Drug Profile Drugs And Drugs - 1406 Words

Level 1: Drug Profile Coursework Drug substance: Pioglitazone Name: Cheong Hung Shing Student number: 40168923 Assessor: Dr P. McCague ï  ¬ 1.1 Source Pioglitazone is one kind of thiazolidinediones which is a type of anti-diabetic drugs. It is a synthetic substance. It has brand names of Actos ®. [1][2] ï  ¬ 1.2 Description Pioglitazone is 5-[[4-[2-(5-ethylpyridin-2-yl)ethoxy]phenyl]methyl]-1,3-thiazolidine-2,4-dione. It has a chemical formula of C19H20N2O3S and a molecular weight of 356.4387 g/mol. [3] It exists as white or almost white crystal or crystalline powder [4] which has a melting point between 183â„Æ' - 184â„Æ'. [5] It has the following structure: Figure 1: Structure of Pioglitazone molecule 98.0% - 102.0% purity is required for use as a drug substance. [4] ï  ¬ 1.3 Solubility Pioglitazone is insoluble in water but slightly soluble in methanol and very slightly soluble in methylene chloride. [4] ï  ¬ 2.1 Medical use and physiology effect Pioglitazone is used for controlling high blood pressure with type 2 diabetes along with a proper diet and exercise program. Controlling high blood sugar helps prevent kidney damage, blindness, nerve problems, loss of limbs, and sexual function problems. Proper control of diabetes can also prevent the risk of getting a heart attack or stroke. [6] The level of sugar in blood is controlled by insulin which is naturally made by in human body by the pancreas. When the amount of insulin is insufficient or insulin is not workingShow MoreRelatedDrug Profile1262 Words   |  6 PagesDrug Profile Drug Profile * * Addiction is an escape of experiencing control it is an illusion and a mood altering experience. A pathological relationship with life-threatening or negative consequences, it is the experience that is addicting. People can become addicted to anything that alters our mood or consciousness. 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Each of these categories has differentRead MoreDrug Profile : Drugs And Treatment And Prevention Of Venous Thromboembolism1121 Words   |  5 PagesWarfarin Drug profile Generic name: Warfarin Trade names: Coumadin, Jantoven Drug class: vitamin K antagonist (Medicinenet.com, 2013) Formulations: Tablets: 1, 2, 2.5, 3, 4, 5, 6, 5, 7.5 and 10 mg. Powder for Injection: 5 mg/vial (Medicinenet.com, 2013) Indications: Warfarin is primarily used for treatment and prevention of venous thromboembolism, and to reduce risk of pulmonary embolism. Warfarin may also be used to prevent strokes in patients with atrial fibrillation or artificial heart valvesRead MoreGeneric Drug Profile : Salbutamol1288 Words   |  6 PagesGeneric Drug Profile - Salbutamol New Zealand trade names: Ventolin, Respigen, Salamol, Asthalin, Salapin and Broncolin. Drug Class: Therapeutic class: bronchodilator. Pharmacologic class: sympathomimetic (stimulates the sympathetic nervous system). It is also classified as a SABA (short acting ÃŽ ²2-agonist). Formulations: The most common administration is by inhalation of a pressurised metered dose aerosol. Inhalation of Salbutamol directly reaches the lungs and acts rapidly with fewer side effectsRead MoreImplementation Analysis : Cell Morphological Enrichment Analysis1665 Words   |  7 Pagestranscriptomic profile} We applied the least absolute shrinkage and selection operator (LASSO) to test our main assumption that gene expression changes in response to perturbations can be used to identify associated changes in cell morphological features. The prediction error of the LASSO model was measured by cross validation (LOOCV). In each LOOCV iteration, we first mapped the transcriptomic response profile of an indicated drug against the reference repository to identify similar profiles. Next, weRead MoreThe War On Drugs And The United States1506 Words   |  7 Pages When, in 1971, Richard Nixon infamously declared a â€Å"war on drugs† it would have been nearly impossible for him to predict the collective sense of disapprobation which would come to accompany the now ubiquitous term. It would have been difficult for him to predict that the drug war would become a hot topic, a highly contentious and polarizing point of debate and, it would have difficult for him to predict that the United States would eventually become the prison capital of the world, incarceratingRead MoreA Diverse And Sustainable Compound Library For Aid Drug Development And Sales1185 Words   |  5 PagesA diverse and sustainable compound library to aid drug development and sales. ________________________________________ Public Profile The consumer-facing side of your profile is written so anybody can easily understand your product or service. Information about the investment opportunity is detailed on the â€Å"Business Plan† side of the profile to maintain compliance with SEC ‘general solicitation’ regulation. Carmolex Inc. 3-5 sentence â€Å"quick pitch† outlining key takeaways that will be exploredRead MoreInternational Drug Monitoring For The Thalidomide Disaster Detected1301 Words   |  6 Pagesas Drug Safety, is defined as the science and activities relating to the detection, collection, assessment, monitoring, understanding and prevention of adverse effects (AEs) or any other drug-related problem. World health organization (WHO) established its programme for International Drug Monitoring in response to the thalidomide disaster detected in 1961. The aims of PV are to enhance patient care and patient safety in relation to the use of medicines; and to ensure the risk-benefit profile of medicinesRead MoreTranscriptomic And Cell Morphological Profiles886 Words   |  4 Pagesthis step, we use LINCS online resources to provide transcriptomic and cell morphological profiles of drugs and small compound molecules as a back-end data for our proposed pipeline. Step II: Mapping the query transcriptomic profile against the LINCS repository. We compare the query signature of expressions for Landmark Genes measured by L1000 assay and the reference transcriptomic profiles to find the drugs and small compound molecules that can potentially mimic the gene expression pattern of theRead MoreEssay On Cell Morphological Features933 Words   |  4 Pagesrelated transcriptomic profiles to predict cell morphological states for a transcriptomic profile of interest (Figure 1, Step IVa) \cite{11}. We hypothesize similar transcriptomic profiles that mimic a query gene expression pattern can be applied using appropriate computational model to predict changes in cell morphological features in response to a compound treatment \cite{13}. We use LASSO to fit a regression model for changes in cell morphology and gene expression profiles in response to treatment

The Da Vinci Code EPILOGUE Free Essays

Robert Langdon awoke with a start. He had been dreaming. The bathrobe beside his bed bore the monogram HOTEL RITZ PARIS. We will write a custom essay sample on The Da Vinci Code EPILOGUE or any similar topic only for you Order Now He saw a dim light filtering through the blinds. Is it dusk ordawn? he wondered. Langdon’s body felt warm and deeply contented. He had slept the better part of the last two days. Sitting up slowly in bed, he now realized what had awoken him†¦ the strangest thought. For day she had been trying to sort through a barrage of information, but now Langdon found himself fixed on something he’d not considered before. Could it be? He remained motionless a long moment. Getting out of bed, he walked to the marble shower. Stepping inside, he let the powerful jets message his shoulders. Still, the thought enthralled him. Impossible. Twenty minutes later, Langdon stepped out of the Hotel Ritz into Place Vendà ´me. Night was falling. The days of sleep had left him disoriented†¦ and yet his mind felt oddly lucid. He had promised himself he would stop in the hotel lobby for a cafe au lait to clear his thoughts, but instead his legs carried him directly out the front door into the gathering Paris night. Walking east on Rue des Petits Champs, Langdon felt a growing excitement. He turned south onto Rue Richelieu, where the air grew sweet with the scent of blossoming jasmine from the stately gardens of the Palais Royal. He continued south until he saw what he was looking for – the famous royal arcade – a glistening expanse of polished black marble. Moving onto it, Langdon scanned the surface beneath his feet. Within seconds, he found what he knew was there – several bronze medallions embedded in the ground in a perfectly straight line. Each disk was five inches in diameter and embossed with the letters N and S. Nord. Sud. He turned due south, letting his eye trace the extended line formed by the medallions. He began moving again, following the trail, watching the pavement as he walked. As he cut across the corner of the Comedie-Franà §aise, another bronze medallion passed beneath his feet. Yes! The streets of Paris, Langdon had learned years ago, were adorned with 135 of these bronze markers, embedded in sidewalks, courtyards, and streets, on a north-south axis across the city. He had once followed the line from Sacre-Coeur, north across the Seine, and finally to the ancient Paris Observatory. There he discovered the significance of the sacred path it traced. The earth’s original prime meridian.The first zero longitude of the world.Paris’s ancient Rose Line. Now, as Langdon hurried across Rue de Rivoli, he could feel his destination within reach. Less than a block away. The Holy Grail ‘neath ancient Roslin waits. The revelations were coming now in waves. Sauniere’s ancient spelling of Roslin†¦ the blade and chalice†¦ the tomb adorned with masters’ art. Is that why Sauniere needed to talk with me? Had I unknowingly guessed the truth? He broke into a jog, feeling the Rose Line beneath his feet, guiding him, pulling him toward his destination. As he entered the long tunnel of Passage Richelieu, the hairs on his neck began to bristle with anticipation. He knew that at the end of this tunnel stood the most mysterious of Parisian monuments – conceived and commissioned in the 1980s by the Sphinx himself, Fran;ois Mitterrand, a man rumored to move in secret circles, a man whose final legacy to Paris was a place Langdon had visited only days before. Another lifetime. With a final surge of energy, Langdon burst from the passageway into the familiar courtyard and came to a stop. Breathless, he raised his eyes, slowly, disbelieving, to the glistening structure in front of him. The Louvre Pyramid. Gleaming in the darkness. He admired it only a moment. He was more interested in what lay to his right. Turning, he felt his feet again tracing the invisible path of the ancient Rose Line, carrying him across the courtyard to the Carrousel du Louvre – the enormous circle of grass surrounded by a perimeter of neatly trimmed hedges – once the site of Paris’s primeval nature-worshipping festivals†¦ joyous rites to celebrate fertility and the Goddess. Langdon felt as if he were crossing into another world as he stepped over the bushes to the grassy area within. This hallowed ground was now marked by one of the city’s most unusual monuments. There in the center, plunging into the earth like a crystal chasm, gaped the giant inverted pyramid of glass that he had seen a few nights ago when he entered the Louvre’s subterranean entresol. La Pyramide Inversee. Tremulous, Langdon walked to the edge and peered down into the Louvre’s sprawling underground complex, aglow with amber light. His eye was trained not just on the massive inverted pyramid, but on what lay directly beneath it. There, on the floor of the chamber below, stood the tiniest of structures†¦ a structure Langdon had mentioned in his manuscript. Langdon felt himself awaken fully now to the thrill of unthinkable possibility. Raising his eyes again to the Louvre, he sensed the huge wings of the museum enveloping him†¦ hallways that burgeoned with the world’s finest art. Da Vinci†¦ Botticelli†¦ Adorned in masters’ loving art, She lies. Alive with wonder, he stared once again downward through the glass at the tiny structure below. I must go down there! Stepping out of the circle, he hurried across the courtyard back toward the towering pyramid entrance of the Louvre. The day’s last visitors were trickling out of the museum. Pushing through the revolving door, Langdon descended the curved staircase into the pyramid. He could feel the air grow cooler. When he reached the bottom, he entered the long tunnel that stretched beneath the Louvre’s courtyard, back toward La Pyramide Inversee. At the end of the tunnel, he emerged into a large chamber. Directly before him, hanging down from above, gleamed the inverted pyramid – a breathtaking V-shaped contour of glass. The Chalice. Langdon’s eyes traced its narrowing form downward to its tip, suspended only six feet above the floor. There, directly beneath it, stood the tiny structure. A miniature pyramid. Only three feet tall. The only structure in this colossal complex that had been built on a small scale. Langdon’s manuscript, while discussing the Louvre’s elaborate collection of goddess art, had made passing note of this modest pyramid. â€Å"The miniature structure itself protrudes up through the flooras though it were the tip of an iceberg – the apex, of an enormous, pyramidical vault, submerged below like a hidden chamber.† Illuminated in the soft lights of the deserted entresol, the two pyramids pointed at one another, their bodies perfectly aligned, their tips almost touching. The Chalice above. The Blade below. The blade and chalice guarding o’er Her gates. Langdon heard Marie Chauvel’s words. One day it will dawn on you. He was standing beneath the ancient Rose Line, surrounded by the work of masters. What better place for Sauniere to keep watch? Now at last, he sensed he understood the true meaning of the Grand Master’s verse. Raising his eyes to heaven, he gazed upward through the glass to a glorious, star-filled night. She rests at last beneath the starry skies. Like the murmurs of spirits in the darkness, forgotten words echoed. The quest for the Holy Grail is the quest to kneel before the bones of Mary Magdalene. A journey to pray at the feet of the outcast one. With a sudden upwelling of reverence, Robert Langdon fell to his knees. For a moment, he thought he heard a woman’s voice†¦ the wisdom of the ages†¦ whispering up from the chasms of the earth. How to cite The Da Vinci Code EPILOGUE, Essay examples

