Effects of various types of drugs Research Paper

Effects of various types of drugs - Research Paper Example This essay considers the various types of effects of these drugs as they influence the person or persons who have consumed them. Depressants have are a specific type of psychoactive drug that temporarily limits the functionality of a specific part of the brain or body ("Msds glossary," 2010). There are a broad variety of depressants, many of which human beings consume recreationaly. In these regards, one of the most popularly consumed depressants is alcohol. While most individuals have experienced the effects of alcohol, its necessary to advance an objective understanding of these effects as they relate to different types of psychoactive drugs. Some of the most notable effects of alcohol are disinhibitions. In these regards, the impulses one might think or feel when they are sober but are inhibited to act upon – when under the influence of alcohol – the individual is then considerably more likely to follow through (Myers 2010). Another notable effect of alcohol is slowed neural response. In these regards, significant alcohol consumption slows the users sympathetic nervous system so they oftentim es exhibit effects such as slurred speech, and impaired movement. The slowing of the individuals neural response through alcohol consumption is a highly notable effect, as it is through this effect that individuals oftentimes become involved in fatal traffic accidents. Another highly prominent type of depressant are barbiturates. Barbiturates are understood as, â€Å"can be used as hypnotics, sedatives, anticonvulsants and anesthetics, although they are probably most familiar as sleeping pills ("Barbiturate,"). In these regards, barbiturates are generally understood as tranquilizers for their sedative effects. While in small doses barbiturates have been administered as sleep or pain aids, in larger doses they can be potentially dangerous, leading to impairment of memory,

An Analysis Of Family Structure And Dynamics Social Work Essay

An Analysis Of Family Structure And Dynamics Social Work Essay The concept of family identity can be defined as a familys subjective understanding of reality based on shared beliefs and experiences that determine how individual members interact and relate to each other and the world outside the family (Bennett, Wolin, McAvity, 1988). Throughout my childhood my family had two identities: a public identity that was shaped by societal expectations and norms, and a private identity that was governed by the unique needs and issues that plagued our family life. From a public perspective we were a traditional middle class family complete with a married couple, three children, and two dogs. We lived in a modest but nice home in a suburban community, my sisters and I attended private schools, and we were financially secure. However, few people were aware of the conflict, chaos, and abuse that occurred behind closed doors within our home. Our private identity, characterized by dysfunctional behaviors and interactions that occurred between various members of the family, told a very different story. The structure or organization of my family based on patterns of interactions, subsystems, and boundaries is important in understanding the dynamics within my family of origin (Minuchin, 1974; Nichols, 2011). The genogram, or family diagram, provided in the appendix illustrates a multigenerational view of structure and relationships within my extended family (Bowen, 1978; Nichols, 2011). However, for the purpose of this paper I will focus on the structure of my family of origin. My family consists of my father, Gerald, my mother, Alma, and three children: Michelle, the eldest, Jennifer, the middle child, and myself the youngest child. Our family structure was governed by familial roles, rules, and expectations (Nichols, 2011). My father held the role of financial provider within the family. His responsibility was to ensure that the family had financial security. My mother maintained the role of caregiver and leader. She was the matriarch of the family and was charged with the task of maintaining every aspect of the home and family. My oldest sister was the scapegoat and protector within the family. Family issues were often projected onto her forcing her to take responsibility and blame for family dysfunction (Shulman, 2006). She also held the role of protector within the sibling subsystem, and frequently shielded my middle sister and I from danger and harm within and outside the home. My middle sister was the quiet member and model child of the family. She is passive and rarely expressed opinions regarding family issues, and always made an attempt to satisfy familial expectations and demands (Shulman, 2006). As the youngest child, I played the role of gatekeeper within the family. My goal as the gatekeeper was to use my wit and humor to help the family return to a state of homeostasis by easing tension and restoring calm and peace within the family (Shulman, 2006). My family was also governed by a set of explicit and implicit rules and expectations (Nichols, 201 1). Explicit rules and expectations consisted of good behavior, high academic achievement, and the completion of various chores and duties within the household. Implicit rules helped fortify family secrets and included keeping family issues private, and forbidding family members to discuss or acknowledge the dysfunction within the family. Additionally, my family operated as a closed system with rigid boundaries limiting input from outside sources (Minuchin, 1974; Nichols, 2011). We were not open or welcoming to outside influences and support; rather, we internalized familial issues and problems. My mothers mental illness complicated family dynamics and contributed to the pathology within the home. My mother has Borderline Personality Disorder which made her a polarizing presence within our home due to her frequent fits of rage and unstable mental health (Nichols, 2011). Thus, the familys attention and energy was primarily focused on my mother and her needs (Nichols, 2011). My mother would frequently displace her anger and rage onto my sisters and I in the form of physical and emotional abuse. Her behavior affected relationships, boundaries, and attachment patterns within the family as illustrated in the family genogram. My mother exhibited an anxious-ambivalent attachment to my father due to her imminent fear of abandonment (Bowlby, 1988; Nichols, 2011). She desperately desired my fathers love and attention, but would behave in ways that created conflict and chaos within the marital subsystem (Bowlby, 1988; Nichols, 2011). As a result, my father developed an anxious-avoidant attachment to my mother, which resulted in him creating a rigid boundary within the marital subsystem in order to protect and distance himself from my mothers anger and concomitant feelings of helpless and frustration (Bowlby, 1988; Minuchin, 1974; Nichols, 2011). My parents were involved in a cyclical pursuer-distancer pattern of interaction that resulted in my fathers disengagement within the marital subsystem (Minuchin, 1974; Nichols, 2011). The dynamics, boundaries, and attachments between the parental and child subsystems were equally complicated. The relationship between my mother and my oldest sister was filled with conflict and tension. My mother was exceptionally abusive to my oldest sister which resulted in the establishment of disorganized attachment (Bowlby, 1988; Nichols, 2011). My oldest sister perceived my mother as frightening; yet, she desperately desired nurturance from my mother and fluctuated between distancing herself from my mother and desperately seeking comfort and security (Bowlby, 1988; Nichols, 2011). My oldest sister and my mother were psychologically and emotionally entwined or fused with one another despite years of abuse (Bowen, 1978; Nichols, 2011). My middle sister established an anxious-avoidant attachment with my mother (Bowlby, 1988; Nichols, 2011). As a child, my middle sister rarely sought help, guidance, or comfort from my mother as a result of the abuse she endured and my mothers inab ility to adequately address her needs for safety and comfort (Bowlby, 1988; Nichols, 2011). I established an anxious-ambivalent attachment to my mother in which I desperately depended on her for emotional support and encouragement despite her abuse, but rarely received adequate comfort and nurturance (Bowlby, 1988; Nichols, 2011). My sisters and I have an anxious-avoidant attachment with my father as a result of his inability to consistently provide us with comfort and safety in response to my mothers abuse (Bowlby, 1988; Nichols, 2011). The family dynamics, however, strengthened the sibling subsystem. My sisters and I have a secure attachment and are able to rely on each other for support, comfort, and nurturance in the face of adversity (Bowlby, 1988; Nichols, 2011). Culture and ethnicity also played an integral role in my family identity and dynamics. My parents are first generation Mexican-Americans and were raised in families that emphasized traditional Mexican cultural values and beliefs including a strong commitment to family, respect, trust, and religion (Rothman, Gant, Hnat, 1985). However, my parents raised my sisters and I in a bi-cultural environment that incorporated various aspects of American and Mexican culture and traditions. My parents emphasized trust, respect, and commitment within the family, but they also introduced American language, food, celebrations, and values including a focus on individuality, privacy, and achievement (Rothman et al., 1985; Beane, 2011). Additionally, contrary to traditional Mexican culture, there was a stronger emphasis on immediate rather than extended family (Rothman et al., 1985). Religion was also an important cultural aspect of our lives. My family is Catholic and placed a strong emphasis on relig ious beliefs and rituals such as praying before meals and attending church together every Sunday. Family Crisis/Transition In June of 1992 my family, as we knew it, changed forever. My father left our home without any prior notice or discussion and filed for divorce from my mother. His abrupt and unanticipated departure from our home left every family member struggling with feelings of shock, confusion, disdain, anger, and anxiety. The initial phase of the divorce process is identified as the most stressful time for a family due to the changes in family structure as a result of the absence of a parent, and subsequent pressures and demands for family members to take on new roles and responsibilities (Cooper, McLanahan, Meadows, Brooks-Gunn, 2009; Kelly Emery, 2003). Additionally, families often experience significant changes in socioeconomic, social, and health resources as the result of a divorce that often increases the level of stress within a family and complicates the coping and adaptation process (Cooper et al., 2009, p. 559; Kelly Emery, 2003). According to the ABC-X Model of Family Crisis, a fam ilys ability to adjust and cope with transitions and crises is based on the interaction of the following variables: A-the situation or stressor event, B-available resources, C-the familys perception of the event, and X-the degree of stress or crisis experienced by a family (McKenry Price, 1994). Let us now apply the ABC-X Model of Family Crisis to analyze my familys initial response to the stressful transition of my parents divorce. The stressor facing my family was the separation, and subsequent divorce, of my parents which left the family in a state of distress and significantly altered our family identity, structure, dynamics, and functioning. My fathers absence resulted in significant financial hardship for the family, which forced my mother to enter the workforce and take on the new and unfamiliar role of financial provider. The responsibility and demands of this new role affected my mothers ability to maintain her caregiver role within the family. As a result, my sisters and I had to take on many of her responsibilities within the home. Initially, my oldest sister took on the role of caregiver in my mothers absence. However, my oldest sister left for college shortly after my fathers departure which resulted in significant changes to the sibling subsystem and further complicated our familys ability to adapt and cope. My middle sister was forced to abandon her usual role as the quiet member, and assume the r ole of protector and caregiver. This new role placed a great deal of pressure on my middle sister and changed the dynamic within the new sibling dyad by increasing tension. Additionally, I was no longer able to successfully ease family tension and chaos as the gatekeeper, and assumed the new role of helping my middle sister maintain the household. The divorce also affected family attachment needs, boundaries, and relationships. After the divorce, my father was physically and emotionally cut-off from my mother and the rest of the family (Bowen, 1978; Nichols, 2011). My sisters and I had no contact with my father for a year following the divorce, which created a rigid boundary between him and the child subsystem and contributed to our inability to reconcile our grief and heal (Minuchin, 1974; Nichols, 2011). Additionally, boundaries between the parental and child subsystems, and within the sibling subsystem, became more diffuse as a result of the new roles and responsibilities of each family member (Minuchin, 1974; Nichols, 2011). The changes in family structure forced my middle sister to take on more of a parental role within the sibling subsystem. Additionally, my mother was unable to spend as much time within the home due to the demands of her new role as financial provider, which created a distance and disengagement between the parent and child subsystems (Minuchin, 1974; Nichols, 2011). My mothers relationship with my oldest sister was equally affected as a result of the transition. After she left home, my oldest sister was able to emotionally separate or cut-off my mother and the chaos within the home (Bowen, 1978; Nichols, 2011). However, my oldest sister continued to provide emotional support within the sibling subsystem. My mothers mental illness complicated her ability to cope with the transition and adequately address the attachment needs of my sisters and I (Minuchin, 1974; Nichols, 2011). Despite the complicated and chaotic relationship we each had with my mother we desperately needed and wanted her comfort, guidance, and nurturance in response to the pain, confusion, and anguish we were feeling. However, my mothers own emotional instability rendered her unable to adequately address our needs for attachment. My mother was preoccupied with her own needs for emotional comfort and responded in a cold and rejecting manner to our need for comfort and security. Rather, my middle sister and I were forced to provide comfort and solace to my mother and put our own needs aside. This role reversal further complicated the interactions and boundaries between the parent and child subsystems. Culture also influenced my familys perception of the divorce and ability to cope with the transition. The dissolution of a marriage and family is not well accepted within the Mexican culture due to the strong emphasis on family connection and commitment. In fact, families that experience divorce are often shamed and ostracized by extended family as was the case in our family system. My maternal grandparents expressed disdain and disappointment in my mothers inability to salvage her marriage and family, which created more tension within our family. Additionally, divorce was uncommon within our suburban community. We were the first family in our community to experience a divorce and this contributed to my familys feelings of embarrassment and shame. The divorce also altered our familys public identity of the ideal middle class family, and revealed some of the conflict and chaos within our home. Our family identity now reflected marital discord and a broken home. Our religious beliefs a lso complicated our ability to adapt after the divorce. Divorce is not supported or condoned within Catholicism which increased our feelings of embarrassment and shame in the Catholic community. My family had limited access to resources following the divorce. As previously mentioned, our family operated as a closed system which complicated our ability to attain adequate financial, social, and emotional support and assistance from external systems (Minuchin, 1974; Nichols, 2011). Our socioeconomic status, financial resources, and standard of living were significantly minimized. We transitioned from being a financially secure middle class family to living below the poverty line in a matter of months. Our access to social support was also limited as a result of the rigid boundaries separating my family from external systems of support such as family friends and mental health professionals (Minuchin, 1974; Nichols, 2011). Rather, each member of the family sought individual resources within and outside the family to help alleviate emotional distress and attain support. For example, my sisters and I sought support from external systems including friends and teachers (Nichols, 2011 ). We also relied on the secure attachment we had with each other for emotional support and guidance (Bowlby, 1988; Nichols, 2011). My mother sought emotional support from extended family, the child subsystem, and her new co-workers. My parents divorce was an unexpected event that significantly increased the level of stress within my family and contributed to changes in family identity, structure, roles, relationships, and resources. My familys resistance to seek and accept external resources and support further complicated our ability as a system to recover from our loss and adaptively cope with the transition. Cultural influences also contributed to a negative appraisal of the situation. My familys negative perception of the divorce resulted in feelings of hopelessness and despair rather than an emphasis on problem-solving and growth (McKenry Price, 1994). This negative perception significantly inhibited our ability to adaptively cope with the transition and associated stressors. My family was able to readjust structure and roles, but lacked cohesion and stability. The culmination of the event, the lack of sufficient resources, and the negative perception of the transition resulted in my familys appraisal of t he event as a crisis that disrupted equilibrium, increased pressure and stress within the family system, and negatively affected family functioning (McKenry Price, 1994).

