount rate is used with the real rate, i.e. not the nominal one, then presenting the net of inflation of the inflation rate is the proper thing. The 8% inflation rate increase for revenues and 4% inflation rate increase for cost of sales become irrelevant. Working capital requirements appear not to be reflected in the given cash flow. These need to be determined, as they are a factor in any decision. A business cannot operate without working capital. Since the amount of working capital at the beginning of each year is 20% of the forecasted revenue per year, just multiply each given sales figure per year, then it is possible to generate a working capital requirement per year. As computed in the revised and adjusted projected cash flow in Appendix A, the working capital amounts come to  £4,606,000,  £7,320,000,  £9,814,000 and  £5,428,000 for

Critical appraisal of article in operation management Essay

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St. Sernin Toulouse Research Paper Example | Topics and Well Written Essays - 250 words

St. Sernin Toulouse - Research Paper Example Being a wonderful historical monument, the Basilica maintains worthwhile significance as a splendid religious structural design. Its vast chapel, outstanding ventilation system and exterior and interior art distinguishes it from its contemporary religious edifices and churches. It is therefore not only this that its spiritual importance attracts the pilgrims, but also the magnificence of its architecture fascinates them in such a way that they feel rejoiced to visit this historical place attributed to the exemplary life sacrifice made by St. Toulouse during the early years of Christianity. Its exterior and octagonal crossing tower can be viewed from SE. In addition, the tower added ca. 1250; spire completed 1478. (arthist.umn.edu) Since monasteries enjoyed the status of the relics of saints particularly during the Romanesque period, the cult of relics became a major cultural factor influencing architecture. (cartage.org.lb) It is therefore the Christians used to pay much heed to the design and structure so that the monuments could display the valuable services and sacrifices of the early saints during the teaching and preaching of their religious beliefs. By visiting the chapel of St. Toulouse, one is astounded by the art and skills proficiency applied by the expert contractors and builders while making the dream of a magnificent Basilica into reality. Romanesque Architecture 1000 – 1140

Administrative agencies Essay Example | Topics and Well Written Essays - 2000 words

Administrative agencies - Essay Example Examples of administrative agencies include Central Intelligence Agency, Environmental Protection Agency, Commodity Futures Trading Commission, Federal Election Commission, Federal Trade Commission, Securities and Exchange Commission. The United States Securities and Exchange Commission (abbreviated SEC) is a federal agency whose primary role or responsibility is to enforce the federal securities laws and to regulate the securities industry, stock and options exchanges and other electronic securities markets in the U.S. It was created by section 4 of the Securities Exchange Act of 1934, commonly referred to as the 1934 Act. . The SEC also implements the Securities Act of 1933, the Trust Indenture Act of 1939, the Investment Company Act of 1940, the Investment Advisers Act of 1940, the Sarbanes-Oxley Act of 2002 and other statues. Before the enactment of the SEC and other federal securities law, there existed the professed Blue Sky Laws, endorsed and enforced at the state level. They controlled the offer and sale of securities to protect the public from being defrauded. The provision varied across states, though all involved a compulsory registration of offerings and sales. Also, every US stockbroker and brokerage firm had to register. Despite their good intentions, Blue Sky Laws failed to achieve the effectiveness and efficacy that was needed. For instance as early as 1915, the Investment Bankers Association encouraged its members to make securities across state lines through the mail, thus effectively â€Å"ignoring† Blue Sky Laws. Through the Pecora Commission, hearing on abuses on interstate frauds took place. It was after that that Congress passed the Securities Act of 1933. Contrary to the Blue Sky Laws, this act regulates interstate sales of securities at the federal level. The successive Securities Exchange Act of 1934 regulates the secondary market. The main function of

The different between simulated reverberation using corner speakers in Research Paper

The different between simulated reverberation using corner speakers in the room and real reverberation - Research Paper Example Another researcher has found that the effects of steady-state suppression are similar in simulated and real reverberant environments. Therefore, there are advances that are closing the gap between the simulated and real reverberant environments, and there are commonalities as well. The following describes the differences between the two environments as well as the common ground that they share. Simulated verses Real Reverberation Simulated reverberation creates a diotic sound field (like loudspeaker in front) prone to spectral cancellations. C.f. to â€Å"amplitude mapping† / â€Å"summing localisation†. The diotic sound field may be replicated by the researcher, such as with the study done by Arai et al. (2007). They wanted to evaluate the effect of overlap-masking on speech intelligibility, so they conducted a study where they presented stimuli diotically through headphones connected to a computer. They were further able to adjust the sound level to the comfort of eac h subject. They found that the intelligibility of speech in reverberation was inversely correlated with the amount of overlap-masking (Arai et al., 2007, p. 440). ... n acoustic field is considered to be perfectly diffuse in a volume V if the energy density is the same on all points of this volume V† (Nelisse & Nicola, 1997, p. 3517). According to Kopco and Shinn-Cunningham (2002), however, this diffusion depends upon where the listener is in the reverberant room. For listeners in the center of the room, the reflective surfaces are located relatively far from the listener, which makes the sounds from all positions in the room diffuse to the listener. On the other hand, when the listener is close to a wall, early reflections are prominent, and these early reflections’ magnitude and timing depends upon where the source is in relation to the listener (Kopco & Shinn-Cunningham, 2002, p. 109). They also found that the reverberation effect on localization varies dramatically depending upon where the listener is positioned in the room, while the effects of room position on localization are modest (Kopco & Shinn-Cunningham, 2002, p. 112). On the other hand, Moorer (1979) found that diffusion is one of the reasons that simulating reverberation does not sound like real reverberation, and found that the effects of diffusion are most prominent when the walls are irregular, as opposed to flat, which is the case with most concert halls. For instance, Moorer cites the case of the Boston Symphony Hall, with its fluted side walls and box well ceiling. This configuration causes a confusion of sounds which are caused by the multiplicity of the diffused sources of sounds that are reflected from every irregularity in the room. Therefore, everything but the first few images are washed out, which means that artificial reverberation has a difficult time simulating the acoustics of a concert hall, which is the source of real reverberation (Moorer, 1979,