Project Scope and Time Management Project Status Report

Question: Describe about the Project Scope and Time Management for Project Status Report. Answer: 1. Report your assessment of the current project status As the senior consultant with project management consulting company PM Right Track or PMRT, the CEO of Good programs approached me to take a lead on the new project of the company. There are very few individuals who have the necessary skills and knowledge about how to report on the status of a new project. There are a number of rules and regulations that would be followed by me in order to report the assessment of the present status of project in an effective manner. It would not only keep the management as well as the project team informed about the ongoing status but would also make them work in coordination for making the project successful (Atkinson et al, 2006). As because the project is very much important for XY department in order to fix a number of issues and problems for implementing the hardware systems and also make replacement of the outdated computer systems for ensuring proper management of clients. In order to accomplish the project properly, the amount of budget that was needed was R 23 million, though there was disagreement and non-approval by the Government, as because there was lack of sufficient funds for completion of the project. The available budget was R 15 million, which was later taken by the company XY Department so as to make as much progress as it could be done with such amount of money (Atkinson, 2011). As the senor consultant of the consultancy group, I gathered necessary and relevant data and information regarding the project and also got informed about the current condition of the project and how it could be guided towards the right direction. XY Department of the Federal Government faced several computers related risks and issues that hindered the privacy of the department. It mainly resulted due to the outdated computer system that further created difficulties in managing the clients, that is why it was needed to be replaced. In order to manage this project properly, R 23 million was needed, which was not available (Burke, 20 13). As a very substantial amount of money was available, so the Government approved an amount of R 15 million. With the available amount of money, the project had been planned and commenced with the help of partnership working with Good Computers which also assisted XY department by providing them with benefits during the develop and implementation of the new software and computer systems (Crawford, 2005). The three major components which had been included while assessing the project status were overall condition of the project which could be shown in red, yellow or green. The project name has been also stated. Any sort of problems would be identified by me along with the changes in scope of the project. The status was also presented to show how the managers were not communicating with each other properly as a result of which certain effects were remained unanticipated overhead for the XY department as well. From the assessment, it was also found that the milestones were not achieved, thus it could stated that the project did not make any progress regarding the project of client management system for XY department (De Reyck et al, 2005). Another component which was determined during the assessment of the current status of project was the issues and problem faced during the implementation of the system. The issues were not addressed properly, which lead to difficulties in making proper decisions regarding the scenario. The new CEO was not informed about the scope and was also told about necessity of some additional amount of money which was extra to the budget. All these issues hindered proper implementation of the system, so it would be needed to look into the status of this project properly and then advance with necessary solutions to all these problems (Forsberg et al, 2005). I, as the senior consultant of this management consultancy company prepared this report so as to show what kinds of issues were faced during the implementation of the project, so as to plan for necessary measures that could resolve these kinds of situations and ensure that the project implementation would be successful in the future (Heagney, 2012). 2. Compare your assessment with sound project management practices By comparing the assessment of project status with the various practices and methods of project management, it had been found that the project implementation could only be successful with the allocation of proper time and budget along with a manager and CEO who had the relevant skills and knowledge to cope up with the changing conditions. At the first stage, it would be important to initiate and plan for the project of client management system implementation and then make proper scheduling and budgeting so as to determine how much cost would be necessary for making the project implementation successful and noteworthy. The risks in project must be managed and also identification of the changes ins cope of the project would be essential (Ika, 2009). One of the most effective project management practices could be the breaking down the project into smaller components and activities and then set a particular date within which the activities must be completed. All these management practice s would be needed to be considered by the newly appointed CEO of XY department. The manager must also be able to deal with the other company named Good Programs so as to work in partnership and ensure that n3cessary software systems were supplied to the department for assisting in the implementation of the client management system. This would help in gaining enough scopes and opportunities that the company would be free of cost, thereby resulting in implementing the project in a successful manner too (Kappelman et al, 2006). Later on, when a new CEO was appointed for XY department, it was found that there were several faults which the 16.5 version of the client management system. I was approached so as to study this case properly and make an assessment about the present status of the project. As it could be seen that the project did not commence at present due to lack of proper amount of funds and also because the new CEO of the department was not informed about the actual scope of the project along with the changes made and the budget which increased to some additional R 185000 (Kerzner, 2013). The documents consisting of the definition and purpose of the project must be utilized so as to plan for necessary activities. The documentation would consist of the overview of project along with the goals and objectives that must be achieved. The scope of the project would also be defined like what changes would be done to the outdated computer systems and what were the departments that were needed to be converted. The assumption of risks would also be done during this effective project management practice. The costs would be estimated as well based on the time that had been scheduled. The planning horizon creation could be another project management practice that would easily define the work plan by providing step by step information about how to construct the project in an appropriate manner (Leach, 2014). One of the most essential consideration that would be needed to be done would be to ensure that the sponsors had approved with the changes in scope of the project. The procedur es of management of the client management system project would also include identify the changes in scope, managing the risks and furthermore maintaining the quality of the project by creating a level of understating between the various stakeholders in business like the suppliers, investors or shareholders, clients, etc of XY department. This is how the work plan could be managed properly and the budget and schedule would be assumed properly as well. Updating the work plan is essential that can further determine whether the project is feasible or not and whether it can be completed within the available budget and time period or not (Meredith Mantel, 2011). After management of work and time schedule, the scope management would be essential for controlling the project properly and thereby reduce the chances of failures during project implementation due to improper estimation of skills of team members involved in the project of XY department. The project had been hold on for a long ti me due to non-approval of extended amount of money and also due to lack of proper resources and less communication with the managers, which was a major risk (Pollack, 2007). The last and most important project management procedure which I, as a senior project management consultant, have recommended is the assessment of potential risks all throughout the project and then resolves those as soon as possible with a feeling of urgency so that it would not be able to deteriorate the project implementation further. This would not only continue the project with a new horizon and with a new purpose with new CEO and manager, but would also improve the effectiveness of the implementation of client management system for XY department (Schwalbe, 2015). 3. Recommend steps to bring the project to a close. Acceptance by the sponsor or CEO of XY department The project of client management system could not be closed unless the approvals of customers were taken. Here the meetings could be held with the CEO so as to make discussion about the project closure based on the criteria of acceptance for the project by the clients. All the deliverables and documents must be signed properly before making an agreement for the closing of the project. As because the project was put on hold due to certain issues and problems for XY department, so it was needed to close down and start in a fresh way (Shenhar Dvir, 2007). Conducting assessment of Project would be essential The responses and feedbacks of the stakeholders were needed to be considered along with the opinions of project team members so that it could be close down and start for new projects in the future. It would be necessary to identify what were the positives and what were the negatives faced during the implementation of this project (Slack Lewis, 2005). This would help in determining the project life cycle as well so as to carry out the project valuation and assessment. Collecting the necessary data related to the project history At the beginning of the project, various guidelines were needed to be followed by the project team members for handling the project efficiently, so as to ensure progress. So, the history of the project must be kept secured so as to use those afterwards in the future (Williams, 2005). Finally singing off from the project The information which had been gained from this hold on project of client management system might be of no use in the future for the CEO and manager of XY department, as well as for the clients and tech support, though they would provide ongoing support for solution with the clients. Managing relationship with customer post closure or deployment Though the project would be closed, still it would be necessary to manage contact with the clients and make then informed about any updates or project that would be implemented in the future by XY department (Wysocki, 2011). Recommend improvements to the XY Department's future project management practices. Few recommendations have been provided so as to improve the implementation of project through project management practices by XY Department. The detailed work plan could be developed with the help of assigning the resources properly and make an estimation of the work properly. This would help to identify the high levels of uncertainty, thus resulting in resolving the chances of risks and issues easily. The determination of critical path determination would also be another project management procedure that could enhance the efficiency of the implementation process (Atkinson et al, 2006). Allocating the resources properly along with maintenance of budget so that the project implementation would remain within the budget had also been recommended. The budget must be corporate and the policies must be upgraded as well Preparation of annual audit had also been recommended as major effective project management practice in the future (Azhar, 2011). The estimation of cost would be recommended as well along with the scheduling of task or work for the team members involved in the project of XY department. The financial and non-financial information must be gathered so as to utilize the financial resources properly and prevent wastage of those as well. The organisation must develop a proper organisational structure during their plan with skillful staffs and managers who could carry out their roles and responsibilities with dedication and commitment (Burke, 2013). 2. The project paths are as follows A-B-D-E-G Duration 7+3+5+2+5=22 A-B-D-F-G Duration 7+3+5+4+5= 24 A-C-D-E-G Duration 7+4+5+2+5= 23 A-C-D-F-G Duration 7+4+5+4+5= 25 So the critical path of the project is A-C-D-F-G and the duration is 25 days If each activity A, D, F and G are done in crash time then the project could be executed in 4 days less as this would mean that all the project paths would be shortened The cost escalation would be 1000+1500+3000+3000 = 8500 3. Discussing the issues of Critical Chain Project Management and explaining our opinion regarding this topic The Critical Chain Project Management (CCPM) is considered to be an effective technique of planning, executing and managing projects in both single and multi project environments. It has been found that in the majority of complex projects, the duration of successful project implementation often can exceed their planned schedule by almost 50% to 100% and this is mainly attributed to unforeseen circumstances or uncertainty associated with the project. For compensating for this age-old dilemma, project managers and personnel who are in charge of handling projects have learned to compensate by adding additional time within their planning and scheduling estimates (Tukel et al. 2006). Yet in spite of this, there are still instances when projects are overrunning their schedules. The Critical Chain Method (CCM) or Critical Chain Project Management (CCPM) was first propounded by Dr. Eliyahu Goldratt and it was first introduced into the market in the year 1997 as a part of his Theory of Constr aints book Critical Chain which revolutionised and changed the manner in which scheduling and production management takes place. By utilising the Critical Chain Project Management, projects can be undertaken and completed in an effective and timely manner by ensuring greater accuracy in the project scheduling process (Chun-chao, 2008). However, there are certain issues which are associated with the CCPM methods and these have been mentioned below: 1) Task Duration and Safety Margins The CCPM methods utilises the main assumption that all the project managers are going to overestimate the task duration by a certain safety factor which might not be accurate in nature. This method estimates that the duration of actual execution of each and every task will invariably increase in the course of time and thereby supplement the timescale allotted. Thus, in simple words the actual time duration becomes a self fulfilling prophecy in the CCPM methods (Takahashi et al. 2009). 