The Business of the Ford Corporation :: Ford, automobiles, business,

The state where I live is ‘Ford Country†. There are many Ford auto products such as autos and trucks driven daily. Although I am not fully familiar with the intricacies of the Ford Corporation, the business dealing with this organization is endless. Ford’s marketing department responsibility lies with one state where there are 6 other competitors in the Ford organization, its product price is the area where a difference advantage for the Ford Company can occur. The ability to achieve such a goal for the Ford organization begin with the auto manufacturer production capacities and prices of its highest-volume cars, the target market and the buying patterns of its customers. Using the 4Ps –Production, and the Ford organization, the banks might watch the auto manufacturers sticker prices and the prices which the auto sales for. Plus, the Ford Company knows its sudden excess capacity in production of its auto has created capacity overload. As a result, the Ford organization competitive environment has prevented Ford and other auto makers from increasing its prices. As marketing director, Ford’s production of auto’s will continue but with less models. For instance, last year the Ford auto maker was able to hold the production line on its prices.[2].On the other hand, because of strong competitive environment, this prevents the Ford organization from increasing the autos and trucks prices [3]. The Ford organization can differentiate its product from rival competitors using price. The company can only offer lower price, by reducing the current line of autos and trucks costs. The marketer wants to consider the immediate an d future plant productions of autos made in its other plants. Especially, if certain auto and truck engine production plants will distinguish to meet Ford’s manufacturing according to each Ford production plant state engine need, thus, Ford can further differentiate its auto product. For example, in states where auto and trucks fuel emission engines are a concern the company will want to address this need of the customer. For example, Ford will want to reduce the emission cost of its auto and trucks in states such as California, New York and Massachusetts, or cut out the consumer cost.

Ethical Standards for Human Research Essay

Ethical standards in human research should be followed strictly as they encourage the participants of the process to get involved in experiment as far as these standards are met. The ethical standards ensure that the risks he/she can be exposed to are taken care of to ensure maximum benefit at the end of the exercise. While accessing risks to benefits encountered in the course of experiment one should determine how much risk is acceptable and how much benefit is necessary. The participant should be willing to accept some risks which one may encounter during experiment. These risks should not exceed the importance of experiment for they will be creating more harm to participant than benefit of the problem being solved. In determining the risks and benefits that participant might face one should ensure that the risks should not weigh the benefits. First, one should access the benefits since the participant can agree thee processes to continue based what benefits he/she can get as compared to the risks he/she is exposed to. If researcher seer that the risks are more than benefit he/she can discontinue the process and find a better processes which minimizes the risks and maximizes the benefit. One can determine how much the risks are accepted by the willingness of participant to undergo the processes. Benefits should be necessary since the participant cannot agree the procedure to be carried on which does not benefit him/her. How much risk can be accepted by participant should be kept minimal and one should allow the participant to give full voluntary to participants. Participants should also come out of the experiment unharmed. Deception in research should always be avoided at the participant may fail to undertake the process if he/she find out that he is being deceived in any way. But centrally to this deceit can be allowed in research under different circumstances. For example, when deceptive techniques are justified by the type of research one is carrying out. This can only be done when no other method without deceit can be applied. Also researcher should disclose all the aspects of research and should not deceive the participant on some aspects that can lead to him or her rejecting the research processes. Incase the researcher has no alternative and has to use deception; the participant should be aware of it and agree or disagree to carryon with the procedure out of his or her own will. The end never justifies the mean used to achieve it. This principle signifier that the way one terminate or come to an end of any given process its not always justified by the methods used to achieve it. This is because in the course of processed one can encounter some difficulties or end up creating some mistakes and if corrected, the final result do not incorporate the mistake done. An example in history where this principle was violated is the law that dealt with human protection. This law was meant to protect different groups, for example, children and prisoners, pregnant mother. Therefore in this procedures are just carried out which are meant to bring forth good outcome but this was violated since many researcher do not consider there different groups of people. Another example is Tuskegee Syphilis study where the researcher exposed the concept of justice. In this the benefits of study were restricted to those who could afford them and therefore less participation was experienced (Gilbert Horrax 1952). Various issues are presented when carrying out research involving human subject. There issues include: Invasion of privacy, Any study carried out on human should be taken with a lot of privacy so as not to expose the details of your finding. This encourages participant to be more willing to participate. Also the practice should be taken with a lot of confidentiality in that the findings are known between the researcher and the participant only. Other issues such as stress and discomfort should be avoided on participant and therefore the research should be carried out with a lot of ease.

