Friday, November 29, 2019

Self Directed And Life Long Learning free essay sample

The purpose of this essay is to explore and evaluate an aspect of teaching and learning and the following topic of; ‘self-directed/lifelong learning’ is the authors chosen subject. This essay will determine knowledge of this chosen aspect of teaching and learning, critically evaluate the concept of self directed and lifelong learning from the authors own perspective an a nurse educator. The essay will also identify and consider challenges that arise in the application of self-directed and lifelong learning, identify areas where this chosen topic will assist in bridging the theory practice gap, as well as identifying outcomes for patient/client care. The central question of how adults learn has occupied the attention of scholars and practitioners since the founding of adult education as a professional field of practice in the 1920’s. Some eighty years later, we have no single answer, no one theory or model of adult learning that explains all that we know about adult learners, the various contexts where learning takes place, and the process of learning itself. We will write a custom essay sample on Self Directed And Life Long Learning or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What we do have is a mosaic of theories, models, sets of principles, and explanations that, combined, compose the knowledge base of adult learning. Two important pieces of that mosaic are andragogy and self directed learning (Merriam, 2001). Knowles (1980, p. 47) proposed a programme planning model for designing, implementing, and evaluating educational experiences with adults. Knowles suggested that the adult classroom climate should be one of â€Å"adultness,† both physically and psychologically. In an â€Å"adult† classroom, adults â€Å"feel accepted, respected and supported†; further, there exists â€Å"a spirit of mutuality between students and teachers as joint enquirers†. And because adults manage other aspects of their lives then they are also capable of directing, or at least assisting in planning their own learning. Knowles himself came to concur that andragogy is less a theory of adult learning than â€Å"a model of assumptions about learning or a conceptual framework that serves as a basis for an emergent theory† (1989, p. 12). This acknowledgement by Knowles resulted in andragogy being defined more by the learning situation than by the learner. About the same time as Knowles introduced andragogy to North American adult educators, self-directed learning appeared as another model that helped define adult learners as different from children. Based on the pioneering work of Houle, Tough, and Knowles, early research on self-directed learning was descriptive, verifying the widespread presence of self-directed learning among adults and documenting the process as it occurred (Merriam, 2001). Houle, 1996, p. 29) stated that what is significant is that andragogy has alerted educators to the fact that they â€Å"should involve learners in as many aspects of their education as possible and in the creation of a climate in which they can most fruitfully learn†. What Merriam and Caffarella (1999) term â€Å"instructional â€Å" models of the process focus on what instructors can do in the formal classroom setting to foster self-direction and student control of learning. Historically, in relation to nursing education, the term learner-centred education did not appear frequently. This may have been attributed to the previous accepted nursing curriculum and prejudice against higher education, as evidenced by stereotyped cliches such as ‘nurses are born not made’. Advocates of the ‘hidden curriculum’ in nursing education (Clinton 1982, Crout, 1980) extended the argument to reason that nurse educators ‘de-emphasise’ the theoretical basis of nursing since they seek to train learners to become conformist, non-critical and obedient employees. (Sweeney, 1986). However nurse training did move into higher education, a move born of a desire to increase the ‘professionalism’ of nursing. As the author is a nurse educator within the mental health service area of a district health board, and there is a specific need and desire to both explore and evaluate self-directed/lifelong learning from a mental health educational viewpoint. The author also trained in Scotland in the 1980’s and was trained the traditional hospital apprentice model. Therefore the concept of self-directed /lifelong learning will be explored from my own experiences of learning, both in a pre-registration environment and over the span of my 20 year post qualifying period. In charting the development of lifelong learning as a concept and taking stock of its current location in nursing, one of the prominent elements noticed has been the proliferation of documents in the 1990’s emphasizing the value and the modes of implementation of lifelong learning in general as well as in nursing (Gopee, 2001). In the UK, the government’s nursing strategy document, Making a Difference (DoH, 1999) notes that ‘Lifelong learning is more than a slogan, and access to education, training and development is no longer an aspiration for the few but a necessary part of jobs and careers in most sectors’. The UK nurses’ professional body the Royal College of Nursing (1997) asserts that continuing professional development (CPD) should be seen ‘as a way of life’. Knapper and Cropley (2000) suggest that the term lifelong learning may be no more than a ‘unifying principle’ that links existing trends and tendencies in education. In other words lifelong learning takes a more holistic perspective, and should be a normal and realistic expectation throughout life. Certainly from the authors’ perspective, much has changed since the pre-registration days of my nurse training, whereby the UK was on the precipice of moving from an institutionalised model of care to a community based model and all that this entailed. The nature of mental health nursing delivery in the Western world, like all areas of health care, continues to undergo profound changes (Barling and Brown, 2001; Ryan-Nicholls, 2003). These changes – shifting client populations, case management, changing loci of care (e. g. , from hospital to community) and competing models of care – have impacted upon the practice of mental health nursing. In addition, educational provision for mental health nurses has had to address issues of change in recruitment, retention, career opportunities and practice development (Happell, 2001; Hannigan 2004). Additionally in Australia and New Zealand direct entry to mental health nursing was phased out by the mid 1990s. Despite the passage of time, there remains concern that mental health nursing has not been well served by this change in educational preparation (Happell, 2008a,b). Along with the reported shortage of mental health nurses, there has also been a decline in the number of graduates choosing a career in mental health nursing (Curtis, 2007) with relatively small numbers undertaking postgraduate study in this specialist area (Happell and Gough, 2009). Unlike Australia and New Zealand, the UK continues an