What Democracy Is and What It Is Not Essay Example | Topics and Well Written Essays - 500 words

What Democracy Is and What It Is Not - Essay Example The Zimbabwe issue is center stage at the moment and is a clear example of how democracy can be exploited and manipulated to suit a select few. As a requirement for making democracy possible, a competition was available against those who held center stage in the political arena for more than a decade. The race was carried out and there was no majority consensus of more than fifty percent of the electorate. Less than 90 days later the same electorate returns to power a person they had initially rejected, even narrowly Is it safe then to say that within the ensuing time between polls a massive change of heart had come over the nation's electorate and can it be a majority decision when less than fifty percent of the eligible voters turned out the second time around (p97). To use the nation in transit democracy scoring system (2006), I would give the nation a score of 6.00 to 7.00! Suffice to say that the authors may have listed the conditions that make democracy possible which can be substantiated by several texts but they failed to move me from the position where I believe that as long as we are human with individualistic personalities with the need to put self first, a complete democracy will remain a utopia.

Dealing with Difficult Clients and Opposing Essay Example for Free

Dealing with Difficult Clients and Opposing Essay The State Bar of California and the Office of Section Education and Meeting Services are approved State Bar of California MCLE providers. Points of view or opinions expressed in these pages are those of the speaker(s) and/or author(s). They have not been adopted or endorsed by the State Bar of California’s Board of Governors and do not constitute the official position or policy of the State Bar of California. Nothing contained herein is intended to address any specific legal inquiry, nor is it a substitute for independent legal research to original sources or obtaining separate legal advice regarding specific legal situations. Dealing with Difficult People by Steven G. Mehta There seems to be no shortage of difficult people in the practice of law. Perhaps there is something in the water, or perhaps it is the economy. But no matter where you go, difficult clients or opposing counsel seem to be popping up out of nowhere. Indeed, take the case of the hypothetical mediator who had a recent encounter with an extremely difficult party who wanted to sabotage the mediation from the very beginning. The client insulted her own attorney, wouldn’t let the other parties speak, accused her attorneys and every attorney in the world of having no heart or emotions and being liars and accused the mediator of lying about the merits of the case. To top off her venom, she had already reported her attorneys to the bar and at every turn was trying to avoid resolving the case. At one point, one of her attorneys walked out of the mediation. In short – she was the mother of all nightmare parties. Unfortunately for mo st attorneys and mediators, they have met this type of client/party at some point in their career. Therefore, it is critical to understand how to deal with such difficult clients and opposing counsel. First, this article will identify some of the different types of difficult clients. Second, it will discuss general strategies on how to deal with difficult people. Finally, it will provide specific tools on how to deal with difficult clients or opposing counsel. The following are the most common types of clients that can walk into your office. Usually, this angry client will be very hostile towards you and others. Your staff may dread dealing with this person. Sometimes, it is unclear why the person is so angry. Be assured that this person’s anger will only get worse during litigation. Moreover, some or all of that anger will spill over to you and your staff. †¢ The vengeful or zealous client. Typically a vengeful or zealous client will be vengeful about many things and not just the cause for what you are being hired. This person will usually make it known that they are bringing the fight based on principle. Many times this desire for vengeance will overcome any sense of rationality. †¢ The obsessed client. This client cannot stop thinking about the case, the injury, the wrong, and what can be done to address this problem. This client could easily call you several times a day to make sure that you are on top of the case. You could likely get too much information rather than too little. †¢ The emotionally needy client. This client is often emotionally fragile and insecure. Many times this person will be in a co-dependent relationship and is seeking to embroil you in another co-dependent relationship. This person may find it very difficult to make decisions. Mediation Offices of Steve G. Mehta 25124 Springfield Court, Ste. 250, Valencia, CA 91355 Tel: (661) 284-1818 Fax: 661 284-1811 Email: [emailprotected] Offices: Valencia Los Angeles ÂThe angry or hostile client. †¢ The dishonest or deceitful client. Often this client will not tell you all the information they know to be relevant or will tell you the wrong information. †¢ The unresponsive client. This client often wants the appearance of an attorney who is providing independent advice but in reality doesn’t want your advice. This client simply wants you to rubber stamp his or her actions. Often, this client will reject your advice because it is contrary to her own. As stated by Sheila Blackford, author of Recognizing Difficult Client Types, â€Å"Clients often come to lawyers to determine the consequences of actions they have already taken or have decided to take.† Often these clients don’t want you as a lawyer, but are â€Å"forced† by others or circumstance to hire a lawyer. Beware that just as they are unwilling to accept your advice, they may also be unwilling to pay the bill for advice they do not want. Finally, there may be a combination of these t ypes of clients. You could end up with an angry, vengeful client that is obsessed. If that is your client, turn in the other direction and run. If this ends up being your opposing counsel, then in the famous words of the Robot in Lost in Space, â€Å"Danger, Will Robinson, Danger!† Now that difficult clients have been identified, it is helpful to look at some strategies that attorneys can use to combat both difficult or nightmare clients and opposing counsel. First, start out by examining yourself. Everyone can be difficult to deal with at times. Before you can determine whether the other person is the problem, make sure that you aren’t the problem. Are you over overreacting? Are you having a bad day? Why is this person affecting you? What buttons of yours are being pushed, and why? After examining whether you may be part of the communication problem or that you have misinterpreted the comments made towards you, then you will have a better idea as to whether this person is being offensi ve or difficult or whether it is you. In examining yourself, it is important to understand that everybody has an instinctual reaction to act when attacked. This is hardwired in our brains from the stone age days where we had to either react to a threat (fight) or flee from the threat (flight). In modern days, the threat is usually not physical, yet the body still gives issues the same fight or flight reaction. People end up having an immediate need to affirmatively right a wrong or injustice against them. More likely, a person can end up wanting to immediately defend his or her actions or position. This is partially because the attack against a person is affecting his or her internal observation of self worth that person’s standing in the community or amongst his peers. Often people feel the need to show that they are correct and that the other person is wrong. This knee jerk reaction, however, can do more damage than good. Indeed, when having such a reaction, most people perceive that it makes them feel good; but shortly thereafter, they regret having said and done what they did in the heat of the moment. The strategies listed hereafter are not in chronological order; but instead are different strategies that can be employed depending on the situation. First, PRESS THE PAUSE BUTTON. In sports after a particularly difficult call by the referee the commentators will press the pause button on the action and show an instant replay at a slower pace. This tool is not just beneficial in sports. The pause button can be very powerful in helping to deal with difficult people. The length of the pause can depend on the situation. In the case of a minor issue, you might treat the matter with a small pause, giving yourself just enough time to think. Indeed, this is exactly what attorneys tell their clients in preparation for deposition. After the question is asked, wait for a brief second before answering. That pause can help to avoid making a huge blunder by saying the wrong thing. In other cases, you might need a longer pause. You could simply ask for a five-minute break or ask to use the restroom; whatever excuse you need to give to allow yourself a moment to think. Once you have hit the pause button, you can then consider the comment or action, its impact on the scheme of things, and what you might want to do in response. Take for example, the case of one mediator. In one particularly nasty mediation, when a party insulted the mediator’s integrity to its foundation, the mediator simply took a moment to pause in the mediation to let the sting of the initial insult pass. Then he asked take a five-minute break while he digested the information just conveyed. Then when he returned, he simply moved the mediation forward as if the comment had never been made. Once the party realized that she couldn’t get a reaction to her insulting comments, she was forced to stop making them. Another rule to consider is that â€Å"You don’t have to win every argument.