Performance Management System Essay

Purposes: – * It will be linked on performance, be a fair and transparent system * Rewarding the employees for their contribution to the growth of the organization in alignment with the strategic organizational goals * Rewarding their achievements as well as their contribution to their teams * Motivating individuals by indicating their position in the organization structure. * Motivate the employees in order to increase their efficiency * Foster a healthy employment relationship and commitment. Use – This system will be a vital component of the performance appraisal process as it will interpret the evaluation of the entire process and route the end result to a more meaningful conclusion for the appraise and the appraiser. It system will be used to build trust in the employee that diligence, perseverance and hard work is acknowledged and rewarded by the organization. This will ensure the best of the employees to come up and contribute to the overall growth of the organization. Frequency – Annually, March – April every year after the initial stages of performance appraisal process have concluded. Responsibility- The appraiser will have the authority to recommend the appraiser for the incentives and rewards. This will be further evaluated by the concerned the Head HR of the project and then of the Unit and approved. Format – Reward System will consist of financial as well as non-financial incentives. 1) Financial Incentives a. Merit and performance based incentives It is a tangible form of recognition and motivates employees to achieve more in the tryst of achieving and producing worthwhile results. Based upon the bracket to where the employee scores on the final evaluation of the performance appraisal system, the employee can be rewarded performance incentives in the following way – Rating| Incentive – Salary hike| Excellent(5)| + 20 % raise in the salary| Very Good(4)| +15% raise in the salary| Good (3)| +10 % raise in the salary| Average (2)| +5 % raise in the salary| Poor(1)| NA| The rating will be based on the objective scores of the final evaluation based on statistical calculation and the range of these will be defined precisely and clearly. A. Team based incentives * The team successfully completing the project before the deadline, * complying with the business standards of the organization, * fulfilling all the contractual obligations and expectations of the client * Providing a innovative solution that surpasses the stated expectations of the client Will ensure a 5 % hike in the salary of the team members known as Team Bonus. For every successful implementation of the project by the team on the client end, the team will be eligible of additional 7% profit share generated by the project implementation. This incentive will be disbursed among the team equitably. B. Competency and skill based incentives This component will reward those employees which showcase exceptional level of competencies inclusive of the behaviours and attribute of the appraise and the KSAs for their job level i.e. knowledge of the domain working in, interpersonal skills of the individual, team management skills and other defined competencies important for the job level. The reward will be +2% raise for each competency in which the employee is exceptionally outstanding. 2. Non-Financial incentives – A. Publication of achievements in the online journal of the organization Achievements of the employees for developing an innovative solution, path breaking discoveries will be published in the online journal of the organization. B. Inclusion in the hall of fame The employees will be included in the Hall of Fame for doing research and publishing their findings in the International Journals of high recognition. C. Best Team player award of the month This award will be nominated by the team members and recommended by the Team Lead and if the condition exists that no one is eligible for it in a particular month then it can be omitted too for that month. It will be published on the online portal of the company and will include an exclusive company sponsored dinner for the employee and his/her family. An employee can receive this award a maximum of 4 times a year only. D. Best Team player award of the year This award will be based on the overall feedback of all the employees based on the comprehensive performance appraisal report. Every team can recommend maximum of 2 members for this award. The review committee constituted for every location will further evaluate the contenders for the position and based on these parameters the award will be given. The other incentive related with this award will be 3 day – 4 night company sponsored holiday for the employee and spouse. E. Star team of the year This award will be based on the targets achieved by the team, compliance with the standards set by the organization, timeliness, team cohesiveness (which will be inferred from the performance appraisal of all the members of the team) and based on the recommendation of the DC Project Head. A star team will get an additional bonus of 5 % for that year. Performance Improvement Plan (PIP) The Performance Improvement Plan – (PIP) is designed to facilitate constructive discussion between the appraisee and appraiser and to clarify work performance to be improved. It is implemented at the discretion of the appraiser. Once the appraisee has developed the plan, the document is reviewed by the appraiser to determine if the activities outlined will help the employee to attain the desired level of performance. The supervisor will monitor and provide feedback to the employee regarding their performance and may take additional disciplinary action, if warranted. The below form needs to be filled by the appraisee during the Performance Appraisal Process: Performance to be improved| The employee lists the activities they will initiate to improve performance – including skills to be improved and changes made to meet work performance expectations. (List short and long term goals to be accomplished as applicable.)| Targeted date for improvement – by when?| Expected results| Dates reviewed by employee and supervisor| | | | | | The appraiser should jointly review the form above and the following 6 items needs to be answered with the appraisee when using the document. 1. State performance to be improved (be specific and cite examples). 2. State the level of work performance expectation and that it must be performed on a consistent basis. 3. Specify the support/resources you will provide to assist the employee. 4. Communicate your plan for providing feedback to the employee (meetings, with whom and how often). 5. Specify possible consequences if performance standards are not met. Potential Appraisal Please complete the following Appraisal of Potential for your employee. This Appraisal concentrates on other types of tasks, or other greater responsibility the employee is capable of doing, and in what direction their personal interests lead them. * In your opinion, what skills, knowledge talent, qualities should be developed or strengthened? Please be specific. * What is he/she personally doing to become more proficient in his/her assignment, and to prepare for more responsibility? * What are your plans and recommendations for a development program for this employee? Be specific. * What do you see as this employee’s next step positions? * What specific performance results were achieved during this review period (include all quantitative measures)? * Indicate major performance results achieved in the supervision of others. Include such items as staffing, delegating, motivating, resolving conflict, and development of staff. * Describe how well performance results were achieved compared to position  standards and specific performance requirements. * Comment on the methods and approach used by the employee in performing the job. Rate the employee on the following characteristics or how does the employee fair on following behavioural characteristics: * Decision making * Independent * Confidence towards the job * Handling stress and pressure * Inter-personal skills, both with superiors and subordinates * Leadership, motivating and conflict handling

navl operation amer cival war essays

navl operation amer cival war essays NAVAL OPERATIONS DURING THE CIVIL WAR At the beginning of the Civil War in 1861, there was little reason to suspect that the United States Navy would play a very big role in the war. The Confederate Navy had absolutely no navy, nor did they have the ability to create one. The south did not contain a single plant that could create a marine engine. (Carrison, page #17) The government of the Confederate States got underway in the spring of 1861, totally unprepared from a naval standpoint to uphold the independence it had declared. (Confederate Forces Afloat, page #1) The Confederacy lacked the adequate means to conduct an offensive of defensive war. (http://sunsite.unc.edu/ page 1a) They needed ships to defend its long coastline and inland waterways, to carry war to its northern shores, or to conduct the foreign trade, vital to its existence. To this bleak outlook was added but limited hope to acquiring or constructing a navy. Nevertheless, inspired determination and ingenuity evinced particularly by the more than 300 able officers who resigned from the United States Navy to support the southern cause. These men culminated in the rapid appearance of many varied types of forces afloat under the Confederate flag. (http://sunsite.unc.edu/ page 2a) The States Navy provided the foundation for the events to follow. The seceding states confiscated small United States ships, such as revenue cutters, coast survey ships, and lighthouse tenders. They also purchased others from northern owners as well as southern owners. They quickly started building additional vessels better suited for warfare. (http://sunsite.unc.edu page #2a) Also, the states that seceded automatically took with them the naval forces they had already accumulated. As the war went on, the confederacy created a better defense for their major ports, inland waterways, and the souths vast coastline. The better defense included the ironclads and th...

How Principals Can Provide Teacher Support

How Principals Can Provide Teacher Support Having a supportive principal can make all the difference for a teacher. Teachers want to know that their principal has their best interests in mind. One of the main duties of a principal is to provide ongoing, collaborative teacher support. The relationship between a teacher and a principal has to be built on a foundation of trust. This type of relationship takes a lot of time to build. Principals must slowly cultivate these relationships while taking the time to get to know each teachers strength and weaknesses. The worst thing that a new principal can do is to go in and quickly make a lot of changes. This will assuredly turn a group of teachers against a principal quickly. A smart principal will initially make small changes, allow time for teachers to get to know them, and then gradually make larger, more meaningful changes over the course of time. It is important to note that any significant changes should be made only after seeking and considering input from teachers. Here, we examine ten suggestions for earning teacher trust and ultimately providing them with ongoing, collaborative teacher support. Allow Time for Peer Collaboration Teachers should be given time to work together in a collaborative effort. This collaboration will strengthen relationships among your faculty, provide new or struggling teachers with an outlet to gain valuable insight and advice, and allows teachers to share best practices and success stories. The principal becomes the driving force in this collaboration. They are the one who schedules the time to collaborate and sets the agenda for these times. Principals who reject the importance of peer collaboration are selling its value far short. Ask Questions and Seek Their Advice The principal is the primary decision maker in their building. This doesn’t mean that teachers shouldn’t be included in the decision-making process. Although a principal may have the final say, teachers should be given a platform to express their feelings or provide advice for the principal, especially when the issue will directly affect the teachers. A principal should use the resources at hand when making decisions. Teachers have brilliant ideas. By seeking their advice, they may challenge your thinking on an issue may validate that you are on the right track. Neither case is a terrible thing when making any decision. Have Their Back Teachers are people, and all people go through difficult times both personally and professionally at some point in their lives. When a teacher is going through a difficult situation personally (death, divorce, illness, etc.), a principal should give them 100% support at all times. A teacher going through a personal issue will appreciate any support their principal shows during this time. Sometimes this could be as simple as asking them how they are doing and sometimes it may be necessary to give them a few days off. Professionally you want to back a teacher as long as you believe they are effective, ethical, and moral. There are situations where you absolutely cannot support a teacher because the decision they made is ethically or morally wrong. In this case, do not skirt around the issue. Be up front with them and tell them that they messed up, and there is no way you can back them up based on their actions. Be Consistent Teachers hate it when principals are inconsistent especially when dealing with student discipline or parent situations. A principal should always try to be fair and consistent with their decision making. Teachers may not always agree with how you handle situations, but if you establish a pattern of consistency, then they will not complain too much. For example, if a 3rd-grade teacher sends a student to the office for being disrespectful in class, check your student discipline records to see how you have handled similar issues in the past. You do not want any teacher to feel like you play favorites. Conduct Meaningful Evaluations Teacher evaluations are meant to be tools that show a teacher where they are and to move them in a direction to maximize their overall effectiveness. Conducting meaningful evaluations takes a lot of time and time is not something a lot of principals have, therefore many principals neglect making the most out of their teacher evaluations. Providing effective teacher support requires constructive criticism at times. No teacher is perfect. There is always room for improvement in some area. A meaningful evaluation allows you the opportunity to be critical and to offer praise. It is a balance of both. A satisfactory evaluation cannot be given on a single classroom visit. It is a collaboration of information gathered through many visits that provide the most meaningful evaluations. Create a Teacher-Friendly Schedule Principals are typically responsible for creating their building’s daily schedule. This includes class schedules, teacher planning periods, and duties. If you want to make your teachers happy, minimize the time they need to be on duty. Teachers hate duties of any kind whether it is lunch duty, recess duty, bus duty, etc. If you can figure out a way to create a schedule in which they only have to cover a few duties a month, your teachers will love you. Encourage Them to Bring Problems to You Have an open door policy. The relationship between a teacher and principal should be strong enough that they can bring any problem or issue and trust that you are going to try your best to help them out confidentially. Often times you will find that teachers simply need someone to vent their frustrations to, so being a good listener is often all that is necessary. Other times you will have to tell the teacher that you need some time to think about the problem and then get back with them with some take it or leave it advice. Try not to force your opinion on the teacher. Give them options and explain where you are coming from. Tell them what decision you would make and why, but don’t hold it against them if they go with another option. Understand that every situation that is brought to you is unique and how you handle that situation depends on upon the situation itself. Get to Know Them There is a thin line between getting to know your teachers and being their best friends. As their leader, you want to build a trusting relationship without getting so close that it interferes when you have to make a tough decision. You want to build a balanced relationship between personal and professional, but you don’t want to tip it where it is more personal than professional. Take an active interest in their family, hobbies, and other interest. This will let them know that you care about them as individuals and not just as teachers. Offer Advice, Direction, or Assistance All principals should continuously offer their teachers advice, direction, or assistance. This is especially true for beginning teachers, but it is true for teachers throughout all levels of experience. The principal is the instructional leader, and providing advice, direction, or assistance is the primary job of a leader. This can be done through a variety of ways. Sometimes a principal can simply provide a teacher with verbal advice. Other times they may want to show the teacher by having them observe another teacher whose strengths are in an area where that teacher needs assistance. Providing the teacher with books and resources are another way to provide advice, direction, or assistance. Provide Applicable Professional Development All teachers are required to participate in professional development. However, teachers want these professional development opportunities to be applicable to their situation. No teacher wants to sit through eight hours of professional development that doesn’t directly apply to what their teaching or they will never use. This can fall back on the principal as they are often involved in the scheduling of professional development. Choose professional development opportunities that are going to benefit your teachers, not just ones that meet your minimum professional development criteria. Your teachers will appreciate you more, and your school will be better off in the long run because your teachers are learning new things that they can then apply to their daily classroom.