undergraduate mental health nursing programme and anecdotal evidence would suggest that the problems of recruitment and retention in mental health nursing are more problematic on this side of the globe. Happell’s (2001) Australian study of almost 300 students showed that initially mental health was not a popular choice amongst undergraduate nursing students but, nevertheless, suggests that clinical experience in mental health settings modifies such erceptions. Educational provision beyond initial registration demonstrates the potential for, as well as the challenges, of continuing professional development for this group of nurses (Robinson and Tingle, 2003). One educational provision is to enhance the practice of particular mental health nursing skills. The use of particular psycho-social interventions, via such initiatives as the Thorn programme, has been highlighted in caring for clients with enduring mental health proble ms (Gamble, 1997). The author of this essay is a strong advocate for such programmes being introduced into a New Zealand post graduate mental health nursing programme, as she herself completed this programme over a 12 month period at the Maudsley Hospital in London. This programme recognised that whilst the UK has maintained an undergraduate mental health nursing programme, gaps continued to remain in nursing and other disciplines in the provision of adequate care for clients with enduring mental illness and their families. The Thorn programme aimed to minimise those gaps in the UK mental health service provision by ensuring that nurses and other disciplines had the necessary skills to meet those needs. As a nurse educator within the mental health services of a District Health Board in New Zealand, the role includes mandatory educational responsibilities for both nursing and allied health staff, within the provider arm and non-government organisations. The role extends to providing non-mandatory education to colleagues and this includes; enduring mental illness, clinical supervision, preceptor training, to name but a few. Also included is involvement in our New Graduate Mental Health Nursing Programme. This variety within my role can and does present both opportunities and challenges when attempting to foster and encourage new learning’s, and influence change. The challenge therefore is acknowledging the wide ranging experience and qualifications that learners have and creating an environment in which the participants and my role support both as being joint enquirers. Therefore whilst I believe my role as educator is not from a hierarchal model, rather one based on being learner centred and inclusive, I am also aware that at times my style of teaching can be more of a didactic model, however I encourage class participants to also share their own learning’s and experiences. I do however find myself wanting to impart as much knowledge as I can, and I believe some of this is fuelled by my own training and experiences and my on-going concerns that New Zealand does not have an ndergraduate mental health nursing programme. Having reviewed the many studies by Brenda Happell on the similar Australian comprehensive undergraduate nursing programme and the recruitment and retention issues within mental health nursing, I find myself concerned, especially for the future of mental health nursing and the ability to attract and retain our mental health colleagues. This however may serve to promote a more didactic teaching style and this is one of the challenges for me to remedy as a nurse educator. The educator role also includes our regular work-force, both registered and unregistered staff, therefore another challenge is to both promote and maintain good clinical understanding of mental health issues that impact our client group and their families, and keeping staff abreast of changes and national strategies and directives. Another challenge is that some attendees at mandatory training and continual professional development training are not there through choice, but rather because their managers have told them to attend and/or they require additional educational and professional development hours for their annual registration. A UK study by Gould et al. , (2007) on nurses’ experiences of continual professional development (CPD), five main themes emerged from the data: Who and what is CPD for? Accessing CPD; One size does not fit all; Managing work, life and doing CPD; and Making the best of CPD. The respondents in this research thought that CPD played an important role in enhancing service provision and maintaining safety for patients and nurses, and made links between CPD and clinical governance as well as bridging the theory practice gap. The importance of maintaining skills, remaining professionally updated and CPD was also considered to play a key role in both career and personal development. A fewer number of respondents expressed a view that ‘nursing had lost its way’ by becoming overly academic. They called for a return to traditional values, when much greater importance was placed on clinical experience. On the subject of managing work, life and CPD, some respondents complained of the expectation that they would invest personal time in CPD intended to primarily improve service delivery. This resulted in considerable resentment, especially when individuals were already feeling the effects of heavy clinical workloads, poor staffing and the rapid pace of change within the health system. Many of the opinions expressed corroborate the findings of other studies. Poor staffing levels and the absence of colleagues to provide ‘backfill’ was the same problem as in earlier reports (Shields, 2002) and as in the study by Gould et al. , 2004b, there was a feeling from some respondents’ that longer courses with academic emphasis were being promoted at the expense of those intended primarily to attain competency in clinical skills. From the authors own experience both as a clinician and as an educator, I would concur with the study findings and therefore, ongoing evaluation of my role and the content of the education being delivered, and how it is delivered is of paramount importance. One of the main objectives of the educator role is to identify the theory practice gap and how this can be reduced, in order to enhance the clinical outcomes for our clients and families, as well as creating job satisfaction, confidence and competence within our staff who deliver our mental health services. In general terms, the theory- practice gap can be defined as the discrepancy between what student nurses are taught in a classroom setting – the theoretical aspects of nursing – and what they experience on clinical placement – the practice of nursing (Jones, 1997). In the late 1980s, as a result of recommendations made in Project 2000’ (UKCC, 1986), nurse education in the UK moved from hospital-based schools of nursing into universities. Exposure of nursing students to the research-based education of universities was perceived as a way of fostering critical, analytical practitioners, capable of applying research to practice. However, there is contention that degree programmes focus