2) Use of Buffers in Planning and Control The utilisation of buffers are playing a major role in the success of the CCPM theory. Usually, the amount of buffering in a project essentially reflects the amount of protection and safety which would be required against the elements of uncertainty associated with the sum of duration of tasks which comprise the critical path of the project. The sizes of the feeding buffers need to be appropriate enough to provide the necessary protection to the feeding chains or else the project duration will be unnecessarily delayed. In order to ensure that such a situation does not arise, it is really essential to ensure that the size of the buffers must be less than the summation of the safety margins which are extracted from the individual tasks on the corresponding chain (Long Ohsato, 2008). 3) Resource Utilisation CCPM does not encourage the process of assigning multiple tasks to a single resource. The business establishments can reduce the amount of multitasking in their business without switching to CCPM but the idea of eliminating the process of multitasking is usually not considered to be a good business practice. 4) Multi-Project Management The CCPM method deals with a multi project environment by staggering the projects around the constraining resource (often referred to as drum in TOC terminology). There could be several constraining resources in a given project at any given point of time and each of them would lead to a different schedule and this would invariably complicate the process of task scheduling and cause delay in the project (Leach, 2014). All the issues which have been mentioned above clearly undermines the overall effectiveness and advantages of utilising the CCPM methods in case of project scheduling and this makes us question the overall utility of applying the CCPM methods in a project. All these issues would invariably hamper and compromise the timely implementation and completion of a project and thus we are really sceptical regarding utilising the CCMP methods as it would not produce any desirable benefit in the project (Tukel et al. 2006). Highlighting the difference between critical path and critical chain The critical path and the critical chain are vastly different from each other and they have their own significance within a project. The management principles tend to emphasise on limiting or constraining factor of a system that determines the total duration of a project and the main objective of project management and scheduling is to minimize the entire project duration. Both the critical path and the critical chain are methods of project scheduling. The critical chain focuses on the resource whereas the critical path focuses on the order of the different tasks (Kerzner, 2013). Critical Chain Modelling is essentially utilised in order to address the inherent uncertainty which is related with change and human behaviours, and this helps in ensuring the efficiency of a project by facilitating the execution of multiple tasks by dividing the total work into natural work streams. On the other hand, the Critical Path concentrates on tasks by evaluating their resource and time efficiencies, thereby enabling the project managers to delay the implementation of those tasks which are causing schedule risk (Tukel et al. 2006). The critical chain method helps in modifying the project schedule which helps the project managers to account for limited resources by adding time buffers (non-work schedule activities) which helps them to keep a tract on their planned activity durations during each and every stage of the project. Critical chain technique is incorporated once the critical path has been determined. This is usually achieved by evaluating the availability of the resources and thus the resulting schedule produced already has a resource-constrained critical path. The critical chain then emphasises on effectively utilising the remaining buffer durations against the remaining durations of the task chains (Long Ohsato, 2008). The critical path method helps us to calculate both the early start and finish dates and the late start and finish dates for all the scheduled activities of a project. This involves performing a forward pass analysis and a backward pass analysis through the projected schedule network paths. The forward pass helps us to calculate the early start (ES) and early finish (EF) dates (ES + duration (DU) = EF); whereas the backward pass helps us in determining the late start (LS) and late finish (LF): (LF DU = LS). The critical path is usually the longest path through the entire project schedule which has either zero or negative total float. The critical path contains all the activities which are critical to the success of the project and without which the project would come to a standstill (Chun-chao, 2008). 4. Discussing the philosophy of scope planning Each and every project has their own needs and necessities which requires their own set of practices, processes, tools and techniques in order to ensure that the project is completed within the specific time frame. This will help in satisfying the interests of all the stakeholders who are associated with that particular project. The combination of these factors along with the product and service which are going to be delivered by the project is known as the scope of the project. The project scope planning essentially involves getting the key parties of the project to arrive at a mutual consensus regarding the scope of the project. Project scope planning is a very important aspect which plays a vital role in ensuring the successful implementation of the project (Burke, 2013). The task of project scope planning essentially involves including all the high level features or functionalities which the business team have committed to successfully deliver to their clients. The project scope is usually defined by the different stakeholders which includes the project sponsor, steering committee, executive sponsor, the end users or customers who are going to benefit from the project and all the other persons who are going to be directly or indirectly impacted by the project. The success of the project essentially depends on how the project managers are able to satisfy the interests of the project stakeholders and the project scope planning helps the project managers to achieve this objective (Atkinson et al. 2006). Benefits of a Scope Statement A project scope statement is considered to be a vital tool which helps us to underline the deliverables of a project and this enables us in identifying the different constraints and assumptions which are considered to be important parameters for ensuring the successful implementation of the project. A properly designed project scope essentially demonstrates the boundaries of the project. The project scope statement is essentially designed by the Project initiation process group whose main goal is to identify the high level objectives from the project. The objectives of a project must be developed in such a manner so that it is clearly understood and comprehensible by each and everyone involved (Heagney, 2012). By utilising a project scope statement, an organisation is able to obtain a lot of benefits which play a vital role in ensuring the timely and successful implementation of the projects which have been undertaken by them. It enables the project managers to identify the different risks that are associated with a project and this makes the managers better equipped to tackle those risks in an effective manner which helps in ensuring the smooth continuity and implementation of the project. Having a project scope statement helps the project managers to undertake an accurate cost analysis and capital budgeting regarding the different activities which are involved with the project and this helps in ensuring a better and effective allocation of resources which is imperative for the successful completion of the project (Khan, 2006). This helps the project managers to monitor the costs associated with a project and this helps to eliminate the chances of any cost escalation in a project. A proje ct scope statement plays a vital role in helping the managers to identify and understand the main purpose behind implementing a project and this helps to foster better coordination and understanding by improving the teamwork among the different individuals who are working on a project. A project scope statement helps the project managers to evaluate the progress made by them towards the successful implementation of the project and they will be able to evaluate the project requirements in a better and effective manner (Kerzner, 2013). Discussing the typical sections of a project scope statement A project scope statement generally includes the following aspects: 1) Project Description This describes the nature of the project and what will be accomplished out of the project. 2) Project Purpose This describes the main purpose of the project by elaborately describing the strategic goals and objectives of the project. 3) Project Objectives This helps in providing a clear and comprehensive set of project objectives which can be measured from time to time as the project reaches its completion (Burke, 2013). 4) Project Requirements - This helps in identifying the high level resources requirements of a project in terms of the product and service which is going to be delivered by the project, 5) Project Assumptions These are the conditions which must be taken into consideration before starting/beginning work on the project. 6) Project Constraints These include certain unforeseen conditions or situations on which the project managers do not have any control and which might threaten the timely and successful implementation of the project. This includes the different risk factors and constraints which might be encountered by the project in due course of time. 7) Project Boundaries The project boundary is essentially the product or system boundary which is going to be implemented once the project is completed. It makes a lot of business sense to divide the scope of work into multiple phases which would help in the smooth implementation of the project (Atkinson et al. 2006). 8) Project Risks This include a detailed description regarding the known risks which could be encountered by the project. 9) Project Deliverables This includes the identification of the products and services which will be delivered by the project to the end users. 10) Project Milestones This includes a detailed description regarding the important achievements and milestones which have been accomplished by the project managers in the project. 11) Project High Level Work Breakdown Structure (WBS) This includes a detailed description regarding how the work is to be carrie4d forwards and how the project is going to be implemented in the near future (Heagney, 2012). References Atkinson, R., Crawford, L., Ward, S. (2006). Fundamental uncertainties in projects and the scope of project management.International journal of project management,24(8), 687-698. Azhar, S. (2011). Building information modeling (BIM): Trends, benefits, risks, and challenges for the AEC industry.Leadership and Management in Engineering,11(3), 241-252. Burke, R. (2013). Project management: planning and control techniques.New Jersey, USA. Chun-chao, C. H. U. (2008). Buffer sizing and critical chain project management [J]. Computer Integrated Manufacturing Systems, 5, 1029-1035. Crawford, L. (2005). Senior management perceptions of project management competence.International journal of project management,23(1), 7-16. De Reyck, B., Grushka-Cockayne, Y., Lockett, M., Calderini, S. R., Moura, M., Sloper, A. (2005). The impact of project portfolio management on information technology projects.International Journal of Project Management,23(7), 524-537. Forsberg, K., Mooz, H., Cotterman, H. (2005).Visualizing project management: models and frameworks for mastering complex systems. John Wiley Sons. Heagney, J. (2012).Fundamentals of project management. AMACOM Div American Mgmt Assn. Ika, L. A. (2009). Project success as a topic in project management journals.Project Management Journal,40(4), 6-19. Kappelman, L. A., McKeeman, R., Zhang, L. (2006). Early warning signs of IT project failure: The dominant dozen.Information systems management,23(4), 31-36. Kerzner, H. R. (2013). Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons. Khan, A. (2006). Project scope management.Cost engineering,48(6), 12-16. Leach, L. P. (2014). Critical chain project management. Artech House. Long, L. D., Ohsato, A. (2008). Fuzzy critical chain method for project scheduling under resource constraints and uncertainty. International Journal of Project Management, 26(6), 688-698. Meredith, J. R., Mantel Jr, S. J. (2011).Project management: a managerial approach. John Wiley Sons. Pinto, J. K. (2007). Project management: achieving competitive advantage. Upper Saddle River, NJ, USA: Pearson/Prentice Hall. Pollack, J. (2007). The changing paradigms of project management.International journal of project management,25(3), 266-274. Schwalbe, K. (2015).Information technology project management. Cengage Learning. Shenhar, A. J., Dvir, D. (2007).Reinventing project management: the diamond approach to successful growth and innovation. Harvard Business Review Press. Slack, N., Lewis, M. (Eds.). (2005).Operations management(Vol. 10). Psychology Press. Takahashi, H., Goto, H., Kasahara, M. (2009, March). Application of a critical chain project management based framework on max-plus linear systems. InComplex, Intelligent and Software Intensive Systems, 2009. CISIS'09. International Conference on(pp. 898-903). IEEE. Tukel, O. I., Rom, W. O., Eksioglu, S. D. (2006). An investigation of buffer sizing techniques in critical chain scheduling. European Journal of Operational Research, 172(2), 401-416. Williams, T. (2005). Assessing and moving on from the dominant project management discourse in the light of project overruns.IEEE Transactions on engineering management,52(4), 497-508. Wysocki, R. K. (2011).Effective project management: traditional, agile, extreme. John Wiley Sons.