Rules for Maintaining a Professional Relationship With Your Colleagues

Rules for Maintaining a Professional Relationship With Your Colleagues There are great companies out there- even companies that genuinely set good priorities to take care of their employees. But it is important to remember that you remain in a business relationship with your company and your boss. At the end of the day, no matter your loyalty or their friendliness, you are just a resource to a company- one of many. There are also terrible companies, who never even pretend to care about their employees’ wellbeing. Either way, it’s important to be savvy, and to learn how to conduct yourself in business transactions with your eyes open- to make sure you protect yourself.Here are a few rules of thumb to keep in mind.Don’t be buds with your boss.As tempting as it is to be your boss’s BFF (you get along like a house on fire, you have tons in common, you finish each other’s sentences!), it’s not always the best idea. First, there could be gossip from higher-ups and lower-downs if your promotion or bonus (however well-d eserved) is seen to be a favor from the boss-your-friend. By keeping your boss at a bit of a respectful arms’ length, you avoid any accusations of favoritism, inappropriate conduct, mercenary behavior, even â€Å"sleeping your way to the top.†It’s also best to keep secrets secret in a relationship with a power differential. Don’t spill your skeletons and don’t give your boss the opportunity to spill hers. Remember: you can’t un-know whatever you learn. So if you can’t separate what’s business from what’s personal, and you’re just starting out in your career, it might be best not to get in too deep until you’re sure you can handle the extra intimacy.HR is not your friend.You may think HR is a magic watchdog, protecting employees from all kinds of wrongdoing. But you’d be wrong. While they are there to manage your concerns and occasionally police wrongs, they’re mostly doing these things for the good of the company, not the employees. Remember who pays their salaries. They will always pick the needs and interests of the company over you, the little guy. With a few exceptions, you are â€Å"human capital† to be managed, according to HR. Don’t distrust them necessarily, just learn to function without thinking you need them as some kind of hall monitor for right and wrong.Keep a job offer handy.As often as possible, make sure to have a job offer in your back pocket. When you feel wanted, you work much better and much harder. And when you’re wanted by someone else, your boss looks at you as if through magic rose-colored glasses and sees your value double! Even if you have to hunt undercover (i.e. if your HR department gets really shifty when you update your resume), it’s a good idea to have an exit strategy to keep your ego up in times of stress. Keep looking, even when you already have a job.Your network is your best friend.Your professional networ k doesn’t have to be this scary thing that’s all work all the time. You can make it a truly social thing, you can even make friends. Build a group of like-minded contacts whose interests match up with yours and whose intellectual pursuits and career moves inspire you constantly to do and be better. Keep in touch with them. Do them favors and then ask for a few for yourself. Congratulate old office mates on new jobs. In short: be a good friend to your network contacts and soon they will start to feel like actual friends.Know when to quit.If you’re not happy in a job, it might be time to cut and run. Use that extra handy offer you’re keeping on hand, and use it to get to a better place for you and your career.

CBRE Essay Example | Topics and Well Written Essays - 1250 words

CBRE - Essay Example As the discussion highlights  since the company is planning to engage in global financial activities, there is a possibility of it facing additional opportunities and risks. The major risks that the company is likely to face are political risk and foreign exchange risk. Due to these risks the company is likely not to maintain its reliable and constant revenues.From this paper it is clear that   the company is also likely to face risk due to the current emerging market banks. This will be risk associated with potential loss, which may arise from the negative effects due to change of interest rates, equity price volatility, and currency exchange inherent from trading portfolio of banks. Since the CBRE Company has many opportunities because it has highly invested and has technological development, the company has potential and future developments. Due to the increasing rate of population and increased residential income, the company is planning to develop more real estates. In addit ion, a large number of people are migrating to urban centers in search of jobs and this gives the company a guarantee that they will still have increased number of customers. The company is also planning to improve its technological standards and dominate the entire town in order to attract a large customer population (Nel, et al 6). It will achieve this goal by reducing the price of its properties and set a price that is slightly lower than their competitors for competitive advantage.

Facts about Scotland Research Paper Example | Topics and Well Written Essays - 2250 words

Facts about Scotland - Research Paper Example This essay analyzes that Scotland has produced several famous personalities, which are related to the creative writing. A few among the well-known names in the literature include James Kelman, AL Kennedy, Janice Galloway, Liz Lochhead, Alisdair Gray, Irvine Welsh, Ian Rankin, Andrew O'Hagan and many others. Most of the business outsource processing jobs have gone to the country as it has around 60,000 employees in almost 300 call centers that cater to businesses of companies like Dell, Direct Line, among others. The oil and gas industry of Scotland supports nearly hundred thousand jobs, spread around 40 countries worldwide, as there are around 2000 service and supply companies related to this trade, internationally. In a report by Financial Times FDI magazine, Scotland was named as the â€Å"UK region of future-2006/7†, while it was listed on the top in human resources, IT and telecom.The country is ranked as a fifth largest financial center for Europe. Royal Bank of Scotland and Halifax Bank of Scotland, headquartered here, has operations worldwide, as they have the reputation of efficient performance, internationally.The aerospace industry in Scotland has almost 10% share of the UK’s aerospace industry, as per the Scottish Survey Report. The aerospace industry in Scotland had a turnover of Pound Sterling 2.1 billion; while Prestwick has a reputation of being the excellent center for maintenance, repairs, and overhaul, as it caters to companies like GE, Goodrich, to name a few.

Low Life Expectancy in the Developing World Essay

Low Life Expectancy in the Developing World - Essay Example From this discussion it is clear that  life expectancy of different countries is different. Developed countries normally have better life expectancy because of the better care it provides to the wellbeing of its citizens. On the other hand, developing countries or underdeveloped countries cannot spend much on the health care sector and subsequently the people in these countries may have a low life expectancy compared to that in the developed countries. African countries are famous for low life expectancy not because of poor economy alone, but because of the life styles also.As the paper highlights  the increasing number of severe diseases is the major reason for low life expectancy.   AIDS, Heart attacks, cancer, stroke, high blood pressure, Cholesterol, diabetics are some of the major diseases which lowers the life expectancy of the developing world. Cancer is one of the major problems in the developing world.  Africa is a continent which is infamous for AUDS problems. Afric ans, have poor habits in their sexual life and they do not care much about the consequences while engage in unsafe sexual activities. â€Å"Sub-Saharan Africa is more heavily affected by HIV and AIDS than any other region of the world. An estimated 22.5 million people are living with HIV in the region - around two thirds of the global total†.  The African culture and life styles are major culprits for the increased AIDS problems in this region. Africans are fun loving people and they have the habit of unsafe sex.