on theory and research to the detriment of practice experience. Thus graduate nurses are accused of lack of competence when they first qualify (Roberts and Johnson, 2009). This is an accusation seldom if ever targeted at any of the other graduate professions within healthcare. For nurse education then, it is crucial that graduate programmes combine theoretical and practical learning and develop strategies to ensure that the competency of newly qualified nurses is assured (Taylor et al. , 2010). However changes to competence assessment in nursing have not been without its critics. Following a systematic review of the literature, Watson et al. , (2002) argued that there was no evidence to support the use of competency-based nurse education. Moreover, they asserted that while not wrong in itself, competence driven nurse education may be misguided because it encapsulates an ‘anti-education’ mentality’. Such is the complexity of competence assessment, that not even involvement of mentors in the process is unproblematic. Mosely and Davies (2008) reported that mentors often struggle with the cognitive demands of the role. Moreover, there are a number of organisational and contextual constraints that make assessment difficult. Lack of time is identified as a major constraint (Myall et al. , 2008; Wilkes, 2006). The problem is compounded by increased student numbers that impinge on placement provision and put mentors under pressure (Murray and Williamson, 2009). Additionally, there is lack of recognition for mentors (Bray and Nettleton, 2007; Kilcullen, 2007) and the inherent role confusion inherent in simultaneously acting as mentor and assessor (Bray and Nettleton, 2007; Wilkes, 2006). A UK study conducted by Corlett (2000), attempted to explore and identify the perceptions of nurse teachers, student nurses and preceptors of the theory-practice gap in nurse education. This study identified that without exception, interviewees felt a theory-practice gap does exist, with students saying it was huge, whilst teachers thought it was probably fairly narrow. Some teachers felt the gap was a beneficial phenomenon, encouraging students to develop problem-based learning and reflective skills to overcome the gap. Students viewed the differences as frustrating and gave more credence to what they saw and learned on placement. Whilst the study identified that preceptors played an important role in helping students relate theory to practice, interviewees felt there was little time to facilitate this process due to the shortness of placements – a finding supported by several other studies (Richards, 1993, White Riley, 1993, Philips et al. 1996). Several studies have also identified that nurse teachers are seen to teach an idealized version of nursing, which often did not fit with the realities of practice. Nurse teachers’ credibility is also lessened when students report what they had seen in the clinical area was different to what they had been taught. Sequencing theory and practice appears particularly worrying for students with the academic model and the role of nurse educators being far removed from reality, therefore a collaborative relationship between nurse educators, students and preceptors appears to be a potential way forward. Within the mental health services it is hoped that the nurse educator role, whilst based within the hospital setting, allows for some of the theory practice gap to be addressed and reduced, and that our staff who support and preceptor our students and newer staff also feel supported. In a study conducted by Hallin and Danielson (2010), preceptors who are supported and informed of the university’s expectations of what nursing students ought to achieve and how they should perform are significantly more likely to report and manage students with insufficiencies. However reasons given as to why nursing students with difficulties pass clinical education are primarily RNs’ feelings of guilt, lack of preceptor experience, insufficient time to observe the student, but also feelings of pity for students (Luhanga et al. , 2008b). Critical decisions on student performance are easier to handle when guidance and teacher support are insured, the structured three-way (tripartite) meetings between teacher, student and personal preceptor described in Hallin and Danielson (2010) model would improve evaluation quality. There is therefore no doubt that there is a need for improved communication, information sharing and collaboration between the tertiary institutions and clinical areas, this would enhance the integration of theory to clinical practice for nursing students , whilst supporting the preceptor in the understanding of the nursing programme. Other studies report that with high staff turnover and retention issues concerning RNs, lack of time and opportunity to be supported to take a preceptor-preparation course and other educational opportunities to increase RNs own knowledge, high student numbers and preceptors not being given adequate time and resources to spend with students, could increase RNs resentments of feeling overworked and therefore less eager to work with students. Undoubtedly, efforts must be made that ensure being a preceptor is considered an honour and results in benefits and rewards (Hyrkas and Shoemaker, 2007). In the role as a nurse educator within the District Health Board, preceptors attend a two day training course and there is ongoing education for them to access within our mental health training programme, it is hoped that this therefore minimises some of the negative impacts the research has found. As previously discussed, self-directed/lifelong learning is very much a part of being in the health and specifically the nursing profession, the authors own experience is that to keep abreast of our ever changing health system and how we deliver care now and in the future, nurses have to accept that this is a necessary part of our roles. There are many advantages to lifelong learning, including enhancement of knowledge of skills, promoting the best quality health services that we can deliver and ultimately improving outcomes for the people we deliver our services to. Life long learning within nursing also gives us the opportunity to bridge the transition from initial training to continuing education, especially important in health and from the author’s perspective in mental health. In the past 20 + years, we have moved to having hospital based care, to community care, this has had a profound impact for both clients and families within the mental health services. Whilst we acknowledge this has been an advantaged way of delivering care for those clients, it has also meant a huge reliance on families becoming care-givers, therefore to up skill our families; we must understand and up skill ourselves. Our society continues to evolve, just as how we deliver healthcare services continues to evolve, therefore the challenge may not only be the concept of self-directed/ life long learning, but how we ensure that we have robust supports and services in place to meet the needs of our health profession and the needs of nursing, both now and in the future.

