Free Essays on Review Of Dostoevskys Rebellion

Survey of Descartes, â€Å"Meditation 1† Descartes talks about the duplicity of human detects, and how things in some cases appear to be not quite the same as what they truly are, in the third and fourth passages of Meditation 1. Descartes clarifies how he is sitting close to a fire and he is holding a paper. Here, he addresses our faculties. He says that our faculties have beguiled us previously, yet they just hoodwink us with things that are hazy. He says that our reason for a portion of the things we know and comprehend originate from a reference because of our past sense encounters. He presents the topic of whether his hands and his body are extremely genuine. He realizes that he is before a fire, and holding a paper, yet how would you know. Is it from an edge of reference, or only from past information? Since our faculties now and again delude us, do we confide in them, as per him we should. He at that point goes on to contrasting himself and the intellectually crazy. Perhaps their personalities are not mutilated. Perh aps their faculties see things in an alternate manner. What appears to be all in all correct to somebody may appear to be upset to another. He at that point expresses that they are deranged and that if he somehow managed to agree with their position or acknowledge their perspectives, at that point thusly that would make him sick as well. (p.232-233) Descartes makes reference to the intellectually crazy while offering the conversation starter of if a person or thing is truly what they appear to be. Why Descartes discusses the intellectually crazy, is that, he shows how the faculties can trick us. Intellectually crazy individuals may take a gander at an individual and state that that individual is made of earth. Where as a â€Å"normal person† may state that they are made of fragile living creature and bone. Who is correct? This is a genuine case of how things can be seen or experienced through our faculties. Is one individual wrong, or does it rely upon the eye of the spectator. Descartes presents this mystery so as to give us that what might be seen in one individual can be very surprising in another. He later goes on to... Free Essays on Review Of Dostoevsky's Rebellion Free Essays on Review Of Dostoevsky's Rebellion Audit of Descartes, â€Å"Meditation 1† Descartes talks about the misdirection of human detects, and how things now and again appear to be not quite the same as what they truly are, in the third and fourth passages of Meditation 1. Descartes clarifies how he is sitting close to a fire and he is holding a paper. Here, he addresses our faculties. He says that our faculties have bamboozled us previously, yet they just hoodwink us with things that are indistinct. He says that our reason for a portion of the things we know and comprehend originate from a reference because of our past sense encounters. He presents the subject of whether his hands and his body are extremely genuine. He realizes that he is before a fire, and holding a paper, however how would you know. Is it from a casing of reference, or only from past information? Since our faculties now and again hoodwink us, do we confide in them, as indicated by him we should. He at that point goes on to contrasting himself and the intellectually crazy. Perhaps their personal ities are not mutilated. Perhaps their faculties see things in an alternate manner. What appears to be on the right track to somebody may appear to be altered to another. He at that point expresses that they are insane and that if he somehow happened to agree with their stance or acknowledge their perspectives, at that point accordingly that would make him crazy as well. (p.232-233) Descartes makes reference to the intellectually crazy while suggesting the conversation starter of if a person or thing is truly what they appear to be. Why Descartes discusses the intellectually crazy, is that, he shows how the faculties can bamboozle us. Intellectually crazy individuals may take a gander at an individual and state that that individual is made of mud. Where as a â€Å"normal person† may state that they are made of fragile living creature and bone. Who is correct? This is a genuine case of how things can be seen or experienced through our faculties. Is one individual wrong, or does it rely upon the eye of the viewer. Descartes presents this Catch 22 so as to give us that what might be seen in one individual can be entirely unexpected in another. He later goes on to...

The ethical topic is Doctors giving narcotic orders for nurses to Essay

The moral point is Doctors providing opiate orders for medical attendants to do to addicts despite the fact that the specialists know their patie - Essay Example The end will be obvious that medical caretakers must keep the patients’ eventual benefits on the most fundamental level as they try to be the patient backer and do no mischief. Moral Dilemma: Doctors Giving Orders for Nurses to Carry Out to Addicts Even Though the Doctors Know Their Patients Are Addicted to the Narcotics There are many archived examples where medical caretakers have been put in moral circumstances with regards to following doctors’ orders. One of these circumstances is whether to do those requests on the off chance that they mean offering opiates to known addicts. Overhauled throughout the years, the Nurse’s Association’s Code of Ethics for Nurses with Interpretive Statements carefully passes on the significance of responsibility and patient support. Essential to the topic of this article are a few Provisions straightforwardly expressed in the Code. In Provision 2, â€Å"The nurse’s essential duty is to the patient, regardless of w hether an individual, family, gathering or community.† Provision 3 states, â€Å"The nurture advances, advocates for, and endeavors to ensure the wellbeing, security, and privileges of the patient,† And Provision 4 reads,â€Å"The nurture is dependable and responsible for singular nursing practice and decides the suitable assignment of undertakings predictable with the nurse’s commitment to give ideal patient care.† To increase a more clear comprehension of the extent of morals corresponding to the topic, a meaning of certain terms would be advantageous. â€Å"Ethics† is characterized by Merriam-Webster as â€Å"a set of good standards: a hypothesis or arrangement of good values† (morals, 2011), while the American Heritage Dictionary characterizes a â€Å"narcotic† as â€Å" an addictive medication, for example, opium, that lessens torment, adjusts state of mind and conduct, and as a rule instigates rest or stupor† (opiate, 2011 ). In the article â€Å"Nurses Struggle with Ethical Dilemmas,† Christine Mitchell (RN, MS, FAAN, Director of Ethics at Boston Children’s Hospital and Associate Director of Clinical Ethics at Harvard Medical School in Cambridge, Massachusetts) is cited as saying, â€Å"The significant thing is for attendants to tune in to their internal voices and ask themselves, ‘Are we doing the privilege thing?’ Pay consideration regarding that voice.† (Boivin, 2009) In trying to make the best choice, the medical attendant must priest to the entire individual, as Marg Hutchison cites Joyce Travelbee in â€Å"Unity and Diversity in Spiritual Care,†A nurture doesn't just try to lighten physical torment or render physical consideration - she pastors to the entire individual. The presence of torment, regardless of whether physical, mental or profound is the correct worry of the nurse.† (Hutchison, 1998) In clinging to this standard, the Hospice Patientâ €™s Alliance centers around five privileges of medication organization that apply to attendants utilized in any clinical setting. These rights, as recorded in the article â€Å"Dangers of Leaving Medications Out† incorporate the correct patient, medication or medicine, portion of prescription, course of organization, and time (recurrence). (The Hospice Patient’s Alliance) The medical attendant must, in this manner, always know about the patient’s eventual benefits. Clearly genuine outcomes could happen if both of these rights was abused. During the time spent offering drug to patients, the medical caretaker may address why the specialist would recommend opiates to a known junkie. There waits the likelihood that the medical caretaker might be uninformed of the absolute thinking behind a doctor’s orders. Maybe the patient is looking for incessant relief from discomfort. Maybe it is a

Health And Safety And Radiation Protection Example

Health And Safety And Radiation Protection Example Health And Safety And Radiation Protection â€" Assignment Example > IntroductionRadiologic imaging is an indispensable tool in current medical diagnoses and therapy. Despite its invaluable importance in the medical field, ionising radiation poses a potential hazard of being carcinogenic to patients (Picano et al. , 2004). To curb the possibility of the potential carcinogenic hazard of ionizing radiation, staff involved with radiologic procedures ranging from the medical imaging equipment manufacturers to doctors, and the radiographers should uphold the rules of medical imaging (Andersson et al. , 2008). They have a crucial obligation to ensure that the dose of ionising radiation any particular patient is exposed to is minimum and necessary to make a medical diagnosis (Lee et al. , 2004). Moreover, the legislation on radiography should be well taught and updated on a frequent basis to ensure these medical technicians and any other medical staff involved in radiology is well versed and up to date on the information (Rostamzadeh et al. , 2015). In th e United Kingdom, the ionising radiation regulations 1999 and the ionising radiation (medical exposure) 2000 govern medical imaging (“REGULATIONS”, 2000). These rules provide protocol on the dose of the radiation used on each patient and for every procedure. It also stipulates that the equipment should frequently be maintained, and the imaging personnel should be abreast on the medical imaging trends (“REGULATIONS, ” 2000). Ionising radiation dose reduction is key in protecting patients from the stochastic effects of this energy (Fazel et al. , 2009). This paper will explore the ways and techniques to minimise ionising radiation exposure to patients and how the radiographers implement their role in this process. It will highlight their role in medical imaging leaning on justification, optimisation of techniques and their managerial role in imaging procedures. Justification of exposureThe process of justification involves the physicians, radiologists as well as radiographers . The physicians/referrer play the role of ordering for the medical imaging procedure. The Radiographers are responsible for seeing to it that the dose, body surface exposure as well as the time of exposure is the minimum required diagnostic range by weighing the benefits of the procedure patient against the side effects of radiation. (Saia, 1999). In therapeutic radiations such as radiotherapy, the radiographers and oncologists have to assess the patient and justify the procedure using professional judgment. (Eairly, 1995). It is the role of radiographers to choose the alternative imaging modalities with less or no ionizing radiation in terms of efficacy, risk and health merits (Hermann et al. , 2012). Together with other members of the medical team such as radiologists, radiographers have to undertake justification process on an individual basis considering age, anatomical area to be irradiated and the gender of the patient (Huda et al. , 2008). Together with other medical perso nnel, radiographers reserve the right to dismiss unnecessary medico-legal procedures which might expose the patient to unnecessary ionizing radiation (Wall, 2005). For the pediatric population, the radiographers have a responsibility to perform further justification as children have a longer life span which increases the chances of stochastic manifestation (Wall Muirhead, 2009 ). Some interventional procedures have a higher chance of inducing cancerous effects on patients. Percutaneous coronary intervention PCI requires special documented working guidelines and a very strict observation; the Radiographers are responsible for this (Rostamzadeh et al. , 2015).