Slavery Is The South Essays - Slavery In The United States

Slavery is the South Essay #3 Slavery played a dominating and critical role in much of Southern life. In the struggle for control in America, slavery was the South's stronghold and the hidden motive behind many political actions and economic statistics. By dominating Southern life, slavery also dominated the economic and political aspects of life in the South from 1840 to 1860. By the 1840's and 50's the Southern economy had almost completely become slave and cash crop agriculture based. Without slaves in the south a person was left either landless and penniless or struggling to get by on a small farm. However, even though slaves dominated the southern economy, slaveholders only included about 2 to 3 percent of the population. This small percentage was the amount of people successful in a slave based, cash crop agricultural, Southern economy. Therefore, the Southern economy was controlled and dominated by those who did and did not have slaves. Furthermore, with the high demand for Southern items in Europe and Northern America more slaves were needed in the South to produce these cash crops. Without slaves there would be no cotton, tobacco, or sugar production and without these integral items the Southern economy would absolutely fail. The South depended on slaves to fuel their economy and therefore slavery dominated their economy. Between 1840 and 1860 many political issues, debates, and actions were inflamed by slavery. As America grew, the South wanted more slave states and the North wanted more free states to increase their hold in politics. One important act that fueled the slavery dominated political world of 1840 to 1860 was the Kansas and Nebraska act written by Stephen Douglas. This act repealed the Missouri Compromise of 1820 and called for popular sovereignty in Kansas and Nebraska which under the Missouri Compromise had been free. The Missouri Compromise was originally an act to settle disputes about free states and slave states entering the Union. To repeal this was to almost beg for revolution; hence "Bleeding Kansas" which included the John Brown riots and caused political uproar. The Kansas and Nebraska act was a disruptive and shortsighted solution to a complicated and commanding political issue. The Compromise of 1850 was another weak solution to the dominating problem of run-away slaves and the issue of slavery in new territories. This Compromise created stronger fugitive slave laws which satisfied Southern slave catchers and enraged Northern abolitionists. The compromise also made California a free state, the Mexican Cession subject to popular sovereignty, and dictated that there would be no slave trade in Washington D.C., but it would remain a slave state. All of these things under the Compromise and the reaction they caused led to slavery becoming an even more dominating issue in 1850 America. Another significant political issue was the Dred Scott decision. Dred Scott was a slave who had been taken into a free territory by his owner. A "Free-Soiler" then convinced Scott to sue his master for his freedom. In 1857, Supreme Court Justice Robert Taney declared that Dred Scott was property and not a citizen, and property can not sue. Taney went even further in his decision to declare the Missouri Compromise unconstitutional and rule slavery could not be forbidden anywhere. Many Northerners, Abolitionists, and "Free-Soilers" were infuriated by this decision. From 1820 to 1860 slavery was a "hot topic" in Congress and the House of Representatives. In a way, it even caused the Civil War and in the end was perceived as the main reason for fighting it. All political issues during this time could not be discussed without the topic of slavery behind it. Slavery dominated all political issues. A Georgia editor in 1860 commented; "Negro Slavery is the South, and the South is Negro Slavery", an absolutely true statement. Slavery lead and dominated the South's economy and political actions. Nothing was ever handled in the South without slavery being a part of it. Through good times and bad, slavery was the "dominating reality of all Southern life".