Monday, November 25, 2019

Teenagers play computer games too much Essay Essays

Teenagers play computer games too much Essay Essays Teenagers play computer games too much Essay Essay Teenagers play computer games too much Essay Essay In modern society. it is really common playing computing machine games. Even though computing machine games are common in our life. they have non merely good effects. but besides bad effects. particularly to adolescents. Furthermore. even though parents know that adolescents play computing machine games excessively much. they do non cognize that why adolescents are widely excited at computing machine games. and what the bad effects of computing machine games are. There are two chief causes that adolescents play computing machine games excessively much. In add-on. playing computing machine games excessively much has two chief effects. The first ground that adolescents play computing machine games excessively much is really simple. because computing machine games are really fun. Computer games’ aims focal point on to alleviate emphasis. Therefore. computing machine games are really glorious and exciting. Clearly. adolescents are dazzled to computing machine games because of this point. In add-on to merriment. computing machine games are easy to pass clip and immerse. Teenagers’ thought has non formed wholly yet. hence. they easy lose their thought while they are playing computing machine games. This province makes that easy to pass clip. Furthermore. adolescents are easy immersed to computing machine games. as computing machine games make brumous adolescents. These two causes affect that adolescents play computing machine games excessively much. Adolescents are excited to computing machine games because computing machine games are really fun. and besides computing machine games could pass clip and plunge really easy. Furthermore. computing machine games affect severely to adolescents. Besides. computing machine games affect that adolescents be lazy and do merely thing that they want. Computer games are inactive activity. Teenagers merely remain at place and sit in forepart of computing machines. On the land of that ground. adolescents become lazy. Furthermore. adolescents become as an egoist. Even if adolescents should make something. they do non make that. because they do non desire do that. In brief. adolescents become lazy and self-importance. as they play computing machine games excessively much. The 2nd consequence of computing machine games is that computing machine games make adolescents more violent and misconstruing that they are characters of the games. Computer games are really violent now yearss and adolescents become violently while they play computing machine games. Harmonizing to P. M. Greenfield. who wrote â€Å"Mind and Media† . said in her book. â€Å"Video games have violent content ; Television has violent content ; amusing books had violent content ; films have violent content. There has long been the brief that violent content may learn violent behaviour† ( â€Å"Mind and Media† . 102 ) . Furthermore. Barrie Gunter asserted. â€Å"Extrapolating †¦ from playing computing machine or picture games with violent subjects. such as heightening of perceptual experiences hazard or danger in the existent universe. † ( â€Å"The effects of video games on children† . 90 ) . Besides he declared in same book. â€Å"The power of picture or computing machine games may besides deduce signifier the feeling of control which they stimulate in immature players† ( 93 ) . Therefore. computing machine games drive adolescents more violent. Besides. adolescents could misconstrue that they are computing machine games character. For illustration. in Korea. one male child killed his younger sister with and axe. as he thought that it is merely game. In decision. computing machine games affect to adolescents that they become violent and do non cognize which is existent life. The old causes and effects are bad face of computing machine games. Even if computing machine games have some good effects. in fact. computing machine games have a batch more bad effects than good effects. Therefore. adolescents should be observed. if they play computing machine games excessively much. Plants cited: Greenfield. Patricia Marks. Mind and media. United States of America. Library of Congress Cataloging in Publication Data. 1984. Gunter. Barrie. The Effects of Video Games on Children. England. Sheffield Academic Press. 1998

Friday, November 22, 2019

Immigration in America Research Paper Example | Topics and Well Written Essays - 1000 words