The Involvement Of Outside Sources Or Ethical Arrangements

The involvement of outside sources or ethical arrangements has been apart of medical practices for as long as they have been around. As the times have progressed, more and more people have meshed together the need for moral obligations within the practice of medicine. From everything from patients who get priority, to how much to charge for a service or drug, ethics have always been applied. The latter of the two I just mentioned is where I will focus on the different ethical viewpoints of that subject matter. The writings of John Locke would have a specific stance on the freedoms of pricing a service or drug. His backing of natural rights would entail a view in which there is no reason to limit how a medical service or drug is priced.†¦show more content†¦That man along with many other people who cannot afford the drug end up dying as a result of having access cut off. Let’s say that legally there are no laws restricting what happened, so it goes on for as long as the new company wants to keep the prices high. Therefore, ethical intervention and suggestions are only applicable in this situation. At a glance, it seems as if natural rights would take the side of the company who pushed the prices up so that people could not afford them. It is essentially a self interested concept of ethics that ultimately sides with the individual as long as they are not infringing on another’s three main rights. Those rooting rights are life, liberty, and property that span the ethical reasoning within the conceptual thinking of John Locke. In essence, no one can infringe upon those rights unless they have somehow formed a social contract with one another, like a government or community. Only in those instances where a social contract has been formed can another being take away the natural rights of another. In this situation, we will say that within the bounds of the contract, that there was no law against what the company decided to do. Taking as the company is not directly acting against the life, liberty, or property of another individual, they are morally in the right from that st andpoint. Even though people will die as aShow MoreRelatedCounseling Minors: The Legal Rights of Minors1780 Words   |  7 Pagesminors, legal rights of the minors, the rights of the parents, release of records, confidentiality, and reporting suspected abuse or neglect. The ACA and NBCC websites will be accessed for primary material and this will be substantiated by secondary sources. Counseling minors: the legal rights of the minors The minor, according to law, is considered so below the age of 18 since this is the age when he can legally and most rationally decide for himself. Many practitioners concede that mature decisionsRead MoreResolving Internal And External Conflicts1496 Words   |  6 PagesThe mediator is completely impartial (neutral) person(s) who probably doesn’t know either party, but will act as a middle person that listens to both sides of the situation from the two and see if any middle ground opportunities for some kind of arrangement, acceptable to both sides, which will in part or fully help to resolve the situation. By so doing, a mediator functions as an intermediary. A mediator talks to parties in separate rooms and never allows shouting or interruption from disputants facingRead MoreResolving Internal And External Conflicts1496 Words   |  6 PagesThe mediator is completely impartial (neutral) person(s) who probably doesn’t know either party, but will act as a middle pers on that listens to both sides of the situation from the two and see if any middle ground opportunities for some kind of arrangement, acceptable to both sides, which will in part or fully help to resolve the situation. By so doing, a mediator functions as an intermediary. A mediator talks to parties in separate rooms and never allows shouting or interruption from disputants facingRead MoreResolving Internal And External Conflicts1482 Words   |  6 Pagesmediator is completely impartial (neutral) person(s) who probably does not know either party, but will act as a middle man that listens to both sides of the situation from the two and see if there is any middle ground opportunities for some kind of arrangement, acceptable to both sides, which will in part or fully help to resolve the situation. By so doing, a mediator functions as an intermediary. A mediator talks to parties in separate rooms and never allows shouting or interruption from disputants facingRead MoreThe Adoption Of Tr aditional Surrogate Mothers1837 Words   |  8 Pagesbe bought because of the U.S. Constitution’s prohibition on slavery (Textbook p. 296). Throughout the world, surrogacy is a controversial issue although it is legal in most states. There are many ethical, legal, medical, moral, and societal implications when it comes to surrogacy. There are many ethical considerations and implications when it comes to surrogacy. Questions arise of what is right and what is not, especially when it comes to the child. There has been a positive â€Å"compassionate† caseRead MoreThe Impact Of Multiple Breakdowns On The Uk For Looked After Children And Young People1662 Words   |  7 Pagesresearch findings is not guaranteed to be used in an effective way, or supplying valid training for professionals. There are ethical issues relating to children being participants in the looked after setting. Therefore, the TMA03 study carried out debates about multi breakdowns in the care system and explored the extent to which children should be regarded as valued sources in social research instead of children being positioned as vulnerable, incompetent and relatively powerless in society and thisRead MoreThe Interpretation Of Woodrow Wilson2015 Words   |  9 Pagesfrom an external source to show the power of idealism, and how Woodrow was perceived. Wilson abandoned the imperialist policy and brought to the White House a new way of looking at America’s relations with the outside world. Wilson believed that the United States was the most politically enlightened in a sense under god, he felt that people throughout the world had their right to choose their own governments. Wilson was only protecting people rights to democracy. Primary Source Analysis 6. WilsonRead MoreNew Jersey Garden Inc.1807 Words   |  8 Pagesproposition. An affirmation email will be sent to every bidder on their submittal. Jersey Garden Inc. will likewise acknowledge printed versions. Printed versions of all required record can be sent on the address with taking after data on the outside of mail. Re: Jersey Garden baseball field proposition Jersey Garden Inc. Suttons La and Central Ave, Edison, NJ 08817 All offers will be assessed and ward will be made at the extremely most recent January 30, 2017. †¢ Jersey Garden, IncRead MoreThe Commercial Growth of the Live Music Events Industry1804 Words   |  8 Pagesof the events industry that has resulted in this industry to become a global one, producing events on a much bigger scale than before. Global live music events are now a common phenomenon producing billions of pounds in revenue and many industries outside the direct business of music events want to be involved to get a share in this major success. Books, articles, websites, reports and a few films have been the main resources for information for an essay on this subject, and to determine how musicRead MoreTesco s A Multinational Food Retailing Company2627 Words   |  11 Pages What arrangements should be in place or will put in place to deliver a positive impact on the local economy, social and environmental well-being to support The Public Service that Tesco deliver Tesco,s a multinational food retailing company, Tesco has more than 26% of the grocery market in the united kingdom giving it a very powerful position known for selling food and non-food products, Tesco, now also provides mobile phones finance, insurance, hardware services. but recent statements from the