Spanish Short-Form Possessive Determiners or Adjectives

Spanish Short-Form Possessive Determiners or Adjectives Possessive adjectives of Spanish, like those of English, are a way of indicating who owns or is in possession of something. Their use is straightforward, although they (like other adjectives) must match the nouns they modify in both number and gender. Basics About the Short-Form Possessives Unlike English, Spanish has two forms of possessive adjectives, a short form that is used before nouns, and a long-form possessive adjective that is used after nouns. They are often known as the possessive determiners. Here are the short-form possessive adjectives (sometimes known as possessive determiners): mi, mis - my - Compra mi piano. (She is buying my piano.)tu, tus - your (singular familiar) - Quiero comprar tu coche. (I want to buy your car.)su, sus - your (singular or plural formal), its, his, her, their - Voy a su oficina. (I am going to his/her/your/their office.)nuestro, nuestra, nuestros, nuestras - our - Es nuestra casa. (It is our house.)vuestro, vuestra, vuestros, vuestras - your (plural familiar) -  ¿Dà ³nde estn vuestros hijos? (Where are your children?) Note that the possessive adjectives vary by number and gender. The change is with the nouns they modify, not with the person(s) who own or possess the object. Thus you would say his book and her book in the same way: su libro. Some examples: Es nuestro coche. (It is our car.)Es nuestra casa. (It is our house.)Son nuestros coches. (They are our cars.)Son nuestras casas. (They are our houses.) As you might imagine, su and sus can be ambiguous, since they can mean his, her, its, your, or their. If the use of su or sus doesnt make the sentence clear, you can use de followed by a prepositional pronoun instead: Quiero comprar su casa. (I want to buy his/her/your/their house.)Quiero comprar la casa de à ©l. (I want to buy his house.)Quiero comprar la casa de ella. (I want to buy her house.)Quiero comprar la casa de usted. (I want to buy your house.)Quiero comprar la casa de ellos. (I want to buy their house.) In some areas, de à ©l, de ella, and de ellos are preferred over su and sus for saying his, her, and their, even where no ambiguity is present. Different Forms of ‘Your’ One source of confusion for Spanish students is that there are eight words that can be translated as your, and they arent interchangeable. The come in only three groups, however, because of the distinctions Spanish makes for number and gender: tu/tus, su/sus, and vuestro/vuestra/vuestros/vuestras. The main rule here is that possessives can be classified as either familiar or formal in the same way the pronouns for you are. So tu and tus correspond in usage to tà º (not the written accent on the pronoun), vuestro and its numbered and gendered forms correspond with vosotros, and su corresponds with usted and ustedes. So if you were talking with someone about her car, you might use tu coche if she is a friend or relative but su coche if she is a stranger. Grammar Involving the Possessive Forms There are two common problems that English speakers often encounter with these adjectives: Overuse of the Possessive Adjectives The possessive adjectives are used in most cases in the same way as they are used in English. However, you should be aware that in many instances- especially when speaking of body parts, clothing and items intimately associated with an individual- Spanish uses the definite article (el, la, los or las), the equivalent of the, instead of possessive adjectives. Sam arregla el pelo. (Sam is combing his hair.)Ella juntà ³ las manos para orar. (She joined her hands to pray.)Ricardo rompià ³ los anteojos. (Ricardo broke his glasses.) Repetition of Possessive Adjectives: In English, it is common to use a single possessive adjective to refer to more than one noun. In Spanish, a single possessive adjective can refer to only one noun, unless the multiple nouns refer to the same persons or objects. For example, son mis amigos y hermanos would mean they are my friends and siblings (with the friends and the siblings being identical persons), while son mis amigos y mis hermanos would mean they are my friends and siblings (the friends not being the same people as the siblings). Similarly, my cats and dogs would be translated as mis gatos y mis perros. Key Takeaways The possessive adjectives (also known as possessive determiners) are used to indicate who owns or is in possession of something.The possessive adjectives are distinguished in number and sometimes gender of what is possessed.The possessive forms su and sus can mean his, hers, its, or your, so you must rely on context when translating.

Challenges and Opportunities of Achieving Consensus on a UN Reform Proposal

The reform and change of the United Nations has been buried with obstacles that must be overcome due to the competitive national interests of the Member States. Due to the challenges to be addressed and the opportunities to be addressed, Member States can reach agreement on proposals that may affect domestic and regional policies and norms, potentially affecting domestic, regional and international relations. The proposal of the United Nations emergency peace service aimed to respond effectively and promptly to genocide and other humanitarian crimes is no exception. Since the late 1990s, people are seeking reform of the United Nations. However, there is little clarity or agreement on what reform actually means. People who wish the United Nations to play a greater role in the world situation and wish to limit their use to humanitarian activities or to reduce their use otherwise to refer to their ideas People's opinions range from those who want to completely eliminate the United Natio ns to people who want to become a mature world government. Since the foundation of the United Nations, reforms are ongoing and are closely related to each Secretary-General. The reform and change of the United Nations has been buried with obstacles that must be overcome due to the competitive national interests of the Member States. Due to the challenges to be addressed and the opportunities to be addressed, Member States can reach agreement on proposals that may affect domestic and regional policies and norms, potentially affecting domestic, regional and international relations. - The ancient Greeks had many values ​​to make their civilization successful, but the most important thing was their community awareness. The Greeks, especially the classic Athens, thought their decision as their community, and they were interested in the situation in the country. What is important for them is that their society is functional and productive and their personal needs are often s econdary to the country.

Mental illnesses Essay Example | Topics and Well Written Essays - 750 words

Mental illnesses - Essay Example In the United States, major depression is the leading cause of disability; it also has an effect on other countries (Duckworth, 2006, par. 1). According to the National Institute of Health, 50% of people between the ages of 20 and 50 will experience some type of depressive episode. Also, people who are depressed are "four times more likely to develop a heart attack than those without a history of illness" ( National Institute of Health as quoted in Depression and Bipolar Support Alliance 2006). According to the Center for Mental Health Services at the U.S. Department of Health and Human Services, 33% of adults over 50 report that they had bouts of depression in their early teens (as cited in Bipolar Support Alliance, 2006). People with depression are four times as likely to develop a heart attack as those without a history of the illness. After a heart attack they are at a significantly increased risk of death or second heart attack. (National Institute of Mental Health, 1998). The research did not report that specific ethnic groups were more susceptible than others. According to the Diagnostic and Statistical Manual of Mental Disorders Fourth Edition (DSM-IV) an individual must have "a minimum of five symptoms" from the criteria list (with numbers 1 or 2 being one of the five) and these must occur during a two week period; the symptoms must also be a difference in the individuals previous functioning. A short version of the DSM-IV criteria includes: E. The symptoms are not better accounted for by bereavement, the symptoms last longer than 2 months or are characterized by marked functional impairment, morbid preoccupation with worthlessness, suicidal ideology, psychotic symptoms or psychomotor retardation (Caremark, "Major Depression"). According to Fram (2006), "twice as many women suffer from major depression than men" (par. 4) and this is largely due to hormonal fluctuations that women experience through "menstruation, miscarriage or

How is the Mechanical Hound a reflection of society in Fahrenheit 451 Essay

How is the Mechanical Hound a reflection of society in Fahrenheit 451 - Essay Example Instead of employing humans to do the job of surveillance on its citizens, the government opted to use a machine that did the same role, but in a more thorough manner as it was emotionless. Basically, the machine was a government watch dog. â€Å"Its like a lesson in ballistics. It has a trajectory we decide for it. It follows through. It targets itself, homes itself, and cuts off. Its only copper wire, storage batteries, and electricity" (Bradbury 23). In addition, the Mechanical hound was basically an oppressive tool in the society depicted in Fahrenheit 451. The machine was used by the government to punish those who attempted to go against it. Mechanical hound had orders to kill any individuals that tried to stand against the laws set by the existing government. It was also more of the depiction of the oppressive state of the given government to the society, â€Å"Come off it. It doesnt like or dislike. It just functions† (Bradbury 23). All in all, Mechanical hound is a sy mbolic representation of government watchdog in the given society in Fahrenheit 451. In addition, it represents a government tool for oppressing the citizens and people who are against the government by killing them (Bradbury 76).

Communication and professional relationships with children, young people and adults Essay Example for Free