Immigration in America - Research Paper Example Among these, over 90,000 are nonimmigrant business people, students, workers and tourists, who get in to the nation through airports and border crossings. Approximately 3,000 of them are immigrants or expatriates, who would become permanent dwellers of the U.S. through special invitation. Moreover, over 1,000 of the immigrants are illegal aliens; typically, Mexicans, who dodge border controls, enter the United States, and inhabit. Several factors motivate these immigrants including religious, political, and economic factors. For the initial immigrants, Spaniards needed Christian converts in Florida and the southwest; the Puritans in Massachusetts wanted to institute a society limited to members of their faith while German sectarians wanted religious liberty in Pennsylvania (Martin & Midgley, 2003). Cynical perceptions of outsiders as belonging to a different race, ethnicity, economic status, religion, or political attachment have significantly interfered with America's interest for n ewcomers. Since the eighteenth century, the inborn Americans have raised various issues concerning the influx of immigrants in to the country. These issues include concerns regarding pressure on public services, job contest, and an apparent incapability of the U.S. to take in cultural foreigners easily (Ogletree, 2000). Several studies on the public opinion concerning immigrants in the 1960’s indicate that many of Americans proposed for the reduction of both authorized and unauthorized immigration. On the other hand, public opinion surveys carried out at the close of the 18th century indicate that the public were more lenient toward immigration. This is because there were low rates of unemployment and the economy was growing (Martin & Midgley, 2003). Immigration policies in America After the World War I, many Americans became more patriotic and demanded for the removal of foreign blood from their country. Consequently, this resulted in the development of various acts and poli cies aimed at regulating immigration in to America. For instance, this anti-immigrant climate prompted for the enactment of Immigration Acts of 1921 and 1924. These resultant acts instituted quota methods intended to decrease considerably the number of southern and eastern Europeans and to block all Asians. During this time, there was widespread perception that these foreigners were polluting the American culture. This perception carried a lot of weight in congressional discussions, as did the argument that strangers were the carriers of fundamental ideologies (Vecoli, 1996). For the nation’s first 100 years, the United States assisted immigration, welcoming aliens who could help to inhabit a huge nation. However, from the 1880s onwards, the United States started to block particular categories of immigrants. This comprised low-skilled contract workers, Chinese and prostitutes. Consequently, this led to the development of the phase of qualitative limitations on immigration. Ac cording to the United States laws and policies, immigrants are nationals of foreign countries given visas that permit them to live and work permanently in the United States

Wednesday, November 20, 2019

Bullying In The Work Place Essay Example | Topics and Well Written Essays - 1000 words

Bullying In The Work Place - Essay Example It is often extremely hard to prove to bully as a form of criminal activity. Many perpetrators of bullying behavior often go unpunished because there lacks enough evidence to prove that their behavior causes harm. Nonetheless, the best way to deal with bullying in the workplace is to be informed on how to protect oneself from any acts of abusive conduct perpetrated either from a co-worker or the manager. Maintaining substantial personal boundaries with your seniors and bullying co-workers is perhaps the best way to self-protection. When one is being bullied especially by a co-worker, the best way is to stop them from their actions and explain how one feels about their harassing behavior. This action, as he reiterates, invokes in them the consciousness of their behavior prompting a change from their actions. Keeping calm is another way of dealing with a bully. This helps in preventing a confrontation if one were to react towards the bullying behavior. Keeping calm helps someone from g etting upset, thereby avoiding a collision that would otherwise project the whole situation.There are numerous consequences of bullying to the employee affected. There have been cases of reported health problems to persons exposed to this misconduct. These include psychological and physical harm and injuries. Targets of bullying have cited health implications on their part that include psychological and physical concerns. Bullied workers have demonstrated signs of acute stress which affects their overall performance in the workplace.

Monday, November 18, 2019

Retiring Abroad Essay Example | Topics and Well Written Essays - 750 words

Retiring Abroad - Essay Example this new trend of retiring abroad, especially in the aftermath of the global financial meltdown that decimated home values and ravaged many accounts. Many people continue living where they live because of their work. When they retire, they make the ultimate decision of moving to a place where they will feel more comfortable and where their money will last (Knowledge). According to Social Security Administration’s annual statistical supplement, the exact number of Americans retirees receiving social security benefits outside the United States is 350,000. The majority of these individuals are finding their way to countries like Ecuador, Mexico, Canada and the UK (Edwards & Daniels 101). This number is expected to increase with 4 million baby boomers already making plans to retire abroad (Edwards & Daniels 100). The main driving force behind this new trend shown by retirees is financial security. According to the confidence survey of 2014, only 14 percent of the workers indicated that they were confident of having enough funds to live comfortably in the United States. This low level of confidence comes as a result of the global economic crisis that crushed the gains that had been made on the middle income household net worth. During this period, home price index went down by 23 percent (Knowledge). Retirement accounts that act as supplements to social security and other forms of retirement income were also not spared (Knowledge) The cost of living in such countries is much lower compared to the United States. For example, the rent in San Jose, a city in Costa Rica is 57 percent lower than in the city if Philadelphia (Knowledge para.8). Additionally, the prices for consumer goods are lower by 59 percent when the same city is compared to American cities. These benefits notwithstanding, the retirees need to know that that there are hidden charges that they need to consider before deciding to reside abroad. For instance, the imported goods in emerging markets are