The Prince And The Last Days Of Socrates - 1987 Words

A Questionable Principality In The Prince and The Last Days of Socrates, Niccolà ² Machiavelli and Socrates give their respective personal discourses on what makes an effective leader and what are favorable practices of politics. Although both men have intense nationalism and agree on the ends of their operations being a prosperous principality, it is how they plan to get there, in which the two men differ. Machiavelli believes in a cautious, unexamined approach to statecraft where the ends justify the means while Socrates believes in a ruler that is questioned by his people, examines every viable option available, and adheres to a morally correct code of ethics that is driven by the betterment of the soul over the benefit of one’s state.†¦show more content†¦Rather than just basing his rule entirely off of successful predecessors, Socrates would utilize their methods to formulate his own strategies in a more forward-thinking manner. Socrates would examine various ot her means to get to the same end of establishing power and dominance amongst his people, rather than concluding that the method used by Cesare Borgia was the right course of action in the given situation. He would look at Borgia’s exercise in power and question what the man could have done as an alternative to killing his minster. Would it be exiling him? Or perhaps question he would this man like he would do to the so-called â€Å"wise† men of Athens and try to catch him in a lie? These are means that Machiavelli failed to consider in lieu of blindly following the example of rulers’ past. Thus, Socrates would consider Machiavelli’s reliance on historical examples to be not enough when it comes to a successful political system, and would passionately disagree with the unexamined regime the Florentine endorses. In a Machiavellian society, it doesn’t matter how one produces a prosperous principality as long as the people are happy, the state is milit arily stable, and the prince’s jurisdiction is unhindered by any impending aggression towards his rule. If it requires aShow MoreRelatedThe Last Days Of Socrates And Niccolo Machiavelli s The Prince And The Discourses1651 Words   |  7 PagesThe Last Days of Socrates, and Niccolo Machiavelli’s The Prince and The Discourses. Both pieces take place during political uncertainty with surrounding societal turmoil. Each take a different approach to how these issues must be dealt with. They each have their own construct of an ideal political regime which, at times overlap, but at others do not. Machiavelli seeks to gain power and wealth while Socrates seeks to gain knowledge and justice. It is because of these differences that Socrates wouldRead MoreThe Political Philosophy Of Niccolo Machiavelli And Socrates1444 Words   |  6 Pageswell-known and notorious philosophers, Niccolo Machiavelli and Socrates laid the groundwork for western political philosophy and modern day p olitics. Though both lived through times of political transition and war, the fragility of their politics, violence of their wars, and the leaders they lived under influenced the development of their differing ideologies about the governing of principalities. From Machiavelli’s experience, came, â€Å"The Prince,† a guidebook about the importance of self-preservation whenRead MoreSimilarities Between Machiavelli And Socrates1534 Words   |  7 Pageswhich guided Socrates were an end all, be all for him. He did not wish to live without his search for truth. Socrates would see a Machiavellian Prince as self-centered, and void of morals. A Machiavellian prince would not appreciate the way Socrates carried himself and would see him as a challenge to his authority. Socrates would not support a Machiavellian society because most likely he would not be free to philosophize as he wished to and would not approve of the methods used by the prince. The discussionRead MoreMachiavelli Vs Plato1614 Words   |  7 PagesRowan DeGasperis Brandon Ives GVPT241 Due: 10/13/17 Socrates’ View on Machiavelli’s Ideologies Niccolà ² Machiavelli and Socrates are two thinkers who are highly regarded, respected, and renowned by today’s scholars due to their roles in shaping their separate versions of an ideal political system during their respective times of uncertainty, political fragmentation, and violence. Although their opinions vary, the men laid the foundation for present day political establishments and opened up the door forRead MoreSocrates And Niccolo Machiavelli1735 Words   |  7 PagesEssay 1: Socrates and Machiavelli Although Socrates and Niccolo Machiavelli lived in different time periods, the political climate that their philosophies were founded on were very similar. The trial of Socrates began after the Peloponnesian War when the new Spartan Tyranny took over the Athenian government. Socrates was accused of corrupting the youth and disrespecting the gods by the Spartan government. In the eyes of the Spartan government Socrates is a gadfly because of his posing of upsettingRead MoreSocrates And Machiavelli1660 Words   |  7 Pagesworks of Socrates and Machiavelli are as polarized as the phrases â€Å"the unexamined life is not worth living† and â€Å"the ends justify the means.† The Prince by Machiavelli and The Last Days of Socrates by Plato are both crucial texts to the discussion of what makes a good political leader. Well, what makes a good political leader? Socrates would disagree with Machiavelli’s ideation of the Prince because of the immorality that he allows thi s model to have in the public sphere. However, Socrates would findRead MoreSocrates Vs. The Prince1842 Words   |  8 PagesSocrates vs. The Prince Niccolà ² Machiavelli, a Florentine philosopher and political aficionado from the 16th century and Socrates, a classical Athenian savant who lived during the 5th century B.C., are both judged as being forefathers to modern western political science and thought. The two great men both came from erratic epochs within their respective nations of Italy and Greece: wars, transitions of power, and domestic conflicts left their countries void of sustainable leadership and in desperateRead MoreThe Governing Techniques Promoted By Socrates And Machiavelli1918 Words   |  8 Pagespromoted by Socrates and Machiavelli Prompt: Machiavelli lived during a time of uncertainty, political fragmentation, and violence. For him, a focus on how to create political power that is long-lasting is critical. Indeed, Machiavelli strives to create a political system that is not characterized by violence as the means to engage in politics. Socrates, too, lived during times of war and political transition. How would Socrates view Machiavelli’s concept of a Prince? Would he find that this Prince wouldRead MoreThe Ideas Of Machiavelli And Socrates1988 Words   |  8 Pagesand Socrates have influenced the leadership styles and approaches of leaders around the world. From Stalin to the founding fathers of the United States, Machiavellian influenced motives and ideals can be seen throughout modern history. Socrates is often referred to as the founder of Western philosophy, and his teachings have been passed on to leaders over the centuries. This paper will state both the Machiavelli’s concept of a ‘Prince’, and present Socrates’ perspective on the ‘ideal’ prince. ItRead MoreMachiavelli And Socrates1976 Words   |  8 Pagesduring times of war and turmoil, both Socrates and Machiavelli use philosophy to evaluate people and politics. After seeing corruption, fragmentation and death, both philosophers developed different views. Machiavelli’s concept of a Prince includes strong stances on morality and religion. Socrates would be likel y to agree on the general ideas that Machiavelli believes a Prince should have but he would differ mainly in how they should be executed. I believe that Socrates would agree with Machiavelli that

Did Slaves Build the Great Pyramids Free Essays

An example from doc meet B is 100,000 alexandrine men poured their sweat and blood for twenty years†¦ â€Å". It says that the men were ‘alexandrine’, which some would infer slaves. Secondly, in document C it says that there were no slaves at all working on the e Great Pyramids of Gaza. We will write a custom essay sample on Did Slaves Build the Great Pyramids? or any similar topic only for you Order Now In the document it specifically states that workers were paid and had honorable burials. Hawks said â€Å"No way they would be buried so honorably if they were slaves†. Thirdly, from document D it says gangs built the pyramids. Some archaeologist TTS believe his because on the stones above the king chamber it would have a crouched , an oval hieroglyphic used for names of Kings and Queens, and then a hieroglyphic of a gang name in red paint. Finally, document E is not sure whether slaves were used or not. They don’t k now because they don’t know how many people worked on the pyramids. They alls o don’t know if the slaves were even buried or just left to rot. How to cite Did Slaves Build the Great Pyramids?, Papers