Communication and professional relationships with children, young people and adults Essay Explain how you use effective communication in developing positive relationships with children, young people and adults. Why is this important? 1. 1 In developing positive relationships we use effective communication in several ways. We use it to: †¢help us better understand a situation or person which can help to determine our approach when engaging with them. †¢build trust and respect. If individuals feel comfortable speaking with us and feel they can approach us at any time on any subject, they are more likely to co-operate and look favourably on any suggestions made. †¢show that we care about the welfare and future of an individual and will do our best to aid in their success †¢ensure that all parties are agreed upon the same goal, making sure that everyone is clear about the final aim and how it will be achieved. †¢build and maintain a positive working environment where creativity and learning can flourish. It is important to do this because poor communication can lead to misunderstandings, lack of trust and conflict. Without a positive relationship you are unlikely to gain support and co-operation and find it challenging to achieve a good outcome from any situation. Explain the principles of relationship building with children, young people and adults 1. 2 When trying to develop positive relationships there are several principles to follow. Firstly effective communication is essential. You must be clear in what you say and ensure you have been understood correctly. At the end of a communication you can reiterate your key points and if necessary outline responsibilities and actions. Also be sure to use language appropriate to the person with whom you are communicating. When speaking with young children keep key points to a minimum and ask them to repeat what you have said. Secondly, take time to listen to others and try to understand their point of view. Use active listening techniques to show that you are interested in what they are saying and respond appropriately. Also make sure that, if you tell someone you will get back to them, you do get back to them. This will help engender a sense of trust and respect. It is also essential that you show respect for the person with whom you are communicating. Remember their name and details of how they like to be addressed and issues which are personal to them. Recalling details of their lives adds to the feeling that you are genuinely interested in them and their welfare. When communicating be sure to acknowledge the individual. Accommodate any religious and cultural beliefs and show that you value these differences. Be considerate of the person’s situation trying to understand and accommodate any issues which may influence their feelings, actions and responses. Finally, remain positive and retain a sense of humour. Laughter is a good way to break the ice and relieve tension in a stressful situation. Explain how different social, professional and cultural contexts may affect relationships and the way people communicate 1. 3 There are several ways in which social, professional and cultural contexts may affect our relationships and the way we communicate. We must remember that communication is not just verbal and context will influence the way we act, what we wear, how we communicate and what we say. In a social setting our actions, language and dress may be less formal. If we have colleagues and parents from school as friends outside of school, then we might perhaps greet them with a hug and a wave. Our language might incorporate slang and jokes and conversation might be more generic and less serious. We might be more casual in our attire and the situation would suggest whether this is acceptable. For example, you would not be expected to attend a party wearing your best suit. The manner in which we communicate socially is also likely to be different from a professional setting. As well as telephone and face to face conversations we might also engage via text message, email and social media sites and we would be unlikely to write a letter to someone we might see daily. Communications might, for example, utilise text speak and jargon and not necessarily demand an immediate response if any at all. In a professional context you would be expected to act, speak and dress more formally. Your actions language and clothing should match the severity of the issue which you will address and show appropriate respect for the location and people with whom you are meeting. If participating in a parent/ teacher meeting at school for example the same people you greeted with a hug the night before would be better greeted with perhaps a handshake to highlight the position you hold in this scenario. Our language would be more formal and depending who was present we might try to eliminate jargon to ensure clarity and minimise misunderstandings. Similarly again our clothing would be more formal to identify the position we hold and show respect for those involved in any meeting. When contacting people professionally the use of social media sites would not be appropriate to discuss any matters relating to school, pupils or staff. Text messages might be appropriate to inform parents/carers of a school social event for example but to arrange a meeting or discuss an important matter it would be more appropriate to speak with a parent/carer or write a letter if the contact needs to be documented. When working with outside agencies email, for ease of use and speed, has become the standard form of communication but again when broaching a sensitive or important issue, a phone call or face to face meeting might be preferred. Emails can easily be misread which can lead to misunderstanding and conflict. When speaking we can use tone of voice to help ensure a point is understood correctly and face to face we can use body language in the same way. The timeframe in which we contact someone or reply to a communication can also affect relationships. When someone has taken the time to contact you they will expect a response to show that you value their contact and it should be made in the same manner or more personally. Responding to a phone call with an email, for example, could be seen as rude and deter future contact. Similarly, delaying a response could suggest that you do not value the input of the individual or consider them or their issue to be important and bring about the same result. Finally, we need to consider the cultural differences of those with whom we interact. Different cultures may also have different standards in terms of behaviour, dress, communication and contact. Actions could be misinterpreted and cause offence leading to the breakdown of a relationship. If you are meeting with someone from a different culture it may be worth doing some research and asking their preferred form of contact etc. to show that you value their beliefs. However, whilst it may be detrimental not to account for cultural differences you could see the same consequences if you assume differences because of background or race when actually there are none. What skills do you need to communicate with children and young people 2. 1 Communication is still a relatively new thing for children and young people and they may not be used to asking questions and holding conversations. One skill required to communicate effectively is giving children and young people opportunities to speak. As adults we are inclined to think that we know what children are thinking and feeling and try to tell them this or fill the gaps in their speech. Whilst we should continue to try and communicate with children as often as possible we should ensure it is a two-way conversation and not a one-way stream of instructions. We should remain patient and allow children time to organise their thoughts and formulate their sentences. When a child is relaxed and at ease they will be more forthcoming. Children may be shy and reluctant to say more than a few words if they feel you are not interested in what they have to say. Using positive body language we can encourage children to speak out. We should come down to the child’s level, face them and maintain eye contact. Remaining focussed on the child rather than continuing with another task will confirm your interest and appropriate facial expressions will show that you are listening and have understood what they are saying. Active listening is another key skill. Be interested and make appropriate responses whilst the child is speaking to confirm that you are really listening. Add to this by repeating back what the child has said to ensure your understanding is correct and by giving positive comments when they have finished. Asking open questions will extend the conversation giving the child more practice, boost the child’s confidence so they are encouraged to communicate more and model a real conversation for them to learn from. Finally, we must also ensure that communication is appropriate for the child or young person and be able to adapt the style we use. Depending on the age and ability of the child we may be able to simply converse or might need to incorporate visual support or play into the communication. We should not assume children and young people will not understand but instead make our communication clear, use vocabulary which is appropriate to their age and encourage questioning. Give a detailed explanation of how you adapt communication with children and young people for: 2. 2 aThe age of the child or young person When communicating with younger children you should try choose a setting which is familiar to the child and where they are more confident – their favourite area of the classroom for example. Get down to the level of the child perhaps sitting on the carpet and use body language to make them feel more comfortable – ensure you are facing the child, smile, nod, turn toward them, keep your arms open and remove any barriers between you. Younger children will require more reassurance and perhaps more physical contact. They may feel more confident holding your hand or sitting close together. Vocabulary should be kept simple and sentences short, broken down into easy steps. The same point may need to be repeated several times in different ways and it is helpful to provide examples based around their own experiences. If a child is very reluctant to communicate you may want to use puppets to speak through, include pictures or props to help them engage or perhaps incorporate your communication into a favourite game. The attention span of younger children is very short and you must also account for this. Monitor the length of time you spend together and include attention switches to maintain their interest: change your method of communication, switch speakers, move location, ask questions etc. Older children and young people will still need to feel comfortable in your company but are more independent and will require less reassurance and physical contact. They are more familiar with the school environment so will find it easier communicate in different settings but will more comfortable in a setting they have used before. Older children often view themselves as grown up and will appreciate being treated accordingly. Positive body language will still be beneficial in encouraging a child to speak but it will no longer be necessary to sit on the floor. Language and vocabulary should be more mature and sentences can be more complex. It may also not be necessary to repeat a point so often unless it is something new and above that person’s ability level. Examples can be drawn from a variety of sources as their experiences are wider and additional materials should be more sophisticated such as written texts or †you tube† clips. Older children are more aware of themselves and can be easily embarrassed. They will benefit from confidence boosting reminders of how well they are progressing and positive re-enforcement. They will, however, withdraw and react negatively if patronised, preferring to be treated with respect and spoken to honestly. With age attention span also increases so it is still necessary to include attention switches to maintain focus but not as frequently. bthe context of the communication We will encounter children in a variety of situations at school and it will be necessary to adapt our communication accordingly. Primarily our contact will be made inside school during a learning activity. In this case we need to remain quite formal, be directive and model the behaviour we require through our own actions. Ground rules should be laid down in clear, concise Instructions and the learning objectives highlighted to ensure all children fully understand what we expect and are trying to achieve from the lesson. There will be other children in the same area working on separate activities so we need to make our lesson interesting to retain the attention of our group but not distract the others. We can do this through tone of voice, choice of vocabulary and supplementary resources but must be wary not to overexcite the group because of the other learners present. If your activity is away from other learners then it may be possible to incorporate physical activity and allow greater expression. Distractions will be plentiful and we will need to encourage and focus our learners through positive re-enforcement and challenges. If appropriate to the task we should encourage discussion through questioning but keep discussion restricted to the subject at hand. In a more social setting, for example the playground, we can be less formal and more relaxed in our approach. This would be reflected in our body language, tone of voice and vocabulary. These times can be used as opportunities to build relationships and get to know the children better. Children can be encouraged to discuss outside interests and we might share our own experiences to help form a bond. Whilst it may be necessary to give little reminders of school rules to avoid bad behaviour it should not be necessary to outline them in full and they can be made in a more playful and conspiratorial manner – a helpful friend rather than a figure of authority. Although conversation might be more light hearted we must still remember to maintain the relationship of teacher and pupil. A school trip, however, is a more social event, but still a learning activity and the degree of formality should remain on a similar level to the classroom. The formality of the pupil teacher relationship should remain so the children understand that you â€Å"are in charge†. Children will need to be reminded often of their objectives but communication might be more light hearted and children allowed to speak more freely, discussing outside interests highlighted by the current situation. Outside the school environment they will be excited and more forgetful of their code of conduct. It will not always be possible to speak with the whole group when on a trip so we should communicate through our own behaviour, modelling what we expect from the children: remaining focussed, respectful, and responsible.

Censorship Essay - Dont Censor Child Pornography -- Argumentative Per

Don't Censor Child Pornography      Ã‚  Ã‚  Ã‚  Ã‚   In November of 1997 a Williamson County, Tenn. grand jury indicted Barnes & Noble booksellers for violating state obscenity laws prohibiting the display of "material harmful to minors". The materials in question were two books that featured photographs of nude children: Jock Sturges' Radiant Identities and David Hamilton's The Age of Innocence. Since then, Radical Right activist Randall Terry has launched a crusade aimed at forcing bookstores to remove the "criminal garbage" of Sturges, Hamilton and (recently added to his list of demons) Sally Mann from their bookshelves (bookweb). To implement his program Terry issued a call to Right sympathizers, urging them to march into bookstores and tear offensive pages from the targeted books. Several bookstores around the country fell prey to Terry's vandals. In response to these incidents and the threat of future public vandalism, Barnes & Noble recently issued a memo to each of its 1000+ stores directing them to place t he contested materials under lock and key, and to allow customers to view them only in the presence of a store manager (apocalypse 9709).    This response is upsetting. It is upsetting because it means that, in several significant ways, Terry has won. True, no one (as of yet) has put Sturges or the others in jail (as Terry has called for), but the public's right to view the supposed "pornographic" content of their work has been significantly diminished by Barnes & Noble's action. By acknowledging the threat of Terry and his small group of supporters, B&N has reified their claim that the work of the named photographers needs to be segregated from the "decent" public's reach. It installs a technology of surveillance that in... ...ms to me that it would be rather unlikely for a young child to stumble onto the work of a contemporary professional photographer. S/he would have to know something about that photographer, know what his or her work is about, and know how to get to it. This means that, in the case of these photographers, the child would have to know something about nudity, art and photography to want to seek them out. If s/he already knows something about these subjects, then what harm is viewing nude bodies going to have?      Works Cited:    Foucault, Michel, History of Sexuality, Vol I: An Introduction, New York: Pantheon, 1978.      www.bookweb.org/news/btw/905.html    http://apocalypse.berkshire.net/~ifas/fw/9709/terry.html    http://apocalypse.berkshire.net/~ifas/fw/9509/terry.html    www.villagevoice.com/pride/10goldstein.shtml   