† As noted above, often the reason a person jumps into the fray is because she wants to prove that she is right. This is difficult for lawyers because they are trained to advocate their position. However, proving that you are right with a difficult person can simply entrench that person even further; and even though you may feel that you are right, the other person will never agree. Sometimes the best response is to let it go and have the satisfaction that you know that you are right. Another important strategy is to employ ACTIVE LISTENING skills. An important sign of respect for another person is to actually listen to what that other person has to say. How many times have you been in a situation where someone has said:â€Å"You aren’t listening to me. One of the most powerful tools in addressing difficult people is using active listening skills. Active listening skills include avoiding any distractions – such as that pesky Blackberry – and really trying to under stand the other person’s positions and concerns. All too often attorneys are already working on their response while the other person speaks. clarify what you understand about the other person’s statements. Ask whether your restatement is an accurate version of what the other person feels. Sometimes, depending on the person, you might mirror some of the nonverbal cues the person displays. Studies show that by mirroring non-verbal gestures, the other person will feel more connected with you. Ask questions that elicit more information from the other person. Depending on the person, you may have to spend a considerable amount of time using active listening skills. However, at the end of such a process you might find that the difficult person is much less difficult. It is also important when dealing with difficult people that you try not to give that person an excuse to be even more difficult. As such, when you communicate your concerns or feelings try to avoid using terms that target the other person, such as â€Å"you† phrases which target the other person’s behavior. Instead, talk about your experience s using â€Å"I† phrases, such as â€Å"I was upset when I heard the comments.† This approach helps to avoid attacking the other person or accusing the other person of something. Match communication styles. Generally, people fall into three categories: Audio learners, visual learners, or Kinesthetic (or touch) learners. You can tell which style a person favors by the language she uses. Think about whether the other person is using visual language such as color, seeing, and pictures or whether the person is using audio language such as hearing, sounds, vibrations, etc. Then try to match their language by using words that relate to those styles in your responses. For example, with a visual person you might comment, â€Å"I see your position,† but with an audio person you might say, â€Å"I hear what you are saying.† If the difficult person puts you in a position where you are required to respond, ask that person what exactly he is upset about. This will help to demonstrate that you are interested in solutions rather arguing. This strategy then can allow you to incorporate active listening once the person explains to you their concern (irrational or otherwise). Finally, if after an unreasonable attack against you, consider agreeing with a small portion of the statement. This can accomplish several things. First, it can help you avoid jumping in to defend yourself and continuing the unhealthy communication. More importantly, however, it can allow you to create something in common with the angry person and may appease their irrational anger. These general strategies can be very useful in dealing with all types of difficult people. But what about the difficult client or lawyer? There are several specific strategies to work with these individuals. First, there is a saying that the best client you will ever have is the one that you don’t take. In other words, sometimes it is far better to not take a client than to take a client and have nightmares wondering if you are going to be called by the Bar or se rved with an unjustified malpractice suit. matter how lucrative, are just not worth the risk and the stress. Many times if the client is difficult as a prospective client, that person will only get worse during the representation. If you don’t have the luxury of refusing to represent a certain person, establish boundaries. You can limit your involvement to specific interactions. You can also establish boundaries for when and how many calls you might take on a particular topic. One lawyer has a written guideline for all of his clients which establishes what the lawyer will and won’t do in the legal process, including responding to calls on the weekend. Third, you can establish specific requirements for your clients in the very first meeting and before you sign the retainer. Along those same lines, one of the major frustrations for attorneys is clients that have unreasonable expectations of the result and process. By providing the clients with a detailed explanation of what they can expect, and what you expect, y ou can minimize difficult communications. This principle can also work very effectively with opposing counsel. If counsel is abusive to you or your staff, you can set down ground rules for future communications. If those ground rules are not honored, then you can limit your communications. For example, one lawyer lets the opposing counsel know that if there are any further abusive phone calls, then all further interactions will have to be in writing. Moreover, if the opposing counsel persists in his or her actions, then all writings will not be by fax or email, and will only be accepted and given in the mail. One lawyer has gone so far as to require that all conferences be videotaped. Unfortunately due to the nature of the practice of law which involves conflict scenarios, there will continue to be difficult people in the practice of law. There are many strategies for dealing with difficult people. This article has only addressed a few of them. However, armed with these strategies, it is possible to substantially decrease the number of difficult interactions and the stress related to those interactions. Research sources: http://www.abanet.org/lpm/magazine/articles/v36/is4/pg41.shtml Pyschology Today. http://www.psychologytoday.com/articles/200609/dealing-difficultpeople Steven G. Mehta, Esq. is a full time mediator based in Los Angeles with offices in Downtown and Valencia and specializes in emotionally complex cases involving elder law, injury cases, and employment disputes. He can be reached through his website at www.stevemehta.com. Mediation is a tool to help people recognize their responsibility for things, to negotiate a solution and to move on with their lives. My role is to allow them to present their side, to ensure that they are heard and to help them achieve a resolution.† What, exactly, is Mehta’s magic? Understanding human dynamics. â€Å"Anyone can learn the law,† he points out. â€Å"Understanding people is where my expertise lies. There are two sides and two emotions to every story. I care about them both.† But there’s a huge chasm between understanding human dynamics and getting two frustrated, angry parties to agree. Mehta is very definitive about what it takes to bridge that gap and bring the parties together. â€Å"My ability to connect with each participant and develop trust is absolutely essential,† he says. â€Å"Then, I need to be creative about solutions. Finding a mutually satisfying settlement is as much art as it is law. Finally, I never give up. Nothing is impossible. The impossible just takes a little longer.† In the end, there is almost always an answer. When it’s over, it’s a solution the parties chose. â€Å"They feel empowered. Grateful. Relieved,† Mehta says. â€Å"Most importantly, they feel free to move on with their lives.† Now, that’s a masterful job.