Spare parts Essay Example

Spare parts Essay It was voted Airline of the Year in the worlds largest assenter poll, conducted by Ashtray Research In 2005, and named Airline of the Year by Alarm Transport World magazine In 2006. 2 However, there was an operational pain that continued to bother Cathy Pacific. In March 2007, Robert Taylor, manager of inventory operations, and Paul Barbell, manager of procurement of aircraft components and maintenance, were requested to head up a task force to optimism the supply chain management of spare parts operations at Cathy Pacific. Aviation spare parts constituted a significant expense In Cathy Pacifisms financial statements. From the balance sheet perspective, as of December 2005, the total Inventory value of all aviation spare parts amounted to over SUSSEX million. Dead and Inactive stock accounted for 3% per annum and was an issue to manage with care due to obsolescence and unpredictable demand patterns. Supply chain management for aviation spare parts was complex because of the need to ensure timely service availability of a huge variety of stock and to comply with stringent quality and regulatory requirements. Company interview on 25 July 2007. For details, see Cathy Pacifisms website: http://move. Catalytically. Mom. Karen Lee and Jonathan Polloi prepared this case under the supervision of Ben]mall Yen for class discussion. This case is not intended to show effective or ineffective handling of decision or business processes. 0 2009 by The Asia Case Research Centre, The university of Hong Kong. No part of this publication may be reproduced or transmitted in any form or by any means?electronic, mechanical, photocopying, recording, or otherwise (including the the permission of The university of Hong Kong. We will write a custom essay sample on Spare parts specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Spare parts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Spare parts specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Ref. 09/ICC Aviation Spare Parts Supply Chain Management Optimization at Cathy Pacific Airways Limited 9/ICC A bolt for a desk chair costs a dollar. The same bolt for a chair on an airplane would cost 30 dollars. It is that magnitude of difference. Everything for an aircraft is massively expensive. Paul Barbell, manager of procurement, Cathy Pacific The challenge for the management team was to explore alternatives for optimizing spare parts supply chain management and instigate process improvement. The Aviation Spare Parts Industry Managing spare parts in the aviation industry had always been a challenge for airline operators because the aviation supply chain was unusually complicated. The aviation industry was regulated by international and local authorities such as the US Federal Aviation Administration (FAR), the European Aviation Safety Agency (EASE) and the Civil Aviation Department of the Government of the Hong Kong Special Administrative Region. Mechanics certified by the FAA were required to check all non-deferrable repairs before a planes departure and verify that all regulations were met. In addition, the FAA had the authority to ground a plane if airline operators did not complete the deferrable repairs within the stipulated timeshare. All suppliers of airplane spare parts were required to possess special legal certifications and formal protocols, which were stipulations that indicated assumption of responsibility in case of an accident. Turnaround time for repairs was critical, as highlighted by measurable and non-measurable costs. In addition to standard passenger compensation for flight delays such as hotel accommodation, it cost IIS$60 per minute to keep an aircraft on the runway. 5 Moreover, there existed a risk that customers might be upset or even shift to other airlines if delays caused them to lose heir connecting flights. Therefore the cost of aircraft delays was a key decision making element in engineering. Aviation spare parts themselves were also expensive and complex. To illustrate, the average cost of an engine was IIS$12 million and comprised thousands components and assemblies ranging from nuts and bolts to ten thousands. In addition to manufacturing expenses, the high costs were attributed to regulatory and testing requirements of spare parts for reliability. The variability of airplane spare parts, coupled with the sporadic nature of demand for aircraft maintenance repair parts, made spare parts demand forecasting more difficult, necessitating increased manpower. Buyers Market The carrying costs for aviation spare parts inventory were relatively expensive. Future demands for spare parts were made based on maintenance information, scheduled However, the usage pattern of spare parts remained highly unpredictable because of the high level of demand variability. It was reported that 30% of the inventory of a traditional airline was active, another 30% was slow-moving but necessary to have on hand and the remaining 40% was dead stock. It was estimated that the airline industry spent over IIS$II billion per year on spare parts, of which 10% came from airlines and overhaul agencies pre-owned stocks. The value of spare engines for major airlines was estimated at over IIS$II billion and the 3 SHCOON, M. And Pat ©-Cornell, E. (2000) Delays and Safety in Airline Maintenance, Reliability Engineering and System Safety, 67 (3), up. 301-309. 5 6 Harrington, L. (2007) From Just in Case to Just in Time, Air Transport World, 44 (4), up. 77-80. 7 Doug, B. (2000) Spares Apart, Aerospace International, 27 (6), up. 14-17. 4 verbal value of spare parts sto red by the airline industry had increased from IIS$45 billion in 1995 to IIS$50 billion in 2002, of which 80% was owned by airline operators. Aircraft components were complex, high-level modules consisting of dozens or hundreds of parts. The life span of a component could exceed two decades, during which it might be repaired or overhauled more than a dozen times. These issues, combined with aviation authority requirements such as certification and traceability and issues of reliability and safety, increased the cost of obtaining and keeping aviation spare parts. Since the majority of the inventory value in the aviation supply chain was tied up in spare components, they represented the primary target for inventory value reduction. Suppliers Market Similar to any other industry, price and quality were two major determining factors for airline operators in evaluating their spare parts suppliers. As a result of tight aviation regulations, airline operators, as customers, were constraine d in supplier selection. Moreover, there were situations that were dominated by a single supplier, as with parts solely supplied by an original equipment manufacturer (MOM). Moms ere companies who were original manufacturers of a component for a product that might be resold by another company. The limited choice and high concentration of Moms limited airline operators negotiation power. Unlike consumable products, the criticality of the engine and the long usable life of an aircraft had contributed to Moreover, there was limited room to negotiate after an aircraft was purchased; the purchaser was now dependent on the Memos products. Because of tight regulations and dependence on Moms, seeking alternative suppliers was a challenge for Cathy Pacific 10 . The suppliers market was concentrated in a mindful of aerospace conglomerates, including Goodrich Corporation and Honeywell Aerospace. This was very much unlike the car industry, in which Volvo could choose from a number of suppliers to purchase a new engine for a new car. Joint purchasing activities amongst airline alliances to influence procurement processes were also likely to be opposed for anti-trust reasons. Joint purchasing activities pursued by airline alliances were deemed as similar actions undertaken by a conglomerate trying to influence the supply market. Strict regulations were in place, in countries like Australia, to govern the extent of Joint archiving activities allowed. 1 To alleviate over-dependence upon single source suppliers, airline operators had begun exploring opportunities of sourcing certain categories of approved parts manufactured under a regulated program called AMA (Parts Manufacturer Approval). Through the AMA process these categories of part were generally available at more competitive pricing with reduced lead times. Supplier selection was also influenced by whether the parts in que stion were new or old part models. Because Moms were the original manufacturers, they were generally he preferred suppliers for new part models owing to their level of expertise in maintenance and repairs. For older, non-critical models, AMA suppliers were a viable option. 8 Kill, J. And Epsilon, A. P. J. (2004) Pooling of Spare Components between Airlines, Journal of Air Transport Management, 10 (2), up. 137-146. 9 10 11 3 Company History air force pilots, American Roy Farrell and Australian Sydney De Kantian. With a single Douglas DC-3 (a small passenger plane), Cathy Pacific launched its first routes between Hong Kong, Sydney, Manila, Singapore, Shanghai and Canton, with limited scheduled service to Manila, Singapore and Bangkok. In 1948, Butterflies Swirl, which later became the Swirl Group, bought 45% of Cathy Pacific and had since then become the De facto flagship carrier of Hong Kong. The asses to asses marked the development and growth era of Cathy Pacific [see Exhibit 1], owing to successful corporate strategy implementation in product innovation and to acquisitions. During the asses, Cathy Pacific had demonstrated its commitment to product innovation through its introduction of flight simulators and one of the industry first computerized reservation systems. These technological investments further enhanced Cathy Pacifisms service offering. In addition, Cathy Pacific had made timely acquisitions allowing the airline to become one of the world industry leaders. With access to capital markets for fund raising following their initial public offering in Hong Kong in 1986, Cathy Pacific pursued its plan of expansion into Europe and North America. Recognizing destination reach as a critical factor for excellent customer service and acknowledging the increasing demand in China, in September 2006, Cathy Pacific not only integrated with Dragon Air but also enhanced its cooperative agreement with Air China. Cathy Pacific was also one of the founding members of the enamored Alliance in 1998, a network of airlines designed to increase efficiency by offering nearly 700 destinations. 12 Turnover in 2006 exceeded IIS$7. 77 billion and profits surpassed IIS$523 million. Cathy Pacific employed over 25,000 staff worldwide, serviced over 43 destinations throughout Asia, North America and Europe and carried over 16. 7 million passengers 2006. Spare Part Supply Chain Management at Cathy Pacific Managing the inventory is tough. With the aviation business, the supply chain tends o be much more complicated compared to regular businesses. In addition, they included serialized assemblies, end items, line-replaceable units and units that incorporated repairable parts. Because they were assembled units, they could consist of parts belonging to the other four categories of spare parts, meaning retables could be built from parts which were expendables or consumables. For example, an engine was a ratable component, but there were many different assembly parts inside the engine. Retables were depreciable over time and had an extensive life expectancy through repetitive overhaul processes that would, under normal operating conditions, equal the life of an aircraft. Unserviceable units were normally routed to overhaul/repair shops for inspection, repair or overhaul and ere rectified for serviceability based on authorized procedures. Repairable included parts that were considered economically repairable and were continually rehabilitated in the normal course of operation to a fully serviceable condition over a period which was usually less than the life of the flight equipment with which they were associated. These parts were repaired until declared no longer of value because of obsolescence either of themselves or of the flight equipment to which they related, or because the assemblies had become damaged beyond repair. A fuel pump in the airplane was an example of a repairable part. Expendables included both integral and non-integral parts of assemblies that were reused or replaced based on inspection findings. Some examples of integral expendables were dowels, pins and sleeves. Examples of non-integral expendables included bearings, springs, bulbs and brackets. Consumables included replacement items that were discarded and replaced at each consumable parts were oil, chemicals, paints, fabrics and metals. Expendables-repairable included any expendable that might be recovered through minor repairs, such as seat arm caps. These five classes could also be addressed from two different points of view. The first was an inventory management perspective that focused on whether the units could be repaired or not. For example, retables and repairable were components that could be repaired. The second perspective was that of accounting and focused on depreciable lifespan. Retables, for instance, had a lifespan equal to that of an aircraft. 15 16 Cathy Pacifisms website: http://www. Psychiatric. Com/CPA/en_us/about/ cacophonous/faceted (accessed 14 May, 2008). Definitions taken from: Cathy Pacific (1 May 2006) Engineering Procedure Manual Inventory Operations Volume AAA, Company Presentations. Spare Parts by Criticality Cathy Pacific further subdivided their spare parts by classifying the above five categories broadly into critical components and non-critical components, which could further be classified by the criticality codes O, 1, 2, 3 and 4 [see Exhibit 3]. Critical components were parts that were essential to operating an aircraft safely and effectively. They could make the difference between a safe landing and a mid-air catastrophe. These parts were usually very expensive and complex. An example of a critical component was the IIS$I million Electronic Engine Controller 17. Non-critical components encompassed all parts of the plane that were not essential to the effective and safe operation of an airplane. There was a diverse range of non-critical components, from in-flight entertainment systems to nuts and bolts. Expendables and consumables qualified as non-critical components in the majority of cases. Nevertheless, there were instances where these types of parts were considered critical components, such as a dowel required to keep a ratable part in operational form. The critical and non-critical dimension could be applied to all five classes of materials [see Exhibit 4]. 8 Current Practices in Aviation Spare Parts Supply Chain The spare parts supply chain operations at Cathy Pacific flowed from procurement and inventory management to repair management and logistics management. Cathy Pacifisms internal supply chain strategy had been driven by ensuring quality and service to the aircraft operation in the most cost efficient manner. Procurement The supply chain of spare parts at Cathy Pacific was a very complex, large-scale operation with thousands of suppliers and distributors. Aviation spare parts were handled and directly purchased by Cathy Pacific. The purchasing activities were transaction-orientated, from sourcing and storage to consumption and repurchase. Cathy Pacifisms procurement process could be triggered by normal replenishment, initial provisioning or special provisioning [see Exhibit 5]. In line with the nature of the business, Cathy Pacific had to ensure that adequate airworthy spare parts were available at all times. In addition to purchasing activities, the procurement process involved Cathy Pacifisms cross-functional teams in selecting, monitoring, evaluating and managing relationships with part providers to ensure operational effectiveness. Key performance indicators were set as quantifiable objective measures to assess the quality and the performance of the parts. Some of these measures included average and variance of lead time, quality levels and component performance. The airline industry had very few choices for critical parts component suppliers. Moreover, the sensitive nature of these critical parts limited Cathy Pacifisms ability to switch suppliers because of the significant costs associated with switching. There was a greater level of flexibility for non-critical spare parts, with over 200 consumables and expendables suppliers. This, however, had, consumed much of Cathy Pacifisms resources in managing supplier relationships. 7 18 An electronic engine controller is used to monitor and control the operation of the engine Cathy Pacific (1 May 2006) Engineering Procedure Manual Inventory Operations Volume AAA, Company Presentations. Inventory Management Inventory management for Cathy Pacific is determining the right quantity of spare parts and material at the right time and at the right place to meet anticipated and unanticipated demands to maintain aircraft operations at the desired service level at the optimal costs Engineering Procedure Manual, Cathy Pacific management, was thus an integral component of Cathy Pacifisms inventory management process. Timely stock replenishments were needed once reorder points were reached. An extensive system, Ultramarine, was in place for management of components replacements and newly acquired spare parts [see Exhibit 6 and 7]. Cathy Pacific also needed to minimize inventory holding costs. In theory, an exhaustive inventory was needed to reach a service level that could satisfy all the possible demand of its aircraft. Because this was financially and operationally infeasible, Cathy Pacific had to operate in the most economically responsible way and strike a balance between the most effective inventory levels to hold on to relative to the corresponding service level. To guard against the risk and cost of prolonged downtime, Cathy Pacific normally built in a buffer stock and, as a result, additional cost was incurred to engineering operation in general. Despite Cathy Pacifisms efforts to manage their spare parts inventory in an optimal manner, they still encountered circumstances where a certain part was needed and no stock was available. Coping tit such a situation was referred to as shortage management. Shortage management was a process of sourcing parts that, for one reason or another, were unavailable to meet the expected demands. 19 When Cathy Pacific required a spare part immediately and none was readily available, they explored several options to meet the urgent need: Aircraft-on-ground (AGO) orders were employed in situations where a Cathy Pacific plane was grounded and could not take off without a certain part. When an AGO order was placed, the part would be shipped via same- day express delivery. Cathy Pacific could retrieve the necessary spare part by rowing it from another airline. Pool loans were another way Cathy Pacific was able to manage part shortages. By signing a contract with the International Airline Technical Pool, Cathy Pacific was granted access to a network of over 100 airlines with which they could share spare parts when in need without incurring a surcharge. Cathy could also borrow a part fr om one of its other aircraft. Repair Management On average, Cathy Pacific managed over 80,000 repair orders per year, or over 7,000 repair orders per month. 0 After determining whether faulty parts were repairable r not, Cathy Pacific had to determine whether their existing repairers had both the required capability as well as necessary capacity to repair the full range of components installed on its aircraft. To this end, Cathy Pacific compiled a database of over 300 of the worlds major airplane spare part repair shops. Repair shops were selected based on the types of spare parts the shop specialized in, quality, price and service level. In 2000, Cathy Pacific collaborated with 13 other airlines to develop Archangel, a system designed to facilitate the sharing and exchange of information, such as paired sourcing, 19 20 Company interview on 15 December 2006. Between the participating airlines [see Exhibit 8]. Information such as the types of spare parts availability and suppliers lists was available through the Archangel program, Cathy Pacific forecasted future demand for components on projected fleet utilization and an individual components life cycle. However, this only represented part of the picture as the method lacked the ability to forecast demand arising from unscheduled removals, which counted for nearly 79% of all removals.. Logistics Management Given that appropriate quality and quantity of inventory was available and that the inventory was processed and repaired accordingly, effective supply chain management was dependent on effective logistics management. Logistics management in this context was the practice of minimizing the duration and number of processes required to transport spare parts from one place to another. Cathy Pacifisms logistics management arm was responsible for managing the shipment of ordered inventory from warehouse to airplane as well as to and from the repair centers. In order to reduce lead times, Cathy Pacific usually shipped parts individually between repair houses and Cathy Pacific hubs. However, in order to minimize costs, Cathy Pacific consolidated shipments of spare parts that were less sensitive to lead times. In Australia, for example, a fixed import tax was charged on every shipment. Cathy Pacific would therefore weigh the time and costs associated with allowing several spare parts to be accumulated for the purpose of consolidating them into one shipment. Cathy Pacific outsourced to third-party logistics companies to transport their unserviceable parts to various repair houses across the globe. This outsourcing approach allowed Cathy Pacific to capitalism on the expertise possessed by the logistics partners in shipping and handling fragile parts, which in turn generated cost savings to Cathy Pacific. Due to the high level of sensitivity of some of the spare parts that were transported, Cathy Pacific conducted extensive due diligence on potential logistics prior to establishing relationships. Factors considered included: satisfactory previous shipping record; the appropriateness of licenses and insurances held by the logistics companies; transportation networks of the logistics impasses; and extent of performance reviews. Reducing spare parts inventory level depended on reducing the lead time from suppliers and turn around time from repair shops. Through the Just-in-time practices, 21 Cathy Pacific attempted to balance quality service with minimal inventory levels in order to generate the lowest inventory holding costs possible. Supply Chain Management Optimization Proposal Although Cathy Pacific was known to be one of the most profitable airlines in the world and well positioned for future expansion, it was critical for Cathy Pacific to