Investigation of Magnetic Fields by Search Coil

Physics Lab Report – C15 Title: Investigation of magnetic fields by search coil Objective: To use a search coil and a CRO to investigate the magnetic fields generated by alternating currents through a straight wire and a slinky solenoid. Apparatus: Search coil 1 |Slinky solenoid 1 | |CRO 1 |Slotted bases 2 | |Signal generator 1 |Metre rule 1 | |a. c. mmeter 1 |Crocodile clips 2 | |PVC-covered copper wire 26 s. w. g. 1 m long |Connecting leads. 2 | Theory: When there is a change of the magnetic flux ? linked with a wire loop, it induces an electromotive force (emf) ? between the loop ends, but a constant magnetic flux or a non-linked flux does not. This is the basic fact of electromagnetic induction, expressed by Faraday’s law for a wire loop, ? -d? /dt The induced emf, ? is equal to the negative rate of change of the magnetic flux ? linked with the loop. If we replace the wire loop by a short coil of N turns, the induced voltage is N times that of a single loop, so Far aday’s law becomes ? = -Nd? /dt When loop ends are connected, ? produces a current which yields its own magnetic field. Its direction always opposes the flux change d? /dt. This fact is known as Lenz’s law and is expressed by the negative sign. For a circular loop of radius r and area A = ? r2 in a constant magnetic field B (Fig. 36. ), the magnetic flux linkage ? is ? = B? A = BA cos? B? denotes the field component normal to the loop. The flux linkage is zero when loop and field are parallel. It is highest when the loop is perpendicular to the field, i. e. cos? =1, thus, ? = -NA dB/dt. The search coil is always used to measure the magnetic fields. It consists of N turns of the coil enclosing an area A. When exposed to a changing magnetic field B, an e. m. f. is induced across the ends of the coil. The induced e. m. f. (? ) is directly proportional to the rate of magnetic field, i. e. ? = -NA dB/dt . When the search coil is connected to a CRO, the corresponding induced e. m. f. and hence magnetic field magnitude can be determined. Precautions for magnetic field around straight wire 1. The wire should be long 2. The distance(r) should much smaller than the length of the wire. Procedure A. Magnetic field around straight wire 1. The circuit as shown in Fig. C15. 1 and a lateral type search coil to a CRO was connected. 2. The signal generator was turned on and was set to 0. 5A and 5kHz. 3. The centre of the search coil was placed 1 cm away from the straight wire. The search coil was at the same level and perpendicular to the straight wire. The CRO setting was adjusted to display a whole trace on its screen. 4. The time base of the CRO was switched off. The length of the vertical trace shown on the CRO was recorded, which represents the induced peak-to-peak e. m. f. (V) in the search coil and also the magnetic field around the straight wire. 5. The steps 2 to 4 were repeated with the other values of current (I) from the signal generator in steps of 0. 1A. Then, the results were tabulated. 6. A graph of the induced e. m. f. (V) against the current(I) as plotted. 7. The steps 2 to 4 were repeated with the others values of distances (r) of the search coil away from the straight wire. The results were tabulated. 8. A graph of the induced e. m. f. (V) against the reciprocal of distance([pic]) is plotted. 9. The frequency of the signal generator was varied to change the sensitivity of the search coil. B. Magnetic field around slinky solenoid 10. The circuit as shown in Fig. C15. 2 and a lateral type search coil to a CRO was connected. The stretched length of the solenoid is 1 m. 11. The signal generator was turned on and was set to 0. 5A and 5kHz. 12. The search coil was placed at the centre of the solenoid. Make sure that the search coil was perpendicular to the solenoid. The variation of induced e. m. f. was shown on the CRO. 13. Step 12 was repeated with placing the search coil at the end of the solenoid, across its cross-section and along its length. 14. The search coil was placed at the centre of the solenoid again. The time base of the CRO was switched off. The length of the vertical trace shown on the CRO was recorded, which represents the induced peak-to-peak e. m. f. (V) in the search coil and also the magnetic field around the solenoid. 15. Step 14 was repeated with the other values of currents (I) from the signal generator in steps of 0. 1A. The results were tabulated. 16. A graph of the induced e. m. f. (V) against the current (I) was plotted. 17. Step 14 was repeated with the other stretched lengths (l) of the solenoid. The space between coils must be even. The results were tabulated. 18. A graph of the induced e. m. f. (V) against the reciprocal of the stretched length of the solenoid(1/l ) was plotted. Results A. Magnetic field around straight wire |Current I/A |0 |0. 1 |0. 2 |0. |0. 4 |0. 5 | |Induced e. m. f. (V)/mV |0 |0. 5 |1 |1. 6 |2. 4 |4. 1 | [pic] |Distance (r) / cm |1 |2 |3 |4 |5 | |1/r /cm |1. 00 |0. 50 |0. 33 |0. 25 |0. 20 | |Induced e. m. f. (V)/ mV |4. 2 |3. 2 |2. 6 |2. 3 |2 | [pic] The sensitivity of the search coil can be increased by increasing the frequency. B. Magnetic field around slinky solenoid When placing the search coil at the centre of the solenoid, across its cross-section, the induced e. m. f. shown on the CRO, i. e. the length of the vertical trace is the maximum, that means the magnetic field of the straight wire is the maximum. When placing the search coil at the end of the solenoid, across its cross-section, the induced e. m. f. shown on the CRO, i. e. the length of the vertical trace is nearly half that at the centre of the solenoid, that means the magnetic field of the straight wire is nearly half that at the centre of the solenoid. When placing the search coil along the length of the solenoid, the induced e. m. f. shown on the CRO is quite uniform except near its two ends. |Current I/A |0. 01 |0. 02 |0. 03 |0. 04 |0. 05 |0. 06 | |Induced e. m. f. (V)/mV |1. 4 |2. 8 |3. 4 |4. 2 |6 |6. 6 | [pic]p Stretched length (l ) / m |1 |0. 9 |0. 8 |0. 7 |0. 6 |0. 5 |0. 4 |0. 3 | |1/l /m |1. 00 |1. 11 |1. 25 |1. 43 |1. 7 |2. 00 |2. 50 |3. 33 | |Induced e. m. f. (V)/ mV |1. 6 |1. 8 |2 |2. 2 |2. 4 |2. 8 |3 |3. 2 | |[pic] Discussion 1. From the V-I graph in step 6 (Graph A. 1), the current flowing in the straight wire is directly proportional to the induced e. m. f. (V). As the induced e. m. f. ? = -NA dB/dt, the current flowing in the straight wire increases with the magnetic field produced by the current-carrying straight wire. From the V- graph in step 8 (Graph A. 2), the distance from the straight wire is inversely proportional to the induced e. m. f. (V). As the induced e. m. . ? = -NA dB/dt, the distance from the straight wire decreases with the magnetic field produced by the current-carrying straight wire. Thus, the result agree with the equation [pic], where ? 0 is the permeability of free space. 2. From the V-I graph in step 16 (Graph B. 1), the current flowing in the slinky solenoid is directly proportional to the induced e. m. f. (V). As the induced e. m. f. ? = -NA dB/dt, the current flowing in the slinky solenoid increases with the magnetic field produced by the current-carrying solenoid. From the V- graph in step 18 (Graph B. ), its stretched length is inversely proportional to the induced e. m. f. (V). As the induced e. m. f. ? = -NA dB/dt, its stretched length decreases with the magnetic field produced by the current-carrying solenoid. Thus, the result agree with the equation [pic], where ? 0 is the permeability of free space and is the number of turns of the solenoid. 3. It is necessary to place the search coil at the same level and perpendicular to the straight wire. Otherwise, the magne tic field cannot cut the search coil completely and ideally. Then, the induced e. m. f. is not the maximum and even there is no induced e. . f. shown on the CRO. As a rollecteesult, the data cd is not accurate. 4. There are several sources of error. First, there is reading error, zero error of ammeter. Secondly, the space between coils is not even. Thirdly, the magnetic field around the straight wire and the slinky solenoid is easily disturbed by other apparatus nearby. Finally, the search coil is not at right angles to the straight wire and the solenoid, this make the data collected becomes inaccurate. To avoid disturbance, the set-up should be significantly distant from the return leads and other apparatus. The space between coils is nearly even. The search coil is nearly at right angles to the straight wire and the solenoid Therefore, the experiment can be improved. 5. Reason for the sensitivity of the search coil can be increased by increasing the frequency. First of all, the search coil detects a varying B-field through the current induced in it which is: From the deduction, we can see that with A and B0 held constant, which are the area of search coil and the peak value of the varying B-field respectively, the rate of change of magnetic flux ? ncreases with increasing ? which is the angular frequency with value 2? f, where f is the frequency of the B-field. 6. The Earth’s field can be ignored because it is a steady magnetic field. Conclusion The magnetic field around a long straight wire carrying a current is directly proportional to the current (I) and inversely proportional to the distance(r) from the wire. The magnetic field inside the solenoid carrying a current is direct ly proportional to the current (I) and the number of turns (N) but inversely proportional to the length (l ) of the solenoid.