Saturday, November 16, 2019

Methods of Risk Analysis and Management

Methods of Risk Analysis and Management RISK ANALYSIS METHODS Risk management can be divided into four steps: risk identification, risk assessment, risk control, and risk records. In recent years, studies have mostly focused on the risk assessment. Risk assessment is to analyze and measure the size of risks in order to provide information to risk control. Four steps are included in the risk assessment. According to the results of risk identification and build an appropriate mathematical model. through expert surveys, historical records, extrapolation, etc. to obtain the necessary, basic information or data available, and then choose the appropriate mathematical methods to quantify the information. Choose proper models and analysis methods to deal with the data and adjust the models according to the specific circumstances. Determine the size of risks according to certain criteria. In the risk assessment extrapolation, subjective estimation, probability distribution analysis and other methods are used to obtain some basic data or information. Further data analysis often use following basic theory and methods: layer analysis method, mode cangue logical analysis method, Monte Carlo simulation, the gray system theory, artificial neural network method, fault tree analysis, Bayesian theory, an influence diagram method and Markov process theory. We can divide the methods into qualitative analysis and Quantitative Analysis. Qualitative analysis: 1. Fault Tree Analysis Fault Tree Analysis Fault Tree Analysis (Fault Tree Analysis, FTA) can be used for qualitative analysis of risk and can also be used for quantitative analysis. It is mainly used for large-scale complicated system reliability and safety analysis. It is also an effective method to Unification reliability and safety analysis, through hardware, software, environment, human factors.FTA is drawing a variety of possibilities of failure in system failure analysis, from whole to part, according to the tree structure. Fault tree analysis using tree form, the system The failure of components and composition of the fault system are connected. We are always using fault tree in qualitative or quantitative risk analysis. The difference in them is that the quantitative fault tree is good in structure and it requires use of the same rigorous logic as the formal fault tree, but qualitative fault tree is not. Fault tree analysis system is based on the target which event is not hoped to happen (called the top event), one level down from the top event analysis of the direct cause of their own events (call low event), according to the logical relationship between the upper and lower case, the analysis results are obtained. 2. Event Tree Analysis Event tree analysis (event tree analysis, ETA) also known as decision tree analysis, is another important method of risk analysis. It is the events of a given system, the analysis of the events may cause a series of results, and thus evaluates the possibility of the system. Event tree is given an initial event all possible ways and means of development, every aspect of the event tree events (except the top incidents) are the implementation of certain functions of measures to prevent accidents, and all have binary outcomes (success or failure). While the event tree illustrates the various incidents causes of the accident sequence group. Through various intermediate steps in the accident sequence group can organize the complexity of the relationship between the initial incident and the probability of systemic risk reduction measurement, and identify the accident sequence group. So we can calculate the probability of each of the key sequence of events occurred. 3. Cause-Consequence Analysis Cause and consequence analysis is a combination of fault tree analysis and event tree analysis. It uses the cause analysis (fault tree analysis) and the result analysis (event tree analysis), CCA aims to identify the chain of events leading to unexpected consequences, according to the probability of occurrence of different events from CCA diagram to calculate the probability of different results, then the risk level of the system can be determined. 4. Preliminary Risk Analysis Preliminary risk analysis or hazard analysis is a qualitative technique which involves a disciplined analysis of the event sequences which could transform a potential hazard into an accident. In this technique, the possible undesirable events are identified first and then analyzed separately. 2 For each undesirable events or hazards, possible improvements, or preventive measures are then formulated. This method provides a basis for determining hazard categories and which analysis methods are most suitable. It is proved valuable in the working surrounding to which activities lacking safety measures can be readily identified. 5. Hazard and Operability studies (HAZOP) The HAZOP technique was origined in the early 1970s by Imperial Chemical Industries Ltd. HAZOP is firstly defined as the application of a formal systematic critical examination of the process and engineering intentions of new or existing facilities to assess the hazard potential that arise from deviation in design specifications and the consequential effects on the facilities as a whole.2 This technique is usually performed using a set of guidewords: NO/NOT, MORE OR/LESS OF, AS WELL AS, PART OF REVERSE, AND OTHER THAN. These guidewords, a scenario that may result in a hazard or an operational problem is identified. Consider the possible flow problems in a process line, the guide word MORE OF will correspond to high flow rate, while that for LESS THAN, low flow rate. The consequences of the hazard and measures to reduce the frequency with which the hazard will occur are then discussed. This technique is accepted widely in the process industries. It is mostly regarded as an effective tool for plant safety and operability improvements. Detailed procedures on how to perform the technique are available in some relevant literatures. Quantitative Analysis: Fault Tree Analysis It is explained in the Qualitative analysis. Expected value Expected value is the possible outcome times the probability of its occurrence. An expected value shows the percentage of yielding a target in a business. Sensitivity analysis In sensitivity analysis shows how the outcome changes in response of a particular variable change. One can get result from optimistic, most likely and pessimistic values. An example of inputs for sensitivity analysis is the material and labor cost that can be much fluctuated.