Inquiry into Patient Death

Inquiry into Patient Death Case Study ‘Clinical Detective’ Table of Contents (Jump to) Introduction Objectives Background Discussion Leadership attributes Recommendation Conclusion References Total Word Count: 1601 Report for the Bunbury Regional Hospital’s quality and safety committee into the death of Josephine Wilma Troy Introduction This report has been prepared for the Bunbury Regional Hospital’s quality and safety committee, following the death of Josephine Wilma Troy on 14 February 2006. Mrs. Troy was a 63 year old lady who had been diagnosed with leukemia in 2004 and was treated with chemotherapy initially. The diagnosis was later refined to prolymphocytic leukemia, a rare chronic leukemia, as Mrs. Troy’s leukemia persisted in her bone marrow after an initial course of chemotherapy. Disease together with chemotherapy compromised her blood production capacity. She had low white blood count, low platelet count and low hemoglobin and was susceptible to infection and febrile neutropenia. Mrs. Troy had been issued with febrile neutropenia card to warn health care workers regarding her susceptibility to febrile neutropenia. On 12/02/2006, Mrs. Troy had a temperature of 38 °C and attended Bunbury Regional Hospital with her card. She was started on antibiotic and a full blood screen was ordered in view of her susceptibility to febrile neutropenia. She recorded a very low platelet count (3), which required a platelet transfusion. She was admitted to St. John of God Hospital, Bunbury for treatment of neutropenia sepsis. The following day her platelet count dropped even lower (1). An order was placed for platelet from Australian Red Cross Blood services. She was transfused with two units of blood. There was apparent improvement in her condition after the blood transfusion. In the early hours of 14/02/2006, Mrs. Troy suffered a significant deterioration in her condition. The platelets were transfused in the morning of 14/02/2006. However Mrs. Troy suffered a catastrophic intracranial bleed and did not recover from it. Objectives This report will look in to the events that lead to death of Mrs. Troy and critically evaluate the key findings. Finally it will make recommendations to reduce the reoccurrence of similar adverse event. It is expected that the recommendations will be examined and will be included in to clinical guide lines and policies by this hospital and other hospitals. Background As a registered nurse in charge of the ward the facts resulted in the adverse event need to be evaluated. Discussions have taken place with health care providers who were in charge of Mrs. Troy and patient’s records have been assessed in order to gather information for this report. Description of Models Two theories were used in examining the findings namely the Human Factors Model and the Swiss Cheese Model. According to United Kingdom health and safety executive, human factors refers to† environmental, job or organisational factors and human and individual characteristics and how they influence on individuals health and safety related behavior (Health and Safety Executive, 1999, p.2 as cited in World Health Organisation, 2009)†. It inspect the relationship between human being and the system they interact with and focus on improving productivity, job satisfaction, efficiency and minimising errors (Patients Safety First,2010). The Swiss cheese model evaluates a chain of events that lead to an error to learn from the errors (National Council of State Board of Nursing, 2011). It explains that there are many levels of defence in a system like checking of medication before administration, marking surgical site, guidelines, experienced staff etc. (NCSBN, 2011). If these defence barriers are in place it prevent the error form happening. But in reality the defences are full of holes like poor communication, lack of guidance etc. (Reason, 2000). These holes are known as latent conditions or active failures. Active failures have immediate and direct effect on the outcome as it is the unsafe act committed by the individual who are in direct contact with the patient or system (Reason, 2000). Latent conditions are resident errors within the system as they arise from the decisions made by the top management. They may stay in the system for many years before create an error. Examples include staff shortage, high workloa d. When all levels of defence are penetrated by a combination of active failure and latent conditions a patient safety incident will occur. Discussion Identifying the active failures is the first step in assessing the events leading to Mrs. Troy’s death. This will help in identifying the underlying latent conditions. Active failures Mrs. Troy’s change of diagnosis, (from acute lymphobastic leukemia to prolymphocitic leukemia) did not document in progress note. Unawareness of Health care professional involved in Mrs. Troy regarding her stay during the intensive monitoring period. She resided in Bunbury instead of Fremantle. Dr. Webb didn’t communicate his expectation of Mrs. Troy to remain in Fremantle area for easy access to hospital in case of complications. Mr. Mclntyre failed in requesting to order urgent platelet when he had a clear understanding of the relevance of a low platelet count. Even