Progress during the early modern era essays

Progress during the early modern era essays PROGRESS DURING THE EARLY MODERN ERA Francois Marie Arouet said, "The most important value in the Western culture is freedom. The Scientific Revolution was caused by people seeking to free themselves from outmoded ways of thought. The Enlightenment was caused by people seeking to free themselves from traditional religious doctrines and social values. The French Revolution was caused by people looking for political freedom. The story of Western Civilization can rightly be termed the story of freedom." In this quote he is saying that the root of all human revolutions is freedom. In my personal studies I have come to the conclusion that this quote is in fact true. In all these revolutions the people involved were in fact searching for a freedom of some kind, whether that freedom be religious, political or scientific. Robert A. Hatch a Professor at the University of Florida stated, by tradition, the scientific revolution refers to historical changes in thought and belief, to changes in social and institutional organization, that unfolded in Europe between 1550 and 1700; it began with Nicholas Copernicus who asserted a heliocentric cosmos, it ended with Isaac Newton, who proposed universal laws and a Mechanical Universe. The Scientific Revolution started with Nicholas Copernicuss theory that the earth is not fixed and stationary but instead rotates on its axis each day and revolves around the sun each year. This theory challenged the traditional ways of thinking of the universe. In traditional ways of thinking Earth was the center of the universe and all things rotated around it. Copernicus theory called for a new explanation of traditional thoughts and started a study of cosmology and astronomy. Among these studying cosmology and astronomy were Tyco Brache who made astronomical observations, Johannes Kepler who studied planetary orbits and movements, and Galilieo Galilei, Rene Des ...