Libertarianism and Liberalism Essay Example | Topics and Well Written Essays - 250 words

Libertarianism and Liberalism - Essay Example Liberalism and libertarianism stress on the freedom of a common man (Vallentyne, 2012). This means that both the concepts are convictions in defense of people’s right of living their lives. This conviction completely rejects the idea of control over people’s will to live freely. In case of consideration of an example, it will not be incorrect to mention that it’s a person own choice to select his passion and interest, make use of his own wealth in his own favorable interest etc (Gaus & Courtland, 2011). Libertarianism and liberalism has been confiscated many times by critics for the debate of applicability on ethical grounds. Both the concepts are underlying with people’s choice of acting within a society (Gaus & Courtland, 2011). However, some claims that both the concepts cater the aspect of inappropriate manipulation of the concepts by people stealing and involved in criminal activities. It should be noted that both the concepts embrace the ideals of social and ethical responsibilities of citizens towards state (Vallentyne,

Based on your ideas on Nilsen and Tannen, discuss how language Essay

Based on your ideas on Nilsen and Tannen, discuss how language reflects patriarchy (Patriarchy) - Essay Example Besides, she manages to show that even when filling forms, women tell stories about themselves because most forms offer four titles to choose from and they include â€Å"Mr.†, â€Å"Mrs† or â€Å"Miss† and â€Å"Dr†. In her work, â€Å"Mr.† â€Å"carries no meaning other than that the respondent is male† (Tennen395); however, when women accept â€Å"Mrs.† or â€Å"Miss† it shows that they have been married and that they have conservative forms of address. Women using the label â€Å"Ms.† decline to reveal if they are married while men using the title â€Å"Mr.† decline nothing considering that nothing was asked; hence, women using â€Å"Ms.† tend to be seen â€Å"as either liberated or rebellious depending on the observer’s attitudes† (Tennen395). Tennen shows that married women surnames are marked and that if a married woman accepts her husband’s name, she acknowledges to the world that , â€Å"she is married and has traditional values† (Tennen396). ... From her dictionary cards, Nielsen shows that â€Å"feminine words have acquired sexual connotations while the masculine word retains serious business like aura† (Nielsen). For instance, she manages to show that while a callboy is an individual who calls actors when time comes for them to go to stage, a call girl is considered a prostitute. In her study, Nielsen found about 200 pairs of words that accepted both masculine and feminine forms and in nearly all of the pairs, masculine form was considered the base where a feminine suffix was added. The masculine form is basis on which compounds are made apart from one semantic area where masculine word is not the basis and the areas deals with sex, marriage and motherhood. Nielsen shows that when someone refers to a virgin, the listener probably considers a female unless the speaker specifies a masculine pronoun, which is the same case with the term prostitute. Moreover, Nielsen shows that the grammar used in writing or even talkin g about weddings show the expectation of men playing an active role when men wed women while the women become brides of men. Nevertheless, titles offered to royalty indicate that males can be at loss because of the assumption that they predominantly play a powerful role; for instance, when a female has the royal title, then the man she marries does not automatically acquire a matching title. From Nielsen’s article, it is clear that connotations between encouraging male and pessimistic female connotations can be established from various pairs of words that differ denotatively in the area of sex. For instance, patron and matron have varying degrees of esteem that womenfolk attempt to use the

DESIGN A RETENTION PLAN FOR FUTURE RADIOLOGY EMPLOYEES Assignment

DESIGN A RETENTION PLAN FOR FUTURE RADIOLOGY EMPLOYEES - Assignment Example In addition, most programs fail to plan and time the hiring of physicians when multiple providers are needed. They have failed to develop short-and long-term strategic staffing plans. The other problem is absence of a clearly defined recruitment process, a host of hospitalist programs have failed to create a well-planned and choreographed recruitment process, leading to missed opportunities and/or a hiring mismatch (Simone, 2009). The other problem is hiring mismatch, many programs hire providers who do not fit in with the practice â€Å"culture.† There is a mismatch between vision, values, and objectives of the hospitalist program and the newly hired physician (Harris & Hartman, 2001). This can translate to disruptive behaviors within the hospitalist practice, low morale, and can result in poor provider and program performance. The last problem and which is the focus of this study is lack of a retention plan. Most programs have been successful in finding a good physician-prac tice fit but failed in support and integration of the new physician into the practice, hospital and community. A poorly developed retention plan or the absence of one can lead to physician turnover (Mathis & Jackson, 2010). Physician turnover can result in staff shortages, which may lead to program instability, such as being disruptive to the â€Å"chemistry† of a practice, provider job dissatisfaction, provider burnout, and subsequent poor clinical outcomes. Provider turnover can be quite costly to a hospital program, as numerous costs are associated with replacement of providers (Simone, 2009). These costs include those associated with recruitment, such as sign-on bonuses, medical school loan repayment, relocation expenses, lost productivity for hospitalist and hospital staff during the recruitment process, headhunter fees, and revenues lost during

Based on your ideas on Nilsen and Tannen, discuss how language Essay

Based on your ideas on Nilsen and Tannen, discuss how language reflects patriarchy (Patriarchy) - Essay Example Besides, she manages to show that even when filling forms, women tell stories about themselves because most forms offer four titles to choose from and they include â€Å"Mr.†, â€Å"Mrs† or â€Å"Miss† and â€Å"Dr†. In her work, â€Å"Mr.† â€Å"carries no meaning other than that the respondent is male† (Tennen395); however, when women accept â€Å"Mrs.† or â€Å"Miss† it shows that they have been married and that they have conservative forms of address. Women using the label â€Å"Ms.† decline to reveal if they are married while men using the title â€Å"Mr.† decline nothing considering that nothing was asked; hence, women using â€Å"Ms.† tend to be seen â€Å"as either liberated or rebellious depending on the observer’s attitudes† (Tennen395). Tennen shows that married women surnames are marked and that if a married woman accepts her husband’s name, she acknowledges to the world that , â€Å"she is married and has traditional values† (Tennen396). ... From her dictionary cards, Nielsen shows that â€Å"feminine words have acquired sexual connotations while the masculine word retains serious business like aura† (Nielsen). For instance, she manages to show that while a callboy is an individual who calls actors when time comes for them to go to stage, a call girl is considered a prostitute. In her study, Nielsen found about 200 pairs of words that accepted both masculine and feminine forms and in nearly all of the pairs, masculine form was considered the base where a feminine suffix was added. The masculine form is basis on which compounds are made apart from one semantic area where masculine word is not the basis and the areas deals with sex, marriage and motherhood. Nielsen shows that when someone refers to a virgin, the listener probably considers a female unless the speaker specifies a masculine pronoun, which is the same case with the term prostitute. Moreover, Nielsen shows that the grammar used in writing or even talkin g about weddings show the expectation of men playing an active role when men wed women while the women become brides of men. Nevertheless, titles offered to royalty indicate that males can be at loss because of the assumption that they predominantly play a powerful role; for instance, when a female has the royal title, then the man she marries does not automatically acquire a matching title. From Nielsen’s article, it is clear that connotations between encouraging male and pessimistic female connotations can be established from various pairs of words that differ denotatively in the area of sex. For instance, patron and matron have varying degrees of esteem that womenfolk attempt to use the

Using a simple supply and demand framework, analyse the potential Essay

Using a simple supply and demand framework, analyse the potential factors that impact on the price of crude oil in both the short- and long-run - Essay Example Obviously, from the graphical illustration, more is supplied while prices are higher than when they are low. Looking at the demand curve, on the other hand, while prices are high at p1, then quantity demanded is low at Q1. This is unlike the case where prices are lower at p2*, at which the quantity demanded rises to Q2. (investopedia.com, 2011) Some of demand factors as well as supply may have an impact in the short-term while others will be experienced over the long-term. The latest oil price shock has been majorly attached to the demand factors as the driving force especially between the year 2004 and 2008. (Hamilton, 2008) In the short-run there are two experiences that are evident; higher demand levels and an inelastic supply curve. This in turn causes a price upsurge as far as oil is concerned. The reasoning behind this is that as demand escalates, a decline in the stocks of oil is experienced worldwide, in all main oil refineries in the globe. The prices of oil are then forced upwards. This gives a message to the suppliers of oil in the globe to grow their production. However, a hindrance arises since it is not possible to make some extra stock supplies in the short-run. Thus, there will be an escalation of prices as demand shifts against an inelastic supply in the short-run. As one can observe from the following graph, in the short-run some factors of supply can be varied and this leads to an increase in quantity of oil supplied. However, some of the factors that can lead to a further increase are not varied in the short-run, which causes a totally inelastic supply curve at a given point. For a better illustration to this theory, the graph below is of great essence; Demand of oil may shift (increase) from D1 to D2 and then to D3. At the same time, prices may remain at P1 due to the fact that there is enough supply until a certain point where