Wednesday, November 13, 2019

Metallica :: essays research papers

Metallica Introduction Metallica was a band that that started out in the garage of one of the members when they were in high school. The band went through many changes and tragedies and found solutions for them and somehow remained playing. They started in 1980 as one of the first, if not the first Black/Metal band. Their popularity decreased in 1987 and form there they went on to become really popular later on. Summary Metallica started playing in 1980 and are still a band to this day. They have gone through many changes over the years. The original members of the band were James Hetfeild, Lars Ulrich, Dave McGovney, and Dave Mustain. Hetfeild was the rhythm guitarist and singer. Lars is a very great drummer. McGovney was the original bass player. And Dave Mustain was the original lead guitarist. Lars first began playing at the age of 13 when his grandmother brought him home a cheap set of drums which he pounded in. He was inspiried and began to like music after his father took him to a Deep Purple concert. His family migrated from Denmark to Newport Beach, California in 1980 to find the sunny climate to play tennis. After that he met the band as friends and then began to play. Hetfeild went to Downey East Middle School where he started playing in the auditorium on the stage with friends. Three years later his mother died of cancer. There was a song written in memory of her memory titled "The God that Failed." Then he moved to L.A. where he met the band. Lars knew Kirk but he already had enough guitars in the band. Eventually Dave Mustain was kicked out of the band because he disagreed with everyone. McGovney followed with him. Kirk was already playing with a band called Exodus but quit to join Metallica. And the band acquired bassist Cliff Burton to join. Cliff was in the group when they made their oldest album called Kill em' All. But died in a bus accident on tour. The band was shook up and didn't play in concert for years. Not only did the death of Cliff startle them, but they also had to acquire a new bass player. Jason Newstead was chosen of many other people who tried out for the band. Those people included Les Claypool of the band Primus. Newstead grew up in Niles, Michigan where he and his family raised horses. They moved to Kalamazoo then to L.A. Jason Newstead came from a band named Flotsam and Jetsam named after a chapter in J.R.R.

Monday, November 11, 2019

A Tale of Two Cities Humor Essay

Humor in A Tale of Two Cities This novel is filled with humor but one scene that catches attention as humorous is in Chapter one of the Second Book, Jerry Cruncher is the most comical character in the book and in this particular scene he yells at his wife for praying against her. This is comical because it is so absurd especially the way Dickens depicts it. Mr.Cruncher wa kes up to find his wife praying and yells twice that she is â€Å"at it agin† (Dickens 56), so he continues to throw a muddy boot at her. Mrs.Cruncher only responds after he addresses her again, she explains that she was not praying against him but for him. This entire scene is utterly ridiculous because she was just being a peaceful wife but her husband assumes she is praying for him to be unsuccessful. He has no evidence to back up his accusation yet continues to believe it. This scene also display terrible sexism on the part of Jerry Cruncher. Humor in A Tale of Two Cities This novel is filled with humor but one scene that catches attention as humorous is in Chapter one of the Second Book, Jerry Cruncher is the most comical character in the book and in this particular scene he yells at his wife for praying against her. This is comical because it is so absurd especially the way Dickens depicts it. Mr.Cruncher wa kes up to find his wife praying and yells twice that she is â€Å"at it agin† (Dickens 56), so he continues to throw a muddy boot at her. Mrs.Cruncher only responds after he addresses her again, she explains that she was not praying against him but for him. This entire scene is utterly ridiculous because she was just being a peaceful wife but her husband assumes she is praying for him to be unsuccessful. He has no evidence to back up his accusation yet continues to believe it. This scene also display terrible sexism on the part of Jerry Cruncher. Humor in A Tale of Two Cities This novel is filled with humor but one scene that catches attention as humorous is in Chapter one of the Second Book, Jerry Cruncher is the most comical character in the book and in this particular scene he yells at his  wife for praying against her. T his is comical because it is so absurd especially the way Dickens depicts it. Mr.Cruncher wa kes up to find his wife praying and yells twice that she is â€Å"at it agin† (Dickens 56), so he continues to throw a muddy boot at her. Mrs.Cruncher only responds after he addresses her again, she explains that she was not praying against him but for him. This entire scene is utterly ridiculous because she was just being a peaceful wife but her husband assumes she is praying for him to be unsuccessful. He has no evidence to back up his accusation yet continues to believe it. This scene also display terrible sexism on the part of Jerry Cruncher.

Saturday, November 9, 2019

Good and Bad Manners in Russia Essay

Observing etiquette and having good manners can make life of foreign people more convenient and helps to and adapt to different national features. Many norms of behavior in Russia are the same as in the whole world, but there are some special conventional rules of conduct which differs from manners of other countries. I want to list some of typical manners which exist in Russia: * For example, it’s a good manner to give up your place to woman or old person in public transport. * Also it’s very good to open the door before woman and hold the door when you go in or out of some place. * When you come to your friends’ home or you are invited to some party, you should take some present. It can be bunch of flowers, bottle of wine or some sweets. * Entering somebody’s house, you should take off your shoes in the entrance hall. * In Russia it’s typical to pay for a woman on a date. Your girlfriend wouldn’t object and it would be pleasant for her. * It’s a national feature to celebrate different occasions with jolly crowd, a lot of alcohol and dishes, playing music and singing. Foreign people can be amazed because some cheerful strangers on the street offer them â€Å"to drink for a company†. Also in Russia exist some special national holidays which people celebrate with feasting (e.g. New Year party, Epiphany, the Day of Motherland’s Protectors, Women’s Day, Easter, the 1st of May, Victory Day, the Day of Independent, the Day of Knowledge etc.) * It’s a bad manner to discuss the private life of colleagues and acquaintances. Also it’s not very good to talk about somebody’s salaries. * In Russia when you meet your friend or acquaintance it’s usual to say â€Å"Hello! How are you?†. You should ask even if you don’t want to know how he is getting on. * If you ask the woman about her age she can take umbrage and it can be very unpleasant for her. * If a man invites a woman to drink some tea in his house in Russia it could be understood as an invitation on dating. * In Russia sexual minority is not so tolerated as in Europe and USA. That is why it’s is better to avoid this subject in conversation. Discussion this theme can slow down making your career. * Russians don’t like when people speak foreign languages which they don’t understand. It can provoke distrust. * In case of celebrating some event, it’s impolite to refuse of glass when everybody is drinking especially in the moment when somebody proposes a toast to somebody’s health or success of business. Notwithstanding of  differences between Russian and foreign good and bad manners, there are common features of polite behavior. It proves that our country has fitting culture level and we must be proud of it.