Common App 2017-18 How to Write a Great College Application Essay

Common App 2017-18 How to Write a Great College Application Essay After a year of stability, the Common Application essay prompts have changed again – I think for the better – based on surveys of 5000 teachers, students, counselors and colleges. This year brings some wording changes and a brand new prompt – and an old, previously discarded question that has been brought back to life. Significantly, the now â€Å"old† Common App prompts have not changed a lot – which makes sense since 90% of survey respondents reported that the prompts already worked well. Ideally, the new ones will work even better. Let’s take a look at the 2017-18 Common App prompts: Some students have a background, identity, interest, or talent that is so meaningful they believe their application would be incomplete without it. If this sounds like you, then please share your story.  This prompt has not changed, and I think that’s a good thing. Many college applicants have some aspect of their lives that’s meaningful and important enough to share with the admissions committee. This question provides a welcome opportunity to do so. The lessons we take from obstacles we encounter can be fundamental to later success. Recount an incident or time when you experienced a challenge, setback or failure. How did it affect you, and what did you learn from the experience?  Ã¢â‚¬Å"Obstacles we encounter† and â€Å"a challenge, setback or failure† replaced the previous â€Å"failures† and â€Å"failure.†Ah, this prompt is so much less confronting, and so much more welcoming, to students who do not consider that they have â€Å"failed† but certainly have faced challenges in their lives. Not everyone is too evolved to see failure as an opportunity. And why require a failure to give students the opportunity to write about lessons learned? I like this change. Reflect on a time when you questioned or challenged a belief or idea. What prompted your thinking? What was the outcome?â€Å"Questioned† was added to â€Å"challenged†; â€Å"prompted you to act† was replaced with â€Å"your thinking†: and â€Å"Would you make the same decision again?† was replaced by â€Å"What was the outcome?†I like this change because, while few youngsters have gone against the grain in a meaningful way, many of them have had thoughts that go against a belief or idea. The new prompt does not require students to have taken huge risks or to be activists. It just requires them to have opinions. Furthermore, they do not have to answer a yes or no question about whether they would take the same action in the future. Why require students to fortune tell like that? Instead, they can talk about what happened and naturally examine their role in that outcome. Describe a problem you’ve solved or a problem you’d like to solve. It can be an intellectual challenge, a research query, an ethical dilemma-anything that is of personal importance, no matter the scale. Explain its significance to you and what steps you took or could be taken to identify a solution.  This was a completely new prompt two years ago, and it provides an exciting opportunity for students to display their intellectual prowess or emotional intelligence. No changes for next year! Discuss an accomplishment, event, or realization, that sparked a period of personal growth and a new understanding of yourself or others. This is a fairly old prompt with a fresh take. Interestingly, I predicted that it would be deleted or changed significantly last time I wrote about the Common App prompts, as I saw the danger of clichà ©d answers talking about Bar Mitzvahs and Eagle Scout projects.Here’s what changed: The words â€Å"formal or informal† were deleted, and the word â€Å"realization† was added. Even more significantly, instead of asking about something that â€Å"marked your transition from childhood to adulthood within your culture, community, or family,† the prompt now asks for students to delve into their own growth and understanding of themselves, their relationships and the world.Both changes reveal admissions committees’ clear preference for introspection and self-understanding. I’ve been saying for years that the com mittees want to see self-awareness and a focus on personal growth, and this preference could not be clearer than from the changes in this essay question. Describe a topic, idea or concept you find so engaging that it makes you lose all track of time. Why does it captivate you? What or who do you turn to when you want to learn more?  This brand new prompt is another opportunity for applicants to explain how their brains work, what makes them tick, and how they explore their intellectual interests. I believe it’s a way for the admissions committee to discover how engaged a student would be in both intellectual and extra-curricular pursuits. It will be a great option for any students with passion and curiosity! Share an essay on any topic of your choice. It can be one you’ve already written, one that responds to a different prompt, or one of your own design.  While there was a â€Å"topic of your choice† essay question in the past, it did not suggest submitting an essay the student has already written! This choice fascinates and scares me. With the emphasis in all the other questions on sharing so personally, why open things up to essays on Huckleberry Finn? Why give this easy out to students who can just slap an essay into the box that they wrote for an English class? I bet this question in its current form won’t last long.Also interestingly, when the â€Å"topic of your choice† question was eliminated, there was very little complaint. But after a couple of years, people want it back. We’ll see what the feedback is in the future. It doesn’t really seem necessary, as the instructions to the Common App encourage students to use the prompts to write about anything they want:â€Å"What do you want the readers of your application to know about you apart from courses, grades, and test scores? Choose the option that best helps you answer that question and write an essay of no more than 650 words, using the prompt to inspire and structure your response.† As Scott Anderson, Senior Director for Access and Education at The Common Application, points out in The Common App Essay Prompts Are Changing. Here’s Why It Doesn’t Matter, there’s really only one question in the Common App Essay: â€Å"Write an essay on a topic of your choice.† The Common App Essay has provided you direction, and your job is to take it and create your story. If your child is applying to college and wants support on writing a great response to the Common Application Essay questions, contact The Essay Expert. Remember, approximately 26% of all college applicants hire an admissions consultant, and your child is in the same pool as they are. You might also enjoy some of my other articles about college essays and admissions.

Inflation and Its Major Causes Assignment Example | Topics and Well Written Essays - 250 words - 1

Inflation and Its Major Causes - Assignment Example This paper illustrates that the effects of inflation are faced by everyone in the economy. The producers of the goods and services increase their productivities to earning the more profits in the situation of higher prices. The situation also creates an inequality in the society, as the poor become poorer and rich become richer.   It not only affects the economy internally but also disturbs the balance of trades and the exchange rates of money. The situation of demand-pull inflation arises in the results of the increase in the aggregate demand, but the supply remains same in the markets. So the prices rise, and the situation of inflation occurs. If the costs of the production rise in the market, then the prices of factors of productions also increase. Increase in costs of productions results in the rise of goods and services prices in the public markets. To solve the issue of inflation, the government has to introduce new strategies of fiscal as well as monetary policies. Through t hese policies, the profits of savings are increased in the banks, and then the people save more for profits. A rate of interests is also fixed at the low ratio, so the investors start new businesses to maintain the level of demand and supply in the market.

The effects of oral medications on the peridontium Essay

The effects of oral medications on the peridontium - Essay Example The gums firmly enclose the teeth around their exposed portion or the neck. Gingival enlargement or hyperplasia occurs as an undesirable side effect of some drugs such as corticosteroids, tetracycline, phenytoin, ibuprofen, cyclosporine and calcium channel antagonists. This can lead to misalignment of the teeth resulting in cosmetic problems, cause problems with eating, speech and impede effective tooth cleaning. Gingival enlargement thus needs to be treated either locally or with the aid of therapeutic dental strategies. The two major diseases of this region are Gingivitis and Periodontitis which can be triggered by either poor oral hygiene leading to bacterial infection and plaque formation, or as a result of drug induced side effects. Risk factors for the prevalence of drug-induced gingival overgrowth include age, and gender, with young people, and males being more susceptible. 1. Tetracycline’s: This group of drugs is a broad spectrum antibiotic and has a propensity to leave residues in bones, teeth and their associated structures. They are also widely used as adjuncts in the broad spectrum antibiotic coverage in periodontal disease. Systemic use of this class of drugs leads to the inhibition of orthodontically induced root and alveolar bone resorption. This occurs because of the additional effect of Tetracycline’s in exerting an anti inflammatory action which prevents collegenolysis (Golub et al., 1984). The destruction of collagen is an essential step in the pathogenesis of periodontal disease. In a study conducted in rats by Mavragani et al, (2005) it was found that Doxycycline exerts a significant inhibitory effect on root resorption and alveolar bone distraction in rats. 2. Phenytoin: This is an extensively used anti epileptic drug and its usage leads to gingival enlargement in almost 50% of the patients which usually requires surgical intervention. The hyperplasia