The Potassium Atom Philosophy Essay

The Potassium Atom Philosophy Essay The Potassium atom is a member of the group one family of alkali metals. Due to the fact that group one metals have only one electron in their outer shell, means that potassium is an extremely reactive and electropositive element. A gentleman named Sir Humphrey Davy was the first to isolate this element in the year 1807 through the electrolysis of immensely dry molten caustic potash, otherwise known as Potassium Hydroxide (KOH). Its named after the the old Dutch word potaschen meaning potash. Its symbol on the periodic table is the letter K which stands for the Latin word kalium also meaning pot ash. When calculating the electron number of Potassium, we can refer to its atomic number on the periodic table as shown in the following diagram: http://exchangedownloads.smarttech.com/public/content/e4/e4296d16-d0f9-4787-bb8a-0695e616c828/previews/small/0001.png Atomic number Graphic taken from exchange.smarttech.com The atomic number will always display the figure of positively charged protons in an atom. The number of protons within the nucleus of an atom will always attract an equal number of negatively charged electrons. Potassium has an atomic number of 19 which means it has 19 protons that are attracting 19 negatively charged electrons in its neutral state. Strontium ion The Strontium atom which has lost 2 electrons is known as a Strontium ion. Strontium is a member of the group 2 alkaline earth metals. Having only two electrons in its outer shell, Strontium is highly reactive like all other group 2 metals. This element was discovered in Scotland by a gentleman named Adair Crawford in the year 1790 as the mineral strontianite. It was given its name after the Scottish village Strontian in which it was found in. However, in the year 1808, Sir Humphrey Davy was first to isolate Strontium on its own through the process of electrolysis. This comprised a mixture of mercuric oxide (HgO) and strontium chloride (SrCl2). When calculating the electron number of the Strontium ion, we can refer to the atomic number of the Strontium atom as shown on the periodic table. Atomic numberhttp://t2.gstatic.com/images?q=tbn:ANd9GcTh8Q_XgZHS23iyIAsk1w9tJ-oRnslYnF6uVBLk2hNksebU7BKY Graphic taken from www.glogster.comglogster.com glogster.com We can see from the diagram above that the atomic number of Strontium is 38. This represents 38 positively charged protons in the nucleus that are attracting 38 negatively charged electrons in its neutral state. Strontium has 2 valence electrons in its outermost shell. The Strontium ion has a 2+ charge (Sr2+) which means it has lost two of its valence electrons. It is much easier for Strontium to lose these 2 electrons in order to achieve a noble gas state than it would be for it to gain 6 electrons to get an octet configuration. By subtracting 2 electrons from the electron number of Strontium (38), we are now able to calculate the Strontium ion as having an electron number of 36. Francium atom The Francium atom was discovered in France by a lady named Marguerite Pere in the year 1939 who named the element after her country. The element is extremely radioactive and is a member of the Group 1 alkali metals, having only one valence electron in its outer shell. Francium (Fr) is a positively charged element and is willing to lose its outermost electron to achieve its noble gas state, otherwise known as a cation. Atomic numberhttps://www.store.acs.org/eweb/images/ACSStore/PT6498_thumb.jpg Graphic taken from www.store.acs.org By referring to the periodic table, one is able to see that a neutrally charged Francium atom (Fr) has an atomic number of 87. This means that it has 87 positively charged protons in the nucleus which will attract 87 negatively charged electrons. Bromide ion The Bromine atom which has gained an electron is known as a Bromine ion. It was discovered in France by a gentleman named Antoine J Balard in the year 1826. Bromine has a particularly unpleasant smell and was therefore named after the Greek word bromos meaning stench. It is a member of the group 17 family of Halogens which are incredibly reactive, non-metal elements. Bromine, including all other elements in this group, will borrow an electron to complete its octet configuration. Atomic number Atomic numberhttp://t3.gstatic.com/images?q=tbn:ANd9GcS8QR1k8J5qhYBNWA25hCmFuCcgoWd-FetYIcmXlaFV1J8v7qz6FCLyBA We can see from the diagram above that the atomic number of a neutrally charged Bromine atom is 35. This shows that there are 35 positively charged protons inside the nucleus which will therefore attract 35 negatively charged electrons. Bromine has 7 valence electrons in its outermost shell. This gives the Bromide ion a -1 charge (Br -1) because it has only needed to gain 1 valence electron to get an octet configuration. It is easier for Bromine to gain one electron in order to achieve a noble gas state than it would be for it to lose 7 electrons to achieve the same result. This is why Bromine is considered to be an anion. If we add the extra one electron gained by Bromine, to its electron number of 35, we will then have the electron number for the Bromide ion which will be 36. . The Mass Spectrometer is a device designed especially to separate ions via a mass to charge ratio. It deflects and detects ions and can record their intensities. A typical device is comprised of three main parts. These parts are the ion source, a mass analyser and a detector. Once the molecule within a sample has been broken down into a gaseous state, the atoms of the sample go through a further 4 main stages. These stages are called ionisation ( the production of positively charged ions), acceleration (positively charged ions accelerated by an electric field), deflection (positively charged ions are deflected in proportion to their mass/charge ratio) and finally the detection stage (positive ions of a particular mass/charge ratio are detected). 1.2 EXPLAIN THE MEANING OF ATOMIC ORBITAL, AND DESCRIBE THE DISTRIBUTION, SHAPES AND RELATIVE ENERGY OF ELECTRON ORBITALS WITHIN THE FIRST FOUR SHELLS. Explain what you understand by the term atomic orbital. Describe the distribution, shapes and relative energy of atomic orbitals found within the first four shells in terms of the s, p, d and f orbitals An atomic orbital refers to the region of space where there is a high probability of finding an electron. It describes the movement of a single electron or a pair of electrons within the atom. Each atom is comprised of its main electron shells (hydrogen having only one main electron shell). These shells are known as quantum levels and can be broken down into sub energy level shells. The sub energy level shells can then be broken down into orbitals. Each main quantum level (identified as the K, L, M, N shells), consists of one or more sub shells. The K quantum level has only one Sub shell (S sub shell). The L quantum level has two sub shells (S and P sub shells). The M quantum level has three sub shells (S, P and D sub shells) and the N quantum level has 4 subshells (S, P, D and F sub shells). Each electron has a negative charge which means that they repel one another. Due to this repulsion, energy from these electrons is then separated into different orbitals found around the nucleus. An atomic orbital can hold up to 2 electrons with opposing spins. The S sub shell has 1 orbital and can hold up to 2 electrons. The P sub shell has 3 orbitals and can hold up to 6 electrons. The D sub shell has 5 orbitals and can hold up to 10 electrons and the F sub shell has 7 orbitals, holding up to 14 electrons. Electrons can behave as a particle and as a wave and this makes it impossible to accurately determine a pathway for an electron orbital. Werner Heisenberg was a theoretical physicist who developed The Heisenberg uncertainty principle in 1927. The Uncertainty Principle was to describe the impossibility of knowing both the position of an electron and the velocity of an electron simultaneously. Louis de Broglie was a French physicist who thought that anything which had a mass will also behave like a wave. However, it didnt seem as though objects with mass such as basket balls and people, actually had any wave properties at all. This is because the wave property is inversely proportional to the mass, so an object with a very tiny mass like an electron will have a very significant wave property. In 1927 an Austrian physicist name Erwin Schrodinger defined what an electron was doing inside of an atom based on it being a wave and not as a particle. He formulated The Schrà ¶dinger equation (H Ã‚ ¹ = E Ã‚ ¹). The equation allowed one to obtain a set of mathematical equations known as wave functions ( Ã‚ ¹) and by knowing these wave functions; one could describe the probable location and velocity of an electron at a certain energy level within the atom. From the equation, four quantum numbers were derived. These numbers are used to pin point the probable location of an electron and describe the orbital it is occupying. It is rather like a postal code, even though it doesnt give its precise location, it does provide one with an electrons general location in space. The 4 quantum numbers correspond to the principle quantum level number (n) which can be any integer from 1-7, the subshell quantum number (l) which can be any integer from 0 to n-1, the orbital quantum number (ml) which has integral values between 1, 0, -1 and the electron spin quantum number (ms) which has two possible values of +1/2 and -1/2. By referring to these 4 numbers, one can predict the dista nce the electron is from the nucleus, the shape of the orbital, the position of the orbital and the spin of the electron. S orbital Graphic used from angelfire.com B C AThe diagram on the left displays the S orbital occupying the first 3 energy levels. Each main energy level has an S orbital. Diagram a is the 1s orbital. The number 1 informs us that the orbital is in the energy level closest to the nucleus. Diagram b is the 2s orbital. This orbital is in the second energy level. Diagram c is the 3s orbital and is in the third energy level. The s describes the orbitals shape, with all S orbitals having a spherically symmetric (non directional) shape around the nucleus. The 2s and 3s electrons have a higher energy than the 1s electrons. This means that the 2s and 3s electrons are on average, further away from the nucleus and this increases the size of the orbital making the 2s and 3s orbitals larger than the 1s orbital. The corresponding (l) value of the S orbital is 0 which means that the value of (ml) is also 0. http://t3.gstatic.com/images?q=tbn:ANd9GcTTNiJ4lHuR9TGSUhTt1dd1JKleilD3u2hiHKkrJZ7sTKQVPM3A1To8hEn8FA P orbital Graphic used from chemtube3d.com The P orbitals appear different to S orbitals and this is because they follow a certain direction, unlike the non-directional (spherical) S orbital. The P orbital appears on the second energy level also with the 2s orbital and can inhabit 6 electrons whilst the 2s orbital is only able to inhabit 2 electrons. There are three 2p orbitals which are all oriented perpendicular to one another. These orbitals are given the symbols px, py and pz to correspond to their position on the x, y, z axis. A P orbital consists of 2 lobes which can inhabit 2 electrons. However, once each P orbital has a single electron, then they will start to form pairs and fill each orbital with 2 electrons. As the energy levels increase, the P orbitals will get bigger in size (2p, 3p, 4p) which means that the space where the electron is likely to be found is a further distance away from the nucleus. The P orbital has an (l) value of 1 and an (ml) value of -1, 0, +1 because there are three possible orientations of t he orbital in 3d space.http://www.chemtube3d.com/images/porbitals.png D orbital Graphic used from angelfire.com http://t3.gstatic.com/images?q=tbn:ANd9GcTN3yvcX0Bp8llWJ80LaCj1mXYKffA_yQ_1UPwKpCEPLy38DAy92paVouDU Presented in the diagram on the left are five D orbitals on an x, y, z axis. The D orbitals (dyz, dxy, dz2, dxz, dx-y2) exist at the third energy level also with the 3s orbital and the 3px, 3py, 3pz orbitals. Each individual D orbital has a different orientation in 3 dimensional space and can inhibit up to 2 electrons, which is a total of 10 electrons between them. The surface of the D orbital and all of the space within it constitutes the space in which one is most likely to find the electron. The D orbital has an (l) value of 2 and as there are five different possible orientations of this orbital in 3d space, it has an (ml) value of -2, -1, 0, +1, +2. F orbitals Graphic used from angelfire.com There are seven F orbitals that exist on the fourth energy level as well as the 4s orbital, the 4px, 4py, 4pz orbitals and the 4dyz, 4dxy, 4dz2, 4dxz, 4dx-y2 orbitals. Each individual F orbital can hold up to 2 electrons which is a total of 14 electrons between them. If we were to plot the positions of the electron within the F orbital in all of the different locations it was found, we would start to form a 3 dimensional map of the places that the electron has travelled in. These 3 dimensional maps are described in the diagrams shown on the right hand side. Each of these shapes represent where the electron is most likely to be found 90% of the time. The F orbital has an (l) value of 3 and as http://www.angelfire.com/falcon2/dirgni/f.gif There are seven different possible orientations of this orbital in 3d space, It has an (ml) value of -3, -2, -1, 0, +1, +2, +3. 1.3 APPLY THE AUFBAU PRINCIPLE, HUNDS RULE AND PAULI PRINCIPLE TO THE WRITING OF THE FULL ELECTRONIC CONFIGURATIONS FOR ANY ELEMENT WITH AN ATOMIC NUMBER BETWEEN 1 AND 36 Describe what you understand by the Aufbau Principle, Hunds Rule and Pauli Principle. In terms of the above, show the full electronic configuration of any element with an atomic number between 12 and 36 When it comes to filling electron energy diagrams, one has to obey three different rules. These rules are known as The Aufbau Principle, Hunds Rules and the Pauli Exclusion Principle. The Aufbau Principle explains that orbitals of lowest energy are filled first from the bottom and then upwards. Hands rule principle states that if we were to have multiple orbitals of the same energy, then one should place an orbital in each before they double up. The Pauli Principle states that no two electrons in an atom have the same four quantum numbers. All three rules are explained in further detail below. Aufbau Principle The Aufbau Principle was founded by two physicists named Neils Bohr and Wolfgang Pauli in the 1920s. The name originates from a German expression, meaning to build out. The principle describes the way electrons are added to an atom or a molecule and shows that orbitals of a lower energy are filled before orbitals of a higher energy. It shows us that an orbital can only inhibit 2 electrons at most with no two electrons having the same four quantum numbers within an atom. Pauli Exclusion Principle The Pauli Exclusion Principle was formulated by a Gentleman named Wolfgang Pauli in the year 1925. Fermions are any particles such as electrons, protons and neutrons which have an odd half spin. The Pauli Exclusion Principle explains that no two fermions can occupy the same quantum state. However, Bosons which are particles that have an integer spin (0,1,2,3..) and carry force, do not obey the Pauli Exclusion Principle. Test results described fermions as being repelled by the Pauli Exclusion Principle when the temperature dropped whilst Boson particles were not repelled. The Principle explains why electrons are kept increasingly further away from the nucleus when quantum states fill up, balanced by the attractive electric force between the electron and the positively charged nucleus. It has been discovered that some stars are held up by degenerate pressure which resulted from the Pauli Exclusion Principle. Hunds Rules The Hunds Rules were a set of formulated rules developed by a German Physicist named Friedrich Hund in 1927. The Hunds rule of maximum multiplicity explains the particular order that electrons fill subshells. The Rule says that the electron will inhibit orbitals of an equal energy level in order to create the largest multitude of orbitals having an electron within them. It clearly states that when one is to fill up a subshell, they should start by putting electrons in the individual orbitals of 2p (such as 2px then 2py, then 2pz) instead of filling each orbital up with two electrons before continuing on to the next orbital of the axis. Simply, the orbitals of a subshell must be occupied singly and with parallel spins before they occupy in pairs. The Hunds rule teaches that the greater the total spin state of the electron will result in making the atom a lot more stable, manifested most commonly in a lower energy state. This is due to the fact that it forces the unpaired electrons to inhibit in different spatial orbitals. Below is the a diagram showing the application of the three rules (Aufbau Principle, PEP, Hunds Rule) when building the electron configuration for Sulphur (S) in group 6 on the periodic table. 1s2 2s2 2p6 3s2 3p4http://img174.imageshack.us/img174/9436/electronicconfigurationvv8.jpg 3P 3S 2P Above is a diagram of the Bohr model of sulphur atom taken from mugging-chocobos.blogspot.com In the diagram above, we can see that all 3 rules have been applied. The Aufbau principle (building from the bottom upwards), the Pauli Exclusion Principle (2 electrons with opposing spin within each orbital) and the Hunds Rule (each individual electron will inhibit a spatial orbital separate from one another before pairing up in the same orbital). 1S 2S