though Mrs. Troy had experienced an extreme low platelet count nothing was done by the staff to provide transfusion as soon as possible. Dr. Terren was not provided with the observation that Mrs. Troy’s temperature had raise to 40 °C. Dr. Terren didn’t mark urgent on the original request form for platelet. Mr. Bastow did not advice Dr. Terren that platelet could be obtained earlier than the next day in case of emergency. Latent conditions Failures in communication Communication breakdown has occurred at various stages of this case. Mrs. Troy’s change of diagnosis, (from acute lymphobastic leukemia to prolymphocitic leukemia) and its significance in change of life expectancy and treatment regime did not communicated to her and her family which caused lots of misunderstanding to her family. Dr. Webb didn’t communicate his expectation of Mrs. Troy to remain in Fremantle area for easy access to hospital in case of complications. There was a clear misunderstanding about discharge and discharge home between Mrs. Troy and the hospital staff. Mr. Bastow did not communicate to Dr. Terren that platelet could be obtained earlier than the next day in case of emergency. Failures in documentation Mrs. Troy’s change of diagnosis, (from acute lymphobastic leukemia to prolymphocitic leukemia) did not document in progress note. The letter to Mrs. Troy’s GP would only be placed in her file once typed following Dr. Webb’s outpatient clinic. The disadvantage with this practice was Fremantle staff did not have access to Dr. Webb’s revised management plan at the time they saw Mrs. Troy. Inadequate basic training Lack of knowledge about complication of low platelet count and procedures regarding request for urgent platelet from Australian Red Cross Blood service were evident. This resulted in delay in providing transfusion at the most critical phase. Dr. Terren was not provided with the observation that Mrs. Troy’s temperature had raise to 40 °C. Inadequate staffing There was only one medical scientist available. He was not on duty when nursing staff tried to collet platelet. This caused further delay in transfusion as platelets could not be collected before they had been properly checked by medical scientist. Leadership attributes A combination of leadership attributes are necessary to do a successful investigation of the events leading to Mrs. Troy’s death. Transformational and effective leadership is essential for success in a healthcare organisation (Huber, 2010). Flexibility is one of the attributes. The investigator should be able to adapt to a challenging situation. Be a good communicator in order to obtain as much as information about the event and to consider all options (Marshall, 2011). Open- minded to evaluate inputs from all interested parties in decision making. Be able to utilise all the resources available. Investigator should be well educated on policies procedures and organisational norms (Huber, 2010). Investigator should be a good evaluator. Good evaluation of events is necessary for an organisation to improve, to change programs and policies that are not working (Daly, Speedy and Jackson, 2004). Critical thinking and problem solving skills are essential to achieve success (Sullivan a nd Decker, 2005). Recommendation Febrile Neutropenia medical alert card should indicate patient’s current diagnosis in order to provide adequate information at critical situation and to facilitate necessary treatment. Current diagnosis, treatment plan and expected outcome should discuss with patient and family to avoid misunderstanding and to take necessary precautions in case of complications. Employment of adequate number of medical scientists to prevent delay in checking platelets before administration. A medical scientist should present in the hospital at all times. Current diagnosis and new treatment plan should indicate in patient’s progress note immediately following consultation. Basic training should be given to staff regarding complication of low platelet count, necessary observations, proper way of ordering and obtaining platelet in case of emergency. Guidelines to obtain blood product from ARCBS should be readily available in all wards. Protocols regarding platelet transfusion (like platelet transfusion should be commenced if platelet count is below 10X/L for chemotherapy patients) should be kept visible in all wards (Slichter, 2007). Conclusion Numerous preventable factors were identified during the analysis of Mrs. Troy’s case. When latent conditions combined with active failures, they created multiple holes in the defence barrier. When these holes aligned together the tragic death of Mrs. Troy occurred. More effective defence has been recommended to ensure that these holes do not open and align again. The recommendation includes proper communication, adequate documentation of current treatment plan and diagnosis, employment of adequate staff, availability of guidelines and protocols and adequate basic training of the staff. The best way to prevent errors is to identify and remedy the underlying system failures rather than blaming individual (Sullivan and Gerald, 2010). Every health care professional have the responsibility to learn, to improve and to provide safe healthcare to the patients under their care.