Learning Perspectives in Education

Learning Perspectives in Education Learning: Perspectives, Perceptions and Performance â€Å"Learning† is a vague, important term. When mentioned, common associations are often relegated to the association with young schoolchildren and not so often as one of the most intriguing and inquired upon aspects of psychology. Prior to further elucidation, as if oft the case, the examination of â€Å"learning† merits a definition. Though it seems to be a word of self-evident meaning, because it is hard to study directly, some further refining must be utilized. This self-evident ‘acquisition of knowledge’ can only be measured with behavioral outcomes and should be observationally able to be distinguished from reflexive or instinctive responses. A behavioral outcome might consist of a high test score, a rat that quickly presses a lever, an employee that receives bonus compensation or any other number of commonly conceived examples. In discussing the nature of learning, there are perhaps two or three popularly dominant perspectives which are essential to understand in the formation of any reasonably comprehensive review. These perspectives include the behaviorist, the social learning, and the cognitive schools. Though it becomes apparent that these three influences are not without critique and that, even within each, there exists what might be labeled ‘factions’, their fundamental contributions cannot be ignored. Behaviorism The first of these perspectives is the behaviorist. In this scheme, there are two broad branches: classical conditioning and instrumental conditioning. In classical conditioning, learning occurs by the pairing of the stimulus with a desired response of the subject. Experimentally, this is an example of Pavlov’s famous dogs and the learning that results is a consequence of the learned associative relationship and is not contingent upon any action by the subject. The alternative to this method is instrumental conditioning in which the subject gets to â€Å"choose†. By this, it is meant that the reinforcement is contingent upon what the subject â€Å"chooses† as evidenced by the behaviorally discernibly different response. Within the realm of behaviorism, one key contributor and voluminous icon of psychology in general is Thorndike. As a function of his experiments with cats in boxes for which they had to perform some specific behavior to escape, he concluded that learning was a process of an incremental nature and that their was became a neural link between the stimulus and response. This was evidenced by his successive experiments in which the cats became ‘smarter’, that is, they learned what specific behavior was required in order to be released. As the number of trials progressed, there was an inverse relationship with the time needed to escape. The work of Skinner furthered the science of behaviorism by his greater elucidation of the four broad categories of reinforcement: Application of a positive stimulus – Commonly referred to as a reward, this involves the presentation of something the subject desires. Removal of a positive stimulus – An example of this for children would be â€Å"time-out†. Theoretically and often in reality, this method is useful to extinguish unwanted behaviors. In fact, according to Skinner, the most effective way to eliminate a behavior is to ignore it, thus removing any external reinforcement. Application of a negative stimulus – Typically referred to as â€Å"punishment†, this involves the application of an unwanted or noxious stimulus to shape behavior. Removal of a negative stimulus – This is the be the restoration of â€Å"normal† conditions upon cessation of an undesirable action or commission of some desired behavior. A parenting example would be the removal of a ‘grounded’ condition upon acceptable repentance of some past action. In addition Skinner identified another type of reinforcer that he labeled a â€Å"general reinforcer† due to its wide applicability. Money is one such item and is so labeled because subjects desire it regardless of their state of depravity. This is in contrast to food which is not an adequate stimulus unless one is hungry, that is deprived of food. Another theorist, Guthrie provides yet additional insight into the theories and methods of learning. One of his key contributions to the field is with his â€Å"Law of Continuity†. In this, Guthrie proposes eloquently that, â€Å"a combination of stimuli which has been accompanied by movement will on its recurrence tend to be followed by that movement†Ã¢â‚¬ ¦ in other words, an action in a given situation will likely be repeated when the subject finds themselves in a similar situation. The Cognitive Approach While there is the well-known debate of nature versus nuture that runs throughout science, such polarity also exists within the field of psychology and learning. A pure behaviorist would insist that so-called ‘choices’ are really nothing more than an animal-like actions in all behavior is reducible to stimulus and response type mechanisms. As behaviorism has significantly added to our understanding of the human condition, there exist alternative perspectives that are also quite useful. One such branch of the more cognitive division of psychology is referred to a Gestalt psychology. From this perspective, the insight that the brain is not the passive recipient of stimulus but actively involved in the perception and construction of reality is posited. Further, Gestalt psychologists attest that a given stimulus exists not in isolation but in the total context of the perception of the subject. For example, Wertheimer, the father of Gestalt psychology, cited the example of two blinking lights being able to present the perception of apparent motion. This as well as the popular psychology examples in which a certain line has the appearance of being longer than another depending on the lines and figures around it speaks to the tenet of Gestalt psychology that an experience as a whole, is greater than the sum of the individual parts that make it up. From these and other example, the idea that the mind is able to shape its own perspective of reality by virtue of its own beliefs about how things should be or how they are desired to be is a major enduring contribution of t he Gestalt movement. Though not a cognitivist, Piaget’s contribution to learning could arguably be filed in this area. Particularly noted for his contributions to developmental psychology and thus much appropriate for child rather than adult learning, Piaget declared the existence of fairly defined period of development. During these periods, a child was able to learn specific skills and acquire certain abilities with not being able to achieve certain others due to the maturation and innate abilities that of a developing brain. For example, the period of approximately seven to twelve years old is referred to as the concrete operations period. During this range, reasoning and problem solving abilities are generally limited to â€Å"concrete† phenomena that can be seen and observed rather than abstract in nature. Observational or Social Learning Though cognitive in nature, these theories have been treated separately due to both their easy discernment by more ‘pure’ cognitive perspectives and by the distinctness of the contributions of the key theorists. Up to this point, the models of learning that have been postulated, whether behaviorist or cognitive, have been focused on the subject only. Moving somewhat further away from the ‘clean’ and ‘pure’ perspective of behaviorism, social learning theory attests that the focus must extend beyond the subject to the contextual influence on others. In describing the views of social learning, some of the most controversial and informative experiments in modern psychology have be conducted. For example, Bandura’s famed ‘prison experiment’ in which subjects were put into a mock prison with some subjects assigned to be â€Å"guards† while others were simply â€Å"prisoners†. The experiment was terminated early due so me of the subjects ‘taking their roles a bit too seriously’. In another classic experiment, children were shown a film showing an adult acting aggressively by hitting a doll or shown an adult being kind to a doll. These same children later modeled the demonstrated behavior, whether aggressive or not. Such findings are reinforced by LeBon’s work on â€Å"crowd psychology† in which individuals and groups are influenced by others to model or imitate certain implicit behaviors. Implications on Health Well-Being Animals, depending on the species, have a number of unlearned, innate behavioral responses to certain stimuli. Examples such as sea turtles that ‘automatically’ head toward the sea upon birth on a sandy beach to dogs that seek the warmth and scent of their mothers while they cannot see after birth abound in literature. On the other hand, humans seem to come into the world as a blank slate to be written upon by life’s experiences. It is this aspect of humanity that makes learning play such a pivotal role in our development and beyond. Further, after even a short perusal of the various schools of thought, it becomes apparent that the human animal is complex enough to warrant the consideration and application of all perspectives. By doing so, it is possible not only achieve specific learning goals but also to achieve the avoidance of certain other issues that may occur from situations in which learning does not occur. One such example of this is the child who is raised with excessive punishments to shape behavior. According Skinner and other behaviorists, this can produce a ‘maladapted’ adult who has emotional issues. These emotional issues may manifest themselves in any manner of behaviors such as avoidance of others or difficulties in relationships to, at the extreme, sociopaths who ‘act out’ their frustrations upon others. From a cognitive perspective, much of the therapeutic approach of this school is in bringing the â€Å"cognitive errors† that a person commits to their conscious awareness. These â€Å"errors in thinking† occur when a person creates false assumptions or acts utilizing illogical conclusions in choosing their responses to stimuli. Extreme but common examples are those who express feelings of being a â€Å"total failure† and consider suicide. In most cases, such errors are much more subtle but just as insidious with regards to their ability to alter behavior. Clearly, learning plays not just a role in the development of humans but is an ongoing factor in the ‘success’ of daily living. Psychologists, human resource specialists, trainers and managers and supervisors of any business are vitally concerned about learning in the workplace. As the business world grows more sophisticated, new skills are needed. These new skills must be taught, learned and successfully applied for the mutual success of the individual and the enterprise. As such, lessons from all three perspectives are quite relevant. By utilizing key components of each perspective and theorist, one can gain a flexible paradigm by which there is greater understanding and application to additional circumstances. It is with this goal of greater applicability that a number of specific contributions are outlined below: Thorndike on Education Thorndike had much to say in regards to educational process and the efficacy of teaching methods and styles. This insight is relevant regardless of the age of the learner. Consider the situation the student faces. Consider the response the wish to connect with this situation. Form the bond. All else equal, from no bond that will have to be broken. All else equal, from as few bonds as possible. All else equal, form bonds in the way they are required to act later. Favor the situations and responses that naturally occur in life (Hergenhahn and Olson 2005, p. 72). The bond that Thorndike refers to is the previously mentioned neural bond that exists between the stimulus and the response. Though these recommendations contain a number of Thorndike’s behavioral precepts, a key ‘learning’ for typical occupational settings is the last advisement. Reminiscent of the idea that if one is going to train for a five-kilometer road race, it is at some point necessary to train by running reinforces the point that training for a specific task should, as much as possible for effective learning, resemble the task itself. Skinner on punishment Just as Thorndike â€Å"lectured† on educational process, the iconic behaviorist Skinner advises in regards to punishment. This topic is perhaps most salient to child-rearing, an occupation in which there exists considerable frustration that might be at least slightly abated by the application of a learning theory. From a behaviorist standpoint, â€Å"punishment† is the application of a negative or undesired stimulus in order to shape behavior. While commonly utilized, Skinner cautions that punishment: Causes unfortunate emotional byproducts Indicates what an organism should not do rather than what it should do. Justifies inflicting pain on others. Being in a situation where previously punished behavior could be engaged in without being punished may excuse a child to do so. Punishment inflicts aggression toward the punishing agent and others. Punishment often replaces one undesirable response with another (Hergenhahn and Olson 2005, pp. 92-94). Guthrie on breaking habits Also a behaviorist, Guthrie addressed the issue of â€Å"habits†. From a behavioral perspective, habits are simply a specific response to a large number of stimuli in which the greater the number of the stimuli, the greater the strength of the habit. As habits can be a significant annoyance and possibly quite maladaptive, insight into their extinguishment is valuable. According to Guthrie, the following four methods are useful and valid: Threshold Method – In this method, the technique of ‘warming up’ to an idea is utilized rather than the sudden presentation of the stimulus in order to attenuate the response. Fatigue – This method demonstrates the futility of a response to gain the desired results but simply letting a subject ‘wear themselves out’ when a stimulus is presented. Incompatible Response Method – This method relies upon the pairing of a stimulus which generates an unacceptable response with a stimulus in which the response is not compatible with the unacceptable response. Such action has the effect of lessening the ability of the former stimulus to evoke and undesirable response. Though this is a behavioral percept, it has the net effect of forcing the subject to cognitively â€Å"rethink† the pairing and its meaning. Sidetracking – This method is one in which a habit in not so much eliminated as simply avoided. By removing the stimulation, one can effectively sidetrack the response (Hergenhahn and Olson 2005, pp. 220-224). Wertheimer’s Facts versus Principles According to Wertheimer, the father of Gestalt psychology, real â€Å"learning† occurs not by the simple recitation of facts but rather by the understanding of underlying principles. As apt illustration of this idea is the following example: A school inspector who was impressed by the children he had observed but wanted to ask one more question before departing. â€Å"How many hairs does a horse have?† he asked. Much to the amazement of both the inspector and the teacher, a nine-year old boy raised his hand and answered, â€Å"3,571,962.† â€Å"How do you know that your answer is correct?† asked the inspector. If you do not believe me,† answered the boy, â€Å"count them yourself.† The inspector broke into laughter and vowed to tell the story to his colleagues when eh returned to Vienna. When the inspector returned the following year for his annual visit, the teacher asked him how his colleagues responded to the story. Disappointedly, the inspector said, â€Å"I wanted very much to tell the story but I couldn’t. For the life of me, I couldn’t remember how many hairs the boy said the horse had.† (Hergenhahn and Olson 2005, p. 281). Enough said. Piaget’s â€Å"Learning depends on failure† Though we generally judge the success of learning by achievement, the noted developmental psychologist Piaget suggests that perhaps this should be reconsidered to some extent. Specifically, Piaget indicated that learning occurs only when the dilemma of ‘not learning’ or a failure to learn is present. To elaborate, the inability or failure of previous learning to account for a given set of circumstances makes it possible for new situations to be assimilated and accommodated, thus providing the raw material for learning to occur. Important to this assimilation and accommodation, or learning process is the ability of the teacher to gradually challenge rather than overwhelm the individual ((Hergenhahn and Olson 2005, pp. 302-303). Bandura: Human Monkeys are Different†¦ In early behaviorist experiments, animal subjects did not â€Å"look† at other animals to learn adaptive strategies. While more recent experiments have indeed demonstrated this phenomena, is was the failure of these early experiments that led Bandura to postulate model learning. In this system, Bandura explained and predicted human behavior by such as means that the stimulus was simultaneously internal and external to the subject. This is, to some extent, a cognitive behavioral approach and aptly illustrates the importance of positive role models and the influence that others can have upon learning and behavior. Conclusion Human learning simply cannot be fully understood by the use of a single perspective. It is not that any one paradigm is incorrect but rather each is only a partial representation of the range and diversity of the human condition. By availing oneself of multiple perspectives, one becomes the beneficiary of significantly more vast knowledge by which life, through work-, school- or home-life can be improved through the application of numerous principles and precepts designed to foster adaptive responses to the stimulation life brings. Works Consulted Hergenhahn, B. and M. Olson. (2005). An Introduction to the Theories of Learning, 7th Edition. Upper Saddle River, New Jersey, US: Pearson Prentice-Hall. Le Bon, G. (1914). The Crowd: A Study of the Popular Mind. London: T.F. Unwin.