Security Dillemma & Ethnic Conflict Essay examples -- essays research

The security dilemma can be used explain and predict ethnic conflict within a given state. Posen’s argument is supported by the belief that the basic tenets of realism provide a clear view of the security dilemma and its relationship with ethnic conflict. I believe the security dilemma in general is largely based in realist theory, and therefore fails to view international relations fairly. I believe that liberalism offers important insight into dealing with conflict that Posen fails to address.   Ã‚  Ã‚  Ã‚  Ã‚  Realist theory believes that one states military improvements are undistinguishable as offensive or defensive, and are seen as threats to another state. This, in turn, requires the opposing state to improve its military to ensure its own self interest. Posen argues that when an empire falls, there will be a power struggle between competing groups, within a state, as a result of the anarchy left by the failing empire. It is argued by Posen that the competing groups variations in the history of their group and whatever military power they may have will threaten other groups, creating a security dilemma, which results in ethnic conflict.   Ã‚  Ã‚  Ã‚  Ã‚  I believe the security dilemma is shaped by realist theory because it presupposes military improvements will be seen as threats. It has been shown that military improvements are not always seen as threats, for example the United States is not threatened by Pakistan having nuclear weaponry. Mutu...

The Bayesian Theory of Confirmation, Idealizations and Approximations in Science :: Scientific Papers

The Bayesian Theory of Confirmation, Idealizations and Approximations in Science ABSTRACT: My focus in this paper is on how the basic Bayesian model can be amended to reflect the role of idealizations and approximations in the confirmation or disconfirmation of any hypothesis. I suggest the following as a plausible way of incorporating idealizations and approximations into the Bayesian condition for incremental confirmation: Theory T is confirmed by observation P relative to background knowledge where I is the conjunction of idealizations and approximations used in deriving the prediction PT from T, PD expresses the discrepancy between the prediction PT and the actual observation P, and stands for logical entailment. This formulation has the virtue of explicitly taking into account the essential use made of idealizations and approximations as well as the fact that theoretically based predictions that utilize such assumptions will not, in general, exactly fit the data. A non-probabilistic analogue of the confirmation condition above that I offer avoids the 'old evidence problem, which has been a headache for classical Bayesianism. Idealizations and approximations like point-masses, perfectly elastic springs, parallel conductors crossing at infinity, assumptions of linearity, of "negligible" masses, of perfectly spherical shapes, are commonplace in science. Use of such simplifying assumptions as catalysts in the process of deriving testable predictions from theories complicates our picture of confirmation and disconfirmation. Underlying the difficulties is the fact that idealizing and approximating assumptions are already known to be false statements, and yet they are often indispensable when testing theories for truth. This aspect of theory testing has been long neglected or misunderstood by philosophers. In standard hypothetico-deductive, bootstrapping and Bayesian accounts of confirmation, idealizations and approximations are simply ignored. My focus in this paper is on how the basic Bayesian model can be amended to reflect the role of idealizations and approximations in the confirmation or disconfirmation o f an hypothesis. I suggest the following as a plausible way of incorporating idealizations and approximations into the Bayesian condition for incremental confirmation: Theory T is confirmed by observation P relative to background knowledge where I is the conjunction of idealizations and approximations used in deriving the prediction PT from T, PD expresses the discrepancy between the prediction PT and the actual observation P, and stands for logical entailment. This formulation has the virtue of explicitly taking into account the essential use made of idealizations and approximations as well as the fact that theoretically based predictions that utilize such assumptions will not, in general, exactly fit the data.

Living Like Weasels Essay

â€Å"Living Like Weasels†, by Annie Dillard, is a very complex essay with deep metaphorical meaning. In her essay, Dillard takes an interesting view of the way people could live; she describes how a weasel moves through life, suggesting humans take a similar approach. Bringing things back to a more primitive perspective of instinct and simplicity, she explores through symbolic imagery, why humans should latch on to their one passion in life and never let it go. Many people may think it is strange to suggest that a human being should live like an animal such as the weasel. However, a weasel exhibits a variety of desirable traits that we humans yearn to attain. In the first part of Dillard’s essay, she gives a brief introduction of what a weasel is and the sort of tendencies that they have. She then goes on to tell an elaborate story of a man who shot an eagle out of the sky only to find that a weasel was fixed by its jaws to the eagle’s throat. Dillard states, â€Å"The supposition is that the eagle had pounced on the weasel and the weasel swiveled and bit as instinct taught him, tooth to neck, and nearly won.† The weasel acted upon instinct, disregarding the size and power of the eagle. Dillard uses this bizarre image to show her admiration for the instinct and determination of this small creature, as well as a basis for the premise of her essay. Further into her essay, Dillard brilliantly ties her thoughts together. She states, â€Å"Time and events are merely poured, unremarked, and ingested directly, like blood pulsed into my gut through a jugular vein†¦The thing is to stalk your calling in a certain skilled and supple way, to locate the most tender and live spot and plug into that pulse.† Here, Dillard creates a clear picture of what she believes to be the best way to find your one true passion. Somewhat like how the weasel instinctively bit onto the eagle’s neck, she suggests that humans stalk their one passion and then hold on wherever it takes them. Dillard sums up the main idea of her entire essay in the last paragraph. She says, â€Å"I think it would be well, and proper, and obedient, and pure, to grasp your one necessity and not let it go, to dangle from it limp wherever it takes you. Then even death, where you’re going no matter how you live, cannot you part. Seize it and let it seize you up aloft even, till your eyes burn out and drop†. With this statement, Dillard more directly states  that people should do as the weasel does. Just as the weasel grabbed onto the eagle, humans should hang on to their one passion, because even through death and whatever else is to come, what you have grabbed onto will last forever. Throughout Dillard’s essay she uses key phrases such as â€Å"ingested†, â€Å"latch on†, â€Å"grasp†, â€Å"plug into the pulse†, or even â€Å"jaws†. All of these are phrases that allude to the segment earlier in her essay about the weasel that fearlessly latches onto the throat of an eagle, refusing to let go. These phrases create an extremely clear and even somewhat violent scenario, but they are all components to what Dillard believes humans should practice in their every day lives. Through a series of metaphors and symbolic imagery, Dillard is able to convey her philosophy towards life: to latch onto a certain passion and not let it go even through death. Although her idea is very intriguing, even romantic, the type of single mindedness and drive that she suggests could be somewhat dangerous. Having complex minds that are always aware of choices and different paths to take, the human species could not function under such restrictions as a weasel does. Although this is true, humans can strive for their goals and passions with great determination, yet unlike the weasel, have the benefit of having certain awareness for the consequences of their actions.