Impact Of Social Networking Sites on Youth

Impact Of Social Networking Sites on Youth Just when many of us thought we understood how to use email, could shop online, and search the web for recipes or the long- lost instruction manual for a piece of equipment in the garage, the web is evolving. Now we hear about blogs, podcasts, Facebook, Myspace and Orkut. These are some of the tools and technology associated with a recent phenomenon called social networking and it is everywhere. Social networking has become part of the daily life experience for an increasing number of people. The rapid adoption of social network sites by teenagers in the United States and in many other countries around the world raises some important questions. Why do teenagers flock to these sites? What are they expressing on them? How do these sites fit into their lives? What are they learning from their participation? Are these online activities like face-to-face friendships or are they different, or complementary? (Danah Boyd, 2007). Penuel and Riel define social networking as a set of people and the relationships between them. That definition is found today in the social networking services that promote the development of online communities of people. Social networking such as Facebook, Orkut, Myspace, Flickr and Youtube are sites where users apply for membership and maintain their personal profile information in a centrally organized database. Each network members controls access to t heir profile by accepting or declining requests from other network members to be friends. By expanding and developing their network of friends, social networking members are able to maintain online relationships for work, study, special- interests or leisure- related purposes. Social networking services utilize the participation technology and software tools to facilitate communication and interaction between members. Social software communication tools include blogs, wikis, instant messaging, chat rooms, message boards and social bookmarking. Members use these tools to share online ideas, documents, photos, videos, and favorite websites actually almost anything. As more people participate in social networking, the question becomes is it merely a social activity or are they involved in learning? And social networking websites is very popular among the youth so that they contribute the majority percentage of the users of these sites. So, the researcher wanted to study the impact of these social networking sites on their education. LITERATURE REVIEW Jeff Cain (2008), in the research paper Online Social Networking Issues Within Academia and Pharmacy Education has discussed that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Ana M Martinez Aleman, Katherine Lynk Wartman and M Aleman Ana (2009) in their book Online Social Networking on Campus said that Teenagers online social needs are similar to those of college students. High school students want to stay up to date with their friends status; they plan activities online; they are social searchers who investigate other users with whom they have a real- life connection, and also like college students, they perceive their Facebook community to correspond to their existing real-life social relationships at school or other institutional affiliations (sports teams, music groups, etc.). Though perhaps not a user community that engages in social browsing to connect with other users offline, the high school user seems less alien and disparate to Facebooks traditional and original niche user than the older adult user. Henk Huijser (2007) explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. Vincent Miller (2008) in his research paper New Media, Networking and Phatic Culture has discussed that This article will demonstrate how the notion of phatic communion has become an increasingly significant part of digital media culture alongside the rise of online networking practices. Through a consideration of the new media objects of blogs, social networking profiles and microblogs, along with their associated practices, I will argue, that the social contexts of individualization and network sociality, alongside the technological developments associated with pervasive communication and connected presence has led to an online media culture increasingly dominated by phatic communications. That is, communications which have purely social (networking) and not informational or dialogic intents. I conclude with a discussion of the potential nihilistic consequences of such a culture. Doris de Almeida Soares and Escola Naval (2008) in their resarch paper Understanding class blogs as a tool for language development it has been said that Web 2.0 has allowed for the development of cyber spaces where any computer user can create their own public pages to share knowledge, feelings and thoughts inviting linguistic interactions with people around the globe. This innovation has caught the attention of language practitioners who wish to experiment with blogging to enhance the teaching and learning experience. In 2007 I set up a class blog with my nine pre-intermediate EFL students in a language school in Brazil. This experience gave rise to two central questions: a) did my students see our blog as a learning tool? and b) what was blogging like in other language teaching contexts? To answer the first question I carried out some Exploratory Practice for three months. As for the second question, I designed an online survey which was answered by 16 members of a community of pr actice called the Webheads. Ultimately I learned that my students saw our blog as a learning tool and that blogs are being used in different ways around the world. This article presents the rationale behind using blogs in language classes, describes my research process and discusses the understanding my students and I have gained from exploring our own practices. R. Cachia, R. Compano and O. Da Costa (2005) in their research paper Students Actually Use the Internet for Education says that New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, Creating Connecting: Research and Guidelines on Online Socialand EducationalNetworking, the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music. For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who make decisions on Internet policy. It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork. Further, these students are spending almost as much time on the Internet visiting websites and social networking services (nine hours per week for teens) as they spend watching television (10 hours). A full 96 percent of students surveyed responded that they use the Internet for social networking purposes, including Facebook, MySpace, Webkins, and Nick.com chat. Seventy-one percent said they use these services at least on a weekly basis. Yet, the study asserts, the vast majority of school districts have stringent rules against nearly all forms of social networking during the school dayeven though students and parents report few problem behaviors online. Indeed, both district leaders and parents believe that social networking could play a positive role in students lives and they recognize opportunities for using it in educationat a time when teachers now routinely assign homework that requires Internet use to complete. In light of the study findings, school districts may want to consider reexamining their policies and practices and explore ways in which they could use social networking for educational purposes. Jeff Cain (2008) in Online Social Networking Issues Within Academia and Pharmacy Education it has been said that Facebook is a tool that aids students in developing their identities and finding their fit within a college community. Helping students connect and stay in contact with old and new friends is touted as one of the significant benefits of Facebook. Making connections on campus which help them feel that they belong may be an important factor in student retention. These capabilities along with the many facets of communicating with their friends make social networking sites very appealing. Although extremely popular, especially among younger generations, social networking sites are not without their issues. Controversy surrounds the use of these sites, specifically in terms of privacy, safety, and attitudes toward revealing personal information to the world. Most of the press concerning these sites has been negative in focus. Newspapers and magazines related to higher education are replete with cases of college students who experienced negative repercussions from questionable activities that were made public online.9,15-26 The list of incidences are long and revolve around a myriad of issues related to photos, posts, and/or personal profiles. Social networking sites such as Facebook provide individuals with a way of maintaining and strengthening social ties, which can be beneficial in both social and academic settings. These same sites, however, also pose a danger to students privacy, safety, and professional reputations if proper precautions are