Engage in Personal Development in Health, Social Care Essay

Improving lives of all Service User and promote independence. Assisting in task like bathing, toileting, oral hygiene, dressing and etc. personal care. Assisting in shopping, recreation aimed at creating a supportive atmosphere where Service User can achieve maximum independence. Record detail of incident, developments and events occurring a period of duty in the appropriate records to report verbally to the senior manager on duty. Report and record significant matters in Service User lives in accordance with policy on Access to Records. Advice, encouragement, and supervision such as prompting an individual to take a bath. Undertake other duties related to the work of the Home and may be required which are consistent with the nature of the job and its level of responsibility it may include cleaning, laundry, food preparation Attend, participate in meetings, attend annual appraisal of progress with line manager. Maintain personal development to meet the changing demands of the job, participate in appropriate training activities. Undertake Health and Safety duties commensurate with the post, e.g. when provided PPE must be use when performing duties. 2.1 Explain the expectations about own work role as expressed in relevant standards. Expectations about my own work is to have gain or gain competence, to demonstrate the skills and knowledge required in accordance to Standards e.g. National Occupational Standards, Skill For Care UK. 2.2 Demonstrate the ability to reflect on practice. The ability to reflect on my practice is I will be able to identify my  strengths and weaknesses using reflective assessment e.g. questions what went well, what did not go well, what I do, need to be done , seeking alternative methods, reflect on what I do the way I do better and what I need to do better. 2.3 Describe how own values, belief system and experiences may affect working practice. I have to identify and understand my own values and views however the professional relationship I develop with people I support, are another matter, I am required to provide the same quality of care regardless of race, beliefs, sexuality, culture, not just for those who share same values and beliefs I have. 3.1 Evaluate own knowledge, performance and understanding against relevant standards. This is looking at my progress, development and learning to determine what has improved and what areas still need improvement. Using my personal checklist can be use to evaluate my practice: How do I approach my work? Was my approach positive? Are there any areas in which I could improve? Which was the worst aspect of work I did? Are there any areas in which I could improve? 3.2 Demonstrate the ability to reflect on practice. The ability to reflect on practice is to I will be to improve my practice skills and knowledge by thinking about what I am doing. It can also involve thinking about wider issues perhaps realising that there are areas where I need to learn more and new skills that I have not yet developed, using feedback from line manager, mentor, colleagues. 4.1 Identify sources of support for planning and reviewing own development Source of support for planning and reviewing own development include formal support network, supervision, teacher, manager local authority, training providers, awarding organization further and higher education institution. 4.2 Demonstrate how to work with others to review and prioritise own learning needs, professional interests and development oppurtunities. To work with others, to review and to review and priorities own learning needs, professional interest and development opportunity by performance review, or supervision done by supervisor or line manager, it gives me the opportunity to know the feedback of my performance and practice I may need to improve and areas in which I have demonstrated strength, development opportunities like formal  training e.g. Epilepsy training, in house training , e.g. Manual Handling, Shadowing doing shown by more experienced colleagues working, discussing issues as a team or group, following information on the interest, making use of learning resource centres asking question and holding professional discussion with colleagues and manager. 4.3 Demonstrate how to work with others to agree own personal development plan. Agreeing on my personal development plans with others is updated when I take part in training and development, my record of participation, plans that I worked out with my supervisors using time scale. A personal journal development data to meet my own goals.Evaluate how learning activities have affected practice. Feedback from others has developed my knowledge, skills, and understanding. It can be positive and negative, I am able to accept constructive criticism , it helps me to improves and identify which and what duties I didn’t do well. Demonstrate how reflective practice has led to improved ways of working. Reflective practice has led to improve ways of my working in such a way that it make me realize new ideas, and make new sense of practice issues, it makes me think about situations and learning from what I discovered. Show how to record progress in relation to personal development. This is my regular personal development plan :Goals Development needed/achievement Short term Single Training Epilepsy Training Medium term First Aid and Emergency Training Long term Gaining Diploma and NVQ

What to Do About Help Writing Papers for College Before You Miss Your Chance

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What Are Carbohydrates Sugars And Sugars - 1072 Words

Our big idea, for chapter ten lesson two says, Each nutrient in your diet plays a unique and essential role in keeping you healthy. There are six nutrients that provide your body what it needs. One of the nutrients are carbohydrates. Carbohydrates provides your body with energy. It s definition says; are starches and sugars found in foods, which provide your body s main source of energy. Carbohydrates divide into three different types, simple, complex, and fiber. Simple carbohydrates are sugars, like fructose and lactose. You can find them in obviously fruits and milk, but they are also added to many proceeded foods. Complex carbohydrates, or starches are long chains of sugars linked together. You can find these in grains, grain†¦show more content†¦Other proteins are from animal sources; such as meat, eggs, diary products, and from soy. These proteins are sometimes called complete proteins because they contain all nine amino acids. You can get all the essential amino acids from eating plant based foods which are rich in proteins, you can find these foods are grains, nuts, seeds, and legumes. The third is fats. The book explains that even though all you hear about fat, is how to stay away from them, but it also doesn t mean that you don t need fats at all. Your body need a certain amount if fat to stay healthy and function properly. There are three types of fats. The first is unsaturated fats, which are found in vegetable oils, nuts, and seeds. Eating these foods can help lower your risk of heart disease. The second is saturated fats, which are found in animal based foods and many diary products. Palm, coconut, and palm kernel also contain a lot of saturated fats. Consuming to much of these fats can increase your risk of heart disease, and and increase of cholesterol levels. Finally, there are trans fats, which are found in, stick margarine, many snack foods, and packaged baked goods. Trans fats can raise your total blood cholesterol level, which als o increases your risk for heart disease. Due to this the USDA now requires that amount of trans fat to be listed on the nutrition label. Fats play many roles. They