Mice and Men Essay

There are a number of characters in Of Mice and Men who have dreams of a better life. These characters include George, Lennie and Candy, who dream of a farm of their own, and Curley’s wife, who dreams of becoming a glamorous Hollywood actress. In this essay I will discuss their dreams and the effects on the novel’s characters when their dreams are unfulfilled. The central characters in Of Mice and Men are George and Lennie. Their dream is introduced to the reader in the first chapter, ‘OK. Someday we’re gonna get the jack together and we’re gonna have a little house and a couple of acres an’ a cow and some pigs and – ‘An’ live off the fatta the lan’,’ Lennie shouted. ‘An’ have rabbits. ‘ George and Lennie’s dream is to leave behind their lives as travelling workers and have a place of their own where they can settle down. For Lennie the dream of living on their own farm is closely connected to looking after rabbits. Perhaps this is because the only way that Lennie can actually relate to the dream is through the idea of something practical and touchable which relates to his tactile qualities. Clearly, the material aspect of owning his own land means very little to Lennie. At the start of the novel we learn that Lennie likes to pet soft things, like mice and rabbits. It is this trait that eventually leads to Lennie’s downfall when he tries to smooth Curley’s wife’s soft hair. However, for George the dream of the farm has other benefits. Firstly, George can see the practical, economic advantage of owning their own place. ‘If I was bright, if I was even a little bit smart, I’d have my own little place, an’ I’d be bringin’ in my own crops, ‘stead of doin’ all the work and not getting what comes up outta the ground. ‘ Yet it is not just the practical benefits of owning a farm that attract George to this dream. We learn that George has no family – ‘I ain’t got no people’, and it seems as though the dream of a farm also represents the notion of ‘home’ to George. ‘An’ we’d keep a few pigeons to go flyin’ around the win’mill like they done when I was a kid’†¦ ‘We’d jus’ live there. We’d belong there. ‘ So, for George, the dream of a farm offers a psychological antidote to his rootless, travelling life and gives him a sense of belonging. Another attraction of the farm dream is that it gives George the promise of some sense of control and autonomy in his life. In his conversation with Candy about owning a farm, George says: ‘S’pose they was a carnival or a circus come to town, or a ball game, or any damn thing. ‘ Old Candy nodded in appreciation of the idea. ‘We’d just go to her,’ George said. ‘We wouldn’t ask nobody if we could. Jus’ say ‘We’ll go to her’, an’ we would’. This shows how powerless George feels in his life and how much power employers exercised over their workers at that time. Another example of George and Lennie’s powerlessness is shown after Lennie’s fight with Curley, the boss’s son; when George’s immediate concern is that they will be ‘canned’ or dismissed. However, in this situation, they retain their jobs because Slim steps in and persuades Curley to say he got his hand caught in a machine. In Chapter 2 when George and Lennie discuss their dream they are overheard by Candy, the old swamper. Candy is immediately swept up with the idea of owning their own farm and offers his savings to them to make the dream come true. At this point in the novel it seems as if the dream could actually become a reality. They fell into silence. They looked at one another, amazed. This thing they had never really believed in was coming true. George said reverently, ‘Jesus Christ! I bet we could swing her. ‘ His eyes were full of wonder. What is interesting is that at this point in the novel the dream of the farm actually moves from being a pipe dream which will probably never happen, to an achievable goal which is actually within their grasp. It is Candy’s involvement that makes this change take place. Although Candy shares George’s reasons for wanting a farm, there is also an extra dimension for Candy wanting to live on their own place. We get the sense that Candy feels redundant, useless and vulnerable because he is old and has lost his hand. Candy feels uneasy about his future: ‘ â€Å"They’ll can me purty soon. Jus’ as soon as I can’t swamp out no bunk houses they’ll put me on the county. â€Å"‘ So for Candy the dream of the farm means independence – ‘nobody could can us’, because in his present situation he is entirely dependent on the boss’s tolerance and charity. In the novel, this is partially demonstrated by Carlson shooting Candy’s dog earlier that evening. In an echo of Candy’s own situation of the ranch, Carlson, without much pity or concern, shoots Candy’s dog because he is old and it is inconvenient to keep him because of the smell. It is not hard to imagine that Candy feels there is a parallel between his own situation and his dog’s. Candy’s attachment to the dream of their own farm is demonstrated in Chapter 5 when he realises that all hopes of the dream have come crashing down when he discovers Curley’s wife’s dead body: ‘You God damn tramp’, he said viciously. ‘You done it, di’n’t you? I s’pose you’re glad. Ever’body knowed you’d mess things up†¦ ‘If they was a circus or a baseball game †¦ we would of went to her †¦ Never ast nobody’s say so. ‘

Newspapers and Books Are Outdated Essay

As we move into the twenty- first century an increasing number of people are relying on new forms of technology. A possible consequence of this is that traditional media such as books and newspapers are not just less popular but are considered by some to be outdated. Personally, I disagree with this point of view. The principal reason why some people take this view is fairly clear in the case of newspapers. It is generally much easier and quicker to discover what is happening in the world from the internet or the television than from a newspaper. If you use Google or another search engine or simply switch on the television, you can instantly get the latest news bulletin. A newspaper, by contrast, is out of date the moment it is published because it contains yesterday’s news. It is perhaps less obvious why books are said to be out of fashion. One possibility is that fewer people choose to read for pleasure nowadays because they prefer the instant gratification and thrills of modern technology. There is less effort involved in enjoying a 3D movie or playing a computer game than in turning the pages of a book. My own view and conclusion is that books and newspapers will never go completely out of fashion or become redundant. The reason for this is that they serve basic human needs. I believe that people will always want to read about the news and escape into the imaginary worlds of great novels. However, books and newspapers may need to change to meet the new demands of twenty-first century consumers. We can already see this happening with the arrival of the audio-book and the various free newspaper internet sites.

Nuclear Power Essay Example | Topics and Well Written Essays - 250 words

Nuclear Power - Essay Example This article will focus on nuclear power focusing on potential advantages and disadvantages. Research shows that nuclear energy is sustainable, however; this form of energy has also been associated with the numerous threats it poses to the environment. Some of the most common nuclear disasters known include the Three Mile Island Accident (1979), Chernobyl disaster (1986) and the Fukushima Daiichi nuclear disaster (2011) (Cravens, 2007). However, experts are still carrying out research regarding safety improvements in nuclear energy. This is with the sole aim of finding out if nuclear power’s hazardous side can be eliminated. This will then ensure that opponents of nuclear power embrace its creation, testing and ultimate use. The countries that have significantly invested in nuclear energy include the China, United States and Japan. In this case, the United States was recognized as the largest producer of nuclear energy. In most cases, nuclear energy is employed in propulsion of ships (nuclear marine propulsion), production of electricity and space vehicles among other uses. In the past, most of the countries used nuclear power in construction of weapons of mass destruction. This was most prevalent in the World War II era (Cravens, 2007). In conclusion, nuclear power has been identified as a conventional fuel resource. This involves the use of the uranium element which is a constituent of dirt and rocks found in large water bodies. Furthermore, the World Association of Nuclear Operators (WANO) is an international organization which was set up to promote the safety awareness of nuclear facilities (Cravens,

Organisational Behaviour Essay Example | Topics and Well Written Essays - 2000 words - 2

Organisational Behaviour - Essay Example Formal leadership is effective in managing and organizing people in an organization. Thus, leadership becomes incredibly important as it draws the line between organization success, failure or satisfaction and lack of it among the employees (Culbert 5). This paper is going to discuss effective leadership in an organization and the challenges of leadership. Leadership is very important in every workplace as it maximizes efficiency and allows employees to achieve goals set by the organization. Leadership is the starting point of all the actions that takes place in the organization, that is, the leader starts by informing the staff members on the organization rules, policies and regulation and describes all that needs attention by the workers. Thus, the leader sets the pace and the workers follow hence initiates all the actions involved in running the organization (Johnson 22). In addition, leadership entails motivating fellow employees with economic or non-economic rewards such as prom otion, which will ensure employees give their best of performance to the organization. With this motivation, the leader in the organization ensures that the employees maximize their potential and enhances organizations performance. Guidance also comes from leadership, as the leader has the responsibility to outline all the policies of the organization. With good leadership from a good leader, all employees will work under the rules set by the leader ensuring that all the employees work and flow together on their work (Kouzes and Posner19). Subsequently, effective leadership helps to build the confidence of the employees. For instance, a leader in the organization will provide guidance to the employees and constantly monitor and listen to the employee’s needs and demands pertaining to their job. This will help employee’s understand that the leader is concerned about their welfare and is among them, hence enhancing their confidence. Consequently, leadership helps to buil d an efficient and effective working environment, in that, it ensures that goals are achieved, an element of management. This working environment promotes the relationships among the workers as it provides an understanding in the work place (Giulian and Kurson 38). Leaders should also take time to listen to their employees’ problems and try to solve them, this will in fact promote one on one relationship between the workers enhancing working environment. Nevertheless, in matters of personal interest and the organization interest, leadership will synchronize the two interests’ ensuring that all the interest are met through coordination. All these factors above are vital for the growth and development of any organization and workplace. Without leadership, an organization will have no formality of running its operations preventing it from achieving its objectives. Hence, every successful business lays great leadership (Harrison, Greenfield, Fiorina, and Chambers 26). Bad leadership directly or indirectly harms the organization. It pushes away hardworking and skilled staff due to bad leadership, as this has a direct impact on the economic performance and general growth of the organization. In spite of leadership being a great thing for an organization, it never misses challenges that prevent it