not taken. Colleges and schools of pharmacy would be advised to consider how these issues might affect their students. At a minimum, schools should take appropriate steps to educate students about these matters. Research is needed on professional students usage and attitudes toward online social networking sites. Monitoring and usage of these sites by institutions venture into legal grey areas concerning the Fourth Amendment, the right to privacy, and duty of care, and should be approached with caution. Discussion is warranted on how, if at all, material found on student social networking sites should be used in colleges of pharmacy admissions decisions and/or matters of a discip linary nature. Further research is needed on how best to address the issues surrounding online social networking. Danah M. Boyd and N.B. Ellison (2007) in their research paper Social network sites: Definition, history, and scholarship it has been said that Social network sites (SNSs) are increasingly attracting the attention of academic and industry researchers intrigued by their affordances and reach. This special theme section of the Journal of Computer-Mediated Communication brings together scholarship on these emergent phenomena. In this introductory article, the authors describe features of SNSs and propose a comprehensive definition. They then present one perspective on the history of such sites, discussing key changes and developments. After briefly summarizing existing scholarship concerning SNSs, they discuss the articles in this special section and conclude with considerations for future research. The work described above and included in this special theme section contributes to an on-going dialogue about the importance of social network sites, both for practitioners and researchers. Vast, uncharted waters still remain to be explored. Methodologically, SNS researchers ability to make causal claims is limited by a lack of experimental or longitudinal studies. Although the situation is rapidly changing, scholars still have a limited understanding of who is and who is not using these sites, why, and for what purposes, especially outside the U.S. Such questions will require large-scale quantitative and qualitative research. Richer, ethnographic research on populations more difficult to access (including non-users) would further aid scholars ability to understand the long-term implications of these tools. They hope that the work described here and included in this collection will help build a foundation for future investigations of these and other important issues surrounding socia l network sites. M. Brendesha Tynes (2007), in Internet Safety Gone Wild? Sacrificing the Educational and Psychosocial Benefits of Online Social Environments it has been said that Many Internet safety and parenting experts suggest that parents prohibit their teens from social networking sites and other online spaces where predators may lurk. But we may do adolescents a disservice when we curtail their participation in these spaces, because the educational and psychosocial benefits of this type of communication can far outweigh the potential dangers. These benefits include developing cognitive skills that are consistent with those required in educational settings and perspective-taking skills that are necessary for citizenship in an increasingly multiracial society. Alternative strategies for keeping adolescents safe online should build on the increasing technological awareness and sophistication of teens themselves. Danah Boyd (2007) in her research paper Why Youth Social Network Sites: The Role of Networked Publics in Teenage Social Life has said that Although news media give the impression that all online teens in the United States are on MySpace, this is not the case. For this reason, I want to take a moment to discuss who is not participating. In 2004, PEW found that 87 percent of teenagers aged twelve to seventeen have some level of Internet access.5 In a study conducted in late 2006, they found that 55 percent of online teens aged twelve to seventeen have created profiles on social network sites with 64 percent of teens aged fifteen to seventeen.6 While these numbers are most likely low,7 it is very clear that not all high school students participate in online communities that require public content creation like social network sites. Gender also appears to influence participation on social network sites. Younger boys are more likely to participate than younger girls (46 percent vs. 44 percent) but older girls are far more likely to participate than older boys (70 percent vs. 57 percent). Older boys are twice as likely to use the sites to flirt and slightly more likely to use the sites to meet new people than girls of their age. Older girls are far more likely to use these sites to communicate with friends they see in person than younger people or boys of their age.10 While gender differences do exist and should not be ignored, most of what I discuss in this article concerns practices that are common to both boys and girls. The research paper Exploring the Educational Potential of Social Networking Sites: The Fine Line between Exploiting Opportunities and Unwelcome Imposition by Henk Huijser (2007) University of Southern Queensland explores potential educational applications of Web 2.0 technologies, and cuts through some of the hype generated around these technologies, as well as around characteristics of Generation Y, and their implications for learning and teaching. Web 2.0 technologies both reflect and drive a blurring of the lines between students and university educators, which has a potentially profound impact on learning and teaching in higher education. This paper argues that Web 2.0 technologies, and Social Network Sites in particular, offer exciting opportunities but that educational applications of these technologies should be based on sound pedagogical principles and driven by empirical research and careful evaluation, if they are to effect meaningful learning experiences for all students. In the research paper Social networking sites within Higher Education threat or opportunity? by Neville Palmer, Jomo Batola, Margaret Jones and Sheila Baron (2007) it has been said that a Southampton Solent University, students predominantly use Facebook to advertise social and sporting events, make new friends, or chat among existing friends. There are currently over 6,200 members of the official Southampton Solent network, which represents around 40% of all students at the University, though there may be more in other groups. Currently there seem to be at least 150 different groups representing areas of interest under the umbrella of the University, ranging from the bizarre to sports clubs, social activities and academic related interests. Most of these groups have a small membership. There are also alumni groups, and some specific course related groups. These seem to have been formed, not by staff, but by students. For example there is a group for journalism students and another for business studies. There is a mixture of social chitchat, but also course related self help discussion. The journalism students are also giving each other leads on where they can get work experience. Forums are a form of Social Software that can be a useful tool in education. Forums are also related to Blogs, though a blog is centered on an individual, whereas a forum is centered more on an area of interest (Holzsclag 2005). There are many blogs on the Internet posted by individuals to discuss subjects ranging from their personal lives to World events. However some students are using blogs to post and discuss their work and ideas so that others can comment and advice on it (Polly 2007). A forum can be useful when a particular topic or area of interest requires discussion on the Web. This concept is being used at Southampton Solent University. In the research paper Youth Impact I has been said that A combination of the words iPod and broadcast, podcasts are digital media files distributed over the Internet and listened to on a portable media player. A related term is vodcast, which describes podcasts that incorporate video. Podcasts were originally conceived as a way for people to create their own radio shows without needing a recording studio or transmission network. They evolved into a means of recording and distributing speeches, classes and training sessions, and public safety messages. They are especially popular in K-12 schools and colleges: Teachers and professors use them to record lessons, debates, and guest speakers for absent students or later use, and students use them to record their presentations, projects, and experiments Podcasters and vodcasters record their audio and video sessions, edit them, and upload them to a feed. Listeners and viewers use a podcatcher service such as iTunes to search for and subscribe to one or more feeds. When a new podcast or vodcast is released on the feed, the audio or video file will download automatically to the subscribers iPod, computer, or other device so