Health and Social Essay

Check the suitability of an individual’s clothing and footwear for safety and mobility. When I go into a client’s house on a morning I get out clean clothes for that day for the client to put on, as I get the clothes out I check that the clothes are in good condition and that the clothes are the right size for the client. I recently went to dress the client, I went to put some trousers on the client but the trousers were too small so I explained to the client that these weren’t suitable as she would be uncomfortable all day so I looked for a bigger pair of trousers for the client to wear. I got a bigger pair of trousers out and they fit ok. 2.4 check the safety and cleanliness of mobility equipment and appliances. I went into a client’s house where the client uses an electric hoist, the hoist was plugged in on charge I took the hoist off charge and made sure the remote buttons worked correctly as they should and they did, I went to put the sling on the cli ent and noticed a dirty mark on the sling, the client has a spare sling so I put the dirty sling in the wash and used the clean sling, then carried out the rest of my call. Give feedback and encouragement to the individual during mobility activities. One of the clients I go to uses a Zimmer frame and recently had a fall so she is less confident at working. I assist the client to stand up and hold the Zimmer frame I then guide the client by holding her back to keep her steady on her feet, I talk to client while she’s walking encouraging her to take it slowly and steady, this makes her feel better as she’s not being rushed. I guide the client by telling her to move one foot at a time and when she reaching the dining room and sits down, she tells me that she will get better at walking I say to the client that she has done really well and that all she has to do is take her time and not rush it. Support the individual to prepare to eat and drink, in a way that meets their personal needs and preferences. I went into the clients house for their lunch call, the client is unable to prepare or make the meal for themselves, I take out a selection of meals for the client to choose from, the client chooses a meal and I make it for them, I ask the client what drink he would like and I make it, while the lunch is cooking I support the client to walk through to the kitchen table where he eats his meals. I make  sure he his comfy, he gets his own cutlery from the table and puts a napkin on his shirt. I then serve lunch. Adapt support in response to an individual’s feedback or observed reactions while eating and drinking. I went into a client’s home and prepared the meal of their choice, I served the meal. I client is very independent and likes to feed themselves however the client was struggling to use a folk as the food kept falling off, I suggested if the client wanted to use a spoon and the client agreed. The client was then still struggling so I offered my help to the client, I put food on the spoon for the client to just pick up and eat off the spoon, the client still had their independence as they were still feeding themselves. Encourage an individual to communicate their needs, preferences and personal beliefs affecting their personal care. I went into a client’s house for their morning call to help wash and dress, I assist the client into the bathroom, the client then tells me she can manage to wash herself she just needs me to wash her back, the client fills the sink and starts to wash herself, I say to the client do you want me to make your bed while your washing yourself she replies yes, so I go and make the bed I also do this to give the client some privacy, then client then calls me to say she’s ready for me to wash her back so I do this, I support her into the bedroom to get dressed I go to put her bra on but she stops me and says she does it a different way, I then support her getting the rest of her clothes on. Ensure room and water temperatures meet individual needs preferences for washing, bathing and mouth care. I ran the bath for a client and made sure the water wasn’t too cold or too hot the client got into the bath but he prefers the water to be quite hot so he asked me to put the hot tap on for a bit which I did then client told me to turn the tap off when he felt the water was suitable for him which again I did. A client required mouth care the client was able to respond to me so I asked the client how they would prefer the water either cold or cooled boiled water they prefer cold so I got this for them then carried out giving them mouth care. Ensure toiletries, materials and equipment is in reach of the individual. When  giving the client a bath he can manage to wash himself, while running the bath I get out all the toiletries he uses and put them in a suitable place for him to reach them while he’s in the bath. Dispose of food waste promptly and safely. At a client’s house I made homemade mince and potatoes, with all the peeling from the carrots and potatoes and put them into the kitchen bin them emptied the kitchen bin into the outside bin. Store different types of food and drink safely. I went into a clients house and a family member had just arrived with some shopping, I put the shopping away making sure all the frozen stuff went into the freezer and all the chilled stuff in the fridge, there was some raw meat which I placed on the bottom shelf in the fridge. All tinned food was placed in the cupboard in the kitchen. Support an individual to understand factors that contribute to good personal hygiene. I went into a clients home to support with personal care. The client is still very independent and only requires support when needed. The client went into the bathroom and started filling the sink with water and got the wash bag ready, I checked the water was at a right temperature, I mentioned to the client that the water was quite cold and suggested putting more hot water in as this will give a better wash, the client agreed and started to carry out the personal care. I reminded the client to use the soap to make her feel clean properly, the client got washed and dried and applied talc and deodorant to herself. Address personal hygiene issues with the individual in a sensitive manner without imposing own values. I went into a client’s home to carry out personal care, the client is bed bound and requires full support with personal care, I greeted the client and told him I was going to give him a wash and freshen him up into clean pjs, the client refused and said he wasn’t dirty, i said to the client that he hadn’t a wash for the past 2 days and that he had his breakfast around his mouth, the client then agreed to wash and get freshened up, I told the client that its important to wash regularly as it could affect his skin if its not cleaned regularly. Support the individual to develop awareness of the effects of poor hygiene on others. While I was giving personal care to the man I was explaining to him the effects of poor hygiene, I explained that its important to wash daily and to change clothes daily, I also mentioned when using the toilet to wash hands after as it spread germs and that it wouldn’t be nice for others to catch germs. Support the preferences and needs of the individual while maintaining their independence. I went into a clients home to support with personal care, it was my first visit to the clients home, the client showed me to the bathroom where she would get washed, I filled the sink up for the client as she only wanted a full body wash, the client then ask me to put some body wash into the water as this is what she prefers to wash with, which I did the client then got ready to wash I asked the client if she needed any help the client said she could manage but let me wash her back as she couldn’t reach.

Technology and Language essays

Technology and Language essays ?Language and words are the most important intangible things we have as humans. Having the ability to communicate abstract ideas with others by making sounds with our mouths is what sets us apart from other Earth-walking animals, and is quite incredible when you think about it. However, when the times change, language changes right with it. We are now in what is called the Age of Technology and the major increase in use of the internet, mobile devices and TV has created a whole new set of words that are being looked at as detrimental to traditional language. I do not think the language of new media is corrupting communication but helping, and the idea that it is helping comes from a bias towards younger people. People are generally afraid of change. So its understandable why someone who grew up talking a certain way, would be quick to be against the way a new generation was talking. Older people feel as if the words that new media have introduced to our culture are slang and are making us dumb because its taking over the traditional way of speaking and writing English. If everyone had this mindset, we would still be speaking like Shakespeare. In the video Tweets, Texts by Professor David Crystal, he disproves the common myths of modern vernacular. Crystal talks about how this new language is not really used as much as believed, and that they do not hurt peoples ability to write and communicate in a formal setting. Through a classroom study, Crystal found that those students who used the language of new media the most actually received higher marks on written assignments. So perhaps new language is not hurting, but in fact helping. A big part of the movement against the new language that mass media and technology have created is a bias towards younger people, who are the ones that use it the most. People fail to realize that just because someone is young, d...

The study of curriculum and instruction Annotated Bibliography

The study of curriculum and instruction - Annotated Bibliography Example This paper attempts to provide a sound basis not only for curriculum development but also endeavors to establish the fact that same strategies cannot be fruitful in all situations and sensible variations are required t be made depending upon a number of factors such as age, gender, geographical location, race etc. of the prospective students which are required to be predetermined. It may also happen that an educator might have to alter his strategy even during an ongoing lesson observing the situational requirements. I have made an effort to present a thorough research of the available literature on the aforesaid topic and am presenting an evaluated summary of the books and scholarly articles I have utilized in this context. Baker’s (2009) study focuses multimedia instructions to develop a pre-service skill of student observation among the teachers as the trainers have admitted that this skill is very challenging to be taught and Baker’s study may help in this connection. Carnahan et al. (2009) have emphasized how paraeducators are supported by the teachers in order to guarantee students’ quality of education. They present an account of content deficiency in teacher development programs in respect to management of and cooperation amid paraeducators thus creating a congenial teaching environment. Clatthorn et al. have presented a profound work that provides very practical and concise teaching strategies which may be applied by the upper level educators for curriculum developm ent with specified local and international standards. The curricula and teaching instructions that are required to meet the needs of diversified learners are being examined in the book written by Coyne et al. (2006) who by their modern exposures cultural and experiential and socioeconomic backgrounds confront the conventional and instructional programs and curriculums. They

Use of Financial Statements in Food and Beverage Operation Assignment

Use of Financial Statements in Food and Beverage Operation - Assignment Example Tax authorities need to evaluate the financial statements to determine the level of taxation to be applied to the business. The balance sheet is an important financial statement that indicates the position of a food and beverage enterprise’s assets and liabilities as well as the shareholders’ equity. In a balance sheet, the difference between assets and liabilities equals equity (Reid & Botanic, 2006). Income statements contain operating costs that are categorised as direct and indirect costs. Direct costs are those incurred in running specific functions such as casual labour and raw material supplies while indirect costs are non-specific expenses that support the entire business such as depreciation, cleaning and general office supplies. These expenses are considered in determining the shareholder incomes per share. The revenue earned in a particular period of time is also contained in the income statements. They help the owner of the food and beverage operation to know if the business made a profit as well as whether the profits attained conformed to the targets set for the business. Income statements also help the owner to determine whether the profits decreased or increased compared to earlier periods. If the owner is not the manager, he/she can use the income statements to appraise the restaurant manager’s performance. Cash-flow financial statements are important in tra cking the movement of monies in and out of the business. They can be used to identify irregular payments and also to track the business’s capacity to settle outstanding bills. The owner of the food and beverage operations can evaluate the net cash increase or decrease to determine if the business is achieving the growth strategy (Bowie & Buttle, 2004). It is important to recognize and appraise the need for a product in the company. The product may be necessitated by finished stock, innovations or demand from customers. Specifications should be done to ensure that all the necessary details are taken care of to offer customers the best value.  Ã‚