Wednesday, November 6, 2019

Fourth Sacred Music Essay essays

Fourth Sacred Music Essay essays This fourth essay for the African American History Through Sacred Music class covers Michael W. Harris, The Rise of Gospel Blues: The Music of Thomas Andrew Dorsey in the Urban Church, the final section of Wyatt Tee Walkers Somebodys Calling My Name: Black Sacred Music and Social Change, and three pieces from Milton C. Sernetts African American Religious History: A Documentary Witness. Sernetts pieces are Effects of Urbanization on Religious Life, Singing of Good Tidings and Freedom, and Black Theology and the Black Church: Where Do We Go from Here. A familiar theme keeps recurring in these readings. Blacks were still struggling for equality, still fighting the racism prevalent in the America. Michael Harris has written an interesting book about Thomas Andrew Dorsey. He describes Dorsey as a pianist, composer and arranger for prominent blues singers, one of whom we know as Ma Rainey. Dorsey took his blues style into Chicagos African American protestant churches, beginning in the late 1930s. Due to the unseemly reputation of the blues performance and the excitement that gospel blues produced in the congregation, this idea was at first rejected. This book highlights the conflict that developed. There was a segment that wanted the African-American culture and religion nurtured, and kept alive. Then there was the segment that wanted the church to be a way in which African Americans would ease into American Christianity and the prevailing white-American culture. Harris shows how, by the end of the 1930s, the first group won out due to the power of Gospel music. Harris has written a scholarly portrait of Dorsey, who continued to perform throughout the 80s. He has included an extensive notes section, and a comprehensive bibliography, so we can conclude that this is a scholarly document. In Walkers Somebodys Calling M...

Monday, November 4, 2019

Sublimus Deus and Requerimiento Essay Example | Topics and Well Written Essays - 750 words

Sublimus Deus and Requerimiento - Essay Example The message is that Christ never fails, and it is the duty of those individuals possessing Catholic faith to teach all people, who are capable of receiving the doctrines of the faith (Pope Paul III, 1537).1 However, the enemy of mankind, who counters all superior deeds in order to destroy men, has developed all means of hindering the preaching of Lord’s word of Salvation to the human race. These enemies of the human race published that the West and South Indians among other individuals ought to be viewed as dumb beasts created for the Christians’ service. They claimed that these individuals are unable to accept 1the Catholic Faith. The Catholics exercise the power of God and seek to bring those individuals without Christian faith to acquire this faith. This implies that Indians are men who are capable of understanding the Catholic faith and are willing to receive it. As Pope Paul III (1537)1 notes, conversions thereof signed by any legal representative and sealed with any ecclesiastical dignitary seal the Catholics command some requirements as discussed below. 2 First, these Indians and the other individuals with no Christian faith should not be underprivileged of their freedom and the ownership of their property, even if they do not have faith in Jesus Christ. These people should not be enslaved, and they should freely and legally enjoy their freedom and the ownership of their property. The Catholics claim that if the contrary takes place, it shall be unsound and have no result. Secondly, these Indians and other individuals ought to be transformed to the belief of Jesus Christ through preaching the God’s word and through example of excellent and sacred living. The arguments in this piece are; first, non-Christians with no faith in Jesus Christ should be not underprivileged of their independence and the ownership of their possessions. Secondly, Christians ought to preach the God’s word to all

Saturday, November 2, 2019

Alternative Channel Management Techniques Research Paper

Alternative Channel Management Techniques - Research Paper Example Partner relationships can be effective, but they need to be implemented correctly. The channel partner needs to be viewed as an integrated extension of the producer's internal sales organization (Wardley 2006 p.2). There must be a high degree of cooperation between the manufacturer and the distributor to have an effective relationship, and this necessitates a financial commitment to the partnership. Both parties need to have a sense of investment and an opportunity to gain from the relationship. These opportunities may be in the form of exploiting overlapping strategies such as marketing or advertising. Other areas of mutual concern and benefit may be in the service or support areas. With a partnership relationship, these issues become of more concern to the distribution channel when they have a financial stake in the overall process. The goal of getting a quality product to the most end users is a mutually shared objective. Though developing a channel partnership relationship has it s advantages, it also has its difficulties. One of the first concerns of the process is that the manufacturer may have other channels that compete with the partner. Competing for the same customers is not only one of the biggest obstacles to a partnership, but it can also double the cost of attracting and retaining customers (Wardley 2006 p.4). The manufacturer may also have other partners who are competing for the same retail outlets. Another obstacle to effective channel partnerships is getting access to the channel's information and technology.