that they can listen to or view it at their leisure. The review of literature gave a clear idea on the use of social networking websites and the aim of the study was formulated to find the Impact of Social Networking Websites on the education of Youth and the objective is to find the trends in the Internet use by youth and to study the impact of social networking websites on the education of youth. METHODOLOGY For conducting the research, the researcher has chosen the following two methodologies: Survey and In-depth Interview. The researcher adopted the Stratified Random Sampling technique. Stratified random sampling is done when the universe is heterogeneous i.e. if the people are of different kinds. So the universe is sub-divided into many homogeneous groups or strata. And the random sampling is done in each stratum and the sample size from each stratum is taken proportionally. The total number of samples taken were 500 i.e., 125 in each stratum. The researcher has sub- divided the universe as following strata Stratum 1- +1 +2 students Stratum 2- Engineering students Stratum 3- medical students Stratum 4- Arts Science and others Also, the researcher has interviewed experts from the field to know their perspectives of the impact of the Internet on education and to know the impact of social networking sites and how far it complements the students education. ANALYSIS Survey: Statistical Analysis Survey has been done among five hundred respondents, one hundred and twenty five students from each stratum. Among the five hundred respondents 295 were male and 205 were female. 100 students accessing Internet for more than five years, 140 students for 3-5 years, highest of all- 205 students for 1-3 years and the lowest of all- 55 students for less than a year. 210 students access Internet several times in a week, 125- once in a week, 70- once in a day, 45- several times in a day and 50- rarely. When asked about the number of years the students are using social networking sites (SNS), majority of the students from all stratum have selected the option 1-3 years. Majority of the students sit in the social networking sites several times in a week. Next highest is the option once in a week. The lowest is several times a day. Maximum number of respondents uses social networking sites more than one hour and exactly only 185 students sit for less than hour. Maximum respondents said the SNS is rarely useful for their education and 140 students said it is useful only during the exams. 65 said it is useful for the education at all times and 85 said it is never useful for the education. 310 students said SNS is time consuming, 195 said they use SNS for education and 135 said they chat regarding academics in SNS. 190 students have not agreed that social networking is time consuming. But out of 190 students, 150 of them sit in SNS more than hour. 75 of them sit for 2-4 hours and 5 sit for more than four once they access the social networking sites. 260 students said their academic performance didnt change because of using SNS and only 15 students said that it has decreased. Others said it has improved. 455 students have an account in Orkut and some of them have account in Facebook, Hi-5 etc. But next to Orkut many are familiar with the Youtube website and the next is Facebook. SNS is highly used by the students as a messenger, then it is used for sharing photos and videos and then it is used to find new friends. Only 140 students have joined in the communities regarding academics, out of which 110 had said that those communities were helpful for the education. And only 40 students have said that the social networking sites distract them from the studies. Thus, from the percentage analysis of the survey data, it is found that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. Maximum percentage of the students accessing social networking sites for 1-3 years. Figure 1.1 No. of years students accessing SNS 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. Figure 1.2 Time spent in SNS 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. Figure 1.3 SNS in education 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. Figure 1.4 SNS is time consuming 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Figure 1.5 Academic performance Interview with Prof. V. Sundareswaran Dr. V. Sundareswaran, the Professor Head, Department of Media Sciences, Anna University Chennai has thirty one years of experience in the teaching field. When asked about the difference between knowledge level of students ten years back and the students at present he said that retrieval or gathering of information was very difficult in those days. It took a lot of time to reach the source materials which are in libraries. But nowadays students gather lot of information very quickly and easily using Internet. And said because of the Internet the students at present are more knowledgeable than the students in the past. And also added at times students know more than the teachers also. He said no one knows about how students are using the Internet. When a student is at home, teachers doesnt know how and for what he/she is using the Internet and when the students are at the institution, parents doesnt know what he/she is doing. When asked about students- teachers interaction via Internet he said that it is a good and easy way for a student to reach the teacher and clear some doubts or get some guidance at any time. But nothing is equivalent to the conventional class room. He always prefers the traditional classroom teaching method and specifically chalk and board teaching. He doesnt prefer to use the Over Head Projectors and Powerpoint slides also. When asked whether he thinks the information is better conveyed through the interactions with the teachers by the students in the Internet, he said he dont know as he doesnt use Internet much. He rarely uses Internet only to guide his research students. When asked about websites like Orkut and Facebook, he said he dont know about those sites and remembered me his point that at times students know more than their teachers. Interview with Mr. Kiruba Shankar Mr. Kiruba Shankar, CEO of f5ive technologies, a web based company is also a social media enthusiast. When asked about his opinion about the social networking sites like Orkut and Facebook they are wonderful tools to expand ones contact beyond the first circle of friends. Its a wonderful way to keep ones friends updated about whats happening in his/her life. That said, Social Networking sites are like a two edged knife. While they can be extremely useful, they can also be misused and become a time sink. He doesnt think social networking sites help improve students education. But what they do well is improve connections which can be quite useful in the real life. In corporate life, connections and contacts are everything. He believes that SN sites in colleges helps prepare for the real world. He said most students are using SN sites for the following 1) To maintain friendship connection with existing friends 2) Reaching out to friends of friends who they would like to be in touch with 3) To improve the brand image of the person in the community 4) Reach out to the opposite sex. He says that these websites definitely distracting the students from their studies. These SN sites are a big time sink and before we know it, they would have sucked away a lot of our time. It can easily become an addiction. He also said that in future, academic institutions will embrace the concept of SN and tweak it to be an integral part of the education system. Thats the right way of doing it. Elements like blogging, podcasting and wikis are already being actively used in documenting the lessons. FINDINGS CONCLUSION The study reveals that 41% of the students are accessing Internet for 1-3 years and 28% for 3-5 years. 42% access Internet several times in a week and 25% once in a week. Apart from social networking many students use the Internet for sending e-mails and chatting. Apart from social networking 51% of the respondents use Internet for downloading music/videos, 76% for sending e-mails/chatting and 60% for educational purposes. More percentage of the students accessing social networking sites for 1-3 years. 33% of the students access SNS several times in a week, 28% once in a week, 18% rarely, 14% once in a day and 7% several times in a day. More percentage of the students sits in SNS more than an hour when accessed. 13% said that SNS is useful in education at all times, 28% said it is useful only during exams, 42% said it is rarely useful and 17% said it is never used for education. 62% had accepted that SNSs are time consuming, 39% agreed that they use SNS for education, 27% chat regarding academic subjects in SNS. 52% of the students said that their academic performance didnt change because of using SNS and only 3% said that it has decreased. 39% said it has improved and 9% said it has improved a lot. Though students dont accept that SNS distracts them from their studies, it is clear that SNS is time consuming which